Lesson Plan

Name: Maddie Duerr Date: 9/27/2018

Lesson Title: Citizenship and Mathematics (2
days)
LESSON JUSTIFICATION
What are you teaching?
This lesson will teach students how to design experiments and explain the methods used and
the biases that can appear. It will also look at how people represent themselves online and the
relationship between online and offline selves.
THE FOUR C’S
How are the four C’s incorporated into the lesson?
Communications is incorporated into this lesson in several ways. The main way is the
discussions in class. Students are able to share ideas, thoughts, and questions with each other.
They also have to communicate in the groups they are working in to design their experiment.
Collaboration is also a part of this lesson. Students are working in small groups to plan and
execute an experiment. They also must collaborate when creating the graph.
Critical thinking is incorporated in more ways than one. The first is in the discussions.
Students must think critically to answer the discussion questions. Secondly, students use
critical thinking skills when they are designing the experiments and comparing the results
from each group.
Creativity is incorporated by letting the students have some freedom when deciding on the
facts to ask about and how they would like to give the survey. The graphing process is also
creative because it lets students choose which type of graph to use and design it how they
would like.

In the Instructional Strategies and Learning Tasks the highlighted information are some places
where the Four C’s are incorporated into the lesson.
STANDARDS AND LEARNING OBJECTIVES
Standard Content Objective Assessment:
9.4.2.3 Student will be able to design Tool(s):
an experiment. Exit slip: Students will
Students will be able to create answer the following
a graph representing their questions before leaving
data. class:
Students will be able to  What did you learn
explain the impact of the about the way people
sampling method. represent themselves
Students will be able to online?
analyze the bias that is  What were some
present in the data. factors that could have
biased the data?
MATERIALS
Google form outline
Paper survey outline
Access to Social Media
Markers
Graph Paper or access to Create A Graph
ACADEMIC LANGUAGE
Vocabulary:
Experiment: A test that is conducted to study something. A way of finding out information.
Bias: Prejudice in favor or against one thing. Usually skews the results.
Sample: A selection taken from a larger group.
Sampling Method: The way that observations or data are selected from a sample. Examples
include random sampling and cluster sampling.
Time Instructional Strategies/Learning Task Differentiation
Day 1: Show students a webpage that has fake
10 minutes information on it, such as the Wikipedia page
James and the Pontoons, but do not tell the
students it is fake. Students will then discuss
whether or not they believe the article is real or
fake. Students are then asked to think about
what else is fake on the internet.
10 minutes Students are asked to explain what an Students will be given a
experiment is. They are then asked to define dictionary or a device to help
the following vocabulary words relating to them look up the definitions.
experiment: sample, sampling method, and
bias. Students will then be asked to discuss
how these two ideas, experiment and
truthfulness online, can be used together.
20 minutes Students will be placed in a small group of 2 or Students will be grouped in
3. In this group the students will be asked to threes or fours. Students can
create an experiment to look at the truthfulness also be given an outline
of their peers on social media sites. They will laying out all of the steps to
choose three facts that can be found online and the experiment for them.
create a survey or Google form to have their
friends and classmates fill out before class the
next day. They need to ask at least 10 people
who have a social media profile to fill out the
survey honestly.
10 minutes Students will be asked to think and discuss Students will be given the
what they expect the outcomes of their questions on a worksheet
experiments to be. They will answer the earlier in the class period to
following questions: be prepared for the
 What percent of people do you think discussion.
lie on social media?
 What are the factors that may cause
people to lie online?
 What benefits or risks does lying
online have?
Day 2: Students will have the results of their survey. Students will be given two or
5 minutes They will be asked to find the sample size of three options to choose from
their experiment and the sampling method for the sampling method.
 used. If they do not know which method was
used, have them do a little bit of research to
figure it out. Students may want to look at
Types of Samples.
20 minutes Students will use their choice of technology, Students will find the
cell phone, laptop, or the computer lab, to find information for one or two
the social media sites of the people they people surveyed instead of all
surveyed. On the sites, students will find and 10.
record the three facts that they asked on their
survey or form.
15 minutes After all of the data is collected from the social Each student will be assigned
media sites, students will work together in their a specific roll in the creation
groups to create a graph representing and of their graph. The group will
comparing the data they found online to the be assigned a specific type of
data they collected from the survey or form. graph to use.
Students are able to choose how they create
their graph and what type of graph they want to
use. They are able to use markers and graph
paper or an online graphing program such as
Create A Graph.
10 minutes Each group will display the graph to the rest of Students will be given the
the class. The students will be asked to questions on a worksheet
compare the graphs and the data found. They earlier in the class period to
will also look for patterns in the data. Students be prepared for the
will discuss the results of their experiment and discussion. The worksheet
their graphs by answering these questions: will include some patterns
 What did you notice about the people in that could be seen in the
your sample? Were they the same age? graphs and in the data.
In the same class?
 How could the phrasing of your survey
impact the results of the experiment?
Could we have asked the questions in a
different way or with different
wording?
Students can also go back to the previous
discussion on the risks or benefits and the
factors that cause people to lie online.
CLOSURE
As a closure, students will be asked to fill out an exit slip answering the following questions:
 What did you learn about the way people represent themselves online?
 What were some factors that could have biased the data?
Students will also be asked to think about how they represent themselves online and how that
affects how people see them. They should relate their thoughts back to the discussions had in
class.
Differentiation: Instead of writing out the answers to the questions, students will discuss the
answers with the teacher. The questions may also be asked to the students before the end of
class.