|
Graphing
Designed
by: Hope Darby
School: Pine Grove
Core
Curriculum Objective(s): Collect, organize, record,
display and communicate data in charts, tables, stem/leaf
graphs and line and bar graphs with scale increments of
one or greater than one. (4SP1-2)
Grade
Level: fourth Subject(s):
Math
Overview:
The teacher will explain the importance of graphs. The
teacher will demonstrate how to create a graph by
gathering data about candy bars. Then, the class will work
in groups to develop a topic of their own to represent as
a graph. Students will collect data and then construct a
graph on poster board.
Focus/Essential
Question(s): How can you communicate information using
a graph?
Time
Frame: one fifty minute period
Resources/Materials:
poster board
markers
candy bars (ask students to bring one from home, but have
a few extra for those that forget.)
transparencies of different types of graphs
computer with Microsoft Word
Culminating
Assessment: The teacher will use the following rubric
to score the graphs.
| 0
points |
3
points |
5
points |
| Graph
has no title |
XXXXXXXXX |
Graph
has a title. |
| Graph
is not labeled. |
Graph
has some labels, but needs more labels. |
Graph
is appropriately labeled. |
| Graph
is sloppy. |
XXXXXXXXX |
Graph
is neat in appearance. |
| Cannot
understand the information. |
Information
is a little confusing. |
Information
is easy to understand. |
| Graph
doesn't represent data collected. |
XXXXXXXXX |
Graph
represents data that was collected. |
21-25
points-A
18-20 points-B
14-18 points-C
10-14 points-D
less than 10 points-F
Instructional
Activities: Begin the lesson by telling students that
graphs are a visual representation of information. Explain
that graphs make it easy to understand certain
information. Show students different types of graphs on
the overhead projector and demonstrate how each type of
graph is read. Ask students to get out their candy bars.
Explain to students that you want to graph what kind of
candy bars were brought in. Ask students to raise their
hand and tell what kind of candy bar they brought. When
the first student names their candy bar, ask if any one
else has the same kind. Create a chart on the board that
tells how many people have each type of candy bar. Explain
to students that they have just helped you collect your
data. Then, as a class, determine which type of graph
would best represent the data that has been collected.
Create the graph on poster board. While creating the
graph, students may eat their candy bars. Ask students to
help label everything. Explain to students graphs should
always include a title and be labeled appropriately.
Now
allow students to divide into groups of four or five.
Instruct each group to decide on a topic. The topic should
be a question that they can ask their classmates (example:
What is your favorite fast food restaurant?) Then they
must collect data. They will need to go around and ask
others in the class to respond to their survey. After the
groups have collected data, they must create a graph that
represents their findings. When the graphs are completed,
the groups should share their graphs with the class.
Graphs can be displayed in the classroom after the teacher
has assessed student progress. If students finish early,
they may use the computer and explore how to create charts
in Microsoft Word. To do this, students should go to
Insert/pictures/chart on the tool bar.
|
