Baltimore County Public Schools
Department of Curriculum and Instruction
Concept
Unit Title
Theme Statement/
Enduring
Understandings
Essential
Question(s)
Suggested
Timeframe
Staff Teaching
Responsibility
Develop a research proposal
General Notes:
Teacher Note: This entire course will provide many of the lesson materials through the BCPS
independent research website. Students will need access to this website on a daily basis. See this
website at: http://www.bcps.org/offices/lis/researchcourse/steps.html.
Objective:
Standards
Alignment
Formative
Assessment
Digital Content,
Tools, and
Resources
Before Direct
Instruction
Inquiry is a framework for learning.
Research is a process.
How does a researcher generate and use sample groups?
Two periods, 45 minutes each.
Media Specialist/ Teacher
The teacher should keep in mind that this lesson includes suggestions for meeting the stated
objectives. The teacher should adjust the lesson based on the needs of his or her students;
however, all objectives should be covered.
Students will examine the sampling process in order to generate samples which are
representative of a larger population.
AASL Standards for the 21st Century Learner:
1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the
real- world connection for using this process in own life.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media,
digital) in order to make inferences and gather meaning.
AASL Standards for the 21st Century Learner:
Standard 2.0 - Learners use skills, resources, and tools to draw conclusions, make informed
decisions, apply knowledge to new situations, and create new knowledge. (2.0)
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis,
synthesis, evaluation, organization) to information and knowledge in order to construct new
understandings, draw conclusions, and create new knowledge.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular
areas, real-world situations, and further investigations.
2.3.1 Connect understanding to the real world.
Students will examine the attached research abstract and explain in a paragraph, which sampling
method would be most appropriate to use with that research project.
 http://www.bcps.org/offices/lis/researchcourse/develop_data_sampling.html#sampling_tools.
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Unit #, Lesson #
Lesson: Sampling
Review materials at:
http://www.bcps.org/offices/lis/researchcourse/develop_data_sampling.html#sampling_tools.
Review all other digital content identified above.
Need two sets of matching chips. Number the chips from 1 to N, where N is the class size.
Decide on the mix of colors. (see stratified sample below). Choose a sample size, n.
Materials:
o Student computers
o Student surveys
o Candy
o Chips identified above
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Summer 2010
Baltimore County Public Schools
Suggested Activity
Sequence:
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Department of Curriculum and Instruction
Drill – Direct students to the website below and direct them to read the introduction. After
reading, students will explain the reasons that sampling is used in research:
http://www.bcps.org/offices/lis/researchcourse/develop_data_sampling.html#sampling_tools.
Classroom Activity – Conduct a number of exercises used to represent different sampling
methods.
A. Volunteer sample: Ask for a few volunteers to answer a survey. After answering the
survey, reward the volunteers (ie with candy). The class becomes involved and students
hope to be selected.
B. Random Sample: From your bag of matching chips, select n. Since each chip is
numbered, you can announce color and number (or, you can use a calculator to generate
the random numbers). Have the students in the random sample answer the same survey
and give them the reward.
C. 1 in K Systematic Sample: Have students line up in numerical order in front of the room.
Choose k. From the first k students, chose 1 at random. (can use your matching chips if
sort them out ahead of time or can use calculator random number function). Have that
student step forward. Then have every kth student step forward. The selected students
will answer the survey and be given a reward.
D. Stratified Sample: Have students group according to the color of the poker chip. (the like
characteristic is chip color). As poker chips come in three colors, you will have three
strata. Randomly sample from each strata, using the matching chips. (As students are
moving into groups, you can sort your chips.) If you vary the size of the strata, you may
draw different size samples proportionately from each. Or, you may draw an equal
sample from each strata and find a weighted average. Once again, those sampled answer
the survey and are given a reward.
E. Cluster Sample: Have students group according to the color of the poker chip. Each
group is a mini-population. Randomly select one color. Give the survey and reward to
each student in that color group.
F. Multistage: Cluster followed by random sample.
Follow-up Activities
1. How many times were the individual students selected to answer the survey? (As they
took a piece of candy each time selected, they know.) Discuss the fact that some are
chosen frequently, others never. This happens in the world as well (i.e. jury duty)
2. Look at survey results for each type of sample. As a minimum, a frequency table can be
created for the categorical variable. (I divide the class into groups and give each group
one set of completed surveys. The results are summarized on the board.) The results will
differ from one sample to the other. Discuss the fact that statistics vary. As the groups
are working, I find the results for the entire population (the parameter). Compare the
parameter with the statistics. Reinforce that statistics vary and the parameter is fixed.
3. Stress the difference between stratified sampling and cluster sampling. This seems to be
the most difficult distinction for the student to make.
Formative Assessment: Students will examine the attached research abstract and explain in a
paragraph, which sampling method would be most appropriate to use with that research project.
Kathleen
Carino
Eastern Technical High School
Room - Library – Reference
Poster Session 7:45 – 8:15 p.m.
Research Question: How does stress relate to academic performance?
Statement of purpose: The purpose of this research is to study the correlation between stress
in high school students and their academic performance. How does stress caused by factors
such as pressure to do well in tests, finish college applications, and the like affect a student's
performance in school? Can stress actually be good for you? How much stress is too much
Unit #, Lesson #
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Summer 2010
Baltimore County Public Schools
Department of Curriculum and Instruction
stress?
Background: My desire to research this project stemmed from my interest in neurology so I
picked a research topic that would cover neurological topics such as how stress affects the
brain and as a consequence how this affects a person's learning ability as demonstrated by
their academic performance. Classes such as Anatomy and Physiology and AP Psychology
have provided me some background on the physiology of the brain and how stress affects it.
My participation in the Brain Bee has also increased my interest in doing further research on
the topic.
Significance: The topic is worth considering because the information gathered could be used
to assess and possibly re-evaluate how much stress is imposed on high school students. By
understanding how stress affects academic performance, school administrations can be
encouraged to provide ways in alleviating the stress the student’s experience, especially for
seniors. The information can also be used to promote a certain amount of stress in students if
it proves that some stress can be beneficial for students.
Differentiation
Suggestions
Unit #, Lesson #
Components
Content
Process
Product
Curriculum Resources
Brief Description
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Summer 2010