© All Rights Reserved

9 views

© All Rights Reserved

- Round and Flat Characters LP
- STEM EducationAndWorkforceDevelopment
- Lesson Plan 2_pc Logo
- July 2009 Commission Highlights
- Free Stem Challenge Mini Journal
- Referencias Sobre STEM
- Are We Beginning to See the Light
- Stem
- Superintendent’s_Entry_Plan_Progress_and_Initial_Observations
- jamespickett
- Gov Priorities
- Trinity Homeschool Academy Small Business Directory
- PGCMLS 3D City Architecture Program Fall 2015
- senior project gool
- case 2
- stem philosophy statement
- making the case for stem pdf updated
- Obtain School Funding And Grants With Assistance From HMH
- eea stem standards of practice
- straight a grant narrative 2

You are on page 1of 12

Overview of Lesson

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

learned.

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

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.

Standards

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.

Materials

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

mentor)

10. Projector at the front of class

Procedure

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.

(Credit:http://www.asdk12.org/depts/hr/student_teaching/PD

F/The_Power_of_2.pdf)

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

percentages with the students to show them that they equal

100%.

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,

http://nces.ed.gov/nceskids/createagraph/default.aspx, 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

station.

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

day.

20. After the temperatures are recorded, pull up the website

that was used to make pie graphs,

http://nces.ed.gov/nceskids/createagraph/default.aspx , 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.

buddy:

1. What did you enjoy the

most? What graph did you liked

most?

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

graph?

29. Have the students turn in the paper graph that they made

and the discussion questions at the end of the day.

Assessment

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)

References

March 30, 2015, from

http://www.superteacherworksheets.com/graphing/linegraph-simple-1_TWNQD.pdf

Favorite Pet Worksheet. (n.d.). Retrieved

March 30, 2015, from

http://www.theteachersguide.com/bargraphs/favoritepe

tsgraph.pdf

Summer Camp Pie Graph. (n.d.). Retrieved

March 30, 2015, from

http://www.superteacherworksheets.com/graphing/piegraph-simple-2_TWNWR.pdf

Reading a Bar Graph. (n.d.). Retrieved March

30, 2015, from

http://www.commoncoresheets.com/Math/Bar

Graphs/4 Bars/English/6.pdf

https://www.youtube.com/watch?v=uK3-a4sSa-s

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

1.

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.

2.

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

- Round and Flat Characters LPUploaded byJames Andrew Paddayuman
- STEM EducationAndWorkforceDevelopmentUploaded bymartinimartiini
- Lesson Plan 2_pc LogoUploaded byJaztina
- July 2009 Commission HighlightsUploaded byChildren and Families Commission of Orange County
- Free Stem Challenge Mini JournalUploaded bykamalshah
- Referencias Sobre STEMUploaded byEdgarsito Ayala
- Are We Beginning to See the LightUploaded byAmberNich0le
- StemUploaded byderew11
- Superintendent’s_Entry_Plan_Progress_and_Initial_ObservationsUploaded byFauquier Now
- jamespickettUploaded byapi-357990526
- Gov PrioritiesUploaded bysbctccomm
- Trinity Homeschool Academy Small Business DirectoryUploaded bymrscasler
- PGCMLS 3D City Architecture Program Fall 2015Uploaded byLATIMD
- senior project goolUploaded byapi-358480037
- case 2Uploaded byapi-249552443
- stem philosophy statementUploaded byapi-251980379
- making the case for stem pdf updatedUploaded byapi-258952626
- Obtain School Funding And Grants With Assistance From HMHUploaded byapplicationforgrants68
- eea stem standards of practiceUploaded byapi-254049381
- straight a grant narrative 2Uploaded byapi-258814891
- Lesson Plan in English IIIUploaded byAngel May Domider
- STEM Summer camps powered by AT&TUploaded byEllen Webner
- casestudy2Uploaded byapi-280651962
- 2015 the First Excellence Conference in Science and Mathematics Education STEMUploaded byLBH
- marylandstatestemstandardsofpracticeUploaded byapi-293758682
- newandimprovedoutlineUploaded byapi-301877136
- nsta position statement parent involvement in science learningUploaded byapi-269479291
- Elevate Trust 2019Uploaded byLashier
- Megan Black ResumeUploaded byMegan
- Enabling Creative Collaboration for All Levels of LearningUploaded byChristopher Chiang

- Al-Kindi's Mathematical MetaphysicsUploaded bymuftizaman
- _More or Less_ Refugee__ Bengal Partition in Literature and CinemaUploaded byBarnali Saha
- Steven E. Aschheim-In Times of Crisis_ Essays on European Culture, Germans, And Jews (2000)Uploaded byAnonymous p3lyFY
- Kb Syllabus 131114Uploaded byVictoria College of Music and Drama, London
- ignou Bece 002 Solved Assignment 2018-19Uploaded byNEW THINK CLASSES
- Reading for PleasureUploaded byAnuj Jain
- Measurement,Reliability &ValidityUploaded byNeetesh Singh
- Excel_2013_Advanced_Sample.pdfUploaded byMahmoud Emba
- microteach lesson plan 2Uploaded byapi-360374598
- ANIRBAN ROY CHOUDHURY (Symbiosis Law School)Uploaded byANIRBAN ROY CHOUDHURY
- Assignment 5-Ivon R. CarpioUploaded byIvon Carpio
- University of Malawi Report 2014-2016Uploaded byCarlos Gmo E. Ramírez
- Fiduciary RealismUploaded byVasiliki Petsa
- DAPSS CSAC Initial ReportUploaded byKevinOhlandt
- music-therapy-1967202930Uploaded byAuto Grig
- Awareness in Physiotherapy among High School StudentsUploaded byIJSRP ORG
- Managerial Behavior and Effectiveness - Lecture Notes, Study Material and Important Questions, AnswersUploaded byM.V. TV
- Sample Functional Resume for computer science students.Uploaded byXuetong Yan
- The Monk Who Sold His FerrariUploaded byVijayalaksmi Viswanathan
- Thesis Employee TurnooverUploaded byAnam Amjad
- Management Accounting - PGP Course Outline - 2016Uploaded bySanjeev Ranjan
- SU3 Topic 9 - Leading ChangeUploaded byLim Zhiwen Cyril
- section 6-0 mathematics.pdfUploaded bybrahmho
- fractions&decimalswk5Uploaded byapi-279630111
- EFFECTS OF PEDAGOGICAL APPROACHES & PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEWUploaded byAnonymous CwJeBCAXp
- What is LEED CertificationUploaded byAmir Shaik
- ACC-HTCourseEquivalencyChart_11292011Uploaded byTyler Taylor
- Malcolm Bowie-Psychoanalysis and the Future of Theory (Bucknell Lectures in Literary Theory) (1993)Uploaded byph_ufpb4314
- 7754IIED.pdfUploaded byLjupco Trajkovski
- Music Academy thesis proposalUploaded bysaroj maharjan

## Much more than documents.

Discover everything Scribd has to offer, including books and audiobooks from major publishers.

Cancel anytime.