INQUIRING MINDS WANT TO KNOW

KATHY PAYNE

INQUIRING MINDS WANT TO KNOW

                                              Grade Level:                      8th
                                              Length:                              3 to 5 Class Periods
                                              Topics Covered:                Survey Design
                                                                                       Data Collection
                                                                                       Organizing Data
                                                                                       Measures of Central Tendency
                                                                                       Predicting/Generalizing from Graphs
                                              Benchmarks:                      D.1, D.2, D.3, D.6

OVERVIEW

In this lesson students will design a survey to be conducted at school. They will collect and organize the data into tables and graphs for classroom presentations and make predictions base on this data.

EXPECTED OUTCOMES

The students will be able to design surveys; collect and organize data into tables, charts, and graphs; analyze data; and make predictions/generalizations based on data.

BACKGROUND INFORMATION

Prior to beginning project, students should be provided with opportunities to participate in surveys (magazines and internet are good sources). Teacher should discuss various components of the surveys, such as type of response required, clarity of questions, ease of tallying information, and methods of organization. Frequency tables, charts, and graphs from a variety of sources should be provided and opportunities to analyze and evaluate data should be given. Ideally, students will have worked in cooperative groups frequently enough to have become proficient in the group process.

MATERIALS

Students will need portfolios/folders (one for each group to be decorated by the group members and handed in for a grade) to hold surveys, tables, charts, graphs, list of each members assigned duties, and final predictions/generalizations.

PROCEDURE

The degree of teacher involvement in this project will vary according to level of students and time spent on the background activities. Steps given are for students who are proficient at skills listed. For less experienced students, the teacher may need to assign more specific tasks for each member and give more structured requirements for types of graphs and charts to be used.

Students assigned to groups of 3 to 5 members which must discuss and reach consensus on topic of survey. Students should seek approval of topic before continuing.
Students brainstorm survey questions, determine manner in which survey will be conducted, design survey instruments, discuss which type of data organization will be most feasible for this survey (i.e. frequency tables, charts, graphs), and divide group tasks equitably. Upon completion of this section, students must see teacher for approval in the following areas:.

                How many people will be surveyed?
                How will each member participate? Be specific.
                How will survey be implemented? (Multiple choice, fill in the blank, true/false,
                    questionnaires, verbal response, anonymously, etc.)
                Are survey questions clear and will they lend themselves to acceptable types
                    of graphic organization?
                If each member is conducting survey, how will you avoid duplication?
                How will data be collated, tallied, organized?
                How will you present your findings?
                What do you predict will be the results of your survey?

Students conduct surveys (one lunch period is usually adequate).
After surveys have been conducted, students organize data using tally sheets, charts, frequency tables, etc., as determined by survey, and choose most appropriate visual/graphic methods for presentation of data.
Students present survey results to class, explaining survey from point of conception to predicting/generalizing based on data collected.
Whole class will analyze each group survey for evidence of how statistics could be misleading.

ASSESSMENT

Typically, assessment can include cooperative, on-task behaviors, equitable assignment of tasks, and daily routines/independence levels. Rubrics can be used on final survey portfolios for inclusion of survey instruments, frequency tables, charts, graphs, and tally sheets. Points should be included for presentation, including eye contact, accuracy of information, following procedures, and appropriate predictions and generalizations.

EXTENSIONS

A natural extension of this activity would be to use graphing calculators for charts and graphs. Students should also analyze published survey results whenever possible to determine whether the statistics are deliberately misleading.