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K–12 teaching and learning · from the UNC School of Education

Interdisciplinary Integrated Unit on DNA/Genetics Part B: Math

This lesson is part of an interdisciplinary integrated unit on DNA and genetics. The idea is for students to complete a week's worth of activities in science, math, and language arts. This lesson is Part B: Math. Students will complete a math survey interviewing people on whether they believe humans should or should not be cloned. They will take the data they gather and create computer generated spreadsheets, charts/graphs. Using the charts/graphs, students will answer mathematical percent and ratio questions and write a final journal entry on the information they collected and discovered.

A lesson plan for grade 7 English Language Arts and Mathematics

By Jane Lentz, Jimmy White, Marlene Smith, and Tori Goldrick

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Learning outcomes

Using a teacher created math survey, students will collect data, create computer spreadsheets, charts, and graphs. They will answer teacher created math questions and answer these questions using percent, ratio, and their spreadsheets, charts/graphs. The students will complete a final journal writing assignment discussing their findings. The teacher will score students.

Teacher planning

Time required for lesson

4-5 days

Materials/resources

Technology resources

  • Computer lab
  • Word processing program
  • Spreadsheet program

Pre-activities

Teacher will need to explain integrated lessons for the week.

Activities

Day 1:

  1. Teacher explains math project and math survey activities for the week - 20 minutes.
  2. Students and teacher go to the computer lab to learn how to complete spreadsheets and charts/graphs - 60 minutes.
  3. Teacher will explain the math survey (see attachment: Excel format, Works format). Emphasize that the math survey must be completed in order to do the next day’s activities - 10 minutes.

Day 2:

  1. In the computer lab, students will create spreadsheets using their math surveys and create either a chart or graph - 90 minutes.

Day 3:

  1. Teacher reviews percent and ratio operations - 30 minutes.
  2. Students will answer the math survey questions (see attachment) - 60 minutes.

Day 4:

  1. Students in small groups will look at data and share their findings on the information they collected from the math survey spreadsheets, charts, and questions - 20 minutes.
  2. Journal Writing Activity. (see attachment) - 50 minutes.
  3. Teacher leads open discussion on final results and thoughts of project - 20 minutes.
  4. The teacher will collect all students’ projects and use a rubric for assessment (see attachment: Excel format, Works format).

Assessment

Students will be assessed according to how much of each part of the Math survey project they complete. The teacher will use a rubric for grading the assignment (see attachment: Excel format, Works format).

Supplemental information

It may be helpful if less proficient students pair with other students for help in completing the project.

Related websites

Math Games from Funbrain.com
http://www4.funbrain.com/math/
The Math Projects Journal
http://www.mathprojects.com
A+ Math
http://www.aplusmath.com

Comments

The seventh grade teachers wanted to plan an interdisciplinary unit that integrated a topic in three curriculum areas. In previous math lessons, students have completed spreadsheets, charts/graphs. I like to integrate math lessons so students learn how math relates to technology and the real world.

North Carolina Curriculum Alignment

Computer Technology Skills (2005)

Grade 7

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.09: Demonstrate knowledge that spreadsheets are used to process information in a variety of settings (e.g., schools, government, business, industry, mathematics, science). Strand - Spreadsheet
    • Objective 1.10: Use spreadsheet and graphing terms/concepts to present and explain content area assignments. Strand - Spreadsheet
    • Objective 1.13: Demonstrate knowledge and use of WP/DTP terms/concepts (e.g., columns, tables, using multiple files and/or applications) to create and publish assignments/projects. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.14: Demonstrate appropriate use of copyrighted materials in word processing documents used for content projects/assignments. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.15: Demonstrate knowledge of multimedia tools/concepts used by media (e.g., games, video, radio/TV broadcasts, websites) to entertain, sell, and influence ideas and opinions. Strand - Multimedia/Presentation
    • Objective 1.16: Demonstrate knowledge of multimedia by using terms/concepts to describe and explain content projects/products. Strand - Multimedia/Presentation
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.02: Enter/edit data and use spreadsheet features and functions to project outcomes and test simple "what if..." statements in content assignments. Strand - Spreadsheet
    • Objective 2.05: Use a variety of collaborative tools to survey, collect, communicate information for content area assignments. Strand - Telecommunications/Internet
  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.01: Select and use appropriate technology tools to solve problems and make decisions in content areas. Strand - Societal/Ethical Issues
    • Objective 3.05: Modify/create spreadsheets and graphs/charts to analyze and interpret data for content assignments. Strand - Spreadsheet
    • Objective 3.06: Create/modify spreadsheets to test simple “what if...” statements to solve problems and make decisions in content areas. Strand - Spreadsheet

English Language Arts (2004)

Grade 7

  • Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
    • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • summarizing the characteristics of expressive works.
      • determining the importance of literary effects on the reader/viewer/listener.
      • making connections between works, self and related topics.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • determining the main idea and/or significance of events.
      • generating a learning log or journal.
      • maintaining an annotated list of works read/viewed.
      • creating an artistic interpretation that connects self and/or society to the selection.
      • constructing and presenting book/media reviews.

Mathematics (2004)

Grade 7

  • Goal 1: Number and Operations - The learner will understand and compute with rational numbers.
    • Objective 1.01: Develop and use ratios, proportions, and percents to solve problems.
  • Goal 4: Data Analysis and Probability - The learner will understand and use graphs and data analysis.
    • Objective 4.01: Collect, organize, analyze, and display data (including box plots and histograms) to solve problems.