"Stat-Safari: Data Discovery Adventure!"

12th Grade Project 2 weeks

"Stat-Safari: Data Discovery Adventure!"

Colleen T

3B-DA-06

3B-DA-05

CCSS.Math.Content.HSS-IC.B.6

Self Directed Learning

Academic Mindset

+ 1 more

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Purpose

This project aims to engage 12th-grade students in a comprehensive, hands-on exploration of data collection and analysis within their school environment. By working collaboratively, students will develop and apply skills in data collection, analysis, and interpretation to address real-world questions relevant to their community. The project encourages students to generate actionable insights that can enhance school culture and student engagement, fostering a sense of belonging and identity. Through this process, students will cultivate critical thinking, problem-solving abilities, and self-directed learning, all while preparing a presentation to share their findings with the school community.

Learning goals

Students will develop skills in selecting appropriate data collection tools and techniques, enabling them to generate data sets that effectively support claims or communicate information. They will analyze data using various methods to identify patterns, particularly within complex systems, and evaluate reports based on the data collected. Throughout the project, students will engage in self-directed learning, utilizing feedback and reflection to guide their progress, while establishing a sense of identity and belonging through critical reflection and action. They will also enhance their critical thinking and problem-solving abilities by exploring innovative approaches to address and understand significant questions relevant to their school community.

Standards

[Computer Science Teachers Association] 3B-DA-06 - Select data collection tools and techniques to generate data sets that support a claim or communicate information.
[Computer Science Teachers Association] 3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.
[Common Core] CCSS.Math.Content.HSS-IC.B.6 - Evaluate reports based on data.

Competencies

Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Students will collaboratively design and conduct a comprehensive data-driven presentation that addresses key statistical questions relevant to the school environment. Throughout the project, they will develop clear, targeted survey questions, collect and analyze both categorical and quantitative data, and use their findings to propose actionable changes. The final product will be a polished presentation delivered to the school community, showcasing their insights and recommendations to enhance school culture and student engagement. This presentation will include visual data representations and a well-structured narrative that highlights their analytical process and conclusions.

Launch

To kick off the project, students will engage in a data scavenger hunt around the school to identify potential data sources and formulate initial questions. They will collaborate in groups to brainstorm and refine questions that are clear and targeted, ensuring they align with the essential questions. This hands-on activity will set the stage for understanding how data can be collected and analyzed to address real-world issues within their school community.

Exhibition

Students will deliver a comprehensive presentation to the entire school community, showcasing their data collection process, analysis, and proposed actionable changes to enhance school culture and student engagement. This exhibition will include visual aids, such as graphs and charts, to clearly communicate their findings and recommendations. The event will be interactive, allowing community members to ask questions and provide feedback, fostering a collaborative dialogue between students and stakeholders.

Rubric

Mastery-Based Rubric Standards-first rubric

Category	Standard	Beginning (1)	Developing (2)	Proficient (3)	Exceeding (4)
Computer Science Teachers Association	3B-DA-06 - Select data collection tools and techniques to generate data sets that support a claim or communicate information.	I can identify and choose appropriate data collection tools and techniques, and I use teacher and peer feedback to refine my choices I actively participate in group discussions to ensure our data sets effectively support our claims and communicate our findings clearly	I can identify and use basic data collection tools and techniques to gather information that begins to support a claim I work with my peers to refine our questions and can recognize patterns in the data, although I might need guidance in interpreting the more complex aspects I use feedback to improve my understanding and approach, and I am starting to see how this process helps me feel more connected to my school community	I can confidently select and use appropriate data collection tools and techniques to gather data that supports my claims or communicates information I actively seek out feedback from my peers and teachers, using it to refine my methods and improve the accuracy of my data Through this process, I demonstrate my critical thinking by considering various approaches to solve complex questions that matter to my school community	I can expertly select and utilize appropriate data collection tools and techniques, ensuring my data sets effectively support my claims and communicate meaningful information By reflecting on feedback and my learning process, I confidently direct my own learning, establish a strong sense of identity, and foster belonging in my school community I creatively solve problems by considering diverse approaches to address complex, real-world questions
Computer Science Teachers Association	3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.	I can recognize basic patterns in the data I collected and describe them with some guidance, but I am still learning how to use different tools and techniques to analyze more complex data sets I can ask for help and use peer and teacher feedback to improve my understanding and skills	I can use data analysis tools to begin identifying patterns in complex data sets, seeking feedback from my peers or teachers to refine my approach I can explain my findings using clear examples and consider different methods to improve my analysis	I can effectively use data analysis tools and techniques to identify patterns within complex systems, demonstrating my understanding by clearly explaining the significance of these patterns in relation to our school environment I use feedback from my peers and self-reflection to improve my analysis and consider different approaches to solve real-world problems, showing how my work contributes to enhancing our school culture and engagement	I can effectively use data analysis tools and techniques to uncover patterns within complex systems, demonstrating my ability to think critically and solve problems related to my school community I actively seek and incorporate feedback from peers and teachers to refine my process, showcasing my self-directed learning skills Through this, I confidently present my findings in a polished narrative, using visual aids to engage and inform the school community, fostering a sense of belonging and identity
Common Core	CCSS.Math.Content.HSS-IC.B.6 - Evaluate reports based on data.	I can use the data I have collected to start forming a basic understanding, but I need support to evaluate and interpret reports accurately I can recognize some patterns in the data and ask questions that help me learn more I seek feedback from my peers and teachers to improve my understanding and approach	I can evaluate data reports by identifying key patterns and inconsistencies, using feedback from my peers and teacher to refine my understanding and approach I apply critical thinking by considering multiple perspectives and innovative solutions to ensure my analysis is thorough and relevant to our school community	I can effectively evaluate reports based on the data I collected by identifying key patterns and trends, using these insights to support my claims and propose meaningful improvements for my school community I actively incorporate feedback from peers and teachers to refine my analysis and presentation, ensuring it is clear, accurate, and engaging	I can thoroughly evaluate reports based on the data I collect, clearly communicate my findings using detailed visual aids, and propose insightful, actionable changes that enhance school culture and engagement I confidently apply various analytical techniques to identify complex patterns, use feedback to refine my approach, and actively contribute to a collaborative dialogue with my peers and the school community

Learning Journey

Empathize

Students will conduct interviews and surveys with peers and school staff to gather insights on their chosen focus area, fostering an understanding of user needs and challenges to inform data collection strategies.

Day 1

Interview & Survey Reflection Journal

Activity

Project Kickoff & Overview

Activity 10m

Data Scavenger Hunt

Activity 25m

Formulate Initial Questions

Activity 20m

Define

Students will analyze insights gained from their empathy work to clearly define a specific statistical question related to school culture or student engagement, setting the stage for ideation and data collection.

Day 2

Defining Data Collection Strategies

Activity 15m

Workshop: Designing Surveys

Activity 25m

Reflection Journal Session

Activity 15m

Ideate

Students will brainstorm and generate a diverse set of data collection strategies and questions that align with their chosen focus area, building on insights from previous phases to devise innovative methods for gathering school-related data, which will inform the development of their project prototypes.

Days 3 - 4

Ideation Session: Analyzing Data

Activity 15m

Group Ideation: Analyzing Collected Data

Activity 30m

Feedback & Revision

Activity 10m

Data Collection Strategy Proposal

Activity

Question Design Workshop

Activity

Data Collection Strategy Proposal Review

Activity 20m

Question Design Workshop

Activity 35m

Prototype

Students will create low-fidelity prototypes of their data analysis presentations, using tools like sketches or digital mockups to outline their proposed solutions and gather feedback for refinement, building on their ideation and preparing for the testing phase.

Day 5

Data Visualization Draft

Activity

Peer Feedback Session

Activity

Data Visualization Draft Creation

Activity 25m

Peer Feedback Session

Activity 30m

Test

Students will present their data-driven proposals to community stakeholders, gather feedback, and refine their recommendations to ensure they address the needs and priorities highlighted by their school community.

Day 6

Community Feedback Response Report

Activity

Community Feedback Response Report

Activity 30m

Presentation Preparation

Activity 25m

"Stat-Safari: Data Discovery Adventure!"

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