Date(s):March 2nd ‘09 / Topic:Making Sense of our Surveys
(follow-up to “Bullying Survey lesson”)
Grade Level: Grade 4/5 / Time(s):
Curriculum Expectations:
Math: Data Management and Probability
Grade 4Grade 5
-collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables and graphs that have appropriate titles, labels, and scales that suit the range and distribution of the data, using a variety of tools;
-read, interpret, and draw conclusions from primary data and secondary data, presented in charts, tables, and graphs
Assessment Strategies:
-Formative – I will use a rubric to assess the student’s bar graphs (see attached)
-I will assess for understanding during class discussion by asking for volunteers to help complete the survey
Accommodations and Modifications:
- I will promote student autonomy by allowing them to choose any 3 questions from the survey to compare
- I will circulate and provide one-on-one assistance for any students that demonstrate need
Resources:
- tables of data collected from class bullying survey
- blank chart paper
- 30 photocopies of bar graph template / Outline:
This lesson will help students explain data relationships by providing a visual representation of the survey results we conducted earlier.
Introduction:
I will call students to the carpet and display the survey results from our last lesson. I will ask students to comment on the data relationships. For example,
-Compare results in questions #6 – Who is more likely to tell someone if they are experiencing bullying, Grade 4 boys or girls?
-Where are people bullied most often?
-How likely are teachers to intervene if bullying occurs?
-How helpful are friends when bullying occurs?
I will ask students to make their comparison s very specific. After this quick discussion to activate prior knowledge on data relationship statements, I will model the creation of a bar graph using the data from our survey.
I will ask students to choose which group we are comparing (Grade 4 Boys/Girls vs. Gr. 5 Boys/Girls, or Gr. 4 Boys vs. Gr. 4 Girls, etc.). This will help us create a title. We will compare the most popular responses for each question.
Next, we will create the legend, which colour will represent each respondent (ie/ blue for boys, pink for girls). And, the scale (1 rectangle + 1 person).
We will label the X-axis, “Survey Questions”, and the Y-axis, “# of people”.
Next I will ask the students choose a question to compare and we will graph the results together and make comparison statements. I will ask fro volunteers to write the title, and labels, and have them complete the bar graph.
Middle:
I will distribute a blank bar graph template and explain the assignment. They must complete what we’ve just done together on their own.
-Student must complete all empty spaces on the template. The title and labels should accurately reflect the groups they are comparing.
-Legend and scale must be completed with accuracy and colour
-Student must choose at least 3 questions to compare
-Students must write 3 relationship statements that are proven true from their graph on the back of the worksheets
Students will have the rest of the period to complete this. Before I collect the worksheets, I will have students share a few of their statements with the group.
Conclusion:
I will ask someone from each group to collect the worksheets, and ask everyone to join me on the carpet for the social studies lesson on mapping bullying.
Follow Up:
Rubric for Bar Graphs on Bullying Survey Results
Categories / Level 1 / Level 2 / Level 3 / Level 4Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning an significance (understanding)
Knowledge of content
(ie/ able to translate information from survey into bar graph display, also completes title, labels, legend, and scale) / - demonstrates limited knowledge of content / - demonstrates some knowledge of content / - demonstrates considerable knowledge of content / - demonstrates considerable knowledge of content
Communication – The conveying of meaning through various forms
Expression and organization of ideas and mathematical thinking using oral, visual, and written forms
(ie/ legend and scale accurately reflect the information on their bar graph; ) / - expresses and organizes mathematical thinking with limited effectiveness / - expresses and organizes mathematical thinking with some effectiveness / - expresses and organizes mathematical thinking with considerable effectiveness / - expresses and organizes mathematical thinking with a high degree of effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
Making connections within and between various contexts
(ie/ Is the relationship statement true?, does the statement accurately reflect eh data from the graph) / - makes connections within and between various contexts with limited effectiveness / - makes connections within and between various contexts with some effectiveness / - makes connections within and between various contexts with considerable effectiveness / - makes connections within and between various contexts with a high degree of effectiveness