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## Lesson Plan

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This lesson provided by:
 Author: Tanika Garrett System: Bullock County School: Bullock County High School

General Lesson Information
 Lesson Plan ID: 33204 Title: I'm Going to Design a "'STUD'y Muffin" Overview/Annotation: This lesson is an introduction to help students see how people think and react to certain things. This lesson highlights the differences between observational study, experiment, and survey, including biased and unbiased statements.This is a College- and Career-Ready Standards showcase lesson plan.

Associated Standards and Objectives
Content Standard(s):

Local/National Standards:

NCTM Standards

• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

• understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each;
• know the characteristics of well-designed studies, including the role of randomization in surveys and experiment

Mathematical Practice Standards

• 3. Construct viable arguments and critique the reasoning of others.
• 4. Model with mathematics.
• 5. Use appropriate tools strategically.

Primary Learning Objective(s):

Students will be able to:

• develop an understanding of a study
• distinguish the different types of studies
• conduct an observational study, experiment, or survey

Preparation Information
 Total Duration: 31 to 60 Minutes Materials and Resources: Paper, Pencil, Poster Board, or Laminated paper Technology Resources Needed: Computer, Digital Projector (optional to present lesson) Background/Preparation: The teacher should have examples prepared of observational studies, experiments, and surveys. Also, the teacher should already have placed in the four corners of the classroom Observational Study, Survey, Experiment, and Undecided or Not Sure signs.

Procedures/Activities:
 BEFORE: 1. Quick Write - Briefly describe an experiment you conducted in science class.  2. Introduce the lesson by using one of the examples provided by the students from the Quick Write. 3. Provide an example of each type of study explaining the difference to students so they will be able to recognize the difference. DURING: 1. Jot Notes/Four Corners/Cooperative Groups - As each study is explained, have students write down examples of each.  2. Students then listen and/or read (for additional thought time) to make their decision(s).  3. As each scenario is read, students will then decide to which corner they will go. Encourage students to make their own choice and not follow. 4. Once they are in the corner/group of their choice, they will then discuss why they think it is that study and share out. Allow students to justify their choice from each group. If any students are in the Undecided corner, allow them to change their corner and choose another choice. 5. The teacher will then reveal the type of study. This process may be repeated as often as time allows. AFTER: 1. Quick Write - Have students to briefly write how the studies are different and similar.

Assessment
 Assessment Strategies There is an ongoing assessment while the students are participating in the Four Corners Activity.

 Acceleration: Check out I'm Going to Design a "'STUD'y Muffin" (Part 2) Intervention: Highlighted notes or pre-printed notes can be used for students who need extra assistance.
 Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems. Presentation of Material Environment Time Demands Materials Attention Using Groups and Peers Assisting the Reluctant Starter Dealing with Inappropriate Behavior Be sure to check the student's IEP for specific accommodations.