Students will conduct a survey to collect data from 7th and 8th grade students about what activities and amenities they would like to see in a proposed new community youth center. Students will organize the collected data into graphs, analyze the results, and present their findings and recommendations to administrators and other classes. The project aims to teach students data collection, analysis, and presentation skills while solving the real-world problem of determining the desired components of the new center.

1. PROJECT OVERVIEW
Name of Project: A Space of Our Own Duration: 2-3 weeks
Subject/Course: Pre-algebra/Math Teacher(s): Bell Grade Level: 7th SDC-SLD
Other subject areas to Writing, technology, listening and speaking (ELD)
be included, if any:
Project Idea Students conduct a survey for a potential community center that will include a teen /youth center. 1. They are to collect student data
Summary of the issue, from both 7th and 8th graders, about what they would want included in a student center based upon a class made survey. 2. Students
challenge, investigation, will then put their data together as a team. 4. They will create different graphs based upon the data with each student responsible for
scenario, or problem: one kind of graph (given a variety of graphs to choose from and differentiate). 5. They will then present their data with a summary
of their proposal to the class and they can choose their form of presentation (a compiled booklet made of paper, a powerpoint
presentation, or a webpage with included information). 6. They have to include a reflection on their collaboration process and this
can be a written paragraph, a concept/mind map, or else a video/audio reflection.
Driving Question How can we decide what things should be included in a new teen/youth center in the neighborhood?
Content and Skills Students will collect, organize, or represent data sets. Students will collect data and use the different forms of
Standards to be display for data sets, including stem-and-leaf plot or box and whisker plot; compare data. Understand the
addressed: relationship between two variables. Represent data through an electronic program. Math reasoning: determine
how and when to break a problem into smaller parts.
T+A E T+A E
21st Century Skills Collaboration X Other: Problem Solving X
to be explicitly taught and
assessed (T+A) or that Presentation
will be encouraged (E) by
X
project work, but not
Critical Thinking: X
taught or assessed:
Presentation Audience:
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2. Group: Students show their group’s collection of graphs for the data they’ve collected from their X
Culminating peers, as well as summarize the findings of their data and brief proposal to the corporation Class:
Products and (this can be in many different presentation forms: powerpoint, movie clip, webpage, a paper
Performances report). X
School: Admin,
other classes
Students will give the survey to 6 people, create individual graphs for their group’s data,
Individual: (given a menu of options to select from). Reflect on collaboration of group.
PROJECT OVERVIEW
Entry event to
launch inquiry, A letter from the president of a corporation who wants to know if they should build a community/teen center in Highland Park,
engage students: CA. We have been asked to represent the students of Burbank M.S. and find out what the students of Burbank would want in a
center of this type. Student teams are responsible for collecting and organizing data and creating a proposal that shows student
interest at Burbank M.S. and what the students would want to include in the center, if they were to win.
Assessments Quizzes/Tests X Practice Presentations
Formative
Assessments Journal/Learning Log X Notes
(During
Project) Preliminary Plans/Outlines/Prototypes X Checklists X
Rough Drafts X Concept Maps X
Online Tests/Exams Other:
Written Product(s), with rubric: X Other Product(s) or Performance(s), with rubric:
Summative Individual graphs put together in their group __________________________________________________
Assessments presentations.
(End of Project)
Oral Presentation, with rubric X Peer Evaluation X
Multiple Choice/Short Answer Test X Self-Evaluation X
Essay Test Other:
.
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3. Resources On-site people, facilities: Other content area teachers, lap tops/computers for research and project completion
Needed
Equipment: Computers, printer, LCD projector, document camera
Materials: Rulers, pencils, graph paper, poster sized graph paper, CPM lessons
Community resources:
Reflection Journal/Learning Log X Focus Group
Methods (Individual,
Group, and/or Whole-Class Discussion X Fishbowl Discussion
Whole Class)
Survey X Optional: Video/audio reflection (differentiation) X
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4. PROJECT TEACHING AND LEARNING GUIDE
Project: A Space of Our Own Course/Semester:
Knowledge and Skills Needed By Students Scaffolding / Materials/ Lessons To Be Provided
to successfully complete culminating products and by the project teacher, other teachers, experts,
performances, and do well on summative assessments mentors, or community members
Giving surveys (collect data) Discuss before start of project the value of surveys and
data collection and organization. Model creating a survey
(brainstorm ideas with class) and giving the survey with
 several models from the teacher and other students. Have
class practice giving surveys to each other on a simple
topic (ex. Favorite flavor of ice cream), then practice
giving the in-class survey for the project to each other.
How to make graphs (organize data): different types of Using the data from the initial survey created by the class,
graphs, range, quartiles show the students different ways to organize the data into
different types of graphs (bar, pie, stem and leaf, box and
 whisker, histogram, scatter plot) model for the students
first, then use a different survey set to use for guided and
the PBL can be their independent practice (as well as
assessments throughout).
Laws of central tendency Explicitly teach students before the start of the project
how to find mean, median, mode, and range and then
 review for students how to find the mean, median, mode,
and range for their data from their various in-class
surveys.
Presentation skills Model different presentations for the students, and then
with student models. Have them practice public speaking
 in low-risk activities (small groups, using a script at first,
sentence starters) with a rubric and giving each other
feedback.
Powerpoint, imovie, prezi, or iweb (webpages) For each graph example, model how to use a different
type of software and do in-class activities allowing them
 to practice and explore the different types. Stagger
groups on the computer so that 1-2 groups per day have
the opportunity to practice with powerpoint, prezi, etc.
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5. PROJECT CALENDAR
Project: Start Date:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Project Week One
Present Entry Event letter Step 2: Step 3: Review mean, Step 4: Have students give Step 5: Model how to
from the CEO. Read the Kagan bingo (where they median, mode, and range each other a simple survey create a box and whisker
article about the new teen go around the room and for students and use the on their favorite food graph (review). Practice
center that just opened in find people for their bingo data from our in- (sport, ice cream, subject, creating their own.
Highland Park, IL. board), Kagan reflection/ class/teacher created etc.). Model how to Brainstorm with TIPS what
Step one: Teach how to talk out (classbuilding and surveys to organize the organize the data in a they would want to include
create survey questions. practice for talking to data into graphs. stem-and-leaf plot (review) in their teen center (for
Students brainstorm w/ different people quickly). HW: Finding mean, median, and a bar graph on the final survey I will type up
TIPS, share out ideas and I Brainstorm/discuss ways and mode with stem-and- computer (model of how to over the weekend). Have
chart their ideas. Refine that giving a survey is leaf plots. use one of their tech students practice asking
and show them how to similar to the game and options). Students find their partners some of the
bring it to the essentials talk about what they did mean, median, and mode questions.
and how to word the well and what they can do of the data with teacher Group one is on the
survey. Model how to differently next time guidance. computer checking out
give/take a survey with a (practice giving and technology they can use.
student helper and then receiving criticism). HW: Finding mean, median,
have them practice asking Brainstorm ideas for the and mode with stem-and-
people questions. project survey. leaf plots.
Warm-up/HW: Review Warm-up/HW: mean,
finding mean, median, median, mode, graphing
mode. coordinates on coordinate
planes.
Project Week Two
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6. Step 5: Students get into Step 6: Students work with Step 7: Mini-lesson on Step 8: Students put the Step 9: Practice presenting
their groups and practice their groups to decide who Prezi and powerpoint. Final data together. In groups drafts to their group and
giving each other the final will complete which graph. day to conduct surveys students tally up their receive feedback from
survey that they will use. Small group and whole (outside of class). results from their data and group. Work on final
They organize their data group discussion about Students/groups who are make a plan for how they presentations (titles,
into a group graph of their what they are learning as finished can spend time are going to present their slides, create graphs on
choice, make a plan as a they give the surveys. Are investigating their different data and proposal in their computers, decide the
team about who they are there any surprises? technological options on final presentation. order of the graphs and
going to ask for their Problems? Resolve with computers. Students write out their organize their
individual surveys, spend their team and class. plan and determine who presentation). Make any
class time visiting pre- Complete their work report will be responsible for changes to their graphs or
arranged classes to logs and determine next HW: Practice creating what part of the plan for presentations.
conduct some surveys steps. graphs presentation. Work on Individually complete
(last 20 min of class) and Group 3 practices with creating their graphs from written response on the
help them jumpstart the technology. their data (paper drafts process (journal).
project. HW: Practice creating first, before tech versions).
Group 2 spends time graphs HW: complete their first
exploring tech. draft of their individual
Warm-up/HW: creating graphs.
different kinds of graphs
with data sets.
Project Week Three
Step 10: Last day to put Step 11: Practice run Step 12: Final
everything together and through of presentations to presentations to invited
receive feedback on their another group. Give and admin, other classes, and
graphs and presentation. receive critical feedback each other.
on presentations. Time to
adjust their projects after
receiving feedback.
Project Week Four
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