Jessica+Genella+Unit+Project+Page

Graph and look at correlation || Come up with questions based on a graph or model || by determining, using, or analyzing measures of central tendency (mean, median, or mode), dispersion (range or variation), outliers, quartile values, estimated line of best fit, regression line, or correlation (strong positive, strong negative, or no correlation) to solve problems; and solve problems involving conceptual understanding of the sample from which the statistics were developed. |||||||| Find mean, median, mode Look for outliers Estimate best fit lines ||
 * ** Timeline for Project Completion ** ||
 * **// Unit 1 //** || Get into the Project Wiki space. ||
 * **// Unit 2 //** || Determine the Unit standards and the ways in which your students can demonstrate those standards to you. ||
 * **// Unit 3 //** || Develop the preliminary summative assessment criteria that you will use to assess learning of the standards. ||
 * **// Unit 4 //** || Develop higher order thinking and engaging questions that you can use to get students thinking about the content you want them to learn. ||
 * **// Unit 5 //** || Develop a project that students can work on throughout the unit to gain experience and practice using the content you want them to learn. ||
 * **// Unit 6 //** || Incorporate multimedia resources that enhance your instructional activities and provide students will other ways to learn content. ||
 * **// Unit 7 //** || Incorporate the use of Web 2.0 tools or resources that extend learning by providing opportunities for learning through collaboration. ||
 * ** Section 1: General Information ** ||
 * Name |||||||| Jessica Genella ||  Title  || High School Teacher ||
 * SAU |||||||| 38 ||  Grade Level  || 9-12 ||
 * District |||||||| Hinsdale ||  Content Area  || Mathematics ||
 * School |||||||| Hinsdale High School ||  Content Domain  || Integrated Math/ Algebra 2 ||
 * ** Backward Design Unit Planning ** ||
 * ** Unit 2: Standards and Learning Goals ** ||
 * Online or Hybrid Unit |||||||||||| Representing Data ||
 * Source of Standards |||||||||||| NH Curriculum Frameworks ||
 * // What are the standards you want to teach with this unit? // |||||||| // Brainstorm ideas for how students can demonstrate this standard to you. // ||
 * 1 M:F&A:10:1 Identifies, extends, and generalizes a variety of patterns (linear and nonlinear) represented by models, tables, sequences, or graphs in problem solving situations. |||||||| Look for patterns
 * 1 M:F&A:10:1 Identifies, extends, and generalizes a variety of patterns (linear and nonlinear) represented by models, tables, sequences, or graphs in problem solving situations. |||||||| Look for patterns
 * 2 M:DSP:10:1 Interprets a given representation(s) (e.g., box-and-whisker plots, scatter plots, bar graphs, line graphs, circle graphs, histograms, frequency charts) to make observations, to answer questions, to analyze the data to formulate or justify conclusions, critique conclusions, make predictions, or to solve problems within mathematics or across disciplines or contexts (e.g., media, workplace, social and environmental situations). |||||||| Look at models/graphs to answer questions
 * 3 M:DSP:10:2 Analyzes patterns, trends, or distributions in data in a variety of contexts
 * 4 M:DSP:10:3 Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M:DSP:10:1. |||||||| Look at data set and determine best way to represent it in a model or graph. ||
 * 5 M:CCR:HS:2 Students will create and use representations to communicate mathematical ideas and to solve problems and be able to: • Choose appropriate representations and mathematical language (e.g.,spreadsheets, geometric models, algebraic symbols, tables, graphs, matrices) to present ideas clearly and logically for a given situation. |||||||| Create Box and Whisker plots, stem and leaf plots, histograms, scatter plots, and bar graphs. ||
 * // Inset more rows if necessary. // ||
 * ** Unit 3: Assessment Criteria and Measurement ** ||
 * // Design a draft of the assessment you will use to determine students have achieved the standards. // ||
 * // List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard. // |||||||| // What are the levels of quality or understanding of content you might expect? Design the measurement scale for the rubric. // ||
 * 1 Homework |||||||| Homework problems are a form of assessment and should be completed in each unit. The homework will be 20% of the overall grade. ||
 * 2 Activities/Discussion |||||||| The activities and discussion will allow the students to do the work and then share in a group discussion on what they have learned. This will be 20% of the overall grade. ||
 * 3 Quizzes |||||||| The quizzes are a form of assessment that can be used formatively or summatively to see where the student stands with knowledge in the course. This can be done with an online survey or a brief message to the course instructor answering the questions. This will be worth 15% of the overall grade. ||
 * 4 Tests |||||||| Tests in my classroom are used at the end of each unit. I would do use this same assessment at the end of each unit in an online environment. This would be 25% of the overall grade. ||
 * 5 Projects |||||||| Projects are a great way for the students to work together, possibly in the Wiki site to show that they can work as a team. This will be another form of assessment in the course and is worth 20%. ||
 * // Inset more rows if necessary. // ||
 * ** Unit 4: Instructional Design: Discussion Questions ** ||
 * // Design a discussion starter question, or set of questions that require students use higher order thinking skills to develop a deeper understanding of the concept. Connect this discussion question to your unit standards and assessment criteria. // ||
 * // On what cognitive level of Bloom’s Taxonomy would you place this discussion starter question? If the discussion starter frame consists of more than one, identify all of them. // |||||||| // To what assessment criteria does this discussion question connect? Tie the learning students will get through this discussion to the assessment criteria/standard you want them to achieve. // ||
 * The questions for the unit I have created have used all levels of Blooms Taxonomy. I think it is important to reach all levels in each unit. |||||||| These questions are all aligned to each of my standards that I have listed in Unit 2 Standards and Learning Goals. ||
 * // Write the Discussion Starter question or set of questions below. Include all framing language necessary. // ||
 * In this Chapter we are going to be using different forms of representing and analyzing data. In this chapter each student will be asked: How do you identify data values that are not typical of a data set? How do you use equations to find missing data values? How do histograms, frequency tables, and stem-and-leaf plots display data, and what is the main difference of each? What are the five numbers needed to develop a box-and-whisker plot and what does each interval represent? When is each form of displaying data a good choice for a data set? How do you determine if a data display is misleading? ||
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 * ** Unit 5: Instructional Design: Projects ** ||
 * // Design a short online project or activity that would provide students with an opportunity to gain experience and practice with the content of your unit. Connect this project to your unit standards and assessment criteria. // ||
 * // Describe a project or activity that you could use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. How does the project provide evidence of learning? // |||||||| // To what assessment criteria do this does this project or activity connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. // ||
 * A project for this unit could be to first create a survey to hand out to a population of the school. Then use the survey results and choose a format to display the data that was collected, and explain the reason for each choice. Students will also need to find the mean, median, and mode of each data set, and create a box-and-whisker to describe the range and distribution of the data. In the end each group will have to organize their work on the internet for the other class members to see. |||||||| The project is designed to cover each of the standards that I have listed. ||
 * // Inset more rows if you have additional projects you want to include. // ||
 * ** Unit 6: Instructional Design: Multimedia Resources ** ||
 * // Find multimedia resources online that would provide students with an opportunity to gain a deeper understanding of the content of your unit. Connect the content of the multimedia resource to your unit standards and assessment criteria. // ||
 * // From **Thinkfinity**: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. // |||||||| // To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. // ||
 * I found the Mean and Median link from Thinkfinity that allows the students to place the values on the number line and then as they are working on that the mean and median are updated as they add values. The other interesting part is it has the box-and-whisker plot above the number line that is being updated with each number that is added to the number line. The best part about this is the students can instantly see how the data is distributed and even though they are not creating the box-and-whisker and calculating the values needed in the unit, they can still use this tool to represent the data. |||||||| This link has the students creating the box-and-whisker plot so it aligns to the fifth standard that I have listed on the unit standards. ||
 * // Provide the link to the **Thinkfinity** multimedia resource. // |||||||||| http://illuminations.nctm.org/ActivityDetail.aspx?ID=160 ||
 * // From **You Tube**: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. // |||||||| // To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. // ||
 * I finally made it onto You tube and I found this video that shows how you make a histogram. There is a teacher who created the video and I did find a few more like it. It starts by setting up a frequency table which will show the students that you can't just jump into making a histogram without the frequency table. Then the teacher shows how to set up the histogram. |||||||| This video mostly aligns to the fifth standard that I have listed on the unit standards, because it shows how to create a frequency table and a histogram. ||
 * // Provide the link to the **You Tube** multimedia resource. // |||||||||| http://www.youtube.com/watch?v=DmM2EsaDfJw ||
 * // Inset more rows if you would like to include more resources in your project. // ||
 * ** Unit 7: Instructional Design: Using Web 2.0 Tools ** ||
 * // Find an online Web 2.0 tool that could use with your students to help them collaborate with each other in order to gain a deeper understanding of the content they are trying to learn. Connect the content of the multimedia resource to your unit standards and assessment criteria. // ||
 * // Describe the tool you would have them use for collaboration. // ||
 * I would like to use either wiki or edmodo for student/teacher collaboration. ||
 * // Provide the link to the online multimedia resource // ||||||||||  ||
 * // How would your students use this tool for collaboration? What would you have them do to learn the content of your unit? // |||||| // How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve. // ||
 * I would like the students to use the interactive lessons and watch the videos I have posted and then work on the unit project together through the wiki or edmodo. We could post the survey results on the site and then use a graphing tool to create the data display for the project. |||||| This part of the unit ties everything together. It will allow the students to work together to help meet all of the standards. I can post sites on edmodo for them to learn all about representing data and when to use each data display. ||
 * // Inset more rows if necessary. // ||
 * // Find an online Web 2.0 tool that could use with your students to help them collaborate with each other in order to gain a deeper understanding of the content they are trying to learn. Connect the content of the multimedia resource to your unit standards and assessment criteria. // ||
 * // Describe the tool you would have them use for collaboration. // ||
 * I would like to use either wiki or edmodo for student/teacher collaboration. ||
 * // Provide the link to the online multimedia resource // ||||||||||  ||
 * // How would your students use this tool for collaboration? What would you have them do to learn the content of your unit? // |||||| // How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve. // ||
 * I would like the students to use the interactive lessons and watch the videos I have posted and then work on the unit project together through the wiki or edmodo. We could post the survey results on the site and then use a graphing tool to create the data display for the project. |||||| This part of the unit ties everything together. It will allow the students to work together to help meet all of the standards. I can post sites on edmodo for them to learn all about representing data and when to use each data display. ||
 * // Inset more rows if necessary. // ||