Project Based Learning Statistics 2015

Name of Project:
Duration:
Subject/Course:
Teacher:
Grade Level:

College Education: Cost vs. Benefit

3 weeks
Statistics
Kristin Weber
11-12

Significant Content (CCSS and/or others):

CCSS.MATH.CONTENT.HSS.ID.B.6

Represent data on two quantitative variables on a scatter plot, and describe how the variables are
related.
Learning Target: I can create a scatter plot and describe how the variables are related.
CCSS.MATH.CONTENT.HSS.ID.B.6.A

Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use
given functions or choose a function suggested by the context. Emphasize linear, quadratic, and
exponential models.
Learning Target: I can fit a function (linear) to the data (if applicable) and use that function to solve
problems in the context of the data.
CCSS.MATH.CONTENT.HSS.ID.B.6.C

Fit a linear function for a scatter plot that suggests a linear association.
Learning Target: I can fit a linear function for a scatter plot using the process of linear regression.
CCSS.MATH.CONTENT.HSS.ID.C.7

Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of
the data.
Learning Target: I can interpret the slope and intercept of a linear model in the context of the data.
CCSS.MATH.CONTENT.HSS.ID.C.8

Compute (using technology) and interpret the correlation coefficient of a linear fit.
Learning Target: I can find and interpret the correlation coefficient of a regression line.
CCSS.MATH.CONTENT.HSS.ID.C.9

Distinguish between correlation and causation.

Learning Target: I know the difference between correlation and causation.
21st Century Competencies (to be taught and assessed):
Collaboration team contracts, team assessments
o Learning Target: I can create a team contract that incorporates all views/concerns of
my group.
o Learning Target: I can objectively assess my teammates on their collaboration skills
during the project.
Creativity & Innovation presentation creativity (use of technology resources to help with
presentation)
o Learning Target: I can create an engaging presentation that incorporates the use of
technology and meets the guidelines of the presentation rubric.

Communication oral presentation to classmates, public audience members

o Learning Target: I can create and present an oral presentation to my classmates and
public audience members.
Critical Thinking define the problem at hand, vet all possible variables in the problem and
analyze which of those variables is most important in determining the answer to the
problem
o Learning Target: I can define the problem to be solved and identify possible
variables to be analyzed.
o Learning Target: I can determine which variables are most important for me to
analyze to answer the problem of the project.

Project Summary (include student role, issue, problem or challenge, action taken, and
purpose/beneficiary):
The costs of a college education continue to rise in America. With student debt spiraling
out of control, the question Is the high cost of a college education really worth it? begs to be
asked. Its hard to argue with the fact that a college education will help a person earn far more
income over a lifetime than a person without a college education, but is there an argument to be
made for how much is too much to spend on college? Students will examine the costs of college
education and determine if a higher-cost education means a student will get a better
education. Students will have to define what better really means as a team during the entry
event into this project.
Driving Questions:
How can we, as statisticians, determine if a higher college
education cost correlates with a
better education?
How do we define a good education?
Entry Event: Video that talks about the cost of higher education; article that talks about the cost
of higher education
https://www.youtube.com/watch?v=ppZJ9vhWypc
http://news.yahoo.com/blogs/power-players-abc-news/is-college-worth-it---new-documentaryexplores-higher-education-costs-and-rising-student-debt-223233460.html
Products:
Individual
o Specific content and competencies to be assessed
Team
o Specific content and competencies to be assessed Teams will create a
presentation about the relationship between the cost of college and the value of
education received based on the data they have collected and analyzed. They will
also discuss the pertinent variables used in the calculations. All members will have
a part in the project, and each team member will complete a team member
assessment for every other member of the group. A portion of the grade will be
determined by each team members collaboration skills and contribution to the
group.
Public Audience (experts, audiences or product users students will engage with during/at end of
project): Student will present their public service announcements to their classmates as well as
counselors in the building so that if students have questions about applying to college (and the
costs/benefits associated with it) they will know which students are resources in the building for
those students.
Resources Needed

On-site people, facilities:

o Computers for research, graphing software
o UDL coach for tech training for students
o Counselors for college information
Equipment:
o Computers
Materials:
o Graphing calculators
o Team contracts
o Planning materials for teams
Community Resources:
o College reps to speak with on benefits/drawbacks to specific colleges (associated
with cost)
o Counselors in the school for interviews/resources of information about colleges

Reflection Methods (individual, team, and/or whole class):

Journal/learning log daily log of what the team accomplished/did that day; individual
reflection on the learning for that day turned into teacher
Whole-class discussion once a class period have a check-in period where students can
ask questions pertaining to the project; whole-class discussion at the entry event as well
as the public service announcement wrap-up.
Survey students may use this during their research if desired; teacher will use this at the
end of the project to obtain feedback from the students on what worked well/didnt work
well, things they would change/keep about the project, etc.
Resources:
http://money.cnn.com/tools/collegecost/collegecost.html
https://bigfuture.collegeboard.org/pay-for-college/college-costs/college-costs-faqs
http://www.collegeconfidential.com/cost-of-college/
http://www.npr.org/2014/03/18/290868013/how-the-cost-of-college-went-from-affordable-to-skyhigh
http://www.economist.com/news/united-states/21600131-too-many-degrees-are-waste-moneyreturn-higher-education-would-be-much-better
http://collegecost.ed.gov/
https://studentaid.ed.gov/prepare-for-college/choosing-schools/consider/costs
Entry Event Resources:
https://www.youtube.com/watch?v=ppZJ9vhWypc
http://news.yahoo.com/blogs/power-players-abc-news/is-college-worth-it---new-documentaryexplores-higher-education-costs-and-rising-student-debt-223233460.html