School: Barkley Bridge Elementary

Name: Kelly Meadows

Email Address: Kelly.

School System: Hartselle City

*Title: What’s Your Favorite Chocolate Bar?

*Overview/Annotation:

*Content Standards:

Course of Study: Alabama

Course: Math

Grade Level: 4th

Content Standard #: 15

Content Standard: Represent categorical data using tables and graphs, including bar graphs, line graphs, and line plots.

Collecting data using observations, surveys, or experiments.
Creating tally charts to represent data collected from real-life situations.

*Content Standards:

Course of Study: Alabama

Course: Math

Grade Level: 4th

Content Standard #: 17

Content Standard: Represent numerical data using tables and graphs, including bar graphs and line graphs.

Content Standards:

Course of Study: Alabama

Course: Technology

Grade Level: 3-5

Content Standard #: 11

Content Standard: Utilize general purpose productivity tools to facilitate learning throughout the curriculum.

Content Standards:

Course of Study: Alabama

Course: Technology

Grade Level: 3-5

Content Standard #: 12

Content Standard: Use a variety of media and technology resources to create and communicate knowledge products across the curriculum.

Content Standards:

Course of Study: Alabama

Course: English/Language Arts

Grade Level: 3-5

Content Standard #: 31

Content Standard: Use computers for expression.

*Primary Learning Objectives:

Students will be able to demonstrate knowledge of collecting data using surveys, as well as using technology to represent the data collected.

*Total Duration: 1 hour (Can be split into 2 class periods if needed.)

*Materials and Equipment:

For Teacher: White board with markers

For Students: survey sheets (one per group), survey total sheet (1), 5 candy bars (per group)

*Technology Resources:

Elmo document camera: (if available)

Computer lab access (one computer per group)

*Background/Preparation:

Students should be familiar with how to make horizontal bar graphs, vertical bar graphs, and tally charts. Students also need background knowledge of how to create charts using Microsoft Excel.

*Procedures/Activities:

Engagement/Motivation Activity: The teacher will show students 5 candy bars: Snickers, Butterfinger, Twix, Hershey Bar, and Crunch. She will have students vote on their favorite candy bar by raise of hands. Students can also vote on the category of “Other” if their favorite is not shown. The teacher will write the votes on the board.

For example (with a class of 25 students):

Snickers – 5

Butterfinger – 3

Twix – 3

Hershey Bar – 13

Crunch – 0

Other - 1

*The survey results should be written as a list like the above, not a graph.

Step 1: The teacher will tell students they will be creating different kinds of graphs such as the horizontal bar graph, vertical bar graph, and tally chart to show which of the candy bars is the school’s favorite. The teacher should tell students they will be taking surveys of the students and faculty in order to get the information needed to make the graphs. The teacher will quickly tell students that a survey is a method of collecting information. The teacher should lead students in a discussion on what types of surveys could be used at home, school, or in the community.

Step 2: The teacher will quickly review horizontal bar graphs, vertical bar graphs, and tally chartswith students. The teacher will tell students to imagine they opened a package of M&M’s to figure out how many of each color were in the package. The teacher should write the followingfictional list of M&M’s that were in the package on the board.

Colors of M&M’s found in a package

Red – 11

Yellow – 10

Orange – 13

Brown – 21

Blue – 14

Green – 9

The teacher will place the following graphs on the board as examples. (All graphs contain the same information as the above M&M list, just shown in different bar graphs.)

Horizontal Bar Graph

Vertical Bar Graph

Tally Chart

RedIIII IIII I

YellowIIII IIII

OrangeIIII IIII III

BrownIIII IIII IIII IIII I

BlueIIII IIII IIII

GreenIIII IIII

*The teacher should go over both bar graphs including what number each graph counted by (5’s), how the colors of M&M’s are listed, and how # of students is labeled. The teacher should ask students what else needs to be labeled on each graph. The students should be able to tell that the numbers represent the number of students, while the colors represent the colors of M&M’s. The teacher should label these on the board. The teacher should then review the tally chart with students. Students should notice the M&M colors listed along with the number of votes listed beside each color. The teacher should then ask students what title needs to be placed at the top of each chart (Ex. Color of M&M’s in each Package). The teacher can ask students what other types of things can be placed on bar graphs or tally charts. The teacher should give students ample time to discuss and share.

Step 3: The teacher will divide the class into 6 groups. The teacher should make sure lower students are put in group with high students for better understanding and assistance. The teacher will tell students that each group will survey classroom in certain grades as well as others if needed.

For example, if your classroom had 25 students, you would divide your students into 5 groups of 4 students and 1 group of 5 students. Then, assign each group a grade level to survey.

Group 1: Kindergarten, Office Staff

Group 2: 1st Grade, Lunchroom Staff

Group 3: 2nd Grade, Library

Group 4: 3rd Grade, Custodians

Group 5: 4th Grade, PE Teachers

Group 6: 5th Grade, Music Teacher, Gifted Teacher, Special Education Teacher

Step 4: The teacher will assign one person from each group to be the recorder (the person who will write down data collected onto the survey sheet), the reader (the person who reads the survey script from the survey sheet aloud to the class being surveyed), and the candy bar displayers (the rest of the group who will hold up the candy bars for students to view as the reader announces each bar).

Step 5: The teacher will review the survey sheet with students. The teacher should allow each group one at a time to come up to the front of the room for practice. Students should line up in a row at the front of the room. The reader should be on the end, followed by the recorder and candy bar displayers. The reader will practice reading the script. Once the reader begins to announce the candy bars, make sure students know to wait on students responses and then count the hands in the air. The recorder should then record the votes. The candy bar displayers need to be ready to raise each candy bar in the air when it is called. Once finished with the entire survey sheet, the reader should thank the students and teacher for participating.

Step 6: The teacher will instruct students to go to their assigned places to complete the survey. Each class and persons surveyed should be surveyed on a separate survey sheet.

Step 7: Once all surveys are completed, students will write down the totals of who they surveyed on the survey total sheet. This will allow all amounts to be added up. The teacher will make a transparency of the total sheet (an Elmo could also be used) to place on the overhead. The teacher will give each student a calculator and ask them to add the amounts for each candy bar to find the favorite. Once students have finished, the teacher can reveal the exact amounts that students will use for their graphs.

Step 8: The teacher will then take students to the computer lab where they will get with their group to create a horizontal bar graph, vertical bar graph, and tally chart on Microsoft Excel. Students should already have background knowledge on how to make charts on Excel. Students can print each of their graphs for sharing.

Step 9: The teacher should have students share their graphs with therest of the class. When finished, students should post their graphs in the hall for the school to see. An announcement could even be made over the school intercom for classes to visit your hallway for students to see which candy bar was the school’s favorite.

*Lesson Materials to be attached:

Title: Chocolate Survey Sheet

Annotation: Students will use this to survey each class and faculty area.

Title: Chocolate Survey Total Sheet

Annotation: Students will complete this using their survey information in order to complete the graphs.

Title: Rubric

Annotation: The teacher will use this rubric to asses each of the groups’ graphs.

*Assessment Strategies:

The graphs students produce will be their assessment. The teacher will use a rubric to assess neatness and attractiveness, type of graph chosen, title, and data information.

*Extension: Higher learning students can be given the opportunity to make a pie graph using the survey total information. Students could also compare and contrast the surveys of two different grades.

*Remediation: Students who need extra assistance can be directed to Kids Zone on the Internet for extra practice in making bar graphs. Students should go to

where they can click on "Bar graphs", which is listed in a box at the top of the page. Students will then be given instructions on the website.

Accommodations: The student’s IEP (Individualized Education Plan) or 504 Plan will determine appropriate accommodations.