2. Environmental Research and Data Collection Day#6. Lesson plan
Boost Your AICE Environmental Management Exam Pass Rates with Effective Sampling Strategies
As AICE Environmental Management teachers, our goal is to equip students with the knowledge and skills they need to succeed on their exams. One critical area that students often struggle with is understanding sampling methods. In this blog post, we’ll explore how random sampling and systematic sampling can ensure well-distributed samples with a low risk of bias. We’ll also provide a lesson hook to engage your students right from the start.
Objectives
- 2.3 Collection of environmental data
- explain how random sampling and systematic sampling strategies aim to ensure samples are well distributed with a low risk of bias
Vocabulary
- Primary data: information that is collected by the researcher.
- Secondary data: that is collected by somebody else in a separate investigation.
- Random sampling: samples based on drawing names or numbers out of a hat or using computer programs to give a random list.
- Systematic sampling: choosing a sample based on regular intervals rather than random selection.
Bellringer
Lesson Outline
Hook
- Before the class, prepare two bags of candy with various colors. One bag should have an even distribution of colors, while the other should have a biased distribution (e.g., more reds than other colors).
- Divide your students into small groups and give each group a bag. Without looking inside, ask them to randomly select 10 pieces of candy from their bag and record the colors they pick.
- After the sampling, have each group share their results. Lead a discussion on how the samples differed and why. Explain that just like the candy sampling, environmental scientists use random and systematic sampling to ensure they gather representative data.
This activity not only grabs students’ attention but also sets the stage for understanding the importance of unbiased sampling methods in environmental studies.
Instruction
- Bell ringer #6
- Lecture (Chapter 2.3, 2.4, 2.5 PPT – slides 1-5)
- Random sampling involves selecting samples in such a way that every member of the population has an equal chance of being chosen. This method minimizes bias and ensures that the sample is representative of the entire population.
- Systematic sampling involves selecting samples at regular intervals from a larger population. This method is particularly useful when the population is homogeneous, as it ensures an even distribution of samples across the area of interest.
- Use Student Guided Notes – This year, I’m using Version B Guided Notes with my students, as I’ve noticed they benefit from having more structured support during class.
- It features fill-in-the-blank prompts for key vocabulary and concepts, making notetaking faster and more accessible, especially for English language learners or those with processing difficulties.
- Individual activity
- Activity 2.8 Sampling Strategies – page 77 (Coursebook)
- 2.3 Questions 1-4 – page 77-78 (Coursebook)
- Exit ticket
- If you opt to have students complete their notes using the Student Guided Notes format during your lecture, then use the bellringer as the exit ticket activity in class.
- If you opt to have students complete their notes using the Student Guided Notes format at home (homework), then use the following exit ticket activity:
- Describe the difference between random and systematic sampling.
By incorporating engaging activities and clear explanations of sampling methods into your lessons, you can help your students understand the importance of unbiased sampling in environmental management. These strategies will not only improve their comprehension but also boost their confidence and performance on the AICE Environmental Management exam.
Homework – high level/flipped classroom
- Version A – For High-Level Students:
Ideal for independent or advanced learners, this version requires students to copy all notes by hand as homework before class. This flipped-learning approach helps students come to class prepared, freeing up time for application activities, discussions, and AICE-style practice questions.
By following these strategies, you’ll be well on your way to improving your students’ success and your satisfaction as an educator. Happy teaching!
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