Learning Objective:
Students will manipulative the visualization, changing the values measured on the x and y axes, then compare the types of active duty military deaths, including by year and by President.
Mathematics Standards:
7.6.E Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informal and formal mathematical language.
ISTE NETS-S Standards:
3. Research and Information Fluency.
Students apply digital tools to gather, evaluate, and use information. Students:
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media;
d. process data and report results.
Communication Standards:
1. The student uses listening and observation skills and strategies to gain understanding.
1.1. Uses listening and observation skills and strategies to focus attention and interpret information.
The visualization below represents the number of US Active Duty Military deaths that have occurred over the course of the last three presidents: Clinton, Bush and Obama. You will use this visualization to answer the following questions, followed by a one paragraph summary of your learning.
1. Begin this activity by changing the color from "Hostile Action" to "Unique Colors."
2. Change the size of the bubbles from "Homicide" to "Same Size."
3. Select all three Presidents: Clinton, Bush and Obama.
4. Change the x-axis from "Total Deaths" to "Time."
5. Leave the y-axis on "Accident" for now.
6. Drag the timeline box back to 1992. Click "Play" and watch the visualization.
7. Hover your mouse over the first bubble for Clinton.
a. What year is this?
b. How many accidental deaths occurred this year?
Record your results.
8. Hover your mouse over the last bubble for Clinton.
a. What year is this?
b. How many accidental deaths occurred this year?
Record your results.
9. Complete the same activities in #7 and #8 for both Bush and Obama and record your results.
10. Compare the number of accidental deaths that occurred at the beginning and end (or the year 2010 in the case of Obama) of each presidency. Write a few sentences about what you observed.
11. Once you have completed the activities for accidental deaths, choose two other categories to compare. You might even try comparing homicides to total number of deaths, or accidental deaths to terrorist attacks. Write a few sentences about your exploration.
12. Finally, write a one paragraph summary about the activity. Some things to consider as you write your summary: What did you like about the activity? What did you not like about the activity? Was there any more information you wish that you could have discovered but didn't? What, if anything, would you change about the activity?
Data retrieved from http://siadapp.dmdc.osd.mil/personnel/CASUALTY/castop.html
https://spreadsheets.google.com/pub?key=phNtm3LmDZEM8JDnsvQFkYw
Friday, June 3, 2011
Tuesday, May 31, 2011
Protein Consumption in Europe
Learning Objective:
This lesson will focus on comparing protein consumption between various European countries and the different types of protein. Students will find the mean average, mode and range, then write a summary of their findings, justifying which measure of center is most appropriate for this data set.
Mathematics Standard:
7.4.C Describe a data set using measures of center (median, mean, and mode) and variability (maximum, minimum, and range) and evaluate the suitability and limitations of using each measure for different situations.
7.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.
The visualization below shows various types of protein consumed by several European countries. Using the visualization, answer the following questions:
1. Find the mean average (expressed as a percentage) for Cereals for all countries.
2. Find the mean average (expressed as a percentage) for Nuts for all countries.
3. Find the mean average (expressed as a percentage) for Red Meat for all countries.
4. Find the mean average (expressed as a percentage) for White Meat for all countries.
5. Find the mean average (expressed as a percentage) for Fish for all countries.
6. Of the 5 proteins listed in Questions 1 - 5 above, which protein has the highest percentage of consumption? Which country consumes the most of that protein?
7. Pick 2 countries. Calculate the mean average and range (expressed as a percentage) for Eggs, Fruits/Vegetables, Milk and Starch. Write a few sentences about how these two countries compare in their consumption of these four proteins.
8. Write a one paragraph reflection about this activity, and justify which measure of center is most appropriate for this particular set of data.
This lesson will focus on comparing protein consumption between various European countries and the different types of protein. Students will find the mean average, mode and range, then write a summary of their findings, justifying which measure of center is most appropriate for this data set.
Mathematics Standard:
7.4.C Describe a data set using measures of center (median, mean, and mode) and variability (maximum, minimum, and range) and evaluate the suitability and limitations of using each measure for different situations.
7.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.
The visualization below shows various types of protein consumed by several European countries. Using the visualization, answer the following questions:
1. Find the mean average (expressed as a percentage) for Cereals for all countries.
2. Find the mean average (expressed as a percentage) for Nuts for all countries.
3. Find the mean average (expressed as a percentage) for Red Meat for all countries.
4. Find the mean average (expressed as a percentage) for White Meat for all countries.
5. Find the mean average (expressed as a percentage) for Fish for all countries.
6. Of the 5 proteins listed in Questions 1 - 5 above, which protein has the highest percentage of consumption? Which country consumes the most of that protein?
7. Pick 2 countries. Calculate the mean average and range (expressed as a percentage) for Eggs, Fruits/Vegetables, Milk and Starch. Write a few sentences about how these two countries compare in their consumption of these four proteins.
8. Write a one paragraph reflection about this activity, and justify which measure of center is most appropriate for this particular set of data.
Friday, April 29, 2011
Internet Users ... Who Leads?
Objective:
Students will practice manipulating the Gapminder visualization, collect data, make comparisons between age groups and countries, and answer questions related to data on internet users, then reflect on the activity.
Math Learning Standard:
7.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.
Click on the link below to go to the Gapminder visualization, then answer the questions.
www.bit.ly/h2Eaeh
1. Click the Play button and watch the graph progress from 1960 through 2008.
2. What is being measured on the x-axis? What is being measured on the y-axis?
3. The timeline is at the bottom of the graph. What are the intervals?
4. Hover your mouse over the United States.
a. How many people are between the ages of 10 and 14 years?
b. How many total internet users are there in the United States?
c. What percent of total internet users are between the ages of 10 and 14 years?
5. Choose two other countries and answer the same three questions as in #2 above, then write a few sentences about how those countries compare to the United States.
6. Click on each interval of years at the bottom of the graph. What year(s) do you notice a significant increase in total internet users? What year(s) do you notice a significant increase in internet users between the ages of 10 and 14 years?
7. Click on Population Aged 10-14 Years, then Population, then Both Sexes by Age (total) and choose a different age group. Write a few sentences about how the two age groups compare. What was the most significant difference and/or similarity between the two age groups?
8. Finally, write a one paragraph reflection about your experience using the Gapminder visualization. Some things to consider in your reflection: Was it easy or hard to manipulate the variables? Did you understand the data and the graph, i.e., did you know what you were looking at? What else would you have liked to discover about internet users using this visualization?
Students will practice manipulating the Gapminder visualization, collect data, make comparisons between age groups and countries, and answer questions related to data on internet users, then reflect on the activity.
Math Learning Standard:
7.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.
Click on the link below to go to the Gapminder visualization, then answer the questions.
www.bit.ly/h2Eaeh
1. Click the Play button and watch the graph progress from 1960 through 2008.
2. What is being measured on the x-axis? What is being measured on the y-axis?
3. The timeline is at the bottom of the graph. What are the intervals?
4. Hover your mouse over the United States.
a. How many people are between the ages of 10 and 14 years?
b. How many total internet users are there in the United States?
c. What percent of total internet users are between the ages of 10 and 14 years?
5. Choose two other countries and answer the same three questions as in #2 above, then write a few sentences about how those countries compare to the United States.
6. Click on each interval of years at the bottom of the graph. What year(s) do you notice a significant increase in total internet users? What year(s) do you notice a significant increase in internet users between the ages of 10 and 14 years?
7. Click on Population Aged 10-14 Years, then Population, then Both Sexes by Age (total) and choose a different age group. Write a few sentences about how the two age groups compare. What was the most significant difference and/or similarity between the two age groups?
8. Finally, write a one paragraph reflection about your experience using the Gapminder visualization. Some things to consider in your reflection: Was it easy or hard to manipulate the variables? Did you understand the data and the graph, i.e., did you know what you were looking at? What else would you have liked to discover about internet users using this visualization?
National Obesity Comparison
Objective:
Students will compare obesity populations within states by county using percentages.
Students will draw conclusions and determine relationships between eating habits, exercise and smoking rates, and percentages of obesity by county for two states, Washington and one other.
Mathematics State Standard:
7.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.
Learning Activity:
1. From the “select a state” drop-down menu select “Washington.”
2. What does the size of the circle represent?
3. What does the color of the circle represent?
4. Hover your mouse over the different circles and find “Snohomish County.” For Snohomish County, record the percentages for the following categories:
a. % of population who are obese _________
b. % of population eating few fruits/vegetables _________
c. % of population who smokes _________
d. % of population who do not exercise _________
5. Hover your mouse over the different circles and find “Pacific County.” Record the percentages for the following categories:
a. % of population who are obese ________
b. % of population eating few fruits/vegetables ________
c. % of population who smokes ________
d. % of population who do not exercise ________
6. Compare the percentages for each category between the two counties. What do you notice? Be sure to include information from the graph to justify your answer.
7. Explore the three graphs in purple at the bottom of the page. What can you conclude about the relationship between obesity percentages and smoking, exercising and healthy eating habits? Use information from the graph to support your conclusion.
8. Choose another state and compare the data between two counties of different colored circles within that state. Record your information by category below.
9. How do the two counties of the state you chose compare to Washington for percentage of population who are obese, eat few fruits/vegetables, smoke and do not exercise? If there is a significant difference, why do you think that might be? Use information from the graphs to justify your answers.
Students will compare obesity populations within states by county using percentages.
Students will draw conclusions and determine relationships between eating habits, exercise and smoking rates, and percentages of obesity by county for two states, Washington and one other.
Mathematics State Standard:
7.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.
Learning Activity:
1. From the “select a state” drop-down menu select “Washington.”
2. What does the size of the circle represent?
3. What does the color of the circle represent?
4. Hover your mouse over the different circles and find “Snohomish County.” For Snohomish County, record the percentages for the following categories:
a. % of population who are obese _________
b. % of population eating few fruits/vegetables _________
c. % of population who smokes _________
d. % of population who do not exercise _________
5. Hover your mouse over the different circles and find “Pacific County.” Record the percentages for the following categories:
a. % of population who are obese ________
b. % of population eating few fruits/vegetables ________
c. % of population who smokes ________
d. % of population who do not exercise ________
6. Compare the percentages for each category between the two counties. What do you notice? Be sure to include information from the graph to justify your answer.
7. Explore the three graphs in purple at the bottom of the page. What can you conclude about the relationship between obesity percentages and smoking, exercising and healthy eating habits? Use information from the graph to support your conclusion.
8. Choose another state and compare the data between two counties of different colored circles within that state. Record your information by category below.
9. How do the two counties of the state you chose compare to Washington for percentage of population who are obese, eat few fruits/vegetables, smoke and do not exercise? If there is a significant difference, why do you think that might be? Use information from the graphs to justify your answers.
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