NowHearTHIS.doc

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21st_{Century Teaching and Learning: Project-based Unit} Snapshot of Unit Content and Student Expectations

Title of Unit: “Now hear THIS” Unit Designers:

Serena Campbell, NBCT – Hanover

Buffie Holley, NBCT – Albemarle

James Britton - Caroline Context of the

Project:

Students will investigate various methods of communication. Students will develop a plan for the best method to communicate information based upon appropriate age groupings.

Number of Class

Hours: 11 to 14 hours Unit Design:Project-based Unit

Other Subject Areas/ Disciplines Addressed in the Unit:

Environmental Science, Health/PE/Drivers Education, Mass Communications, Web Design

Driving Question: How will you disseminate three types information to either the school or community population? The three types of information are emergency, non-emergency, and informational.

Mathematics Content

Addressed: Mean, Standard Deviation, Z-Scores, Normal Distribution, Normal Curve, Probability Mathematical Process

Goals Addressed

X Problem Solving X Communication X Reasoning __Connections X Representations

Assumption of Prior Knowledge:

Measures of central tendency, including mean, median, mode, range, stem-and-leaf plot, box-and-whisker plots

Courses for Which the Unit is

Appropriate

Algebra II, Algebra Functions and Data Analysis, Capstone Course

College and Career Readiness/21st Century Skills BIE Page 35-37

T for skills to be taught and expected to use during the unit, E

for skills student are expected to know and be able to use during this unit A for skills that will be assessed during this unit

E Collaboration T/A Research T/E/A Communication (Oral and/or Written) E Technology E/A Critical Thinking/Decision Making

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Major Student Products and/or Performances:

Group

Each group will develop a plan for disseminating

information in the event of an emergency, non-emergency, or informational situation.

Presentation Audience:

X Class

X School

Individual Expert

X Community

Other:

Engage the students

interest and inquiry: Video compilation of situations that require dissemination of information to the interested population at large.The video is located on the Capstone website under Projects (DOC) files - https://sites.google.com/site/mathematicscapstonecourseunits/home/2b-projects-doc-files

Evaluation: Formative Assessments

(During the Unit) Interview Practice Presentations X

Mathematicians Journal X Notes Preliminary

Plans/Outlines/Prototypes

X Checklists X

Rough Drafts X Concept maps

Field Tests Other:

Summative Assessment

(End of Project) Written Products, with a rubric Peer Evaluation, witha rubric X Oral Presentation with a rubric X Self Evaluation, with

a rubric

X Other Product(s) or

Performance(s), with a rubric

Other:

Resources Needed: On-site people, facilities: Administrators; auditorium or media center.

Equipment/Technology: Computer with internet access; graphing calculators, LCD projector, projector screen; digital camera; video camera; Elmo;

Materials: Paper; pencil; optional – apples, oranges, toothpicks, soft tape measure, masking tape; copies of materials provided

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Reflection Methods: Individual, Group, and/or Whole Class

Mathematicians Journal X Small/Focus Groups X Whole Class Discussions X Fishbowl Discussions

Survey Other:

Material Adapted From:

PowerPoint – Comparing Apples and Oranges (Chris Belcher, Hanover County Public Schools)

Guiding Questions Adapted from – Comparing Apples and Oranges (Kristen Hess, Hanover County Public Schools)

Template adapted from Buck Institute for Education: Project Based Learning for the 21st_Century

Quick Snapshot for the Sequence of Unit Activities

UNIT TITLE: Now Hear THIS 90 MINUTES PER CLASS

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Notes:

A) Show Launch video found in resources folder

B) Discuss methods of Communication

C) Discuss survey

D) Math Journal - Exit Slip

Supplies needed: LCD Projector; Computer with internet connection Materials: Index Cards, Videos(Hook, Commercial), HO #1 ,2

A) Comparing Apples and Oranges Power Point found in resources folder

B)Apples and Oranges Activity #1

C) Teacher may need to do a brief lesson on finding standard deviation and z-score by hand or with calculator.

D) Discuss Survey findings

E)Math Journal – Exit Slip

Supplies needed: 11+ Apples, 11+ Oranges, soft tape

measures, HO #3,4, PPT, (toothpicks, masking tape optional)

A) “Call Me Maybe” Activity #2

B) Note: Some items need copies for individuals, groups, and or class set. Decide based on your students. Be sure to plan groups in advance.

C) Teacher may need to do a brief lesson on using table or calculator to find percentile.

D) Math Journal – Exit Slip

Supplies needed: Calculator and/or copies of z-score table, HO #5, 6

A) Hand out Project Overview

B) Discuss link between experiences in the unit thus far and the project

C) Student research time

D) Student check in with teacher via checklist

E) Teacher should also post schedule for presentation signup opportunities giving at least 10 minutes between groups and 7-10 min for presentations.

Supplies needed: HO# 7, 8

A) Students are given time to work on project

B) Student check in with teacher via checklist

C) Towards the end of class hand out all rubrics and panel check list

D) Teacher may want to have students do self evaluation as an exit slip.

Supplies needed: Computers with internet access for each group, other resources students request may include ability to go speak to administration or building services, HO# 9 – 12

D a y 6 D a y 7 D a y 8 D a y 9 D a y 1 0

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Supplies needed: Computers with internet access for each group, other resources students request may include ability to go speak to administration or building services

C) This would be a good point to check in with students and have them complete peer and self evaluation sheets to monitor student interactions.

Supplies needed: Computers with internet access for each group, other resources students request may include ability to go speak to administration or building services Supplies needed:

C) This may be a good time to give students the

opportunity to pair up with other groups to practice presentations and share feedback for improvement.

A) Students should have final presentations completed for final check in

B) Team Check List should be turned in at this point.

C) If team “take away” is any form of printed material students should turn in a final copy for the teacher to print for the panel members.

A) Group presentations to class, school, and/or community members

B) After students present they should be provided with the reflection to complete as a final assignment to the project. If possible give the groups the panel feedback sheets for team members to review before completing their individual reflections.

C) Depending on your class size and if you decide to have an evening panel session it may take more than one day to complete panel presentations.

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Overview of Student Knowledge and Skills

What do students need to know and be able to do to complete the unit successfully? Project: Now Hear This

Analyze each major task and the final project for the unit for the knowledge and skills necessary to produce a high-quality product.

How and when will students assess their own necessary prior knowledge and skills? How will they remediate their own gaps or weaknesses in expected prior knowledge and skills?

KNOWLEDGE AND SKILLS NEEDED

Assumed already learned

Students will self-assess

Will be learned and assessed during the unit

1. Mean, Median, Mode, Range (measures of central tendency)

X

2. z-scores X

3. Standard Deviation X

4. Normal Curve X

5. Normal Distribution X

6. Polling X

7. Percentiles X

8.

What project tools will student’s use to monitor their progress through the unit and especially the project?

 Communication team checklist  Student Mathematician’s Journals  Teacher developed Rubrics

Other:

□ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________

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Unit Title: Now Hear This

Driving Question: How will you disseminate three types information to either the school or community population?

Project Description: Presentation to a Panel of Interested Parties of the Population ENGAGE

How will student’s interested be piqued so they want to engage in the inquiry in this project-based unit? Number of hours 1.5

A. Show students the video: “Now Hear This – Hook”, available on the Capstone website under Projects (DOC) files -

https://sites.google.com/site/mathematicscapstonecourseunits/ho me/2b-projects-doc-files.

Video description: This video gives examples of emergency, non-emergency, and informational situations to show students different scenarios where disseminating information is needed. B. Directions for Instructor: After the video, teacher poses the

question: “How would you notify the most people in the quickest manner to disseminate information from the situations presented in the video?” Students individually provide

responses on index card. Students pair with a partner to share their ideas. As a class, students offer ideas gathered from brainstorming and partner conversations.

C. Teacher collects student responses from index cards. D. Material Needed: LCD Projector; Computer with internet connection; “Now Hear This – Hook” video downloaded; index cards

E. Survey Introduction:

Teachers shows Paul Revere Geico Commercial. Link: http://www.youtube.com/watch?v=WIPsYnUw7rI Video Description: This is a video created by Geico of Paul Revere using a cell phone to alert that the British are

coming.

1. Teacher poses question to students “What are your top three methods of communication with your friends?” … Student responses are tallied from class discussion and top three are used to finalize HO #1.

2. Class discussion occurs to determine methods for collecting data.

F. Straight Talk Survey (HO #1) – Students complete this survey to gather data.

Mathematician Journal

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1. The purpose of this activity is to give students an

opportunity to gather, represent, and interpret data that is collected through peer communication. Students are

expected to exhibit an understanding of each mode and how quickly information is received.

2. Students collect data to be used to create normal

distribution curves. Students survey 10 peers to collect data. Students analyze data to create graphical representation of the data using normal distribution curves.

3. Exit slip: Mathematician Journal Entry HO #2 EXPLORE Teacher provides guidance for the explorations to prepare students with the knowledge and skills to engage in the project-based unit. Students will self-assess on the prior knowledge and skills assumed for the unit

Number of hours 3

A. All activities are optional, but would be beneficial for students to be prepared to complete the project.

Activity #1 (HO #3) – Apples and Oranges

Teacher notes: Activity requires at least 11 apples and 11 oranges. To identify each apple and orange, place a tooth pick with a numbered piece of tape in each item. Teacher should instruct students to identify which numbered apple or orange they are measuring on the table in HO #3. Teacher selects one apple and one orange as the “prize” apple and “prize” orange

Apples and Oranges Activity Directions:

1. Teacher guides students through the “Comparing Apples and Oranges” PowerPoint. The PowerPoint is located in the resources folder.

Teacher should review with students the concepts of the empirical rule, how to find standard deviation, and how to calculate a z-score.

2. Teacher gives students HO #3 to complete in groups of three.

3. Exit slip: Mathematician Journal Entry HO #4

4. Supplies needed: LCD Projector; computer with

PowerPoint software; 11 apples; 11 oranges; toothpicks;

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masking tape, permanent marker

Activity #2 (HO #5) – “Call me maybe”

Teacher notes: Before class, teacher needs to print and cut out “Call me maybe scenarios, and people” HO #5(pp. 20-22).

Teacher needs to also remind students that a slower response time is actually a negative z-score.

1. During class, teacher gives each student the “Call me maybe” handout, HO #5(pp 17-18). Students individually complete HO # 5 using the data for each normal curve.

2. As students complete HO #5 (pg. 17), the teacher should group students to then use the “Call me maybe scenarios,” HO#5 (pg. 20), to complete HO#5 (pg. 19).

3. Once each group has completed the “Call me maybe scenarios,” the teacher should give the group a “person card” to complete the final portion of the activity.

Teacher note: The teacher may have each group complete as many “person cards” as they believe necessary to help students gain a better understanding. HO #5(pp. 21-22)

4. Exit slip: Mathematician Journal Entry - HO #6

EXPLAIN Teacher introduces the project and prepares students to work independently in small groups Number of

A. Introduce the Project: Notes to Teacher

Students have had the opportunity to investigate different methods of communication, as well as reviewed statistical measures that can be used to compare data. Students should now be able to begin the project.

B. Introduction to students

a. Create a plan for two methods of communication for each of the following situations: emergency, non-emergency, and informational. Project Overview(HO #7)

b. Students will use survey results to choose the two methods that best communicate to the majority of the population.

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Hours 1.5 c. Teacher needs to use communication team checklist, HO #8, to assess group progress.

d. Students will justify their method of communication using statistical data.

e. Using the statistical data collected, each group are to create a presentation to the appropriate panel.

B. Suggestions for what is necessary to preparing students 1. Expectations for working independently in groups and for

how students will monitor their own group participation 2. Describe the expectations for how groups will plan and

monitor the tasks, timeline, and responsibilities necessary to complete the project on time.

3. Rubric(s) attached identified with a title and handout number (HO #9, 10, 12)

ELABORAT E The student groups are working independently with teacher consultations. Number of Hours 6

A. Teacher monitors each group’s progress to ensure all students are participating. Teachers can check in as listed on the overview calendar using Self and Peer Evaluation as needed ( HO # 9, 10)

B. Teacher initials student communication team checklist as groups complete each objective. Communication Team Check List (HO # 8)

C. Teacher provides peer evaluations and/or self-assessment to students throughout the time allotted for the project. The peer evaluation is HO #10. The self-assessment is HO #9.

D. Students self-monitor using Communication Team Checklist (HO #8).

E. Extension for students who look at the problem simply and seem to finish too quickly: Students need to consider privacy or cost constraints for their chosen communication.

Prompts Create a flow chart for determining if a situation is an emergency, non-emergency, or informational EVALUATE Working groups submit products or make

A. Directions for Instructor regarding final evaluation

a. Presentations will be made to a panel of students, school members, and/or community members.(HO #11)

b. It is recommended that teachers contact stakeholders from the community to identify those willing to be on the panel for student presentations. For their

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presentations Number of Hours 1.5 - 3

convenience as well as community and parent

involvement it would be advisable to offer an evening presentation session so that students could sign up for either situation.

B. Use rubric, Teacher’s Rubric HO #12, for teacher and/or audience for presentation included (HO #12)

C. Students use the panel feedback, all self- and peer evaluations to complete the Reflection (HO #13). Teacher should include this in final evaluation of individual project success as well as translating all rubrics and events into traditional grades.

N

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Handout #1

Straight Talk Survey

Choose 10 peers to gain feedback regarding the frequency for each mode of communication.

Each participant should only be surveyed once. Be sure that they have not been asked by another student to complete this survey.

Mode 1 :____________________________________________________________________________

How will receipt time be measured?

Mode 2: _____________________________________________________________________________

Mode 3: _____________________________________________________________________________

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Handout #2

How would you want to be notified? Choose a situation from the video.

How would you want to be notified?

Why would this be the most effective for you?

How would you want to be notified? Choose a situation from the video.

How would you want to be notified?

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Handout #3

COMPARING APPLES AND ORANGES Name

YOU MAY WORK IN GROUPS OF 3.

1) Measure the circumference of the 10 apples and 10 oranges in cm.

Apples Oranges

2) Find the mean, and standard deviation of both apples and oranges.

Apples Oranges

 =  =

 =  =

3) Now get a prize apple and orange. Measure and find the z-score of both; compare contrast them.

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Handout #3

5) Regardless of the data collected today, let’s assume if more apples and oranges were measured the data would be normally distributed.

a) Draw a normal distribution for both the apples and the oranges (two distributions). b) Label the graph according to the empirical rule.(68-95-99)

c) Label the z-scores based on 3).

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Handout #4

How are z-scores useful?

How do you find a z-score?

Why are z-scores used to compare data?

Would z-scores useful for selecting methods of communication and why?

How are z-scores useful?

How do you find a z-score?

Why are z-scores used to compare data?

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Handout #5

Call Me Maybe?

We are assuming that all data is with regards to the entire population at large. Use the information provided to complete each normal distribution curves below.

Email:  = 15 minutes  = 3 minutes

Facebook:  = 90 minutes  = 12 minutes

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Handout #5

Phone Call:  = 4 hours  = 27 minutes

Radio:  = 8 hours  = 99 minutes

Newspaper:  = 24 hours  = 12 hours

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Handout #5

Call Me Maybe? -- Scenarios

Scenario _____________________ Person_____________________

Use the information provided in the scenario to categorize it as emergency, non-emergency, or informational situation. Explain why this is your choice.

Based on your decision how quickly would it be necessary for the population to be notified of this situation, why?

Which would be the best communication method from the ones listed to reach the largest group of the population within your decided time frame? What is the percentile of people that should be reached by this communication method in your decided time frame? Would it be better to extend the time frame to reach more people?

Now, take this page to the teacher so that you can get a person card. Be sure to list your person above.

Calculate your person’s percentile for the method of communication you selected previously.

Would your person have been reached in time?

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Handout #5

Scenario 1 – Today is September 6, and there is a category 3 hurricane off the coast of North Carolina headed for Virginia with winds up to 100 mph.

Scenario 2 – There is a circus coming to town next week and will have shows next Thursday, Friday, and Saturday.

Scenario 3 – The soccer team has just made it into the semi-finals for State Championship and the athletic department wants to know if they can get enough people together for a fan bus to the game. The game is tomorrow night and at least 50 people must be signed up by noon.

Scenario 4 – A group of tornados has just hit the neighboring town.

Scenario 5 – The election for City Council Representative has just resulted in a vote too close to call. The runoff election will be held next week.

Scenario 6 – There is an accident on the main road connecting your person’s town to the neighboring town, but your person needs to get to the bank there before 5pm to cash their paycheck so they can pay their electric bill on time.

Scenario 7 – There is a large snow storm coming and there is a strong possibility of power outages as well as large amounts of snow fall.

Scenario 8 – The Women’s 4 Miler is being run this weekend and many roads will be blocked off for the runners.

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Handout #5

Email:12hrs Call: 8 hrs

FB: 5 min Radio: Never

Russ Text: 15 min Newspaper: Never Email:24min Call: 5 hrs

FB: 98 min Radio: 5 hrs

Pat Text: 8.5 min Newspaper: 48 hours Email:18min Call: 3.5 hrs

FB: None Radio: 8 hrs

Gary Text: 5 min Newspaper: daily Email: none Call:

253 min FB: 95 min Radio:

Never

Olivia Text: 1 min Newspaper: Never

Email: 20 min

Call: 5.5 hrs

FB: 110 min

Radio: 9.5 hrs

Janet Text:

4.3 min

Newspaper: never

Email:24 hrs Call: 2.5 hrs

FB: Never Radio: 5 hrs

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Handout #5

Email:3min Call: 30 min

FB: 12 hrs Radio: 3 hrs

Berry Text: 10 min Newspaper: daily

Email:17min Call: 3 hrs

FB: 62 min Radio: 15 hrs

Susan Text: 8 min Newspaper:

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Who are you reaching?

Think of a person who would not have been reached by the communication methods used in Call Me Maybe. Why would this person not have been reached? Would there be many people in the

population that would not be reached by these methods of communication?

What would alternative methods of communication to reach these people?

Who are you reaching?

Think of a person who would not have been reached by the communication methods used in Call Me Maybe. Why would this person not have been reached? Would there be many people in the

population that would not be reached by these methods of communication?

What would alternative methods of communication to reach these people?

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Handout #7

You are a communication specialist and you need to disseminate information to either the school or community

populations. The news that must be conveyed deals with three different situations. These are

 Emergency (i.e.: tornado, hurricane, etc.)

 Non-Emergency (i.e.: date of SAT, college application deadline, group yard sale, traffic, etc.)

 Informational (i.e.: school dance, championship game, new movie theatre, BINGO, etc.)

You have had several experiences in this unit to help derive an understanding of effective communication. Your team must create an effective strategy and prepare a presentation to demonstrate your reasoning for which line of communication is best used for your community and the given situation.

Working Expectations

All members will work together to gather data, make decisions and prepare the presentation. The group will clearly communicate with one another and work both collaboratively and cooperatively at all times. Students will

regularly complete peer and self evaluations to share their feelings on group interactions both positive and negative.

Presentation Expectations

Each member should have an active role in sharing information and implementation for your plan. The

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Handout #8

Communication Team Check List

Due Date ____________

Date Teacher/Peer Feedback

Sign up for Presentation Time Date________ TIME_________ Emergency

Method 1 WHY? Method 2

WHY? Non-Emergency

WHY? Informational

WHY? Final Presentation

Rehearsal/Practice Visual

“Take Away”

Mathematics Presented Self Evaluations

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Handout #9

Self Evaluation

Name: Date: Project Name: Now Hear THIS!

I could improve on

I have contributed

My concerns are

Strongly Disagree

1

Somewhat Disagree

2

Neutral

3

Somewhat Agree

4

Strongly Agree

5

Follows teacher’s instructions.

Asks meaningful questions.

Contributes ideas and information. Helps the group stay on task. Contributes materials. Asks for help when needed. Shares responsibility. Respects others. Explains to others.

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Handout #10

Peer Evaluation

Your Name

:_____________________

Group Member: Project Title: Now Hear THIS! Date:

GLOW (What has this group member contributed that you really liked?)

GROW (What could this group member be doing to contribute more to the project?) Strongly

Disagree

1

Somewhat Disagree

2

Neutral

3

Somewhat Agree

4

Strongly Agree

5

Follows teacher’s instructions.

Asks meaningful questions.

Contributes ideas and information. Helps the group stay on task. Contributes materials. Asks for help when needed. Shares responsibility. Respects others. Explains to others.

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Handout #11

Panel Member Feedback Sheet

Group Members:

1. The problem is stated clearly.

2. Group clearly communicates whether they are reaching community or school group.

3. Group addresses how to reach out in an emergency situation.

4. Group addresses how to reach out in a non-emergency situation.

5. Group addresses how to reach out in an informational situation.

6. All group members share information equally using a clear voice and maintain eye contact with audience.

7. The presentation is organized with a clear introduction, mathematical content, and conclusion.

8. Mathematics is used to justify and communicate conclusions.

9. A “take-away” is prepared that demonstrates and explains conclusions.

Overall feedback for the group:

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Handout #12

Now Hear THIS! Teacher’s Evaluation Group Names:

Excellent 4 Above Average 3 Average 2 Below Average 1 Understanding of the Problem

Explanations by all group members indicate a clear and accurate understanding of which type of

communication to use and why.

Rationale for project is clearly explained.

Explanations by most group members indicate an accurate understanding of which type of communication to use and why. Rationale for project is explained.

Explanations by some group members indicate some understanding of which type of communication to use and why. Rationale for project is attempted.

Explanations by several members of the group do not illustrate much understanding of which type of

communication to use and why.

No attempt is made to explain rationale for project. Plan Plan is neat with clear

measurements and labeling for all components.

Plan is neat with clear measurements and labeling for most components.

Plan provides clear

measurements and labeling for most components.

Plan does not show

measurements clearly or is otherwise inadequately labeled.

Materials &

Construction Appropriate materials were selected and properly constructed that contributed to a working product.

Appropriate materials were selected and properly constructed to create a working product, but did not meet amplification

requirements.

Appropriate materials were selected but were not constructed properly resulting in a poor performance.

Inappropriate materials were selected which resulted in an inadequate construction. Learning Outcome Written Explanation Demonstrates an understanding of

information that is relevant, fosters higher-level thinking, and clearly relates to the skills and content in the curriculum.

Demonstrates an understanding of information that is Semi-relevant, fosters higher-level thinking, and begins to relate to the skills and content in the

curriculum.

Demonstrates an understanding of

information that touches on relevance, displays lower-level thinking, and begins to relate to the skills and content in the curriculum.

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Handout #13

Now Hear THIS!

Reflection

Name:

1) Once you have presented to the panel of stakeholders, reflect over the feedback given. What were the overall trends in the comments? Given this information, what would you change? Why?

Please complete the survey about your team’s collaborative efforts while working on the project-based unit. 1. Write each of your name and your team members name in a column below.

2. Read the statement in each row and then distribute/share 12 points across the team members including you so the sum of the points in a row is 12. You can use you best judgment to evaluate the contributions of the team members and share based on your judgment.

3. Respond to the two open ended questions

Your Name Team Member 1 Team Member 2

1. Planning for the unit.

2. Timely communication about the unit. 3. Shared the writing of the unit.

4. Shared developing the activity handouts. 5. Shared developing the rubrics.

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Handout #13

8. Give at least one example of something you learned from the team that you probably would not have learned working alone.

9. Give at least one example of something the team learned from you that they probably would not have learned otherwise.

10. Commendations(one thing you liked) & Recommendations(one thing you wish had been done differently) for the teacher on this project.