HOW HAS THE RISE OF THE MP3 AFFECTED THE MUSIC INDUSTRY? Music surrounds us every day. We find ourselves humming or drumming tunes that we just can’t get out of our heads. How often have you been caught with earbuds in class? How often have you asked your teacher if you may listen to music while completing a project or assignments in class? How often do you listen to music or watch music videos while completing homework or other household tasks? When was the last time you downloaded a song or bought a CD?
In this unit, we will explore the rise of digital music acquisition and its impact on the music industry.
LOGISTICS Unit Title: Tackle the Music Industry Grade Level: Middle Grades (6 – 8) Subject: Mathematics Duration: 5 – 7 days GOALS
A.National Educational Technology Standards for Students: The Next Generation (Cennamo, et. al., 2010, p. 14): 1.Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as means of personal or group expression. c. Use models and simulations to explore complex systems and issues. d. Identify trends and forecast possibilities. 2.Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. Develop cultural understanding and global awareness by engaging with learners of other cultures. d. Contribute to project teams to produce original works or solve problems. 3.Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students: a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information, sources, and digital tools based on the appropriateness to specific tasks. d. Process data and report results. 4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. Identify and define authentic problems and significant questions for investigation. b. Plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions. d. Use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship. 6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. Understand and use technology systems. b. Select and use applications effectively and productively. c. Troubleshoot systems and applications. d. Transfer current knowledge to learning of new technologies. B.National Council of Teachers of Mathematics Data Analysis and Probability Standards (NCTM, 2010):Data Analysis and Probability Instructional programs from prekindergarten through grade 12 should enable all students to 1.Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer themIn grades 6–8 all students should: a. Formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population; b. Select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatter plots. 2.Select and use appropriate statistical methods to analyze dataIn grades 6–8 all students should: a. Find, use, and interpret measures of center and spread, including mean and interquartile range; b. Discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatter plots. 3.Develop and evaluate inferences and predictions that are based on dataIn grades 6–8 all students should: a. Use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken; b. Make conjectures about possible relationships between two characteristics of a sample on the basis of scatter plots of the data and approximate lines of fit; c. Use conjectures to formulate new questions and plan new studies to answer them. C.Prerequisite Skills:Before proceeding with this lesson, students will be expected to know how to: 1. Plot points on a coordinate plane. 2. Input data into Microsoft Excel. 3. Represent data using pictures and graphs. 4. Use Microsoft PowerPoint or MovieMaker to create a multimedia presentation. D.Objectives:At the completion of this unit, students will be able to 1. Collect data from a variety of sources. 2. Create scatter plots with technology tools. 3. Understand the correspondence between sets of data. 4. Use Microsoft Excel to determine the line of best fit.
REFERENCES Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Music surrounds us every day. We find ourselves humming or drumming tunes that we just can’t get out of our heads. How often have you been caught with earbuds in class? How often have you asked your teacher if you may listen to music while completing a project or assignments in class? How often do you listen to music or watch music videos while completing homework or other household tasks? When was the last time you downloaded a song or bought a CD?
In this unit, we will explore the rise of digital music acquisition and its impact on the music industry.
LOGISTICS Unit Title: Tackle the Music Industry Grade Level: Middle Grades (6 – 8) Subject: Mathematics Duration: 5 – 7 days
GOALS
A. National Educational Technology Standards for Students: The Next Generation (Cennamo, et. al., 2010, p. 14):
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as means of personal or group expression. c. Use models and simulations to explore complex systems and issues. d. Identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. Develop cultural understanding and global awareness by engaging with learners of other cultures. d. Contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information, sources, and digital tools based on the appropriateness to specific tasks. d. Process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. Identify and define authentic problems and significant questions for investigation. b. Plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions. d. Use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. Understand and use technology systems. b. Select and use applications effectively and productively. c. Troubleshoot systems and applications. d. Transfer current knowledge to learning of new technologies.
B. National Council of Teachers of Mathematics Data Analysis and Probability Standards (NCTM, 2010): Data Analysis and Probability Instructional programs from prekindergarten through grade 12 should enable all students to 1. Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them In grades 6–8 all students should: a. Formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population; b. Select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatter plots. 2. Select and use appropriate statistical methods to analyze data In grades 6–8 all students should: a. Find, use, and interpret measures of center and spread, including mean and interquartile range; b. Discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatter plots. 3. Develop and evaluate inferences and predictions that are based on data In grades 6–8 all students should: a. Use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken; b. Make conjectures about possible relationships between two characteristics of a sample on the basis of scatter plots of the data and approximate lines of fit; c. Use conjectures to formulate new questions and plan new studies to answer them. C. Prerequisite Skills: Before proceeding with this lesson, students will be expected to know how to: 1. Plot points on a coordinate plane. 2. Input data into Microsoft Excel. 3. Represent data using pictures and graphs. 4. Use Microsoft PowerPoint or MovieMaker to create a multimedia presentation.
D. Objectives: At the completion of this unit, students will be able to 1. Collect data from a variety of sources. 2. Create scatter plots with technology tools. 3. Understand the correspondence between sets of data. 4. Use Microsoft Excel to determine the line of best fit.
REFERENCES
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
NCTM (2010). Data analysis and probability standard for grades 6-8. Retrieved June 26, 2010 from http://standards.nctm.org/document/chapter6/data.htm