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Dori White
Sawgrass Springs Middle School
12500 W. Sample Road
Coral Springs, FL 33065
754-322-4500
INTERACTIVATE YOUR CLASSROOM
For information concerning IMPACT II opportunities, such as interschool visits, staff
development, workshops and Adapter and Disseminator grants, please contact:
The Broward Education Foundation
600 SE Third Avenue, 1st Floor
Fort Lauderdale, FL 33301
754-321-2032
www.BrowardEdFoundation.net
IMPACT II is a program of The Broward Education Foundation
1
TABLE OF CONTENTS
1) Goals and Objectives …………………………………………………….. page 2
2) Course Outline ……..…………………………………………………….. page 3
3) Phase One Lesson Plan ………..………………………………………. page 5
4) Phase Two Lesson Plan……………..…………………………………….. page 6
5) Phase Three Lesson Plan …………..…………………………………….. page 7
6) Phase Four Directions …….………………………………………….. page 8
7) Phase Five Directions ………………………………………………… page 9
8) Phase Six Directions …………………………………………………….. page 10
9) Evaluation and Assessment …………………………………………….. page 11
10) Modifications and Interdisciplinary Connections ……………………….. page 14
11) Resources …………….………………………………………………….. page 15
12) Bibliography ……………………………………………………………. page 16
11) Student Work Samples ………………………………………………… Page 17
2
GOALS AND OBJECTIVES
Interactivate Your Classroom is designed to provide a learning experience that leads
students to achieve mastery of Florida Sunshine State Standards for Mathematics and National
Technology Standards. By incorporating math and technology skills into a product that is
cooperatively created and presented, participating students will also realize the connections that
math and technology have in the real world.
There are two primary goals embedded in Interactivate Your Classroom. First is for
students to master concepts from the Next Generation Sunshine State Standards (NGSSS) for
Mathematics Big Idea 3 (analyze and summarize data sets) and Supporting Idea 6 (number
operations). Second is for students to develop skill in all six of the National Educational
Technology Standards (NETS): (1) creativity and innovation, (2) communication and
collaboration, (3) research and information fluency, (4) critical thinking, problem solving and
decision making, (5) digital citizenship and (6) technology operations and concepts. In
summary, Interactivate Your Classroom provides a path that leads students to be information
managers, effective communicators, numeric problem solvers, creative and critical thinkers,
responsible workers, resource managers and system managers.
Specific math objectives for Interactivate Your Classroom are as follows:
It is desired that student participants will be able to:
Identify types of surveys
Create appropriate survey questions
Design a survey
Select appropriate sample groups to complete a survey
Administer a survey
Calculate measures of central tendency (mean, median, mode) and range
Generate appropriate displays of data
Compare and contrast data to draw conclusions
Specific technology objectives for Interactivate Your Classroom are as follows:
It is desired that student participants will be able to:
Brainstorm using graphic display software (Inspiration)
Construct an on-line survey (www.quia.com)
Produce bar graphs and circle graphs using spreadsheet software (Excel)
Form a slide presentation to organize data displays and conclusions
(PowerPoint)
Share a slide presentation using interactive display tools (Interwrite Pad,
LCD projector, computer)
3
COURSE OUTLINE
Interactivate Your Classroom is a project learning based activity that incorporates data analysis
and statistics benchmarks from the NGSSS for middle grades Mathematics. The activity is
divided into six phases that span a four to six week period of time. Before project
implementation begins, students should learn how to calculate mean, median, mode, and range
and how to create appropriate displays of data.
In Phase 1, the class should select (or the teacher can assign) a
topic that is of high interest to teens (i.e. tolerance, music,
recycling, etc). Next, using Inspiration software along with an
interactive tablet, laptop and projector to display documentation
the class brainstorms and records a graphic web that outlines and
organizes their analysis of that topic and its impact on society.
Some topics may lend themselves to comparing and contrasting
surveys from different approaches. This idea should be embraced
if the class determines it appropriate.
Next, the teacher should decide how to divide up the class into groups; it is recommended to use
two or four students per group. With the chosen topic and group size identified, Phase 2 begins.
In this stage, students learn to design a survey. With knowledge of how to develop questions,
how to choose a survey type and how to select a sample group, student groups write potential
survey questions that relate to the featured topic. Using an interactive tablet, laptop and
projector to display documentation, questions are then compiled through group presentations and
discussions. By considering the nature and quantity of questions desired, the compiled question
set is narrowed down to what the class believes is appropriate. Using a survey-writing website
such as www.quia.com, the question pool is entered into a survey format.
In Phase 3, the class administers the survey to the chosen sample group of students from their
school. This can target a specific grade level, a specific gender, a specific
age or the entire student body. Using a computer lab, the media center or
a laptop cart, sample group members complete the survey that is posted on
the survey-writing website under the supervision of the participating class
members.
Phase 4 requires students to use spreadsheet software (ie. Excel) to organize collected survey
data into different graphic displays. Each group enters the data into a spreadsheet table and then
chooses appropriate graphs (bar and circle) that are created into visual displays that summarize
the data. The tasks of labeling axes, setting titles, and designing a key are all
required. In addition, students use their data to calculate the range and measures
of central tendency: mean, median, and mode. All work files are saved on the
school’s server and on an external hard drive for the teacher to store all work for
grading.
4
Next, students turn their focus to presenting their survey results in Phase 5. Here student groups
import their data into presentation software (i.e. Powerpoint or Keynote). Each presentation
must include an explanation of the topic choice and the sample group. Collected data must be
presented in a table, in a bar graph and in a circle graph. These displays are imported from the
saved spreadsheet file. Also included are slides describing the range and measures of central
tendency. Creative choices for font, colors, and graph style (i.e. 2D vs. 3D) are decided by
student groups. If more than one survey has been implemented, compare and contrast results
should be shown. Finally, a section must be dedicated to conclusions drawn from the data
displays. Numerical calculations and statements of deductive reasoning are required. Again, all
work in progress is saved on the school student server and on an external hard drive.
The final phase of Interactivate Your Classroom’s core project is the class presentation. Using
the interwrite pad connected to the laptop/projector module, each student group presents their
slide show to the class. The best overall presentation is selected and then shared with the
school’s SAC committee using the same equipment.
5
PHASE ONE LESSON PLAN
Objectives: 1) Students will select a survey topic that is of high interest to teens.
2) Students will generate a concept map to organize information discussed on
the topic’s impact to society.
3) Students will decide whether to do one survey or two (to allow for
compare & contrast).
Benchmarks: NETS: (2) Communication and collaboration, (4) Critical Thinking, Problem
Solving and Decision Making, (5) Digital Citizenship, (6) Technology
Operations and Concepts
Technology: LCD projector connected to a computer
Interactive whiteboard
Concept web software (i.e. Inspiration)
Vocabulary: Survey
Time: One 45 – 60 minute class periods
Materials: Notebook paper, pens/pencils
Procedure: 1) Tell the class that they are going to design and administer a survey.
2) Ask the class to brainstorm topics that are interesting to them. Spend
about 5-10 minutes listing their ideas and then narrow it down to one
using a fair method of elimination (i.e. hand vote). Alternatively, the topic
can be chosen by the teacher.
3) Using Inspiration software, create a concept web map that begins with a
circle that contains the topic. Again, ask the class to brainstorm how this
topic impacts society. Record their ideas in additional circles that branch
from the core topic. All information should be recorded using the
interactive whiteboard in conjunction with the computer/LCD projector
system.
4) Determine whether the topic should be explored from two points of view.
If so, explain to the class that they will design and administer two surveys
to allow comparison and contrasting of data.
6
PHASE TWO LESSON PLAN
Objectives: 1) Students will choose an appropriate type of survey.
2) Students will select an appropriate sample group for a survey.
3) Students will develop survey questions.
Benchmarks: NGSSS: Big Idea 3 – Analyze and summarize data sets
NETS: (4) Critical Thinking, Problem Solving and Decision Making,
(6) Technology Operations and Concepts
Technology: Laptop Cart, Computer Lab or Media Center
Word Processing Software (i.e. Microsoft Word)
LCD projector connected to a computer
Interactive whiteboard
Concept web software (i.e. Inspiration)
Online survey writing software (i.e. www.quia.com)
Vocabulary: Survey, sample group, bias, simple random sampling, stratified random
sampling, systematic random sampling, convenience sampling, voluntary
sampling
Time: One or two 45 – 60 minute class periods
Materials: Notebook paper, pens/pencils, computer paper
Procedure: 1) Divide the class into groups of two to four. Distribute one laptop to each
group (or have students share a computer in the lab. Display the class
concept web done in Phase 1.
2) Ask each group to create and type a document of at least ten potential
survey questions based on information from the class concept web.
3) As a class, condense all potential questions into at least 10 that will be on
the final survey.
4) If a set of questions is required for an additional survey, adjust the
wording of the questions from the first survey to reflect the alternative
point of view.
5) In a class discussion, select the sample group desired. Options include
boys only, girls only, a grade level, the entire school, etc.
6) The teacher should enter the final questions into the survey using a
website.
7
PHASE THREE LESSON PLANS
Objectives: 1) Students will administer an online survey.
Benchmarks: NETS: (5) Digital Citizenship, (6) Technology Operations and Concepts
Technology: Laptop Cart, Computer Lab or Media Center
Vocabulary: Survey, Sampling
Time: One to three 45-60 minute class periods
Materials: Computer paper, pencils, black Sharpie® markers (thin is best)
Procedure: 1) Send an e-mail to the faculty announcing your class survey and the target
sample group. Ask teachers to sign up to complete the survey during your
class period. Schedule times for participating teachers to bring their
classes to meet yours in the chosen location. For teachers who cannot
leave their rooms but wish to participate, laptop carts can be utilized by
them.
2) Prepare printed survey direction sheets that identify the survey website
and steps to follow.
3) At the designated survey time, bring your students to the chosen location
for the survey and give each of them a direction sheet. As survey
participants arrive, each student is to escort a participant to a computer and
help them initiate the survey. They should also answer any questions that
arise. The teacher’s role during this time is to monitor the survey
administration.
8
PHASE FOUR DIRECTIONS
Objectives: 1) Students will use spreadsheet software to calculate mean, median, mode,
and range.
2) Students will use spreadsheet software to create a table of survey data.
3) Students will use spreadsheet software to create a bar graph and a circle
graph of survey data.
Benchmarks: NGSSS: Big Idea 3 – Analyze and summarize data sets
Supporting Idea 6: Number and Operations
NETS: (2) Communication and Collaboration, (3) Research and
Information Fluency, (4) Critical Thinking, Problem Solving and
Decision Making, (6) Technology Operations and Concepts
Technology: Laptop Cart, Computer Lab or Media Center,
Spreadsheet Software (i.e. Microsoft Excel)
LCD projector connected to a computer
Interactive whiteboard
Vocabulary: Mean, median, mode, range, bar graph, circle graph, axes, labels
Time: About five 45-60 minute class periods
Materials: Notebook paper, pens/pencils
Procedure: 1) Display results from online survey on the board. Ask student groups to
use spreadsheet software to create a table of the data.
2) Ask student groups to use the spreadsheet formulas to identify the mean,
median mode and range.
3) Have student groups use the spreadsheet graph commands to create a bar
graph and a circle graph. Students may choose the format and colors for
their graphs but must include axis titles, appropriate interval settings and
section labels (bars and sectors).
5) All spreadsheets should be saved at the end of class.
9
PHASE FIVE DIRECTIONS
Objectives: 1) Students will draw conclusions from their survey data displays.
2) Students will generate a slide presentation of their survey data and their
conclusions.
Benchmarks: NGSSS: Big Idea 3 – Analyze and summarize data sets
NETS: (1) Creativity and Innovation, (2) Communication and
Collaboration, (3) Research and Information Fluency, (4) Critical
Thinking, Problem Solving and Decision Making, (6) Technology
Operations and Concepts
Technology: Laptop Cart, Computer Lab or Media Center
Presentation Software (i.e. Microsoft Power Point)
Spreadsheet Software (i.e. Microsoft Excel)
Vocabulary: Conclusion, compare, contrast
Time: About five 45-60 minute class periods
Materials: Notebook paper, pens/pencils, spreadsheet file
Procedure: 1) Ask student groups to create a slide presentation that organizes their
survey data and conclusions. Required slides are as follows:
a) Presentation Title Slide (include names of group members)
b) Survey description (type of sampling, total participants,
demographics of participants)
c) A table of survey results for each question
d) Bar graph of survey results with required features
e) Circle graph of survey results with required features
f) Conclusion slide
g) Reflection slide (what they learned)
h) Repeat (b) – (e) for a second survey and two additional slides, one
for comparing results and the other for contrasting results.
The table, bar graph and circle graph should be copied from the Excel file.
In addition, each slide should have a title explaining its purpose.
Backgrounds, colors and fonts are all the choice of student groups.
2) All presentations should be saved at the end of class.
10
PHASE SIX DIRECTIONS
Objectives: 1) Students will orally discuss survey results via their slide show.
2) Students will use interactive whiteboards to present a slide show and
document discussion that arises from their presentation.
Benchmarks: NETS: (2) Communication and Collaboration, (3) Research and Information
Fluency
Technology: Presentation Software (i.e. Microsoft Power Point)
LCD projector connected to a computer
Interactive whiteboard
Vocabulary: Presentation
Time: About two 45-60 minute class periods
Materials: Notebook paper, pens/pencils
Procedure: 1) Ask each student group to present their survey slide show. Each student
must have a speaking role. When a questions or comment arises from the
class, they should use the interactive whiteboard to document and respond.
2) After all groups have presented, each individual student needs to complete
a written reflection.
11
EVALUATION AND ASSESSMENT
1) The slide presentation should be assessed using a rubric. Each slide is assigned a point
value based on the requirements for that slide. The final grade is calculated by dividing
points earned by total possible points (see next page). Alternatively a wholistic rubric
can be used as follows.
5 4 3 2 1 Slide Composition The slides are
formatted in a
manner that is
easily
comprehended,
demonstrate
exceptional creativity, and
include all required
information.
The slides are formatted in a
manner that is
easily
comprehended and
include all required
information.
The slides are formatted in a
manner that most
information is
clear and include
most required
information.
The slides are missing important
information.
The slides are not appropriate or the
project is
incomplete.
Display Quality The graphs are creative and
appropriate to the presentation and
enhances its
meaning.
The graphs are creative and
appropriate to the presentation.
The graphs are appropriate to the
presentation.
The graphs for this project are less
appropriate to the presentation.
The graphs are not appropriate for this
presentation.
Information Quality
The information in the presentation is
creative, detailed
and accurate. Graphs and slides
are properly
labeled.
The information in the presentation is
detailed and
accurate. Graphs and slides are
properly labeled.
The information in the presentation is
mostly detailed
and accurate. Graphs and slides
are mostly labeled.
Information in the presentation is
missing.
The information in the presentation
contains major
errors.
Overall
Presentation
The presentation
was a perfect
combination of all its elements.
The presentation
was a good
combination of all its elements.
The presentation
was average in one
or more of its elements.
The presentation
was below average
in one or more of its elements.
The presentation
revealed little
effort or understanding of
the assignment.
2) For the participation phases (1, 2, 3 and 6) a wholistic rubric can be used as follows.
5 4 3 2 1 Participation The student spoke
frequently and was engaged all of the
time.
The student spoke
occasionally and was engaged all of
the time.
The student spoke
at least once and and was engaged
most of the time.
The student did not
speak appropriately but was engaged
most of the time.
The student did not
speak appropriately and was not
engaged.
12
INTERACTIVE YOUR CLASSROOM
POWER POINT RUBRIC
STUDENT NAMES:
______________________________ ______________________________
______________________________ ______________________________
POINTS EARNED OUT OF 50: __________ FINAL GRADE: __________
SLIDE#
1 TITLE NAMES
2 TITLE SAMPLING PARTICIPANT TOTAL GRADE LEVEL TOTALS GENDER
TOTALS
3 TITLE TABLE DATA ACCURATE
4 TITLE BAR GRAPH DATA ACCURATE AXIS LABELS
5 TITLE PIE GRAPH DATA ACCURATE PERCENTAGE LABELS LEGEND
6 TITLE 2 MOST COMMON 2 LEAST COMMON ACCURATE ANSWERS
7 TITLE SAMPLING PARTICIPANT TOTAL GRADE LEVEL TOTALS GENDER
TOTALS
8 TITLE TABLE DATA ACCURATE
9 TITLE BAR GRAPH DATA ACCURATE AXIS LABELS
10 TITLE PIE GRAPH DATA ACCURATE PERCENTAGE LABELS LEGEND
11 TITLE 2 MOST COMMON 2 LEAST COMMON ACCURATE ANSWERS
12 TITLE COMPARE RESULTS
13 TITLE CONTRAST RESULTS
14 TITLE 3 ITEMS LEARNED
13
INTERACTIVATE YOUR CLASSROOM REFLECTION
1) The essential question for our project is “How does intolerance affect our world?” Based
on everything that you did in the project, what is your answer to this question?
2) How did you use the computers?
3) What challenges did you face?
4) How did you overcome the challenges?
5) Did you like learning this way?
6) Explain your answer to #5.
7) If you could do this project again, what would you do differently to improve your work?
8) Please list your name and the names of your teammates. Then list the level of group
participation for each of you.
NAME 4 3 2 1
Participated all of the
time.
Participated most of
the time.
Participated some of
the time.
Did not participate.
Participated all of the
time.
Participated most of
the time.
Participated some of
the time.
Did not participate.
Participated all of the time.
Participated most of the time.
Participated some of the time.
Did not participate.
Participated all of the time.
Participated most of the time.
Participated some of the time.
Did not participate.
14
MODIFICATIONS AND INTERDISCIPLINARY
CONNECTIONS
Interactivate Your Classroom was originally designed for 8th
grade regular middle school math
students including the special needs groups of ESE and ESOL. It is completely adaptable to
other grade levels, other subjects and other special needs groups.
MODIFICATIONS a) The topic chosen can be adapted to the age group involved.
b) The math concept levels can be scaled back for elementary school and increased
for high school.
c) For another subject a topic can be chosen that fits into the curriculum.
INTERDISCPLINARY CONNECTIONS
a) Because this project incorporates math, any other subject that utilizes statistics
and data analysis can be coordinated (i.e. social studies, science, reading).
ACCOMODATIONS
a) The cooperative learning format and use of graphic displays is already suitable for
ESE and ESOL students.
b) The quantity of slides or incorporated math concepts can be reduced.
15
RESOURCE LIST
MATERIALS
The materials for Pattern Puzzlers can be purchased online or directly from local vendors.
Below is a suggested budget to use as a guide based on thirty, 20 page (+ cover and direction
page) Pattern Puzzlers books. A roll of laminate should be purchased for use with the school’s
laminating machine. Remember to use your school’s sales tax number, sales, and teacher
discounts when possible.
Item Vendor Quantity Total
HP Laptop AMD E Series Best Buy
1 $299.99
ViewSonic DLP Projector – PJD5123 CompUSA 1 $329.99
Option #1
Interactive Whiteboard (Recordex IMMPad)
touchpads.
com
1 $345.00
Option #2
Mobi Mobile Interactive Whiteboard
einstruction
.com
1 $349.00
Western Digital 1TB Portable Hardrive Best Buy 1 $89.99
Annual Subscription Quia.com 1 $49.00
The total budget for Interactivate Your Classroom using Option #1 is $1113.97.
The total budget for Interactivate Your Classroom using Option #2 is $1117.97.
WEB SITES
Strutta - Create polls & online contests; can moderate kid content before
posting online.
Runpolls - easy site with a drag & drop interface.
Flisti - A simple poll creator that allows users to share with popular social
networks.
Obsurvey - great site with a wiki-style interface. Users can create surveys
with varied styles of questions, such as multiple choice, true or false, etc.
Survey Monkey - GREAT! free version offers 10 questions per
survey, up to 100 responses, and real-time results.
Polldaddy - Similar to Survey Monkey, with a nice user interface.
Vorbeo - An easy-to-use site; users can embed a poll directly into their
blog or website.
Text the Mob - Use with a large group. Allows users to text in their
responses via a mobile device. Built-in filtering soon to come; needed for
schools.
Google Docs - This is what I used for the Media Survey. It is pretty easy.
Yarp - A fun site to use for creating simple spreadsheets.
16
BIBLIOGRAPHY
IMAGES
1) Cover:
Mobi pad.jpg. [Online image]. Available http://www.imex.ie. August, 2011.
2) Course Outline:
Mindmap.jpg. [Online image]. Available http://meganbesecker.wordpress.com. October,
6, 2008.
Survey.gif. [Online image]. Available http://albanylawtech.wordpress.com. August,
2011.
Process-bar-graph---3d-3f50. [Online image]. Available http://www.yaymicro.com.
August, 2011.
Image.png. [Online image]. Available http://www.gottabemobile.com. July 5, 2007.
4) Phase Three Lesson Plans:
Spinell-Gellers, Gayle. Students Administering Survey. Digital Image. March 2008.
5) Phase Four Lesson Plans:
Spinell-Gellers, Gayle. Students Making a Graph in Excel. Digital Image. March 2008.
Spinell-Gellers, Gayle. Students Making a Bar Graph in Excel. Digital Image. March
2008.
6) Phase Five Lesson Plans:
Spinell-Gellers, Gayle. Students Creating Power Point. Digital Image. March 2008.
17
STUDENT WORK SAMPLES
The following work samples were generated using a two survey approach. The topic was
intolerance. Students chose to generate one survey that questioned participants about their
experiences as victims of intolerance and another survey that questioned participants about their
experiences as perpetrators of intolerance.
CLASS CONCEPT MAP ON INTOLERANCE
18
GROUP SURVEY QUESTIONS
19
SURVEY #1
20
21
SURVEY #2
22
23
SURVEY #1 RESULTS
24
25
26
SURVEY #2 RESULTS
27
28
29
COMPILED SURVEY DATA
30
POWER POINT PRESENTATION
31
32
