Basic Productivity Tools (BPT) Lesson Idea

Lesson Title Am I an outlier?

Content Area Statistical Reasoning

Content Standards MSR.AD.1(a) iv Students will use distributions to identify key features of the
data collected, students will describe the distribution for quantitative data,
describe and interpret any outliers or gaps in the data.
Technology Standards 1.6 b Students create original works or responsibly repurpose or remix digital
resources into new creations

Integrated Technology Powerpoint and a narrator

Reference or Just as with the last one, I am sure this has been done before, but I did not
Supporting Resources look it up or get any ideas from another source

Bloom’s Taxonomy Applying, analyzing, and evaluating

Levels
Integration Level Level four: Integration

Universal Design I could give them the option to present live instead of narrating their
Rationale powerpoint beforehand. I believe I have followed the UDL principles by
offering them an infinite amount of open doors through which to start the
project.
Lesson Idea The process of finding outliers will have already been taught and learned, this
is not an intro project for the standard. This is actually probably closer to a
closing project to a standard. The project will be introduced by asking the
students to describe in their own words what type of person or data point is
an outlier. The answer I will be looking for in this question is uniqueness.
Then I will ask them to think about the things that they do, and in what terms
they might be an outlier. From here, I will present the project, I want them to
research something that they think they are an outlier in, and do a narrated
powerpoint talking about their topic, their research, their own personal data
point, and the measures of outliers. I will show them my own personal
example, and allow them to laugh at my own narration.
I do not think this process will take more than about a day and a half, which
on block schedule is about two hours. This will be presented in the middle of
a period, so they are finishing at the end of the next class, and have time to
narrate after school. It could otherwise get hectic with 20 people trying to
narrate at the same time. Student learning will be assessed based on
accuracy of the data collected, as well as accuracy in the mathematics. The
narration will be assessed in the same way as any descriptive writing in
statistics are assessed. Can you talk about the central tendency, uniqueness,
shape, and spread of the data? The differentiation comes for free in this
project because each student will be doing a different topic. In order to extend
student learning, I could have them present in front of the class, to force them
to know the data they are presenting. I would conclude the lesson by giving
an exit ticket asking for a description of the mathematics involved in finding an
outlier in both methods. Feedback will be provided via rubric comments, but
also through the exit ticket. The students should follow the same process for
both, and it will be much simpler to provide feedback on a short formative
assessment than on a project.
Design Reflection This activity could impact student learning by allowing them to show what
they know in a creative way. They can explain their thinking via audio
recording instead of just being asked to spur of the moment. Another tool that
could be used is I could have them use Microsoft word to create their own exit
ticket based on their data that they found.