Lesson Plan

The Tragedy of the Titanic

Students decipher a data set to learn more about the attributes of the passengers on the Titanic.
Jennifer V.
Classroom teacher
Gallego Basic Elementary School
Tucson, United States
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My Grades 3
My Subjects English Language Arts, Math, Science, Social Studies, Arts, English Language Learning
Objectives

Students will be able to...

Day 1:

  • differentiate between data sets filtered by one attribute and data sets filtered by two attributes
  • state specific, accurate observations about simple data sets (one attribute)
  • generate hypothesis about what they observe in the simple data sets
  • generate questions that could be used to research the hypothesis

Day 2:

  • state specific accurate observations about two attribute data sets
  • generate hypothesis about what they observe in the two attribute data sets
  • justify the mathematical reasoning behind their hypothesis
  • begin to critique the mathematical reasoning behind the data set based hypothesis of peers
Subjects
English Language Arts
Math
Social Studies
Grades 3 – 5
All Notes
Teacher Notes
Student Notes

1 Hook

Ask students to jot down a few thing they know about the passengers on the Titanic and a few things they want to know about the passengers. Time permitting, have them turn and share with a partner.

Show a clip from the Youtube video, “People Who Died on the Titanic”. (Suggestion for younger students:I start it at 23 seconds to avoid images of dogs and let it run for about one minute).

Give them 2-4 silent minutes to write down observations or questions. Have students confer with a partner or small group for another 4 minutes and then ask students to report out a few of their observations and questions. Record them in a projected Google Doc under the categories:

  • observations 
  • unanswered questions
  • vocabulary

 

2 Direct Instruction

Tuva Labs
Free, Paid

Note: The dataset is labeled as Titanic Survivors but that is incorrect, as it includes all passengers.

Day One:

While projecting onto a screen, talk through creating a one attribute dot plot with passenger class on the y-axis.

  • Share an observation about the dot plot.
  • Ask students to (silently) think and then share out a few of their observations.
  • Model asking a question about one of the observations.
  • Ask students to ask a few questions.
  • Show students where the (triple bar icon, top menu) button is to turn on the count and percentage option.
  • Turn on the count button.
  • Refine an earlier observation based on the numbers.
  • Ask students to think and then refine an observation based on the numbers.
  • Repeat for refining questions.
  • Depending on the mathematical capabilities of the class, turn on the percentage feature as well.

Day Two:

While projecting onto a screen,demonstrate how to create a two-attribute dot plot with passenger class on the y-axis and survived on the x axis.

  • Students will(silently) think and then share out a few of their observations.
  • Ask them how they could make these observations more accurate/specific.
  • Encourage students to ask a few questions.
  • Support them in refining their questions.
  • Use count and or percentage functions.

3 Guided Practice

Tuva Labs
Free, Paid
Google Drive
Free, Paid
Day One:

Confer with students as they sort passengers by either “sex” or “survived”.

Students use paper notebooks or Google Docs to:

  • record an initial  observation  about the sex or survival numbers of Titanic passengers
  • refine the observation with specific mathematical data
  • record a question about the observation

Day Two:

Confer with students as they sort passengers by sex, survived. Students use paper notebooks or Google Docs to:

  • record two observations  about the sex and survival numbers of Titanic passengers
  • refine the observations with specific mathematical data
  • record three questions about the data

4 Independent Practice

Tuva Labs
Free, Paid
Google Drive
Free, Paid
Day One:

Students work independently, with a partner, or in small groups to complete an additional one-attribute sort. They follow the procedure outlined above and record: Pie charts work well if they want an option other than the dot plot.

  • original and mathematically refined observations about the data set
  • questions about the data set
Day Two:

Students work independently, with a partner, or in small groups to complete an additional two-attribute sort. They follow the procedure outlined above and record:

  • original and mathematically refined observations about the data set
  • questions about the data set

5 Elementary Writing in Math and Social Studies

Google Drive
Free, Paid
Day 3 and 4:

Students make an overarching statement about their observations of the data sets and write a paragraph with at least 4 specific details that support that overaching statement.

Optional: They may write a second paragraph about how the data analysis changed their thoughts about the Titanic tragedy, what questions they have now, and how data might possibly help them answer these questions.

6 Presentations

Activity: Other — Presentations, Reading, and Self and Peer Assessing

Students present their final analysis to the class in one of the following forms:

Google Slide presentation

written presentation

oral presentation

Students evaluate themselves and peers based on:

  • sentence fluency
  • paragraphs have a clear topic sentence
  • paragraphs have mathematical details that support the topic sentence
  • details are based on the chosen data sets
  • students state facts, not opinion, in the initial data analysis paragraph