LESSON PLAN DAY 1
Key Content
Anchor Descriptor - A1.2.3.2: Use data displays in problem solving settings and/or to make predictions.
Eligible Content A1.2.3.2.1: Estimate or calculate to make predictions based on a circle, line, bar graph, measures of central tendency, or other representations.
What Will Students Do?
Students will engage in small group analysis of various graphs. Students will look at a circle graph, a line graph, and a bar graph. All three representations display data taken from a report by the American Civil Liberties Union of Pennsylvania in 2015 entitled "Beyond Zero Tolerance: Discipline and Policing in Pennsylvania Public Schools." I adapted the data into various graphs and created questions for students to analyze.
The students will be put into groups of four. As a group, they will all access a group Google Doc and respond to the questions below each graphic. I will copy these original documents so that each group can edit them and I can see responses from each. This is not only an instruction day through self discovery, but a jumping off point.
What Will Teachers Do?
Both teachers (co-taught class) will facilitate learning through circulating the room and encouraging discussion among individual groups. They will help student not only access the Google Doc, but also to read the graphs and answer the given questions.
With about ten minutes left in class, teachers will facilitate a large group meeting to bring the class's thoughts about the data they have analyzed to one common discussion.
Assessments
Resources Needed
Line Graph Bar Graph Circle Graph
Homework
Look up assigned vocabulary word. Each group will be assigned a word to lead us into the next day.
Possible words: racial disparities, zero tolerance discipline, school to prison pipeline, racial profiling
(one word assigned to each group member)
Cover photo from: http://studentrightsalliance.org/school-to-prison-pipeline.aspx
- interpreting bar, circle, and line graphs
- identifying patterns and disparities on these graphs
- beginning to question how schools are managed and discipline is enforced
Anchor Descriptor - A1.2.3.2: Use data displays in problem solving settings and/or to make predictions.
Eligible Content A1.2.3.2.1: Estimate or calculate to make predictions based on a circle, line, bar graph, measures of central tendency, or other representations.
What Will Students Do?
Students will engage in small group analysis of various graphs. Students will look at a circle graph, a line graph, and a bar graph. All three representations display data taken from a report by the American Civil Liberties Union of Pennsylvania in 2015 entitled "Beyond Zero Tolerance: Discipline and Policing in Pennsylvania Public Schools." I adapted the data into various graphs and created questions for students to analyze.
The students will be put into groups of four. As a group, they will all access a group Google Doc and respond to the questions below each graphic. I will copy these original documents so that each group can edit them and I can see responses from each. This is not only an instruction day through self discovery, but a jumping off point.
What Will Teachers Do?
Both teachers (co-taught class) will facilitate learning through circulating the room and encouraging discussion among individual groups. They will help student not only access the Google Doc, but also to read the graphs and answer the given questions.
With about ten minutes left in class, teachers will facilitate a large group meeting to bring the class's thoughts about the data they have analyzed to one common discussion.
Assessments
- Questions in group Google Doc
- Participation in large group discussion
Resources Needed
Line Graph Bar Graph Circle Graph
Homework
Look up assigned vocabulary word. Each group will be assigned a word to lead us into the next day.
Possible words: racial disparities, zero tolerance discipline, school to prison pipeline, racial profiling
(one word assigned to each group member)
Cover photo from: http://studentrightsalliance.org/school-to-prison-pipeline.aspx