Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Collecting Weather Data Grade: Kindergarten By: Cathleen Stevens Laporte Elementary School - [email protected] Kristi Albright Solway Elementary - [email protected] July 19, 2007 Data Investigation and Assessment in the Math Classroom for K-8 Bemidji State University July 2-July 20, 2007 Table of Contents Lesson 1: Fall Weather Bar Graph pages 3-4 Lesson 2: Fall Temperature Collection and Yes/No Chart pages 5-6 Lesson 3: Fall Leaves Pictograph pages 7-8 Lesson 1: Winter Favorite Book Graphs pages 9-10 Lesson 2: Winter Clothes Pictograph pages 11-12 Lesson 3: Winter Snow Melting Bar Graph pages 13-14 Lesson 1: Spring Wind Tally Chart pages 15-16 Lesson 2: Spring Height Line Graph pages 17-18 Lesson 3: Spring Final Weather and Temperature Analysis Bar Graph pages 19-20 Outline to Asses Instructional Changes page 21 2 Fall Weather Bar Graph Lesson 1 Standard: Data Analysis, Statistics, and Probability Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Grade Level: Kindergarten Time allotted: 25 minutes Materials: classroom weather bar collection chart, student weather collection chart (Schooldays-- July/August 1999) markers, paper, floor chart, weather CD Objective: 1. The students will practice data collection. 2. The students will practice predicting weather. 3. The students will interpret the floor graph. Introduction: The teacher will introduce the weather data collection unit by playing a weather CD. She will ask the students to listen to the CD and draw what kind of weather they might hear. After the CD is finished, the teacher will ask the students to join together as a group and share their pictures of weather. Procedure: The teacher will then share with the class that they will use weather to collect data for the next lesson. She will ask the class why it is important that they know about what is happening with the weather? (Possible answers: so they know what to wear to school, so they have the right clothing and don’t get hurt, etc) Next, the teacher will share some tools that they students will use to collect the weather data. She will show the students the classroom weather bar graph. She will tell the students that each day, one student will get a chance to collect the weather data by looking out the window. Then they will color in a square next to that kind of weather. That is one kind of weather data collection. The teacher will then hand out the student’s weather chart. She will share that they get to do their own chart each day too. The teacher will then share with the class that they have collected the weather data for the day, but will predict what kind of weather there will be tomorrow. She will ask the students if anyone knows what the word predict means? If the class does not know she will share that a prediction is something like a guess. She will then ask the students to go back to their tables, predict what they think the weather might be and draw it on a piece of paper. After they are finished drawing it, they should come back to the carpet. While the students are drawing their pictures the teacher will set up the floor graph and draw weather pictures (rain, wind, snow, sun- as many as your floor graph will hold) When all the students are finished, ask them to tell you what each kind weather the 3 pictures show. Then each student will share their prediction and place it in the correct row on the graph. The teacher will ask the following questions about the graph: 1. Which row has the most? How do you know? 2. Which row has the least? Why? 3. If I had one more in the ____________ row, would I have a big change? 4. Why do you think the _____________ row doesn’t have any pictures in it? 5. Tell me one thing you learned from the graph? The teacher will write down the predictions in order of most to least to use for the next days weather collection. Summary: The teacher will tell the students that today we collected data (by looking out the window) for our classroom chart and their own personal chart. They will continue to collect data everyday to see what kind of weather we have most often in the month. We also predicted the weather, predicting is like guessing, to see if we could match what the weather would be for the next day. Predicting helps us to know what to bring with us to be safe or prepared for the next days weather. Assessment: The teacher will use observation to check if the students are consistent in their weather chart data collect. 1. Are they drawing the appropriate picture in their chart? 2. Are they drawing it in the correct box on the chart? The teacher will use observation to check the student’s understanding as they place their prediction picture on the graph. Lastly, the teacher will collect the student’s pictures to make sure they are drawing a type of weather. 4 Fall Temperature Collection and Yes/No Chart Lesson 2 Standard: Data Analysis, Statistics, and Probability Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Grade Level: Kindergarten Time Allotted: 20 minutes Materials: large paper thermometer with various colors to represent different temperatures (-20: white 0: purple 20: blue 40: green 60: yellow 80: orange 100: red) [Thermometer can be found in Everyday Math- Kindergarten], tape, various stickers that match the colors on the thermometer, adding machine tape or long construction paper, markers, yes/no chart, and clothes pins Objectives: 1. The students will practice identifying cold, warm, and hot temperatures on the thermometer. 2. The students will practice collecting temperature data from the thermometer. 3. The students will predict the temperature for following days. Introduction: The teacher will introduce the thermometer to the class. She will ask the students if they have ever seen anything like this at their house? If no one answers, she will tell the class that if is a thermometer. She will ask if anyone knows what a thermometer does? If no one answers she will tell the class that it tells the temperature. Temperature is how hot or cold if feels outside or inside. Procedure: The teacher will show the class the paper thermometer and explain that the numbers on the side tell us how hot or cold the temperature is. (She will also have a picture of a swimming suit by the 80 degree mark and a picture of mittens by the 20 degree mark.) She will continue to tell the students that every day, she will give them a number on the thermometer and they will discover if it is cold or hot out by looking at the colors on the thermometer. They will then put a sticker on the adding tape so we can keep track of the temperatures day to day. The teacher will then give a student a number (i.e. 70 degrees) and they will have to find the number on the thermometer. They will then pick a green sticker and place it on the adding tape. Lastly, the teacher will show the class the yes/no chart. She will ask them to predict (make a guess) if the temperature will be hotter than the temperature today. Each student will then decide, on their own, and place their name clothespin on the yes side or the no side. After each student has placed their clothespin on the chart, the class will answer the following questions: 1. What did most students predict? 2. Ask a few students-- Why did you predict yes or no? 3. Those that answered no, how cold do you think it will be? 5 Summary: The teacher will share with the class that today they learned about a tool, called a thermometer, for measuring how hot or cold it is. They also learned that how hot or cold it is, is called the temperature. The class also learned how to determine if the temperature number tells us if it is cold or hot outside or inside. Assessment: The teacher will ask listen to the student’s answers as she asks the following questions: 1. Why did you choose no on the yes/no chart? Does the answer make sense? 2. What does the temperature tell us? 3. What is the name of a tool we use to measure temperature? 4. Why is it important to know the temperature? 6 Fall Leaves Pictograph Lesson 3 Standard: Data Analysis, Statistics, and Probability Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them. Grade Level: Kindergarten Time Allotted: 40 minutes Materials: leaves that the kids have collected at home and brought to school, a big pictograph, tape, crayons, individual kid pictographs to transfer the data on to Objective: 1. The students will predict which color of leaves will be the highest on the chart by looking at the leaves that the students have collected. 2. The students will practice filling in a pictograph. 3. The students will practice filling in their own pictograph. Introduction: Today we will make a pictograph with the leaves that you have brought from home. You will need to pick out your favorite color of leaf from the ones you brought from home and put it on the floor in front of you. The teacher will ask the students questions about the colors of their leaves. Which color do you think will be the most when we have our chart filled in? What color do you think will be the least? Will there be any that colors that are equal? We can also talk about the kinds of leaves and if any of them look the same. Procedure: One at a time the teacher will have the students tape their leaves up on the pictograph. If their favorite color of leaf is orange they will tape the leaf above the orange colored leaf on the pictograph. Each student will take a turn taping his or her leaf up on the pictograph. When we have the pictograph filled in the teacher she will ask the students the following questions: Were your predictions were correct? If they were correct how did they know what color was going to be the most? The least? We will also talk about what are other things they can tell me by looking at the pictograph. When we have the big pictograph filled in the students will work on transferring the data from the class graph to their individual graphs by coloring in one leaf for each leaf we taped on the pictograph. Summary: The class will look at the pictograph and determine what the classes favorite color of leaf was. We will also decide which has the least, most, and if there are any even amounts. The students will review their predictions to see if they were accurate or not. Lastly, the 7 teacher will share with the class that it was much easier to see the colors of the leaves in the graph. She will ask the students why that is. Assessment: Were the students able to fill in their own pictograph? Were the students able to make accurate predictions? Were the students able to answer the questions about the pictograph? 8 Winter Favorite Book Graphs Lesson 1 Standard: Data Analysis, Statistics, and Probability Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them. Grade Level: Kindergarten Time Allotted: 50 minutes Materials: The Mitten by Jan Brett, Time to Sleep by Denis Fleming, Geraldine’s Big Snow by Holy Keller, blank pictograph, blank bar graph, blank tally chart graph, crayons Objective: 1. The students will make predictions. 2. The students will be able to create their own graph. 3. The students will be able to explain to the class about their graphs. Introduction: The teacher will read three books and you will make a graph showing what book is the class favorite. The teacher will give them one or two sentences telling what each book is about. The Mitten is about a little boy who loses the mitten his grandmother made for him. Before he can locate it, it becomes the shelter for a series of animals. Time to Sleep is about a bear that smells the coming of winter and passes on the knowledge. We watch it go from animal to animal until it comes back to the bear. Geraldine’s Big Snow is about a girl named Geraldine who eagerly awaits the snow the weatherman predicts. Everybody she knows gets ready for it in a different way. The teacher will tell them that they will need to choose their favorite book out of the three that will be read. After the three books are read the teacher will write the titles on the board and review with the class what each book was about. She will write each students name under the book that they picked to be their favorite. The teacher will review how to make each graph and show examples. Procedure: The students will look at the list on the board and create a graph of their choice to show the results of what the class picked as their favorite book. They can choose to make a bar graph, a pictograph graph or make a tally chart. They can choose to work with a partner or individually. After they have all made their graphs we will come back as a large group. Each student or group will share with the class the graph that they created and explain to the rest of the group which book was the class favorite. 9 Summary: We will look to see if all of the graphs show the same results. We will talk about the fact that each graph shows that the same book is the class favorite even though they used different graphs to get their results. Assessment: Are the students able to make a graph? Are the students able to transfer the data from the board on to their graph correctly? Are the students able to read their data on their graph accurately? 10 Winter Clothes Pictograph Lesson 2 Standard: Data Analysis, Statistics, and Probability Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them. Grade Level: Kindergarten Time Allotted: 30 minutes Materials: a pile of hats, gloves, mittens, scarves, snow pants, coats, a big pictograph, a smaller pictograph for the students, crayons Objective: 1. The students will be able to predict which item has the most. 2. The students will create a pictograph. 3. The students will practice filling in a pictograph. Introduction: Today we will make a pictograph using items that we need to wear in the winter. Who remembers what a pictograph is? What is something you can tell me about a pictograph? In the middle of the circle you can see that we have a pile of clothes that keep us warm in the winter. By looking at the pile can you see what item there is the most of? Can you tell me what item there is the least of? Do you think that there are any that will be the same? The teacher will ask each student to take turns going around the circle picking up one item and bringing it to back to their circle spot. We will now go around the circle again and graph each item that you have in front of you. Procedure: Look at your pictograph and you can see that it looks like mine except yours is smaller. If the first student has a glove, they will color in one glove picture on their paper. Make sure that you color in the picture of the glove right above the picture of the glove not at the top of the page. The next student has a hat, so we will need to color in one picture of a hat. We will keep going around the circle until everyone has his or her item on the pictograph. When the pictograph is completed we will look at the results. The teacher will ask the class the following questions about the graph: Were our predictions correct? Is the item that we picked for having the most show that on the pictograph? What else can you tell me about the pictograph? Is there anything else that we can make a pictograph with? Summary: Today we learned how to graph winter clothes using a pictograph. We also learned, that when we make a pictograph we need to use pictures of items we are graphing. We also 11 practiced using our prediction skills to make a guess about which winter clothes item would have the most and which would have the least. Assessment: Are the students able to make a pictograph? Are the students able to interrupt the data from the pictograph? 12 Winter Snow Melting Bar Graph Lesson 3 Standard: Data Analysis, Statistics, and Probability Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Grade Level: Kindergarten Time Allotted: 30 minutes for lesson and every 30 minutes following to measure the snow melting until gone Materials: clear plastic cups or measuring cylinder (label cup with a piece of vertical tape in equal parts starting at the bottom with a 1 up to 8 on the top), snow, graphing chart, masking tape, markers and a timer Objectives: 1. The students will practice transferring information from a snow cup to a bar graph. 2. The students will recognize that the snow is changing (melting) and it becomes smaller over time. 3. The students will practice using tape as a measuring tool. Introduction: The teacher will ask the class to tell her what is outside on the ground. (snow) She will tell the class that they will be observing the snow to see what happens as it sits in the classroom. Will it change or will it stay the same? Procedure: The teacher will take the class outside to touch the snow. She will ask them the following questions: 1. What does it feel like? 2. Is it hot or cold? How do you know? 3. What temperature would you predict it would be on the thermometer? The class will collect several clear plastic cups of snow and bring them back into the classroom. Each small group will place a piece of tape at the top of the snow and write a letter A on it. They will then count the up the vertical tape on the cup to see which number the snow touches (i.e the snow should be as high as the number 8 on the cup). The students will then color the bar chart in the A column up to the number on the cup. Each following half hour, when the timer rings, the students will go back to their cup and look at where the snow is now. They will make it with another piece of tape labeled B. They will count up the vertical numbers on the cup and write it in the bar graph. This pattern continues until the snow has thoroughly melted. The students will then share their information, in groups, with the class. The class will then look at all the graphs together to see if there are any differences or if they are all the same. The class will then make some conclusions about 13 what happened to the snow and what the graph shows. Did it stay the same? Did it go down? What happened over the whole day? Summary: The teacher will tell the class that today they collect snow and discovered that it melted. They also collected the data from the melting snow and marked how much it melted every half an hour. They discovered that snow will continue to melt as it sits in a warm room until it is all melted. The class also practiced their bar graphs as they colored in how much snow was melting each time they measured. Assessment: The teacher will collect the student’s graphs to see if they correctly graphed the melting snow. 1. Did they understand how to use the graph? 2. Was the graph colored in correctly? 3. Did the students complete the graph? The teacher will also use observation as the students worked on measuring and counting the plastic cup of snow. 1. Did they count from the lowest number up the snow? 2. Did they correctly transfer the number from the cup to their graph? 14 Spring Wind Tally Chart Lesson 1 Standard: Data Analysis, Statistics, and Probability Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them. Grade Level: Kindergarten Time Allotted: 25 minutes Materials: cotton ball, tissue, feather, eraser, marble, Huffing and Puffing! Wind record sheet, pencil, tally chart paper Objective: 1. The students will to be able to make predictions. 2. The students will practice making a tally chart. 3. The students will to be able to read the results of the tally chart. Introduction: Today we are going to talk about wind. Can you tell me something outside that blows in the wind? Why do you think it blows in the wind? Do you think that the wind would blow something that is heavier or lighter? Do you think that the shape of something makes a difference with how far it will go? Today we will look at five objects to see if we can blow them. We will try to blow a cotton ball, a feather, a marble, a tissue and an eraser. Which one do you think we will be able to blow? On your record sheet you can see that there are the five objects and across from each object there is a box with yes or no. You will need to circle yes if you were able to blow the object and no if you were not able to blow the object. Procedures: When everyone is finished filling in their record sheets we will come back as a group. The teacher will write on the board the pictures of a cotton ball, feather, marble, tissue and eraser. She will go around the room and ask each student whether they could blow each item. If they could blow a cotton ball, she will put a tally mark under the picture of the cotton ball. If they could not blow it we will just go on to the next object. Each student will tell the teacher whether they could blow each item and she will make tally marks under each picture. When the chart is done we will talk about which objects were the easiest to blow and which objects were the hardest to blow? The teacher will talk with the class about how to read the tally marks (four lines down and one line across is five). The teacher will ask the class the following questions about the tally chart: Were our predictions correct? Did the size and shape of an object make a difference with whether we could blow it or not? Can you think of any other objects that would be easy to blow? Why do you think so? 15 Summary: Today we practiced making predictions about which items would be the easiest to blow and which items would be the most difficult. We practiced using our tally marks to make a chart. We also practiced reading the tally chart to see if our predictions were accurate. Assessment: Were the students able to understand how to write tally marks? Were the students able to interrupt the data from the tally chart? Were the students able to make accurate predictions? 16 Spring Height Line Graph Lesson 2 Using Raindrops as the measuring tool Standard: Data Analysis, Statistics, and Probability Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them. Grade Level: Kindergarten Time Allotted: 30 minutes Materials: several copies of a paper rain drop, crayons, paper to make a line chart, pencils Objective: 1. The students to be able measure the height of a friend. 2. The students to be able to use a raindrop as a measuring tool. 3. The students to practice making a line graph. 4. The students to have practice reading the results of a line graph. Introduction: Today we will be measuring how tall our friends our. We will be using the raindrops you colored as our measuring tool instead of a ruler. Each raindrop is 6 inches tall which is half the length of a ruler. Procedures: The teacher will ask the students for a volunteer to show the class how we will measure the height of our friends. The volunteer will lay on the floor and another volunteer will lay raindrops on the floor next to the person to see how tall they are. They will count how many raindrops they used and write the number on a post it. The teacher will divide the students into groups of two and will measure each others height and record their number on a post it. The class will come back together as a group. The teacher will ask each student to tell her what number is on his or her post it. As a class we will count to that number on the chart and put a dot to represent that number. After we record all of the numbers on the line chart the teacher will connect the dots. She will ask the class the following questions: What do you think the line shows? What does this high point mean? What does this low point mean? Is this an easier way to show who is tallest and shortest? Is there a faster way? Lastly, the teacher will ask the students to share one observation about the graph. 17 Summary: Today we learned what a line graph is. We learned that it is a way to see the highs and the lows of a certain group of information. We also practiced counting and measuring using the raindrop. Assessment: Were the students able to read the results of the line graph? Were the students able to record the data? Were the students able to count the raindrops accurately? 18 Spring Final Weather and Temperature Analysis Bar Graph Lesson 3 Standard: Data Analysis, Statistics, and Probability Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Grade Level: Kindergarten Time Allotted: 45 minutes Materials: all classroom monthly weather charts, all classroom monthly temperature adding tape papers, two large graphs or butcher papers to accommodate all the data from the monthly weather chart and monthly temperature, markers, and tape Objectives: 1. The students will use their graphing knowledge to read and interpret the year end graphs. 2. The students will practice transferring information from one graph to another. 3. The students will make observations about something on the year end graphs. Introduction: The teacher will tell the students that they will conclude the weather data collection unit by compiling or putting it all together to see what kind of weather they had most often that year. Procedure: The teacher will show the students the two large year graphs. She will tell them that they will be taking all the information from each month and putting in on the large graph to see the total number of different kinds of weather and the total number of different kids of temperatures. She will then give each student graph (may need to pair up students depending upon the class size) and ask them to come over to the graph to color in their month of weather or their month of temperatures. After the graph is completed, the teacher will collect the monthly graphs and ask the students to take a few minutes to look at the large graphs. Next, the teacher will give each student a partner. The partner groups will share what they noticed about the graph with each other. After the groups have had some time to talk, they will present what they noticed about the graph to the class. After all the groups have gone, the teacher will point out some interesting observations she saw on the graph. She will also ask the following questions: 1. Why do you think there are more ____________ kinds of weather rather than ____________? 2. Tell me what time of the year this kind of weather occurred? How do you know? 3. Could there be any mistakes in this graph? Why? 19 Summary: The teacher will tell the students that they have practiced using bar graphs, tally charts, pictographs, and a line chart. They now know that putting data into charts and graphs is an easier way to read. They have also learned some important vocabulary words, such as, most, least, equal. Lastly, they have collected a years worth of data and made some interesting conclusions about the kind and temperature of weather we have in Bemidji. Assessment: The teacher will use observation to check for the following skills: 1. Did the student transfer the information correctly from their chart to the large year chart. 2. Did the student make an observation about the information in the chart(s). 20 Outline to assess instructional changes 1. Lesson Plan- see attached pages 2. What actual changes are you making? We are hoping to give them practice of line graphs, pictographs, bar graphs and tally charts. We also hope that they will be able to interrupt the graphs more accurately. 3. What effect should these changes have? We are hoping that they will be able to use the terminology more and increase their mathematical thinking skills. This is turn will provide them with better problem solving skills and will be able to transfer that knowledge to other areas of study. 4. Formulate hypotheses Null- Ho: There is no difference in student achievement. Alternative- Ha: There is a increase in student achievement. Null- Ho: There is no difference in the scores between our two classes. Alternative- Ha: There is a difference between the scores in our two classes. 5. Experimental design for collecting data a.We will be using the pre and post tests that are in are districts curriculum math series book. We will use the pre and the post test to test cumulative knowledge throughout the year. b. We will use a box and whisker plot to graph our observations after each set of three lessons in our own classrooms. c. We will compare our whole class score with each other at the end of the year using paired t-tests. ~The first hypothesis will be tested using a one tailed t-test. ~The second hypothesis will be tested using a two tailed t-test. 5. Data is collected, reviewed for problems and documented 6. Data analysis – statistical tools you will use to analyze your data: i) Graphical tools: ii) Statistical tools 7. Statistical results and statements of conclusions 21 8. Interpretation in the appropriate context 9. Action and dissemination i) ii) iii) Local – student, administrators, parents, community State – conferences National – conferences and journals 22