## Ticket to Go Strategy.mov - Section 5: Closure

# 100 Students Project: Project Reflection

Lesson 8 of 22

## Objective: SWBAT: • Reflect on their learning during the 100 Students Project. • Participate in a group discussion about the project and their video.

## Big Idea: What message did you find in your class video? What did you learn from this project? How can this project be improved for next year? Students watch their 100 Students video and reflect on their learning during the project.

*65 minutes*

#### Do Now

*8 min*

See the **Do Now **video in my strategy folder to see my beginning of class routines. Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to think about the survey data they analyzed and whether or not they were surprised. This will serve as a warm up for the writing that students will do later in the lesson.

I ask students to raise their hand and share one of their observations or questions.

*expand content*

#### Watching the Video

*15 min*

Notes:

- Before this lesson, I compile and edit each class’ video.
- I also invite other teachers, administrators, parents, and school personnel to watch the video.

I call on students to talk about the Miniature Earth video and our video. I also call on students to describe the process that they went through to create, revise, and administer the survey and then analyze the results.

We watch the video and I ask students and visitors to jot down notes on their observations and things that stood out. After the video, I give the guests an opportunity to share observations or questions. I tell students how proud I am of all of their hard work and effort!

*expand content*

#### Independent Writing

*10 min*

Note:

- Before this lesson, I create groups of 3-4 that include students who worked on different survey questions. I create a quick list of these groups and where they will meet.

I show students their groups for the next part of class. Students take their packet and pencil and move into groups. I explain that for the next 10 minutes they are going to think and write about the reflection questions. We are going to have a group and class discussion and this will help students think about their ideas and opinions before we share out with each other.

As students write, I walk around and monitor student progress.

#### Resources

*expand content*

#### Group and Class Discussion

*24 min*

Note:

- During the independent writing time, I put a post it on each student’s desk. In a group, students will have a post-it that has a number 1-4 (or 1-3 for a group of 3 students).

I explain that for each question, students will have 2 minutes to discuss it with their group. During this discussion I expect each person to participate. If a student has not participated in the discussion of a question, I encourage group members to ask that student what he/she thinks. Then we will discuss the question as an entire class for 2 minutes. For some of the questions, I will call out a number and the students with that number on their post it will share what their group members talked about it. Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others.**

I want students to feel that their voice is being heard. I also want to encourage students who do not volunteer as much to share. By incorporating small group and whole group discussion I can accomplish these goals.

*expand content*

#### Closure

*8 min*

For the **Closure **I ask students what questions they have after analyzing the data and creating the video. I call on student to share out their questions.

Then I pass out the **Ticket to Go. **Students complete the ticket to go independently.

*expand content*

##### Similar Lessons

###### Appropriate Measure of Central Tendency

*Favorites(6)*

*Resources(17)*

Environment: Urban

###### Genetics - Introduction to Punnett Squares

*Favorites(10)*

*Resources(14)*

Environment: Rural

###### Statistical Questioning

*Favorites(9)*

*Resources(18)*

Environment: Urban

- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: 100 Students Project: What If The World Were 100 People?
- LESSON 2: 100 Students Project: What do we want to know about our students?
- LESSON 3: 100 Students Project: Revising Questions & Planning the Survey
- LESSON 4: 100 Students Project: Conducting the Survey
- LESSON 5: 100 Students Project: Tallying Data and Brainstorming about Presentations
- LESSON 6: 100 Students Project: Analyzing Survey Results
- LESSON 7: 100 Students Project: Presenting Your Findings
- LESSON 8: 100 Students Project: Project Reflection
- LESSON 9: Median, Mode, and Range
- LESSON 10: Mean
- LESSON 11: Playing with Measures of Central Tendency
- LESSON 12: Choosing the Best Measure of Center
- LESSON 13: Show what you know
- LESSON 14: Introduction to Box Plots
- LESSON 15: Box Plots and Interquartile Range
- LESSON 16: Arm Span Day 1
- LESSON 17: Arm Span Day 2
- LESSON 18: Mean Absolute Deviation
- LESSON 19: Comparing Mean Absolute Deviation
- LESSON 20: Selecting Measures of Center and Variability
- LESSON 21: Statistics Jeopardy
- LESSON 22: Unit Test