October 6th, 2014
Leah Maroni-Wagner
Lesson Plan (1 of 3)
Title of Lesson: Learning about & Drafting Surveys
Unit Title: Consumer Research Surveys
Library Teacher’s Name: Leah Maroni-Wagner
Date Lesson Is to Be Taught: October 7th, 2014
Grade Level: 11th & 12th Grade
Subject: Engineering
Time Frame: 1 (60 minute) Lesson
Location: Innovation Room
Standards for the 21st-Century Learner in Action:
1.1.7 Make sense of information gathered from diverse sources by identifying
misconceptions, main and supporting ideas, conflicting information, and point of view
or bias.
Dispositions to be taught in the lesson:
1.2.1 Display initiative and engagement by posing questions and investigating the
answers beyond the collection of superficial facts.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all
information.
Responsibilities to be taught in the lesson:
1.3.3 Follow ethical and legal guidelines in gathering and using information.
Self-assessment strategies to be taught in the lesson:
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and
adapt as necessary.
2.4.1 Determine how to act on information (accept, reject, modify).
Subject Related Massachusetts Curriculum Framework Strands with page numbers:
CCSS.ELAIntegrate and evaluate multiple sources of information presented in different
Literacy.RI.11- media or formats (e.g., visually, quantitatively) as well as in words in order to
12.7
address a question or solve a problem. (p. 52)
CCSS.ELAInitiate and participate effectively in a range of collaborative discussions (oneLiteracy.SL.11- on-one, in groups, and teacher-led) with diverse partners on grades 11-12
12.1.
topics, texts, and issues, building on others' ideas and expressing their own
clearly and persuasively. (p. 63)
CCSS.ELAIntegrate multiple sources of information presented in diverse formats and
Literacy.SL.11- media (e.g., visually, quantitatively, orally) in order to make informed decisions
October 6th, 2014
Leah Maroni-Wagner
12.2
and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data. (p. 63)
CCSS.ELAConduct short as well as more sustained research projects to answer a question
Literacy.W.11-(including a self-generated question) or solve a problem; narrow or broaden the
12.7
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation. (p. 59)
Essential Questions/Understandings:
a. What is the purpose and meaning of a survey?
b. What types of questions are used in a survey?
c. How can a survey be evaluated?
Goal or goals for the lesson:
Students will learn how to write a valid survey, and begin to draft their surveys of their target
population for the organizer project.
Objectives:
Students will be able to:
 Identify and distinguish different types of survey questions.
 Identify the main elements to be considered when writing a survey.
 Evaluate a survey by comparing the sample population, purpose, and types of questions.
Vocabulary or Key Words:
Sample Population
Quantitative Data
Qualitative Data
Open-Ended Questions
Close-Ended Questions
Multiple Choice
Scale (Likert)
Categorical
Rank
Leading Question
Double Barreled Question
Survey Validity
Materials or Resources Needed:
 Pencils
 Consumer Research 1st Draft Survey Worksheet
 Consumer Research Surveys PowerPoint
How the Lesson Is to Be Developed:
A.
Framing the Lesson:
Leah Maroni-Wagner
October 6th, 2014
Over the first quarter, the Engineering classes (in groups) will be designing an organizer
that will improve school life in some way. An organizer can take many forms; examples
from past years are a file organizing portfolio, a computer cable organizer and a wallet.
By the time this lesson will be taught, groups have already been created and each
selected a target population for their organizer (football players, Spanish teachers).
Now, the groups need to conduct research in order to discover what aspects of the
target population’s daily life need the most organization. To do this, students will create
questionnaires to survey their target population, and use the results to determine their
organizer. In this first lesson, student will learn how to create a survey and individually
write a first draft of their surveys.
B.
a.
b.
c.
d.
e.
f.
1.
a)
b)
c)
d)
e)
Itinerary:
Informal survey & introduction
What is the purpose of a survey?
What kinds of questions are used in a survey?
How do we evaluate a survey?
Writing your surveys
2.
Motivation:
This lesson is important for the students to learn survey research in an
alternative light, and also gain more personal insight into their target population.
Step-by-Step Outline
Welcome students into the Innovation Room, and have them find a seat and answer the
survey questions on the board in their heads. 3 minutes.
Introduction: introduce yourself, and briefly go through itinerary. 2 minutes.
Defining the purpose of a survey: before drafting a survey, the purpose should be clearly
defined so that it can guide the questions. Talk about this, connecting it to research
questions and research. Have the students individually write out three objectives for
their survey on the survey worksheet. 10 minutes.
Talk about the different types of questions, using examples. Call on students to give
examples as well. Go back to the first slide and ask students to identify the types of
questions. 5 minutes.
Go over the Do’s and Don’ts of survey questions. Go back to the first slide and identify
the flaws in the questions. 5 minutes.
For the rest of class have the students work individually write a first draft of the survey
using the survey worksheet. Before beginning, remind them to think about the purpose
and evaluate, that they will need to hand in the worksheet at the end of class, and that
Leah Maroni-Wagner
October 6th, 2014
in the next class they will come together to discuss (these reminders are also on the
PowerPoint; leave it up while they are working). If students finish early, have them go
on the iPads and conduct research on their target population. 35 minutes.
C.
Student Active Participation:
1.
Guided Practice:
Students will be called upon to identify different types of survey questions and evaluate
the validity of questions.
2. Independent Practice:
Students will writing the purpose of their survey, survey questions, and justifications for
each question.
D.
Student Assessment by the library teacher:
I will use their survey questions on the worksheets to find a demonstration of purpose
and validity.