|Lesson Plan ID:
I'm Going to Design a "'STUD'y Muffin"
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.
|MA2013(9-12) Precalculus||44. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. [S-IC1] |
|MA2013(9-12) Precalculus||46. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. [S-IC3] |
|MA2013(9-12) Precalculus||47. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. [S-IC4] |
|MA2013(9-12) Precalculus||48. Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. [S-IC5] |
|MA2013(9-12) Algebra II with Trigonometry||42. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). [S-MD7] |
|LIT2010(11-12) Reading Standards for Literacy in Science and Technical Subjects||3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. |
|LIT2010(11-12) Reading Standards for Literacy in Science and Technical Subjects||4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to Grades 11-12 texts and topics. |
|LIT2010(11-12) Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects||1. Write arguments focused on discipline-specific content. |
|LIT2010(11-12) Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects||2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|LIT2010(11-12) Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects||7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
|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
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
Paper, Pencil, Posterboard or Laminated paper
|Technology Resources Needed:
Computer, Digital Projector (optional to present lesson)
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.
BEFORE- Quick Write- Briefly describe an experiment you conducted in science class. Introduce the lesson by using one of the examples provided by the students from the Quick Write. Provide an example of each type of study explaining the difference to students so they will be able to recognize the difference.
DURING-Jot Notes/Four Corners/Cooperative Groups- As each study is explained, have students to write down examples of each. Students are then to listen and/or read (for additional thought time) to make their decision(s). As each scenario is read, students will then decide which corner they will go. Encourage students to make their own choice and not follow. 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. The teacher will then reveal the type of study. This process may be repeated as often as time allows.
AFTER: Quick Write- Have students to briefly write how the studies are different and similar.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
There is an ongoing assessment while the students are participating in the Four Corners Activity.
Check out I'm Going to Design a "'STUD'y Muffin" Part 2
Students who may need extra assistance, highlighted notes or pre-printed notes can be used.
Each area below is a direct link to general teaching strategies/classroom
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
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: