SIOP Lesson Plan EDU321: Introduction to Serving English Language Learners February, 25 2013 SIOP Lesson Plan Using Random Sampling To Make Inferences About A Population. Charles R. Lovvorn Prior Lesson: Understanding Sampling Statistics Standards: CCSS. Math. Content. 7. SP. A. 1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. CCSS.
Math. Content. 7. SP. A. 2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. ELL Standards: Utilizing TN State standards grades 3-12; http://www. tn. gov/education/ci/esl/doc/ELL_Standards. pdf Focusing on L. , L. 1. 3, R. 3, R. 3. 3, W. 1, W. 1. 4, S. 1, S. 2, S. 3 Objectives Content: Students will interpret data and apply it to mathematic principals to draw conclusions about a population using sampling data. Language 1. Speaking and Listening: Students will be required to work in groups and participate in classroom discussion of materials as well as listen to verbal direction from the teacher. 2. Reading: Students will be required to read and understand written directions and apply formula to written data. 3. Writing: Students will be required to make inferences about knowledge gained on population.
Learning Strategies: Following instructions, working with others, and applying formula to data. Materials 1. Worksheet with questions and multiple choice answers and space for written word answers. 2. 3 Worksheets with data on 3 different populations. 3. Overhead of each of the 3 data worksheets 4. Differentiated worksheet to help simplify some of the questions. Key Vocabulary: population data, formula, percentage, conclusion Motivation Students will compare populations to population data and use a formula to determine which population data is relevant to the question. By applying the formula students will gain knowledge of statistics.
Keep students on task and working with their groups to solve questions pertaining to their data. Presentation Inform the students of the day’s lesson. Demonstrate the formula’s needed to complete the assignments. Divide the students into groups of 3 (trying to match each group with equal mixture of Beginning, intermediate, and advanced students). Pass out all materials needed. Proceed with demonstration of how to complete the assignment. Lead the class to the first set of questions and have each group one at a time stand and read the questions aloud to the class; then allowing students time to work on the questions relevant to that part.
Differentiated instruction might include different worksheets for different levels of students as well as restructuring of groups to allow children of differing skill sets to take advantage of the instruction. Practice Ask the student’s in-between each series of questions to nominate a group member to come to the front of the class and describe how their group came to their conclusions. Each child will eventually come up front and address the class. To make adjustments for ELL’s color code the formulas needed and match them with the data and questions to aid in recognition. Example; the formula would be Total Population / Number participating = Percentage of the population. The question would read “In the town of Elk Ridge there are 1,234,315 residents; the survey asked questions of 3,123 residents; what percentage of the population does this sample size represent. ) Differentiated instruction might include more extra worksheets designed to help lead ELL’s int eh right direction by more simply defining the questions. Review Go back over the formulas and the worksheets answering any questions needed.
Have the class reread the formulas and then lead them reflect on what they have learned today and write it in a daily journal; making the lesson personal to each student letting their own experiences help them to understand. Provide additional instruction were needed here to help students fully understand the concepts of this lesson. Wrap-up Ask the students to share their journals and discuss what they learned with the class. This allows students to share their personal learning experiences with the class so that others may benefit from the knowledge acquisition culture of each student.
This also allows students to be exposed to more English practice by speaking and reading their own words and listening to others. Homework Provide homework along similar task lines utilizing the skills built by this exercise. Follow-up lesson Ask the student on the following day to define the terms population data, formula, percentage, and conclusion. Reference: Echevarria, J. & Graves, A. (2011). Sheltered content instruction: Teaching English learners with diverse abilities (4th ed. ). Retreived from: http://online. vitalsource. com/#/books/9781256079798/pages/29121164