Instructional Unit that is composed of three related lesson plans that effectively integrate, manage, and assess technology into the classroom per NTeQ methodology

The University of Phoenix EDU 500

Outside Project  Due Week 3, Day 7

JR 3/9/2010

Summary

This Outside Project is an Instructional Unit that is composed of three related lesson plans that effectively integrate, manage, and assess technology into the classroom per NTeQ methodology.  Included will be  appropriate assessments and rubrics to measure student mastery of the stated objectives.

     Obesity has become a serious challenge for the United States.  Healthy habits for life begin in childhood, and one of those habits is regular exercise.

These lesson plans will involve students in the discovering, entering and manipulating of meaningful data, interpreting data, drawing conclusions and presenting their findings to others.  It is my hope that by engaging in this inquiry-based learning, they will better see the value of exercise.

Through the use of technology, student will be more motivated, will be able to perform calculations that would be much more challenging via traditional means and will be more persuasive in their message for the use of electronic presentation.

Analysis of Physical Fitness Assessment Data

Created by John Reafleng

Subject Area: Mathematics

Grade Level: 7th/8th

Lesson plan standards:

CA state content standards

1.0 Students compute and analyze statistical measurements for data sets:

1.1 Compute the range, mean, median, and mode of data sets.

1.2 Understand how additional data added to data sets may affect these computations of measures of central tendency.

1.3 Understand how the inclusion or exclusion of outliers affects measures of central tendency.

1.4 Know why a specific measure of central tendency (mean, median) provides the most useful information in a given context.

Lesson Summary and Intro:

Student will analyze the results of a required school-wide physical fitness assessment conducted by the PE teacher. This lesson is to teach central tendency and to allow student to feel more involved in the physical fitness process by seeing the statistics behind the exercise.

Learning Objectives and Computer Functions:

Objective 1: When given a blank spreadsheet and prior direct instruction on how to enter data, student will enter formulas in cells with 100% accuracy as measured by teacher observation.

Objective 2: When given a spreadsheet template, student will perform central tendency calculations based upon data generated by a physical fitness assessment with 100% accuracy as compared to the teacher spreadsheet.

Objective 3: Student will create a graph summarizing findings based upon a graph of their choice; the graph must be appropriate for the type of analysis as measured by the readability of the graph.

Objective 4:  Student will create a cover sheet that includes one physical fitness graphic and a one-sentence statement stating what the report is about with name and date of the student.

Instructional materials:

Computer with Microsoft Excel

Raw data generated by PE teacher (with assistance from selected student).

Problem Nature:

Student health has declined in our country and different experts have different ideas about how to fix the problem.  One possible solution is through statistics. Statistics are generated in all sports and is something that is motivating for student (and adults) in watching and participating in sports. By seeing data of student performance at our school, will student be more motivated to be active?

Notes on Using Data:

Are the data in a format student can use? YES

Are student allowed to modify, delete, or add data? NO

Can data entry work be divided among groups and then merged? YES, but not for this lesson.

Where will student save data? Desktop in a folder. Teacher saves data online after student computer use.

Problem Statement:

“How do the different grades and classes at our school perform as compared to each other. How does our school compare to other schools of similar size? To schools larger than ours?”

Data Manipulation Instructions:

The learner used computers at beginner level

Integration Strategies:

“Think about your score on the number of sit-ups you did. Now look at the average. How well did you do? Now look at the median. Why is that number different. Remember how we talked about the differences between median and average?  What would happen to the data if somebody only did one sit-up?”

Organization Strategies:

“Think about baseball, football and NBA/WNBA statistics. In baseball, how do they calculate a hitters batting average? How do they know when a basketball player and earned a “triple-double”. How do these statistics compare to ours?”

Elaboration Strategies:

“Why is it important that we collect this data? What can we do with this data?” (I hope that they say to know where we are in fitness, to set goals for the next assessment).

Results Presentation:

For this lesson plan all student will print paper copies to send home and have in their portfolios. Every step of the process will be included (including the original practice with entering formulas).

Computer Integration:

Student will find central tendency and be able to manipulate data into charts to later put them into other programs as the tasks that a computer is appropriate for.

Activities During Computer Use:

Student will work individually on the computer.  Students may talk to each other, provided that conversations are appropriate.

Activities Before Using the Computer:

Review worksheets on central tendency that they will bring with them to the computer lab as a reference. Student will receive direct instruction on creating charts based upon teacher-provided data.

Strategies to develop student’ attitudes towards the problem, motivation, and overall mindfulness:

“The computer will help us do calculations that would take us a lot of time with a calculator, pencil and paper. Think about how much time is spent doing long division on paper compared to doing it with a calculator. This will way will be even faster than compared with a calculator.”

Activities While Using the Computer:

Student will work at the computer individually

Activities After Using the Computer:

Student will begin to look at their results and reflect upon how what they found was similar or different to the review sheets of central tendency.

Supporting Activities:

Constant review of the central tendency worksheet what it is and why it’s used with real-world examples.

Assessment:

Student will be assessed by means of:

    * Performance

Included in the assessment:

Scoring for this portion of the PE Physical Fitness Assessment data analysis project will be based upon 25 points.

Data Entry: 5 points

Student correctly enter data from the data sheet the first time (provided by teacher with some data collected directly by the student).

5 – student made no data entry errors

4 – student made 1-2 data entry errors

3 – student made 3-4 data entry errors

2 – student made 5-6 data entry errors

1 – student made 7-8 data entry errors

Cover Sheet: 5 points

5 – Cover sheet is neatly organized with name, date, one-sentence statement of what this portion of the project is about and graphic

4 – Cover sheet is neatly organized with name, date, sentence but with no graphic

3 – Cover sheet is somewhat organized with name, date, sentence and no graphic

1 – no cover sheet

Graph: 5 points

5 – the graph is correctly labeled and is the appropriate type for the data provided (i.e. column, bar)

4 – The graph is not correctly labeled or is not the appropriate type for the data provided

3 – The graph is not correctly labeled and is not the appropriate type for the data provided

1 – no graph provided

Formulas: 5 points

5 – Student used correct formula for median, mode and average

4 – Student used correct formula for two of the above

3 – Student used correct formula for one of the above

2 – Student did not correctly enterer formulas, but made an attempt

1 – Student did not enter formulas

Participation: 5 Points

5 – Student followed all directions at first prompt most of the time

4 – Student followed all directions by second prompts most of the time

3 – Student followed all directions by second prompts some or most of the time

2 – Student followed all directions by second prompts some of the time

1 – Student had significant challenges following directions after the second prompt.

Closure:

“What is the most important thing you learned from this lesson?  How will you be able to apply it in the future?  What else do you want to know about data manipulation and using Excel?  Does using excel give you a significant advantage over doing calculation by calculator?  Why do you think that this program is so widely used in the business world”

Analysis of Physical Fitness Assessment Data Part II

Created by John Reafleng

Subject Area: English

Grade Level: 7th/8th

Lesson plan standards:

CA state content standards

2.4 Write persuasive compositions:

State a clear position or perspective in support of a proposition or proposal.

Describe the points in support of the proposition, employing well-articulated evidence.

Organization and Focus
1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.
1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.
1.3 Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts.

Lesson Summary and Intro:

In this lesson student will draw conclusions about data generated from a prior lesson on data from a PE assessment for the purpose of thinking critically about exercise as a life-long endeavor.

Learning Objectives and Computer Functions:

Objective: Given data provided by a spreadsheet (with a chart summarizing data), student will compose a three-paragraph essay with a paragraph summarizing the current state of children and exercise, a paragraph reporting the data and a paragraph stating the interpretation and significance of the data as measured the 6 Traits of Writing rubric.

Instructional materials:

Computer with Microsoft Word

Graph generated by student from previous lesson.

Problem Nature:

Obesity has become a serious challenge for the United States. Healthy habits for life begin in childhood, and one of those habits is regular exercise.

Problem Statement:

“From many of our readings in class and from your observations from the news and with your own eyes you probably realize that obesity is a serious problem. We have collected data and now we’re going to answer the question: how important is collecting and analyzing health data a part of solving the challenge of fighting obesity?”

Data Manipulation Instructions:

The learner used computers at beginner level.

Integration Strategies:

“What do you think about the data that you’re looking at? What do you see? What’s important? Which of the middle school classes is the fittest? Why? What other questions do you have from the data?”

Organization Strategies:

Student will organize data results by grade, then organize them by similar ages (K-1, 2-3, 4-5, 6-8). Data can then be organized by our middle school with other middle schools across the country (no more than 10).  Place graph in report (did the graph explain visually the data adequately as determined by teacher?). Make sure the student correctly calculated median, mode, average, then create graph to plot average, then scores by grade, etc.)

Elaboration Strategies:

Create an outline in Word of their ideas.

Results Presentation:

Student will print (electronic publication in next unit) their report with cover page, data and their three-paragraph conclusion. Report must use a reader-friendly font (black, no greater than 16). Report must conform as highly as reasonably possible to the 6+1 Trait® Condensed Scoring Guide by Education Northwest. This rubric will be reviewed with student all along the writing process.

Copies of each report will be placed on the bulleting board outside the classroom door. Only the cover page and the graph will be included.

Computer Integration:

Editing tasks are significantly easier and faster than paper/pencil methods of editing which require either erasing or re-writing.

Activities During Computer Use:

Student will work individually on the computer.  Student may talk to each other, provided that conversations are appropriate.

Activities Before Using the Computer:

Data analysis to be conducted with teacher. The questions in the integration section should be discussed individually with student. Then student can ask each other their questions. Teacher should guide student in taking notes of their and their peer’s answers.

Strategies to develop student’ attitudes towards the problem, motivation, and overall mindfulness:

Engage the class in a whole-group discussion on the issue. Review age-appropriate books and magazines (i.e. Time for Kids, etc.)

Activities While Using the Computer:

Student will work at the computer individually

Activities After Using the Computer:

Print essay as edited and work with teacher on revisions. Continue discussions with peers re analysis of data.

Supporting Activities:

Editing of essay, reading of paper-print on the subject

Assessment:

Student will be assessed by means of:

    * Performance

Included in the assessment:

Six traits of writing (see sample below)

Closure:

“What is the most important thing you learned from this lesson?  How will you be able to apply it in the future?  What else do you want to know about creating essays using Word?  Is Word better for writing?  Why or Why not?

Analysis of Physical Fitness Assessment Data Part III

Created by John Reafleng

Subject Area: Health Education

Grade Level:  7th/8th

Lesson plan standards:

CA state content standards

1.12.N Examine the role of lifelong fitness activities in maintaining personal fitness, blood pressure, weight, and percentage of body fat.

1.14.N Identify ways to increase daily physical activity.

1.15.N Explain that incorporating daily moderate or vigorous physical activity into one’s life does not require a structured exercise plan or special equipment.

1.16.N Differentiate between physical activity and exercise and health-related and skill-related fitness.

Lesson Summary and Intro:

In this lesson student will present conclusions about data generated from a prior lesson on data from a PE assessment for the purpose of having others think critically about exercise as a life-long endeavor.

Learning Objectives and Computer Functions:

Objective: When given a blank Power Point application, student will create a presentation with a title page (from their cover sheet), discussion points (from the text of their essay) and data chart as measured by a teacher-made rubric of the presentation.

Instructional materials:

Computer with Microsoft Power Point

2 paper copy of essays (one to practice reading, one to use for PP layout)

Problem Nature:

Obesity has become a serious challenge for the United States. Healthy habits for life begin in childhood, and one of those habits is regular exercise.

Problem Statement:

“Do you lead a healthy lifestyle? How can you encourage others to lead a healthy lifestyle? What does it mean to be healthy? Do you think that presenting student with information about health and fitness will influence them to make better fitness choices?”

Data Manipulation Instructions:

The learner uses computers at beginner level

Integration Strategies:

Student will read their essay to a peer to get a feel for how it sounds when being presented in order to give them an idea of how to break up the essay into the different slides in PP.

Organization Strategies:

1. Student may print and cut the sentences out and see how they want to lay them out.

2. Student may go back into Word and save a new copy and experiment with the layout before importing into Power Point.

Elaboration Strategies:

Student will search for images to accompany slides (as many as reasonable possible) to visually reinforce the message)

Results Presentation:

1.  While student will present electronically, he or she will print paper copies to send home and have in their portfolios. Every step of the process will be included (including the original practice with entering formulas).

2.  Bulletin board already placed

3.  A copy of the report scoring highest on the rubric (and has the most aesthetic cover page as determined by teacher) might be placed on the school’s web site. Only the cover page and the graph will be included.

4.  Student will present to the class with his or her PP presentation. Selected students may present their findings to the next board of directors meeting, presenting paper copies (or even a PP presentation if appropriate – this may be difficult given available resources) to all participants in the meeting. All aspects of the process will be included except for the practice with entering formulas.

Computer Integration:

Presentations with presentation software, while requiring a fair amount of front-end work, can make for more effective learning in that the presenter is more organized and takes some of the attention off of him or her and the learner has a visual to match with the accompanying lecture.  Therefore a PP presentation by the student for whom this lesson is generated will have a more positive public speaking experience and will deliver a more powerful message.

Activities Before Using the Computer:

Direct instruction on using Power Point. First instruction given on S-video monitor, then supervised student manipulation of PP, showing the concepts of importing (documents and images), duplicating slides, creating specific types of slides and backgrounds.

Strategies to develop student’s attitudes towards the problem, motivation, and overall mindfulness:

“Class, this is the EXACT program that people in the business world everywhere use to present information and give trainings. Knowing this program will go a long way towards you being a skilled employee in the future.”

Activities While Using the Computer:

Student will work individually on the computer. They make converse with others provided that they are having appropriate conversations.

Activities After Using the Computer:

Continue to practice their presentation, looking for way to improve the layout of the presentation (continue with paper-based layout if they chose this option for layout experimentation).

Supporting Activities:

Practice their presentation with a peer.

Assessment:

Student will be assessed by means of:

    * Performance

5 – Slide text have an easy, natural flow, appropriate graphics on each slide, background does not obscure text, slide type is appropriate for text, cover page is integrated into the beginning of the slide.

4. – Slide text flow from one to the next, appropriate graphics on all or most slides, background mostly does not complete with text, slide type is adequate for text, cover page is integrated into the beginning of the slide.

3. – Slide text bit awkward from one to the next, appropriate graphics on some or most slides, background completes with text, slide type is not ideal for text, cover page is integrated into the beginning of the slide.

2. – Slide text very awkward from one to the next, appropriate graphics on some slides, background significantly completes with text, slide type is not appropriate for text, cover page is integrated into the beginning of the slide.

1. – Slide text place without much thought, appropriate graphics on some or no slides, background obscures text, slide type is not appropriate for text, no cover page integrated into the beginning of the slide.

    * Presentation

5 – Student presented naturally; student asked for questions

4 – Student presented; student asked for questions

3 – Student presented

1 – Student did not present

Participation: 5 Points

5 – Student followed all directions at first prompt most of the time

4 – Student followed all directions by second prompts most of the time

3 – Student followed all directions by second prompts some or most of the time

2 – Student followed all directions by second prompts some of the time

1 – Student had significant challenges following directions after the second prompt.

Closure:

“What is the most important thing you learned from this lesson?  How will you be able to apply it in the future?  What else do you want to know about creating presentations with Power Point?  How did you feel when you were giving the presentation?  Do you feel that PP helped you?  Did you feel more confident with the presentation?  Why or Why not?”

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