Grade 7 Unit Plan: Data Management

Grade 7 Unit Plan: Data Management

Students will know:

Stage 1: Desired Results

Students will know how use identify data management in everyday life

Students will know how to identify misleading surveys and data

Students will know how to analyze trends and relationships in data

Students will be able to:

Established Goal: By the end of this unit, students will understand how data management plays a vital role in society

Students will be able to create and design their own survey question that focuses on a specific population

Students will be able to carry out a survey, record data, and graph the data appropriately

Students will be able to determine trends in data

Students will be able to identify misleading data and information

Stage 2: Assessment Evidence

Performance Tasks

Create Your Own Survey: Working with a partner or independently, students will create their own survey question, and decide which population their survey will focus on. The students will then survey their population and record their findings. The groups will then their information in a chart that best illustrates their results. Students will also include a write up that describes the results of their study, and why they believe they received the outcome they did. The project will then be presented to the class.

Data Management Resources:

Understanding:

Activity 3: In partners, students visit the Statistics Canada website. Students shall find a topic that interests them, and research the most recent data available on the topic (2016). Students will graph their data in an appropriate chart. Students will also explain why the data they found was relevant, and what it taught them about Canada, and share this with the class.

Activity 2: Students use laptops to visit predetermined CNN and FOX news websites that shows examples of misleading graphs. With a partner, students analyze the graphs on these websites and list some reasons as to why these graphs are misleading.

Climate Change Activity: In groups of 2, students will choose a country, and analyze this county’s weather patterns over a 100-year period. Students decide whether they think the effects of climate change are present in this country based on the country’s weather patterns. Students must present their findings to the class. The work may be posted on Google slides, Prezi, or similar presentation software. A write up justifying the student’s global warming findings must accompany their presentation.

Overall Expectation: collect and organize categorical, discrete, or continuous primary data and secondary data and display the data using charts and graphs, including relative frequency tables and circle graphs;

Big Idea: Data collection and organization is vital to many facets of modern life. It is a way to help us to understand and analyze the world

Understanding:

Predictable Misunderstandings:

Other Evidence:

Overall Expectation: make and evaluate convincing arguments, based on the analysis of data;

Big Idea: Organization and management of data helps us to identify factual statistics and information

Students may struggle with choosing the most appropriate type of graph to plot their data on

Students may struggle with reading graphs and interpreting data

Students may have trouble identifying misleading graphs and information

Quiz 4-5 days into unit

‘Ticket out the door’ after each lesson

Homework will be collected and marked throughout the unit

Oral/written response to one of the essential questions

End of unit test

Essential Questions

Stage 3: Learning Plan

Goal: Students will be familiar with different types of graphs

What does the word ‘data’ mean to you?

Why is data management important to our everyday lives?

If Canada did not collect any of its citizens data, how would our society be different?

Materials:

Activity 1: DPA heart rate activity: Students will do various forms of in-class exercises and will track their heart rate after every exercise. After tracking their heart rate or pulse, students must record their results in a type of graph they feel is the most appropriate. They will then interpret the results of their DPA session exercises and its relationship to their own heart rate

• Laptops
• Projector
• Pencils,
• Paper
• Markers
• DPA music