They will collect and organize the data into tables and graphs for classroom presentations and make predictions base on this data. Teacher should discuss various components of the surveys, such as type of response required, clarity of questions, ease of tallying information, and methods of organization. Frequency tables, charts, and graphs from a variety of sources should be provided and opportunities to analyze and evaluate data should be given. Ideally, students will have worked in cooperative groups frequently enough to have become proficient in the group process. The degree of teacher involvement in this project will vary according to level of students and time spent on the background activities.
Steps given are for students who are proficient at skills listed.
For less experienced students, the teacher may need to assign more specific tasks for each member and give more structured requirements for types of graphs and charts to be used. Students assigned to groups of 3 to 5 members which must discuss and reach consensus on topic of survey. Students should seek approval of topic before continuing. Whole class will analyze each group survey for evidence of how statistics could be misleading. Rubrics can be used on final survey portfolios for inclusion of survey instruments, frequency tables, charts, graphs, and tally sheets.