Create a Bar Graph in NCES KidZone Web-based Tool

Content Analysis Report

Submitted to Seungoh Paek, Ph.D In partial fulfillment of course requirements for ! C "#$, Spring Semester %&#$

'ni(ersity of )a*aii at +anoa +arch #,, %&#$

!eam +embers!ami Saito and Da(ina Pangelinan

Instructional Goal
.ith the guidance of a teacher, second grade students at /uhio lementary School *ill create a bar graph 0*ith single1unit scale2 to represent a data set *ith up to four categories using the Create a 3raph feature on the http-44nces.ed.go(4nceskids4createagraph4 *ebsite. !he students *ill interpret the data by asking and ans*ering questions about the information presented in their bar graph. What is the need? !he )a*aii Department of ducation has recently adopted the Common Core State Standards 0CCSS2 for +ath *hich describes the educational targets for students by grade le(el. !he +ath CCSS for grade t*o are broken do*n into four domains- 5perations and Algebraic !hinking, 6umber and 5perations in 7ase !en, +easurement and Data, and 3eometry. 8or the purposes of our research, *e *ill be focusing specifically on the +easurement and Data domain. %.+D.#& Dra* a picture graph and a bar graph 0*ith single1unit scale2 to represent a data set *ith up to four categories. Sol(e simple put1together, take1apart, and compare problems using information presented in a bar graph. What is the justification for the goal? Common Core State Standards are built upon each other and require pre1requisite skills is learned before progressing to the ne9t standard. It is crucial that students at the second grade le(el, master the standards by the end of the school year in order to be successful at meeting the standards of the ne9t grade le(el. A graph helps (isuali:e data and presents information easily and quickly. Creating and understanding graphs is an important skill that helps students to organi:e and analy:e information or display research. What is the desired behavior? 'pon completion of this instructional module, the student *ill be able to create and input data into a graph and be able to analy:e the information by asking and ans*ering questions about the information they;(e presented in a graph.

Target Population
!he target audiences for the instructional module are the second grade educators of Prince <onah /uhio lementary School li(ing in )a*aii. Prince <onah /uhio lementary School is located in 5ahu, )I and is one of the %&= elementary schools in the )a*aii Department of ducation School District. It is a public school that ser(es about $%# students in grades P/, /1=. /uhio is located in the suburb area of +o;ili;ili that is largely populated *ith high1rise and *alk up apartment d*ellers, *ith a smattering of single family house o*ners. /uhio has a *ide mi9ture of ethnic groups and nationalities due to the makeup of the community and because of the nearby ast1.est Center on the 'ni(ersity campus. 6ot to mention, /uhio has a cross1 section of socio1economic groups, from solid middle class to po(erty le(els. Second grade is a year of e9ploration and disco(ery of the numbers in the *orld around us. !hroughout the year, the second grade educators must teach the students to learn Applying numbers sense to the four basic operations 'nderstanding the use of money in real life situations De(eloping spatial reasoning in relation to geometric shapes

Applying the (arious methods of measurement 9ploring probability and using data

)o*e(er, for this particular instructional module the educators *ill focus on the math standard %.+D.%. !he main graphing technique used at this le(el is the bar graph. !o build interest in the math lesson on graphing, the educator *ill allo* the students to graph things of interest to them. !he students *ill understand the t*o importances of graphs #2 graphs can make a strong (isual impact and %2 graphs makes the data much easier to read and understand. >ike all graphs, bar graphs gi(e a (isual representation of numerical data. Specifically, it is e9pected that students *ill ha(e prior kno*ledge4e9perience related to the concepts and skills identified belo*. identify a bar graph identify different types of graphs 0bar and pie2 collect and record data identify shapes 0rectangle, cylinder, triangle, rhombus, and pattern2 identify the (arious components to a graph !his specific instructional module is designed for a second grade educator to teach a class of %& students. !he duration of the instructional module *ill be appro9imately $& minutes to one hour in length. !oday;s classrooms pro(ide unique challenges for teachers. In order to meet all the students learning needs, the teacher *ill identify the student;s learning styles and *hether or not the student has an I P. Since no student learns in the same, materials and resources *ill be presented to the students in a *ay he4she *ill find it interesting and *ill be able to use their intelligences as producti(ely. Instructional Analysis !he terminal ob?ecti(e for this instructional module is @'sing 6C S /idAone Create a 3raph *eb1based tool, the learner *ill create a (ertical, rectangle1shaped bar graph *ith a title and labels about the class; top four fa(orite snacks.B !o accomplish this ob?ecti(e, the second grade students must first master a series of skills 0rules2, subskills 0concepts2, and entry1le(el beha(iors 0discriminations2 to sol(e the ob?ecti(e 0terminal goal2. All the skills listed abo(e the hori:ontal dashed line *ill be included in the instructional materials, and the skills belo* *ill be ones learners ha(e already possessed before they are e9posed to the instruction. 8rom bottom1up, the discriminations belo* the hori:ontal dash line are considered the entry1le(el skills. 8or the entry1le(el skills 0green2, it is assumed that the students ha(e mastered these skills and it *ill not be taught. !he subskills 0blue2 are indi(idual performance ob?ecti(e that are broken do*n from the comple9 concept skills 0red2 that must be mastered. !he terminal ob?ecti(e 0yello*2 is the highest le(el of learning that the students *ill accomplish after successfully completing the learning process. !he chart belo* illustrates the instructional analysis hierarchy. Refer to 8igure #. Instructional Analysis )ierarchy belo*. NCES (National Center for Education Statistics)

Figure ! Instructional "nal#sis $ierarch#

Using NCES KidZone Create a 3raph web-based tool, the learner will create a vertical, rectangle-shaped bar graph with a title and labels about the class top four favorite snacks !"#$

Select a (ertical, solid rectangle1 shaped bar graph. DCF

nter data and (alues into the *eb tool. DEF

Pre(ie* and Print 7ar 3raph D##F

Identify solid rectangle shaped bars D$F

>abel items D,F

Create a (ertical, solid rectangle1shaped bar graph D#&F

Identify (ertical graph direction D%F

>abel set DGF

Identify H and I a9is D"F Identify a bar graph D#F Determine title of graph D=F

ntry >e(el 7eha(iors D >F

Discriminate bar shapes D >#F

Discriminate bet*een different types of graphs 0bar and pie2 D >%F

Define (alue D >CF Collect and record data D >=F

Discriminate bet*een a computer and printer D >"F

Select printer icon D >GF Select PD8 print format D >,F

Discriminate direction of the bars D >$F D >$F

Per%or&ance 'b(ecti)es
Conditions 0C621 A description of the tools and resources that *ill be a(ailable to the learner *hen performing the skills 7eha(ior 0721 A description of the skill that *ould include actions, content, and concepts Criteria 0CR21 A description of acceptable performance of the skill Table ! S*ill ># Discriminate shapes Per%or&ance 'b(ecti)es 3i(en fi(e shapes 0C62, the learner *ill be able to select the shape 072 that depicts a rectangle 0CR2.

>%

Discriminate bet*een different 3i(en t*o images 0C62, the learner *ill accurately identify the image types of graphs 0bar and pie2 072 that depicts a bar graph (ersus a pie graph 0CR2. Discriminate direction of the bar Define (alue 3i(en t*o sets of directions 0C62, the learner *ill be able to identify 072 a (ertical (ersus hori:ontal direction 0CR2. 3i(en a list of definitions, 0C62 the learner *ill be able to select 072 the correct definition for the *ord (alue 0CR2. 3i(en a question 0C62, the learner *ill be able to collect and record data to create a bar graph in a paper format 072 *ith #&&J accuracy 0CR2. 3i(en pictures of computers and printers, 0C62 the learner *ill be able to sort the pictures into their respecti(e categories 072 *ith #&&J accuracy 0CR2. 3i(en three different icons 0C62, the learner *ill be able to select the printer icon 072 *ith #&&J accuracy 0CR2. 3i(en t*o different print format options 0C62, the learner *ill be able to select the PD8 format 072 *ith #&&J accuracy 0CR2. 3i(en fi(e graph choices in the 6C S /idAone Create a 3raph *eb1 based tool 0C62, the learner *ill be able to identify the graph 072 that depicts a bar accurately from # of C choices 0CR2. 3i(en four directions in the 6C S /idAone Create a 3raph *eb1based tool 0C62, the learner *ill be able to identify the (ertical graph direction 072 accurately from # of C choices 0CR2.

>$

>C

>=

Collect and record data

>"

Discriminate bet*een a computer and printer

>G

Select printer icon

>,

Select PD8 print format

Identify a bar graph

Identify (ertical graph direction

Identify solid rectangle shaped 3i(en fi(e shapes in the 6C S /idAone Create a 3raph *eb1based tool bars 0C62, the learner *ill be able to identify a solid rectangle1shaped bar 072 accurately from # of = choices 0CR2. Select a (ertical, solid 3i(en the 6C S /idAone Create a 3raph *eb1based tool 0C62, the "

rectangle1shaped bar graph

learner *ill be able to select a (ertical, rectangle1shaped bar graph 072 by selecting options for directions and shapes accurately 0CR2. 3i(en class data 0C62, the learner *ill be able to determine a title 072 that appropriately matches the data of the graph 0CR2 3i(en a picture of a graph 0C62, the learner *ill be able to identify the H a9is and I a9is 072 *ith #&&J accuracy 0CR2. 3i(en class data 0C62, the learner *ill be able to key in the label set to C items and # group 072 *ith #&&J accuracy 0CR2. 3i(en class data 0C62, the learner *ill be able to input each snack label under the @Item >abelB fields 072 *ith #&&J accuracy 0CR2.

Determine title of graph

"

Identify H and I a9is

>abel set

>abel items

nter data and (alues into the 3i(en class data 0C62, the learner *ill be able to enter 072 the correct *eb tool (alue for each item on the graph 0CR2. Create a (ertical, solid rectangle1shaped bar graph 3i(en the 6C S /idAone Create a 3raph *eb1based tool 0C62, the learner *ill be able to create a (ertical, rectangle1shaped bar graph 072 by selecting options for directions and shapes accurately 0CR2. 3i(en the 6C S /idAone Create a 3raph *eb1based tool 0C62, the learner *ill be able to pre(ie* and print 072 the bar graph accurately 0CR2.

#&

##

Pre(ie* and print bar graph

#%

Create a bar graph *ith 6C S 3i(en class data 0C62, the learner *ill be able to create a bar graph 072 /idAone *eb tool *ith 6C S /idAone Create a 3raph *eb1based tool accurately 0CR2.

Se+uence and Clustering o% 'b(ecti)es

Table ,! G

Cluster Design

'b(ecti)es #. Identify a bar graph %. Identify (ertical graph direction $. Identify rectangle shaped bars C. Select a (ertical, rectangle1shaped bar graph

Ti&e $& minutes

Data and Kalue =. Determine title of graph ". Identify H and I a9is G. Determine item labels ,. Determine label set E. nter data and (alues into the *eb tool Print !erminal 3oal #&. Pre(ie* and print bar graph ##. Create a bar graph *ith 6C S /idAone Create a 3raph *eb1based tool

$& minutes

= minutes #= minutes

Content Presentation and -earner Participation

SKI--. Identify a bar graph L# ,

'B/ECTI0E. 3i(en fi(e graph choices in the 6C S /idAone Create a graph *eb1based tool 0C62, the learner *ill be able to identify the graph 072 that depicts a bar accurately from # of C choices 0CR2. C'NTENT P1ESENT"TI'N In%or&ation Presentation7ar graphs are used to represent data by using colored bars on a grid *ith corresponding numbers to represent ho* many are in each group. Students *ill learn that they can find ho* many by looking at the number *here each bar ends. 7ar graphs allo* students to more easily find the number of items in each group by using the numbers instead of counting. 7ar graphs are a good *ay to sho* amounts relati(e to si:e and make it easy to see at a glance *hich category got the most and *hich got the least. E2a&ples-

Non-E2a&ples.

!his is a non1e9ample because it is a pie chart. !his is a non1e9ample because it is a line graph. A line A pie chart is a circular chart di(ided into graph is a graph that uses points and lines to sho* change pieces to sho* relati(e si:es of data. !here are o(er time. !here are no bars. no bars. .hich of the follo*ing graphs is an e9ample of a bar graphM Pretest 3 E&bedded. 0A2 4B5

0C2

0D2 E

Feedbac*

0A2 4B5 0C2 0D2

Incorrect1 !his is not a bar graph, it is a line graph. Correct- This is an e2a&ple o% a si&ple bar graph! Incorrect1 !his is not a bar graph, it is a scatter plot graph. Incorrect1 !his is not a bar graph, it is a pie chart.

Posttest

Select % e9amples of bar graphs from the pictures belo*. 4"5 072

0C2

0D2

Feedbac*

4"5 and 465 are correct 0C2 and 072 are incorrect

Content Presentation and -earner Participation Wor*sheet

SKI--. L% #&

Identify (ertical graph direction. 'B/ECTI0E. 3i(en four directions in the 6C S /idAone Create a 3raph *eb1based tool 0C62, the learner *ill be able to identify the (ertical graph direction 072 accurately from # of C choices 0CR2. C'NTENT P1ESENT"TI'N In%or&ation PresentationA (ertical graph (isually displays data using (ertical bars going up from the bottom. !he lengths of the bars are proportional to quantities they represent. !he bars are uniform in *idth and are equally spaced apart. !his can also be called a column graph. 5n simple bar graphs, the H a9is of the chart sho*s the specific categories being compared, and the I a9is represents the (alues. E2a&ples

Non-E2a&ples.

!hese are both non1e9amples because the directions of the bars in these graphs are from left to right and are called hori:ontal bars. Pretest 3 .hich of the follo*ing graphs is an e9ample of a (ertical graphM E&bedded. 0A2 072

0C2

465

##

Feedbac*

0A2 Incorrect1 !he directions of these bars are hori:ontal. 072 Incorrect1 !he directions of these bars are hori:ontal. 0C2 Incorrect1 !he directions of these bars are hori:ontal. 465 Correct- The directions o% these bars are )ertical! >ook at the graph. .hat is the direction of the bars on this graphM 0A2 !he bars are hori:ontal. 072 !he bars are (ertical. 0C2 !he bars are e(enly spaced

Posttest

Feedbac*

0A2 incorrect 4B5 correct 0C2 incorrect

Content Presentation and -earner Participation Wor*sheet

SKI--. Identify solid rectangle shaped bars L$ #%

'B/ECTI0E. 3i(en fi(e shapes in the 6C S /idAone Create a 3raph *eb1based tool 0C62, the learner *ill be able to identify a solid rectangle1shaped bar 072 accurately from # of = choices 0CR2. C'NTENT P1ESENT"TI'N In%or&ation PresentationA rectangle is a four sided ob?ect resembling and elongated square. It has t*o sides of equal length opposite each other, and t*o other sides of equal length opposite each other, and four corners, all right angles. If you di(ide a rectangle in half diagonally from corner to corner, t*o right triangles are formed. E2a&ples!his e9ample depicts a rectangle shaped bar graph. A graph that uses rectangular shaped bars sho*s ho* large each (alue is. !he bars can be hori:ontal or (ertical. In this case, the bars are (ertical.

Non-E2a&ples.

A triangle is one of the basic shapes of geometry- a polygon *ith three corners or (ertices and three sides or edges *hich are line segments. !he best (isuali:ation of triangle charts can be seen in $D mode.

Pretest 3 E&bedded.

A cylinder is a solid ob?ect *ith t*o identical flat ends that are circular and one cur(ed side. Cylinder charts are column 0or bar graph2 that use cylinder shaped items to sho* data. Although cylinder charts do not add any additional data, sometimes using this shape allo*s achie(ing a better (isual appearance of the data. !he best (isuali:ation of cylinder charts can be seen in $D mode. .hich of the follo*ing graphs is an e9ample of a solid rectangle shaped bar graphM 072

0A2

#$

0C2

0D2

0 2

Feedbac*

Posttest

4"5 Correct- This is an e2a&ple o% a solid rectangle shaped bar graph 072 Incorrect1 It is a rhombus shaped bar graph 0C2 Incorrect1 It is a cylinder shaped bar graph 0D2 Incorrect1 It is a triangle shaped bar graph 0 2 Incorrect1 It is pattern shaped bar graph Select % e9amples of a solid rectangle shaped bar graph from the pictures belo*. 0A2 072

0C2

0D2

#C

Feedbac*

0A2 and 0C2 incorrect 4B5 and 465 correct

Pre-instructional7 "ssess&ent7 and Follo8-Through "cti)ities

Table 9! Pre-Instructional "cti)ities :oti)ation. 03agne;s (ent L#2 Data Collection Acti(ity @Counting 8ishB Sho* students a poster board *ith $ different kinds of fish pasted on a ne*spaper background. !he $ types of fish should consist of % different solid colored fish and # ne*spaper patterned fish. !he ob?ecti(e is to ha(e students count ho* many of each solid color fish and ho* many ne*spaper fish there are to record on a data collection sheet. !he students *ill group their tally marks by fi(es to organi:e their data correctly. !he students en?oy looking for the ne*spaper fish because they;re much harder to find than the solid colored fish because they camouflage *ith the ne*spaper background. 0See e9ample photo2

/ind of 8ish Purple 8ish Iello* 8ish 6e*spaper 8ish Nuestion1 .hat is a bar graphM

)o* many did you countM 'se tally marks.

In this instructional module, the %nd grade educators of Prince <onah /uhio lementary School *ill guide their students to create a (ertical, solid rectangle1shaped bar graph using the 6C S /idAone Create a 3raph *eb1 based tool. In the pre(ious lesson, the students participated in a data collecting acti(ity by counting fish and recording their data using tally charts. !he students *ill refer to the tally chart to create a bar graph in the 6C S #=

/idAone Create a 3raph *eb1based tool. !here are all kinds of charts and graphs *ithin the 6C S /idAone Create a 3raph *eb1based graph tool. )o*e(er, the students *ill apply their skills and kno*ledge learned in this instructional module to create a (ertical, solid rectangle1shaped bar graph 0one of the many options a(ailable2. As a form of engagement, the students *ill continue to *atch the short animated (ideo clip regarding bar graph. In addition to the (ideo clip, the site displays qui::es, games, e9periments and other related content that students can use interacti(ely to reinforce the lesson both in the (ideo and teacher instruction. 7rainP5P1 http-44***.brainpop?r.com4math4data4tallychartsandbargraphs4 'b(ecti)es. 03agne;s (ent L%, L$, LC, O L=2 !he ob?ecti(e of this instructional module *ill be presented at the beginning. (With teacher guided instruction, the 2nd grade students of Prince Jonah Kuhio Elementary School will learn how create a vertical, solid rectangle-shaped ar graph using the !"ES Kid#one "reate a $raph we - ased tool%& !he content *ill be present through a (ariety of methods including class discussion and assignment, (ideo clip, and *eb1tool. "ssess&ent Pretest. 03agne;s (ent L" O LG2 7efore starting our Create a Bar Graph module, grade % students *ill be gi(en a paper1based, multiple1choice Pre1Assessment. !his pre1assessment *ill re(eal *hat kno*ledge the students already posses about graphs and any misconceptions about this topic that need to be addressed or focused on during instruction of this module. 8or a copy of Pre1Assessment refer to the +odule Prototype. Practice Test 4"cti)ities5. 03agne;s (ent L" O LG2 8ormati(e assessment acti(ities *ill be gi(en throughout the module to ensure that the students understand ho* to use the 6C S /idAone Create a 3raph *eb1based tool. .ith the easy tabbed format on the *ebsite tool, it is easy to ask students to @do as I doB *hile going through the fields and functions on each tab. 8or practice, the students *ill follo* along *ith the teacher to create a simple practice graph using the data pre(iously collected from the Pre1Acti(ity 0fish data2. !here are also % paper1based, multiple choice Practice !est *ithin the +odule Prototype to be administered after completing >essons #1C 0see Practice !est #2 and =1E 0see Practice !est %2. Posttest. 03agne;s (ent LG O L,2 !heir completed bar graph from the 6C S /idAone Create a 3raph *ebsite tool can be used as a final assessment. !heir graph should be complete *ith title, labels, and correct (alues for each category. After completion of the module, students *ill be gi(en a paper1based, multiple choice test *ithin the +odule Prototype. 0See Post1!est2 !o gather qualitati(e data about student perspecti(es of the lesson, administer the $1%1# Sur(ey. #"

Ask students to ans*er the follo*ing sentence starters. $ things I learned from completing this 7ar 3raph Acti(ity *ereP % things I still need more help *ith areP # thing I *onder about bar graphs is P Follo8-Through "cti)ities :e&or# "ids. 03agne;s (ent L=2 !he students; printed finished products *ill be displayed throughout the classroom. !he display of student bar graphs *ill be a (isual to help them retain the information they learned. Trans%er. 03agne;s (ent LE2 !he students *ill be doing an e9tension acti(ity that *ill allo* them to do more personali:ing of a bar graph they created on their o*n. !hey *ill get to ask their classmates a question of their o*n choosing, gather the data, and organi:e it in the NCES Kid one Create a Graph *eb1based tool. !hey *ill also be gi(en the freedom to choose the style of bar shape, color, and dimension 0%D or $D2. See the Performance Assessment *orksheet pro(ided.

Na&e ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

6ate ;;;;;;;;;;;;;;;;;;;;;;; #G

%.+D.#& Create a bar graph 0*ith single1unit scale2 to represent a data set *ith up to four categories. Sol(e simple put1together, take1apart, and compare problems using information presented in a bar graph.

Performance17ased Post Assessment

Iou *ill be creating a graph today using data from a tally chart that you collected earlier. 8irst, click on the link to the 6C S Create a 3raph *ebsite. 6e9t, use your tally chart to make a bar graph sho*ing the same information. #. Select the option to make a bar graph. %. Select the option to make the bars (ertical. $. Select the option to make the bars rectangle. C. Click the @DataB tab to begin entering your data. =. Create a title for your graph. ". G. nter labels for the H and I a9es. nter item labels and (alues.

,. Pre(ie* and print your graph. 'se your bar graph to ans*er the questions belo*. E. .hich item recei(ed the greatest amount of (otesM QQQQQQQQQQQQQQ #&. .hich item recei(ed the least amount of (otesM QQQQQQQQQQQQQQQQ ##. )o* many students (oted for item # and % altogetherM QQQQQQQQQQ #%. If one more person (oted for item $, *hat *ould be the ne* totalM QQQQQQQQQ

#,