Data-Driven Advocacy

7th Grade Math | 10 Hours

Unit Summary: Students use proportional and statistical reasoning to discover transportation improvements that are most needed in their school’s neighborhood. They will use data created throughout the unit to create a flyer or social media post that advocates for a transportation improvement in their school’s neighborhood. 

The project covers all of the “Unit 6: Understanding Proportional Relationships” standards in the MNPS 7th Grade Math Scope & Sequence that are the major work of the grade. It also covers part of the “Unit 8: Statistics” standards.  The unit may be taught alongside Unit 6 to provide a real world context to learning or may be completed at the end of the year on its own.

Resource: MNPS Curriculum & Instruction

Universal Concept/Big Idea

Connectivity

Enduring Understanding

Well-planned physical connections allow us to access ideas, people, places, and resources.

Driving Question

How can we use data to advocate for more transportation options in our school’s neighborhood?

Materials 

  • For “Day 1: Transportation Challenge,” students will need access to a computer to map routes to common destinations on Google Maps.

  • For “Day 4: Neighborhood Mapping,” each group will need a large laminated neighborhood map, two computers, string, scissors, and markers or colored pencils for the activity. Contact the Civic Design Center for help printing the map.

Unit Preparation

  • For “Days 8-9: Flyer Creation,” groups will need plain 8.5x11 paper and markers or colored pencils (or computers if you prefer them to design their flyers on Canva.com).

  • For “Day 10: Advocacy Plan,” students will need access to computers to research information about a local Council Member and to draft an email using the template in Part 7: Advocacy.

Unit Overview

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Content + Standards

TN State Standards

  • 7.RP.A.2 Recognize and represent proportional relationships between quantities.

    a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

    b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

    c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t=pn.

    d. Explain what a point (x,y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0,0) and (l,r) where r is the unit rate.

    7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

    7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

    7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that

    random sampling tends to produce representative samples and support valid inferences.

    7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulate samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

Interdisciplinary Connections

  • Students will design a flyer with the data they have created to persuade city leaders and the community.

    7.VA.Cr1.B Develop criteria to guide art-making or design to meet an identified goal.

    7.VA.Cr2.C Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas

    7.VA.R1.A Analyze multiple ways that images influence specific audiences

  • Students will use data to create persuasive arguments for transportation improvements. Students will use mapping to analyze current transportation conditions in their school’s neighborhood.

    SSP.04 Construct and communicate arguments by citing supporting evidence to:

    • Demonstrate and defend an understanding of ideas

    • Compare and contrast viewpoints

    • Illustrate cause and effect

    • Predict likely outcomes

    • Devise new outcomes or solutions

    SSP.06 Develop a geographic awareness by:

    • Using the geographic perspective to determine relationships, patterns, and diffusion across space at multiple scales

    • Analyzing locations, conditions, and connections of places and use maps to investigate spatial relationships

    • Analyzing interaction between humans and the physical environment

  • Students will read and analyze infographics that incorporate data. Students will write an email to their Council Member advocating for their proposed transportation improvement.

    7.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.

    7.SL.CC.2 Analyze the main ideas and supporting details presented in diverse media formats; explain how this clarifies a topic, text, or issue under study.

    7.SL.PKI.5 Include multimedia components and visual displays in presentations to clarify claims and findings and to emphasize major points.

    7.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence.

    7.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; link to and cite sources; type a complete product in a single sitting as defined in W.1-3.

  • Students will measure the environmental impact of different modes of transportation.

    7.ESS3.2

    Engage in a scientific argument through graphing and translating data regarding human activity and climate.

Other Connections

  • This project is based on the real world issue of transportation in Nashville. Students will use proportional and statistical reasoning to dive into the pros and cons of transportation, public opinion, and the current conditions in their neighborhood. At the end of the unit, they will take action to advocate for their recommendation to city leaders and community members.

  • Students will simulate the work of transportation planners. They will also learn the role of Metro Council Members.

Skills

Learning and Innovation Skills (4Cs)

  • Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.

  • Demonstrate ability to work effectively and respectfully with diverse teams.

    Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.

  • Create new and worthwhile ideas.

    Develop, implement, and communicate new ideas to others effectively.

    Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

  • Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.

    Effectively analyze and evaluate evidence, argument, claims, and beliefs.

    Reflect critically on learning experiences and processes.

    Solve different kinds of non-familiar problems in both conventional and innovative ways.

SEL Core Competencies / “I Can” Statements

  • 1B.3 Utilizes interest to gain additional experiences toward mastery of a skill or concept

    1C.1 Identifies personal strengths and limitations as they relate to specific activities

    1D.2 Plans and develops an action plan to set and achieve short- and long-term goals

    3A.2 Recognizes multiple points of view or perspectives in a situation

    3B.2 Shares reasons for helping others

    3B.3 Identifies roles they have that contribute to their school, home, and community

    3B.4 Works collaboratively with peers to complete a job, task, or address a need

    3A.2 Recognizes multiple points of view or perspectives in a situation

    3C.2 Recognizes the similarities of different cultures and social groups

    4A.1 Practices reflective listening

    4A.2 Demonstrates ability to perform different roles in a cooperative group to achieve group goals

    5B.1 Identifies and applies the steps of systematic decision-making

    5B.3 Defines how external influences impact decision-making

Language Acquisition

Academic Vocabulary + Language

Domain-Specific Vocabulary: constant of proportionality, unit rate, proportion, proportional relationship, nonproportional relationship, ratio, percent of increase, population, sample, radius

Non Domain-Specific Vocabulary: infographic, diagram, transect zone, rural, urban, suburban, downtown, transportation mode, scale

Language supports/scaffolds for comprehension of content standards

Language acquisition will be scaffolded through group roles that allow varying levels of language ability, collaborative opportunities for assignments with language skill requirements, and visual representations of vocabulary words.

Reflection

Daily Reflection

Exit tickets and reflective writing activities will act as formative assessments of students’ progress in understanding how the math they are doing is important in advocating for a transportation improvement.

Summative Reflection

A summative reflection asks students to demonstrate mastery of the math that generated the data they used to create their flyer. In addition, students are asked to reflect on how math is a powerful tool in persuasion.

Copyright Information

Copyright Disclaimer

The Design Your Neighborhood curriculum is copyrighted and there are constraints to its use.

Please Do: copy this resource for your personal classroom use only, and post this for students on a password protected class website.

Please Do Not: reproduce or distribute this resource to other colleagues, post this on the internet in any form - including classroom/personal websites, network drives, or other sharing websites (i.e. Amazon Inspire, etc.), or teach this without the Nashville Civic Design Center’s notice.