Collaborative Lesson Plan Farooqi

Collaborative Lesson Plan

A. Farooqi

Aysha Farooqi

FRIT 7737
Dr. Repman

Table of Contents

Please click on the links below to go to that topic.

1. The Lesson Plan

2. Pathfinder

http://ayshafarooqicoursesample.pbworks.com/Collaborative-unit

3. Assessment of Student Learning

GRADE: 7th Grade- Math
TEACHERS: A. Farooqi (Media Specialist)
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A. Farooqi
T. Fullford (7th grade Math Teacher)

CONTENT TOPIC: Data Analysis (2weeks) - Two days of direct instructions from SLMS and
then guiding and providing assistance.

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
Information Literacy Standards for the Lesson:
Standard 1—Inquire, think critically, and gain knowledge
Standard 2---Draw conclusions, make informed decisions, apply knowledge to new situations, and create
new knowledge.

Skills Indicator(s):
1.1.2 Use prior and background as context for new learning.
1.1.4 Find, evaluate and select appropriate sources to answer questions.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
2.1.4 Use technology and other information tools to analyze and organize information.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding
in ways that others can view, use, and assess.

Benchmark(s):
o State and support what is known about a topic, problem, or question and make
connections to prior knowledge.
o Select a variety of credible sources in different formats relevant to research needs.
o Select and use grade level appropriate electronic reference materials and teacher
selected websites to answer questions.
o Identify and apply common utilities (for example pictures, movies, sound, and
charts in presentation tools) to enhance communication to an audience, promote
productivity, and support creativity.
o Use appropriate media and formats to design and develop products that clearly
and coherently display new understandings.

Dispositions Indicator(s):
1.2.3 Demonstrate creativity by using multiple resources and formats.
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific
resource and by seeking additional resources when clear conclusions can not be drawn.

Responsibilities Indicator(s):
1.3.5 Use information technology responsibly.
2.3.1 Connect understanding to the real world.
3.3.4 Create products that apply to authentic real world contexts.

Self-Assessment Strategies and Indicators
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
2.4.2 Reflect on systematic process, assess for completeness of investigation.
2.4.3 Recognize new knowledge and understanding.
3.4.2 Assess the quality and effectiveness of the learning product.
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CONNECTION TO LOCAL OR STATE STANDARDS
Data Analysis

M7D1. Students will pose questions, collect data, represent and analyze the data, and interpret
results.
a. Formulate questions and collect data from a census of at least 30 objects and from samples of
varying sizes.
b. Construct frequency distributions.
c. Analyze data using measures of central tendency (mean, median, and mode), including recognition
of outliers.
d. Analyze data with respect to measures of variation (range, quartiles, interquartile range).
e. Compare measures of central tendency and variation from samples to those from a census. Observe
that sample statistics are more likely to approximate the population parameters as sample size
increases.
f. Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs,
circle graphs, and line plots introduced earlier, and using box-and-whisker plots and scatter plots.
g. Analyze and draw conclusions about data, including a description of the relationship between two
variables.

OVERVIEW: The 7th grade teachers and the SLMS collaborated to plan a technology based
lessons on data analysis. The teachers have attended the professional development session where
they have seen the SLMS demonstrate the use of screencast and pathfinder to teach and review
the concepts. The Math teachers decided to use this technology which will enhance the lesson
and allow the students to review the lesson at their own convenience. The teacher and the SLMS
plan the activities for the lesson and decide the role each will play in teaching and assessment.
They also decide that the final product will be creating a power point presentation and Excel.
The teachers collaboratively created a power point, for reviewing the measures of central
tendency. Then, the SLMS showed the teacher how to put the sound effects and technology
pieces into the screencast.
The teachers discussed and reviewed the standard of data analysis to make sure students are
familiar of different graphs and measure of central tendency. Then teacher’s class will go to the
media center and the SLMS introduces the concept of graphs and uses the Promethean board and
the www.wordle.net website to review vocabulary to grab their attention as well. The teacher
will talk about the upcoming census and how to use this to do a mini power point project. The
SLMS will show them the pathfinder that explain the different resources available in the media
center and demonstrate how to create a power point along with the use of excel to do their
graphs. The students will use resources discussed by SLMS to better understand the concept and
to work on the project.

FINAL PRODUCT: The creation of a PowerPoint presentation and use of excel to do the graphs.

LIBRARY LESSON(S):
Students will use internet resources, books, online databases, and audio visual aids to discover the use of
doing the graphs and to choose appropriate graphs and variations. Students will work with the SLSM to
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learn how to use the features of PowerPoint and Excel to explore the various types of displays or
presentations that can be made using the program. Students will use information gathered to add to these
creations and use library resources as necessary for reference. Students will also learn from SLMS how to
ethically credit the owners of intellectual property.

ASSESSMENT
• Product The power point presentation to check for accuracy, organization, visuals, and
mathematical reflection.
• Process The teacher and SLMS will use the power point created by the students to
determine if they are able to

 formulate questions which can be answered by data;
 collect data from a census and a sample;
 plot points on a coordinate plane;
 analyze data using graphical techniques (pictograph, histogram, bar graph, line graph, circle
graph, line plot, box and whisker plot, scatter plot);
 describe how a change in one variable affects the other variable;
 analyze data using measures of central tendency;
 analyze data using measures of variation (range, quartiles, interquartile range);
 discuss what happens to sample statistics as the sample size increases;
 compare data sets using measures of central tendency and measures of variation;
 recognize and discuss similarities and differences between different data sets.

• Student self-questions
 What is meant by the center of a data set, how is it found and how is it useful when analyzing
data?
 How can I describe variation within a data set?
 In what ways are sample statistics related to the corresponding population parameters?
 How do I choose and create appropriate graphs to represent data?
 What conclusions can be drawn from data?
 Have I adequately answered the essential questions?
 Have I adequately described each source in the annotated works cited list?

INSTRUCTIONAL PLAN
Resources students will use:
 Online subscription database(s)
 Web sites
 Books
 Reference
 Nonprint
o Periodicals/newspapers
o Other (list)

• Instruction/activities

Direct instruction:
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Role of SLMS: The SLMS will introduce the topic by using the wordle.net to enhance
vocabulary. She will teach the students how to use the available resources in the media
center and explain how the pathfinder is a useful tool. The SLMS will also teach the
students how to create power point presentations, use Excel, and how to cite the work.
Role of Teacher: The teacher will introduce the lesson using the screencast and various
resources to introduce the concept. She will explain to the students how they are going to
use this concept to learn about data analysis. After the introduction of the topic by SLMS,
the teacher will use census website to register her students and let them do the survey and
finish the project. Teacher discusses the project guidelines with the class.

Slide 1: Title page

Make up an interesting title and also write your question. Make the page bright, neat and
colorful.

Slide 2: The data

Copy /paste the columns of data that you are using.
Create a tally and frequency table. Include the relative frequencies (percentages) in your table as
well.

Slide 3-5: The graphs

Create 3 different types of graphs to display your data.
You must include:

1. a circle graph with calculations
2. a bar graph (regular, double or triple) or a histogram, whichever is most suitable
3. your choice of a pictograph, a line graph or a stem-and-leaf plot.

Slide 6: The conclusion

In complete sentences, respond to the following questions:

1. Choose one of your graphs and describe it.
2. Which of the 3 graphs do you feel shows your data in the best way and why?
3. Which of the 3 graphs is least effective for presenting your data and why?
4. Explain your choice of intervals for the bar graph or histogram or the choice of symbols
on the pictograph.
5. What is the answer to your question? Fully describe how you reached this conclusion.

Modeling and guided practice: The SLMS will demonstrate the use of resources and
steps involved in the PPT. The teacher and SLMS assist the students as they develop their
PPT and Excel worksheets.

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Independent practice: Students will use resources research more on the concept and
will work on the PPT to in school and creating the model at home. They will go online to
complete HW assignments assigned by the teacher or for more practice.

Sharing and reflecting: Students will present project and complete a self-evaluation
rubric to monitor their progress and uncover problem areas in which they need assistance.
They will also complete a self reflection form. After the presentations, students will use a
“3, 2, 1” to talk about the project and their learning process. Each student will list three
things learned, discuss with the person next to them to narrow down to two, and then
choose one and put it on the sticky note and place it on the chart paper. They will also
complete a peer reflection form.

Differentiating the task

The task has been differentiated in different ways by including the discovery using hands-on
activity for kinesthetic learners, screencast and videos for audio visual learners, which also
includes a music piece to hook up the students who like music, and resources are provided in
different formats. They can get peer help and the teacher and SLMS are always there to assist.

Modifying the assignment for students with disability

• Provide calculators for calculations.
• Graphic organizer with the steps
• Peer help
• One –one help by the teacher.
• Create a book in place of power point.

Back to Table of Contents

Link to the Pathfinder:

http://ayshafarooqicoursesample.pbworks.com/Collaborative-unit

Rubric for Teacher Commentary
Unacceptable Acceptable Exceptional
(69% and below) (85% -70%) (100% - 86%)

Content Students failed to use Appropriate graphs were Appropriate graphs were
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appropriate graphs and applied, most of the final used so that the final
calculations of central calculations were correct. calculations were correct.
tendency, as a result had
errors. The simple process was The process was described
demonstrated. sequentially and could be
The process was undefined easily followed.

Layout The layout was not The layout was good. The layout was complete
complete. and well designed.
Presentation was simple
Presentation was missing but contained the essential Presentation was very
elements. elements: Pictures, graphs, professional and included
and a description of the images, graphs, and
process descriptions.

Technical No attempt made to create Technology was used in Technology was used as a
and/or present the slide the power point like tool for developing the
show. inserting images and model, searching the web
sound. for further resources in
addition to inserting
images and sound.

Student Self-Assessment and Reflection

CATEGORY Exceeds Meets Did not Meet

5points 3 points 1 point

I was paying attention at all times and I was attentive most of the time I was not attentive and
Attention level
was very focused in the project. and concentrated on the work with demonstrated very little effort
few reminders towards the task.

Task Completes all the tasks assigned on Completes most of the things by Have difficulty completing the
completion time and correctly the time allotted and may be there tasks.
are some signs of negligence

Team player During class discussions I followed I followed directions and respected Does not listen and participate
directions, listened, presented my the views of others to most extend in discussions and does the
views and respected others views. and participated in discussions own things most of the time.
most of the time

Student Reflection Form: Student reflect on their 3-D Model/ PPT

Student Name: _____________________________________ Teacher: _________________

Date: ________________________ Subject: _________________

I am reflecting on the following assignment(s):

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Title of Assignment Concept/Topic Score Standard(s) Addressed

One thing I liked about the assignment __________________________________________________

__________________________________________________________________________________

One thing I learned from completing the assignment ________________________________________

___________________________________________________________________________________

Upon review of this assignment, I believe that I need to improve
____________________________________________________________________________

Peer Reflection Form : Students will reflect about the 3-D model

I ______________________ (Your name), reviewed ___________________ (Student’s name whose
work you are reviewing) assignment on _____________________ (assignment’s name) which covers the
standard of ______________ (standard covered).

The one thing I liked about your assignment is _________________________________

_______________________________________________________________________

The one thing you can improve on your assignment is ____________________________


Assessment of Student Learning

 Pre/post test: the teacher gave them the Pre test at the beginning of this unit and she
will give them the same test at the end of the unit and we hope to see great
improvements.
 Pre Assessment- Before starting a topic pre- assess the students by asking them
questions, K-W-L Chart, initiating activities (reading a book), discussions, and
development of vocabulary. Use of graphic organizers.
 Oral Discussion- This is a very effective and engaging way of quickly getting the
evidence of learning. The questions asked were higher order thinking skills showing the
students understanding of the concept.
 Ticket out of the door- Students also complete the little ticket out of the door to show the
evidence of learning and it gives teacher and SLMS to provide assistance if needed
immediately. They answer everyday
Today I learned___________________

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I really understand__________________

I need more help with_________________

 Quizzes – Teacher will give them quiz at least once a week to get the evidence of their
understanding quickly. The questions come from Check up, Quiz of the textbook
 Online Assessments- The students have access to log on to websites like
www.PHschool.com/cmp2, www.studyisland.com, www.brainpop.com to complete
online quizzes on the chapter and review what they don’t understand. They can use the
resources provided in the pathfinder for assistance.

 Project: Creating a power point presentation. Reflection Forms: The self reflection form
and the peer reflection form help the teacher and SLMS to know what the students think
and what improvements are needed.


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Collaborative Lesson Plan Farooqi

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