Lesson Plan Title: Statistical Analysis Project

Date: TBD
Subject: Mathematics Grade: 9
Topic: How colonization has impacted Indigenous culture
Essential Question: How have historically significant events (ie. colonization) affected Indigenous peoples and
their culture?

Materials:
- Project handout
- Computers/computer lab
- Statistics Canada
- http://www.fsin.com/about/
- https://www.youtube.com/watch?v=ioT0C8smgHI

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will need to understand the steps to design a project plan for data collection. They will be able to
collect and analyze data based on statistical research. They will learn about indigenous culture, colonization,
and the effects of this. They will also learn about other Canadian cultures and how society impacts them in
comparison to indigenous peoples.

Broad Areas of Learning:

Developing Lifelong Learners – Students who are engaged in applying mathematical knowledge when
conducting research and applying it to society, will be able to relate their findings to real life learning.
Students will also develop understandings of mathematics that will support further learning in new
mathematical concepts that relate to personal interests. They will do this by designing their own project plan
that allows students to discover new knowledge that they could build on and gain a deeper understanding of.

Developing a Sense of Self and Community – This lesson will allow students to work together to share and
evaluate their ideas and strategies when working in groups designing a research project. Students can
develop a deeper understanding by learning from their peers and seeing different perspectives.

Developing Engaged Citizens – Students will become engaged citizens as they analyze the social impact of
colonization on Indigenous society. They will look at trends within their community and connect them to
society. They will develop a greater respect for differing opinions as they discuss concepts within class.

Cross-Curricular Competencies:
Developing thinking – Students are challenged to think critically and creatively when developing their project
plans. They will use inquiry by researching their topic area and its impact on indigenous culture. They will
experience mathematics in a real-world situation by researching applicable topics for their project plan
design, and will use mathematical and statistical concepts to analyze their data. They will reflect, discuss, and
resolve any potential problems with their project plan.

Developing Identity and Interdependence – All the ideas and abilities of students will be valued. Students will
have interactions and discussions with their classmates and give constructive feedback to one another.
Students will develop a responsibility for their own design projects. Students will also look at potential
problems in the design plan to make sure they are being appropriate and respectful. They will be responsible
for their own learning by completing their assignments to further their learning.

Developing Literacies – Students will engage in developing their understandings of language in mathematics
and their ability to use it when they develop their research. They will make sense of this language through
practical application. They will also develop their Excel skills and create visuals by using graphs.

Developing Social Responsibility – Students will respectfully work together as a class with the teacher, as well
as in small groups. They will construct ideas and strategies together. Students will allow for different opinions
and perspectives when asking each other questions.

Social Studies:
- DR9.1 Examine the challenges involved in obtaining information about societies of the past
- DR9.2 Synthesize the significance of key historical events in societies studied.
- PA9.2 Analyze the impact of empire-building and territorial expansion on indigenous populations and
other groups in the societies studied.
Treaty Education:
- TPP9.4 – Examine the effectiveness of treaty making in addressing the circumstances of Indigenous
peoples.
o Analyze the cause and effect of the implementation of treaties on the population and culture
of Indigenous peoples.

Outcome(s):

SP9.2 – Demonstrate an understanding of the collection, display, and analysis of data through a project.
SP9.4 – Research and present how First Nations and Métis peoples, past and present, envision, represent, and
make use of probability and statistics.

PGP Goals:
1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all learners
2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada
4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all
teaching areas

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

Students will we formatively assessed on their understanding of the previous lesson (designing a project plan)
and I will determine how much instruction and guidance they need through this project. I will check-in to see
how students have progressed with their research at the end of the class to see how much time will be
needed in school to work on it.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Students will be assessed on the completion of their project, as well as their presentation. A rubric is
attached. Students will do a self-assessment as well which will be part of their grade for this project.
 Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) ~10 min:
Show video - https://www.youtube.com/watch?v=ioT0C8smgHI
Discuss how we will be looking at a lot of negativity in the lives of indigenous peoples because of colonization,
however there are many indigenous peoples who have overcome these negatives.

Main Procedures/Strategies:

 Introduce Statistical Analysis Project (~10 minutes)

o Topic – how colonization (resulting in treaties, residential schools, oppression, etc.) has affected
Indigenous culture and peoples
o Statistical analysis of areas with the most obvious effects (i.e. education, judicial system, health
(subtopics – mental, physical, diseases, epidemics, etc.), economics (poverty rates, etc.), etc.
 Brainstorm with students if they have more ideas
o Split/assign groups of 3-4 – can double up on topics
o Students compare trends between Indigenous cultures and other cultures present in Canada
 Are there similarities?
 Look over multiple years if possible – have the trends improved or declined? Stayed the
same?
 Is there a difference between genders?
 Are there differences among First Nations, Métis, and Inuit people? Is this information
available?
o Use designing a project plan lesson steps as a guide from last class to develop a plan for your
research
 Use technology in class or go to the computer lab
 Students start researching ~40 min

**Goal of learning – students will learn to research using statistics to analyze the effects of colonization on
indigenous cultures and peoples in comparison to other cultures in Canadian society.

Adaptations/Differentiation:
- Group students who work well together so everyone can be successful
- Provide resources if needed where students can find information
- Have students research additional cultures that they find of interest to compare and contrast
- Students who need additional assistance will be provided the tools and resources they need (ie.
scribe, EA, etc.)

Closing of lesson:
Ask students how their research is going. Discuss how we will use next class to work on the projects. Students
will be researching more and will learn how to input data into Excel.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
 Statistical Analysis Project – Mathematics 9
Inquiry Questions:
In what ways have Indigenous peoples been affected by colonization?
What is the cause (colonization) and effect of these issues?
Do the statistics for each area differ from different cultures?
Have these issues improved or declined over the years (i.e. since the truth and reconciliation
movement)?

Topic Areas:
 Education
o Graduation rates
o Post-secondary enrollment
 Judicial system
o Juvenile detention
o Adult prisons
o Length of sentences
o Reasons for convicting
 Health
o Mental health
o Physical health
o Diseases & epidemics
 Economics
o Poverty rates
o Employment/unemployment rates

You will work in groups of 3-4 and pick a topic area that has not been chosen by other students (first
come first serve!). Some topics may need to be doubled up. You will take that topic, research it, collect
and analyze the data, and present your findings to the class.
Your task is to create a statistical analysis of your topic and compare and contrast First Nations peoples
and other groups/cultures of people in Canada. If possible, narrow your focus to Saskatchewan, but it
can be expanded to Canada if necessary.
Your project should include:
 Background information on the history of the effects of colonization on your topic
 The steps you used to gather your information (project design plan)
 Gather and analyze data from at least 3 decades (if this is difficult for some areas, let me know)
o Graph your information and show the trends
o Equate and develop the percent change between each decade, as well as the entire time
frame percent change (how the trends have changed)
 o Are there differences among First Nations, Métis, and Inuit people? Is this information
available?
o Are there differences between genders?
 Find the mean, median, and mode (if applicable)
 Now do the same for at least 3 different cultures in Saskatchewan/Canada (ie. African-American,
Chinese, Caucasian)
o Compare and contrast the data and find the percent difference between each
 Research the cause and effect of each event (why is it this way?)

Statistical Analysis Project Rubric – Summative Assessment Piece #1

Category Criteria
1 2 3 4
Content – Did Presentation Presentation had Presentation had a Presentation had
the presentation contained little to no moments where good amount of an exceptional
valuable valuable material material and amount of
have valuable material. was present but as a benefitted the valuable material
material? whole content was class. and was extremely
lacking. beneficial to the
class.
Collaboration - Student let others do Student did less Student did a fair Student did an equal
Did everyone most of the work, than a fair share of share of the work, share of the work;
was rude or the work, was was respectful to shared with, listened
contribute to disrespectful, and sometimes group members to, and showed
the project and wasted most of the disrespectful to most of the time, respect for group
presentation? work time. group members, and/or used most of members; stayed on
and/or wasted a lot the class time task.
of work time. wisely.
Presentation - The presentation There were The presentation The presentation
Was the lacked minimal signs of was organized was well organized,
organization and organization or but could have been well
presentation had little evidence preparation. much prepared and easy to
well organized of preparation. stronger with follow.
and easy to better preparation.
follow?
Organization – Sloppy, no labels. It Difficult to see, Colourful, good Neat, colorful,
Was the data looks like the group some colour, very sizing, but not much attractive, detailed.
rushed to get it little detail. The detail. Almost all of This project is fun
well organized, done. labels are the major parts are to look at and
visually incomplete and/or labeled and visually appealing.
appealing, and missing on several explained. All of the major
labelled? major parts. parts are labeled and
explained.
Analysis – Did No comparison in Only compared to Included more than Compared multiple
students clearly their data to other one other culture, one culture and cultures, compared
cultures or genders only compared compared genders, genders, and
analyze data in and did not show genders, or only and/or only showed showed trend over
comparison to the trend over showed trend over trend over multiple multiple years.
other cultures multiple years. multiple years. years.
and show the
trend over
multiple years?
/20
 Culturally-Responsive Lesson Plan Reflection

In my initial unit plan, I had included culturally responsive instruction through the statistical

analysis project. I based this lesson off my original plan but made a few adjustments to it in order to

attempt to incorporate students’ own perspectives and explore different cultures in addition to First

Nations peoples.

My lesson plan only uses formative assessment however it leads to summative assessment of the

final product. My plan for instruction for this lesson is not heavily weighted on me lecturing to the

students, but rather them being constructors of their own knowledge through research of their topic. My

formative assessment is based on how the students are progressing through their research. The lead-up

lesson will prepare them for this lesson therefore I will have an understanding of their comprehension of

the topic. Simply checking in to see how students are doing with their task is an easy way to gauge their

understanding and productivity, as well as being able to make any adjustments to the lessons as needed.

I have included everything that would be required to teach this lesson. The assignment layout and rubric

are attached to the lesson plan. Inquiry questions have been laid out to create discussion within in the

class.

The goal for my students’ learning is clearly laid out in my lesson plan. I want them to learn how

to conduct statistical research, gather data and analyze their results on the effects of colonization on

indigenous cultures, and to compare and contrast with other cultures of their own choice within

Canadian society. They will be able to achieve this through guided discovery from the project outline

provided to them, as well as some instruction from the teacher. The outcomes that this lesson includes

are to demonstrate an understanding of the collection, display and analysis of data through a project

(SP9.2), as well as researching and presenting how First Nations and Métis peoples, past and present,

envision, represent, and make use of probability and statistics (SP9.4).

 My unit included pre, formative, and summative assessments initially. These did not change after

I reformatted my lesson. I incorporated a pre-assessment, as well as a variety of formative assessments

to compliment my summative assessment which included a self-assessment aspect. The students will

receive a rubric for the project and a checklist of what is needed in order to be successful. The students

will self-assess their efforts and product through a self-evaluation and will have input into shaping their

summative assessment.

I feel like I did not need to make substantial changes in my unit plan, however I did adjust a few

sections as indicated by the yellow highlighted portions. The blue highlighted sections in my unit plan

are activities, topics, etc. that already existed in my unit plan that I believe will promote culturally

responsive instruction. Recognizing and respecting different cultural perspectives is an important focus

of my unit and in order for students to feel inclusivity within the classroom. I chose to do this

lesson/project in groups to incorporate inclusivity, as well as incorporating partner or group work in

most of my lessons in my unit.

For my professional growth in this lesson plan, I hoped to work towards developing ethical

behaviour and the ability to work in a collaborative manner for the good of all learners (PGP 1.2), as

well as gaining a knowledge of Canadian history (PGP 2.1) by incorporating First Nations, Métis, and

Inuit knowledge, content and perspective into all teaching areas (PGP 4.2). As well, I will be able to

understand students’ different cultural perspectives as they develop their projects and interpret their

results. They also have the opportunity to choose which groups of people/cultures they want to

incorporate to compare and contrast.

I believe my essential question for my lesson, as well as the inquiry questions on the project

outline will foster discussion within the classroom as well as a starting point for the students’ research.

My adaptations and accommodations for students are clearly listed on both my lesson and unit plan. I

would also make modifications as necessary with individual students. One way I would help students
feel included and supported would be to create the groups instead of giving students the opportunity to

pick their groups. This would allow me to combine students who work well together so everyone can be

successful. My final assessment piece compliments this research project, as well as incorporating the

other topics discussed in the unit.