lesson+plan+1

POSSIBLE LESSON PLAN FOR STATISTICAL INVESTIGATIONS LEVEL 4


 * Lesson plan || Key ideas || Resources needed || Achievement objectives ||
 * Previous to starting unit: __Taking the survey__

[|Register] your class to do the survey. Allow a day for this to be confirmed.

Students to do the CensusAtSchool online questionnaire. [|CensusAtSchool home] This requires about 50 mins to collect measures and then about 15-20 mins to answer the questionnaire online.

Prepare the resources in the making measures document. This resource includes a lesson plan.

Collect student data cards in at the end of the lesson. These can be copied and used as a resource in the class in the introductory lesson.

Students go [|online] to complete the survey. They will need a registration code. || * Deciding on what the variable is for the survey question.
 * Deciding how to measure the particular variable.
 * Gathering the data by making the measures or finding the information needed.

[|online at] Needs station cards prepared.
 * I am able to plan to collect data about my variable(s)
 * I can gather data to use to answer my investigative question || Making measures document

Tape measures Rulers Data cards to write on || * determining appropriate variables and data collection methods
 * gathering multivariate category and measurement data ||
 * __Posing investigative questions__

Lesson plan (draft) [|posingquestionslevel4.doc]

What makes a good summary investigative question?
 * check that the **variable that is being investigated is clear** eg heights, fitness level etc
 * check that the **investigative question is general in format and allows for analysis to be made of the whole group** not just an individual eg what are typical heights...
 * check that the **group that is being investigated is clear** eg year 9 students in 9BA, this group of year 8 students
 * check that the **investigative question is able to be answered with the data you have** eg there is enough data and the variable being investigated is in the data set
 * is the **investigative question worth investigating,** that is, will the information obtained be useful to someone eg kiwi bird typical weights may be of use to DOC staff or other conservation groups

__Making displays using data cards__

Lesson plan (draft) [|usingdatacardslevel4.doc] || * posing investigative questions
 * initial look at making displays using data cards
 * initial description of displays
 * formalising what makes a good investigative question for summary situations


 * I am able to pose investigative questions to explore summary situations
 * I am exploring posing investigative questions to explore comparison and relationship situations
 * I am able to determine the variable(s) I want to explore for my investigative question

either copies of class data cards or made up sets from CensusAtSchool.
 * I am able to sort my data so that I can display it using graphs and tables
 * I understand the difference between category and measurement data || Data cards

Excel spreadsheet of data cards, blank data cards for students to fill in, variable cards. [|year9posing.xls]

Entire data set as a fathom file. [|year 9 posing.ftm] This has individual collections for the sets of four pages, so students can work with their group as data cards and then electronically using Fathom (or tinkerplots). || * conduct investigations using the statistical enquiry cycle
 * sorting, and displaying multivariate category, and measurement data to detect patterns and variations ||
 * __Analysis tools__

lesson plan (draft) [|analysistoolslevel4.doc] || * I understand the difference between category and measurement data [|gridstools.doc] || * sorting, and displaying multivariate category, and measurement data to detect patterns, and variations  ||
 * I know the different types of graphs I can use for category data
 * I am becoming familiar with the different types of graphs I can use for measurement data
 * I use "I notice" statements to describe features of summary graphs such as shape, spread, middle group and anything unusual || grid blanks to use
 *  communicating findings, using appropriate displays.
 * __Pulling it all together__

Using music as a theme. lesson plan (draft) || * I am able to pose investigative questions to explore summary situations download information from: [|music top 40]
 * I am able to sort my data so that I can display it using graphs and tables
 * I use "I notice" statements to describe features of summary graphs such as shape, spread, middle group and anything unusual
 * I can communicate my findings || Music top 40 data
 * I can communicate my findings || Music top 40 data

Suggest get album and/or singles sales from current month (4 weeks worth) and previous two-three years for same month. Depending on capability you can get a pdf printout which has album, singles, compilations, radio air play and other information. Reasonably rich data set.

Can also download the top 50 singles and albums back to 2000. || * conduct investigations using the statistical enquiry cycle
 * sorting, and displaying multivariate category, and measurement data to detect patterns and variations
 * communicating findings, using appropriate displays. ||
 * __Informal comparisons__

MUSIC Compare top 50 album sales across the years, top 50 singles sales across the years, compare top 50 album sales with top 50 singles sales by year. lesson plan (draft) [|musictop40annual.doc]

CENSUS AT SCHOOL Compare boys and girls using the data cards. Combine two groups of cards and separate the girls and boys. || * I am able to compare distributions visually from graphs download information from: [|music top 40] || *  comparing distributions visually
 * I can communicate my findings || Download the top 50 singles and albums back to 2000.
 *  communicating findings, using appropriate displays. ||
 * __Time series__

MUSIC Take a particular song or album and track its position on the music charts. REACTION TIMES Using [|sleeping sheep] or similar reaction time application track reaction time over 20-40 repeats. || * I can describe features of time series graphs such as the overall trend and any seasonal trends
 * I can communicate my findings ||  || * gathering, sorting, and displaying time-series data to detect patterns and trends ||
 * __Statistical literacy__ ||  ||   ||   ||