Learning Plan Compare and Contrast2
Learning Plan
Learning Plan
Prepare for Learning
Prepare for Learning
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 Warm-up: 5 in 10 and check homework for completion
 Homework review: Teacher reads all answers to homework and
reviews all questions.
Teach for Learning/Application for Learning
 Scan the text: ( part of 1-6 textbook note handout); students will
read the textbook and write two facts they learned
 Direct Instruction: Teacher will present three different types of
correlations by using the following graphs
Guided Practice: students will practice recognizing different types of
scatterplots based on the trend of the data. Students will complete
practice sheet 1-6.
Review Guided Practice-Teacher will review guided practice worksheet
through whole group discussion
Independent Practice: students complete skill practice sheet 1-6
Concluding the Lesson
Students will discuss/write what they
know and still need help on regarding
scatterplots
Homework
textbook, pg 42 1-13
Hook: Bus Stop. (smart pal) each student will use the features of the pictures to
find the corresponding place on the scatterplot. (discussion after wards of
independent and dependent variables) (10)
Teach for Learning/Application for Learning
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Country card sort./Scatterplot analysis. With a shoulder partner, have the students
group the country cards according to development level. Provide the students
with a general world map for reference. Allow the students to come up with their
own method of grouping the countries. They might sort them into two groups,
several groups or arrange them into one line. Ask the students to justify their
arrangement. Does their way of sorting the countries reflect what they think the
incomes of the countries are? Health? Development, in a more vague sense?
Distribute the Gapminder World Map graph to each group. In a whole class
discussion, have volunteers explain the elements of the graph, i.e. that each
bubble is a country, the size of the bubble is the population, the colors represent
the continent, the y-axis is the life expectancy (i.e. health) and the x-axis is
income per person. Ask them to find and mark the countries on the graph. Have
the students rearrange their cards according to the data presented. Were there any
surprising results? Discuss whether the graph could be used to divide the
countries of the world into different categories. Have students reflect on how
data can be an effective tool for observing trends, making decisions and
predictions. (20)
Video: Have students view the video http://www.gapminder.org/videos/200-yearsthat-changed-the-world-bbc/ and whole class discussion: ensure discussion
includes mean as a balance point. (10)
Anticipation Guide on scatterplots (5)
Scatterplot article-students will read the article and highlight important info. They
will return to their anticipation guide and adjust their answers, citing the paragraph
where they found their answer. Think-Pair-Share. (15)
Correlation sort- students are handed strips of paper that show different
relationships. (birth month and eye color, etc…) students are asked to come to the
board and place them under the correct correlation. students are asked to justify
their response and describe the independent and dependent variable.
Differentiated: students receive different strips based on their cognitive readiness
demonstrated on a prior pre-assessment on indep/dep variables. (20)
Concluding the Lesson
Exit ticket: 6 relationships. Students are to
give the independent and dependent
variable, state the correlation and construct
a scatterplot (10)
Homework
Gapminder.org webquest. Journal: Explain how the
information you analyzed today is relevant to you.
Why did you choose a particular scatter plot and
indicator? How does this impact or change your
point of view? Also, share the video with your
parents. (link is on weebly page)