Unit #6: Experimental Beginnings

Lesson Title: Introduction to Experimental Statistics

Lesson 1 of 22 in the unit: Exploring Experimental Statistics
Level: NCEA Level 3 (Year 13)
Curriculum Area: Mathematics & Statistics – Statistics strand
Strand Focus: Probability and Statistical Inference → Conducting Experiments

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Big Ideas – He Ariā Nui

• Experiments are a powerful method for exploring cause and effect.
• Valid experiments need careful design and control of variables.
• Historical and modern experiments provide opportunities to critique method and apply statistical principles.
• Experimentation connects to real-world contexts in Aotearoa and beyond.

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Learning Intentions – Ngā Whāinga Ako

By the end of this lesson, students will be able to:

• Define key experimental design terms (e.g., treatment, response variable, control group, random allocation, bias).
• Critique a fictional experiment using statistical reasoning.
• Understand the historical significance of James Lind’s scurvy experiment and identify its experimental elements.

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Key Competencies Developed

• Thinking – evaluating the validity of experimental design.
• Using language, symbols and texts – interpreting statistical language.
• Managing self – reflecting on learning and posing questions.
• Participating and contributing – engaging in group discussion and critique.

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Resources – Rauemi

• Projector/screen for video viewing
• Clip of the ESP scene from the original Ghostbusters movie (approx. 3 mins)
• Printed ‘Ghostbusters Critique Sheet’ (supplied by teacher)
• Poster or slide with key experiment terms
• Handout: Summary of James Lind’s 1747 experiment with structured prompts

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Lesson Structure – Te Hātepe Akoranga (60 mins)

1. Karakia & Mihi / Class Welcome (2 minutes)

• Acknowledge students, set intentions.
• Light karakia or whakataukī to open a session grounded in inquiry (e.g., He aha te mea nui o te ao?).

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2. Set the Scene: What is an Experiment? (5 minutes)

Teacher Talk

• Frame the unit: “We’re going to explore how proper experimentation helps us answer real questions using data — sometimes serious, and sometimes... weirdly entertaining!"
• Quick brainstorm: “What do you already know about experiments?"
  Whiteboard terms: control, variable, design.

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3. Scene Watch: Ghostbusters ESP (10 minutes)

Task: Students watch the selected Ghostbusters clip (clip duration ~3 minutes).
Focus: Introduce as a film scene where a university researcher tests ESP abilities.
Instructions to students:

• “As you watch, notice what this character is trying to test. Ask: How fair is this experiment? What evidence would you need to believe the results are valid?”

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4. Small Group Critique (10 minutes)

Group task: Students work in groups of 4-5 using the Ghostbusters Critique Sheet to evaluate the scene.
Prompt questions include:

• What is the treatment?
• What is the response variable?
• Is there a control group?
• What biases can you identify?
• Anything funny… or deeply statistically flawed?

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5. Class Debrief & Definitions (10 minutes)

Group share: Each group offers one insight or question.
Teacher facilitation:

• Highlight key flaws in the 'experiment' (lack of randomisation, ethical concerns, no control, clear bias).
• Add and define on board:
  • Treatment
  • Response Variable
  • Control Group
  • Random Allocation
  • Bias
• Ask: “How could the scene have been improved if they were ‘real’ statisticians?”

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6. Historical Snapshot: James Lind's Scurvy Experiment (10 minutes)

Teacher input: Brief oral overview of James Lind's 1747 shipboard experiment.
Provide students with a one-page summary that includes key experiment features.
Paired task: With a partner, use structured prompts to:

• Identify the variables
• Determine control/treatment groups
• Evaluate experimental design
  Discuss: What was the impact of Lind's approach on medical and statistical fields?

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7. Reflection & Wrap Up (10 minutes)

Individual Reflection:

• Exit ticket: One thing they learned about experiments today, and one question they still have.
  Teacher collection for formative insight.

Preview of Next Lesson:
“We’ll start planning our own classroom experiment next time — one involving chocolate, choices, and perhaps a mystery variable or two!"

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Assessment Opportunities

• Formative: Group critique sheets & exit ticket responses.
• Informal: Listening to group and class discussions for understanding of key terms and critical thinking.

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Differentiation & Ākonga with Diverse Needs

• Pair mixed-ability students for collaborative critique work.
• Encourage responses in te reo Māori or use dual-language definition prompts where appropriate.
• Use captions during the video if needed for inclusion.
• Adjust reading level of the Lind handout for ESOL learners.

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Te Ao Māori Integration

• Acknowledge traditional knowledge systems which used observational and trial-based learning (e.g., in rongoā Māori, planting, or fishing practices).
• Provide Māori terms for core vocabulary where possible.
• Next lesson may draw comparisons between western and mātauranga-based experimentation.

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Teacher Note

This lesson intentionally opens with a mix of engagement and rigour — the film clip provides a “hook,” encouraging humour and critique while the Lind experiment connects students to the evolution of experimental design. Scaffolded vocabulary and historical context set the foundation for hands-on experimentation in future lessons.

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Ka mau te wehi! Let’s kick off this stats unit with critical eyes and curious minds.