### Lesson plan

# Letâ€™s Find Out! Answering Questions by Collecting and Organizing Data

#### Learning Objectives

Students will be able to create a bar graph using appropriate scale and all parts of a graph.

#### Introduction

*(5 minutes)*

- Tell your class that you really enjoy getting to know them and youâ€™d like to know more about what year four life is like for them. For example, what kinds of things to third graders do when they get home from school?
- Ask them what they usually do after school and call on a few students. Explain that the process of calling on students individually wonâ€™t really give you a good idea of the classâ€™ activity as a whole.
- Tell them that you are going to create a survey to find out about how third graders spend time at home.

#### Explicit Instruction/Teacher modeling

*(15 minutes)*

- Explain that you are going to design a
**Survey**Together and then collect data. A survey is a method of collecting information and can be done by phone, on the internet, in person, etc. In this case we are going to ask everyone in the class a question. - Tell students that first step is to craft the question in a way that everyone will be able to answer, such as, "Which of the following activities do you do most often when you get home from school?"
- Generate five to six choices that the group thinks will encompass all possible activities.
- Examples: Sports/Play Outside, Homework/Read, Watch TV, Internet/Video Games, Spend Time with Family, and Chores.
- You may need an â€œOtherâ€ choice if there are several outlier responses.

- Write the choices on the board in a column so that students can add tally marks after.
- Explain that you are now going to collect information, also known as
**Data**. Instruct students to come to the board (by groups or rows) to put*One*Tally mark after the activity they do most often when they get home from school. Remind them that the fifth tally mark goes diagonal. - As a class, count up the tallies for each row and write the total.
- Create a bar graph on a projector, chart paper, or the whiteboard using this data. Include and label the
**Five parts to a bar graph**: Title, vertical and horizontal axes, bars, scale and labels on axes. - Point out the five parts to a graph and explain that a bar graph is one way to organise data into an image that makes the data easier to interpret and draw conclusions.

#### Guided practise

*(10 minutes)*

- Discuss the graph using a â€œsee, think, wonderâ€ protocol.
- First, have students observe the graph and make comments that start with the words, â€œI seeâ€¦â€. Then instruct students to share comments that start with the words, â€œI thinkâ€¦â€ so that they can be begin to interpret the graph. Last, students make comments that start with â€œI wonderâ€¦â€ which will encourage them to ask further questions about the data. Examples:
- I see tall bars and short bars.
- I think that a lot of kids in this class are good at getting their homework done.
- I wonder what games the kids who marked "play outside" are playing.

- Optional: Review other bar graphs that you find online or in class resources (maths book, child-friendly news periodicals, etc.). Point out the five parts and practise interpreting the graphs (What does this graph tell us?).

#### Independent working time

*(35 minutes)*

- Write the process on the board: 1) Craft question and answers, 2) Collect data, and 3) Create graph.
- Tell students to think about your class and craft an interesting question that tell them something theyâ€™re really curious about (Avoid questions like, "What is your favorite colour?"). Create four to six choices or categories.
- Have students collect data. You can give each student a class list so they can check off names when students have responded, have them write their names under their selected answer, or simply have them survey a smaller amount of students to make this manageable.
- Instruct students to create a graph (with all five parts) using the model on the board and the graph paper provided.
- Students may craft questions and possible answers and then find out that they donâ€™t work well. Thatâ€™s totally fine and a powerful learning experience. Have them revise or start over.

#### Differentiation

**Support**

- Provide a data collection template.
- Provide a bar graph template with blanks for the title and axes labels and the skeleton of the graph.
- Work with struggling students at the help table to craft a question and choices together.

**Enrichment**

- Students can find a website where they an enter their data and produce a printable bar graph using their data. See Suggested Media/Books section.
- Students can find and share examples of bar graphs in resources (newspapers, magazines, etc.). They could write a few thoughts or questions about them and share with the class.

#### Technology Integration

- Use the video listed below for any students who are absent or for those who need a review.
- Use the bar graphing website below to generate a graph online.
- Google Docs also has a graph making feature that you could explore with students.

#### Assessment

*(5 minutes)*

- Instruct students to look at their graphs. Review the five parts of a graph and have them point to each part as you list them aloud. You may have students trade graphs. You could also project a student example to model as you go through the parts.

#### Review and closing

*(10 minutes)*

- Have students stand in a large circle around all of their graphs, arranged on the floor in the centre.
- Go through the â€œsee, think, wonderâ€ protocol again, reflecting on the graphs and the process. Spend a little extra time on the â€œthinkâ€ phase, focusing on what the graphs tell you about your class.
- Consider and discuss the Essential Questions outlined in the Data Unit. There are no â€œrightâ€ answers, these are designed to encourage students to think interpretively and apply their new learning to â€œreal life.â€
- Why is data collected and analyzed?
- How might people use data to influence others?
- How can predictions be made based on data?