I. Curricular Framework

Concept:

Models

Essential Question:

What are some real-life situations that would require knowledge of graphing skills?

Bridge:

Logos

Content:

Graph Skills

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To become actively engaged in an experience.

Activity: Using the watermelon seeds retrieved from the previous lesson, the students will have a contest to see how far they can each spit a seed. The students will each be given a 12 inch ruler. They will place these end to end and stand next to their ruler. They will be given a number in order from 1 to 25 to correspond to how many feet they are away from the starting line. They will be a part of a human linear measurement tool. As the seed lands, the student nearest to it calls out the number of feet it traveled.

Assessment: Active participation and enjoyment of students.

2. Attend: Attending to the Connection

Objective: To reflect on the experience and see the relationship of individual data to that of the whole group.

Activity: Student will share their personal data with the class. They will then organize it by distance, shortest to longest. Accuracy of measurement will also be discussed at this point.

Assessment: Participation of the students in their reflections and in the correctness of the organized data.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To enable the student to make the connection between collecting data and analyzing it.

Activity: Students will develop a logo for their watermelon seed. They will illustrate these or a square Post-it note. They will then place their logo on a grid that has been displayed on the wall in the hall. When completed, this will be a graph visualizing the collected data.

Assessment: Quality of student product.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To define terms used in graphing.

Activity: Lesson 1: Use the overhead projector to duplicate the bar graph that had been developed in the hall. Explain the horizontal and vertical axes, labels of each axis, title and what each logo stands for. Lesson 2: Show different types of graphs: bar, line and pictographs and discuss differences and similarities using a three circle Venn Diagram. Lesson 3: Explain the difference between range, mean, median and mode.

Assessment: Written vocabulary match.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To manipulate data for understanding of graphing vocabulary.

Activity: Using the data collected from the bar graph "Seed Spitting Contest," have the students find the range, mean, median and mode for the distance that seeds were spit.

Assessment: Accuracy of answers.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: The student will develop a plan to produce several types of graphs.

Activity: Given data on the growth of watermelon vines and pumpkin vines over a period of time, the student will plan two graphs. They will choose from the following types: pictograph, bar graph, double bar graph, line graph, and double line graph. They will gather materials and information needed to produce this graph.

Assessment: Student engagement during this planning time.

7. Refine: Refining the Extension

Objective: To produce a quality product based on new learnings.

Activity: Construct the graphs that were planned.

Assessment: Ability of the students to complete the project and to analyze their work as to correctness, neatness and effectiveness.

8. Perform: Creative Manifestation of Material Learned

Objective: To have students share their graphs with the class.

Activity: Have students display their individual graphs around the large "Seed Spitting Contest" graph that is displayed in the hall. Invite another class to hear a presentation about the seed spitting contest and the graphing that was then done.

Assessment: Student ability to report on what they had done and enjoyment of the students.

Assessment, Phase Five,Performance, Creative Use of Material Learned: