ࡱ> a jbjb,, 7`NN':'HHHH(((8J4~`&&&&& ```````,bR/ev@`(  @`"HH&&U`2""" H&(&`"<4p^HHHH `""fZ4@(_ {!v\>`<`\6e"e|_"(DTitle: Nosey Parker Part 2 Achievement Objectives: S3-1A Gathering, sorting and displaying multivariate category and whole-number data and simple time-series data to answer questions S4-1A Determining appropriate variables and data collection methods S5-1A Determining appropriate variables and measures S6-1A Justifying the variables and measures used Key Competencies: Thinking: Design investigations Think strategically Hypothesis This activity explores the following key ideas: Identify / categorise statistical questions / hypotheses Resources Copy of statements generated by class from Nosey Parker Part One Prior Knowledge: Students can make I notice and I wonder statements about data/graphs. Adapting for ICTIntroduction/Background After this lesson the students will: Develop an understanding of how to ask a question of the data and to form a hypothesis that can be explored using the data and statistical techniques. Be able to identify four different types of questions/hypothesis. Sort the I notice... I wonder... into the four types. Key Idea: Posing a Question or Hypothesis When students are asked to pose a question many students are unaware that they are posing an investigative question that should be able to be answered using the data. Many students have experienced statistics through making up questions for questionnaires so they think that they are being asked to think of a survey question to put into a questionnaire. What, When, Why, How, and Where question starters dont help us to pose questions when we are posing an investigative question of the data. By using the I notice... I wonder... statements we are showing the link between the data set and the investigative questions that can be answered using the data set. Sorting the I notice... I wonder... statements into 4 types of investigative question/ hypothesis (Relationship Questions, Comparison Questions, Summary Questions and Other Questions) the students will then more easily be able to determine what sort of statistical analysis they should do to make a conclusion about their investigative question/ hypothesis. Identifying different types of investigative questions Show the OHT of the all the I notice... I wonder... statements that the class generated in the first part of this lesson. Introduce the 4 types of investigative questions. Discuss how we can identify them. Relationship questions: 2 variables where both variables are measurement variables. The statement suggests that one variable changes as the other variable changes. Comparison questions: 2 (or more) different groups. Comparing the values of 1 variable between the two (or more) groups e.g. Compare boys heights with girls heights (measurement vs. category question). Comparisons can also be made between different categories for 2 (or more) groups e.g. Do boys use different ways to travel to school than girls? (Category vs. category question). Sometimes we need to reorganise the table of data e.g. I wonder if younger students are more active than older students. We would need to decide what the cut off age is for younger student, then group all the young ones together and the older students together or reclassify the ages as young or old. Summary question: The statement is focused on the whole group. The question could refer to the most common category, an average, or a proportion for the whole data set. Other questions: Record any other questions that cant be answered using the data. Problem How can I notice and I wonder statements be sorted? Plan Using the OHT of I notice... I wonder... statements identify one of each type with the class. Ask students to work in pairs to sort out the rest of the statements. As a class confirm the sorting. Record on 4 separate sheets of butcher paper or OHT. Save these, as they will come in useful later. Here are some examples of I notice... I wonder... statements sorted.   Data Student statements from previous lesson. Conclusion  Where to from here: Now that we know what sorts of questions we have we can identify the specific data we need and use statistical techniques to analyse the data. Each type of question uses different techniques. NOTE: Time Series questions will be dealt with later. It is not necessary to teach the students to formally classify the variables as category or measurement. Use students language for posing questions. Formal statement language can be developed over time. Reflection I learned It was interesting that I noticed students To extend this activity Give one type of investigative question to each of 4 groups. Ask each group to decide how they would use the data to find out if each statement was correct. What analysis would be needed for each statement? Are there subgroups that would need the same analysis?      NZ CensusAtSchool activities 2008 Curriculum Level: 3-7 Comparison Questions/Statements I wonder if students who walk to school take longer to get to school. I wonder if female students are more active at lunchtime than male students. I wonder if younger students are more active than older students. I wonder if females are shorter than males. Relationship Questions/Statements I notice that their height is similar to their arm span. I wonder if height has anything to do with how long it takes to get to school. I notice that the older the students are the taller they are. 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