EDUC 504 - Soda Ban Lesson Plan from Math Group

Pete Benson, Lakeza Ball, Mike Biro, Katherine Strong, Kathlyen Harrison, Ryan Said

Learning Objectives

The numbered points are categories of objectives, and the lettered points are the actual objectives.

  1. Boost students’ ability to find, evaluate, make sense of, and share information:
    1. Know how to collect and analyze data using databases and technology as a source.
    2. Know how to perform research via gathering and processing data
  2. Increase technology based learning:
    1. Find data, and create and collect your own data using online tool.
    2. Use databases and technology such as Excel and other statistical programs as a source/tool
  3. Bring in 21st Century Themes by focusing the day’s teach in on the proposed soda ban:
    1. Work in teams
    2. Make it available to others outside the school, thus giving the learning activity a more global perspective. Could be rural vs. urban, across cultures, across countries....
  4. Boost the students’ life skills by putting the majority of the responsibility for the learning in the hands of the students.
    1. Collaborate with other students on a topic and consider varying perspectives on an issue
    2. Learn to be educated consumers


  • Assess prior knowledge before beginning the project (pre-assessment), in class discussion prior to the start of the activity.
  • Have them present their findings to the class.
  • Have the class ask them questions after the presentation about how they collected their data and performed the analysis (peer review).
  • At end of project, have students formulate their own questions, and discuss how they would approach answering their questions
  • Ask the students what they learned from the activity

What learning activities would help them achieve those goals?

  • Have an essential, open-ended question that guides the study (student run activity that the teacher guides and facilitates). Real world situation and application (perhaps different questions per group).
    • What opinions do people have on the issues regarding the ban?
    • Will this ban have a negative or positive effect on the economy of the city?
    • Will this “ban” change people’s consumption of soda? Why? How?
  • Use databases and technology such as Excel or other statistical programs for data analysis.
  • Create a survey using surveymonkey, etc. and disperse to classmates/school.
  • Process and analyze collected data using Excel, etc. (group project, involving collaboration)
  • Come up with a conclusion on the issue (group collaboration), look at different opinions.
  • Use Google+ or Skype to conference call with other schools

Lesson idea:

  • First do unbiased study of data from databases, national data, state and city data... then do the personal study after a conclusion is drawn and compare your personal results to the conclusion you drew from the other data
    • data collection:
      • teacher provides databases but student is responsible for the actual search and research
      • collect data using an online tool
      • collaborate with other students using online technology
    • draw a conclusion from the data:
      • be unbiased
      • use collaboration with other students
      • conclusion must be research based, not based on personal opinion
  • Form two cohorts of students, A and B. A students spend a week without the ban, and track their family’s consumption of soda. Then they spend a week with the ban. B students do their first week with the ban, and the 2nd week without. Take data and analyze.
  • See also