Survey Question Skills

Year Level

Stage 3 (Years 5 and 6), NSW Life Skills Syllabus

Duration

60 minutes

Class Size

7 students with autism spectrum disorder

Curriculum Links

Australian Curriculum (v9) Mathematics:
- AC9M6ST03: Plan and conduct statistical investigations by posing and refining questions or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation .
NSW Stage 3 Life Skills Mathematics Syllabus:
- Focus on practical understanding of posing/refining questions, collecting categorical (nominal/ordinal) and discrete numerical data, and representing findings.

Learning Outcomes

Students will understand how to pose clear and relevant survey questions to collect meaningful data.
Students will refine their questions to ensure clarity and appropriateness.
Students will learn to collect and categorise nominal and ordinal categorical data, as well as discrete numerical data.
Students will observe or survey peers to gather data on a chosen topic.
Students will use simple and accessible data representation methods.
Students will communicate the findings of their survey in an understandable format.

WALT (We Are Learning To)

Pose and refine questions for a survey.
Collect categorical and discrete numerical data using observation or surveys.
Understand and use ordinal and nominal data categories.
Work collaboratively to conduct a real-life survey.
Use clear language to communicate data findings.

Success Criteria

I can create clear and simple survey questions.
I can explain why we need to refine survey questions.
I can collect data using a survey or observation.
I can sort data into categories (nominal or ordinal) or count discrete numbers.
I can share the results of my survey using simple tables or charts.
I can participate respectfully and collaborate with peers during data collection.

Resources

Whiteboard or chart paper and markers
Pre-prepared Survey Question Worksheet (with prompts and examples)
Simple tally sheets to record responses
Visual aids showing examples of categorical (nominal and ordinal) and numerical discrete data
Real-life objects/photos for survey examples (e.g., types of fruit, colours of clothing)
Timer or clock to manage activities
Suggested free videos (short and clear, without hyperlinks but referenced for search):
- Intro to Surveys for kids
- What is Data? Overview for Children
- How to Make a Bar Graph or Chart

Lesson Plan Structure

1. Introduction and WALT (10 minutes)

Explain the WALT: Write and display the statement; say it aloud clearly.
Discuss what a survey is: Briefly explain surveys as a way to ask questions and find out information from people.
Introduce the success criteria: Read out and clarify each success criterion.

2. Posing and Refining Questions (15 minutes)

Begin with a simple question example: "What is your favourite fruit?"
Discuss why questions need to be clear and easy to answer. Introduce examples of unclear questions (e.g., "Tell me about fruit you like?") and help students think about how to make them better.
Use whole-class brainstorming to create better questions. Write initial questions and improved ones on the board.
Provide students with the Survey Question Worksheet which guides them to write:
- One initial question about a chosen interest (e.g., snacks, animals, colours).
- A refined version of that question (clear, simple, and with answer options if needed).
Support students individually or in pairs, using visual prompts as needed to scaffold understanding.

3. Methods of Data Collection (10 minutes)

Explain and show examples of nominal categorical data (names of categories without order) – e.g., types of pets: dog, cat, bird.
Explain ordinal categorical data (order matters) – e.g., ranking favourite sports: 1st, 2nd, 3rd.
Discuss discrete numerical data – e.g., number of pets a person has: 0, 1, 2...
Using real-life examples (photos or objects), students identify if data is nominal, ordinal, or discrete numerical.
Discuss simple ways to collect data: asking classmates, ticking boxes, tally marks.

4. Practice Data Collection (15 minutes)

Conduct a class survey using one chosen refined question (e.g., “Which colour shirt are you wearing today?” or “How many pets do you have?”).
Each student takes turns asking and recording data on tally sheets or cards.
For ordinal questions, students can rank preferences using smiley face stickers or number cards.
Teacher models how to record responses clearly and tally counts.

5. Data Representation and Sharing (5 minutes)

Show the gathered data on the board or chart paper.
Help students sort data into categories or list numerical counts.
Create a simple bar chart or pictogram together using drawings or stickers.
Discuss what the data tells us about the class.

6. Plenary and Review (5 minutes)

Recap WALT and success criteria.
Ask students to share what they learned about asking questions, collecting data, and grouping information.
Encourage students to say if anything was difficult and what helped them.

Differentiation and Accessibility Tips

Use visual supports and simple language consistently.
Provide one-on-one or small group support during refining questions.
Allow responses through verbal, written, or pictorial means.
Use concrete examples and hands-on activities.
Repeat key points and check understanding frequently.

Example Worksheet Components

Section 1: Write your initial survey question.
Section 2: Think about how to make your question clearer. Write a better question.
Section 3: Choose the type of data you will collect (circle one): Nominal / Ordinal / Discrete Numerical
Section 4: Sketch how you will record your answers.
Section 5: Reflect: What did you learn about making good questions today?

This lesson plan is designed to provide Stage 3 life skills students with clear, practical experiences in statistical investigations aligned to the Australian Curriculum AC9M6ST03. It supports students with autism by using structured activities, visual support, real-life examples, and collaborative learning to engage them in posing and refining survey questions and gathering relevant data for mathematical inquiry .