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Ems480 Medlessonplan Sweettooth Akarafas-Hlin
Ems480 Medlessonplan Sweettooth Akarafas-Hlin
Language Objectives:
● Students will be able to compare and contrast the distributions of the two data
sets. This includes comparing the shape, center, and spread of the data.
● Students will be able to identify and describe the shape of the data as being
either linear or curved.
● Students will be able to understand and use the appropriate vocabulary when
discussing the center and spread of the data.
○ Key vocabulary: scatter plot, shifts, overlap, positive skew, negative skew,
tails of a distribution, mean, median, box plot, interquartile range, first
quartile, second quartile (median), third quartile, standard deviation,
● Students will be able to communicate their investigations and justify their
conclusions to their peers using the appropriate, key vocabulary listed above.
● This lesson will engage the students in exploring data about granola bars and
candy to discover which is more healthy, and identify any similar trends in the
data. Students will be able to do this by using the key vocabulary and finding
their appropriate values when applicable in the data sets.
Essential Question:
Generally are granola bars healthier or less healthy than candy? How does the
distribution of data for granola bars and candy differ in regards to shape, center, and
spread? Are there any similar trends or associations shared between the two data sets?
Materials:
● Computer or device able to access the internet, CODAP, and Padlet.
● Pen and paper for scratch work and ideas (optional)
● The provided worksheet: Guided Lesson - Sweet Tooth: Granola Bars or Candy
● Data sets: GranolaBars, Candy
10 Introduce task:
min Say, “Would you rather have a granola bar or a Students will be engaging with the
candy bar? Why? Do you think one is more healthy teacher as they introduce the task.
than the other?”
Students will be able to answer the
Ask, “Who can tell me the steps of the investigation teacher’s questions about the
process that we’ve been learning about?” investigation process in statistics.
Say, “Yes! The 4 steps are to pose questions, Students will brainstorm questions
collect data, analyze the data, and interpret the that they will want to investigate.
data. Remember that these steps don’t always
occur in the same order. And we might have to Students will get into groups or two,
repeat some steps if we have new questions or if we if they choose to. Then students will
don’t find what we want to know at first.” begin exploring the data sets.
10 Checking understanding:
min **Optional: ask these questions at the beginning, Students will be answering the
mid-way through the lesson, or periodically teacher’s questions that check
throughout the time that students are investigating student understanding of the
the data to check student understanding and investigation process, shape,
monitor student progress!** center, and spread of data.
Students will also be able to identify
Ask, “Who can tell me the measurements we look at important concepts to keep in mind
first when we’re given a new data set? In other while they investigate the data.
words, what do we want to find?”
Possible student answers:
Say, “Exactly! We typically start out with identifying “We want to find the mean and
the shape of our data and then finding the center by median of the data, also known as
finding the mean and median. Then to find the the center.”
spread, we want to look at the interquartile range of
the box plot and the standard deviation of our data!” “We want to find the spread of the
data. We can find this by looking at
Ask, “Who can tell me some important things to the interquartile range of the box
keep in mind during our investigations?” plot and by looking at the standard
deviation.”
Say, “That’s right! We want to remember the context
of the data sets. We also want to remember that “We have to remember to make
there is variability between our data sets and what interpretations while keeping in
the true distribution is.” mind the context of the data.”
Ask, “What types of variables are you looking at? “We also have to remember that the
What types of graphs are you creating?” data collected is just a sample or a
small picture of the whole
population of granola and candy
bars.”
Say, “Remember to screenshot associations you Students will use the provided
find in the data so that you can use them in your worksheet to guide them in their
justifications in your discussion posts later!” investigations. This can be found in
Appendix C.
20 Discussion time:
min **The teacher can start a class discussion about Students will be answering the
student findings regarding associations and any discussion questions on the Padlet
distribution trends identified.** link.
**Optional: This discussion can be done within the Students will discuss their findings
class or online using Padlet.** and justify their conclusions.
Students will also discuss
Say, “Alright students, it’s time to discuss our distribution trends and associations
findings! We’re going to be using Padlet to share that they found.
what we found about associations in granola bars
and those in candy.”
Appendix:
A) Data Sets
● Granola Bar Data
○ https://codap.concord.org/releases/latest/static/dg/en/cert/index.htm
l#file=googleDrive:1pxjWRzVqqDgG1ipHDZS9vnZUqX7wofaL
● Candy Data
○ https://codap.concord.org/releases/latest/static/dg/en/cert/index.htm
l#file=googleDrive:1RJxjIWGlJKinS2zorLOYRoD9iUaaONS6
B) Online Resources
● CODAP
○ https://codap.concord.org/
● Padlet for Discussion
○ https://padlet.com/lhlin/iwo9w03ac13v
C) Guided lesson worksheet link
https://docs.google.com/document/d/1KYnkXjgzd1Ghe_JLABR8yKU6_C7uuRsyf
zjoGs01oBA/edit?usp=sharing
D) Worked out guided lesson worksheet with acceptable students answers link
https://docs.google.com/document/d/1QAz-
wllcXwl81bci1Z8gkHfGQQ_e90cD81EyL5Tzchw/edit?usp=sharing