Download Fall Leaves Pictograph Lesson 1

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
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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
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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.
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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?
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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?
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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
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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?
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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.
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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?
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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
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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?
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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
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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?
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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?
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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?
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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.
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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?
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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?
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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).
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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
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8. Interpretation in the appropriate context
9. Action and dissemination
i)
ii)
iii)
Local – student, administrators, parents, community
State – conferences
National – conferences and journals
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