Concordia University Chicago College of Education

Teacher Candidate: Paul Horstmeyer Subject: Statistics Central Focus: Linear Interpretation: Correlation & Causation Grade Level(s): 12

Lesson Plan Design 2013

Date: 09/16/2013 Course for which the Lesson is developed: EDUC1070 Classroom Teacher: N/A Time allotted:

Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references

The Social Cognitive Theory, as presented by Bandura, best supports this lesson with the notion that students learn best when exceptional examples of what they are striving for are presented. In this lesson, the children are given examples of studies exhibiting correlation or causation, and the students will use the studies presented for a general format.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? 1. Students will often not be able to differentiate correlation and causation when applied to real-world example statistics problems. To address this, I will use two or three examples where this may occur, and point out the key phrases and information that indicate whether correlation or causation is involved.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.

Lesson Plan Design 2013

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson.

Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed. 1. One assessment tool will involve a short quiz, where each student will write out a definition of correlation and causation and examine 5 comparative studies and identify either causation or correlation. 2. After the quiz, In groups of 2-3 students, each group will create a mock study that features either correlation or causation, and then each will present to the rest of the class and explain the evidence for correlation or causation. (Graphs will be made on iPad if required).

1. CC.9-12.S.ID.9 Interpret linear models. Distinguish between correlation and causation.* CC.9-12.S.IC.3 Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.*

1. Students will be able to identify whether or not a statistical study suggests a correlation or causation. 2. Students will be able to differentiate and apply the terms correlation and causation as they apply in statistics.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: Show students a couple studies that exhibit a strong correlation (i.e. A dot-plot of the number of lemons imported from Mexico vs. the number of highway fatalities in the same year) and ask them if they think its causation (without using academic terms.) B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): I will tell them I am going to expect each of them to be able to not only identify between correlation and causation, but also to know the procedures and steps that help distinguish between the two.

C. Instructional Sequence: 1. Activity-Student response to a PowerPoint (or a similar software) presentation of a collection of statistical graphs suggesting correlation or causation 2. Reflective assessment- Ask students to form and propose hypotheses about the difference(s) between causation and correlation studies. 3. Summative Assessment- Have students in groups (3-4 students) create a fictional statistical report that suggests correlation or causation. Then, have the groups present the chart, following with a class response on whether it is causation or correlation. (Participation grade only). D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) There will be a participation grade connected with the small group activity, as every member in the group is required to contribute in one way or another, whether that be through the construction or actual speaking. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) The students will work on their mock-statistical study. The groups will be determined by grouping every 4 students alphabetically by last name.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) The objectives will be addressed by the students in the summative assessment, and the following the summative assessment, I will once again verbally address the importance of the understanding of the two terms and how they differ.

Lesson Plan Details Instructional Materials: Statistics Textbook

Use of Technology: Projector/ Smart board of introductory studies and graphs; Possible student iPad usage for constructing their graphs- If used, they will be uploaded and shown via the projector/ Smart board.

Safety in the Physical Environment: N/A

List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Causation; Correlation; Scatter plot

Academic Language Explain how the Academic Language is Describe the Evidence that Students know and scaffolded in the Lesson using Sensory, Graphic use Academic Language appropriately: and/or Interactive supports. The projects requirement of the academic The responses of the quizzes and the use of the language, and the definitions provided on the short language in the project will be clear indicators for quizzes are two ways in which the students are whether or not the students have an introductory required to integrate the academic language into grasp of the language. their own. Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.)

Diagnostic (Pre-): Informal- I will show various scatterplots of studies that may be causation or correlation, and will ask students their opinions on whether the relationship of the data sets suggest a direct connection (causation) or a coincidence (correlation), avoiding the academic language. This will assess the students starting comprehension with the idea of causation and correlation, and introduce it to them. These studies will be similar to the ones they will actually have, so it will informally prepare them. Formative: Formal- Will give each student a short 10 min. quiz which asks for a definition of causation and correlation, and the identification of 5 different
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

studies and whether each is either causation or correlation. This assessment will more formally reinforce the overall idea, while encouraging organic thought on the topic. Reflective: (Formal or Informal) Summative: The small-group, in-class project will assess the students collaboration skills, and require them to provide original thought and participation. The participation or lack thereof will be enough indication of each students comprehension. The project will have at least 5 criteria, including the same type of information given in the examples at the start of class. Each student must think of at least one criterion to address within their group, and this specific contribution will be mentioned by each at the presenting of the project. Also, the academic language must be used, and used correctly.

Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Within the small group activity, a student will cooperate with the other students and choose a job that best suits his or her strengths. So, the process for each student may vary to a degree, depending on the interests and strengths of each student. Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Students will be naturally differentiated based on their interest through the delegation of tasks for the small group project.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.