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, AZ
Show More
My Grades 3
My Subjects English Language Arts, Math, Science, Social Studies, Arts, English Language Learning
EdTech Mentor
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
discussion
forming arguments
writing
Math
addition
graphing
grouping
patterns
statistics
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