```Chandra E. Price - Burnham Inclusive Academy

Environmental Graphing/Eco GraphsChandra E. Price               Burnham Inclusive Academy                                1903 E. 96th St.                                        CHICAGO IL 60617                               (773) 535-6530 Objective(s): Grade levels 2nd through 4th Duration: 1 weekStudents will be able to:1.  define what a graph is2.  use vocabulary words associated with graphs3.  note how graphing is a part of our everyday livesMaterials Needed: List vocabulary words associated with graphing ---hypothesis, control, graph, prediction, set, relationships greater than (<), less than (>), equal (=), percent and symbol (%), average, data, compare, centimeter grid, fractions, grid, balance, mass, paper, pencil chalk, raisin bread, M & M, crayons, birthday hots, graph paper, magnifying glasses, paper clips, scissors, masking tape and dittos.Strategy: Activity-1 Bar/Human Graph...Students will be introduced to bar and human graphs by way of an individual and group activity.  They will work in groups of three and circulate around the room and report back to the group how many people were born in what month of the year.  They will use data tables with the months of the year and a place to record students names.   Next, the students will make birthday hats (Note: create their own hat), and make a human graph.  Finally, they will go back and record their data on their data sheets.  (Note: Data will be recorded on a teacher made graph chart which can be displayed either on the blackboard, overhead or floor). Activity-2 HOW MANY RAISINS ARE IN RAISIN BREAD?....Students will be introduced to the term estimation.  Using everyday items, such as raisin bread they will estimate and use the actual results of their findings.  This will also allow them to sort, compare, record and eat their results. Activity-3 YOU GOT THE BLUES?.....Students will get added reinforcement of the term estimation by using M & M's or Skittles to see if one color of the candy is more prevalent than another.  This will be done when students are given individual bags of M & M's or Skittles to actually see for themselves. They must sort, compare and count colors.  Then, they will group the colors, note how many of each color their are and record their findings.  (Note: Depending on the age level students will solve problems of greater or less than, and /or percent.) They will again see how graphing relates to our lives. Activity-4  Spinning Ghosts??????   The students will be able to hypothesize which Ghost will spin.  Students will obtain four paper clips and five ghost patterns. They will number (1-5) and cut out the patterns, and place one of the paper clips on different locations of 4 of 5 ghosts.  The remaining ghost that doesn't have a paper clip will be the control.  The questions for the students will be what causes the ghost to spin?  (Note: Students need to diagram each ghost and location of the paper clip on a separate sheet of paper).  Using their numbered GHOSTS they are to place their findings on a wall chart. Performance Assessment:1. oral assessment of each activity.  (informally)2. written evaluation of objectives and key concepts.      (multiple choice and essay)3. Tape recording of lesson.4. Video of lessonConclusions:With 80% accuracy, the students will be able to explain orally how graphs affect our every day life.                                                                             References:     Aims Educational Foundation, September 1991.Aims Educational Foundation, October 1986.Math and Graphs.  Donna Kay Buck and Frances Hildebrand.  Critical Thinking Day Software. 1995. Aims Fall into Math. Midwest Publication, 1996.```