# Phase #3 Lesson Plan

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"Phase #3 Lesson Plan"

```					Phase #3 Lesson Plan
Wes, Erin, Nelly, Glen, Tom, Dave & Brienne
January 20, 2004

Goals and objectives:
 Students will know that the x-axis run horizontal and the y-axis runs vertical on
bar graphs and line graphs.
 Students will know when to use different types of graphs, specifically line graphs.
 Students will be able to differentiate qualitative data from quantitative data.
 Students will examine data/results and propose an appropriate way to represent
their results.
 Students will offer a meaningful interpretation from their graphs to make a claim

Materials:
 Poster: “Deciding How to Represent My Data”

Data table
Is it easy to read?      Yes                    No

Data table                     Graph
A change
Is your data…?       Over time                 Categories
Line graph            Bar graph
Measurement
What goes on each axis?      Time (eg) What I measured?             Within
Categories Category
X-axis      Y-axis         X-axis      Y-axis

   Examples of “good” and “bad” graphs
   Newspaper article with graph
   Graph paper

Procedure for instruction:
1) Begin with the model from previous sessions as a starting point for
discussion and introduce model we are using for the small experiment

Exercise?               Healthy
Human

Unhealthy
No exercise?
2) Explain why it’s important to represent data in something other than a data
table.
3) Introduce small experiment: (Have someone take notes in data table
format on the board)
 Familiarize students with taking pulse of partner
 Take resting pulse
 Have students do jumping jacks together
 Take pulse again
 Take another pulse measurement approximately 1 minute later
4) Present example in newspaper of the ways that scientists represent data
(graphs).
5) Hand out graph paper and have students draw a pictorial representation of
the data (they can create whatever they want: picture, graph, etc.). Allow
students 3 to 5 minutes to complete this task.
6) Have students explain their representation and discuss advantages and
disadvantages of each type of representation.
7) Show students examples of good and bad graphs and have them
brainstorm what makes a “good” graph.
8) Show and explain poster representation of deciding what type of graph to
create given the data they have collected/are going to collect on the
medaka.

```
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