Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans
Font Color Part of the Project
Green Entire Project
Red Part 1 (Word)
Blue Part 2 (Excel)
Orange Part 3 (PowerPoint)

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual
students)
I will be teaching an AP Statistics course, which will have mainly 11th and 12th graders. Since this is an AP course for college credit,
the students will be of slightly above average intellect and they will have an above average background in mathematics.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
No one will be assisting me in this the assignment unless I have a student teacher. The students at the end of the project will be
giving presentations, so they will be teaching other students.

What is the long range goal(s) that is tied to this lesson?

This project will be a mid-term project. The project is designed to show how much the students comprehend from the first half of the
year. The project is planned to test the students on everything they have learned so far this year.

What is the specific learning objective(s) for this lesson?

The students will show their ability to create an unbiased survey that will be used to create data that is used to make statistics. They
will do this with the use of an internet survey creation site or using a word processing program.

Students will show that they learned how to process data and to create useful, fair statistics from that data. Students will also need to
make some graphs/charts for this data. Students must use Microsoft Excel or some sort of spreadsheet program to process the data
into useful statistics.

The students will take the statistics they create and analysis them in order to make some sort of conclusion. The students will then
using PowerPoint or some other presentation program, present what they have discovered and show it to the class. This will show
that the students are able to analyze data and make conclusion about that data.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
The skills that the students have acquired so far this year will be required. Also effective skills with Word, Excel, and PowerPoint will
be required.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)
I believe this lesson would be a learning maintenance lesson because this project is designed to see how much the students have
learned so far through the school year. The student’s goal during this project is to show and use everything they have learned so far
this year.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
This lesson will be completed over a 3 week period. One day per week will be allowed for the students to work on each stage of the
project, and another day will be given for the students to present a part of the project.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science
lab…) AND what materials will be needed?
This lesson will be presented in my classroom, so that the students will have access to a projector when they give their PowerPoint
presentations. One day I will allow the students to go a computer lab to work on their projects, maybe two days.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
This project is a mid-term project. This project shows that the students understand what has been taught to them so far this year.
The first part of the school year is just building a base for what will be taught the second half of the year.

How does this lesson relate to the PA Academic Standards?

Subject Area
Statistics and Data Analysis
Standard Standard Benchmark
Number/Target
2.6.11 A) Design and conduct an experiment using random sampling. Describe
the data as an example of a distribution using statistical measures of center
and spread. Organize and represent the results with graphs. (Use standard
deviation, variance and t-tests.)
B) Use appropriate technology to organize and analyze data taken from
the local community
F) Determine the degree of dependence of two quantities specified by a
two-way table.
G) Describe questions of experimental design, control groups, treatment
groups, cluster sampling and reliability.
H) Use sampling techniques to draw inferences about large populations.

Probability and Predictions
2.7.11 B) Apply probability and statistics to perform an experiment involving a
sample and generalize its results to the entire population.
D) Use experimental and theoretical probability distributions to make
judgments about the likelihood of various outcomes in uncertain
situations.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
This is a mid-term project, so ever lesson that has been taught to this date will need to be used in order to complete the project. This
lesson deals with future lessons because everything taught so for this year is just building a base for what will be taught in the future.
Without the ability to do what has already been taught, students will have difficulty solving more difficult problems and projects.

How will you determine if students have met the lesson objective? (Think assessment)
I will create a rubric for each section of the project. I will give these to the students at the beginning of the project so that they
understand what I am looking for from them and I will discuss the rubric in detail in class.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small
group activities, cooperative learning groups…)
The project will first be presented during an in class lecture. I will show the students examples of each stage of the project so that
they have an idea of what is to be done. I will then split the class up into groups, groups that I will choose, so that at least one person
in every group is proficient at using at least one of the three programs that will be used. I will then pass out the grading rubric and go
into detail about each stage of the project.

Lesson Planning
Waynesburg University
 Writing the lesson plan:
Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

Subject Area Standard Standard Benchmark

Statistics and Data Analysis
Number/Target
2.6.11 A) Design and conduct an experiment using random sampling. Describe
the data as an example of a distribution using statistical measures of center
and spread. Organize and represent the results with graphs. (Use standard
deviation, variance and t-tests.)
B) Use appropriate technology to organize and analyze data taken from
the local community
F) Determine the degree of dependence of two quantities specified by a
two-way table.
G) Describe questions of experimental design, control groups, treatment
groups, cluster sampling and reliability.
H) Use sampling techniques to draw inferences about large populations.

Probability and Predictions
2.7.11 B) Apply probability and statistics to perform an experiment involving a
sample and generalize its results to the entire population.
D) Use experimental and theoretical probability distributions to make
judgments about the likelihood of various outcomes in uncertain
situations.

Lesson Objective(s)
(Stated in observable and measurable terms)
Students will show their ability to make unbiased and fair surveys and use them to collect data that can be used for analysis.

Students will be able to show their ability to take raw data and turn it in to usable statistical information. Students will also be able to
create charts and graphs from this data, which will be used to better illustrate their research.

Students will be able to show their ability to analyze data and make conclusions on that data by giving a presentation their findings to
the entire class.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
A rubric will be made for each stage of the project. The rubric will be gone over in detail with the entire class before the project
begins. Students will have the ability to ask questions about the rubric or how they will be graded anytime during the project.

Materials:
Computer
Calculators
Internet
Microsoft Word or word processing programs
Microsoft Excel or spreadsheet
Microsoft PowerPoint

Inclusion Techniques for Students with Special Needs:

Every effort to include students with special needs will be taken into account so that they are not left out of this project. If a student
has a problem with a specific part of the project, say using PowerPoint, the student will be placed in a group that has other students
that are proficient with that program, so that the student may become more comfortable with the program.
Enrichment Techniques:
This is an AP course, so it is a college based course in high school which in itself is enrichment. If a student or two requires even
further enrichment, the teacher will put these students into a group and add an extra part to their project. This will increase the
difficult and hopefully also increase the enjoyment of the project for them as well.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):
Students will be given in class time to work on this project. The teacher will take them to a computer lab at least once during this time
so that students will be able to work on the computers. The teacher will also set it up for students to be able to come in after school
is over to work on their projects if they are unable to do so outside of school.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Before the teacher introduces the project to the class, there will be an in class discussion about what the students have learned so far
this year. The teacher will write what topics the students can come up with on the board and ask the students if they can go into any
kind of detail about it topic. The topics the students forget to mention, the teacher will add on at the end of the discussion. The
teacher will then go into detail about the project and then separate the students into their assigned groups, which are created by the
teacher.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
• Ask students to state what they have learned so far this year, and to give brief explanation of what each thing is

• Write the topics the students state on the board

• Write the topics the students do not mention on the board once students are out of ideas, and give brief explanation of each.
Substitute teacher will be given a list of all topics students should mention
• Teacher will go into detail about the mid-term project.
• Class will be divided into groups, groups that the teacher created
• Teacher will pass out grading rubric for all 3 stages of the project
• Teacher will show an example of a correctly done survey that was made in a word processing program.
• Teacher will show an example of how the data the students will find will be turned into useful statistics using a Excel or
spreadsheet program
• Teacher will show an example of what a correct PowerPoint presentation will look like for this project.

Guided Practice/Independent Practice/Assessment Activities

The teacher will give a guided demonstration of the entire project when the teacher presents it to the class. The teacher will show an
example of each stage of the project when it is done correctly.

After the teacher finishes showing the class what is to be expected from the students, the teacher will allow the students time to talk
among themselves in their groups about what they will do for their project. The teacher will also allow one class a week to the
students to work on their projects in class.

After each stage of the presentation, the teacher will fill out a rubric for that stage of the project. Once the entire project is complete,
the teacher will pass back each rubric for each stage to each group.

Closure:
Once the presentations are over and the project has been completed, the teacher will pass back the students grades. The teacher will
then hold another in class discussion asking the students what they learned from the project, what they felt was easy about it, what
was hard, and any other comments they had about the project. The teacher will then will give an outline of what is going to happen in
the class the rest of the year.