TheVoteLessonPlan

Title: The Vote

Grade Levels: 8th

Subjects: Math, Language Arts

Learner Outcomes:

The student will develop a polling sheet using Microsoft Word or other word-processing software. (Sample)
The student will poll a sample of the school population as to how they will vote in the school's mock presidential election.
The student will use this data to predict a winner in the election using a simple proportion.
The student will combine his or her data with that of other students to make a new prediction.
The student will use Excel or other spreadsheet software to create graphs displaying the data.
The student will give an oral presentation, "news release" sharing his or her first prediction with the class.
The student will write at least one paragraph comparing his first and second predictions.

Duration of Lesson: 3- 45 minute class periods.

Materials:

Technology Tools/Courseware:

Teacher Notes:

Assign roles to each group to ensure participation of each member.
Reserve computer lab!
The data sheet can be eliminated as part of the assignment, and provided by the teacher instead. See sample.
Make sure internet consent forms are on file.
Excel Tutorial

Procedure:

Day 1

On the first day, students will be introduced to the process of polling and the proper way to use data to make predictions. Have students to view book marked sites you have found. Some suggestions are The Gallup Organization and "Polling" an online glossary of polling terms, and "20 Questions Journalists Should Ask About Poll Results" from Public Agenda Online..
Students will then review how to set up and solve proportions. Examples will also be entered in notebooks.
The students will be divided into groups. The number of groups will be determined by the number of grade levels in the school. Each group will be responsible for polling one grade level.
Next, the class will determine approximately how many students each group should poll based upon the school enrollment..
Each group will then use Microsoft Word or another word processing program to create a simple sheet for collecting their data.
The students will then be responsible for polling students between classes or at lunch.

Day 2

The students will bring their data to class. There will be time for open discussion concerning their experiences.
Each group will use Excel or another spreadsheet software to enter their data from the grade they polled.
Next, each group will create a bar graph displaying their results.

Day 3

Each group will use a proportion to predict who they think the winner will be based upon just the data from that single grade level.
Each group will then conduct a 2 to 3 minute "press release" presenting their findings to the whole class.
Next the class as a whole will compile the data from all groups and again use a proportion to predict who will win the mock presidential election. Each group will then enter all the data into a spreadsheet and this time create a circle graph showing what percentage of the population they predict will vote for each candidate.
Students will write 1 or 2 paragraphs explaining if and why the second prediction is different from their first prediction.
Students will discuss any reasons why their predictions may be incorrect, and what could be done to get more accurate results.

Day 4

On this day, the mock election will occur. Students will need to set up voting locations throughout the school for all students to participate, or send a voting ballot to all classrooms to ensure participation. If this is used during a current presidential election year, the students can vote for the candidate of their choice. If this is not an election year, students can choose a past election from which they would like the school to vote. Another option is to use this activity during a school election for class officers, student council officers, etc.
After the votes have all been counted, and the winner decided upon, students will compare the results to their first and second predictions. Have students complete the Analysis Sheet.

Modifications:

Check each student's IEP and make any necessary adjustments to the lesson.
Students who may experience difficulty with the lesson, may need to be paired with a more capable student.

Enrichment Activities:

Students could poll groups outside of the school, such as family members or students from another school, to add to their data.
Students could create a web site for the voting process, instead of having the students vote by paper ballots.

Evaluation/Assessment: See attached rubric

Mathematics

Understands and applies basic and advanced concepts of statistics and data analysis

Language Arts

West Virginia Instructional Goals and Objectives

Job/Career Clusters:

References:

Author:
Mary Ann Patton
Cari Ryan Pauley
Connie Briles

Unit Lesson Plans
"Electing a President!"

Lesson 1