1. Sugar Stats 6 th Grade Math Assessment for Statistics Unit Crocker Farm Team Project by Mary Andrade, Liz Breen and Sandra Lemelin Fitzpatrick

2. Review of Teaching Methodologies Differentiated Learning (DI)  Accommodates for individual differences  Instruction based on needs of learner  Differentiates content, process, product/evaluation  Considers readiness, interest and learning style

3. Backward design process Identify desired results Determine acceptable evidence Plan learning experiences and instruction Six facets of understanding  explanation  interpretation  application  perspective  empathy  self knowledge Understanding by Design (UBD)

4. UbD, DI LESSON ANALYSIS RUBRIC Key Lesson Elements UbD, DIComments4321 Evidence of Background design Process Desired Results Identified – Clear Goals Learning Experiences well planned Presents “Big Ideas” with enduring value Asks “essential questions” for depth Uses variety of teaching strategies Activities suited for all students Uses multiple means of teaching curriculum Uses technology Uses Varied Curriculum Materials Provides multiple means for attaining goals Assessment is on an ongoing basis Scale: 4 - Always, 3 - Generally, 2 - Sometimes, 1 - Rarely

5. Planning Process Planning based on UBD principles influenced by DI Initial Steps: Choose topic Consider State Frameworks Determine specific understanding Develop overarching and topical questions

6. Planning Process - Next Steps Assess student readiness Consider: Learner differences Teacher adjustment for all students Varied and diverse curriculum materials Flexible curriculum to accommodate learner differences Design assessment project Plan instruction Lessons Activities Resources and materials Technology

7. Assessment Project for Students Introduction 1. Hold a general discussion about statistics Overarching Questions o Does mathematics have a use in the real world? o How can statistics be used to investigate real life problems? Topical Questions o What kinds of topics are best studied statistically? o How do you sample a population? o How can you best display this data? o How can you interpret or analyze the data? o How do you evaluate arguments that are based on data analysis?

8. Assessment Project for Students 2. Motivate student interest in project topic – sugar content in cereals and how supermarkets display cereal products. Generate student questions (What do you know and what do you want to know?) Distribute handouts “Ways Sugar Can Ruin Your Health” and “Sugar Content of Common Foods” 3. Overview of performance task presented to the class via PowerPoint.

10. Investigate this question: Is there a higher sugar content in cereals on the middle shelf of supermarkets?

11. Role: You are a nutritionist working at the University of Massachusetts Audience: A group of concerned parents who live in the local area Situation: Based on your findings, you will present your data and conclusions to the parents.

12. To explain your findings you will: Prepare and present an oral report Create a data display with charts and graphs that show range, mode, mean and median Design and create a handout for parents that summarizes your results.

13. Sugar Stats Final Project Rubric

14. Extension Activities Students could: Make a field trip to the supermarket for data collection Research internet to investigate consequences of excess sugar on health (Teacher selected sites: creativehealth.netfirms.com) Prepare physical display of cereal boxes and cups of sugar Write letters to grocery stores expressing their concerns based on their statistical findings Create and perform a commercial for a cereal (digital video)

15. Differentiated Elements Kurzweil used by students for any written text PowerPoint by teacher and students Excel for graphing and charts Smart Board and projector for presentations Wireless laptops and portable writers for word processing Digital camera and video Radium sound amplification Choices for final product