| Lesson Plan |
| Grade: Year 12 |
Date: 25/02/2026 |
| Subject: Biology |
| Lesson Topic: use the t-test to compare the means of two different samples (the formula for the t-test will be provided, as shown in the Mathematical requirements) |
Learning Objective/s:
- Describe the purpose of the independent‑samples t‑test in biological research.
- Calculate sample means, variances, pooled variance and the t‑statistic for two groups.
- Interpret the t‑test result in relation to the null hypothesis and biological significance.
- Evaluate the assumptions underlying the t‑test and select alternatives when violated.
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Materials Needed:
- Projector or interactive whiteboard
- Slide deck with formulae and example data
- Printed worksheet containing data sets and t‑test steps
- Scientific calculators or spreadsheet software (e.g., Excel/Google Sheets)
- t‑distribution table (handout or digital)
- Sample plant material (optional for demonstration)
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Introduction:
Begin with a quick poll: how many students have heard of statistical tests in biology? Review the concept of variation as the raw material for natural selection, linking it to the need for quantitative comparison. Explain that today’s success criteria are to correctly perform an independent‑samples t‑test and to justify the conclusion based on the calculated value.
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Lesson Structure:
- Do‑now (5'): Students answer a short question on why variation matters in evolution (check understanding).
- Mini‑lecture (10'): Introduce the t‑test concept, hypotheses, and assumptions using slides.
- Formula walk‑through (8'): Derive the t‑statistic and pooled variance, highlighting each component.
- Guided example (12'): Work through the leaf‑length data as a class, calculating means, variances, t‑value and interpreting the result.
- Pair activity (15'): Students receive a new data set (e.g., seed germination times) and apply the eight‑step procedure, recording calculations on the worksheet.
- Whole‑class debrief (5'): Groups share their t‑values and conclusions; teacher clarifies common errors.
- Exit ticket (5'): Each student writes the null hypothesis and one condition that must be met for the t‑test to be valid.
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Conclusion:
Summarise that the t‑test provides a systematic way to decide if differences between sample means are statistically significant. Remind students to always check the test’s assumptions before drawing biological conclusions. For homework, ask them to find a published study that uses a t‑test and briefly describe how the authors applied it.
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