data+collection

To Do
 * Re-make data collection sheets so they are collecting data on fewer things
 * Get big paper
 * Make small paper for icons
 * make strips of graph paper for graphing with room for titles and headings and key
 * write learning targets
 * plan basic number activities for class so they don't lose the progress they have made on number
 * counting backwards
 * decomposing numbers
 * combining numbers
 * time
 * money
 * tens and ones and counting
 * Guess my Number on the number line
 * using the number line to go forward and backward


 * Social studies learning targets for these few weeks:**


 * I can describe things you find in a neighborhood.
 * I can describe green spaces, businesses, or transportation needs of a neighborhood. (This one depends on which study group students are in.)
 * I can list some similarities and differences between Jackson Square and Mattapan Square.
 * I can use maps and graphs to analyze similarities and differences between Jackson and Mattapan Squares.

Day 1: Introduce collecting and representing data
(Thursday, Nov. 5th) Learning Targets:
 * I can use tally marks to keep track of what I count.
 * I can organize and represent data.

Start by collecting data with tally marks for the milk count, or how many boys and girls there are. Review how to make tallies and how to count them by fives to find the total. Repeat this each morning at morning circle.
 * Mini-lesson**

Always ask these data questions:
 * BEFORE collecting data: what do you predict? (predicting)
 * What do you notice? (determining importance)
 * What do you wonder? (questioning)
 * Why do you think...? (inferring)

Collect neighborhood data using the recording sheet. Have each student use the key to mark down where each student lives.

recording sheet: neighborhoodslist.doc

Students go to represent the data however they want. They need to show it visually (not just write sentences). They may want to make checks or x's, draw circles, make squares, etc. Have graph paper available as well as plain white paper.
 * Work time**

graph paper: graphing paper.doc plain paper: blank recording paper.doc

They need to include:
 * the names of the neighborhoods
 * how many people live in each neighborhood
 * a title

If students finish, they can practice their basic facts cards.

Have students come up to share different kinds of representations. Give feedback to each representation: what makes this easy to understand? What makes it hard to understand? Could a stranger come in and quickly know, by looking at this, how many kids live in each neighborhood?
 * Sharing**

Make a list of criteria for excellent graphs.

Day 2:
(Monday, Nov. 9th) Learning Targets:
 * Math**: **Introducing line plots.**
 * I can make a line plot.
 * I can represent data.
 * I can interpret data by looking at a line plot.


 * Mini-lesson:**

Have each student write their name on a sticky note. Label a chart across the bottom with the names of the neighborhoods. Students come up to the board and place their sticky note in a straight line above the name of their neighborhood.

Always ask these data questions:
 * BEFORE collecting data: what do you predict? (predicting)
 * What do you notice? (determining importance)
 * What do you wonder? (questioning)
 * Why do you think...? (inferring)

Use the list of criteria for good graphs to see if this is a good representation of the data.

In small groups, introduce how to make a line plot.

Label bottom line with Neighborhoods, and have the students remind you of the names of their neighborhoods. Fill them in. Then start to mark off Xs above each neighborhood for how many students live in each place.

"Each of the Xs represents a person. How many Xs do you think there will be in total on our graph? Why?" Count the Xs to see if there are 20.

Use the criteria of a good graph to see if this one is clear.

Next, collect pocket data from the class. Have each student make a cube tower for how many pockets he/she has. As they bring them up to the front, write down how many they have on a class list. Send someone to make quick copies of the list in the office so students can use it.

Tell students that their job now will be to make a line plot of how many pockets each student has.


 * Work time**

Let stronger students go off to begin on graph paper.

Keep other students on the rug to make a list that shows how many students have each number of pockets. List the number of pockets along the bottom (so it looks like a graph) and then write the names of the students who have that many pockets above the number. This will look somewhat like their line plot should look. Have them work on the rug with clipboards near this chart.

Stronger students, as they finish, may work on the challenge of how many pockets there are total in the whole class. Once they suggest adding up all the numbers, tell them to look for numbers that go together easily (friendly numbers) -- combinations they just know. See if they can group the numbers in order to add fewer numbers together.


 * Sharing**

Either share a few graphs and look at your criteria for high quality graphs, or do some "friendly number" challenges as a class on the board. (For example, write 6 + 1 + 1 + 6 on the board and see if they can group the numbers into friendly combinations in order to get the total.)

__study groups__ :
 * Workshop**
 * Introduce neighborhood walks; break students into ability groups that will collect data in each neighborhood
 * Introduce their area of expertise and explain what it is; brainstorm what they will see
 * Decide who is taking pictures of which things and keep track (every student will get to take 2 photos on the walks, should be the same for both neighborhoods)
 * See what they know already about Mattapan Sq.
 * Make some predictions about what numbers they will get. Will there be more cars, or buses? etc.
 * green spaces / recreation : parks, bike paths, playgrounds, ball fields, basketball courts, YMCA, what's growing (trees, gardens), rocks and minerals (low group) green spaces checklist.doc
 * transportation: train stations, parking, bike racks
 * businesses buildings checklist.doc
 * services: places that do things for you
 * stores: places where you go to buy things, including food
 * restaurants: places you go to eat
 * hospitals, libraries, dentists, Hyde Square Task Force (community organizing), old people's homes
 * residences

**Day 3:**

 * (Tuesday Nov. 10th)**
 * Neighborhood walk to Mattapan Sq. Leave at 1:15, return by 3:15
 * Walk from school to the square; return on the bus
 * Each group collects data on their recording sheets and takes photos
 * Do reading and writing in the morning so we don't miss reading
 * DataExpEdS2.doc

**Day 4:**
Workshop
 * (Thursday, Nov. 12th)**
 * Neighborhood walk to Jackson Sq. in the morning
 * Leave at 9, return by 11:15 (arrive at Jackson Sq. about 9:30, walk for an hour, return on the Orange Line / bus)
 * Begin centers
 * Large map center (making a mural of one of the neighborhoods. Bears = Mattapan Sq., Bees = Jackson Sq.) -- this group will decide who is making what for the large group map. If they counted 25 mailboxes, there will be 25 mailboxes on the map, etc. A few kids can help draw in some roads and a few place holders on the big paper. Students work on making as many icons as they can in one day. Teachers will photocopy them for large quantities
 * take pictures of the map each day so we can see how full it gets
 * block models: students work in groups of 2 or 3 to build models of what they saw. Label models, take photos, put away at the end of workshop
 * third group can do Google Earth; next week third group works on making icons for map or graphs

Day 5:
(Friday, Nov. 13th) Math Learning Targets:
 * I can make a line plot.
 * Students get a clean recording sheet and record their totals neatly
 * Begin line plots of the data they collected
 * Students receive a strip of paper for graphing just one item, and the totals for both neighborhoods. They write a heading (ie. Bikes), then do the total number of bikes counted in Mattapan Sq and Jackson Sq. They should make an x in each box on the graph paper instead of coloring.
 * They put a small key in as well that says x = 1.
 * Students graph as many as they can in one day.
 * An advanced group may be using bigger numbers and may make one x = 10.
 * graphing paper: neighborhood data graphs.doc

Day 6:
(Monday, Nov. 16th) Math Learning Targets: Begin by collecting some class data about favorite flavors of ice cream. Collect the data in a line plot on the board. Make some predictions first. Ask a bunch of questions, starting with very broad ones: Then get more specific:
 * I can look at a graph and say what I learned from it.
 * I can look at a graph and answer questions about it.
 * Mini-lesson:**
 * What do you notice?
 * What do you still wonder?
 * What can you say about the kinds of ice cream people in this class like?
 * What do you learn from this graph?
 * What kind of ice cream do the most number of students like?
 * What kind of ice cream do the least number of students like?
 * How many people like [insert flavor]?
 * How many more people like [insert flavor] than [insert flavor]?
 * Why do you think...

In small groups, have students collect data and record it on a line plot, using graphing paper. graphing paper.doc Ask the question: What kind of animal would you like to be? Students can use a class list to write responses, and then make a line plot.
 * Work time**

Then have them fill out an analysis of what they found out. animaldata ourclass.doc

When they are done, they can practice data analysis with this worksheet from an imaginary class. favoriteanimalsdatapractice.doc

Practice some number strings on the board.
 * Sharing**

4 + 4 + 1 + 1 Tell them to look for friendly numbers they know in a snap, and see if they can find the total quickly. Make it into a fun speed game.

5 + 1 + 5 + 1

6 + 4 + 2 + 2

3 + 8 + 2 + 3

6 + 1 + 9 + 6

etc.

Day 7:
(Tuesday, Nov. 17th) Math Learning Targets:
 * I can look at a graph and say what I learned from it.
 * I can look at a graph and answer questions about it.

Make a human graph on the rug, using the squares on the rug. Tell students the teachers are trying to figure out what second graders like to learn the most in school, so that we can be better teachers. Write on pieces of paper, and put at the bottom of "columns" on the rug:
 * Mini-lesson:**

Make predictions first, and explain why.

math writing reading science Boston Neighborhoods

Have students stand in a column above which is their favorite thing to learn.

Turn the graph into a line plot on big paper -- have each student come up and put an X for where he or she was standing.

Ask questions about the graph:
 * What do you notice?
 * What can the teachers learn from this graph about what second graders like to learn the most? What do second graders like the least? What else does it make you think about? [You may have to model this, for example, "I notice that a lot of students like reading and writing," or "I notice that students like Boston Neighborhoods better than anything else."]
 * How many students prefer [insert subject here]? etc.
 * How many students answered the question? In other words, how many people are in the survey?
 * What do you still wonder? What other questions would you like to ask second graders about their favorite things to learn? What else do you think the teachers need to find out in order to understand why students feel this way? [Again, you might have to model this.]
 * Why do you think... (ie. more people like reading than...)

In small groups, ask students what they have found out from their neighborhood walks. Chart what they say -- what do they think are their "preliminary conclusions?" We can return to this when they are done graphing.
 * Work time:**

Continue work on small graphs, using new graph paper. Use page 2: neighborhood data graphs.doc

As students are ready to make final large graphs, they get a big piece of paper to glue their strips on. They write a title and their name. If any strips are a mess, they re-do them.

Do some more number string practice.
 * Sharing**

__Workshop__
 * Continue centers (work on big map and blocks)

Day 8:
(Wednesday, Nov. 18th) Math Learning Targets:
 * I can look at a graph and say what I learned from it.
 * I can look at a graph and answer questions about it.

Make a human graph on the rug, using the squares on the rug, of how many siblings students in our class have. Make predictions first. What will we find out? Turn the graph into a line plot on big paper -- have each student come up and put an X for where he or she was standing.
 * Mini-lesson:**

Ask questions about the graph:
 * What do you notice?
 * How many students have 2 siblings? etc.
 * How many students have more than 4 siblings? How many students have fewer than 2 siblings? Go over how to answer these questions.
 * How many students answered the question? In other words, how many people are in the survey?
 * What do you wonder? What other questions would you like to ask second graders about their siblings? What else would you like to find out?
 * How many siblings are there total in our class?
 * Why do you think...

Finish up graphing: final drafts.
 * Work time:**

Clock practice, or number strings, or some more data analysis practice.
 * Sharing:**

Day 9:
(Thursday, Nov. 19)
 * Mini-lesson:**

Collect follow-up data on reading: what parts of reading instruction do students like and not like? (Tell students that good data collectors use their data to think of other questions they also want to ask, and then they ask them. This is what the teachers did with the data about what parts of second grade they enjoy most.)

Make predictions first. Make a graph on the board together.

Analyze the data together, asking inferential as well as numerical questions, and open-ended as well as specific questions. Model the kinds of questions / observations you might make.
 * What do you notice?
 * What do you wonder?
 * Why do you think...
 * etc.


 * Work time**

Frame worksheet practice as getting them ready to really look at their neighborhood data and analyze it: they need practice doing this with different kinds of data so they can understand the neighborhood data well.

pets data practice.doc

Also, a worksheet for practicing making line plots: lineplot practice.doc


 * During math or workshop:**

Have students, in small groups, look at graphs we have made (neighborhood data, favorite things to learn in second grade data, how many siblings, reading data.) Give students 2 colors of index cards. On one, they write down things they noticed in the data. On the other, they write what this makes them wonder. "I notice..." "I wonder..."

Give several examples before asking them to write themselves.

Students post observations on and around the graphs.

Day 10:
(Friday, Nov. 20th)

Finish up mapping and data work.

Continue to look at data (in hall and in class) and write "I wonder..." and "I notice..." on index cards.

One more day of practice with making line plots. lineplot practice 2.doc

Day 11:
(Monday, Nov. 23)

Math: End of unit assessment: end of unit assessment.doc

Grading the assessment:
 * 1 point for the title
 * 2 points for the line plot.
 * 2 points if it is a standard line plot
 * 1 point if they put the students' names instead of Xs
 * 1 point if anything else is funky
 * Also, for report card grades, I am giving everyone a check if they answered most of the questions right, only a check plus (4) if they got every single question right, or if they did something like include a key with their graph.

Ending the mapping / data work:

 * Data analysis:**
 * Have maps and graphs posted in hallway. Small groups take a gallery walk to look at them.
 * Write down: Why would you like to live in Jackson / Mattapan?
 * What would you like to change about Mattapan Sq and Jackson Sq.?
 * Other questions to discuss as a class:
 * What similarities are there between the 2 neighborhoods? What differences?
 * What did you learn?
 * While small groups do this, the whole class can work on wants and needs: sort each things we counted into a want or a need.
 * Maybe invite middle schoolers to be paired with a second grader and hear about their work and ask them questions.