Integrated Numeracy and ICT Lesson Plan

Lesson Title:
Class Heights

Year Level:
7

Designed by:
Isabella Partington (2108290) and Kenneth Griffin (2101470)
Context Statement:
Students are nearing the end of year 7 in science they have been graphing various
measurable experiments or variables around the school. This is the first time they will be
attempting to graph or represent something utilising technology.

Teacher Content Knowledge

(Australian Curriculum)
http://www.australiancurriculum.edu.au/

Learning Area, Strand and Sub-Strand:

Science

Science Inquiry Skills

Processing and analysing

data and information

Links to Numeracy general capability

Interpreting statistical
information
Interpret data displays
compare, interpret and assess the
effectiveness of different
data

displays of the same information

Relevant Content Descriptors:

Construct and use a range of
representations, including graphs,
keys and models to represent and
analyse
patterns or relationships,
including using
digital technologies

as appropriate
(ACSIS129)

(Construct and compare a range of

data
displays including stem-and-leaf
plots and dot plots
(ACMSP170)

)
Links to ICT general capability
Communicate with ICT
Collaborate, share and exchange
select and use appropriate ICT
tools safely to share and exchange
information and to safely collaborate
with others.

Specific Learning Outcome(s):

What do I want the students to be able to do, know or think at the end of this lesson related to the
content descriptors identified above?Use the different levels of learning outcomes below to
differentiate the lesson.
All
students
must be able to:
Accurately measure a partner, enter data into a shared google sheet and create a meaningful data
representation. Students will be able to read their data representation and identify the height of
the tallest student.
Most
students
should be able to:

Convert information from their table into a meaningful graph

Some
students could:

Make multiple graphs and compare the effectiveness of various display methods.

Teacher Technological Knowledge

What technology will be used in this lesson to expand curriculum, learning opportunities
for students in this lesson?

http://www.scootle.edu.au/ec/pin/LHVFDP?userid=160487
Scootle learning pathway shows various resources which aim to support students
who do not fully understand how to create and interpret data representations at a
year 7 level. An example is the Stem and Leaf graph below
http://www.scootle.edu.au/ec/viewing/L5914/index.html
Stem and Leaf Graphs: heights
TLF ID
L5914
A brief introduction is given about stem and leaf plots. Students then investigate
how to create a stem and leaf plot using the data provided and an interactive
interface. Students are unable to move to the next section until they have correctly
completed each section.
Google sheets will also be used. Google sheets is a tool that will allow the students to
add data to a spreadsheet while all working on separate computers.

Teacher Numeracy Pedagogical Knowledge

See Australian Government WA brochure (available via FLO):
Numeracy: Demands and Opportunities Across the Curriculum
Identify which of the following numeracy teaching strategies you will use in this lesson.
o
Capturing the numeracy in the moment:
Be open to the numeracy demands and flexible in

going with the students interests and learning needs in the experience.

In this lesson plan we talk about height but it could easily be tailored to something topic eg. If
sports day has just happened, who is the fastest?
o
Being aware of possible numeracy demands when planning:

Consider the numeracy

demands and the range in student strategies and approaches for handling the learning
experience across the curriculum.
We have planned to allow students time to familiarise themselves with various data displays.
o
Allowing students to work it out:

Provide students with both individual and collaborative

opportunities to work things out for themselves and engage with the numeracy demands.
Students have all the information regarding data representation close by the can use it as needed,
furthermore students can work collaboratively.

o
Giving Time:

Be patient and flexible with time to allow students to engage with the numeracy
themselves, ask questions, fully understand the lesson and gain confidence in themselves as
learners.
This lesson does not require all students to be working at exactly the same pace which allows
students to spend time where needed.
o M
otivating:
Let students explore a concept driven by enthusiasm rather than teaching the
required skill prior to tackling the activity.
Students can engage with the online mathematics activities when they feel they need to. The may
start trying to create a data representation then realise they need a better better
understanding of it, which they can do by going back to the online resources.
o L
istening purposefully
:
Monitor students numeracy knowledge and skills by asking
questions and listening purposefully as students engage with numeracy in a moment.
There is not a large section of the lesson where we are explicitly teaching which gives us, the
teachers, time to engage with students individually.
o
Debriefing the numeracy:

Ask open questions that encourage students to reflect on the use of

mathematics in the situation and the role numeracy played in their learning, understanding
and problem solving.
Students assessment is based on their discussion around the data representations they have
created.

Teacher Technological Pedagogical Content Knowledge (TPACK)

Describe how this lesson draws together your teacher technological pedagogical content
knowledge.
By requiring students use google sheets, students are using primary data collected by sharing
and exchanging information in a safe and secure way. By using data students collect
themselves students are able to complete the entire process from measuring, through data
manipulation and display and finally, critically analysing the effectiveness of their display. This
gives students ownership of their work and also allows further development of science
inquiry skills. Students will work collaboratively when collecting and and recording data. This
should create a deeper understanding of what is being taught and should help students who
are having difficulty understanding the task and students who are having difficulty reaching
the desired learning outcomes.

Assessment
What will be the assessment strategies related to your identified lesson outcome
s?
Each pair will present a graph which is made using the data that the students collected
and then entered into a spreadsheet using the tool Google sheets. They will have to
describe why they choose the graph they are using and and if it is the best graph to
present the data.

 Students will also have to discuss the data that is in their graph, commenting on who the
tallest in the class.
This should give us (the assessors) the information required to see if students are
reaching the desired learning outcomes.

Required Resources
Smartboard or projector which can be seen by the whole class
Computers or tablets with reliable internet connection

Lesson Outline
Refer to
http://www.teachertechnologies.com/the_four_part_lesson/

Connect / Starter
This should be for about 5 minutes.

5 min

Intro
Lesson outline and success criteria/learning outcomes
Brain storm types of graphs student know how to create
Discuss what these graphs show, where the variables should be place and the key
features of the graphs

Activate
This part of the lesson should take 15 minutes.

15 min

The aim of this section is to ensure that all students know how to create the data
representation they wish to use to describe the data.
Students will have the opportunity to use various online activities as shown in the
scootle learning pathway to refresh their understanding of various data display
methods.
Students can work independently or in pairs depending on the number of devices
available and personal preference.

Demonstrate (Assessment for Learning)

This part of the lesson should take 20 minutes.

20 min

The aim of this section for students to measure their height, combine class heights and
create meaningful information from this using google sheets.
In pairs students will measure their height and input the data into an established
Google Sheet. Once all data is stored pairs of students will choose the data they wish
to use and create data representations in a separate tab. During this time the teacher

will ask questions about the why they have chosen a particular format and assist
with any formatting issues. Students will be aware that they need to present their
findings and justify their choices. If students finish quickly encourage them to create
several data displays and discuss or justify which is best suited to displaying the
data. They can also assist other students who may find this task more difficult.

Consolidate / Plenary
This part of the lesson should take 10 minutes.

10 min

Student to present data in pairs: show data representations, justify choices or

suggest alterations which could better display the data.
Aim to answer: who was the tallest person in the class?

How will this lesson cater for the needs of all students?
Scootle learning pathway aims to support those who need assistance regarding graphing.
Students can also work collaboratively.
To extend students if needed they will create multiple data representations and critically
compare the effectiveness of the data displays.

What questions will you ask after the lesson to reflect on the design of the lesson; your
performance during its implementation, and on students achievements of the identified
learning outcomes?

Were my
instructions clear?

Did students

engage with the

activity?
Did I have realistic
expectations of
students?

Was I able to

maintain control of
the classroom?
How could I improve this lesson for the future?