Lesson

Creating a Questionnaire
Title/Focus
Subject/Grade
Grade 6
Level
Unit

Data Relationships

Date

November 28, 2016

Time
1 hour 5 mins
Duration
Teacher

Miss. Baillie Rutherford

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Collect, display and analyze data to solve problems.

Select, justify and use appropriate methods of collecting data, including:
questionnaires
experiments
databases
electronic media.
LEARNING OBJECTIVES

Students will:
1. Be able to create a good question in order to be able to collet information from other students and
graph the information in the end
ASSESSMENTS
Observations:

Key Questions:
Can the students understand what makes a good question?
Can students collect information for their question correctly?
Can students graph their information they collected?
Products/Performanc Create question
es:
Collect information
Graph data
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT

Lined paper
Graph paper
Ball
PROCEDURE
Prior to lesson
Introduction
Time
Attention Grabber
ASK: What makes a good question?
3 mins
Expectations for
When asked to write their own equations, I want serious thought,
Learning and
as it will be easier in the long run when it comes to surveying the
Behaviour
class.
Advance
1. Discussion of good questions
Organizer/Agenda
2. Students make own question / students will survey class
1 min
with their own question
3. Graph their results
Transition to Body
Body
Time
Learning Activity #1
SAY: A good question allows for students to have some choice in
25 mins
their answer. It will not be answered in a full sentence. No yes or
1

no answers.
Ex. What month is your birthday in? Not: Are you born in April?
Favorite Color? Blue, purple, orange, green or red
Do you like pokemon, starwars, or ninja turtles?
SAY: I am going to hand out some index cards and I want you to
each write a question on itI will be collecting them and I will
share some of them with the class. It can be anything of your
liking! For example, Pokmon, dance, etc.
DO: Collect index cards and discuss why they may or may not
work good for a questionnaire.
- Questions with open ended answers are not good
DO: Draw a graph of some of the questions on the board and how
the questions may need to be graphed.
ASK: What are 2 things you can tell from the graph?
DO: Go over how they may need to collect their data: T-chart:
have options on one side and tallies on the other. No names.
DO: Get students to write out their question on a piece of paper
and create a tally chart in order for them to collect data in the
afternoon.
Closure: I would like you to hand in your sheet with your question
and tally chart so I can review them before next math block.
If done writing question and creating tally chart early, they can
start collecting information from classmates.
Teacher Notes:
Assessments/
Differentiation
Learning Activity #2

Students will go around to other classes to collect data.

SAY: I want you back in the class by 12:40 so you can start to
graph your information.
DO: Review how to graph their information by graphing my own
sample question
SAY: Okay, I want you to start graphing your information, and
when you are done that, I would like you to write down as many
facts about your graph as you can underneath your graph or on the
back side of your paper.

35 mins

Closure:
SAY: Now that you have graphed your information I want you to
tell me one thing about the information you collected. (Use ball
nice passes to friends silent until you receive ball and that is the
only time you can talk)
Teacher Notes:
Assessments/
Differentiation
Learning Activity #3
Teacher Notes:
Assessments/
2

Differentiation
Closure
Consolidation of
Learning:
Feedback From
Students:
Feedback To Students

Time

Included in activities above

Great work in both math blocks today! You worked so hard and
got it all done!

1 min