Soda+Ban+-+Math+Group


 * 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:  **
 * 2) **  Know how to collect and analyze data using databases and technology as a source.  **
 * 3) **  Know how to perform research via gathering and processing data  **
 * 4) **  Increase technology based learning:  **
 * 5) **  Find data, and create and collect your own data using online tool.  **
 * 6) **  Use databases and technology such as Excel and other statistical programs as a source/tool  **
 * 7) **  Bring in 21st Century Themes by focusing the day’s teach in on the proposed soda ban:  **
 * 8) **  Work in teams  **
 * 9) **  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....  **
 * 10) **  Boost the students’ life skills by putting the majority of the responsibility for the learning in the hands of the students.  **
 * 11) **  Collaborate with other students on a topic and consider varying perspectives on an issue  **
 * 12) **  Learn to be educated consumers  **


 * [] **


 * Assessment: **


 * ** 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 http://edubrute.blogspot.com/  **