The E.A.A.

Template: Engage, Assess, and Adjust

Arizona Christian University

Daily Lesson Plan

Topic: know the purpose and Standard: A2.S-IC.B.3 Recognize the

differences between
designed experiments,
sample surveys, and
observational studies
Materials: Math Book
purposes of and the differences between
designed experiments, sample surveys,
and observational studies.

Objective(s) for this Lesson: Students will read a situation and determine whether or not it is
a designed experiment, sample survey, or an observational study.

1. SWBAT define what a designed experiment, a sample survey, and an observational

study is.
2. SWBAT analyze the differences between a designed experiment, a sample survey, and
an observational study.
3. SWBAT evaluate why they use each different one in different situations.

Objectives Rewritten in Student-Friendly Language: Today I will be able to identify different

techniques of studies and explain why we use each one.

Opening Activity or Event (to activate prior knowledge):

Watch a video showing a public survey on what kind of ice cream people like the most.

Transition Statement from Opening Activity into Learning Segment or Chunk 1: Today, we
are going to learn how to differentiate and understand why we use designed experiments,
sample surveys, and observational studies.

Component Detailed Description

 Learning Segment or Chunk We will start off by reading each definition of the situations
1 and writing them down.

Students will be able to

identify each situation.

Check for Understanding 1 As I read different situations, the students will write down
which technique is being used.
White Boards

Learning Segment or Chunk We will talk about each situation and understand why each
2 one is different in their own way.

Students will compare and

contrast each situation.

Check for Understanding 2 The students will write down the similarities and differences
on each side for each situation.
Chart

Learning Segment or Chunk Students will be split into 3 groups and given one of the
3 situations. They have to tell each other why that specific way
of study is used.
Divide the class into 3 groups
and have them brainstorm
and state specific reasons
why their situation is used.

Check for Understanding 3 Each group will create a slideshow explaining their situation
and show the reasons on why that one is used.
Slideshow

We
Closure
will do Activity:
a quick survey to see We will do a quick survey to see if they can tell the difference
between each one. They must give evidence as to why that
 situation can be used.

Homework: Create a designed experiment (without doing it), sample

survey, and an observational study. This will show whether
or not they know when to use each one.

Remember to apply the Secret Sauce…

1. Is it fun? (Looking for emotional engagement)

2. How many students are involved? (Looking for behavioral engagement)

3. What is the level of Blooms/DOK? (Looking for cognitive engagement

Test Questions

1. The ordered pair (3,0) is found:

(a) on the y-axis.
(b) in the first quadrant.
(c)in the four quadrant.
(d) on the x-axis.

2. (-3, 7) is located in quadrant:

(a) I.
(b) II.
(c) III.
(d) IV.

3. Is (8,2) a solution of x-3y=6?

(a) Yes.
(b) No.

4. Does the graph of y=2x+3 pass through the origin?

(a) Yes
(b) No
5. What is the x-intercept for the line 5y=4x-20?
(a) 5,0
(b) 0,5
(c) - 4, 0
(d) 0, - 4