Mind map

Unit Plan - The Year 9 Ignorance Project

Kylie Bennett Statistics and probability Masters English

Map content

Collecting and interpreting secondary data
- Gapminder website
  - Interpret graphs
    - Evaluating data
      - Who collected the data?
        Reputable organisation?
        Government?
        Individual?
      - For what purpose?
      - How was the data collected?
      - When was the data collected?
        Old? No longer relevant?
        Still current?
    - What is the graph showing?
      - What variables are represented on the axes?
        Time series?
        Size of dots?
      - Shape of data?
        Even spread?
        Anomolies?
        What could have caused anomolies?
        Further research needed?
        Where to find more information?
    - What happens if we change variables?
- Relates to geographical understandings
Collecting and interpreting primary data
- Identify the investigation question
  - Design a survey to allow us to answer the question
    - Survey other students
    - Collect responses
    - Respond to the surveys of other groups
  - Check that the responses do allow us to answer the investigation question
    - Yes - continue on to organise the data
    - No - think about different questions
      - Why did our survey questions not help us to answer our investigation question?
      - How do we improve the questions in our survey to help answer the question under investigation?
- Organise the data
  - Table?
  - Graph?
    - Histogram?
    - Line graph?
    - Bar chart?
    - Pie graph?
- Analyse the data
  - What does the data show?
  - Were the results as expected?
    - Why?
    - Why not?
  - What were the problems or weaknesses in our investigation?
- Relates to conducting an investigation
Resources
- Websites
  - Gapminder
  - Mindmeister
- Google
  - Docs
  - Sheets
  - Slides
  - Forms
- Handouts
  - Task instructions
  - Marking rubric
- Ignorance Project Video
Curriculum
- Mathematics
  - Content Strand
    - Statistics and probability
      - Data representation and interpretation
  - Proficiency Strand
    - Problem solving
    - Reasoning
- Geography
  - Geographical knowledge and understanding
    - Perceptions of place
  - Geographical inquiry skills
    - Evaluate sources for reliability, bias and usefulness
    - Collect, record and organise geographical data and information
    - Represent multi-variable data in appropriate forms
    - Interpret and analyse multi-variable data
    - Make generalisations and inferences, propose explanations for patterns, trends relationships and anomalies
- General capabilities
  - Numeracy
    - Using spatial reasoning
      - Create and interpret maps, models and diagrams using a range of tools
    - Interpreting statistical information
      - Evaluate media statistics and trends
      - Link claims to data displays, statistics and representative data
  - Literacy
    - Compose texts through speaking, writing and creating
      - Use pair, group and class discussions
        Explore ideas
        Compare solutions
        Evaluate information and ideas
        Refine opinions and arguments
      - Plan, research, rehearse and deliver presentations
        Combine visual and multimodal elements
        Present ideas and information
        Support opinions
        Engage and persuade an audience
    - Word knowledge
      - Use subject-specific vocabulary
    - Visual knowledge
      - Evaluate impact of different visual choices
        Composition of images
        Symbolic images
  - Information and Communication Technology
    - Investigating
      - Select and use a range of ICT
        Independently
        Collaboratively
        Analyse information
        Frame questions
        Plan search strategies
        Generate data
    - Creating
      - Articulate ideas and concepts
      - Plan development of complex solutions
    - Communicating
      - Select and use a range of ICT tools
        Share information
        Efficiently
        Safely
        Collaboratively and purposefully construct knowledge
  - Creative and Critical Thinking
    - Inquiring
      - Pose questions
      - Clarify complex information
      - Critically analyse independently source information
        Determine bias
        Determine relaibility
  - Personal and Social
    - Social management
      - Formulate plans for effective communication
        Verbal
        Non-verbal
        Digital
      - Critique ability to...
        Devise and enact strategies for working in diverse teams
        Draw on skills and contributions of team members to complete complex tasks
Feedback and assessment
- Teacher providing regular oral feedback
  - Whole class
  - Small group
  - Individual
- Summative assessment
  - Group presentation
    - Presentation skills
    - Interpretation and analysis of data
    - Visual representation of data
    - Collection of data
- Peer feedback
Lesson sequence
- Posing the investigation question
- Collecting the data
- Analysing the data
- Creating the presentation
- Examining the available information
  - Complete "The Ignorance Project" questions
  - Watch "The Ignorance Project" video
  - Discuss the
- Presenting the findings
Unit Justification
- 21st Century Learning Design
  - Collaboration
    - Informal
      - Think, pair, share
      - Working in groups
      - Class discussion
      - Speed-dating
    - Shared responsibility for joint outcome
      - Sharing with Google Docs
      - Group presentation
    - Substantive decision-making
      - Group members to decide on work allocation
      - Group members decide on investigation
    - Interdependent work
      - All group members must demonstrate their contribution
        Google Docs
        Presentation
  - Knowledge construction
    - Meaningful knowledge construction
      - Using real-world data
      - Learning about real-world conditions
      - Creating their own hypotheses
    - Significant ideas, topics, questions and thinking
      - Students to determine what they think is significant
      - Students to identify a topic of interest to them
      - Students to pose their own questions
    - Making important connections
      - Connecting Geography and Mathematics
        Able to see the connection between mathematics and presenting geographical data
      - See relationships between the data
        Select different data
        Change variables
        Observe changes over time
      - Identify patterns
        Looking at the shape of the data
      - Apply knowledge to new contexts
        Having seen "The Ignorance Project" questions, can use the data to generate their own questions
        Collect and organise their own data
        Represent their own data
        Interpret their own data
  - Self-regulation
    - Time and opportunity to develop self-regulation
      - Students to plan and manage their own investigation
      - Assessment rubric to outline learning intentions and success criteria
      - Planning their own work schedule
      - Feedback provided by peers and teacher
  - Real-world problem solving and innovation
    - Real-world issues and authentic audiences
      - Authentic audience - presenting to parents at Open Day
      - Using real-world data, examining real-world problems
    - Actively inquire and pose questions
      - Students determine their own area of interest
      - Students construct their own questions
      - Students determine how best to gather data
  - Use of ICT
    - To gather data
    - To organise data
    - To present data
    - Supports knowledge-construction
      - Collaboration through shared Google Docs
      - Mindmeister
    - Design and create multi-modal ideas, product and solutions
      - Multi-modal presentation
    - Demonstrate ethical use of ICT
      - Collection and handling of data
      - ICT used for purpose of completing task (not being distracted by other uses)
  - Skillful communication
    - Coherent communication
      - Presenting to class
      - Presenting to parents
    - Communicating to specific audience
      - Class
      - Parents
    - Substantive multi-modal communication
      - Students to embed images, represent data, orally present
    - Using the process of learning to improve communication
      - Interacting with other group members
      - Rehearsing presentation

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Description: Masters Statistics and probability Mind Map on Unit Plan - The Year 9 Ignorance Project, created by Kylie Bennett on 24/05/2019.
Created by: Kylie Bennett
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History: Created by Kylie Bennett · May 24, 2019

Copied by Kylie Bennett · May 24, 2019
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