Screens and Sleep

Big Idea:

1. When working with data, you usually organize or classify the data into meaningful categories.

2. There are always many ways to sort or organize the data.

3. To collect good first-hand data, you must decide what collection method is most suitable and how best to pose any questions required to collect the data.

Expectations:

• D1.2 collect data through observations, experiments, and interviews to answer questions of interest that focus on qualitative and quantitative data, and organize the data using frequency tables

• D1.3 display sets of data, using many-to-one correspondence, in pictographs and bar graphs with proper sources, titles, and labels, and appropriate scales

• Posing a real-life situation that requires the process of mathematical modelling and involves the collection, organization, representation, and analysis of data*

• C4 apply the process of mathematical modelling to represent, analyse, make predictions, and provide insight into real-life situations**

Students will be creating survey and collecting survey data using Google Forms (or another tool of your choosing).

Show the students this video to get them started on creating a survey in Google Forms:

Students will create a sample survey to practice the use of Google Forms.

Students will design a survey, collect data, and represent the data based on the question, “Does technology interfere with sleep?” Your class will already know how much sleep they get on average per night and whether or not this is in line with the recommended amounts based on the “Good Night’s Sleep” lesson.

Brainstorm possible questions that students could include in their survey. Some examples are:

• How many times a week are students on a screen before bed?

• What time do you stop using screens before bed?

• Do you sleep with a device in your room?

• How many hours are you on a screen each day?

• Do you use a screen first thing in the morning?

Throughout the research, have students fill out the following chart, that reflects the mathematical modelling process.

Students will create their Google Forms and share it with the class. They will also do their own independent research on screen time and sleep. If their findings indicate that screen time does affect sleep duration, set a goal of using screens less, repeat the survey, and see if there is an impact on sleep quantity.

Students will represent their research findings in graphs. Encourage the use of frequency tables, pictographs and bar graphs.

*For Distance educators, students can choose to create their graphs using this digital tool: https://nces.ed.gov/nceskids/createagraph/Default.aspx

Put students completed graphs up on a bulletin board. Have students complete a “gallery walk” of the graphs (without talking). Provide each student with post-it notes and a pencil. Challenge students to write a question on 3-5 graphs (similar to the data talk).

Use the following Bar Graph rubric to assess the completed graphs. Each student should have completed a bar graph (although they may have used other graphs in addition)

SEL Student Self-Assessment FRENCH / ENGLISH SEL Teacher Rubric