Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Graphing |
Author(s): Eileen Schreppel and Kristy Williams |
| Grade Level: 3 - 5 |
School Address: |
| Subject Area: Math |
School Phone/Fax: Phone
(315)865-5721 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
| *vocabulary - vertical axis, horizontal axis, scale, range, interval |
*the construction of pictographs, bar graphs, double bar graphs, and line graphs with paper and pencil |
| *the appropriate situation to use pictographs, bar graphs, double bar graphs, and line graphs |
*the interpretation of pictographs, bar graphs, double bar graphs, and line graphs |
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*the construction of bar graphs, double bar graphs, and line graphs on the computer |
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*the creation of a paragraph that shows evidence of decision making |
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
"link" - Ask every student to bring in a graph from a magazine or newspaper. Great places to look are in the USA Today, Time, Newsweek, and the US News and World Report. Have charts hung up in the room labeled with "Pictograph," "Bar Graph," "Double Bar Graph," "Line Graph," and Pie Graph." Ask each student to tape his or her graph on the correct chart. Ask the students to describe what qualities all pictographs, bar graphs, double bar graphs, line graphs, and pie graphs have that help us to categorize them.
"collaboration" - Ask each student to pair up with the person sitting next to him or her. Give every pair of students a package of M&M's and a blank M&M graphing paper. Ask the students to place one M&M in each box on the graph paper, above the appropriate color. Ask comparison questions about the M&M colors. Explain to the students that this is a basic graph. Graphing helps us to make comparisons very quickly.
"launch" - Give each student a blank file folder, graphing packet, and definition card. Ask the students to write their name on the front of the folder and to staple the definition card to the inside of the folder. Explain the expected schedule for the unit, as well as, what will be required for the culminating experience.
Connection to State Learning Standards
Subject Area: Math
Grade Level: 5
| Benchmark: #1 Understands that some ways of representing a problem are more helpful than others. Benchmark: #2 Writes answers in sentence form. |
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Benchmark:#1 Constructs and interprets simple graphs. Benchmark: #2 Given a table of data, selects the correct graphic representation for the data. Benchmark: #3Understands that data comes in many different forms and that collecting, organizing, and displaying data can be done in many ways. |
| Standard: #1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. |
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Standard: #7 Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Pictographs - *vocabulary - vertical axis *the appropriate situation to use pictographs |
*writing the definition *copying notes from teacher chart |
*vocabulary with definition *advance graphic organizer |
1-define vertical axis on definition card (give the definition verbally or write it on the board) 2-fill in Central Idea Graph with the appropriate situation to use pictographs |
| Bar Graphs - *vocabulary - vertical axis, horizontal axis, scale, range, interval *the appropriate situation to use bar graphs |
*writing the definitions *copying notes from teacher chart |
*vocabulary with definition *graphic organizer |
1-define horizontal axis, scale, range, and interval on definition card (review vertical axis) 2-there is a follow-up question to vertical axis on the homework 3-fill in Central Idea Graph with the appropriate situation to use bar graphs |
| Double Bar Graphs - *vocabulary - vertical axis, horizontal axis, scale, range, interval *the appropriate situation to use double bar graphs |
*class discussion and questioning *taking notes from teacher chart |
*link to prior knowledge (repetition and application of definitions) *graphic organizer |
1-review vertical axis, horizontal axis, scale, range, and interval by asking questions about previous day's graph 2-there are follow-up questions to scale, range, and interval on the homework 3-fill in Central Idea Graph with the appropriate situation to use double bar graphs |
| Line Graphs - *vocabulary - vertical axis, horizontal axis, scale, range, interval *the appropriate situation to use line graphs |
*class discussion and questioning *taking notes from teacher chart |
*link to prior knowledge (repetition and application of definitions) *graphic organizer |
1-review vertical axis, horizontal axis, scale, range, and interval by asking questions about previous day's graph 2-there is a follow-up question to horizontal axis on the homework 3-fill in Central Idea Graph with the appropriate situation to use line graphs |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Pictographs - *the construction of pictographs with paper and pencil *the interpretation of pictographs |
*provide and copy written steps *practice steps as whole class *practice steps independently on homework *ask interpretation questions *explain the process verbally *practice independently on homework |
1-copy the steps in constructing pictographs with paper and pencil on back of homework 2-make a class graph on the topic of pets 3-review the critical elements of pictographs 4-ask the students questions about the graph and how they figured them out 5-assign homework on constructing a pictograph and reading pictographs |
| Bar Graphs - *the construction of bar graphs with paper and pencil *the interpretation of bar graphs |
*provide and copy written steps *practice steps as whole class *practice steps independently on homework *ask interpretation questions *explain the process verbally *practice independently on homework |
1-copy the steps in constructing bar graphs with paper and pencil on back of homework 2-make a class graph on the topic of favorite playground activities 3-review the critical elements of bar graphs 4-ask the students questions about the graph and how they figured them out 5-assign homework on constructing a bar graph and reading bar graphs |
| Double Bar Graphs - *the construction of double bar graphs with paper and pencil *the interpretation of double bar graphs |
*provide and copy written steps *practice steps as whole class *practice steps independently on homework *ask interpretation questions *explain the process verbally *practice independently on homework |
1-copy the steps in constructing double bar graphs with paper and pencil on back of homework (compare/contrast to bar graph) 2-make a class graph on the topic of favorite colors (boys vs. girls) 3-review the critical elements of double bar graphs 4-ask the students questions about the graph and have them explain how they figured them out 5-assign homework on constructing a double bar graph and reading double bar graphs |
| Line Graphs - *the construction of line graphs with paper and pencil *the interpretation of line graphs |
*provide and copy written steps *practice steps as whole class *practice steps independently on homework *ask interpretation questions *explain the process verbally *practice independently on homework |
1-copy the steps in constructing line graphs with paper and pencil on back of homework (compare/contrast to bar and double bar graphs) 2-make a class line graph on how much time it has taken them to start class each day for the past week 3-review the critical elements of line graphs 4-ask the students questions about the graph and how they figured them out 5-assign homework on constructing a line graph and reading line graphs |
| Computer-Made Graphs - *the construction of bar graphs, double bar graphs, and line graphs on the computer |
*provide written steps *demonstration and modeling of process |
1-go over the chart with the steps for making graphs on the computer 2-gather the students around a computer 3-demonstrate how to make a double bar graph on the computer |
| Paragraph (they should have out their Central Idea Graph)- *the creation of a paragraph that shows evidence of decision making |
*provide written steps *practice steps as a whole class *provide blueprint |
1-go over the chart with the decision making steps 2-explain that they will be deciding what type of graph to make based on their data 3-as a class go through the eight examples in the packet with discussion 4-go over the chart with the blueprint for how to write a decision in a paragraph |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| *equal spacing with graphing |
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1-present a number of graphs on the overhead that are outstanding and/or have errors 2-ask the students whether each graph is accurate or not 3-discuss the effects of equal spacing on accuracy when graphing |
| Planning Guide |
|
Unit:Graphing |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to use graphs |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
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[X] Decision Making |
Products/Performances Product - a paragraph that reflects the student's ability to choose what type of graph is most appropriate for the data given |
| Criteria for evaluation Criteria for Evaluation - (see rubric) identifies choices or alternatives, selects appropriate choice, identifies criteria for selecting the graph, and tries the other graphs against the criteria |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
| Element #1 1 |
Element #2 1 |
Element #31 |
Element #41 |
|
| Elements Scale |
Identifies Choices |
Selects Appropriate Graph |
Identifies Criteria for Choice |
Tries Alternatives Against Criteria |
| Weights |
25% |
25% |
25% |
25% |
| 4 |
*mentions all 4 types of graphs |
*selects graph that meets or exceeds criteria |
*provides thorough reasoning for their choice |
*provides thorough, fully developed assessment of the other three alternatives based upon the criteria |
| 3 |
*mentions 3 of the 4 types of graphs |
*selects graph that meets criteria successfully |
*provides a valid reason for their choice |
*provides a valid reason for not selecting each of the other three alternatives based upon criteria |
| 2 |
*mentions 2 of the 4 of graphs |
*selects the graph that does not entirely meet the criteria |
*weak support for their choice |
*provides weak support for not selecting each of the other three alternatives based upon the criteria |
| 1 |
*mentions 1 of the 4 types of graphs |
*selects graph that does not appear reasonable based on criteria |
*provides little or irrelevant support for their choice |
*provides little or irrelevant support for not selecting each of the other three alternatives based upon the criteria |
NOTE: strictly grading decision-making ability; not mechanics
Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.
| Data Card______ |
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| Making Graphs |
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| Help us compare data quickly and easily |
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| Name |
__________________ |
Gr___ |
Teacher |
___________ |
|
| 1. Handmade Graph(Bar,DoubleBar,Line) 1. Handmade Graph (Pictograph) |
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| ____ |
Title |
____ |
Title |
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| ____ |
Horizontal Axis - Labeled |
____ |
Key |
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| ____ |
Horizontal Axis - Categories |
____ |
Appropriate Picture Chosen |
||
| ____ |
Categories Equally Spaced |
____ |
Appropriate # of Pictures |
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| ____ |
Vertical Axis - Labeled |
____ |
Categories Vertically Stacked |
||
| ____ |
Vertical Axis - Appropriate Scale |
____ |
Categories Labeled |
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| ____ |
Vert. Axis - Intervals=Dist. Apart |
____ |
Pictures are Same Size |
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| ____ |
Intervals Equally Spaced |
____ |
Pictures are Same Dist. Apart |
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| ____ |
Information Correctly Plotted |
____ |
Information Correctly Plotted |
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| ____ |
Neat-Use of Rulers/Handwriting |
____ |
Neat-Use of Rulers/Handwriting |
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| ____ |
Attractive and Colorful |
____ |
Attractive and Colorful |
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| 2. Computer - Made Graph |
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| ____ |
Title |
||||
| ____ |
Information Labeled |
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| ____ |
Correct Information Entered |
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| *Pictographs should be made as bar graphs on the computer |
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| 3. Group Work |
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| ____ |
Ability to Work Independently |
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| ____ |
Good Use of Time |
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| Score |
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| ____ |
Top Score - 16 |
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Have You Considered These Yet?
Learn to Learn Skills:
*communication
*deductive reasoning
*problem solving
*decision making
Assessment Modifications:
Students are given the option of whether or not they would like the data provided from which they will make their graphs, or students can choose to gather their own data. Also, students can be paired together to construct the graphs if necessary. Based on IEP's, further modifications may be made, depending on the need of the students.
For our unit we chose to limit the writing section however teachers could choose to add a rubric to integrate language arts into their unit. The integration between the subjects can be enhanced by tying in material that is currently being taught in those areas. (i.e. Science, Social Studies, Language)
Unit Schedule/Time Plan:
The minimum length is 2 weeks, with the maximum length 3 weeks. Length will vary depending on the amount of time required for constructing and interpreting each type of graph.
Written Overview:
By the end of the unit, the students will be able to construct and interpret different types of graphs.
Access to Student Materials:
If you would like a copy of our student packet, you may e-mail us at our school address.
krwilliams@holland-floyd.moric.org efindlay@holland-elem.moric.org