Making Inferences Lesson Plan

Teacher Name:Ryan Bowen

Grade: 9th

Target Content/Lesson Topic:Making Inferences

Date:5/11/2022

This lesson is for a(n) ___x_ whole class _____ small group _____ individual

Planning
Essential Question Why do we collect statistics?
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies and
skills necessary to accomplish the
deeper learning in the standard?
Sequencing This lesson would be the 3rd in a 3 part series of lessons dealing with
- How does this lesson fit into the statistics: how to make inferences using a data set
larger unit of study?
- Focus on a logical/hierarchical As this is the third lesson in the series, it will assume students the basics of
sequencing of skills (e.g., main ideas statistical models and finding trends as they were discussed in the previous
before details, similarities before lessons
differences).
State Learning Standards
List the complete, relevant grade- M.SP.IC.A.1 Understand statistics as a process for making inferences about pop
level standard(s).
random sample from that population.

Learning Target(s) and Learning Students can create inferences from analyzing data sets
Objective(s)
- Choose your learning target(s) and
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of the
lesson).
- Be sure they are stated in
observable and measurable terms
 (e.g., ABCD+T).
Grouping Students will be asked to complete activities either individually or in small
Describe how and why students are groups
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy N/A
Does this lesson involve co-teaching?
If not, state N/A. If yes, identify the
co-teaching model and what role
each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching
Differentiation Content: Students may choose a different blog to analyze so long as it
Describe how you will meet school appropriate and covers the topic covered in class (making inferences
individual students’ needs by
adjusting the content, process, Process: students can choose to work individually or in small groups
product, and environment based on
their readiness, interests, and learning Product: Students may choose to type or handwrite their analysis of the
preferences. blog post

Environment: Students may choose the area of the classroom

they would like to work in.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

Accommodations and/or Modifications Required for Students in Special Education (Add

rows as necessary.)

Student(s) Required Accommodation/Modificatio

Supports for English Language Learners (Add rows as necessary.)

 Student Necessary Supports (e.g., Sheltered English strategies, g

Formative Assessment
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment
How will students demonstrate
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
Assessment
The teacher will monitor student progress through observing students
discussions on the blog post; the teacher will also walk around the room as
students work on their analysis to further gauge their grasp on the material.
Students will demonstrate their ability to make predictions and determine the
validity of a prediction
Check list:
Students can make an inference from a data set
Students can debate whether or not an inference is valid
Students understand inferences can be misconstrued
Students will demonstrate mastery of the material through their creation
of their own blog post which will be completed by the end of the unit
The topic of the blog can be any topic covered in class; other topics will be
accepted pending approval from the teacher.
Students will work on this project gradually through the entire course of the
unit and will be assessed based on the quality of their blog; a reflection, and
their contributions to each others blogs through peer review

Summative Evaluation Criteria Rubrik provided below

- What material(s) will you use to
evaluate learning?
Exceeds Expectations Meets Expectations Approaching
- Attach a copy of your checklist,
Expectations
rubric, observation criteria, or other
measure. Students with blogs Students with blogs Students with blo
that: that: that:

Provide entirely Provide mostly accurate Provide some acc

accurate information information on the information on the
on the selected topic selected topic selected topic
(1-2 errors) (3-4 errors) (5-6 errors)

Are formatted in a way Are formatted in a way Are formatted in a

that exhibits a logical
flow to the information
provided
Contain pristine
grammar with little to no
that exhibits a logicalthat exhibits a
flow to the informationsomewhat logical
provided the information pr
with some gaps o
Contain proper grammar in logic
with some exceptions
 mistakes (3-4 errors) Contains mediocr
(1-2 errors) grammar with rep
errors
(4-6 errors)

Students whose Students whose Students whose

reflections: reflections: reflections:

Include why they chose Properly answers ⅔ of Properly answers

their topic, the reflection prompts the reflection prom
What revelations they
Had while writing their Are formatted in a way Are formatted in a
blog and any questions that exhibits a logical that exhibits a
they have regarding the flow to the information somewhat logical
topic provided the information pr
with some gaps o
Are formatted in a way Are formatted in a way in logic
that exhibits a logical that exhibits a logical
flow to the information flow to the informationContains mediocr
provided provided grammar with rep
errors
Contain pristine Contain proper grammar (4-6 errors)
grammar with little to no with some exceptions
mistakes (3-4 errors)
(1-2 errors)

Students Peer Reviews: Students Peer Reviews: Students Peer Re

Provide 3 valid Provide 2 valid Provide 1 valid cr
criticisms of the post criticisms of the post of the post

Include 1 thing they Include 1 thing they Include 1 thing th

found interesting found interesting found interesting

Include 1 question about Include 1 question about Include 1 question

the topic the topic the topic

Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
Procedures
The teacher will give a brief rundown to the days activities:
Introduction to inferences:
What is an inference?(an educated prediction about a population based of dat
analysis)
How do we make them?(analyzing data trends)
How do we validate them?(long term study)
Group analysis of a blog about inferences
 ● Establish clear expectations. Class discussion on the blog
● Model concept. Reflection
The groupings/instruction/lesson work time on summative assessment
progression may look different in different
parts of the lesson!
During: Lesson Progression After the teacher models how to make inferences students will be expected to
In this portion of the lesson, you will explore related pages of the blog and perform the same analysis with the aid
be letting go and letting students of the teacher
engage in productive struggle;
engaging in gradual release (“I do, we Once students pass the formative assessment checklist, they will be encourage
do, you do”), inquiry, guided or to explore even deeper into the blog and conduct the analysis on their own
independent practice, or other
learning methods. Please write what After students finish their analysis, students will be asked to share their though
you are looking for in terms of: on the blog ( opinions, take-aways, questions, connections, etc)
● Students’ thinking and how
they will start the lesson. At the end of class students will be asked to reflect on the days activities and
● Provide appropriate support start brainstorming ideas for their own blogs by reflecting on the blogs
(not explaining how to do it). they've experienced over the course of the unit so far
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be suggesting
or modeling specific strategies
and helping students choose which
strategy makes sense to them.
However, you must make sure ideas
come from students.
Closing: Wrap-Up and Extension After students are given time to reflect, The teacher will give students time to
End the lesson with a final review of work on their blogs
key ideas and knowledge. This is
where you have students talk about The teacher will then review the main points of the days activities by
their thinking and share strategies inquiring the class on what they thought the main take aways of the class
with the whole class. It’s important period were
to name strategies and use academic
vocabulary here, extending the lesson Students will then be given the opportunity to ask questions about the
to broader ideas. current unit before formally ending the class period
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional Blog provided:
Resources or Materials https://towardsdatascience.com/how-do-you-make-statistical-inferences-from
- List and provide a brief rationale
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and Notebook
Technology
- List all other supplies that need to Pencil
be available.
Device to access the internet