http://alex.state.al.us/lesson_view.php?

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Stage 1 Desired Results
Established Goals (Include ACOS standards in this section):
MA2013(6)

28. Display numerical data in plots on a number line, including dot

plots, histograms, and box plots. [6-SP4]

MA2013(7)

4. Apply and extend previous understandings of addition and

subtraction to add and subtract rational numbers; represent addition
and subtraction on a horizontal or vertical number line diagram. [7NS1]

MA2013(7)

8. Understand that rewriting an expression in different forms in a

problem context can shed light on the problem, and how the
quantities in it are related. [7-EE2]

MA2013(7)

20. Use measures of center and measures of variability for

numerical data from random samples to draw informal comparative
inferences about two populations. [7-SP4]

MA2013(8)

25. Construct and interpret scatter plots for bivariate measurement

data to investigate patterns of association between two quantities.
Describe patterns such as clustering, outliers, positive or negative
association, linear association, and nonlinear association. [8-SP1]

MA2013(9-12)
Algebra

46. Interpret the slope (rate of change) and the intercept (constant
term) of a linear model in the context of the data. [S-ID7]

MA2013(9-12)
Precalculus

42. Compute (using technology) and interpret the correlation

coefficient of a linear fit. [S-ID8]

Understandings (Students will understand that ):

there are several ways to make graphs to show data and to show skewness and outliers

Essential Knowledge (Students will know ):

measures of center(median, mean), scatter plots, data, tables, measures of spread(range), samples,
population, dot plots, histograms, box plots, addition, subtraction, rational, horizontal, vertical, clusters,
outliers, nonlinear association, linear association, slope, intercepts, x-axis, y-axis
Essential Skills (Students will be able to ):
Define-measures of center(median, mean), scatter plots, data, tables, measures of spread(range), samples,
population, dot plots, histograms, box plots, addition, subtraction, rational, horizontal, vertical, clusters,
outliers, nonlinear association, linear association, slope, intercepts, x-axis, y-axis
Compare data using measures of center and measures of spread.
Create their own scatter plot from the data table using a graphing calculator.
Develop and Evaluate inferences and predictions that are based on data.

Student Name Shawanna Roper

Lesson Plan Title / Date My Peanut Butter is Better than Yours!/ March 5, 2015

Essential Question(s):
Where else do you see histograms being used?
What happens if I apply the peanut butter sample to a larger group?
What effects do outliers have on the given data?
What other ways can I graph a histogram, scatter plot, dot plots, and box plot?
Stage 2 Assessment Evidence
Performance Task(s):
Students will be taste testers for a peanut butter company. The company wants to come out with a new
brand and wants the opinion of the youth to see which one taste the better. Students will rate the peanut
butter on a scale of one to ten. Finally, they will send the overall data to the peanut butter company via
scatter plot.
Other Evidence:
Students will have to plot their rates on the number line. Students will look at the data and be able to state
rather normal distribution or skewness.
Stage 3 Learning Plan (Include approximate time for each activity in the learning
plan)
Materials needed for the lesson:
Two brands of peanut butter. I suggest one name brand and one store brand. (If students in your class are
allergic to peanut butter, you may substitute another food product for peanut butter such as pudding or
jello choosing two different brands to compare).
*Saltine crackers
*small paper plate
*plastic knives
*Copy of the data table
*Worksheet br>*Copy of Assessment, if you choose to assess.
*Graphing calculators (optional)
*Access to a computer and the Internet, the students will need access to the computer and Internet to
complete the interactive activities. (I recommend the computer lab for this activity or it may be done on
one class computer where the process and results can be projected for all to see.)
Bell ringer (if one is used):
Day 1The students will have twenty numbers. They will be asked to plot these points using a dot plot.
Review of relevant, previously learned information:
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Student Name Shawanna Roper

Lesson Plan Title / Date My Peanut Butter is Better than Yours!/ March 5, 2015

We will review histograms, dot plots, cluster, scatter plots, and outliers. We will also review examples of
these terms and why they apply to the project we are doing.
Introductory Activity:
Day 1 Divide your students into cooperative groups of pairs.
o I try to make this seem to the students like a random selection (i.e. drawing names, or pair birthday
months) however, I find as I get to know students if I know some get along well or do not get along well
together I manipulate the groups to accommodate this and I also pair stronger students with struggling
students to maximize the student output. In pairs, each student is responsible for the work even though
one product or answer sheet is turned in to the teacher or presented to the class. (10 minutes, 10 minutes)
Body of the lesson:
Day 1 Activity to orient and introduce the lesson.
o Go to this website: Why We Fear Nuclear Power, Not Peanut Butter. This article may be read aloud by the
teacher or by a student or randomly selected students. Discuss the article and talk about how some people
are allergic to peanut butter and it can be fatal to them. This is one reason it is important to know the
content of products you buy. (Reminder: now is the time to make sure no one in your class is allergic to
peanuts or peanut butter) (10 minutes, 20 minutes)
Engage the students in a simple taste test of two varieties of peanut butter.
o Remove the labels from the jars. Label one Jar A and one Jar B. Prepare or have a student prepare enough
crackers with Peanut butter A and enough crackers with peanut butter B for each student to taste each
brand. This is a good opportunity to discuss criteria for taste tests such as the same type of cracker, same
amount of peanut butter. Ask students to rate the taste of each product on a scale of 1 to 10, with 10 being
the highest. (30 minutes, 50 minutes)
Display the class's results in a table for the class to see.
o I use a document camera and projector, but a transparency could also be use or the board. With a class, the
favorite is usually easily identified.
(5-10 minutes, 55-60 minutes)
Preview of the next lesson:
Note: This is day one of a three day lesson.
Students will be given the data printed out. Then, as a class we will discuss mean, median, mode, and
rage. We will also read a short article on (Why we fear Nuclear Power, Not Peanut Butter). Finally, we
will finish Day 2 with an open discussion about peanut butter in general. We will use technology to
answer any questions that we do not know the answer to.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Student Name Shawanna Roper

Lesson Plan Title / Date My Peanut Butter is Better than Yours!/ March 5, 2015

Related out of class assignment:

Students will review scatter plots, histograms, dot plots, and clusters. They will also be looking for other
ways to use each of these that we will discuss after the project is completed.
Description of co-teaching strategy used in this lesson. If co-teaching was part of this lesson,
describe: co-teaching model used, how and why this particular strategy was employed, role (lead
teacher/secondary teacher), and details of the implementation of the co-teaching model.
Parallel Teaching: This strategy will be used during the Peanut Butter testing. I felt that it would be
easier to break the students into smaller groups and let each teacher explain the process. That way it will
be less confusion, and the students will be able to understand the topic well. It will also be easier to keep
up with each of the students data.

Differentiation
While I was in practicum, I was amazed at how many students needed to listen to music in order to
concentrate to do their lesson. By knowing this, I could take out the website that we will read at the
beginning of class. After the students have tested the peanut butter, I would give each group an instruction
sheet to make up a song to explaining how to read a scatter plot and how to recognize if a scatter plot is
skewed to the left or right and if it is a normal bell shaped curve. I would give the students the website to
take home and have read before the beginning of the next class.
Another small thing I can do to differentiate this lesson, is to give a brief moment for reflection and
recording in the students journal. This will give them time to write down something that interested them
the most during their lesson. In my opinion, this is the time where your students will think outside the
box. It will also give them time to make extra notes that will help them do their homework.
Reflection
In my opinion, I feel that the lesson will flow smoothly. At the beginning of class, I will separate
the students into their group. (Note: I will already have a seating chart ready before the beginning of the
class. If I need to make adjustment because of students being absent, I will have a rough draft to go by.
This will make it easier for me to place students that do not have enough partners in their groups). Next, I
would let the groups know which teacher they will be assigned to for the Parallel teaching. Then, we will
go over the proper steps to sample test the products and also where the students should record their data.
After testing the data, we will hand out the instructions for the students to make a song for scatter plots.
During this time, the secondary teacher and I will be observing the students while making the scatter plot
to put up on the board. Once we have gave the students enough time to make their songs. We will spend
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Student Name Shawanna Roper

Lesson Plan Title / Date My Peanut Butter is Better than Yours!/ March 5, 2015

time letting them share their 30 second- 1 minute song. Finally, we will post the results of the scatter plot
of their class. During this time the students will be observing their data and asking question. If we have
enough time the students will use the songs they made up to tell us if the scatter plot is a normal
distribution or skewed. If the graph is skewed, then they will be able to tell which way it is and how do
they know.
This lesson is more students driven. The role of the two teachers is to give the instructions and
help anyone that struggle with the concepts. The students will go through the steps to go to each small
station in their groups to test the peanut butter. Then, they will give their own evaluation of the peanut
butter. During the open discussion, we will evaluate the students on what they have understood from the
lesson. This lesson is a good lesson for the teachers to find the difficulties students may have during this
lesson. Another way to evaluate the students is by their songs. This will let you know if they truly
understand how to apply the definitions to the graphs/figures. Finally, we can evaluate the students during
journal time.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004