UNIT: Collecting and Organizing Data DATE: October 3, 2013

LESSON: Charting Data TIME LENGTH: 15-20 minutes

GRADE: 5th

PA ACADEMIC STANDARDS:

2.6.5.A: Gather data from surveys and observations from sources outside the classroom or home.

2.6.5.B: Use pictures, tallies, tables, charts, bar graphs, line graphs, diagrams, and graphs to

organize, display, and analyze data

2.6.5.D: Compare data using multiple categories displayed in a graph.

ASSESSMENT ACHOR DESCRIPTORS:

M5.E.1.1: Organize, display and/or interpret data using pictographs, tallies, tables, charts, line,

bar graphs.

M11.E.1.1: Appropriately display and/or use data in problem-solving settings.

M11.E.4.1: Make predictions using data displays and probability.

MOTIVATIONAL DEVICE:

Introduce charting and graphing data by stating the importance of graphs in our everyday life.

We use graphs to chart temperature changes, rank our favorite songs, compare events, and find

commonalities. With data all around us it is important to know how to organize the data and

understand it. When we take data and graph or chart it, it becomes easier for us to read and

analyze.

INSTRUCTIONAL OBJECTIVES:

1. Using surveys to collect data, students will be able to organize, read, and display data

with 90 percent accuracy.

2. Given data, students will be able to choose (create) the appropriate graphs, charts, and

diagrams to display the information with no error.

3. Looking at a completed bar graph, Venn diagram, or Stem and Leaf plot, students will

be able to read, interpret, and analyze data with 95 percent accuracy.

MATERIALS NEEDED: pencil, worksheets, poster board, stickers, markers, and Post-it notes

LESSON TYPE: Constructive learning and Cooperative Learning

Comment [G1]: 9. Reflective Practice The first change that I would make to the lesson/demonstration is a change in my expected time length. I think that time management was my biggest challenge. I wanted to teach an entire lesson and do an extensive activity in only 20 minutes. I think that the content covered in this lesson plan would be better presented as two separate 45 minute lessons in which the lesson was taught on day one and the activity was completed on day two.

Comment [G2]: 1. Content Pedagogy I used appropriate standards to align the lesson and activities to the curriculum to benefit student development.

Comment [G3]: 9. Reflective Practice I would have liked to show some real life examples to the class. By extending the expected time length of the lesson plan, I would have more time to present examples and stress the importance of the charting and graphing data. I failed to do this in my demonstration.

Comment [G4]: 1. Content Pedagogy I was hoping to make the content more meaningful to my student s by giving examples of how frequently that will be looking at and analyzing data without even being aware of it.

Comment [G5]: 7. Planning My instructional objectives serve as a guide for the lesson and indicate the learning objectives I have for my students. Upon completion of the lesson all students should have a grasp on these ideas.

LESSON OUTLINE:

I. Introduction

A. Motivate students by stating the importance of being able to generate, read, and

understand the information presented on graphs and charts.

B. Review what we do before making any charts or graphs

1. Create a survey question

2. Decide on a few choices for others to select

3. Survey a group of people

4. Record your results (their answers) with tally marks

5. Organize data into chart or graph

C. What should we include in each graph

1. Title that tells what the graph is about for all graphs

2. Labels to tell what parts are shown there

a. Along the side and bottom for bar graphs

b. Label each circle and overlap for Venn diagrams

3. Intervals, for bar graphs, to tell what the lines are worth

II. Today we will focus on three ways to chart information

A. Bar graph

1. Drawn using rectangular bars to show how large each value is

2. Can be vertical or horizontal

3. Show example of favorite animal

4. Do example together as a class with favorite food

a. Students will fill in the graph vertically with post-it notes

B. Venn Diagram

1. Type of graphic organizer that uses overlapping circles to represent similarities

among two sets of information

2. The overlapping area is where there are similarities

3. The remainder of the circle is the sets individual characteristics

4. Information that does not fit into either category is places outside the circles but

contained in the rectangle

5. Show example with types of pie preferences

Comment [G6]: 9. Reflective Practice I completely failed to go over this in my demonstration. I was really pushing for the activity and as a result I neglected key information relevant to the lesson. I have come to realize that the educational aspect is more important than a fun activity.

Comment [G7]: 5. Motivation and Management I was really proud of this interactive part of the lesson that involved the entire class. The interactivity of the lesson was part of the reason why I felt the demonstration was successful without the activity at the end. In a two-day lesson, it will ensure that students are attentive and interested while instruction is occurring.

Comment [G8]: 9. Reflective Practice I neglected to properly explain this in my demonstration. Excluding information like this is what really solidified my decision to make do a informative lesson separate from the activity.

6. Do an example as a class about siblings

a. Use post-it notes to mark their answer on the board

C. Stem and Leaf Plot

1. Each data value is split into a stem and leaf

a. The leaf is the last digit

2. Stem values are listed down and the leaf values are listed horizontal

3. Show example using test scores

4. Do example together as a class using their day of birth

a. Have students write their “leaf” on the board

III. Activity

A. Students will each be given 6 stickers

B. On each table there will be a premade survey question and a marker

1. What is your favorite superhero?

2. What is your favorite dinosaur?

3. What class do you prefer?

4. Which drink do you prefer?

5. How old are you?

6. What is your favorite number?

C. Students will rotate tables to answer each question

1. They will use their stickers or markers to represent their choice at each table

D. When students have returned to their home tables they will work in groups to use the

information to create a graph

1. Students will be asked to choose which graph we used today will best represent

the information

2. They will select a poster board with the correct outline of the chart or graph

3. Students will complete the graph by labeling and filling in information

IV. Summary

A. When all groups are done with the graphing activity, they will share with the class

1. Why did they choose that graph/chart?

2. What can we learn from the information?

3. What is one benefit of charting data?

Comment [G9]: 9. Reflective Practice I presented this example a little differently to the class than I intended. As a result of time constraints, I had students put them into a make-shift bar graph to reduce time spent counting the post it notes within the circles of the Venn Diagram. I would have liked to stay away from representing the data in another bar graph.

Comment [G10]: 5. Motivation and management I was really trying to get the entire class involved throughout the lesson to maintain student interest. The questions were designed so that students can relate to them and learn more about their peers through these interactions.

Comment [G11]: 9. Reflective Practice I did not make mention of a key, nor was I aware it was necessary, until it was pointed out to me by a classmate. I wish I had better mastery of the content area during my demonstration.

Comment [G12]: 9. Reflective Practice Upon completion of my demonstration, I decided that I should have saved the activity for a separate lesson. So, this is where I would start day two.

Comment [G13]: 2. Student Development and 5. Motivation and Management Again, I like that I was able to get everyone involved in the lesson/activity. The stickers helped make sure the marks were all clear and legible, and also helped students move on quickly to the next question. I allowed the students to walk around the room and discuss their selections with their peers. The activity is meant to encourage social development as well as intellectual development.

KEY QUESTIONS:

1. What do we do before we chart data?

2. Do different graphs do a better job at displaying information? Which ones and why?

3. Why do we chart data?

CLOSURE: Students will work in groups to complete their own graph. When they are finished,

each group will present their graph to the class and explain why they used that specific graph and

what they can use it to learn.

DIFFERENTIATED LEARNING ACTIVITIES:

1. Tier I: Basic students will be mixed into groups heterogeneously so that they may be

aided by their on-level and advanced peers. Teacher will monitor for active engagement.

2. Tier II: On-level students will actively participate in group activity with little to no

support.

3. Tier III: Advanced students will be expected to lead discussions within the group

without dominating the conversation and help clarify questions for on-level and basic

students that may arise when completing the assigned activity.

FORMATIVE ASSESSMENTS:

1. Students will observe students while they work in groups to complete the given

activity. Teachers can make assessments based on levels of participation, responses

given, and the selection of the correct type of graph.

2. Students will be asked when they should use each of the graphs and why. If they are

unable to produce the desired response, we will review the material again.

HOMEWORK: Students will create their own survey question and collect data for homework.

They will have to pick which graph or diagram will best display their information. We will be

using the information they collect in class tomorrow.

REFLECTION:

1. Were all students’ needs met? Did I accommodate for visual, auditory, and

tactile/kinesthetic learners?

2. Did the lesson engage all students and maintain a high level of interest?

3. Did the students demonstrate an understanding of the topics discussed in the lesson?

Are they able to correctly answer questions throughout the lesson?

Comment [G14]: 8. Assessment I include an informal formative assessments in all lessons so that I can check for student understanding and ensure that all students are on task and their needs are being met.

Comment [G15]: 9. Reflective Practice Overall, I felt like the lesson/demonstration went very well. I feel as though I was able to accommodate for all learners with my interactive lesson. I was able to maintain student interest and engagement by having them participate as we worked our way through each way to chart data. I think that had this lesson been presented to 5th graders who had never seen the information before, they would require more examples in order to gain a lasting understanding of the topics. By extending the amount of time dedicated to instruction, I can allow for more examples and better explanations. I definitely over prepared for this demonstration. However, like we discussed in class, it is always better to have too much planned than not enough.