Title: Problem Solving and Data

Madison Bex, Julia McClung, Gretchen Bless

Grade: 6
Overall Goal: To help students on how data can be used to solve real word problems, revising
the problem solving process through the lens of data analysis.

Standards Learning Objective Assessment

CSTA K-12 Computer
Science Standards
6-8.E.3 Analyze data from
investigations to determine
similarities and differences
among several design
solutions to identify the best
characteristics of each that
can be combined into a new
solution to better meet the
criteria for success.
Students will be able to: -by observing their
1. Use the problem responses on the
solving process to nearpod questions
answer a question
using data. -by observing their
2. Identify and collect responses on Kahoot
relevant data to help
solve a problem. -by observing them
3. Use data to draw research on the websites
conclusions. given
-by observing their
worksheets they
completed

Overview
In this lesson, students use the problem solving process from earlier in the course to solve a
data problem. After reviewing the process, the class is presented with a decision: whether a city
should build a library, pet shelter, or fire department. Students work in teams to collect
information on the Internet to help them decide what should be built, then use this information
build an argument that will convince the city council of their choice. They then map what they
have done to the problem solving process that they have been using throughout the course,
comparing the general problem solving process to its specific application to data problems.

Purpose
Students have spent the first half of the unit exploring how computers represent different types
of information, or data. In this lesson, they learn how data can be used to solve real word
problems, revising the problem solving process through the lens of data analysis.
1. Introduction (5 min)

We talked about different types of data, or information, that are stored on the computer. All of
these things are data, and they all helped us to solve a problem in our lives. Today, we’re going
to look at our problem solving process and how it can be used together with data to solve
different problems.

Infographic: Artifact about Problem Solving & Introducing Activity: Madison Bex
https://create.piktochart.com/output/33711579-new-piktochart

The goal of this infographic is for students to present information to the students to help them
realize that they use the Internet as an information resource to help them solve problems in their
own lives. The students should brainstorm why they go online.
Ask: When’s the last time that you looked for information on the Internet? Why did you need it?
Review: Review the problem solving process: Define, Prepare, Try, Reflect.
Explain the Activity: For this activity, we’re going to be experts hired by the Columbia, Missouri
City Council to give advice on what they should build in a new location. The city has the money
to build something near the Columbia Mall, but the council can’t agree on what the city needs
most. Some members want a fire station, others want an animal shelter, and others want a
library. Our job is to research data and use the problem solving process to help us make a
convincing recommendation to the council.

2. Main Activity (15 minutes)

Problem Solving with Data

Group: Put students into groups of 3-4

Introduce students to the scenario as explained in the infographic. You can choose a location
best for your classroom, or use the example location of the Columbia Mall in Columbia, MO.

Review: For this activity, we’re going to be experts hired by the Columbia, MO City Council to
give advice on what they should build in a new location. The city has the money to build
something near the Columbia Mall, but the council can’t agree on what the city needs most.
Some members want a fire station, others want an animal shelter, and others want a library. Our
job is to research data and use the problem solving process to help us make a convincing
recommendation to the council.
Hand out Problem Solving with Data - Activity Guide and let students know that they will be
working through it as a class.

**Students should understand that it’s not just about having an opinion about what should be
built, but to use data data to help decide what the city needs most.

Artifact: Julia Mcclung, Nearpod

https://share.nearpod.com/WelyUsothR

Define
Question 1 on Activity Sheet
Ask students to take a few moments to write down what the problem is, then allow them to
discuss with their group.
Ask the students to share out their responses.

Prepare
Question 2 on Activity Sheet
Now that we understand the problem, we need to decide what data will be useful to us.
Tell everyone to write down three types of data that might help you to decide what the city
needs the most.
Then introduce these sites to use for data collection if the students are struggling coming up
with Internet sites to use for their data collection:
● What libraries, fire stations, or animal shelters are in the area? (Google Maps)
● Are people happy with the existing services? (Yelp)
● How many people live in the city? How large is the city? (Wikipedia)

Question 3 on the Activity Sheet

Next tell the students to explore these websites and collect data from these websites and
questions above.

Students will use the Nearpod to share their data with the rest of the class. Groups may use the
shared data to fill out their reasoning on the worksheet.

Try
Question 4 on Activity Sheet
Once all the groups have shared their data, allow each group to decide what they think should
be at the location and fill out the chart with their reasons and data.
Make sure students understand that they are allowed to use the data from the whole class, and
not just that of their particular group. They should use at least two types of data to support their
decision.
Circulate: Support groups as they decide what should be built at the location. If groups cannot
come to an agreement, assure them that there is no "right" answer for this problem, but they
should try to figure out what they can support with two types of data.
Then have groups share out their decisions, as well as the reasons and data that support them.
Assure them that it's fine to have difference between and within groups.

**Students should understand and be comfortable with the fact that the decisions that we make
from data involve interpretation and prioritization. They should be able to support their decisions
using the data the class found.

**Even people with the same data can sometimes come to different conclusions. When you
make a decision with data, you have to know what the data means and what is important to you.

Reflect
Ask students to fill out the last portion of the worksheet.
Remind them that more data might help them make a better decision.

Data Problem Solving Process

Recap: We were able to use the problem solving process to help us make a decision with data,
but there were some parts of it that may have felt new.

**Students should note that the "Define" step of the process was very similar, but that "Prepare"
step asked students to Collect data, and the "Try" step asked them to Interpret data.
Write on the Board the four steps of the general problem solving process: Define, Prepare,
Try, Reflect. Then write the four steps of the problem solving process for data: Define, Collect,
Interpret, Reflect.
Explain to the Students: Even though we're using the same general problem solving process,
we do some specific things when we work with data.

3. Wrap Up (5 min)

Artifact: Kahoot- Gretchen Bless

https://play.kahoot.it/#/k/0894e1e8-0173-421e-a7f9-92393bb5b8ab

Take out a piece of paper: Ask students to think of a problem in their lives or community that
they might be able to solve with data. They should answer the following three questions:
(write them on the board)
● What is the problem?
● What data could help you solve it?
● Where could you find that data?

Resources / Artifacts:

Activity Guide
https://drive.google.com/open?id=1UpgynysbPrqsGEc0q-AI9C1ZAWRA5Wo1
Process Information
Problem Solving Process for Data.

Rubric

CATEGORY 4 3 2 1

Plan for Students have Students have an Students have Students have no
developed a clear idea of how they developed a messy clear plan for
Organizing
plan for organizing will organize the plan for organizing organizing the
Information the information as information. Some the information as information
it is gathered and students can it is gathered. AND/OR students
put into their final independently Some students can in the group
recommendation. explain this plan. independently cannot explain
All students can explain most of their organizational
independently this plan. plan.
explain the
reasons for their
recommendation.

Quality of Researchers Researchers Researchers, with Researchers, with

independently independently some adult help, extensive adult
Sources
locate 2 reliable, locate 1 reliable locate 2 reliable help, locate 1-2
interesting information information reliable
information sources for their sources for their information
sources for their recommendation. recommendation. sources for their
recommendation. recommendation.

Delegation of Each student in the Each student in the Each student in the One or more
group can clearly group can clearly group can, with students in the
Responsibility
explain what explain what minimal prompting group cannot
information is information s/he is from peers, clearly clearly explain
needed by the responsible for explain what what information
group, what locating. information s/he is they are
information s/he is responsible for responsible for
responsible for locating. locating.
locating, and when
the information is
needed.

Differentiation:

This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners,
students with mobility challenges, students on the autism spectrum, students with emotional or
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You
should address
1. Differentiation for ability levels
● High ability learners, low ability learners
- We could integrate the high ability students and low ability students so that the
students can grow and learn off each other and help each other. We could also give the
low ability students extra copies of the slides with the information on it so that they have
extra time to read the material. We could keep moving forward and ask questions in
discussion for the high ability learners.

2. Differentiation for demographics

● Gender, race, culture, and/or sexual identity
- For this differentiation in learners, we would make sure all students feel heard and
no one feels left out. Every student in the class should feel comfortable and feel heard
while learning this material. We would ensure that no child feels we didn’t include them
in the activities or singled anyone out. We would also integrate the students when
splitting them into groups for the activity.

3. Differentiation for languages

● ESL, EFL, ENL
- We would allow the students extra time who needed it to fully read the material and
understand it. If a student’s first language was not English, we would make sure they
understand the material by asking them if they have any questions and if they
understand what the material is saying. We can also integrate the students that don’t
speak as fluent English with students who do speak fluent English when doing the
activity to ensure they can understand the worksheet and the material to their full
potential.

4. Differentiation for access & resources

● Computers, Internet connection, and/or Wifi access
- If there wasn’t as good resources or access to technology, we would print off
handouts with the material from our slides on them to ensure the students learn the
material. We would also just ask our Kahoot questions in discussion and keep record of
the students’ points on the board. The activity could function without the technology but
might change slightly. We could tell the students to use their own reasoning for their
reasoning and data or do the activity together from the teacher’s computer projected
onto the board. We would carry out the discussion on the material and ask for volunteers
to discuss their opinions with the class.

Anticipated Difficulties:

This section should describe any anticipated difficulties this lesson may have and how you plan
on preparing for (or overcoming) those difficulties.
 - Any difficulties that we may face would be that the technology in the classroom fails and we
cannot use the smartboard or projector. We could face this difficulty by printing out handouts
from our slides to make sure the students learn the material. We can also ask the questions
from our Kahoot game out loud as a discussion and keep track of points on the board. The
activity would be similar, but we would not be able to search for data on the Internet. We could
make up our own reviews and data for the students and write it on the board for them to use
when making their recommendation to the council in the activity. We would continue discussing
the material and asking the students for their group’s recommendation to the council and share
it with the class.

- Another difficulty we may face is the students not engaging in the material. A way that we
could help this situation would be to give our own opinion of what the city should decide to build
in the city and ask the students if anyone agrees or disagrees and why. We want to show the
students that it is okay to share their opinions and that everyone should be heard. I believe this
would make the students feel more comfortable sharing their opinions and engage more in the
lesson.