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The
Human Graph
Designed
by: Marian
Davis, Meadowfield Elementary
1)
CORE CURRICULUM OBJECTIVE(S):
Organize,
record, and communicate data (such as bar graph,
picture graph, etc).
(KSP1-3)
GRADE
LEVEL: Kindergarten
SUBJECT:
Math
2)
OVERVIEW:
Students will be guided in the procedures for
establishing and creating a graph.
They will learn to translate a concrete
activity into a graphic representation (bar
graph).
3)
FOCUS/ESSENTIAL QUESTION:
How can we organize, record, and communicate
data?
4)
TIME FRAME:
One 45 minute lesson.
5)
RESOURCES/MATERIALS:
Masking
tape
Large,
clear floor space marked off as a bar graph
Chart
marked off as a bar graph
Felt-tip
marker
6)
CULMINATING ASSESSMENT:
Teacher observation/students' ability to
organize, record, and communicate data in the form
of a bar graph.
The
Human Graph-Rubric
|
Graph
is filled in correctly. |
| 2 |
Graph
has been filled in and is correct. |
| 1 |
Graph
has been partially filled in and/or
partially correct. |
| 0 |
Graph
has not been filled in. |
7)
INSTRUCTIONAL ACTIVITIES:
1.
Introduce the activity by explaining to the
students that in any group, such as families, some
members of the group will like the same things.
However, it is not likely that any two
people will like all the same things.
2.
Tell students that they are going to test
whether or not this
is true.
3.
Mark off a large, clear area of floor space
in the classroom as
a right angle to represent a graph.
4.
Explain that you are going to name some colors. Students
should think about the color that they like the
best.
5.
As you name each color (red, yellow, blue, green)
have
students line up vertically of horizontally from
the baseline in the line for their favorite color.
6.
Have students in each line count off.
Write those numbers on
the board beside the name of the color.
7.
Guide the students in a discussion of their
observations and
interpretations of the graph that they formed.
8.
Have students compare the numbers.
Ask questions such as:
a)
Which is the most popular color?
b)
Which color has the shortest line?
c)
Are there more students that like red that blue?
9.
Explain to students that we can show this
information in a
simpler way.
Mark the equivalent number of spaces for
each color on the chart.
Explain that this is what their lines that
they formed would look like if we were looking
down on them.
10.
Explain that each line that you draw stands
for one of the
lines they have formed.
(Demonstrate how you used the
numbers along the side to know where to end each
line).
11.
Have students compare the lines again,
pointing out how easy
it is this way to see the length of each line.
12.
Poll students on other topics, such as favorite
foods, birthday
months, how they get to school, etc.
Challenge them to suggest how you could
record this data on a graph without forming human
lines. Follow
students' directions to make a graph.
13.
Have students work in teams of 4.
Give students duplicate graphs and have
them complete them on their own.
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