TextingAndDrivingProject.doc

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Mathematics Senior Level Capstone Course Unit Overview

Title of Unit: To Text or Not to Text: What are the impacts of texting and driving? Unit Designers:

Diana Bowen Albemarle Lisa Haney Albemarle Erik Nylander Staunton Jane Thomas Charlottesville

Edited by Diane Leighty, UVA-SCPS Office of Mathematics Outreach

Context:

Summary of the issue, challenge, investigation, or problem.

You are a scientist studying the prevalence and impact of texting while driving.

Number of Class

Hours: 16-18 Hours

Unit

Design: ___Task Based _x_Project Based Other Subject

Areas/Disciplines Addressed:

Drivers Education Civics

English (persuasive writing)

Driving Question: The Virginia Legislature is considering a new law involving texting and driving. You have been asked to prepare a position paper for Representative _______________ to help them decide on which way they are going to vote. Your representative can choose from 3 options:

1. The law remains unchanged.

2. Texting and driving is a primary stopping offense for all drivers

3. Texting and driving is a primary stopping offense for all drivers under the age of 18

Which option do you recommend?

Mathematics Content Addressed:

Design and conduct a survey of the students and adults in their

school/community to find out how many of them text while driving, how many texts or how much time/how many texts they spend while driving, and how many of them have been involved in an accident or near miss.

Collect, analyze and display data collected using mean, 5-number summaries, normal distribution, as well as compare subsets of the data separated by age or other criteria.

MPE Addressed: 2, 8, 9, 22, 31

Collect and analyze data; Compare and analyze

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Use regression equations, scatterplots, and correlation based on the entry point of the student.

of univariate data; Calculate

probabilities

Assumption of Prior Knowledge:

An understanding of data collection

Some understanding of measures of central tendency Basic arithmetic skills

College and Career Readiness/21st_Century Skills to be taught (T) during this unit or expectation (E) for student use during this unit and assessed (A): BIE Page 35-37

Collaboration:

Find and analyze data (T);

Develop methods to collect univariate/bivariate data (T);

Understand statistical techniques, sampling bias, and population parameters (T);

Research:

Collect distracted driving and accident data from reputable sources (T);

Simulate texting and driving scenarios and collecting and analyzing the data (T);

Survey students/teenagers regarding texting and driving (T/A);

Communication:

Give oral presentations (E);

Create a written argument (E);

Create a presentation that uses dynamic images to illustrate a mathematical concept (E);

Create a PSA and present (A);

Technology:

 Excel (T)

 Word (E)

 Power Point (E)

 Video Recordings (T)

 Podcasting (T)

 Simulator (T)

Critical Thinking/Decision Making:

Decide which questions are important and relevant for the survey (T);

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Decide which law should be imposed in Virginia for texting and driving. (T/E);

Major Products and/or Performances:

Group –

- Data collection and analysis of distracted driving

- Survey with pertinent questions involving texting and driving - Presentation of findings to class using a multimedia

presentation

- Public service announcement about dangers of distracted driving

Presentation Audience:

x Class

x School

Individual –

- Persuasive paper about distracted driving legislation

x Expert (Driver’s Ed Teacher,

Lawyer, School Resource Officer)

x Community (PSA)

x Other: State Legislature

Launch: Event or experience used to engage the students interest and inquiry:

Video clip of bus driver texting

http://www.youtube.com/watch?v=K2D3hB278Gc

Note: It is recommended that the teacher download the video to his/her computer before using to have easy access.

Evaluation: Formative Assessments (During the Unit)

Interview X Practice Presentations

Mathematicians Journal Notes

Preliminary

Plans/Outlines/Prototypes

X Checklists

Rough Drafts X Concept maps

Field Tests X Other: Writing a

Survey

X

Summative Assessment

(End of Project) Written Products, with a rubric Persuasive Paper Peer Evaluation, with arubric Oral Presentation with a rubric Presentation

of data analysis

Self Evaluation, with a rubric

Other Product(s) or

Performance(s), with a rubric

PSA about distracted driving

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Resources Needed: On-site people, facilities: Media Specialist (to help with research) School Resource Officers

Driver Education teachers

Equipment/Technology: Computers, video recording equipment, driving simulator

Materials: Handouts, rubrics

Community Resources: Law Enforcement/Lawyer to discuss distracted driving Virginia Tech Transportation Institute Study

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

Mathematicians Journal Small/Focus Groups X

Whole Class Discussions X Fishbowl Discussions

Survey X Other:

Material Adapted From: (Provide credit for any materials or activities adapted from other sources.)

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Virginia’s Senior Level Capstone Course Instructional Plan

Unit Title: To Text or Not to Text: What are the impacts of texting and driving?

Driving Question: How should driving and texting be handled by the Legislature? Task/Project/Problem: Project – Use research and mathematics to support your position on texting and driving.

ENGAGE

How will student’s interested be peaked so they want to engage in the inquiry in this unit?

Number of hours: .25

Students will watch a YouTube video about texting and driving

Directions for Instructor:

Show the YouTube video and lead a 5 – 10 minute discussion on texting and driving. Explain to the students the overview of the project. . Mathematician Journal Prompts EXPLORE Teacher provides guidance for the explorations to prepare students with the

knowledge and skills to engage in the task.

Students will self-assess on the prior knowledge and skills assumed for the unit

Number of hours: 3 – 4

Explore #1

Brainstorm about biases in surveys. Be sure the students have access to the internet and the library as needed.

Split the class into 4 groups of 3,4, 5, or 6

Have the students read the information about bias from the following website or another appropriate resource:

http://stattrek.com/survey-research/survey-bias.aspx

Guide the students through HO #1 by having them complete as much as possible within their groups and then come together for whole group discussion.

Now have the students read through the information on creating an unbiased survey at http://www.sciencebuddies.org/science-fair-projects/project_ideas/Soc_survey.shtml or another related source. The students can use this information to help them through HO #2, where they begin to create a survey. Guide the students through this activity in groups and then as a whole class. Finally, as a whole class, decide which questions are best to use for a survey on texting and driving. The class needs to choose 5 questions that all will use later as the foundation questions in this project. Individual groups will be given the option to add up to 5 additional questions to their group’s survey.

Explore #2

Students will conduct research in groups on one of the four specific questions we need to answer. Students will take this

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information back to their group and present findings. Students will then create a literature review on background information

regarding texting and driving.

HO #3, 4 are given to the students for this activity. Students will need access to the internet and the library to complete research.

1. Be sure to use different groups for the Jigsaw activity and the project so students can return to their project groups after the research is complete.

2. Give examples of citation formatting.

3a.Warn students about using the Internet for research and remind them about using reputable sources only.

3b. Generate a list of sites ahead of time including government data sites and DMV sites that may be good sources of information if students are struggling with the research aspect.

4. The literature review is intended to be written as a group. Each group member may use the literature review in his or her

persuasive paper.

5. Invite a lawyer or school resource officer to discuss the law and driving and texting.

Explore #3

http://www.stoppingdistances.org.uk/

Students use a driving simulator to collect and analyze data involving driving and stopping distances under various conditions, including dry pavement, wet pavement and using a cell phone. Measurements are converted from meters to feet and the data is entered in an Excel spreadsheet to make analysis easier.

Students then analyze the data using statistical analysis that may include regression equations and comparisons between dry pavement and cell phone use.

EXPLAIN

Teacher introduces the main task of the unit and prepares students to in small group independent work...

Number of Hours: 0 .5-1.0

Class discussion on the power of data as support in a position paper, as well as what needs to be included in a strong position paper. This can be a whole class discussion, so that the students understand what their project is to include.

Also discuss creating a public service announcement, providing some examples of good public service announcements to help students understand what is expected, including length of the announcement.

Provide the students with the grading rubrics for each component of the project and allow for discussion on the rubrics to make sure students understand what is expected of them. HO #7 - 10

Mathematician Journal Prompts

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ELABORATE

The student groups are working independently with teacher consultations.

Number of Hours: 6 – 10

Students work in groups to create their final survey questions, implement the survey both in class and outside of class. The audience surveyed outside of class needs to be of diverse ages, race, socio-economic levels if at all possible.

1. Be sure students include one question about age to allow comparisons of the data sets.

2. Discuss with students how to collect the data. Are you going to survey teachers and students? Are you going to survey community members? What is one way to survey a diverse sample of the population in a quick and efficient way without expense.

The teacher monitors each group of students as they analyze their survey data and use it to develop a multimedia presentation for the class. Students should then share their data with the other groups to use as they wish in their position paper. The teacher continues to monitor students as they work within their group on the position paper, and put together their public service announcement.

Formative Assessments: The Multimedia Presentation The Position Paper

The Public Service Announcement

HO # 7 – 10

Computers Excel

Video Recording Device, iPod (optional)

EVALUATE

Working groups submit products or make

presentations

Number of Hours: 2 – 3

The students will submit their final position papers and present their public service announcement to the class and/or invited guests (this may include politicians, community members, faculty and administrators, etc.)

The teacher will use HO #10 to record each student’s and group’s progress and to keep track of all work (summative and formative assessments) submitted by the student/group.

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Map the Unit

What do students need to know and be able to do to complete the task/project/problem

successfully? How and when will they assess their own necessary knowledge and skills? How will they remediate their own gaps or weaknesses in knowledge and skills? Look at each major task for the unit and analyze the tasks necessary to produce a high-quality product.

Project:

KNOWLEDGE AND SKILLS NEEDED Assumed

already learned

Students will self-assess

Will be taught during the unit

1. Designing a Survey X X

2. Conducting a Survey X X

3. Collecting Data X X

4. Analyzing Univariate Data X X

5. Comparing Univariate Data X

6. Writing a Literature Review X

7. Citing References X

8. Using Excel to Analyze Data X X

9. Using Powerpoint or other Multimedia form to Present Data

X X

10. Writing a Position Paper X

What project tools will student’s use?

 Know/need to know lists X Daily goal sheet

 Mathematician’s Journals

 Briefs/Memos

X Task lists

X Planning Calendar

□ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ___________

_

__

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HO #1 Brainstorming Biases in Survey Writing

To Text or Not to Text Name:

Date:

Period:

1. Brainstorm/list different reasons why a written survey may be biased:

2. Give examples to defend your reasons above:

3. Brainstorm different formats your questions can be presented in:

4. Common types of bias in surveys:

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HO #2 Designing and Analyzing a Survey

Date:

Period:

Survey Activity – Read all the directions for this activity before you begin.

Step One

Create a survey on texting. It should be at least five and not more than ten questions. Type your

questions and print 4 copies. Put your name on one copy to turn in. Give the other three to three people that you are going to work with as a group in step three.

Step Two

Take the surveys of your fellow group members.

Step Three

As a group evaluate the four surveys that you have either written or taken in steps one and two. Decide which questions worked well and which did not, including any biases. Write a summary of your findings and recommendations as a group.

Step Four

As a group write a survey (should include some of your questions from the previous steps) containing 10 questions. Type this. Print and turn in a copy.

Step Five

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HO #3 Jigsaw Activity to Collect Research

Date:

Period:

Directions: Each group of 4 will assign a member to each question. The member will work with other students in other groups to answer a specific question below. Be sure to include any citations,

paraphrasing, and sources in the space provided. Students will return to their original group members to present their research.

Group 1: What is considered “texting and driving” and what is considered “distracted driving”?

Notes:

Citations or Paraphrasing Used:

Sources:

Group 2: What are the local, state, and national driving laws?

Notes:

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Group 3: What are precedents in other states? Are any of these viable options for Virginia?

Notes:

Sources:

Group 4: What information about traffic accidents is available?

Notes:

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HO #4

Rubric for Literature Review*

Item being reviewed: _________________________________________________

Criteria and Qualities

Low (1 point) Middle (2 points) High (3 points)

Introducing the idea: Problem statement

Neither implicit nor explicit reference is made to the topic or purpose of the article.

Readers are aware of the overall problem, challenge, or topic of the article

The topic is introduced, and groundwork is laid as to the direction of the article.

Body: Flow of the review

The summary appears to have no direction, with subtopics appearing disjointed.

There is a basic flow from one section to the next, but not all sections or paragraphs follow in a natural or logical order.

The summary goes from general ideas to specific conclusions. Transitions tie sections together, as well as adjacent paragraphs.

Coverage of content

Major sections of pertinent content have been omitted or greatly run-on. The topic is of little significance to the course.

All major sections of the pertinent content are included, but not covered in as much depth, or as explicit, as expected. Significance to the course is evident.

The appropriate content in consideration is covered in depth without being redundant. Sources are cited when specific statements are made. Significance to the course is unquestionable.

Clarity of writing and writing

technique

It is hard to know what the writer is trying to express. Writing is convoluted. Misspelled words, incorrect grammar, and improper punctuation are evident.

Writing is generally clear, but unnecessary words are occasionally used. Meaning is sometimes hidden. Paragraph or sentence structure is too repetitive. Few (3) spelling, grammar, or punctuation errors are made.

Writing is crisp, clear, and succinct. The writer

incorporates the active voice when appropriate and supports ideas with examples. No spelling, grammar, or punctuation errors are made.

Conclusion: A synthesis of ideas

and application to library media center

program

There is no indication the author tried to synthesize the information or make a conclusion based on the literature under review. No application to library media center program is provided.

The author provides concluding remarks that show an analysis and synthesis of ideas occurred. Some of the conclusions, however, were not supported in the body of the report. The application to library media center program is stated.

The author was able to make succinct and precise

conclusions based on the review. Insights into the problem are appropriate. Conclusions and the application to library media center program are strongly supported in the review.

Citations/

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Proper APA format and was missing essential _information. however; a few (2) errors in essential information were evident.

Essential information was accurate and complete.

NAME: DATE

*Original developed by Della Curtis

Office of Library Information Services

Baltimore County Public Schools

http://www.bcpl.net/~dcurtis/ila

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HO #5 The Final Survey

To Text or Not to Text Names of Group Members:

__________________________________________

Part 1: Whole class questions to incorporate into the survey

Directions: Record the 5 survey questions that the class agreed on from earlier in the project.

1.

2.

3.

4.

5.

Part II: Additional survey questions your group feels necessary for your analysis of the situation.

Directions: Write any additional unbiased questions here to create your final survey.

1.

2.

3.

4.

5.

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HO #6 Writing a Position Paper Using Survey Data

To Text or Not to Text Group Members: _________________________

Directions: Depending on the size of the survey, your group will analyze 3 – 6 questions as shown below. Students may use additional analysis as they deem appropriate for particular questions. The analysis and data are then to be included in the final position paper and presentation.

Step 1: Using excel, create a spreadsheet for each question and the associated data. [Example: Label Column A as the age and Column B as the first survey question, Column C as the second survey question, Column D as the third survey question and so on until you have entered all of your data.]

Step 2: Sort the data and compare and contrast student results (under 18) with non-student results (over 18) by looking at the mean, median, mode, and range. Write your analysis for each of your questions, including any additional analysis done, such as discussion of a normal distribution.

Question # __ Mean: ____ Median: ____ Mode: ____ Range: ____

Student Data: Mean: ____ Median: ____ Mode: ____ Range: ____

Non-Student Data: Mean: ____ Median: ____ Mode: ____ Range: ____

Analysis:

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Analysis:

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Analysis:

Step 3: Using excel, create graphical representations to show the results of your data.

Step 4: Have all of your data, analyses, and graphs checked by your teacher; then create a multimedia presentation of your survey results and analysis.

Step 5: Begin work on incorporating your survey data into your position paper.

Step 6: Work with your group to complete your position paper on texting and driving. Make sure that you include multiple components to support your position on this issue, including the data you collected and research done on the topic.

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HO #7

Multimedia Presentation Rubric

Multimedia

Presentation Rubric

3

2

1

Total Score per Section

Presentation of Data and Analysis of Results

The presentation clearly presents the group’s survey results and analysis of data.

The presentation clearly presents the group’s survey results with only partial analysis of the data.

The presentation states the group’s results of their survey, but no analysis of data.

Organization, Mechanics and Transitions

The presentation flows clearly, is well-organized, and presented in a concise manner with smooth transitions

The presentation is organized and clear but it is not presented in a concise manner and it does not include smooth transitions

The presentation is not well-organized, not clear and it is not presented in a concise manner.

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HO # 8 Position Paper RUBRIC

5 4 3 2 1

Total Score Thesis

Statement

Developed a strong thesis and

included it in the appropriate place in the paper. The thesis was the focal point of the

paper and was strongly supported throughout the

paper.

included it in the appropriate place in the paper. The thesis was the focal point of the

paper and was supported throughout most

of the paper.

included it in the appropriate place in the paper. The thesis was not the focal point of

the paper and only some information supported the

thesis.

Thesis statement needs to be

developed further or is not

included in the paper. The thesis is not fully supported in the

paper.

A clear position is not presented throughout the

paper and no thesis is present.

Background Research (Literature Review) Position is supported with well-developed reasons (minimum of 3) and background

sources (minimum of 5) provide evidence

to support those reasons.

Position is supported with well-developed

reasons (minimum of 3) and background

sources (minimum of 5)

provide some evidence to support these reasons Position is supported with somewhat-developed reasons (minimum of 3)

but reasons need to be

further developed and

background sources (minimum of 5) need to provide

additional evidence to support reasons.

Position needs to be supported with more valid and accurate

information. Some of the information may

not be relevant/support

the thesis. Reasons are weak. Less than

3 reasons or 5 resources are

used.

Reasons are repetitive or week and do not

support the thesis. Less than

3 reasons or 5 resources are

used.

Depth and Variety of Data

Analysis

Position is supported in depth with a variety of data. A full mathematical

analysis is preformed on the

collected data. Data and analysis are relevant and support the writer's thesis statement. Position is supported in depth with a variety of data. A full mathematical

analysis is performed on the

collected data. Most data and analysis are relevant and support the writer's thesis statement. Position is partially supported with a variety of data. A

partial mathematical

collected data. Most data and analysis are relevant and support the writer's thesis statement. Position is partially supported with

little data. A partial mathematical

collected data. The interpretation of

the analysis is not valid or incorrect. The

data and analysis do not

support the writer's thesis

statement.

Little or no data is included in the

paper. No analysis of data

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Organization and Mechanics

Ideas are well organized and

free of mechanical

errors.

Most ideas are well organized and free of mechanical errors.

Paper has some organization but some diversions or abrupt shifts in purpose are present. Many mechanical

errors are present as well.

Sentence structure needs

to be strengthened.

Paper has little organization and many diversions, often shifting in purpose. Many mechanical errors are present and transitions are not utilized. Paper lacks organization and there are numerous mechanical errors which make comprehension difficult. Transitions Transitional words and phrases are used to connect

ideas and maintain coherence between paragraphs. Some transitional words and phrases are used to connect

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HO # 9 Public Service Announcement Rubric

PSA Rubric 3 2 1

Total Score per Section

Thesis/Message

The PSA clearly presents the opinion and message of the creators in a concise statement

The PSA states the message and/or the opinion but the message or the opinion is not clear or concise for the audience

The PSA does not state the opinion or message of the creators.

Organization, Presentation, and Flow

The PSA flows clearly, is well-organized, and presented in a concise manner

The PSA is not organized, and clear or it is not presented in a concise manner

The PSA is not well-organized, not clear and it is not presented in a concise order

Mechanics, Transitions, and Special Effects

The PSA is free of errors, includes transitions, and includes special effects

The PSA has a few errors or is missing transitions or special effects

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HO#10 Project Checklist

Date:

Period:

1. Designing a Survey

HO #1: Brainstorming Biases in Survey Writing ____ / 4 points

HO #2: Designing a Survey ____ / 4 points

HO #2: Analyzing a Survey ____ / 4 points

Writing Prompt in EXPLAIN ____ / 4 points

2. Writing a Literature Review

HO #3: Jigsaw Activity to Collect Research ____ / 8 points

HO #4: Literature Review Rubric ____ / 18 points

3. Final Survey Created - HO #5 ____ / 4 points

4. Conducting a Survey

HO#5: Conducting Our Survey ____ / 4 points

5. Analyzing and Interpreting our Survey Data

HO#6 Analyzing Survey Data ____ / 5 points

HO #7 Multimedia Presentation Rubric ____ / 6 points

6. Presenting our Findings

HO#8 Persuasive Paper Rubric ____ / 30 points

HO #9 Public Service Announcement Rubric ____ / 9 points

HO #10 Project Checklist N/A

Total Project Score: ____ / 100 points