CCRS Lesson: Composition of our Neighborhoods

This lesson incorporates College-Career Readiness Standards. We use this plan annually to engage a range of learners in exploring the legislative jurisdictions in which they live. (These reports can be found under Demographic Profiles for Legislative Districts.) Enjoy.


Composition of our Neighborhoods – Best Place to Live

Summary: Lesson engages learners in examining the elements that make up neighborhoods (specifically the legislative (house) district they live in) and then lets them compare statistics of several districts to answer questions.

Curriculum Tie: AE/English Language Arts, AE/Math

Day 1 Lesson Activities:

(1)   CCRS: Anchor SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (SL.8.1)

(2)   CCRS Anchor W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (W/WHST.6-8.8)

·         CCRS Anchor W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (W.9-10.6)

(3) CCRS 6.SP5: Statistics and Probability. Summarize and describe distributions. Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. (6.SP.5)

Day 2 Lesson Activities:

(1) CCRS Anchor SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (SL.8.1)

·         CCRS Anchor RI8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient, recognize when irrelevant evidence is introduced. (RI.8.8)

·         CCRS Anchor SL4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (SL.8.4)

       (2) CCRS MP3: Construct viable arguments & critique reasoning of others. (MP.3)

 CCRS MP1: Make sense of problems and persevere in solving them. (MP.1)

 CCRS MP2: Reason abstractly and quantitatively. (MP.2)

 CCRS MP5: Use appropriate tools strategically. (MP.5)

·         CCRS: Number and Operations: Base Ten. Understand place value. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. (1.NBT.3)

·         CCRS: Measurement and Data. Represent and interpret data. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2.MD.10)

Time frame: 2 classes at 60 minutes each

Group size: pairs/triads (homework may be done individually)

Life skill: Social/civic responsibility; Thinking & reasoning; Systems thinking

Career connections: Business Information, Scientific

Bibliography: none

Keywords: legislators, neighborhoods, graphs, statistics, interpreting data, citizenship, content-rich nonfiction

Materials:

• House district demographic profiles (at le.utah.gov click on specific house of representative OR click on Legislators and then on “Demographic Profiles for Legislative Districts.” Click on House district of choice for most current year, based on most recent data release.
• Laptops/computers, projection equipment, access to le.utah.gov

Background for teachers:

• Be familiar with le.utah.gov.
• Be familiar with House of Representatives district demographic profile data

Student prior knowledge:

• Each learner should already have info about House district number.
• Understand how to read bar graphs & tables.
• Know how to calculate basic statistics (mean, mode, median, and range).
• Know how to enter data into google sheets. (Have access for entering data.)

Intended learning outcomes: Become familiar with statistics that define the place (neighborhood) in which we live. Compare neighborhoods for their characteristics that make them “livable.” Use numerical data to support/refute argument. Give social value/meaning to numbers.

Instructional procedures:

Lesson: Over the next 2 sessions, our goal is to examine the characteristics of a neighborhood to decide which neighborhood is the “best place to live.” First, we’ll examine the characteristics of each of our neighborhoods (as defined by our state House districts). As a group, we’ll identify features we want to compare across districts – you’ll find the data from your district then enter it into a shared spreadsheet (google sheets). Next time we meet, we’ll compare the data you collected to determine which neighborhood might be the “Best Place to Live.”

Day 1 Overview: Today, we’ll examine the characteristics of each of our neighborhoods based on our state House districts. As a group, we’ll identify features we want to compare across districts – you’ll find the data from your district then enter it into a shared spreadsheet (google sheets).

Teaser: Prediction/Anticipation (20 minutes)

• Step 1 - Assign: Write 3-5 features about where you live that make it the best place to live (or make it the worst place to live).
• Step 2 – Prioritize: Which 2 characteristics most important to you? Number them 1 & 2.
• Step 3 – Share: Discuss expectations (Start with each person reading top 2 on list; Clap after each sharing but don’t discuss items). Compile group list of 3 agreed-upon characteristics.

Activity 1: Whole group (20 minutes)

• Show how to get to House district demographic document.
• Talk about set up & categories listed on profile page (typically on page 4-5). (Use this time to ensure that learners can read and interpret the charts.) (Use the teacher’s district to introduce the profile page.)
• Talk about what data says & doesn’t say about the people living in the neighborhoods. (Note: This data redefines what neighborhood means. May be very different from conversation in teaser. Talk about why this info is limited to the “people” aspect of neighborhood.)
• Based on list from lesson introduction (teaser) or from discussion of the table, as a group choose at least 5 fields to examine in this chart.
• Show/discuss those sections with the sample (teacher’s) district data. Condense data into only 2-3 subcategories. Show how to do this. (For example: Age = under 18, 18-64, 65+; Citizenship = Born Utah, Citizen (but not born in Utah), non-citizen; Education = no HS, HS, college; Housing = House, Apartment, Mobile) In each case, must all agree about what is being combined to make up the categories. Post these decisions on the board so everyone has access later. 

Result of this activity is to identify 4-6 categories of data to collect and show exactly how to collect it. (Note: Should have 1 more category than pairs/partners, so 1 category can be discussed as group, leaving pairs their own categories to work on together.) Some categories may be examined by more than 1 group.

Activity 2: Pairs – assign category to each pair; save 1 category for Day 2 whole group (20 minutes)

• Learners read their house district demographic document to collect the agree-upon data.
• While learners collect data, teacher sets up google sheets file with correct headings & shares file with class.
• Learners enter data into google sheets. 

Google sheets is closed.

Day 2 Overview: Today, you’ll examine the data you collected last time. You’ll begin by examining one category to determine which neighborhoods might be the “Best Place to Live.” Then, you’ll present your finding about your category to the class. For homework, you’ll use yours and your colleagues’ findings to develop and deliver a written essay describing the best place to live (based on data displayed in class’ google sheets).

Activity 1: Whole group (20 minutes) Teacher does the homework with the category saved to use with the whole class, ready to discuss

• Display compiled data. Choose 1 category to examine as a group. (Use category reserved in previous class.)
• Use series of questions to guide learners in explaining how to do basic statistics (mean, median, mode, range) as part of examining category as whole group to talk about the category. Do statistics for individual columns in a single category. Do statistics to compare columns within category.
• Discuss implications resulting from mathematical exploration. What does this data say about these neighborhoods? Which neighborhood faired the best or the worst based on this category?

Activity 2: pairs/partners (20 minutes) Learners will do the same statistics and comparisons to their categories. They must also draw conclusions based on the evidence grounded in their numbers.

• Examine assigned category of data mathematically.
• Discuss implications for determining desirable place to live.
• *Prepare report for the whole group, explaining what data means and what is implied by the results. 

*Note: If more than 1 group working with the same category, then give them time to share their results and then prepare a group presentation. Data results may be manipulated in google sheets to generate graphs, etc., to illustrate oral report.

Activity 3: sharing (20 minutes)

• Pairs/partners report their findings back to the whole group.

If large number of pairs, then have pairs present to other pairs in small groups (e.g., 3 pairs share), rather then whole group. Then, ask 1-2 small groups to tell highlights to whole group.

Wrap up with comparison of findings across all districts. Talk about which district is the “best!”

Evaluation: Complete exit feedback form: What is the average of these three test scores: 3.6, 2.1, and 4.3? _____  Which statistic did you use? Median, mode, mean, or range. (Circle one.)

Homework: Best place to live (Can be done as individual or pairs. Note: Either way, you may need to devote 2 more class periods to preparing and supporting the writing of these essays.)

• Write a 5-paragraph essay to answer the question “Which district is the best place to live?” Use combination of data to determine decision. Illustrate answer. Ground answers in data. (Can use credible, outside resources to enhance response, including pictures of area, etc., to illustrate point.) 

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. (W.5.1)

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (W.9-10.6)

Demonstrate command of the conventions of standard English…. (L9-10.1; L9-10.2)

Homework rubric	5 points	3 points	1 point
Introductory paragraph	well-crafted	some elements missing	poorly-crafted
3 reasons with examples	grounded in data with appropriate examples	partly grounded in data or lacking appropriate examples	not grounded in data or no examples included
Followed conventions of standard written English	grammar, etc., written correctly (1 or no errors)	2-4 errors	more than 4 errors
Optional: other resources included to enhance the report	1 or more resources outside of google sheets data included	NA	NA

Strategies for diverse learners: Pair high-level readers/tech users with low-level readers/tech users. Pairs may need guidance on performing statistics; therefore, assigning volunteer tutors two groups each to oversee helps keep learners on track. In previous discussions (or as part of this lesson – in which case this lesson will need to be extended into a second session), guide learners in creating a document that lists and explains exactly how to calculate mean, median, mode, and range. Include examples in this written guide along with explanation as to when this data is collected and how it is interpreted. Learners may write this information into their notebooks and a group document may be created through google docs that may be shared. (Note: Learners copying from board – after agreed upon language – tends to be the most effective in terms of learners understanding, revisiting their notes, and remembering what they wrote. Being part of the process of developing this document has large impact on learner’s future use.)

Extensions: Examine lists for “best places.” How does your community fit? Using data, write informational piece highlighting why people should move to your community. Create brochure to entice people to move to the neighborhood. Make video highlighting reasons to relocate.

Assessment plan: Lesson rubric:

Day 1 activities	5 points	3 points	1 point
Identified  characteristics	shared 2 characteristics	shared only 1 characteristic	No characteristics shared
District data	entered district data correctly	--	no district data entered or data entered incorrectly
Day 2 activities	5 points	3 points	1 point
Compiled data	statistics applied correctly; no help needed	difficulty with statistics	statistics incorrect or missing
Delivered report	conclusions grounded in evidence	some conclusions grounded in evidence	conclusions not supported by evidence