Planning Time Report Out

Share your thoughts from your planning time.

    How will this unit fit into your classroom? Into the learning progression you designed?
    What's your tentative timeline?
    What other ideas for the day are you thinking of incorporating into your classroom? How and when?


How will this unit fit into your classroom? Into the learning progression you designed?

Pre-Algebra - STIERS sampling activity would help students understand sampling and bias
Develop a simple research q, practice collecting data & choosing the appropriate visual representation. Analyze the data (measures of central tendancy, range (spread), and variation - informal).

Algebra 2 - Develop a Research Q - What is a statistical Question?
Design Data Collection, Collect & Post Data
Analyze the data with measures of central tendency, 5 point summary, variance, standard deviation & discuss error

Senior Math - Conduct the above with Vitals Signs with student choice, Make predictions and state possible implications for the future.

AP STATS - All of the above and additional advanced statistics analysis

What's your tentative timeline?

Pre-Algebra - Spring 2016
Algebra 2 - Spring 2016
Senior Math - Unit May 2016
AP STATS - Through out year

What other ideas for the day are you thinking of incorporating into your classroom? How and when?
Introduce all levels to Graph Choice Chart
Introduce all levels to Peer Review Tool

I can't share any direct ways this workshop will fit into my classes but clearly it will. As I consider how to inventory, and set up long- term monitoring protocols on the 22 acres of land our new school is on I am thinking carefully about how and where to set up transacts - the activity demonstrating the varying results based on the different sampling methods will definitely be something I ll be sharing with my students as we work our way through this process.

As always, it's so helpful to be with a group of inspired and inspiring educators and have these sorts of conversations. Thank you.

We are currently in the middle of an initial introduction to collecting and publishing data. In the spring we will be starting a stream investigation, after receiving a training from 8th graders from a nearby school this fall. I have not quite figured out how the planning/schedule between the science class and math class as I teach both classes for 6th, 7th and 8th grades. I think that most of the unit would fall during my science class. We are using an investigation of the hemlocks behind the school as an introduction. However, our main basis of study will be the stream flowing into the pond where many of the students have lake houses. I think I am going to start some of the Part I activities in the fall along with what we are currently doing now. With part II and III falling in the spring.

Your students could practice sampling and collect information on the biodiversity within their sampling area. You could go outside a couple of days to increase the number of data points and use some of the sampling techiques we learned today. The combination of the Quadrat and the Transects is repeatabe so you could watch the diversity over time if you choose. Streams are quite dynamic.

Good luck with your 8th graders


I plan to survey local educators to find out who is using Vital Signs and to what extent.
I plan to provide assistance to educators in the area of integrating data investigation into their instruction.
I plan to develop a resesearch-based curriculum, in partnership with other stakeholders, for a K-6 grade span to be offered through the MLSC.

I will be using vital signs to introduce my students to the concepts of biodiversity in an ecosystem and the basic vocabulary of native, non-native and invasive. My unit is a prelude to the 7/8 grade team that dives into Vital Signs and the different missions they complete. It will give an overview of how to set up mission, completing missions and looking at the data collected.

On another note, Jess and I will be planning out a integrated unit using the data collected and investigate what we have.

We are approaching sixth graders with a behavioral science approach. Students will debate/decide if they think they can type faster looking at their keyboard or not looking at their keyboard with practice over time. Teachers will be have friendly arguments with each other on this topic. Student will decide which they side they support and will become part of our science experiment. Data will be discussed on how best to get a base measurement/set of data to measure against as the year/experiment progresses. Line graphs will be produced periodically for students to reflect with controlled and non controlled groups. Students will initially be part of a graph produced for their first thoughts on if they think they can type faster looking at their keyboard verse not looking at their keyboard. As the year progresses and they look at the data charts being compared, the same question be posed to see if their opinions are being affected. Towards the end of the year the teams data sets will be graphed.

How will this unit fit into your classroom? I would use it in conjunction with Language Arts «What on Earth» Junior Great Book Anthology. Into the learning progression you designed? What is the water quality/health of our pond down back? What types of invasive species are on our campus grounds on land? (Narrow to one to study? Help kids develop a research question around one of the invasives.)
What's your tentative timeline? one school year for now-–but I loop with kids 6 & 7th grade.

What other ideas for the day are you thinking of incorporating into your classroom? Loved the Jenga and M & M's. ALso, connecting with Vital Signs teacher at neary Massabesic. How and when? After students have an into to various possible invasives, helping them to decide how best to sample.

• We will use the invasive species unit this fall and in the spring. We will be having the students make their own observations, inferences and linking the data with our math curriculum.
• Our tentative time line is to start this fall when we can collect data outside and then continue in the spring when plants are growing again. Our future plans would include continuing the data collection each year.
• Using quadrats to collect data in the field.
• Making connections with Hurricane Island to possibly integrate their program with ours.

This is our plan always. I am looking at introducing the kids to the process and methods used to collect the data. This fall we are discussing what is invasive and what is native, while this spring we will complete a mission on the hemlock woolly adeglid.

When/if you link with Hurricane Island you could create video tutorials to share with each other too.

What a serendipitous connection, that Hurricane Island was here today!

Collecting data in the fall and revisiting the activity in the spring will be beneficial for the students noticing changes over time. This is similar to my plans for working on a line graph learning goal with my students in 6th grade.

I'm really excited about the tools and ideas for discussing data collection, analysis, and interpretation--and I think I can start incorporating these into both my freshman and junior level classes immediately, within our current units of study and later within our environmental unit. The process applies to science in general, not just to biodiversity and invasive species. With my younger students, I'm already focused on experimental design, and I think the sampling activity will fit nicely with that. For my older students, we're in the process of analyzing data about nuclear energy, and I'd like to find some energy data that we could use for comparing different types of analysis and data representation in order to think about the "story" they're telling and finding ways to tell a comprehensive story rather than just the abridged 2-sentence version. In late winter/early spring, my chemistry classes will be focused on environmental chemistry, so that's where we'll hopefully also be tapping in to the Vital Signs community--to either design their own or participate in an existing study, and look at the connection between invasive species and water/soil quality/chemistry.

Additionally, our science-math team is planning to collaborate with a neighboring school to compare, analyze and evaluate data--and possibly have a meet-up between schools to confer and share findings. We haven't yet set up a timeline for this.

This unit will fit in nicely into our classroom and into the learning progression we have laid out for the year. Because I co-teach an integrated math & science class, the data investigations unit will augment the science curriculum we have already planned which includes Vital Signs. We plan on using Vital Signs in the beginning and end of the year. I think it will be interesting to see the difference in data quality and analysis by students as their learning and understanding develops over the year.

What a great fit for an integrated math and science. I teach both but have a specific curriculum to follow in math, making it more challenging to integrate the two. It takes some creativity. I also think that I will be splitting it between fall and spring.

I'm envious of the integrated math/science courses you have at your school--what an awesome thing to be able to teach these subjects together! Have you looked at the learning progressions that are presented in the SASI Model reading? There are some nice learning progressions that could be used for assessing student growth in the areas of "posing a question", "Collecting Data", "Analyzing Data" and "Interpreting Results".

Despite not yet having conducted a Vital Signs mission, I found the institute very helpful. We are planning to start a unit on citizen scientists within the next couple of weeks and I am now much more clear about the order of ideas to present to the kids. What was once a loosely designed unit in my mind about investigating a scientific question relevant to our community is now a much better organized unit about evidence and the purpose of statistics, protocols for collecting data, ways of representing data, and drawing conclusions from that data. I am also very excited about using Vital Signs as a way to not only have the students learn about science, but as a way for them to actual do science that is of use in answering real questions.

How will this unit fit into your classroom? Into the learning progression you designed?

This is fit perfectly with my next unit on biodiversity! I plan to use vital signs for the first time to investigate a pond at our school. The students are interested in the crayfish living there and this will be the perfect opportunity to learn about invasive species, collect data, and analyze data statistically.

What's your tentative timeline?

This investigation will take place this fall.

What other ideas for the day are you thinking of incorporating into your classroom? How and when?

We will spiral vital signs investigation through 6, 7, and 8th grade. I teach 7 and 8th so I will do a different investigations every two years to build a data set for our school over time! We will have different missions of focus for each year (Hemlock wooly adelgid, crayfish, milfoil)

I am hoping that the science and math teachers at my school will want to use the investigations so we can spiral through the grade levels. Linking the investigations and grade levels will help the students gain a better understanding and engagement in math and science.

We had a similar thought about our 6th, 7th, and 8th grade cycles. We hope to have students participate each year and by 8th grade they could teach the younger students and provide a more in depth evaluation of their own techniques and data analysis.

I would be especially excited to work with you with some students who feel passionate around one of these species and have them create a statistical question to investigate utilizing Vital Signs data, state data, and ARC GIS data.

I love the idea of having a different mission each year!

I have been looking at pairing some activities down and making a time line/unit plan. This is what I have so far, but it's still being developed!

Ecosystems & Vital Signs- Unit (Oct- Dec?)

General Outline
Introduce ecosystems
Scales of ecosystem: organism, population, community
Population/resource codependency (“Oh Deer!” & real life example/ mini case study. Wolves and hares?
Intro to biodiversity & invasive species
Bill Nye video
Invasive species (“New bird in town”)
Biodiversity Jenga

Our community/ ecosystem as a case study
Develop a question
Introduce purpose of collecting data/ Vital Signs
Sampling activity game (M n M’s)

Mission ideas?
Winter Moth - Nov/Dec?
Purple Loosestrife Sept/Oct.
Oriental Bittersweet

Sampling/ data analysis/ Variability

Claim- Evidence- Reasoning - VSFA?

I liked your format. The bullets did not matter. You were specific and clear. I was wondering how you will study the moth, Purple Loosestrife, and bittersweet. How did you decide on these three species?

This looked neater with bullet points etc. Sorry for format problems

With our classes we plan to:
Analyze data from Belfast Green Crab investigations over time.
Evaluate their methodology and compare to our own investigation from this year.
Create a new sampling procedure to use moving forward each year with Lyman Moore 6th and 7th grade students.

Will you do different missions each year with the different grade levels? Or focus on green crab both years and add complexity and analysis? will you connect to your local community through a PSA?

We hadn't thought about it. We talked about brainstorming with the kids about an effective sampling method. I think it makes sense to increase the complexity from 6th to 7th grades. Something to consider!

Do you plan on creating a new sampling method as teachers or with students?

I plan on students looking at the cite and deciding on a statistical question. Then students can become citizens scientists and post. After they post we will work on representation and then analysis. Most of the quarter is dedicated to statistics so I should have a lot of time.

That is where I plan to start too - what a challenge it will be to help 6th graders focus their ideas down to a single statistical question!

What other statistical activities do you do, and what grade level do you teach?

Because I am not coming from a school setting I spent my planning time looking at Vital Signs and finding what areas would be the easiest for Hurricane Island to integrate or strengthen efforts that are already underway. I also had an opportunity to connect with Oceanside West High School teachers who are interested in creating a partnership with Hurricane to work towards integrated science/math curriculum and projects. I will be working on sending materials to them by the end of the week of Oct 5th and then moving into their school for a meeting on October 14th. It will be great to integrate VitalSigns resources with Hurricane Island programming in an actual high school to support these teachers.

We are very excited about a potential partnership! See you on the 14th!

It is important that students understand how to collect and interpret data and to look beyond the central tendency of the data. the variability of the data collected . Students need to be able to represent data that are free of bias or misinterpretation. By exploring the variability of data (beyond the central tendency) may shed light on a new discovery or new direction for further research. Students are learning to differentiate between dependent and independent variables, and control within in an experiment. Data collected is examined mostly by central tendency, but outlier data is a point for discussion.
I would like to start spending more time examining the variability of the data with my students as this is often written off as "outlier" and inconsequential by most students. .
I think it would be helpful to work more collaboratively with data among our team of teachers. If we shared data among teams there would be much more data to work with adding validity to our numbers. Also a richer sample of data may reveal more information on any variability within the data.

I'm glad to hear that your team of teachers will be collaborating. It will be so much more meaningful and engaging for your common students. It will be fun hearing the students discussing the various steps of data investigation amongst themselves!

That's a very good point about how relevant outliers are. It is easy to write them off as anomalies and not recognize their value to the data set.