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Case Study #2

By: Nick Jackson, Ui Jeong Lee, and Makayla Neal

Overview of Lesson

This lesson will be comprised of three stations that will

educate students on the uses and interpretations of bar
graphs, pie charts, and line graphs. Each station will be
taught by a different instructor in which the students will be
educated in an interactive learning experience that will allow
them to collect, interpret, and integrate information that is
gathered into the different graphs and charts. After the three
stations are completed, students will complete an
assessment that encompasses the information that they

Description of Learners,
Learning Envrioment,
Intended Learning Goals,
and Lesson Content.

The learners for this lesson are fourth graders that are
participating in College Mentors for Kids (CMFK) here at
Purdue University. There are twenty students in the group
and buddies who are college mentors. We are going to pair
up a student and a college mentor as one. We assumed that
there are no special needs students and exceptional child.
The learning environment will take place in the classroom. It
needs to be big enought to set a three different stations
since we are doing station teaching. The students will be
working with Ipads to collect, assemble, and integrate the
information that is provided to them in the beginning of the
class into the specified charts and graphs. The class will take
place in a tyipical classroom environment in which students
will be able access the Internet to complete the tasks

involved with their assignment and assessment. We are

encouring buddies(college mentors) not to help kids, since
our objectives are to see if students can complete tasks by
themselves without any assistance. We encourage buddies
to just particiapte with kids. After completing the lesson, the
students will be able to construct a bar graph, pie chart, or
line graph with given data and be able to choose which data
would best fit these graphs and charts.
4.DA.3: Interpret data displayed in a circle graph.
4.DA.1: Formulate questions that can be addressed with
data. Use observations, surveys, and experiments to collect,
represent, and interpret the data using tables (including
frequency tables), line plots, and bar graphs.

Learning Objectives
Given a set of data, students will be able to
construct and interpret a bar graph without error.
Without assistance, students will be able to
construct and interpret a pie chart without error.
Given a website on iPads (technology),
students will be able to create a line graph with
collected data without error.
Given a set of data, students will be able to
determine which type of graph will best fit the data
provided without error.
Given a worksheet, students will be able to
answer questions based on the shown graph and get
90% out of 100% on the worksheet.


1. iPad
2. Computer with internet access
3. Poster board
4. Stickers (enough for three per student)
5. Printer paper
6. Rulers
7. Crayons
8. Example pie graph, bar graph, and line graph.
9. Discussion question worksheet(given to college
10. Projector at the front of class


1. Introduce the bell ringer, the data collection poster, when

all of the students are in the classroom.
2.Give each student three stickers.
3.Tell the students to place one sticker under each
HOUSEHOLD (not farm animals) pet that their family owns.
If a student does not have a pet, have them place one sticker
under the None Category. Their options will be Dog, Cat,
Fish, hamster, other, or none.
4. After all of the students have placed at least one of their
stickers in a category, the teacher will enter the data into a
Google spreadsheet.
5. Share the spreadsheet with all of the students so that they
can access the data on their Ipads. Make sure that every
student has access to the data on their Ipads.
6.Split the students up into three groups(mixed gender) and
assign each group to one of the three teachers. Each group
will rotate each station( each station about 10-15minutes)
and learn different types of graphs. Creating a Station
Teaching:In station teaching, the classroom is divided into
various teaching centers. The teacher and student teacher
are at particular stations; the other stations are run
independently by the students or by a teachers aide.
7.Group number one will start at Makaylas station, group
two will start at Ui Jeongs station, and group 3 will start at
Nicks station. Each group will rotate stations after
completing the activity at the station.
8. At Makaylas station the topic is pie graphs. Show the
students the example of a pie graph and explain to them that
the whole circle, or pie, represents 100%. Explain to the
students that each of the parts of the graph are a
representation of data that has been collected by the teacher
from the class. Also explain to the students that the data is
not related and does not affect each other. For example, if
the number of reading books went up, the number of

playing games would not be affected. Add up all of the given

percentages with the students to show them that they equal
9.After giving the students an example of a pie graph, have
the students access the household pet data collected at the
beginning of class on their ipads. Give the students the
graph website,, and
ask them to pull it up on their ipad.
10. Once the students are on the site, have them select pie
graph. Tell them to select the data tab and enter in an
appropriate title that fits the data, the names of the pets
where it says item label, and the value for each category.
11. After the students enter in all of the information needed,
have them select the preview tab to view the graph that
they made. Have them take a screenshot of their graph on
their ipad so they can refer to the graph in the next stations.
12. After they are done with the pie graph station, have the
students move on to Ui Jeongs station, the bar graph
13. Show the students an example of a bar graph and teach
them that the data represented in the bar graph is not related
in any way. The numbers for one category of data do not
increase nor decrease any of the other categories.
14. After the students have an understanding of what a bar
graph is and how it can be used, have the students pull up
the data on their ipad that was collected at the beginning of
the class. After they have the data open, pass out pieces of
paper, crayons, and rulers.
15. With the pieces of paper, crayons, and rulers, have the
students make their own bar graphs out of the data on their
Ipad. Make sure that they include an appropriate title for the
data (could use the same one from the pie graph), a key for
the different colors to represent the different categories, and
labeled x and y-axis.

16. After the students have completed their bar graph, have
them compare the bar graph and the pie graph. Ask them
what similarities they find and what differences they notice.
17. Have the students hold onto their bar graphs and rotate
to the next station, Nicholas station.
18. At Nicholas station, they will be learning about line
graphs. Explain to the students what a line graph is and why
the data that we collected at the beginning of class cannot
be put into a line graph. Explain that the data all has to be
related and affect each other.
19. After explaining what line graphs are, pull up the
temperatures for last week on the weather app on the ipad.
Have the students record all of the temperatures for each
20. After the temperatures are recorded, pull up the website
that was used to make pie graphs, , on
the projector in the front of the class.
21. Once the website is opened, select line graph. After
selecting line graph, go to the the data tab. Have the
students help you come up with an appropriate title to
describe the weekly temperature for last week.
22. Ask them what they think the x-axis should be labeled
and what they think the y-axis should be labeled. If they
answer it correctly or incorrectly, explain to them that the xaxis is always the category that you are measuring and the
y-axis is always the values of the categories that you are
measuring. Put the days of the week in the x-axis and the
temperatures (in farenheit) in the y-axis.
23. After the axis are labeled, enter in the data set. Have the
students read aloud the temperatures and the days of the
weeks while you enter them in the computer.
24. After all of the information is filled out, select the preview
tab. Point out how the data creates a trend and allows you to
calcula te an average weekly temperature because the data

is all related.
25. After the students learn about each one of the graphs,
have them pair up with their College Mentors For Kids buddy
to disscuss the activities that they did with the graphs.
26. Pass out the discussion question worksheet and have
them fill out the questions.
27. Give them 5 minutes to complete the worksheet. After
the worksheet is completed, have the students talk about
what they wrote for the discussion questions with their
College Mentors For Kids buddy.
28. Make sure the buddies(the college mentor) ask the
students why they were not able to use the data that was
collected at the beginning of class to make a line graph. Also
have them ask the students how pie graphs and line graphs
are different. They should ask them which graph they think is
the easiest to read/make and why. The teacher will prepare a
questions for buddy to ask.

Questions to share with you and your

1. What did you enjoy the
most? What graph did you liked
2. How are pie charts and
line graphs different?
3. Which graph do you think
is easiest to read and make?
Why do you think so?
4. Why cant you use the
data that was collected at the
beginning of class to make a line

29. Have the students turn in the paper graph that they made
and the discussion questions at the end of the day.


We will be assessing the students with a worksheet at the

end of class after completing all of three stations. The

assignment will have three sections that include pie charts,
bar graphs, and line graphs. The students will encounter
questions that ask them to interpret the three types of graphs
and answer basic questions about them.The students will
have to apply the knowledge that they learned at each of the
stations to answer the questions.
(See the worksheet attached in the back)

Heigh Record Line Graph. (n.d.). Retrieved

March 30, 2015, from
Favorite Pet Worksheet. (n.d.). Retrieved
March 30, 2015, from
Summer Camp Pie Graph. (n.d.). Retrieved
March 30, 2015, from
Reading a Bar Graph. (n.d.). Retrieved March
30, 2015, from
Graphs/4 Bars/English/6.pdf

Link to the video of the lesson plan:

Description of the lesson plan

In order to create a lesson plan, our group first looked at Indiana state standards. We
determined to focus on 4th grade since our group memebers had experience of teaching 4th
grade as a TIP expereience. Also, all of our group memebers liked the subject Math, therefore,
we decided to focus on Math. When we looked at 4th grade Math Indiana State Standards, two

standards caught our eyes. 4.DA.3: Interpret data displayed in a circle graph and 4.DA.1:
Formulate questions that can be addressed with data. Use observations, surveys, and
experiments to collect, represent, and interpret the data using tables (including frequency
tables), line plots, and bar graphs. After looking at standards, we figured out that there are three
different graphs we each need: Circle graph, Line graph and Bar graph. However, we figured
out that one teacher teaching all three different graphs at one time would be very difficult and
would complicate things for students because they might get confused when they learn three
different graphs at one time. Therefore, we decided to do Station Teaching(small group of
students rotate to different stations for instruction). Ui Jeong Lee, one of our team members,
thought of this teaching method since she had an experience of doing Station Teaching at her
TIP experience when teaching three different topics. She shared her experience about how
Station Teaching is a very effective teaching method. It is effective because station teaching
allows students to visit different stations during allotted time for a specific subject. It also allows
teachers to work with small groups of studetns and give more individual instructions and also
allows teachers more time to get personal connection with different learning levels of individual
students. Our lesson content is something that our group members came up with, and we did
not use any other websites to look for created lesson plans. Instead of getting ideas by looking
at created lesson plan, we tried to use our experiences from TIP experience and cooperate our
own understadnings into our lesson plan. Therefore, we feel how our lesson plan is very unique.
At the end of the procedure of our lesson plan, there is a time for assessment. Students will
have to complete a worksheet, which deals with three different graphs they have learned from
three different sections. In order to create this lesson plan, we had to look for websites and
found a professional worksheet that was created based on standards. Other than getting the
worksheet from the website, everything on the lesson plan is something we created. For
technology, we decided to incorporate iPads into the lesson plan. In order to create different
graphs, we had to make students collect some kind of data. Therefore, we decided to put the
collected data into iPads and let students carry the iPads to three different stations to create a
graph. Also, one of the stations: line graph station, we decided to let students make line graphs
on the computer. There is a computer simulation which allows students to create a line graph.
Therefore, students had to look up the collected data from the iPad and create line graphs on
the computer.

Journal Articles
Brown, J. (2011, December 1). Science and Technology Educators' Enacted Curriculum: Areas
of Possible Collaboration for an Integrative STEM Approach in Public Schools. Technology and
Engineering Teacher, 30-34.

This article offers an insightful discussion about how there is a need for collaboration between
science and technology/engineering teachers and how they can partner with each other to form
stronger content. The article also offers suggestions on how these different teachers can create
and enhance partnerships by better utilizing the strengths of their disciplines by coming
together. Integrating between the STEM disciplines is an excellent way to strengthen and build
better content for a lesson plan. For this reason we were able to integrate some of the ideas of
this article into our lesson plan by collaborating technology and mathematics to create a more
interactive learning experience. The article describes effective ways of integrating between
STEM disciplines, and we were able to apply these and use technology effectively to better
engage our students in the standards for mathematics.

Breiner, J. (2012, January 2). What Is STEM? A Discussion About Conceptions of STEM in
Education and Partnerships. School Science and Mathematics, 3-11.
The article What Is Stem? A Discussion About Conceptions of STEM in Education and
Partnerships discusses the main ideas behind what STEM teaching entails and attempts to
accomplish. The article mentions that conceptions of STEM often vary among person to
person, and for this reason attempts to develop a common ground among those involved with
STEM. The article aims to clearly define STEM and its goals in order to show how STEM will
influence and impact the lives of those that experience it. This journal article shaped our lesson
plan by helping us understand what STEM is and what it aims to achieve. The journal clearly
outlined what its pourposes were, and we were able to incorporate these strategies into our
lesson plan by integrating the main ideas and philosophies so that we could positively portray
STEM teaching.

Assessment Worksheet