ALEX Lesson Plan


I'm Going to Design a "'STUD'y Muffin"

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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


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.

 Associated Standards and Objectives 
Content Standard(s):
MA2015 (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]
MA2015 (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]
MA2015 (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]
MA2015 (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]
MA2015 (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.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
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.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
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.

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


Additional Learning Objective(s):

 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)


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. 



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.


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.


1. Quick Write - Have students to briefly write how the studies are different and similar.


Assessment Strategies

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)


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.