NTeQ Lesson Plan Project Title: Developing Time Management Unit Topic: Statistics and Data Collection Grade Level: High School (9th-12th) Overview: Students all over the world seem to battle with time management. Many students are involved in extra-curricular activities, or they work while they attend school. Therefore, they not only have the burden of the everyday school assignments, they have several responsibilities outside of school itself. This project will allow students to communicate with students from other tellecollaborating classrooms to discuss the issue of expectations versus time and create a project on their data. This project will provide the opportunity to research topics on how our lifestyles affect our health. Another important aspect of this project is to propose ideas for why we are so constricted by time and if our time constraints have changed over the years.
The project will take three weeks to complete and it will address content in mathematics, health, history, and language arts. The students will be responsible for developing their own questions in the survey they will conduct. The surveys will need to be word processed. They will survey a variety of people asking fellow students how much time they spend various activities each day. The students will then classify the information into categories they feel are important. These categories can be discussed with the tellecollaborating classrooms for further input. Once they have collected sufficient data they will present the information on a spreadsheet through a program like Microsoft Excel.
The Research paper on Maritime Students Perception on School Related activities
... Adolescence, Winter 2001, reported on a survey of 1,115 Massachusetts high school students. Survey results indicated that athletes were significantly ... Entrance Examination Board in 2005. In a 2006 research project published by the Center for Information & Research ... develop self-discipline. Adolescent Time Use, Risky Behavior, and Outcomes: An Analysis of National Data, issued in September 1995, ...
After analyzing the data the students will research the information they found through resources such as the library and/or Internet. Once the students have gained sufficient knowledge from their research they will need to develop a paper/presentation on the effects of time constraints and how it has changed through out the years. They can begin by organizing their ideas using concept map software. In displaying the data the student will have the opportunity to develop a PowerPoint presentation. Objectives: Students will be able to: o Collect data and present ideas that support the data. o Present the data in the form of a spreadsheet. o Analyze data to support and draw conclusions. o Classify information.
o Identify ways to collect information. o Express data and interpretation of data in a presentation. o Expand their understanding of mathematics in real world settings. o Understand and interpret graphs and charts. Benchmarks/Standards: Patterns, Relationships and Functions (Strand I, Standard I, and Benchmark II) Analyze, interpret and translate among representations of patterns including tables, charts, graphs, matrices and vectors. Patterns, Relationships and Functions (Strand I, Standard I, Benchmark III) Study and employ mathematical models of patterns to make inferences, predictions and decisions. Patterns, Relationships and Functions (Strand I, Standard I, Benchmark IV) Use patterns and reasoning to solve problems and explore new content.
Data Analysis and Statistics (Strand III, Standard I, Benchmark I) Collect and explore data through observation, measurement, surveys, sampling techniques and simulations. Data Analysis and Statistics (Strand III, Standard I, Benchmark II) Organize data using tables, charts, graphs, spreadsheets and data bases. Data Analysis and Statistics (Strand III, Standard I, Benchmark IV) Identify what data are needed to answer a particular question or solve a given problem and design and implement strategies to obtain, organize and present those data. Data Analysis and Statistics (Strand III, Standard II, Benchmark III) Use the data and their characteristics to draw and support conclusions. Data Analysis and Statistics (Strand III, Standard II, Benchmark V) Formulate questions and problems and gather and interpret data to answer those questions. Data Analysis and Statistics (Strand III, Standard III, Benchmark III) Formulate and communicate arguments and conclusions based on data and evaluate their arguments and those of others. Prior Knowledge: Students will have worked on the following mathematical skills: o Reading data from a chart, graph, and spreadsheet.
The Essay on Graphs Chart Audience Information Visual
21 April 2002 When utilizing graphic presentations during an oral presentation, you need to ensure that your graph or chart is not too cluttered with too much information. Having too much information on a graph or chart is worse than not having one at all. If the audience is spending more time trying to read all the information that is on your graph / chart , than their focus will not be on you, ...
o Exploring patterns and describing mathematical relationships. o Classifying information into categories and groups based on similar properties. o Formulating and supporting arguments based on statistical data. Students will have performed the following tasks with technological devices: o Found sources of information by using a search engine via the Internet. o Exchanged and responded to email messages from teacher and fellow students. o Word processed papers. o Input data into a graphing calculator and displayed results on a graph.
New technology skills the students will acquire in this project include the following: o Develop a small computerized presentation. o Save and create different types of files. o Create graphs and charts. o Input data into an Excel spreadsheet. o Make a computer projected concept map. Computer Functions: LEARNING TASK COMPUTER FUNCTION COMPUTER APPLICATION DATA MANIPULATION Computer Presentation Create a small three-slide presentation.
Microsoft PowerPoint → Copy charts and graphs onto slides. → Create title slide. → Incorporate slide transitions. Saving Files Learn what the different types of files are from webpage. Internet http://www.wiley.com/college/service/file.html → Save files in jpg. and PDF.
formats. → Read info. from the given webpage. Create graphs and charts. Take data and create a graph or chart. Microsoft Excel. → Highlighting information wanted for chart/graph. → Show the various types of charts/graphs available. → Display information using a given graph.
→ Label axis on the chart/grid. Continued on next page. Input data into spreadsheet. Enter data into a spreadsheet. Microsoft Excel. → Input data into formatted spreadsheet. → Label cells accordingly.
Create a concept map. Outline key concepts of their project. Inspiration Software. → Insert ideas into concept map. Materials: o Computer Access o Overhead Projector o Computer Programs (Excel, PowerPoint, Inspiration, Internet) o Hand-outs o Graphing Calculators Opening Set Activity: This lesson will begin by asking the students to think about how much time they spend through out the day on various activities. The students will then be asked to break down their day by writing the activities that consume the parts of their day (sleeping, homework, school, extra-curricular activities, video games, eating, etc.).
The Essay on Class Step Data Students
Reading this article was as painful as getting teeth pulled. The article was a professor's review of a class he instructed at the University of Chicago on strategic planning. The class was not conducted in a typical class format, but instead had students actively involved in groups that gathered data, analyzed, critiqued, and prepared strategic plans for area businesses who volunteered their ...
Each student will take their data and calculate the percent of the day spent on each activity. Check for understanding: “Can someone please tell me how to calculate a number in to a percent? What number should we divide by?” Once they have done this the students will be divided in to groups and compare their data with fellow classmates. In groups they will discuss if the way they spend their time constitutes a healthy lifestyle. And I will raise the question if they feel time constrictions have changed over the years…and whether or not younger generations are expected to do more? If so, what has brought about these changes? The students will have to come up with some sort of hypothesis and they will be given the chance to test the hypothesis through the project. This will serve as a great introduction to the project they are about to partake in. Procedures: Once the students have discussed the ….
