Barb Bolte REAL Interactive
Interactive Projects Lesson Plan
Information
Collection and Analysis – Project Big Mac
Overview:
Project Type- Database
Collection/Pooled Data Analysis
Lesson Title- Project
Big Mac
Grade Level- 6-8
(could be adapted for upper grades as well)
State or
District Standards-
4.1.K3a
The student uses a fraction, decimal, and percent to
represent the probability of a simple event in an experiment or simulation.
4.1.A4 The student makes predictions
based on the theoretical probability of a simple event in an experiment or
simulation.
4.2 (all Knowledge and Application indicators
could be used) Statistics – The student collects, organizes, displays, and
explains numerical (rational numbers) and non-numerical data sets in a variety
of situations with a special emphasis on measures of central tendency.
4.1.A1 The
student conducts an experiment or simulation with independent or dependent
events including the use of concrete objects; records the results in a chart,
table, or graph; and uses the results to draw conclusions and make predictions
about future events.
4.1.A2 The student analyzes the results of an
experiment or simulation of two independent events to generate convincing
arguments, draw conclusions, and make predictions and decisions in a variety of
real-world situations.
4.2 (all Knowledge and Application indicators
could be used) Statistics – The student collects, organizes, displays, and
explains numerical (rational numbers) and non-numerical data sets in a variety
of situations with a special emphasis on measures of central tendency.
NETS*S
4. Technology communications tools
·
Students use telecommunications to collaborate, publish, and interact
with peers, experts, and other audiences.
5. Technology research tools
·
Students use technology to locate, evaluate, and collect information
from a variety of sources.
·
Students use technology tools to process
data and report results.
6. Technology problem-solving and decision-making tools
·
Students use technology resources for solving problems and making
informed decisions.
Lesson
Objective-
The
students will actively participate in Project Big Mac. The students will collect the necessary
information and submit it to the project.
The students will monitor the project each week noting changes in data,
making predictions, and using the data to prepare their final project.
Resources /
Materials-
- Computers with Internet access, word processing
software, spreadsheet software, and possibly publishing software.
- http://homepages.bw.edu/~jgoodman/projectbigmac/
- LCD Projector
- Overhead projector
- Student math journals
- Student handouts
- Rubrics
- Poster Board
- Student art boxes (contains glue, markers,
scissors, etc.)
Time Frame- 4-5 weeks
- The on-line part of the project will remain open
for four weeks collecting data.
Results will be posted in the form of a spreadsheet halfway through
the project and then again at the end of the project.
- Week
One: Students will be introduced to the
project and student expectations.
During the first week, students will gather the required data from
local McDonald’s restaurants. Students
will also be required to create a list predicting from where they expect
data to come (different parts of the
- Week
Two: Students will submit their data at the
beginning of the week if they did not submit it at the end of the first
week. During week two, students
will check the Map feature at the beginning and at the end of the
week. They will keep record their
observations in their math journals.
At the end of week two, the students will have a class discussion
(in the form of a class meeting) focusing on their observations of the
changes on the Map and their predictions of participating countries and
- Week
Three: Students will be required to respond to a
posting from another student on the Forum.
Students will check the Map feature again and record their
observations of changes in their math journals. Students will take the data provided
from the Big Mac Project team at the halfway point and begin analyzing it through
a series of handouts students will complete in groups. The handouts will help the students to
organize their thoughts and ideas for the culminating project – a
poster. In their math journals,
students will make predictions about the final data based on the current
data available.
- Week
Four: Students will post another comment or
question on the Forum that they have generated. Students will also respond to a posting
from another student. Students will
check the Map feature again and respond in their math journal to the
changes they observe. A class
discussion (in the form of a class meeting) at the end of the week will
allow students to share the communications they have had with other
students on the Forum. Students
will begin to create their poster about the Big Mac Project.
- Week
Five: Students will take the data provided
from the Big Mac Project team at the end of week four. Using prior handouts, journal entries,
and information from class discussions, the students will perform a final
analysis of the data. They will
complete their group posters and include any necessary written
explanations. (If necessary, this
may be extended one more week)
Team
structures- individually, in groups of 2 or 3 students, and entire
class for class discussions
Students
will collect their information and submit it to the Big Mac Project
individually. Students will complete
their own journal entries as well as their questions and responses they post to
the Forum. All other work will be
completed in groups (assigned by teacher) except for the class discussions.
Instructional Elements:
Written explanation of the
following
Introduction of
project to students – Initial Activity
This project will be introduced to students at the
beginning of a unit on statistics and probability. A student poll will be taken about students’
favorite fast food restaurants. This
information will be recorded on the board in the form of a frequency
table. Students will then discuss what
type of graph would better display the data – a bar graph or line graph. Students will then create a graph of the data. The teacher will use this activity as a lead
in to Project Big Mac. Using a LCD
projector, the teacher will show the students the home page for the
project. (If this project would be used
with high school or college students, the article The Big Mac
Index could be assigned for reading in advance.) The teacher will show students how to
navigate through the site, focusing on each page important for the students
(Student, Map, Forum, Results, and Updates.)
While showing and discussing each page, the teacher can explain to
students how they will be required to use each page. The teacher can explain that this will be an
on-going project throughout the instruction of the statistics unit. Some of the work will be completed in class
and some of the work will be completed at home.
The teacher will pass out the first handout the students will use to
collect their data. Students do not need
to go to McDonald’s to collect their data; they may simply call to get the
price of a Big Mac and the address of the restaurant. This is important because the students must
all contact a different McDonald’s.
Out-of-state relatives or friends may also be sources of the data
required. The teacher can indicate that
the project will culminate in a poster, but probably will not go into much
detail on the first day because there will be no data available and the
students will not have actually started the unit on statistics and probability. The teacher will also have the students make
a list in their journal of the states and countries they think may participate
in the project.
Project Tasks
Week
One:
·
Students collect
data from a McDonald’s restaurant.
(handout)
·
Students create a
list in their math journal predicting where they think the data will originate.
(
·
Students submit
data to the Big Mac project. (will need a number of computers)
Week
Two:
·
Students check
the Map feature at the beginning, end of the week, and record their
observations each time in their journals. (can be done in a lab or through the
use of the LCD projector) (will need
writing prompts)
·
Students
participate in a class discussion about their observations of Map feature.
·
Students write a
question or comment to post on the Forum, receive approval of teacher, and
actually post to the Forum.
Week
Three:
·
Students respond
to another posting on the Forum written by someone they do not know.
·
Students check
the Map feature again and record their observations in their journal. (writing
prompts)
·
Divide students
into groups. As a class, access the
halfway point data. The teacher will
actually access the data and make it available for all students, but the
students are involved in the observation of and discussion of retrieving this
data. (LCD projector)
·
Students will
begin to analyze the data in groups.
(handouts)
·
Students use the
halfway data to make predictions about the final data in their math
journals. (writing prompts)
Week
Four:
·
Students post
another comment or question to the Forum.
·
Students respond
to a posting on the Forum written by someone they do not know.
·
Students check
the Map feature and record observations in their math journals. (LCD projector)
·
Students will
participate in a class discussion sharing their communications with others on
the Forum.
·
Students receive
information for creating their group poster.
Week
Five:
·
As a class,
access the final data. The teacher will
actually access the data and make it available for all students, but the
students are involved in the observation of and discussion of retrieving this
data. (LCD projector)
·
Students analyze
the final data in their groups. (handouts)
·
Students use
their data, analysis of the data, journal entries, and information from class
discussions to create their group poster.
Final Project
Group
poster – see attached handout and notes about poster
Assessment
Rubrics – see attached
Project: Big Mac
Data Sheet
You will be required to
collect the following information and submit it by the end of the first week to
the Project: Big Mac website student page.
Be sure to get the price of the Big Mac WITHOUT tax.
The following
information is about the McDonald’s where you priced your Big Mac. It is NOT your home address!
Address (number and
street): _______________________________________________
City:
__________________________________________
State: ________________
Zip/Postal Code:
________________________________
Country:
_______________________________________
Date: _________________ _________________ _______________
Month Day Year
Local Currency:
____________________________________________
Price in Local Currency:
_____________________________________
Price in American
Dollars: ___________________________________
School Code:
__________________ (get this from your
teacher)
Student Code:
__________________________ (optional –
you will not be submitting this so
leave it blank when you enter your
data. For
the sake of this worksheet, please
provide your
name.)
As a class we will enter
this information on the student entry form and on the map.
Project: Big Mac
Calculation Worksheet
Halfway Point Data
Students
in Group: _____________________________________________________
Please
show all your work on another page attached to this one. Although you are only required to have one
sheet of work and answers, every member in your group should be able to answer
and explain the approach to the answer to every question on this workheet. Save this work – it will be part of your
final poster.
- Calculate the mean,
median, and mode of the prices of Big Macs entered into the data so
far. Which measure of central
tendency would be the best measure to describe this data? Why?
- Calculate the mean,
median, and mode of the prices of Big Macs only from the United States
that have been entered into the data so far. Which measure of central tendency would
be the best measure to describe this data?
Why?
- What percent of the
total number of entries are located in the
- How many countries are
included in the locations so far?
- What is the average
price of a Big Mac in the three countries with the most entries excluding
the
- How does the average
price of a Big Mac in these countries compare to the average price of a
Big Mac in the
- Using Excel, create a
bar graph to show the frequency of data entries for each country
participating. Be sure to label
your axes and graph. Write a brief
summary of the data below the graph.
(between three and five sentences).
Print your graph with your summary.
- Using the data, create
a box-and-whisker plot to show the spread of the prices. Write a brief summary of the data below
the graph. (between three and five
sentences) Be sure to also include
the range of the prices.
- Using the current data,
make a prediction about what the average price of a Big Mac will be after
four weeks of collecting data.
- Using the current data,
make a prediction about how many countries you think will participate in
Project: Big Mac and how their price of a Big Mac will compare to the
average price of a Big Mac in the
Project: Big Mac
Calculation Worksheet
Final Data
Students
in Group: _____________________________________________________
Please
show all your work on another page attached to this one. Although you are only required to have one
sheet of work and answers, every member in your group should be able to answer
and explain the approach to the answer to every question on this workheet.
- Calculate the mean,
median, and mode of the prices of Big Macs entered into the data. Which measure of central tendency would
be the best measure to describe this data?
Why?
- Calculate the mean,
median, and mode of the prices of Big Macs only from the United States
that have been entered into the data.
Which measure of central tendency would be the best measure to
describe this data? Why?
- What percent of the
total number of entries are located in the
- How many countries are
included in the locations?
- What is the average
price of a Big Mac in the three countries with the most entries excluding
the
- How does the average
price of a Big Mac in these countries compare to the average price of a
Big Mac in the
- Using Excel, create a
bar graph to show the frequency of data entries for each country
participating. Be sure to label
your axes and graph. Write a brief
summary of the data below the graph.
(between three and five sentences).
Print your graph with your summary.
- Using the data, create
a box-and-whisker plot to show the spread of the prices. Write a brief summary of the data below
the graph. (between three and five
sentences) Be sure to also include
the range of the prices.
- Using the final data,
respond to your prediction about what you thought the average price of a
Big Mac would be at the end of the four weeks. Was your prediction close? Why or why not?
- Using the final data,
respond to your prediction about how many countries you thought would
participate in Project: Big Mac and how their price of a Big Mac would
compare to the average price of a Big Mac in the
- What would have
happened if you had not been told to disregard tax when reporting the
price of a Big Mac? How could this
have affected the results?
- Identify a minimum of
two other factors that could affect the reliability of the data and how
they would affect it.
- Can you use the price
of a Big Mac to make predictions about the cost of living or standard of
living in other countries? If so,
what could you say based on the results of the data?
Journal Entries –
Writing Prompts
(Teacher Note: Make
copies and place on overhead projector if not using LCD projector.)
Week
One
Entry
One:
What
countries do you think will participate in the project?
What
states from the
Week
Two
Entry
Two:
After
looking at the map, what countries did you see that have already participated
in the project?
Did
it surprise you to see these countries participating? Explain.
What
states have participated already?
About
how many participants do you think are shown on the map?
When
you look at the map itself and the identified locations of the McDonald’s, do
you see a pattern or trend? If so, what?
What
do you think you will see when we look at the map again at the end of this
week?
Entry
Three:
Have
any new countries or cities been added to the map? If so, how many would you say have been added
since the beginning of the week?
Are
any of these countries a surprise to you?
Explain.
Are
there as many participants from the
When
you look at the map itself and the identified locations of the McDonald’s, do
you see a pattern or trend? If so, what?
What
do you think you will see when we look at the map again during week three?
Journal Entries –
Writing Prompts
(Teacher Note: Make
copies and place on overhead projector if not using LCD projector.)
Week
Three
Entry
Four:
Have
any new countries or cities been added to the map? If so, how many would you say have been added
since last week?
Now
that you have looked at the map three times, write a few sentences to summarize
the changes over the past week.
Are
there as many participants from the
When
you look at the map itself and the identified locations of the McDonald’s, do
you see a pattern or trend? If so, what?
We
will look at the map one more time during week four. What do you think you will see? Why?
What are you basing your prediction on?
Week
Four
Entry
Five:
Estimate
how many participants have contributed data based on the information on the
map.
Identify
something that you did expect to see and something that you did not expect to
see. Were you right or wrong?
Look
back over past journal entries and write a few sentences summarizing what you
have seen. (Analyze the data about the
map you have record in your journal.)
You
were asked in a previous prompt if you saw a pattern or trend. If you did, were you right?
Looking
back over your entries, do you now see a pattern that you did not previously
see?
Project: Big Mac
Final Project: Group Poster
Using
both sets of data and your answers on the calculation worksheets, create a
poster comparing the results of the data at the halfway point and at the end of
the project. Be sure to include all
graphs, calculations, and explanations.
Because there were ten questions, you should have at least ten answers
to compare. Don’t just give a numerical
answer – identify what that number represents and how it is related to Project:
Big Mac. Be sure to explain how your
answers changed over the past two weeks. Also, you will need to include your
answers to questions 11-13 somewhere on your poster. How you include your answers to these last
three questions is up to your group.
Your group poster will be graded based on the rubric attached.
Project: Big Mac
Poster Rubric
|
CATEGORY |
8-7 |
6-5 |
4-3 |
2-1 |
|
Title and Labels |
Title can be read from 6 ft.
away and is quite creative. All items of importance on the poster are clearly
labeled with labels that can be read from at least 3 ft. away. |
Title can be read from 6 ft.
away and describes content well. Almost all items of importance on the poster
are clearly labeled with labels that can be read from at least 3 ft. away. |
Title can be read from 4 ft.
away and describes the content well. Several items of importance on the
poster are clearly labeled with labels that can be read from at least 3 ft.
away. |
The title is too small
and/or does not describe the content of the poster well. Labels are too small
to view OR no important items were labeled. |
|
Required Elements |
The poster includes all
required elements as well as additional information. |
All required elements are
included on the poster. |
All but 1 of the required
elements are included on the poster. |
Several required elements
were missing. |
|
Content - Accuracy |
At least 13 accurate facts
are displayed on the poster. |
10-12 accurate facts are
displayed on the poster. |
6-9 accurate facts are
displayed on the poster. |
Less than 6 accurate facts
are displayed on the poster. |
|
Graphics - Relevance |
All graphics are related to
the topic and make it easier to understand. All borrowed graphics have a
source citation. |
All graphics are related to
the topic and most make it easier to understand. All borrowed graphics have a
source citation. |
All graphics relate to the
topic. Most borrowed graphics have a source citation. |
Graphics do not relate to
the topic OR several borrowed graphics do not have a source citation. |
|
Knowledge Gained |
Student can accurately
answer all questions related to facts in the poster and processes used to
create the poster. |
Student can accurately
answer most questions related to facts in the poster and processes used to
create the poster. |
Student can accurately
answer about 75% of questions related to facts in the poster and processes
used to create the poster. |
Student appears to have
insufficient knowledge about the facts or processes used in the poster. |
|
Mathematical Concepts |
Explanation shows complete
understanding of the mathematical concepts used to solve the problem(s). |
Explanation shows
substantial understanding of the mathematical concepts used to solve the
problem(s). |
Explanation shows some
understanding of the mathematical concepts needed to solve the problem(s). |
Explanation shows very
limited understanding of the underlying concepts needed to solve the
problem(s) OR is not written. |
|
Mathematical Errors |
90-100% of the steps and solutions
have no mathematical errors. |
Almost all (85-89%) of the
steps and solutions have no mathematical errors. |
Most (75-84%) of the steps
and solutions have no mathematical errors. |
More than 75% of the steps
and solutions have mathematical errors. |
|
Attractiveness |
The poster is exceptionally
attractive in terms of design, layout, and neatness. |
The poster is attractive in
terms of design, layout and neatness. |
The poster is acceptably
attractive though it may be a bit messy. |
The poster is distractingly
messy or very poorly designed. It is not attractive. |
|
Mechanics and Grammar |
Capitalization and
punctuation are correct throughout the poster. There are no grammatical
mistakes on the poster. |
There is 1 error in
capitalization or punctuation. There is 1 grammatical mistake on the poster. |
There are 2 errors in
capitalization or punctuation. There are 2 grammatical mistakes on the
poster. |
There are more than 2 errors
in capitalization or punctuation. There are more than 2 grammatical mistakes
on the poster. |
|
Use of Class Time |
Used time well during each
class period. Focused on getting the project done. Never distracted others. |
Used time well during each
class period. Usually focused on getting the project done and never
distracted others. |
Used some of the time well
during each class period. There was some focus on getting the project done
but occasionally distracted others. |
Did not use class time to
focus on the project OR often distracted others. |
|
Student Name:
________________________________________ |
Class
Discussion: Map Observations
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Understanding of Topic |
The student clearly
understood the topic in-depth and presented his information convincingly. |
The student clearly
understood the topic in-depth and presented his information with ease. |
The student seemed to
understand the main points of the topic and presented those with ease. |
The student did not
show an adequate understanding of the topic. |
|
Contributions |
Routinely provides
useful ideas when participating in classroom discussion. A definite leader
who contributes a lot of effort. |
Usually provides
useful ideas when participating in classroom discussion. A strong group
member who tries hard! |
Sometimes provides
useful ideas when participating in classroom discussion. A satisfactory group
member who does what is required. |
Rarely provides useful
ideas when participating in classroom discussion. May refuse to participate. |
|
Use of Facts/Statistics |
Every major point was
well supported with several relevant facts, statistics and/or examples. |
Every major point was
adequately supported with relevant facts, statistics and/or examples. |
Every major point was
supported with facts, statistics and/or examples, but the relevance of some
was questionable. |
Every point was not
supported. |
|
Respect for Others |
All statements, body
language, and responses were respectful and were in appropriate language. |
Statements and
responses were respectful and used appropriate language, but once or twice
body language was not. |
Most statements and
responses were respectful and in appropriate language, but there was one
sarcastic remark. |
Statements, responses
and/or body language were consistently not respectful. |
|
Student Name:
________________________________________ |
Class
Discussion: Forum Communications
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Contributions |
Routinely provides
useful ideas when participating in classroom discussion. A definite leader
who contributes a lot of effort. |
Usually provides
useful ideas when participating in classroom discussion. A strong group
member who tries hard! |
Sometimes provides
useful ideas when participating in classroom discussion. A satisfactory group
member who does what is required. |
Rarely provides useful
ideas when participating in classroom discussion. May refuse to participate. |
|
Understanding of Topic |
The student clearly
understood the topic in-depth and presented his information convincingly. |
The student clearly
understood the topic in-depth and presented his information with ease. |
The student seemed to
understand the main points of the topic and presented those with ease. |
The student did not
show an adequate understanding of the topic. |
|
Attitude |
Never is publicly
critical of the project or the work of others. Always has a positive attitude
about the task(s). |
Rarely is publicly
critical of the project or the work of others. Often has a positive attitude
about the task(s). |
Occasionally is
publicly critical of the project or the work of other members of the class.
Usually has a positive attitude about the task(s). |
Often is publicly
critical of the project or the work of other members of the class. Often has
a negative attitude about the task(s). |
|
Working with Others |
Almost always listens
to, shares with, and supports the efforts of others. Tries to keep people
working well together. |
Usually listens to,
shares, with, and supports the efforts of others. Does not cause
"waves" in the class. |
Often listens to,
shares with, and supports the efforts of others, but sometimes is not a good team
member. |
Rarely listens to,
shares with, and supports the efforts of others. Often is not a good team
player. |
|
Student Name:
________________________________________ |
Big Mac Project:
Journal Entries
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Mathematical Reasoning |
Uses complex and
refined mathematical reasoning. |
Uses effective
mathematical reasoning |
Some evidence of
mathematical reasoning. |
Little evidence of
mathematical reasoning. |
|
Completion |
All questions are
answered |
All but 1 of the
questions are answered. |
All but 2 of the
questions are answered. |
Several of the
questions are not answered. |
|
Explanation |
Explanation is
detailed and clear. |
Explanation is clear. |
Explanation is a
little difficult to understand, but includes critical components. |
Explanation is
difficult to understand and is missing several components OR was not
included. |
Project: Big Mac
Data Entry Directions
If at any time you have any questions, please
raise your hand and wait for your teacher’s help before continuing.
Part One: Price Information
1.
Go to http://homepages.bw.edu/~jgoodman/projectbigmac/ and click on the bar that says Students.
2.
Click on the link that says “Click here
to submit your data”.
3.
Using your completed Data Entry Sheet, fill in each field. (Note:
you must enter the price of your Big
Mac TWICE because it was priced in
American Dollars.)
4. After
you have filled in each field, click on the send button.
5. Raise
your hand before moving on. (Although
your teacher would like to tell you that you can close the
window, the project had not started when
these directions were written so she does not know what
happens next!)
Now,
you are ready to enter the location of your McDonald’s on the map provided.
Part Two: Map Location
1. Go
back to http://homepages.bw.edu/~jgoodman/projectbigmac/ and click on the bar that says Map.
2. Click
on the link that says “map of the
McDonald’s locations”.
3. We
are not creating an account, so you will need to follow the following
directions to log on.
1.
Click the log in link on the top left corner of the map page. Your screen colors will change to the
standard colors.
2.
Create
an account using the following information:
a.
E-mail
Address: bigmacmap@yahoo.com
b.
Password:
bigmac
4. After you have logged on, click on the “Groups” tab on the top of the page.
5. Select the “bigmacprices” under “My Maps”
by clicking on the picture of the hamburger.
6. You are now ready to enter the address of
your McDonald’s location.
1. Enter “McDonald’s” in the space provided to
the right of “Place Name”.
2. Enter the
address in the space provided. Because
you are entering an address in the United
States, it should be entered
in the following format:
“
3. Enter the
price in your local currency in the space provided next to “Description”.
4. Click on
the “
7. Click on “Log Out” on the top of the map page.
Congratulations, you have
entered your data!