Students will be introduced to surveys, data collection, data presentation, and probability.
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Students will create a survey that includes their own formulated questions regarding aliens, belief, and evidence. These questions can range from the general, such as "Do you believe in aliens?", to the more specific, such as "If aliens exist, why haven''t we met them yet?". Students will explore the concepts of developing and implementing a project plan for the collection of data through surveys, using Survey Monkey or Google Forms. Following the link below (in Resources/Materials Needed), students will be provided some tips for best practices regarding creating a survey, and will be given class time in groups to craft their surveys. It is highly recommended that students share their work among other groups for peer feedback on their survey crafting.
Students will be given two to three days (preferably scheduled over a weekend) to administer their surveys to friends/family/other students or teachers in the school, and will compile the data into graphs and charts using Excel. They will then be given the opportunity to present their findings to the class, as well as attempting to draw some conclusions. Through prompts, have students examine how their results may have been affected by their use of language, if there are any ethical concerns, privacy issues, or what kind of costs would be associated with a wide-scale investigation into this topic. Explain to students the concepts of taking a sample versus surveying an entire population.
During the process of survey crafting, students will also be exposed to the concept of probability, and specifically the theoretical probability that aliens actually exist. Sharing the Popular Mechanics article is highly encouraged.
Through these activities, students will be exposed to the mathematics of probability and data, and how conclusions can be drawn from these different forms of evidence and information. Students will use technology to aid them in their work, and will experience what it is like to be a statistician gathering information and evidence, and drawing conclusions/making decisions with that evidence.
Students will be given two to three days (preferably scheduled over a weekend) to administer their surveys to friends/family/other students or teachers in the school, and will compile the data into graphs and charts using Excel. They will then be given the opportunity to present their findings to the class, as well as attempting to draw some conclusions. Through prompts, have students examine how their results may have been affected by their use of language, if there are any ethical concerns, privacy issues, or what kind of costs would be associated with a wide-scale investigation into this topic. Explain to students the concepts of taking a sample versus surveying an entire population.
During the process of survey crafting, students will also be exposed to the concept of probability, and specifically the theoretical probability that aliens actually exist. Sharing the Popular Mechanics article is highly encouraged.
Through these activities, students will be exposed to the mathematics of probability and data, and how conclusions can be drawn from these different forms of evidence and information. Students will use technology to aid them in their work, and will experience what it is like to be a statistician gathering information and evidence, and drawing conclusions/making decisions with that evidence.
Alberta Program of Studies:
- General Outcome - Collect, display, and analyze data to solve problems
- Specific Outcomes:
- Develop and implement a project plan for the collection, display and analysis of data by:
- Formulating a question for investigation
- Choosing a data collection method that includes social considerations
- Selecting a population or a sample
- Collecting the data
- Displaying the collected data in an appropriate manner
- Drawing conclusions to answer the question
- Describe the effect of bias, use of language, ethics, and cost on the collection of data
- Select and defend the choice of using either a population or a sample of a population to answer a question
- Develop and implement a project plan for the collection, display and analysis of data by:
Plans for Differentiation/Inclusion:
- Students may submit their graph/chart presentation as a written report to the teacher, or a multimedia submission if preferred
- Students may choose to not use SurveyMonkey for their surveys, instead opting for other survey creation software, or creating them by hand
- Be sure to provide extra support for ELL students, as data collection and probability incorporate a lot of language components
- Consider selecting the groups for the students, in case there is any concern that some students may work better (or worse) with certain other students
- As students will be using Excel spreadsheets to compile their data, they will have a breadth of options for visually representing their data, which allows for further differentiation
Assessment:
- Formative assessment:
- Students will be provided feedback throughout the process of crafting their surveys
- By working collaboratively, students will be able to gather peer feedback from their own group, as well as other groups should they choose to share their survey with classmates
- Summative assessment:
- Students will be assessed on their graphs/charts, and the conclusions they argue they are able to draw from them. The arguments will not need to be true, as long as the students present some form of evidence to backup their claims
- Students should be assessed as a group unless otherwise necessary
- Students will be assessed on their graphs/charts, and the conclusions they argue they are able to draw from them. The arguments will not need to be true, as long as the students present some form of evidence to backup their claims
Resources/Materials Needed:
