Invariably Chocolate

A math and language arts learning unit which incorporates technology

Third Grade
East Side School
111 Gleason Street
Gouverneur, NY

Hedy Hilts

Title III District Technology Committee

Content Knowledge:

Essential Questions:

• How can data be collected?
• How can we organize data into graphs?
• What conclusions can be made through reading and interpreting graphs?

Initiating Activity:

Put the children into pairs. Have them do a list-group-label activity. Ask them to make a list of twenty-five things that have chocolate in them. Then have them categorize the list of twenty-five things and put a label on each category. Each of the twenty-five items must be placed in one of the categories. Ask the students to explain their categories and why each item fits under that label.

Connection to State Learning Standards:

Content Area: Math and Language Arts

Level: Third Grade

Math:

1. Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence and construct an argument. Performance Indicator: Use models, facts and relationships to draw conclusions about mathematics and explain their thinking.
2. Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communication and connecting mathematical information and relationships. Performance Indicator: Construct tables, charts and graphs to display and analyze real-world situations.

Language Arts:

1. Students will read, write, listen and speak for information and understanding. Performance Indicators: Speak to share data, facts and ideas in classroom presentations. Listen in order to acquire information and/or understand procedures.

Time Frame:

This unit takes approximately twelve days. The daily lessons last between fifty minutes and ninety minutes.

Learning Experiences

Declarative Knowledge

1. There are various ways to collect data (through surveys, observations, research and interviews). On Day 1, the students will be put into pairs. Each pair will be given a small bag of M&M's. Together, the partners will observe the contents of their bag. They will then classify the M&M's and complete a chart which indicates the number of each color of M&M's in their bag. Using charts to organize knowledge is the strategy that will be used.
2. Charts and graphs can be used to interpret data. On Day 2, a teacher made bar graph will be displayed. A full class discussion will be held. Variables will be explained and the concepts of most, least and equal parts will be discussed. Two teacher made bar graphs will be displayed. The students will be asked to interpret the two graphs. The interpretations will include the concepts of most, least and equal parts. The strategy of Think-Pair-Share will be used during these classroom discussions.
3. There are various ways to collect data (survey, observation, research and interviews). On Day 3, the children will be asked to brainstorm occasions on which cakes are customary. Once birthdays are mentioned, ask the class how they can find out what day of the week their birthday will be on this year, 1999. They will then do simple research, using a 1999 calendar, to determine the day of the week their birthday is.

Learning Experiences

Procedural Knowledge

1. Students will organize data in order to create a graph (bar, line, pie or pictorial), on paper as well as on a computer. On Day 2, the children will work in pairs to create a bar graph using the information from the chart they completed on day 1. They will need to include the variable color and number. They will also be responsible for labeling the graph with an appropriate title.
2. Students will organize data in order to create a graph (bar, line, pie or pictorial), on paper as well as on a computer. After determining what day of the week their birthday will be on in 1999, on Day 3 the children will write their name and the day of the week on a large birthday cake. Using the birthday cakes, the class will create a pictorial graph on the chalkboard. As a class, use the information from the pictorial graph to create a line graph. An emphasis will be placed on the variables and title used for each graph. Discuss how easy it is to read each type of graph and personal preference.
3. Students will organize data in order to create a graph (bar, line, pie or pictorial), on paper as well as on a computer. Using the large screen monitor, the teacher will demonstrate how to create a pictorial graph using stamps in KidPix. (This is a graphing computer program. Any graphing program can be used. If a program is not available, rubber stamps can be used.) The information from the birthday research will be used to make this graph.
4. Students will organize data in order to create a graph (bar, line, pie or pictorial), on paper as well as on a computer. The multi-age class will join us on day 6. This class surveyed the kindergarten through second grade teachers on their favorite candy bar, while our class surveyed the third through sixth grade teachers. As a large group, we will look at the charts to discuss the results of the surveys. The students will then be paired up, one multi-age students with one-third grader. They will then use the information on the charts to create a bar graph. They will be responsible for including the two variables, as well as an appropriate title.
5. Students will organize data in order to create a graph (bar, line, pie or pictorial), on paper as well as on a computer. On Day 7, make Chinese noodle cookies. The teacher will then lead the class through the process of creating a pie graph. Each student will make a pie graph using the ingredients from the recipe of the cookies.
6. The students will effectively conduct a survey or an interview in order to gather data. The teacher will conduct a classroom survey on the favorite type of candy bar, using butterfingers, Kit-Kat and Hershey's with almonds. We will then compile the results onto a chart. The class will then implement a teacher survey to determine which of these candy bars is the favorite amongst the staff. The students will create the survey questions and determine a method of recording the responses. The children will then conduct the survey on the third through sixth grade teachers.

Learning Experiences

Refining & Extending

1. The reasoning process that will be used is comparing. On Day 2, the children will work in pairs to create a bar graph indicating the number of each color of M&M's in their bag. To refine and extend, each pair will be teamed up with another pair. The group of four students will then compare the data on their two bar graphs and write down at least two conclusions that they agree upon. Each foursome will then share their conclusions with the class.
2. The reasoning process that will be used is induction. After completing the Day 6 activities, each child will complete a conclusion sheet, indicating the favorite candy bar and the least favorite candy bar. They will be asked to answer the following questions and explain their answer: "Pretend that you work for a candy bar company. Your job is to fill the candy machine in the teacher's room at East Side with two kinds of candy bars. Which two types of candy bars would you put in the machine? Why?"

Meaningful Use Task

The reasoning process that will be used during the meaningful use task is decision-making. By completing this task, the children will show their ability to:

• organize data by planning and implementing a survey.
• organize data onto a graph.
• draw and communicate conclusions by reading a graph.

Explain to the class that a vending machine will be placed in a centrally located business within your town. They must plan and implement a survey in order to decide which three candy bars they should have available in the vending machine.

Each child will complete this project on their own. They must survey ten people, using five candy bars of their choice.

To implement the survey, the class will take a walking field trip to P&C and Kinney's.

Once the children have had the opportunity to conduct the survey, they will be given large chart paper on which to create a graph of their choice. After the graph is complete, the students will draw a conclusion as to which three candy bars they would put into the vending machine.

The children will then present their graphs, results and conclusions to the class. During the presentation, the teacher should look for clear, easy to hear words, good eye contact with the audience, proper posture with both feet flat on the floor and use of complete sentences.

Meaningful Use Task Rubric

(Used to assess the graph and the presentation at the conclusion of the MUT)

Total Points Earned:____________

MUT Assessment List

(This list is used to assess the process the student is using to complete the MUT. This is done 1-on-1, orally with each student. It should be completed by the teacher while the child is in the process of completing the MUT.)

Name____________________________

The MUT rubric is worth eighty points and the MUT assessment list is worth twenty points. When combined, the children can earn a possible score of 100 on the Meaningful Use Task.

Written Overview:

This unit focuses on interpreting and creating graphs. By planning and implementing surveys, the children have a stronger sense of ownership over the data they are using to create the graphs. The class is led through a simple survey first, and then they work together to create one of their own. To conclude the unit, each child is asked to create and implement his/her own survey. The students then present the graph and their conclusions with the class.

Most of this unit can be implemented as is for special needs children. Some peer tutoring and 1-on-1 instruction can reinforce the basic concepts for those children having difficulty. When completing the MUT, perhaps having the special needs students survey only five people rather than ten would help the child be more successful. Teachers should feel free to make any modifications, based on the needs of their students.

Materials List:

• one inch graphing paper (or appropriate scale for the grade level)
• 18x24 inch white construction paper
• large chart paper
• empty candy bar wrappers (to use for the initial survey)
• chalkboard and chalk
• notebook paper
• three teacher made bar graphs (using any data)
• ten current year calendars
• oak tag birthday cakes
• one single serving bag of M&M's for each pair of students
• a recipe for Chinese noodle cookies
• a cafeteria tray to use for the teacher survey
• one copy of the MUT rubric and assessment list for each student