M & S Methods 12:30 MWF Jenny Gibson and Tyce Yates

Germaine Taggart 12/4/98

LESSON PLAN

Title of Lesson:

1. How to graph statistics.

Topics: Math Process: connections

Product: patterns, models, data analysis, probability

Science Process: experimenting, observing, measuring, predicting, formulating hypotheses

Product: gravity on the paper gliders and the physical models themselves

Student Level: 6th

Objectives: The students will work together, measure, and record data. The students will demonstrate an understanding of collecting data and using it for graphing purposes. The students will follow written directions.

Materials: Pens, scissors, tape, chalkboard, markers, pencils, white paper, and objects to put on glider.

Prerequisite Skills: Need to now how to compare, make conclusions, graph, hypothesize.

Time Required: 25 minutes

Introduction: Greet class and announce that it is time to clear off desks and have a pen or a pencil ready. Explain to them that today we will be discussing how to take statistics around us and graph the data. Also we are going to work on following written directions. To engage the activity we will have the students name some data around us that can be used to graph. Such as the weather, sales on a certain item over a period of time, and the population change over every month for one year.

Review: Graphing (the different types of graphs) and how to hypothesizes.

Strategies: Have students full attention when giving directions. Verbally award the groups that are working together and on task without a lot of off the topic talking. Ask students to repeat directions. To see if students would follow written directions we threw in a trick question.

Conclusion: Ask the students to read their worksheet information or data. Allow them to add any additional comments. They will have a spokes person to tell what graph they used and the data of the group. Such as, a bar graph with the title Our Flying Extravaganza. At the bottom of the graph the names would be glider 1 and glider 2. The bar graphs would go to 10 ft. for glider 1 and 5 ft. for glider 2. So on the side of the graph we would count by fives.

Evaluation: Seeing which students participated in project. Finding out which groups followed directions. By groups presentations and graphs, this will show if they understand graphing statistics.

All in all, we are looking to see if they understand that statistics are around us, and the world uses this data in many ways. By observing their group work and conversations we will know if they are on task.

Extension: With ratio students can use their family at home and bring their paper gliders. See what the ratio of the classes distance to the families distance. Maybe have a judging contest.

Resources: Big Book of Fun By Carolyn Haas. 1987 Chicago Review Press.

Apples, Bubbles, and Crystals: Your Science ABCs By Bennett and Kessler, 1996 Learning Triangle Press.