Survey Design and Analysis Business English Business Management& Administration Lesson Plan
Lesson Plan
Performance Objective The student employs appropriate research techniques to produce effective business communications. Specific Objective The student will be able to design, conduct, and analyze the results of a survey. Terms  Organize‐ to systematize.  Effective‐ adequate to accomplish a purpose.  Survey‐ A general view, examination, or description of someone or something.  Design‐ Decide upon the look and functioning of (a building, garment, or other object), typically by making a detailed drawing of it.  Conduct‐ Organize and carry out.  Analyze‐ Examine methodically and in detail the constitution or structure of (something, esp. information), typically for purposes of explanation... Time When taught as written, this lesson should take approximately 240 minutes to complete. Preparation
Preparation
TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed.  130.116 (c) Knowledge and Skills o (2) The student employs appropriate research techniques to produce effective business communication.  (D) Design, conduct, and analyze the results of a survey o (6) The student produces business documents using current and emerging technology. o (8) The student understands how to collect and use information in procedural texts and documents. o (10) The student uses elements of the writing process (planning, drafting, revising, editing, and publisher) to compose text. o (14) The student is expected to spell correctly, including using various resources to determine and check correct spellings. Copyright © Texas Education Agency, 2013. All rights reserved.
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Interdisciplinary Correlations: English‐English IV  110.34(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.  110.34(b)(17) Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.  110.34(b)(18) Students will write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.  110.34(b)(19) Students are expected to spell correctly, including using various resources to determine and check correct spellings.  110.34(b)(9)Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.  110.34(b)(13)Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Occupational Correlation (O*Net – www.onetonline.org/): Job Title: Green Marketers O*Net Number: 11‐2011.01 Reported Job Titles: Represents an occupation for which data collection is currently underway. Tasks 
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Analyze green product marketing or sales trends to forecast future conditions. Analyze the effectiveness of marketing tactics or channels. Conduct research on consumer opinions and buying habits and identify target audiences for green products, services, and technologies. Soft Skills: Writing, Critical Thinking, and Coordination Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation  Review and familiarize yourself with the terminology, website links, and any resource materials required.  Have materials and websites ready prior to the start of the lesson. References  Online survey website of choice Copyright © Texas Education Agency, 2013. All rights reserved.
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Instructional Aids  Lesson 2.02 Presentation  Lesson 2.02 Survey Design and Analysis Project Instructions  Lesson 2.02 Types of Survey Questions  Instructor Computer/Projection Unit  Websites listed in the References Section Introduction
The main purposes of this lesson are to help students understand how to design, conduct, and analyze the results of a survey. Ask: Do you know what a survey is? Ask: Do you know the purpose of a survey? Ask: Have you ever participated in a survey? Ask: Have you ever designed, conducted, or analyzed a survey? Say: The purpose of surveys varies as much as the different types of surveys that can be designed, but all surveys have one commonality—to gather information. Say: The key to an effective survey is understanding what kind of information you want the results to yield, and then designing a survey that will give you the best results. Say: By the end of this project, our goal is to give you practice and improve your understanding of how to design, conduct, and analyze a survey. Introduction
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Outline
Outline
During the 1st week of school, students will have created personal, possibly electronic, Word Walls. The method and location will be established by the instructor. These are listed on Page 3 of this document. You can determine if you would rather have each student complete his/her own survey, or you can double the number of required questions/responses. Use the file provided “Types of Questions” to help students see what types of questions are available to ask. Your requirements can be one type of question, or you can require a variety of types of questions. You can have students conduct the survey in class, or you can have them gather responses outside of class. Teachers should use whatever online survey method is preferred. Students can pick out three to five of the survey questions/answers, and then write a conclusion based on the results. I. Vocabulary/Personal Word Walls II. Introduction (Ask and Say) III. Ask students to determine the following:  Will you work with a partner or on your own?  What is the subject of your survey? IV. Designing the Survey V. Conducting the Survey VI. Analyzing the Survey Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
Summary
Application
Independent Practice Students will complete the following:  Determine if he/she will work alone or with a partner  Determine a subject for the survey  Design a 10‐question survey (using a variety of types of questions)  Conduct a 10‐question survey (either with classmates or outside of class)  Report findings of a10‐question survey  Analyze results of a10‐question survey Review
S
ummary
Review and Lesson Evaluation Review the lesson’s purpose and evaluate its effectiveness. Evaluation
Evaluation
Informal Assessment Any and all of the following can be used as informal assessments:  Check Personal Word Wall Documents  Survey Subject: was a subject selected?  Survey Design: was a 10‐question survey designed based on your standards?  Survey Conduct: did students gather responses from the required amount based on your standards?  Survey Analysis: did students analyze the results of the survey based on your standards? Formal Assessment  Survey Analysis Project (rubric provided). Enrichment
Enrichment
Extension  As the teacher, design a survey about this project and have students take your survey. Have them look at the results and then do a compare/contrast with their survey and your survey, or have them draw three conclusions to the results of your survey.  Have students find an online survey they can do on their own. They can email you the following information: 1) Survey Website Link, 2) Topic of Survey, and 3) Three questions from the survey. Copyright © Texas Education Agency, 2013. All rights reserved.
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Survey Design and Analysis Project Instructions Objectives: To give you practice in designing, conducting, and analyzing a survey. 
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Day 1: Decide whether or not you want to work on your own or with a partner, and then determine a subject for you survey. Day 2: Create survey questions. You will create a 10‐question survey and tally sheet based on the subject of your choice. Of the 10 questions, only seven can be “multiple choice‐one answer.” A sample of how to type up/write your survey is provided, as well as a document that shows different types of questions and the format of their answers. Day 3: Conduct Survey. You will gather and record information from 10 people. Day 4: Analyze Survey. You will choose three to five of your 10 questions to report and analyze results. Day 5: Revise/edit/submit in final document. Copyright © Texas Education Agency, 2013. All rights reserved.
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SAMPLE SURVEY Survey Topic: Ice Cream Survey Creators: John Smith and Jane Smith Question 1: Do you like ice cream? Resp # 1 2 3 4 5 6 7 8 9 10 Yes x x x x x x x x No x x Question 2: If you do like ice cream, what do you like most about it? Resp # Flavor x x 1 2 3 4 5 6 7 8 9 10 Texture x NA NA x x x Temperature x x Question 3: Rank the following ice cream flavors from best=1 to worst=5. Resp # 1 2 3 4 5 6 Vanilla Chocolate Strawberry 4 1 5 1 2 4 2 3 3 1 2 3 Cookies & Cream 5 4 2 Chocolate Chip Cookie Dough 3 5 1 4 5 NA NA Copyright © Texas Education Agency, 2013. All rights reserved.
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7 8 9 10 3 4 4 1 2 3 1 2 1 5 3 3 5 1 5 4 4 2 2 5 Survey Results and Analysis Question 1: Do you like ice cream? 8 yes 2 No Conclusion: Two of the ten people surveyed are lactose intolerant or allergic to dairy. Question 2: If you do like ice cream, what do you like most about it? 3=Flavor 3=Texture 2=Temperature 2=NA Conclusion: Of those surveyed who like ice cream, the top two reasons they like it the most are because of its flavor and its texture. Question 3: Rank the following ice cream flavors from best=1 to worst=5. Vanilla=3 Best, 4=In the Middle, 1=Worst Chocolate=2 Best, 6=In the Middle, 0=Worst Strawberry=1 Best, 6=In the Middle, 1=Worst Cookies and Cream=1 Best, 5=In the Middle, 2=Worst Chocolate Chip Cookie Dough=1 Best, 4=In the Middle, 3=Worst Conclusion: Of those surveyed who like ice cream, the majority liked vanilla the best and liked chocolate chip cookie dough the least. Copyright © Texas Education Agency, 2013. All rights reserved.
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Survey Design and Analysis Project: Types of Questions The following screen shots are samples of the types of questions you can ask (highlighted at left) and an explanation/sample of how to set up your question/answers. SAMPLE SURVEY Survey Topic: Ice Cream Survey Creators: John Smith and Jane Smith Question 1: Do you like ice cream? Resp # 1 2 3 4 5 6 7 8 9 10 Yes x x x x x x x x No x x Question 2: If you do like ice cream, what do you like most about it? Resp # Flavor x x 1 2 3 4 5 6 7 8 9 10 Texture x NA NA x x x Temperature x x Question 3: Rank the following ice cream flavors from best=1 to worst=5. Resp # 1 2 3 4 5 6 7 8 Vanilla 4 1 5 Chocolate 1 2 4 Strawberry 2 3 3 Cookies & Cream 5 4 2 Chocolate Chip Cookie Dough 3 5 1 4 5 5 1 4 2 NA 1 2 3 NA 3 4 2 3 1 5 Copyright © Texas Education Agency, 2013. All rights reserved.
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9 10 4 1 1 2 3 3 5 4 2 5 Survey Results and Analysis Question 1: Do you like ice cream? 8 yes 2 No Conclusion: Two of the ten people surveyed are lactose intolerant or allergic to dairy. Question 2: If you do like ice cream, what do you like most about it? 3=Flavor 3=Texture 2=Temperature 2=NA Conclusion: Of those surveyed who like ice cream, the top two reasons they like it the most are because of its flavor and its texture. Question 3: Rank the following ice cream flavors from best=1 to worst=5. Vanilla=3 Best, 4=In the Middle, 1=Worst Chocolate=2 Best, 6=In the Middle, 0=Worst Strawberry=1 Best, 6=In the Middle, 1=Worst Cookies and Cream=1 Best, 5=In the Middle, 2=Worst Chocolate Chip Cookie Dough=1 Best, 4=In the Middle, 3=Worst Conclusion: Of those surveyed who like ice cream, the majority liked vanilla the best and liked chocolate chip cookie dough the least. Copyright © Texas Education Agency, 2013. All rights reserved.
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Survey Design and Analysis
Content
Format
Survey Name (5 points)
Survey Creators (5 points)
10 Survey Questions (30 points)
Conducting of Survey (10 points)
Reporting Survey Results (10 points)
Survey Analysis (30 points)
Spelling and Grammar (10 points)
Total Points Awarded
Grade
0
0
0
You can give one minor grade for Content and one minor grade for Format, or you can take out the format grade completely and use your own method of grading.
You can give one major grade for the average of Content and Format.