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2. How Square are You? -Collecting Data (Plan)

In this activity we will measure how square we are.  Did you know that in general your height is almost the same measurement as the length of your arm span.  We will be measuring this can comparing and contrasting how your measurements relate to others in your class, across the grades in your district, and even those of students in other school districts.

Instructional Notes

I don't have any notes for myself at this time.

Instructions

Please complete the following activity.

Engaging Questions

  • Data?

    What is data? In general, how can data be used?

    Given specific situations in our lives, what can be used as data?

  • Data Collection and Processing

    How can we collect, share, and collaborate in the analysis of data across school districts.

  • Supporting Data

    What is secondary data? How can secondary data be used to better analyze primary data?

Steps

  1. Measuring Height

    Using a measuring tool (e.g., yard stick, measuring tape), measure your height in inches. To do this:

    1. Stand straight against wall.
    2. Have a partner place a ruler horizontally on your head and against the wall.
    3. Keeping the ruler at the same place against the wall, move out of the way.
    4. Measure in inches or centimeters the distance from the floor to the ruler (which should still be against the wall).
    5. Record this measurement (number and unit) on note paper.

  2. Measuring Arm Span

    Next, you need to measure the lenght of your arm span. To measure it:
    1. Facing away from a wall, stand straight against it.
    2. Stretch out your arms keeping them horizontal.
    3. Using two small pieces of masking tape to mark the tips of each middle finger.
    4. Move away from the wall.
    5. Measure in inches or centimeters the distance between the two marks.
    6. Remove the masking tape.
    7. Record this measurement (number and unit) on note paper.

  3. Complete the Form

    Using the online How Square are You? form, enter the information requested including your measurements in inches.

    Follow the directions provided in the form for entering the correct data or information in each field.

    If you were not able to measure the distances in centimeters, you will need to convert the English (inch) measurements to centimeters to complete the questions (fields) addressing centimeters.

  4. Verify Your Data

    Review your data to confirm it is correct.  If not, edit your data record by clicking the Edit pencil icon and make the necessary changes.

Standards

  1. Common Core State Standards: ELA Standards for Science/Technical > 6-8 > CS > S.4

    Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

    Content Skills Learning Targets Big Ideas Essential Questions
    Technical Meaning
    4 - Determine (meaning)
    4 - I can determine meaning of key terms.
    4 - I can determine meaning of domain-specific words.
    A. Symbols, key terms, and domain-specific words and phrases are based on specific scientific or technical meanings.
    A. How is meaning determined within a context?
  2. Common Core State Standards: Mathematics > G.6 > SP > C.2 > S.5

    Summarize numerical data sets in relation to their context, such as by:

    1. Reporting the number of observations.
       
    2. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
       
    3. 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.
       
    4. 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.
    Content Skills Learning Targets Big Ideas Essential Questions
    Data sets
    b. Attribute investigated
    b. Measure
    c. Measures
    2 - Describe (Nature of attribute[b])
    2 - Describe (How attribute was measured [b])
    2 - Describe (Unit of measurement [b])
    2 - I can describe the nature of the attribute under investigation.[b]
    2 - I can describe how the attribute was measured.[b]
    2 - I can describe the attributes units of measurement.[b]
    C. When summarizing numerical data one should describe how the attribute was measured and its units of measurement.
    C.1 How does one describe the nature of the attribute under investigation?
    C.2 How does one describe how an attribute was measured?
    C.3 How does one describe the attributes units of measurement?
  3. Common Core State Standards: ELA Standards for Science/Technical > 6-8 > IKI > S.9
    Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
    Content Skills Learning Targets Big Ideas Essential Questions
    Information Sources
    2 - Compare and Contrast (information gain)
    2 - I can compare and contrast information gained from reading text with information gained from experiments.
    A. Information gained using different sources will vary in insights for different learners.
    A.1 How can you compare and contrast information gained from different sources?

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