the process of teaching bar graphs. student page consturct a bar graph web-quest designed by group 2...
DESCRIPTION
INTRODUCTION BAR GRAPHS ARE USED FOR MANY IMPORTANT THINGS. BAR GRAPHS COULD BE USED TO HELP INTERPRET STATISTICS OF YOUR FAVORITE SPORTS TEAM OR FIGURE OUT WHAT TYPE OF ICE CREAM IS MOST FAVORED BY THE POPULATION. BAR GRAPHS CAN BE VERY USEFUL IN MANY SUBJECTS INCLUDING MATH, SCIENCE, LANGUAGE ARTS, BUSINESS, ETC. TITLE INTRODUCTION TASK PROCESS EVALUATION CONCLUSIONTRANSCRIPT
THE PROCESS OF TEACHING BAR
GRAPHS
STUDENT PAGE
CONSTURCT A BAR GRAPH WEB-QUEST
DESIGNED BYGROUP 2 MEMBERS
TITLE INTRODUCTION
TASK PROCESS
EVALUATIONCONCLUSION
INTRODUCTIONBAR GRAPHS ARE USED FOR
MANY IMPORTANT THINGS. BAR GRAPHS COULD BE USED TO HELP INTERPRET STATISTICS OF YOUR FAVORITE SPORTS TEAM OR FIGURE OUT WHAT TYPE OF ICE CREAM IS MOST FAVORED BY THE POPULATION. BAR GRAPHS CAN BE VERY USEFUL IN MANY SUBJECTS INCLUDING MATH, SCIENCE, LANGUAGE ARTS, BUSINESS, ETC.
TITLE INTRODUCTION
TASK PROCESS
EVALUATIONCONCLUSION
TASKDURING THE WEB-QUEST
STUDENTS WILL COMPLETE A WORKSHEET THAT WILL EVALUATE YOUR UNDERSTANDING OF CONSTRUCTING AND INTERPRETING BAR GRAPHS. THIS WEB-QUEST WILL INCLUDE THE USE OF SEVERAL SITES AND DIFFERENT SOFTWARE.
TITLE INTRODUCTION
TASK PROCESS
EVALUATIONCONCLUSION
PROCESSWEBQUEST WORK SHEET.DOCX
ON THE ATTACHED WORKSHEET ABOVE HAVE STUDENTS FOLLOW THE DIRECTIONS UNDER EACH SECTION.
TITLE INTRODUCTION
TASK PROCESS
EVALUATIONCONCLUSION
EVALUATION
1. TO TAKE A SURVEY OF YOUR CLASS’ FAVORITE FOODS2. MAKE COLUMNS DIFFERENT COLORS, DIFFERENT SHAPES FOR COLUMNS, COLUMNS EITHER VERTICALLY OR HORIZONTALLY, ETC.3.
4. ANSWERS WILL VARY DEPENDING ON STUDENT.5. STUDENTS WILL COMPLETE ONLINE ACTIVITY.6. – X AXIS- Y-AXIS- 20 JUMPS
TITLE INTRODUCTION
TASK PROCESS
EVALUATION
CONCLUSION
CONCLUSION
ON COMPLETION ON THIS WEB-QUEST, STUDENTS SHOULD HAVE A DEEPER UNDERSTAND OF HOW TO CONSTRUCT A BAR GRAPH. THEY SHOULD BE CONFIDENT IN CONSTRUCTING A BAR GRAPH THAT HAS EACH BAR BLOCK REPRESENT MORE THAN ONE UNIT. STUDENTS SHOULD ALSO BE ABLE TO ANALYZE AND INTERPRET DATA AND ANSWER ONE AND TWO STEPPED QUESTIONS ABOUT THE GRAPH.
TITLE INTRODUCTION
TASK PROCESS
EVALUATIONCONCLUSION
TEACHER PAGE
CONSTRUCT A BAR GRAPH
GROUP 2A WEB QUEST FOR 3RD
GRADERS
DESIGNED BY
GROUP 2 MEMBERS
TITLE
INTRODUCTIONLEARNERS
STANDARDSPROCESS
RESOURCESEVALUATION
TEACHER SCRIPTCONCLUSION
Category 1
Category 3
0 2 4 6
Series 3Series 2Series 1
INTRODUCTIONTHIS WEB-QUEST WAS PRODUCED BY
EXTENDING AND MODIFYING PROJECTS DONE BY EDUCATION STUDENTS AT THE UNIVERSITY OF AKRON.
IN THIS LESSON, STUDENTS SHOULD LEARN TO CONSTRUCT A BAR CHART WITH EACH BLOCK REPRESENTING MORE THAN ONE UNIT FROM DATA GENERATED BY THE CLASS. THIS WEB-QUEST ACTIVITY REINFORCES STUDENTS’ ABILITY TO CONSTRUCT BAR GRAPHS AND PROVIDES DEEPER KNOWLEDGE ABOUT WHAT BAR GRAPHS REPRESENT. AFTER THIS ACTIVITY STUDENTS WILL BE ABLE TO SOLVE QUANTITATIVE QUESTIONS ABOUT THE BAR GRAPH (I.E. “HOW MANY MORE/LESS”).
TITLEINTRODUCTION
LEARNERSSTANDARDS
PROCESSRESOURCESEVALUATION
TEACHER SCRIPTCONCLUSION
LEARNERSTHIS LESSON IS CENTERED IN
3RD GRADE MATHEMATICS MEASUREMENT AND DATA REPRESENTATION AND INTERPRETATION. THE LESSON ALSO INVOLVES SCIENCE DATA INTERPRETATION AND TECHNOLOGY UNDERSTANDING AND USE.
THE STUDENTS HAVE ALREADY LEARNED TO MAKE BAR GRAPHS WITH EACH BLOCK REPRESENTING ONLY ONE UNIT. THEY HAVE ALSO LEARNED TO SOLVE SIMPLE COMPARATIVE PROBLEMS ABOUT THE BAR CHART.
TITLEINTRODUCTION
LEARNERS
STANDARDSPROCESS
RESOURCESEVALUATION
TEACHER SCRIPTCONCLUSION
STANDARDS
COMMON CORE STATE STANDARDS FOR MATHEMATICS
MEASUREMENT AND DATA 3.MD
REPRESENT AND INTERPRET DATA.3. DRAW A SCALED PICTURE GRAPH AND A SCALED BAR GRAPH TO REPRESENT ADATA SET WITH SEVERAL CATEGORIES. SOLVE ONE- AND TWO-STEP “HOW MANYMORE” AND “HOW MANY LESS” PROBLEMS USING INFORMATION PRESENTED INSCALED BAR GRAPHS. FOR EXAMPLE, DRAW A BAR GRAPH IN WHICH EACH SQUARE INTHE BAR GRAPH MIGHT REPRESENT 5 PETS.
IN ADDITION TO THE ABOVE STANDARDS, STUDENTS WILL ALSO USE CRITICAL THINKING, CREATIVE PRODUCTION, AND ORGANIZATION AND CATEGORIZATION SKILLS DURING THIS WEB-QUEST.
TITLEINTRODUCTION
LEARNERSSTANDARDS
PROCESSRESOURCESEVALUATION
TEACHER SCRIPTCONCLUSION
PROCESS
THIS WEB-QUEST SHOULD BE COMPLETED IN NO MORE THAN 2 CLASS PERIODS. THE LESSON WILL NEED TO TAKE PLACE IN A COMPUTER LAB.
THE STUDENTS CAN WORK INDEPENDENTLY OR IF NECESSARY, CAN GROUP THEM INTO SMALL GROUPS. NO MORE THAN 2 STUDENTS IN A GROUP BECAUSE STUDENTS WOULD HAVE TO SHARE A COMPUTER.
TEACHERS NEED TO MOTIVATE STUDENTS TO WORK INDEPENDENTLY WITH AS LITTLE PERSONAL INSTRUCTION AS NEEDED. TEACHERS WILL NEED TO BE PATIENT WHEN CARRYING OUT THIS LESSON AND BE PREPARED FOR MULTIPLE QUESTIONS OR BACK-UP PLANS.
MAY NEED A FACILITATOR TO HELP CLASSROOM DISCUSSION AND TO GO THROUGH WEB-QUEST AS CLASS
TITLEINTRODUCTION
LEARNERSSTANDARDSPROCESS
RESOURCESEVALUATION
TEACHER SCRIPTCONCLUSION
RESOURCESNEEDED FOR THE WEB-QUEST:-COMPUTERS WITH INTERNET CONNECTION-WORKSHEET (ATTACHED)-ADOBE FLASH ON COMPUTERS-ACCESS TO FOLLOWING WEBSITES:
ONE TEACHER AS A FACILITATOR WILL BE ENOUGH FOR THIS LESSON.
TITLEINTRODUCTION
LEARNERSSTANDARDS
PROCESSRESOURCES
EVALUATIONTEACHER SCRIPT
CONCLUSION
EVALUATIONSTUDENTS WILL COMPLETE A WORKSHEET TO GO ALONG
WITH THE WEB-QUEST. THESE WORKSHEETS WILL BE GRADED AND RETURNED TO STUDENTS.
ANSWER KEY:1. TO TAKE A SURVEY OF YOUR CLASS’ FAVORITE FOODS2. MAKE COLUMNS DIFFERENT COLORS, DIFFERENT SHAPES FOR COLUMNS, COLUMNS EITHER VERTICALLY OR HORIZONTALLY, ETC.3.
4. ANSWERS WILL VARY DEPENDING ON STUDENT.5. STUDENTS WILL COMPLETE ONLINE ACTIVITY.6. – X AXIS- Y-AXIS- 20 JUMPS
TITLEINTRODUCTION
LEARNERSSTANDARDS
PROCESSRESOURCES
EVALUATION
TEACHER SCRIPTCONCLUSION
TEACHER SCRIPT
1. PASS OUT THE WORKSHEET AND EXPLAIN BRIEFLY WHAT A WEBQUEST IS.
2. REMIND THE STUDENTS TO READ OVER ALL OF THE DIRECTIONS BEFORE MOVING ONTO EACH STEP.
3. STUDENTS ARE TO WORK INDEPENDENTLY, OR IF NEEDED IN SMALL GROUPS, THROUGHOUT THE CLASS PERIOD.
4. IF ANY STUDENTS NEED HELP HAVE THEM RAISE THEIR HAND I WILL GET TO THEM AS SOON AS POSSIBLE.
TITLEINTRODUCTION
LEARNERSSTANDARDS
PROCESSRESOURCESEVALUATION
TEACHER SCRIPT
CONCLUSION
CONCLUSION
THIS LESSON HOLDS VALUE BECAUSE IT SIMULTANEOUSLY TEACHERS STUDENTS FURTHER UNDERSTANDING OF CONSTRUCTING AND INTERPRETING BAR GRAPHS AND ABOUT USING TECHNOLOGY. THIS LESSON ALSO HELPS DEVELOP CRITICAL THINKING, CREATIVE PRODUCTION, AND ORGANIZATION SKILLS.
TITLEINTRODUCTION
LEARNERSSTANDARDS
PROCESSRESOURCESEVALUATION
TEACHER SCRIPTCONCLUSION
REFERENCE PAGE
CONSTRUCTING BAR GRAPHS. RETRIEVED FROM HTTP://CSTL.SYR.EDU/FIPSE/TABBAR/BUILDBAR/BUILDBAR.HTMKIDS MATH GAMES ONLINE. KIDS MATH GAMES. RETRIEVED FROM HTTP://WWW.KIDSMATHGAMESONLINE.C OM/FACTS.HTML KIDS’ ZONE LEARNING WITH NCIS. RETRIEVED FROM HTTP://NCES.ED.GOV/NCESKIDS/PIERCE, R. (2014). MATH IS FUN. RETRIEVED FROM
HTTP://WWW.MATHSISFUN.COM/DATA/BAR-GRAPH.HTMLSHAUNTEACHES. (2012). BAR GRAPH- GRADE 3 COMMON CORE STATE STANDARDS. RETRIEVED FROM HTTP://WWW.YOUTUBE.COM/WATCH?V= P34M3JKR_WA