Title: Graphing Bears
Grade Level: K
As a class students will learn how to sort and graph teddy bears which they have
brought from home.
Approximate Duration: 30 minutes.
Data analysis, Probability, and Discrete Math
In problem-solving investigations, students discover trends, formulate
conjectures regarding cause-and-effect relationships, and demonstrate critical
thinking skills in order to make informed decisions.
constructing, reading, and interpreting data in charts, graphs, tables, etc;
Grade-Level Expectations (GLEs):
Data Analysis, Probability, and discrete Math
Sort, represent, and use information in simple tables and bar/picture
Educational Technology Standards:
Use technology resources to assist in problem-solving, self-directed learning,
and extended learning activities.
1. Sort objects into two catergories.
2 Record findings of sorted objects in the form of
a bar graph.
Lesson Materials and Resources:
T- Bear Hunt CD
S- One teddy bear for each student (bring a few
extra in case someone forgets!)
S/T- Large tablet
S-Bear graphing worksheet
T- Book- "Bare Bear" by Miriam Moss
Technology Tools and Materials:
"Bear Hunt" cd
Students should know all of their colors.
Students should have a perception of size.
Students will need to bring a teddy bear from home.
RULES- Go over rules with students: Tell them there should be no talking while
someone else is talking. They must raise their hands before speaking. They should not
move out of their place unless told to do so. (1 minute)
MOTIVATING INTRO: Bear hunt CD. Play "Going on a Bearhunt" Do the
corresponding dance with the students. (3 minutes)
TRANSITION: Get the wiggles out.
We Wiggle Our Fingers
We Wiggle Our Toes
We Wiggle Our Shoulders
We Wiggle Our Nose
Step 4 Activity
Read "Bare Bear" to class (3 minutes)
Step 5 State Objective and Importance
Tell students that today we are going to be
learning how to sort objects and graph them.
HOT Ask students why they think this is important?
Step 6 Activity
Have all of the students hold up their bears. HOT: Ask a students to compare their
teddy bear with another students teddy bear.
HOT: Ask the class how they think we could group
Wait until someone says something
about clothed teddy bears vs unclothed teddy
Ask all of the students with clothed bears to line
their bear up in the front of the class. Repeat
this for students with unclothed bears.
Call on a student to come count one of the
groups of bears. Demonstrate how to graph this
number on the large sheet of paper. Have
different students come count each group of
bears. Have different volunteers come show
where you should draw the graph. (8 minutes)
Step 7 Restate Objective and Importance
Ask students to tell you what we learned today. Remind them that graphing is
important because it helps us organize information. (2 minutes)
Step 8 Transition
Tell all of the girls to go to their tables. Tell all of
the boys to go to their tables. (2 minutes)
Step 9 Assessment
Hand out the assessment. Make sure to go over
all of the directions. Tell students to raise their
hand when they finish so you can pick up their
test. (8 minutes)
Informal: Teacher observation
Formal: Bear graphing worksheet
One Boy and One Girl:
-Small Group Setting
----- written by Jessica Broussard
Explorations and Extensions:
Exploration: Look through books to find ideas of other things to graph.
Extension: Students may draw a different type of graph (circle, picture)
Supplementary: Early finishers may practice drawing their graphs on the computer.
Lesson Development Resources:
Were students engaged in the lesson?
Did students learn from the lesson?
What changes could be made to make this lesson better?
McNeese State University
MarcoPolo Lesson: No