Lesson Plan #4- Data Collection and Interpretation

Teacher Candidate: Hailey Sheak

Date:
Group Size: 26
Allotted Time: 30 minutes Grade Level: 4th
Subject/Topic: Science: Scientific Method: Lesson 4: Data Collection and Interpretation
Common Core/PA Standard(s): S5.A.1.1.2 Explain how observations and/or experimental
results are used to support inferences and claims about an investigation or
relationship
S5.A.1.1.3 Describe how explanations, predictions, and models are developed using
evidence.

Learning Targets/Objectives:
The fourth-grade students will create and interpret data after observing an experiment by
creating a bar graph.

Assessment Approaches: Evidence:

1. Penny Lab Experiment Data/Chart 1. Collection
2. Data sharing 2. Observation
3. Graphic Organizer 3. Collection
Assessment Scale:
Rating Scale for Exit Ticket see attached-3 proficient, 2 basic, 1 below basic
Subject Matter/Content:

Prerequisites:
The content about planning and testing a hypothesis through an experiment and the different
parts of the scientific method, covered in the previous three lessons, on observation and
hypothesis.
Key Vocabulary:
1. Scientific Method- a series of steps for investigating a question or
solving a problem.
2. Observation- what is observed using the five senses of taste, touch,
smell, sound, and sight.
3. Hypothesis- a prediction about what is going to happen that is proven or
disproven through an experiment.
4. Experiment- testing the hypothesis through a planned series of actions to
learn an outcome.
5. Data Collection- what mathematical information is gained through the
experiment to help back up what is discovered through the test.
6. Conclusion- a final statement of the information found from conducting
the experiment.
7. Sharing data- telling others about the discoveries of what was found and
communicating the information to others
8. Fact- a statement that can be proven true
Content/Facts:
 1. Scientific Method- a series of steps for investigating a question or
solving a problem.
- This lesson is focusing on data collection and interpretation, but all the areas of the
scientific method will be noted with how it connects to these areas.
2. Observation- what is observed using the five senses of taste, touch,
smell, sound, and sight.
3. Hypothesis- a prediction about what is going to happen that is proven or
disproven through an experiment.
4. Experiment- testing the hypothesis through a planned series of actions to
learn an outcome.
5. Data Collection- what mathematical information is gained through the
experiment to help back up what is discovered through the test.
6. Conclusion- a final statement of the information found from conducting
the experiment.
7. Sharing data- telling others about the discoveries of what was found and
communicating the information to others
8. Fact- a statement that can be proven true

Anticipatory Set
1. Student’s will pull out their data and, together as a class, we will go around the groups
and collect data to put on the board of how many drops each group got for each type of
water.
a. Further in the lesson, the students will make their own bar graphs or line plots.
The teacher will take all of the group's data and make one for each liquid.
Numbers are just collected to put on the board.
b. Ex.
2. The teacher will read as a read aloud, “The Great Graph Contest” from the text set.
3. Students will then move back to their seats for an activity with graphing data and
interpreting it.

Development/Teaching Approaches
1. The teacher will put up the example graph on page 1 of the penny lab paper. Students
should have 1-4 done from the lesson prior.
2. The students will answer what type of graph we will be creating based on what number
5 has. Ex. “What graph does it look like we will be creating today based on the book?”
Correct answer: A bar graph.
3. “Today we will each make our own bar graph of data based on what you found in your
results yesterday.”
4. On the smartboard, the teacher will show the different parts of the graph.
a. The axis going up and down represents the number of drops of water.
b. The axis going left to right shows our different trials and averages.
5. The teacher will remind the students that we are only drawing on pieces of data per bar.
6. The teacher will have a student pick one color for plain water and another student pick
a color for soapy water. Then the teacher will fill in the key on the smartboard and will
tell the students to follow along by also creating the key on their paper.
 7. Then, the teacher will have a student give numbers for trial one of plain water. The
teacher will show how to find that number on the graph and shade in that bar. The
teacher will remind the students that, “I am only filling in my own numbers, you should
fill in the numbers from your own data.” The teacher will follow these steps for the
other trials and average.
8. Then the teacher will switch colors and complete the same process with the soapy
water. Reminding the students again to follow their own data.
9. Once the chart is filled out, the teacher will have the students go back into their groups
from the day prior and check each other's bar graphs.
10. The teacher will give the students 10 minutes to fill out letters A-E on the back of their
graphs to summarize their data.
11. Next, the teacher will recount the students by 1-5 and will have them go into different
groups to compare and contrast their graphs of data and answers for A-E.
12. The teacher will remind them that, “You are completing the last step in the scientific
method process of sharing your data.”
13. Students will compare and contrast the different results and then head back to their
seats.

Closure/Summarizing Strategies:
1. The teacher will have a graphic organizer of the scientific method steps for students to
complete on their own. They will have a word bank and will have to place them in the
proper process order.
2. Once the student’s are done with the graphic organizer and fill in the parts, they can
continue to explore the text set.

Accommodations/Differentiation:
- Students can have time for brain breaks about mid way through for those students who
need extra support with attention spans.
Materials/Resources:

Introduction Book:
Guided Notes Paper:

Visual:

TextSet:https://docs.google.com/document/d/1lwr8sG22lQms9j9Cp4V23eDUQ5UoQlOUKlof
xpAyv18/edit?usp=sharing
Graphic Organizer Exit ticket:

Word Bank:
- Hypothesis
- Observation
-Data Collection
-Conclusion/Sharing Results
-Experiment
- Question/Problem
Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Step 6:

Rating Scale for Exit Ticket:

Student Name: 3-Correctly places at 2-Correctly places at 1- Correctly places at
least 4 least 3 least 1

Scientific Method
placement with word
bank

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts