Lesson Plan | Active Learning | Research: Sampling

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

This stage of the lesson plan aims to establish the learning objectives that will guide the activities of students and the teacher. By clearly defining what is expected to be achieved, students can focus their attention on the practical activities in the classroom, which are the core of the flipped classroom method. Additionally, the objectives serve as evaluation criteria to verify students' understanding and mastery of the content.

Main Objectives:

1. Empower students to plan and execute a sampling survey, making an appropriate choice of sample selection type.

2. Enable students to differentiate and justify the choice between a sampling survey and a census survey in different contexts.

3. Teach students to calculate and interpret measures of central tendency in sampling surveys, reinforcing theoretical understanding with practical applications.

Side Objectives:

1. Develop critical analysis and argumentation skills regarding methodological choices in research.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students with the content they have studied previously, connecting it to real and practical situations that demonstrate the relevance of statistical studies in their lives. The proposed problem situations stimulate critical thinking and help students apply theoretical knowledge in practical contexts, preparing them for application activities in the classroom. The contextualization reinforces the importance of the topic, showing how sampling surveys impact real and everyday decisions, increasing students' interest in the subject.

Problem-Based Situations

1. Imagine you are responsible for conducting an opinion survey on the leisure preferences of students at your school. How would you decide whom to interview and how many people would be required to correctly represent the entire school? Consider that time and cost are limiting factors.

2. In an election, it's common to hear about 'exit polls'. How do research institutes decide whom to interview to form a representative sample? And why can these predictions sometimes be wrong?

Contextualization

The ability to conduct sampling surveys is essential in many aspects of modern life, from predicting election outcomes to evaluating the effectiveness of new medications. For example, during the COVID-19 pandemic, understanding how the virus spreads among different population groups helped implement more effective public health policies. Additionally, the use of samples in industry allows for more efficient and cost-effective product testing, ensuring quality before they hit the market.

Development

Duration: (65 - 75 minutes)

The Development stage is designed to allow students to practically and contextually apply the concepts previously studied about sampling surveys and measures of central tendency. Through group activities, they will have the opportunity to plan and execute a survey, collect and analyze data, and present their findings, reinforcing learning through practice. This section is crucial for consolidating knowledge and developing teamwork and critical thinking skills.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - The Great School Sampling

> Duration: (60 - 70 minutes)

- Objective: Develop skills in planning and conducting sampling research, in addition to applying concepts of descriptive statistics in data analysis.

- Description: Students will be divided into groups of up to 5 people and will be tasked with planning a sampling survey to identify the most popular games among the school's students. They should consider aspects such as class diversity, school size, and limitations of time and resources.

- Instructions:

• Form groups of up to 5 students.

• Identify which classes should be included in the sample (for example, classes from different grades).

• Define the sampling selection method (simple random, stratified, etc.) and justify the choice.

• Create a questionnaire with questions that help achieve the survey's objective.

• Simulate data collection with a fictional sample of 20 students, using practical methods like drawing lots or using a random number list.

• Calculate the measures of central tendency (mean, median, and mode) for the collected data.

• Prepare a presentation for the rest of the class, explaining the collection and analysis process, and discussing the results obtained.

Activity 2 - Flavor Mystery: Taste Survey

> Duration: (60 - 70 minutes)

- Objective: Practice the application of sampling research methods in a fun and relevant context for students, while reinforcing the understanding of measures of central tendency.

- Description: In this activity, students will investigate which ice cream flavors are most popular among the school's students. Each group will design its own sampling survey, considering aspects such as class representativeness and sampling selection methods.

- Instructions:

• Organize into groups of no more than 5 students.

• Choose which classes or groups from the school will be included in the sample.

• Decide on the sampling selection method and justify the choice.

• Develop a questionnaire that includes questions about ice cream flavor preferences.

• Collect data using methods such as direct interviews or online forms.

• Calculate the measures of central tendency for the collected data.

• Present the survey results, discussing the conclusions and limitations of the study.

Activity 3 - The Student Map: Geographical Analysis

> Duration: (60 - 70 minutes)

- Objective: Develop skills in data collection and geographical analysis, and apply concepts of descriptive statistics to describe behavioral patterns.

- Description: Students will use sampling research techniques to create a 'heat map' of the most frequented places by students during breaks. The activity involves collecting data from different areas of the school and applying statistical methods to analyze and visualize information.

- Instructions:

• Split into groups of up to 5 students.

• Choose the areas of the school to be surveyed (courtyard, cafeteria, library, etc.).

• Plan the data collection method that allows for a representative sample of these areas.

• Conduct data collection using methods like direct observation or motion sensors.

• Analyze the collected data to identify the most frequented areas.

• Use data visualization software to create a 'heat map' of the most popular areas.

• Present the map and discuss the conclusions with the class.

Feedback

Duration: (15 - 20 minutes)

The purpose of this feedback stage is to consolidate students' learning, allowing them to reflect on their experiences and share insights with peers. This discussion helps reinforce the understanding of the concepts of sampling research and measures of central tendency, as well as develop communication and argumentation skills. The collective feedback also provides the teacher with a more comprehensive assessment of students' understanding of the topic, allowing for adjustments or reinforcements in areas that may have generated more doubts.

Group Discussion

After completing the practical activities, gather all students for a group discussion. Start the discussion by recalling the objectives of the lesson and asking students how they applied the concepts of sampling research and measures of central tendency in their activities. Encourage each group to share their methodologies, results, and what they learned from the process. This moment is crucial for students to reflect on practice and discuss different approaches, strengthening collective learning.

Key Questions

1. What were the biggest challenges your group faced in planning and executing the sampling survey?

2. How did the choice of sampling selection method affect the survey results?

3. In what way did the measures of central tendency help clarify the collected data?

Conclusion

Duration: (5 - 10 minutes)

The purpose of this stage of the lesson plan is to consolidate learning, ensuring that students have a clear understanding of the discussed concepts and practical applications carried out. Additionally, it aims to reinforce the importance of the topic, encouraging students to perceive how the acquired knowledge can be applied in everyday situations, thus increasing relevance and engagement with the subject.

Summary

To conclude, the teacher should summarize the key topics covered in the lesson, recalling the concepts of sampling research, sampling selection methods, and measures of central tendency. It is important to recap the practical activities carried out, highlighting the creative solutions and challenges faced by students during the research execution.

Theory Connection

During the lesson, the connection between theory and practice was established through activities that simulated real research situations. Students were able to directly apply theoretical knowledge by choosing sampling methods and calculating statistical measures, which reinforced their understanding of the concepts and their practical relevance.

Closing

Finally, it is crucial to highlight the importance of studying sampling surveys and measures of central tendency in everyday life. These skills are essential in various fields, from making data-driven decisions to understanding scientific and social studies. Understanding these concepts empowers students to be more critical and informed in their personal and academic lives.