Graphing is for the BIRDS!
Title: Graphing is for the BIRDS!
Subject: Mathematics
Grade Level: 3 - 4
Overview:
While visiting Black Bayou Lake, students will observe nature to find, identify and tally animals. The students will use this data to make a bar graph in Excel. The students will choose an animal that they observed and use the internet to research facts about this animal and to further identify it.
Approximate Duration: 3 - 60 minute lessons
Content Standards:
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.
Benchmarks:
D-1-E
collecting, organizing, and describing data based on real-life situations;
D-2-E
constructing, reading, and interpreting data in charts, graphs, tables, etc;
D-3-E
formulating and solving problems that involve the use of data;
D-6-E
demonstrating the connection of data analysis, probability, and discrete math to other strands and real-life situations.
Grade-Level Expectations (GLEs):
Data Analysis, Probability, and discrete Math
Grade 3
39. Identify categories and sort objects based on qualitative (categorical) and quantitative (numerical) characteristics (D-1-E)
42. Match a data set to a graph, table, or chart and vice versa (D-2-E)
43. Represent and solve problems using data from a variety of sources (e.g., tables, graphs, maps, advertisements)(D-3-E)
Grade 4
34. Summarize information and relationships revealed by patterns or trends in a graph, and use the information to make predictions (D-1-E)
36. Analyze, describe, interpret, and construct various types of charts and graphs using appropriate titles, axis labels, scales, and legends (D-1-E) (D-2-E)
37. Determine which type of graph best represents a given set of discrete data
(D-1-E) (D-2-E)
38. Solve problems involving simple deductive reasoning (D-3-E)
Interdisciplinary Connections:
English/Language Arts : Standard 2
Students write competently for a variety of purposes and audiences.
English/Language Arts : Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.
Science : Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Educational Technology Standards:
Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools, digital cameras, graphing software) for communication, presentation, and illustration of thoughts, ideas, and stories.
Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.
Gather information and communicate with others using telecommunications (e.g., email, video conference, internet) with support from teachers, family members, or peers.
Objectives:
1. The learner will observe nature to record and tally animals.
2. The learner will graph the data gathered.
3. The learner will use an online database to research an animal observed.
4. The learner will present the information to the class in a multimedia format.
Lesson Materials and Resources:
Observation Tally Record
PencilsGale Group database
Technology Tools and Materials:
Hardware:
Computer
Internet
Digital cameraSoftware:
Inspiration
Microsoft Excel
Microsoft Word
Microsoft PowerPointWebsites:
eNature
http://www.enature.com/
Yahoo Kids
http://kids.yahoo.com/learn
Create A Graph
http://nces.ed.gov/nceskids/graphing/index.asp
- Background Information:
The students will be familiar with constructing and interpreting graphs.
The students may not be familiar with using Excel to construct a graph; nor, will they be familiar with using Microsoft PowerPoint.
The students may have limited experience using the digital camera.
They may have limited knowledge of Black Bayou Lake refuge.
Lesson Procedures:
Day 1- 1. Before the field trip, view "Animal Profiles" from United Streaming. The teacher will lead the class in a discussion about animals that could possibly be observed at Black Bayou Lake refuge and record student observations using a graphic organizer.
2. Assign students to a group.
3. Next, visit Black Bayou Lake refuge.
4. Each group will use an Observation Tally Record to record the wildlife observed and a digital camera to take pictures of the animals.- Day 2
1. Back at school students will use the Observation Tally Record data to make bar graphs in Excel.
2. Students will then research one of the observed animals of their choice using an online database.
3. The students will utilize a research guide to gather information.
4. The students will identify the animal and its habitat using descriptive words.- Day 3
1.Students use Microsoft PowerPoint to create a presentation that will include the Animal Graph created in Excel, pictures of the observed animals, and descriptive words describing the animal.
2.Students will present their PowerPoint presentations to the class.
Assessment Procedures:
Completed Observation Tally Record
PowerPoint Presentation
Rubric for PowerPoint PresentationReproducibles:
Animal Observation Tally Sheet
PowerPoint Rubric
Graphing is for the Birds PowerPoint Presentation Rubric
Graphing is for the Birds Research Guide
Accommodations/Modifications:
Students will work in groups for this activity.
----- written by Emily Rash
Explorations and Extensions:
The Excel graphs can be used to develop additional mathematics skills.
Lesson Development Resources:
GLE Related Materials
http://www.louisianaschools.net/lde/saa/1914.html
Contact Information:
Emily Rash
Mathematics Specialist
emily.rash@mcschools.net
Monroe City SchoolsBlack Bayou Lake Home | Curriculum Materials | Resources | Black Bayou Lake NWR | Monroe City Schools
