James Puglia
EDTC 625
Dr. Shamburg
July 10, 2014
Finding Averages and Displaying Data for Earthquakes in Different Regions of the World
Overview
One important skill for mathematics student is the ability to understand how to compare and
analyze graphs in the context of science, in this case earthquakes faults and plates in different
regions of the world. Participating in a project that incorporates UDL at the planning stage of the
lesson will help students see how mathematical, science and technology concepts are intertwined
in authentic examples. In this activity, students demonstrate and receive skills via visual, tactile
and auditory practices, as well as being able to independently manipulate data.
This activity aligns with the New Jersey Common Core Curriculum Standard for mathematics
and science.
NJCCCS Mathematics 4.4.6 A.
Data Analysis - 1. Collect, generate, organize, and display data.
Students will also solve for the mean and respond to questions about data.
NJCCCS Science 5.4.8.D.2
Major geological events, such as earthquakes result in different regions of the world.
Before
Students learn about earthquake magnitudes and where they occur through text books and
teacher lectures. Students often do not understand how mathematics is intertwined in science
activities and often complete problems related to finding the mean- average-, construct and
analyze graphs without any relevant connection with events that occur on a daily basis.
The problem with solely relying on information about earthquake magnitudes from teacher and
text direction is that it often isn’t as interesting to the learner, therefore never transferring to
long-term memory. An important shift in learning here is for the intertwined activities of find
data, locate regions through electronic and tactile methods (globes, maps) and text to complete
problems both with computer programs that help find averages and on paper, depending upon the
learning style.
As a result of finding fault lines and regions of the world, using program such as Google Earth
and real-time data from the United States Geological Survey will drive interest of students.
Moreover, math concepts for learning the mean, analyzing data and plotting it will be enhanced
with collaborative spreadsheets that show the changing nature of earthquakes over time. This
will help learners complete mathematic problems within the context of a science lesson.
Explanation
As a result of text and teacher-centered instruction in previous years, this lesson will use
principles of UDL to teach students where geographical earthquakes and faults occur around the
world. Students will understand that fault lines occur in specific geographical areas.
By using principles of UDL, mathematical skills will improve and students will see important
connections in math and science by finding data, computing averages, and manipulating data in a
variety of both tactile (pencil and whiteboard), and visual (computer spreadsheet and Google
Earth) when working on the project.
After
Students will be able to create Google Earth navigation projects and visually manipulate data on
the electronic whiteboard to distinguish between regions. Students will be broken up into groups
to accomplish tasks, including find the mean, graphing, answering analytical questions and
finding real-time data on Earthquakes. Students will complete collaborative spreadsheets after
reviewing average and graph problems on paper to transfer knowledge.
UDL Diagram- Example of Group Work
Assessment
The assessment will consist of teacher observation and student reflection. They will also
manipulate new data that is provided with new earthquakes that occur. Students should be able to
add the appropriate formula by computer or solve by pencil for average problems. The
spreadsheet completion, answering questions and teacher-student discussion will show
understanding of the concepts.
UDL Guidelines
5- Provide options for expression
Students will be able to manipulate information tactilely on the whiteboard, globe and on their
computers. In addition, students will create a variety of projects and verbal communication will
take place between teachers and students. Video-tutorials and text-to-speech instructions will be
available for learners.
7- Options for recruiting interest
Students get to understand how different regions of the world experience earthquakes by finding
data on the Internet, using Google Earth and physical globes to see where they occur. The
numbers and earthquakes that occur daily and in real-time help students understand information
and the ability to complete graphs and solve problems with spreadsheet helps. The authentic
context of explaining it to a larger audience—younger classes and parents also makes it
interesting.
8- Provide options for sustaining effort and persistence
Students will have a variety of tasks to complete that are differentiated in complexity, such as
Google Earth, paper and pencil problem-solving and using a spreadsheet to calculate formulas.
Collaboration will be fostered that guides learners and supports productive peer interactions.