GROW ANIMAL LAB with MEAN, MEDIAN, MODE and GRAPHING

UNIT PLANBy Jill FuhrmanVirtual Learning Environment

www.frostsixthgrade.com click on Fuhrman’s Fun Science

The virtual learning environment enhances my unit plan by allowing students to access more activities and information that they can apply to mean, median, mode and graphing. I choose www.frostsixthgrade.com as the location to house my information seeing as the website is used for updating information that relates directly to our team of students. I thought posting my virtual learning environment on the class website would not only be more assessable for the students it would also give them an opportunity to explore the other information on the site if they had not visited before.

Another reason why I choose the team website is because it is not blocked by the schools firewall. Today we are seeing more and more blocked websites from schools. Many free websites and blogs are blocked thus causing one to become more resourceful in creating a online experience. The web service I went through was vista print, it is a paid service that was not blocked by my school’s firewall. In finding a web server that could be hosted not at the student’s home, but also school proved to be the most equal and ethical choice. I didn’t want to have students assigned to answer questions at home if they did not have a computer, so I needed to find something that I could teach every student within our school computer lab.

Within the online learning I had them work specifically with the “Create-A-Graph” site. From their experience with the site I believe that my students better understood the steps they need to take in order to complete a graph. They also found that the creation of such a graph was easier than drawing on paper and many of them told me how they want to now use the site to chart their allowances, race times, and spelling test grades. I was pleasantly surprised to see the interest level in creating graphs increase as the lesson concluded.

As noted previously I also had some other activities posted on the website to help students peak their interest in the topics surrounding this unit plan. I implemented a comment section that students could use to email me questions if they had any. I received several emails from students asking for assistance in making graphs for their own use at home.

Also, I did have all four of my classes take part in creating a graph using the website. After the students had created a replica of their handmade graphs using the online experience I had them answer some questions. I asked for them to compare and contrast the graphs they made by hand to those of the computers as well as if they had learned anything new. Their responses to the comparison were what I would have hoped for as they noted the titles, labels, intervals, x-axis, y-axis, overall shape and data representation. From the questions I was better able to assess if they captured what components make up a graph such as the TAILS (title, axis, intervals, labels, and scale) acronym.

I also asked them to tell me how they thought the computer could create a graph similar to the one they made by hand. I used their responses to gauge what order of higher thinking they were getting from this activity. In part the lesson was made for review purposes, but I also wanted them to start thinking about how creating graphs on the computer is easy and assessable. I also wanted my students to think about how computer software and programming takes the place of our brains when computing the information to

create the graphs. Surprisingly, a majority of my students mentioned how the computer is coded to organize the information that a person gives it.

Overall, from observing my students, listening to the comments of my students, and reading their responses to the worksheet I felt as if my students gained a valuable lesson in reviewing how to create a graph as well as what computers can do for us. I find that my students are better able to think of how they can apply graphs to their everyday lives. I also find that students are more ready to explore how other graphs, not just line and bar graphs can easily represent their data.

Driving QuestionHow can I create an experiment from the scientific method?

Sub Driving QuestionsWhat is mean, median, mode?

How can I better organize my data?What is the difference between a graph and a plot?

How can I better use mean, median, and mode to look at my data?How will I apply Mean, Median, and Mode a group of data?

How will I ever remember the difference between mean, median, mode?How can I organize the scientific method so all my information is in one spot?

What will I use for data? How can I tell others about what I have learned?

How can we apply the scientific method to the six-tab lab and ‘Grow Animals’?How can I make my line graph on the computer?

Can I use information from everyday occurrences into a bar graph?What’s the difference between a Bar, Double Bar, and Line graph?

How can I use information from a table and put it into a graph?How can I better organize my data?

How will I ever keep mean, median, and mode straight?How can we track the growth of our ‘Grow Animals’?

Justification for those sub-driving questions picked. Prior to the MEAP tests we needed to cover mean, median, mode and graphing. The unit we had just finished was on the scientific method, but the students had not been able to conduct any experiments themselves. These sub-driving questions will allow the students to move through the material required for MEAP as well as the information needed to complete a scientific experiment.

Connection to StudentsMean, median, and mode are to be covered through the math GLCEs as well as before MEAP testing

begins. Due to the fact that mean, median, mode, and graphing have been incorporated into the science curriculum for the past few years, it was important to still teach it to the students. It was expected that the students spend a couple weeks learning mean, median, and mode while applying their knowledge of the central tendencies in bar and line graph form.

The unit plan began with 3 weeks to the first MEAP test in October. It was decided that we were going to use a science lab format to engage the students in recording data and applying data. The thought was to use “Grow Animals,” these are form animals that grow slowly over time in water as they absorb the water thus changing their size. We had the students measure them every day when then entered class and enter the data into a table. It was thought that the students would be more interested in observing the grow animals change

shape and documenting that information than having them copy some data values off the board and finding their mean, median, and mode.

My students need more than just a list of numbers to make sense of a concept. So, it was vital to come up with an interactive way of taking data and then extrapolating it into finding the central tendencies and graphing them. The idea was to make this lab both fun and effective for learning. The goals were to have students engaged in learning about the scientific method, central tendencies, and data collection, extrapolate from data, and learn how to graph. I decided it would be best to create a six-tab lab that would be able to hold all of the above expectations.

I learned pervious to this lab, that students have difficult time holding on to their handouts and keeping track of their notes. These sixth graders move from classroom to classroom and have a lot of books and notebooks to carry. It is not uncommon for a majority of the class to not have the appropriate tools to begin class. Normally we ask the students to get out their textbooks, notebooks, handouts and reference sheet. Due to the fact that there are so many materials for the students to have in each class I wanted to design something that would encompass all the materials into one material. So, I created the six-tab lab where it would be the only material that they would have to remember every day as we conducted the experiment over the next two weeks. The six-tab lab allowed the students to have their information organized and quickly accessible.

After observing my lesson plans it will be noticeable to see how some lessons have more information than others. For the reason that 3 out of my 4 classes needed more time to complete the step by step instructions I decided to keep the lesson plans shorter, knowing that a majority of my students would need time to complete said instructions. I must also admit that many of my lesson instructional plans have various hyper active students in mind. I tried to make it so that lessons were progressing at a decent speed in order not to lose these students. Furthermore, in many of my lesson plans I write detailed instructions about how each portion of the lab is going to be carried out. I try my best to make lists on the board and break up the jobs so the students who need to move and can’t focus on all the tasks just need to focus on their one task.

The six-tab lab was also designed to be part of my assessment on how well the students could follow directions. Seeing that this lab took place so early in the school year, I wanted to see how well they could fill out the information in order to complete the lab. My assessment of them within this unit will allow me to create labs that will suit their needs and abilities.

Standards and Benchmarks: GLECs met within Unit Plan

ScienceInquiry ProcessS.IP.06.12 Design and conduct scientific investigations. S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer,

models, sieves, microscopes) appropriate to scientific investigations. S.IP.06.14 Use metric measurement devices in an investigation. S.IP.06.15 Construct charts and graphs from data and observations. S.IP.06.16 Identify patterns in data.

Inquiry Analysis and Communication S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions. S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific investigation

Reflection and Social Implications S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

MathA.RP.06.08 Understand that relationships between quantities can be suggested by graphs and tables. A.RP.06.10 Represent simple relationships between quantities using verbal descriptions, formulas or equations, tables,

and graphs, e.g., perimeter-side relationship for a square, distance-time graphs, and conversions such as feet to inches.

Language ArtsReadingR.IT.06.02 analyze organizational text patterns including descriptive, chronological sequence, and problem/solution.

WritingW.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze,

and explore problems and pose solutions that culminate in a final presented project using the writing process.W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification,

humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). W.PR.06.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or

informational piece.Assessment Plan:

“Assess is Latin for the verb ‘to sit with.’ It is an act we do for or with students, not what we do to them.“

-Wiggins (1993)

Assessment often originates from our need, as teachers, to evaluate how well the students comprehend the topic at hand. However comprehending the information can take form in more ways than one. In this unit plan I use educative assessments in order for students to apply their thoughts to the new given information in a medley of ways (Wiggins, 1993). Throughout my lesson plans as well as my teaching I used front-end, embedded, informal, summative and formal assessments.

I was able to use front-end assessment when questioning students before modeling several sections of the six-tab lab. I made sure to ask the students even before we began the six-tab lab if they had ever made something similar to help them organize their thoughts. Front-end assessment also came in handy when trying to assess how much the students knew about the “Grow Animals” before we began. I had asked them for some of the resources we could use in order to understand more out about the “Grow Animals.” Students responded with researching on the internet, in books, and the packaging. It wasn’t until one student would mention that they had one before or they knew a friend that had had them, that I began to see how much each of the classes knew about these objects. Once a student shared and offered new resourceful information other students then wanted to add on with their background information. I allowed the students to share what they knew until I had a idea about if the students knew the “Grow Animals” soaked up the water in order to grow.

During some of my lessons I would begin to see some glazed looks of confusion. I took that as a clue I needed to take a step back and take an immediate assessment of where these students are at. By using a hands-on-head, fingers 1-2-3, thumbs up/down, or quick group discussion to a question I could try to pull them back into following the concepts. While teaching mean, median, and mode I found that several of the students were eager to answer while others were less excited. I soon saw that those that were less excited were actually lost. When walking around the room, I could see that they were not following the notes I was taking up on the board. So, I quickly wrote a problem on the board where they hand to tell me what the mean, median, or mode was as I gave them a couple options. They then had to vote for either option showing the number 1 with the fingers for the first option and two fingers for the second option. I used these tactics almost every day which helped my students twice over. First, they knew they had to pay attention because at anytime I could ask them to show me what they know. Secondly, their votes often represented if they were still on the same page as me or if I needed to cover a topic over once more.

When creating several of my lesson plans, I wanted to save my formal assessment for the end of the unit. My thoughts were not to overwhelm my students with unnecessary formalized testing. So that is why

several of my evaluation statements use informal evaluations of the pace in which students are completing their work. I am also looking for the quality in the answers during discussion participation or the quality of answers listed. I can briefly glance at a page when walking by a table and note if the student is taking the time to get all the important information down or if they are putting down a few words to get done early.

In order for my entire unit to have a overarching theme of completing a lab using the scientific method, while introducing central tendencies as well as graphing, I knew I wanted students to complete a project. The six-tab lab was an idea to not only organize their thoughts, but the process as well. Each of the tabs represented different expectations that will be completed as we moved through the unit. For instance, during the results section I expected that the students would be able to apply what they have learned about the parts of a graph, how to read a graph, and how to plot points on a graph to the construction of the graph. Then when it came time for students to begin writing their conclusions they could use the graph to make inferences from the graph. To the best of my judgment the students comprehended how much information they had in that one spot once they started flipping through their tabs in order to complete the conclusion. There was a sense of pride when the students handed their labs over to us. One of my students made the comment that they couldn’t believe that they had done that much work. My response was simple, “I know, you have so much to show for all you have learned during these past 2 weeks.”

Lastly I used formal assessment as a culmination grade of everything that the students have put together. The scoring chart is at the end of this document. There were other formal assessments taken from their math work pages throughout the two weeks, but this formal assessment takes advantage of rewarding the students for what they saw, experiences, and would like to try in the future. As Wiggins stated, “[On formal assessment] What a bore… The reader should not infer that the criterion of a sorted list does not matter.” Instead the student should take pride in their work and show everything they now know after being immersed in a two week unit on the scientific method, mean, median, mode, and graphing.

I find that it is more important for students to give examples of their new knowledge in small increments throughout the unit. I do not think that it best to go at one’s own pace without using some form of embedded, informal or front-end assessment to assess where the students are at within their understanding of the information. Using a variety of assessment tools can help balance the strengths or weakness of some students when completing summative projects, informal or formal assessments. The balance can then allow me to find each student’s personal and academic strengths, not only from the unit plan, but from day to day as well.

References: Wiggins, G.P. (1993). Assessing student performance: Exploring the purpose and limits of testing. HB Printing: New York.

Date: September 24, 2009 Mean, Median, Mode Song Sub-Driving Question: What is mean, median, mode?Objective(s): LWBAT recite the differences between mean, median, and mode. (Mastery)

Standards from the Michigan Department of Education: S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Materials: - a song sheet for each student

-student journals-document camera-glue

Time limitations: 20 minutes. Because of make-up time we will only have 20 minutes. Introduce the topic and then introduce the song (10 minutes) and break the song down into key words (10 minutes).

1. Introduce the next unit by telling them we are going to be applying the mathematical and scientific terms of mean, median, and mode.

2. Pass out the new song and sing aloud for the students to follow along. 3. Then have the students sing through it twice in order for them to get the melody.4. Students should then paste them into their journals on the next available page. Have them remember not to use

a lot of glue. 5. Using the document camera have the students work with you to define the key words within the song:

a. Have them first note the order of the 3 central tendencies; mean, median, mode= they are in alphabetical order.

b. Break the large work “central tendicencies” down into-c. Since the 3 verses go along with defining mean, median, and mode make sure you put a box around the

term and underline each of the definitions. 6. If time: Sing the song threw once more.

Evaluation: I know that the LWBAT recite the differences between mean, median and mode when I can both hear and see them sing the song without my aid.

Date: September 25, 2009 Begin Flip Book Sub-Driving Question: How can I organize the scientific method so all my information is in one spot?Objective(s): LWBAT create a medium that will help them physically and visually connect to the scientific method.

(Engagement)Standards from the Michigan Department of Education: S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Materials: -ON TRAY: 3 sheets of paper per person

-ON TRAY: ruler per person-pencils-marker-doc. camera

Time limitations: 20 minutes (due to Fun Fridays): 10 minutes to make the “Six-Tab Labs” and 5 for writing each of their sub headings.

1. Each person will receive 3 sheets of paper. You will need a ruler as well as pencil. Please only use a pencil for this first section.

2. Show example on doc. camera of what we will be making. Show the first steps here as well. Have students follow along by pulling out 1 of the 3 sheets of paper. Students must follow each of these instructions step by step. No student should be allowed to get ahead of the instructions.

a. Start at the bottom left side of the page, hold the ruler vertically and measure one inch up from the bottom. Only put a dot… NOT A LINE. Then do the same for the bottom right side of the page. Only put a dot… NOT A LINE. Once you have both your dots, flip the top of the page towards the dots just to where both of them are almost covered. And seal the crease.

i. You should have two tabs now.b. Set that piece aside and take a new sheet of paper. Again measure from the bottom left and put a dot at

the inch mark. Then mark the bottom right side with the same dot at the inch. This time take your first folded paper and place bottom edge of the piece of paper along those two dots remembering to barely cover them up. Then flip the top part of the second piece of paper over the first.

i. You should have four tabs now. c. Set that project aside and grab the new piece of paper. Now for the third piece of paper, the same rules

apply for measuring the bottom left and the bottom right an inch above the bottom with only a dot. d. Again take your older folds and align the bottom most sheet just above the two dots on your third sheet.

Then take the top of the third sheet and flip it around all of your previously folded pieces of paper. i. You should have six tabs now.

3. Students should put their fingers on the creased side of the six-tab lab and turn in upside down in order to have each of the sheets in the same crease before stapling. A stapler should be at each table in order to attach all the pieces of paper.

4. Names should go to the right of the far right staple.5. On each of the tabs we will write a word on them. The top most tab will the Question, then Research,

Hypothesis, Experiment, Data, and Results. Conclusion will be placed on the backside of the six tab lab after revising the rough draft.

Evaluation: I know that the LWBAT create a medium that will help them physically and visually connect to the scientific method when each student has created their own “Six-Tab Lab.”

Date: September 28, 2009 Begin Grow Animals Sub-Driving Question: What will I use for data? Objective(s): LWBAT create an experiment. (Mastery)

LWBAT collect data. (Mastery)Standards from the Michigan Department of Education: S.IP.06.12 Design and conduct scientific investigations. S.IP.06.15 Construct charts and graphs from data and observations. S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse.W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze,

and explore problems and pose solutions that culminate in a final presented project using the writing process.W.PR.06.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or

informational piece.Materials: - six tab lab

- excel spreadsheet-only a pencil-doc. camera-sticks for calling on students-8 grow animal stingrays (one for each table/group)-8 tape measures (one per table/group)

Time limitations: 45 minutes: 5 minutes for song, 5 for intro and handing out grow animals, 5 for question, 5 for research, 5 for touching on procedure, and 15 for materials and creating the table. Another 5 minutes for instructions on who goes where as well as the excel file and 10 of making first observations.

1. As students come in tell them to get out their six-tab labs as well as their science journals and turn to the mean, median, mode song.

2. Sing through the song once as students still get out their six-tab labs as well as songs.

3. Break in to explanation of what we will be doing today as well as the rest of the week. a. We will be using the flip booklets to help us document an experiment that we will be doing for this entire

week. Each table will be a group and receive a “Grow Animal.” We will put the animals in a bucket of water at the end of today and as they absorb water each day each group will measure the grow animal’s length and put it in an excel file up on the overhead computer. At the end of the week you will take your data and put it into a line graph, while we will take all the data from the entire class and put it into a bar graph.

b. The flip booklets need to have the following tabs, Question, Research, Hypothesis, Experiment, Data, and Results. Remember the Conclusion will be added at the end.

c. At this time have each of the students mark their tabs with these labels if they have not done so already.

4. In order to begin our experiment we need to form a question about these grow animals. Draw a stick to have a student ask a well rounded question about our experiment …

a. Good example may be “How long can the grow animals get within a week?” or “What will be the most common length for the grow animals after a week?”

5. Next we need to note our research on the topic. Draw sticks to ask students where we can gain some information from. Have students list the pieces of research they find most appropriate.

a. Good examples may be: from our friend’s knowledge on grow animals, our previous knowledge, from the grow animals’ packages, from the internet, books, and from the previous classes.

6. Under the experiment tab we must list how we are going to conduct our experiment. In other words we need to create a procedure so we make sure we are just looking at one variable that is changing otherwise known as our…. (have students help) independent variable.

a. HAVE STUDENTS HELP IN ANSWERING THE FOLLOWING using guided questionsb. In our case we want to look at what changing from day to day? The amount of water added or absorbed

into the grow animals. While the dependent is the length of the grow animal in centimeters!

c. So in order to make sure we are only looking at the length change from day to day we need to keep all of our other variables the same. List the variables that need to stay the same: water temperature, water height, bucket size, amount of time within the buckets, and of course our starting material- the grow animals are all the same stingrays.

Note that we will be completing our step by step procedure tomorrow due to lack of time.

7. At the top of your page put the word Materials/Variables in the corner. Each group will be given a grow animal, a bucket, and the same amount of water (two of the blue salad bowls worth of water). Well it is a good thing we know that the water will stay the same because we are measuring it in some way.

a. Which brings me to the question of: How are we going to measure the grow animals?We are measuring length so a ruler would be good, but we are using a tape measure instead. Furthermore which side of the measuring tape should we use? Inches or centimeters?

b. What is the most universal system of measurement? (Big Question, Break it down to= If a scientist in Russia, Japan, India, or Brazil were going to use your procedure to do this same experiment what system of measurement would they need you to use?) The metric system.

8. So add a measuring tape (cm) to the list as well as mention that we will be putting our data into an excel spreadsheet on the computer.

9. No time to write the experiment so I will inform you of our steps today and the students will be in charge of helping to remember them so we can write them down tomorrow.

10. Create the table on the following Results page.

Title: Group __ Grow Animal Length for the WeekMonday Tuesday Wednesday Thursday Friday

Length (cm)

11. Here we finally get to start our grow animals. Now each day a person from your table will have an important job. If someone is not here at your table in order to do the job, it will go to the next highest number unless 4 is not here then 1 will go. The following schedule is for me to refer to during the week.

Collect the Bucket Measure the Grow Animal in cm

Put Data into Computer

Put Bucket Away

Monday 1 2 3 4Tuesday 2 3 4 1Wednesday 3 4 1 2Thursday 4 1 2 3Friday Spin Spin Spin Spin

12. Briefly show the excel spreadsheet so the students know where to put their measurements. 13. Before handing out the grow animals tell students that they need to complete all the steps before they are done

as well as come up with a name for their animal or “special friend” to put in the spread sheet. 14. Hand out the materials to person 1 and have the following students from the above schedule fill in the rest of the

needed activities. ***NOTE: at the end of the day add the water to each of the buckets so tomorrow the groups may begin measuring.

Evaluation: I know that the LWBAT create an experiment when they follow along with creating the procedure as well as following through with the procedure.I know that the LWBAT collect data when I see them placing it in the appropriate part of the table as well as using metric measurements.

Date: September 29, 2009 Wrap-up 6 tab lab & Present Examples of Mean, Median, Mode Sub-Driving Question: How can we track the growth of our ‘Grow Animals’?Objective(s): LWBBAT collect data. (Mastery) Standards from the Michigan Department of Education: S.IP.06.12 Design and conduct scientific investigations. S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer,

models, sieves, microscopes) appropriate to scientific investigations. S.IP.06.15 Construct charts and graphs from data and observations. R.IT.06.02 analyze organizational text patterns including descriptive, chronological sequence, and problem/solution.

Materials: - six tab lab-grow animals-excel spreadsheet-spinner for selecting student jobs-ruler per student-only a pencil-8 buckets with grow animals-8 trays with 4 rulers and a tape measure

Time limitations: 45 minutes: 10 for experiment procedures, 20 for chart making, and 15 for tape measure instructions and recording grow animal’s length.

1. We need to finish our six tab labs. We still need to insert the procedure for our experiment as well as put in a table equivalent to the excel spreadsheet containing everyone’s data.

2. Remind students that we were unable to write our full experiment down yesterday so I am going to give the students a helping hand. Really push the fact that I am helping them by co-writing the experiment rather than them writing it themselves. Also let them know how I am helping them by making Days 2, 3, 4, and 5 all the same so it will be easier for them to copy down. *This will let the students believe that they are getting a break and will be more apt to listen and pay close attention.

3. Turn to your experiment tab and insertDay 1 we will measure the length of the ‘grow animal’ stingray.Then we will record the length in our tables. At the end of the day water will be added to the buckets.Days 2,3,4, and 5 will be the same. We will carefully take the ‘grow animal’ out of the bucket of water and measure its length in centimeters. We will record the data into our tables as well as the excel spreadsheet before placing the ‘grow animal’ carefully back into the bucket of water.

4. LARGE PORTION OF OUR TIME about 20 minutesTurn to the data section of our six tab lab as we are about to enter a larger “group” table at the bottom half of the page.

a. Each group is going to need the rulers from the counter to complete this table. Explain that no one can begin using the rulers until instructed to (spin to see who should retrieve the rulers).

b. Have the students make a box that is 10 centimeters down and 16 cm across. Remember to have students start at zero when they use the ruler. Create a box out of those two dimensions.

i. Now for every row create a line at every cm interval. ii. Then when forming the rows have it at every 3 cm.

1. This way there is enough space for all the data to be collected. c. On the top (above each of the columns) 2 row across put the day first and the date second. Then on the

side corresponding with the rows note groups 1 through 8. d. Don’t forget to put a title on the table!e. This should look identical to the spread sheet when they are finished.

5. Tell the students that the spreadsheet will be up on the screen from yesterday and everyone needs to copy down the information before we can measure the grow animals for today.

a. Now we are going to measure our grow animals, but remember that this is our first day measuring after they have been in water, so I am going to coach you on how to take the grow animals out of the water. Also we need to talk about the tape measures seeing s many of you were measuring incorrectly yesterday.

b. Seat number 2 at each group will retrieve only the trays after they hear the “magic word”=”science rocks.”

c. Indicate the comparison of the ruler to the measuring tape and have all the students get a chance to indicate where various values might be along the measuring tape

i. The whole mark goes across the entire measuring tape, while the half marks are between the two whole lines. Note that we are only asking for wholes and halves.

d. Seat number 2 will need to get their bucket with their grow animal. When they take it back to their tables no one should touch it until further instructions. Remember the magic word= “Science rocks.”

e. Since #3 is in charge of measuring the body of the grow animals today they need to pay close attention, while everyone else needs to as well if they would like a chance to record the grow animals length in the next few days.

i. I WILL DEMONSTRATE… First place both hands in the water and align them underneath ‘your special friend’ the stingray. Using both your hands together underneath the grow animal raise them up out of the water. Carefully lay them on the table and measure their length. While you are recording your information make sure to give your special friend a name if you have not done so already.

f. Ask seat number 3 to now take their grow animals out and duplicate what I have modeled. g. #3 lifts the grow animal out and measures.h. #4 puts the information in the computer excel sheet.

6. Once the data is recorded in both tables (individual’s group data as well as class data). Have person number 1 put the buckets away.

Evaluation: I know that the LWBBAT collect data when they are placing it in several tables under the appropriate headings.

Date: September 30, 2009 Mean, Median, Mode, and Range Practice Sub-Driving Question: How will I ever remember the difference between Mean, Median, and Mode?Objective(s): LWBBAT apply the appropriate central tendencies. (Mastery)

Standards from the Michigan Department of Education: S.IP.06.12 Design and conduct scientific investigations. S.IP.06.15 Construct charts and graphs from data and observations. S.IP.06.16 Identify patterns in data.

Materials: -whiteboard- six tab lab-grow animals-excel spreadsheet- BrainPop – “mean, median, mode”-journals-sticks for calling on people-worksheet examples

Time limitations: 45 minutes: 10 for measuring grow animals, 5 for song, 20 for BrainPop, 10 for a couple problems from page 29 of their workbooks.

1. Students should get out their six-tab labs and record their grow animal’s new length. 2. On the white board write the instructions for students to follow.

a. Seat #3 to come and get the buckets, and have the following students #4-measure, #1-record, and #2- put the bucket back.

3. In transition we are going to get out our journals and sing the mean, median mode song.

4. Then ask them to turn to a blank page within their journals where they will take notes on the key terms within the following Mean, Median, Mode BrainPop. Watch the video once all the way through. Then a second time, make sure to stop after each of the central tendencies are named and described.

5. In-between each of the definitions, Pause and write the definition of mean, median, mode, and range up on the whiteboard.

a. USE STICKS TO CALL ON PEOPLE DURING THE FOLLOWING EXAMPLESb. Take six numbers from students that are 10 or below in order to use as an example for each of the

problems. ** When it comes to median, because there is no single middle number, help the students find the mean between the 2 numbers in the middle.

6. If time is left we can go through the first group of questions (2-7) from page 29 from their workbooks. Have them put their answers within their journals.

Evaluation: I know that the LWBBAT apply the appropriate central tendencies when they use the correct central tendencies within the examples.

Date: October 1, 2009 Wrap-Up Mean Median Mode Sub-Driving Question: How will I apply Mean, Median, and Mode a group of data?Objective(s): LWBBAT apply mean, median, and mode to various number sequences. (Mastery)Standards from the Michigan Department of Education: S.IP.06.12 Design and conduct scientific investigations. S.IP.06.15 Construct charts and graphs from data and observations. S.IP.06.16 Identify patterns in data.

Materials: - six tab labs-grow animals-excel spreadsheet-reward tickets-journals-whiteboard

Time limitations: 45 minutes: 10 for grow animals, 25 for workbook questions in journals, 10 for independent work

1. Students should get out their six-tab labs and record their grow animal’s new length.2. Write on the board that students from seats 4 will get the buckets, students from seat 1 will take the grow

animals out and measure the grow animals. Seat 2 will then record the data up at the computer and seat 3 will return the bucket to the appropriate location.

3. Ask students to open their journals and turn to their mean, median, mode song. Also have them get out their math workbooks during this time.

a. We will sing through it one, giving out reward tickets to those tables doing well.

4. The math workbooks should be turned to page 29 and work thru a couple of problems together. Number 6 and 7 are two good ones to do as a whole class. Then allow students to turn to page 30 and give the students around 6 minutes to work on questions 12 and 13. Encourage students to work together to figure both of these questions before the 6 minutes are up. Ask for volunteers to put their answers on the board.

5. Then students should have the remainder of the class time to complete questions 14 and 15 from page 30 independently.

Evaluation: I know that the LWBBAT apply mean, median, and mode to various number sequences when they are able to correctly complete a majority of their problems on mean, median, and mode.

Date: October 2, 2009 Finish Grow animals and Friday-Fun Sub-Driving Question: What will I use for data?Objective(s): LWBBAT apply the appropriate central tendencies. (Mastery)

Standards from the Michigan Department of Education: S.IP.06.12 Design and conduct scientific investigations. S.IP.06.15 Construct charts and graphs from data and observations.

Materials: -spinner- six tab lab-grow animals-excel spreadsheet

Time limitations: 10 for grow animals

1. We will spin for each of the jobs. Do not spin the same number twice. Instead, give one job to each student by spinning over again until a new number is shown. Spin one will get the buckets, students from spin two will take the grow animals out and measure the grow animals. Spin three will then record the data up at the computer and the last seat that had yet to be spun will return the bucket to the appropriate location.

Due to Fun-Fridays this will be the only unit related event for the day.

Date: October 5, 2009 Begin Graph Vocabulary Sub-Driving Question: What’s the difference between a Bar, Double Bar, and Line graph?Objective(s): LWBAT distinguish the difference between bar, double bar, and line graphs. (Mastery)Standards from the Michigan Department of Education: A.RP.06.08 Understand that relationships between quantities can be suggested by graphs and tables. A.RP.06.10 Represent simple relationships between quantities using verbal descriptions, formulas or equations, tables,

and graphs, e.g., perimeter-side relationship for a square, distance-time graphs, and conversions such as feet to inches.

Materials: - science journals-whiteboard-markers in each of the baskets (should already be done, just check to make sure)

Time limitations: 45 minutes: 5 for mean, median, mode song, 15 to introduce DRY, MIX, and TAILS, 20 for graphing, and

1. Begin with the mean, median, mode song and have students get their science journals out before the end of the song.

2. Students should open to the next blank page in their journals. Tell students that we are going to list the steps that are necessary when creating a graph. First we are going to skip down 10 lines. Remind students to take the same notes that we be on the board before we begin asking guided questions for the following:

a. Every graph will have a x and a y axis. Which are represented by the two lines that make a large “L” shape.

b. Both the x and y axis must be labeled. It will depend which variable goes on the x and y depending on what the independent variable is and the dependent variable.

i. DRY- dependent, responding, y-axisii. MIX- manipulated, independent, x-axis

c. Then we must look at the intervals of each of the axis. d. Once that is determined it is also important to look at the scale of the graph.

i. Is there too many intervals? Not enough intervals?3. An easy way to check to see if your graph is complete is to remember:

a. TAILS-title, axis, interval, labels, scale

4. Introduce the following terms within the students journals on a blank page:a. Bar graph –representing and comparing data

i. Ask students to skp down 15 lines on their papers. Have them draw the x-axis around line 15 and then the y up from the x on the left side of the page. Make that nice “L” shape as we are about the graph something into a bar graph.

ii. Now everyone needs to grab a marker out of their baskets. We are not going to use the markers on our journals but instead to take a quick poll.

iii. Put the colors along the bottom of the x axis and the number of students along the y axis. iv. Have students follow what I have done. Encourage students through questioning to figure

out what we should put as the x-axis label and the y-axis label. v. Quickly poll their information onto the board in a bar graph. Use “Xs” to represent each

student and then draw a box around them at the end to show the “bar.”vi. Here we comparing what the students to their marker color of choice. So have students

write underneath their graphs “Bar graph –representing and comparing data.”b. Have students skip 15 lines and draw the outlines of another graph from lines, similar to the top.

Now say that we want to look at what the boys picked compared to the girls. Students must keep their markers.

i. Tell the students that I am going to keep the same graph but they need to copy the y axis the same while putting the colors a line or two lower than their previous graph as well as wider apart. Have them insert boys and girls above each of the colors.

ii. Keeping the same graph you can change it to show the amount of girls in one bar and the amount of boys in the other bar, thus making a double bar graph. Again help the students fill in the appropriate TAILS that make up this graph.

iii. Mark the girls as “Os” and the boys as “Xs” instead of using a different color on the board, so the students will use the symbols as well and create a legend or key on the side of their graphs.

iv. Have students then add the term ‘double bar graph’ above their graphs. Say that is used to represent and compare data of 2 different groups.

5. Lastly quickly define Line graph as a change over time. a. Have the students turn to the next page and skip 15 lines and draw two line graphs next to each

other. One should be increasing and the other should be decreasing.b. Complete the intervals with 1 thru 20 for both sides but don’t give the graph a title or labels. c. Have students copy this down.d. Ask students what they think the different independent and dependent variables could be?

i. examples of a savings account (inclining) or a lack of interest (declining). But they both have to do with time.

e. Have students take guesses at the possibilities and define a line graph at the bottom of their notebooks as change over time.

6. Give brief examples of a savings account (inclining) or a lack of interest (declining). But they both have to do with time.

Evaluation: I know that the LWBAT distinguish the difference between bar, double bar, and line graphs when they use examples not only in their journals but, thru their answers to my open and guided questions.

Date: October 6, 2009 Chart their Grow Animals Sub-Driving Question: How can I use information from a table and put it into a graph?Objective(s): LWBBAT find the average (mean) of several number sequences. (Mastery)

LWBAT complete a line graph. (Mastery)Standards from the Michigan Department of Education: A.RP.06.08 Understand that relationships between quantities can be suggested by graphs and tables. A.RP.06.10 Represent simple relationships between quantities using verbal descriptions, formulas or equations, tables,

and graphs, e.g., perimeter-side relationship for a square, distance-time graphs, and conversions such as feet to inches.

Materials: - six tab lab-graph paper for each student-chart paper

Time limitations: 45 minutes: 15 for finding the mean, 10 for setting up the graph, 20 for graphing the points.

1. Using the data from within your tables we will be constructing graphs to match the mean data.2. Students will need to find the mean of their data.

a. With their group each student should agree to take one of the days and find their mean. I will provide them with the fifth and sixth day.

b. On the excel spreadsheet the means will be calculated and posted on the overhead projector in order for the students to see if the answers they got were correct. Have those that got the correct means raise their hands.

c. Walk around and check to see who actually got the correct answers and give a ticket to those that did it correctly.

3. But we want to use the mean of each of the each of the groups data from First we will need to determine each of the five qualities that are needed for our graphs. On the board write;

a. T- title: Grow Animal’s Change in Length over a Week’s Timeb. A-axis:

i. M- the grow animal was being manipulated by the amount of time it was given to absorb the water

ii. I- timeiii. X-axis

iv. D-length in centimetersv. R-length of the grow animal from the nose to the tail tip

vi. Y-axisc. I-intervals: y by 2 centimeters and x by days (Monday thru Friday)d. L-labels: same as ‘I’ and ‘D’ abovee. S-scale: this involves the y intervals being counted by 2s.

4. Pass out a piece of graph paper to each of the students.5. Show students how we will want to use the rulers to make their two axis. The y-axis line will need to be about 20

blocks down on their graph paper. Then the x-axis will be around 10 spaces across on their graph paper. 6. Help the student begin to put all the labeling on the appropriate areas along their graphs. 7. Begin using their data from their groups. Have everyone put their figures on the Monday data from their group.

Tell them this is the data we are going to plot first.a. Then have them put their right figure on the Monday x-axis line and their left finger along the interval

on the y-axis that corresponds to the length of their grown animals on that day. b. Repeat this process until all the students have plotted the entire week’s worth of data.

8. Then have the students connect their dots from the left most dot (Monday) to the next (Tuesday) and so on.

Evaluation: I know that the LWBBAT find the average (mean) of several number sequences when each group correctly comes up with the value for each days length values. I know that the LWBAT complete a line graph when I asses their six-tab labs.

Date: October 7, 2009 Does Your Data Look the Same? Sub-Driving Question: How can I make my line graph on the computer?Objective(s): LWBBAT construct a line graph. (Mastery)

LWBAT relate to how technology uses equations to make the same graphs. (Mastery)Standards from the Michigan Department of Education: S.IP.06.16 Identify patterns in data. S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.06.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data. A.RP.06.10 Represent simple relationships between quantities using verbal descriptions, formulas or equations, tables, and graphs, e.g., perimeter-side relationship for a square, distance-time graphs, and conversions such as feet to inches.

Materials: - computer lab- http://nces.ed.gov/nceskids/createAgraph/default.aspx-handout “Follow the steps to making a successful graph”-six-tab lab-line graph of group data that was made yesterday

Time limitations: 45 minutes: 10 for collection of materials and walk to computer lab, 30 for step by step instructions on how to complete online graph, 5 for print out and walk back

1. Have student get out their graph they made yesterday as well as their six tab labs. 2. Once students are within the computer lab, each student should be at a computer. Make sure students don’t sit

too far from the each other. 3. Ask student to get on the internet. Hand out the step by step instructions

a. Inform students that the paper I am passing out has all the steps on it. So follow along with my verbal directions and if you may get a little lost, follow along with the written directions.

4. Once on the internet have student type in the url address of www.frostsixthgrade.com tell them it is all spelled out.

5. Make sure the students are here before moving on.6. Inform students that this is a website that is made for each of them to be updated on the assignments for the

week, upcoming events, and possible extra credit opportunities. 7. Click on Fuhrman’s Fun Science.

8. Take some time to look at what games and activities I have put together for you to use outside of class. At the bottom you will notice a comments section. If you every have any questions, note how these comments will be sent to my email and I can help you answer them the next time I see you in class.

9. Help students through each of the step by step instructions. Don’t let students get ahead of my instructions.

10. Online Experience Site:

11. Figure of opening page of the “Create A Graph.”

12. Example of how to fill out the Data Section

13. Example of a sample graph.

14. After the students have completed the graphs have them print them out and work on the questions on the back

of the step by step instructions. 15. Collect all the handouts in order to evaluate the questions that they answered.

Evaluation: I know that the LWBBAT construct a line graph when they are able to follow the provide directions for the online graphing experience. I know that the LWBAT relate to how technology uses equations to make the same graphs when I review what was said on their last two questions of the handout.

Date: October 8, 2009 Conclusion Writing Sub-Driving Question: How can I tell others about what I have learned?Objective(s): LWBAT accept or deny their hypothesis. (Mastery)

LWBAT convey their results. (Mastery)Standards from the Michigan Department of Education: S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific investigation. W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process.W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification,

humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

Materials: - six-tab lab-document camera-

Time limitations:

9. Have students get out their six-tab labs and their graphs.10. On the tables there should be a bottle of glue. Students will need to open their labs to the Results section and

place their graphs in there. Remember students should only use 4 dots of glue in each corner.

11. Students should then open their journals to the next available page and inform them that we are going to complete out last section of our six-tab lab; the conclusion.

12. Under the document camera with a piece of blank paper begin to ask students what we should put in our conclusion.

a. What group ours wasb. What our question was and if we met our original guess length in our hypothesisc. List the mean growth for the class

13. Second paragrapha. The mean growth for the whole classb. Your groups mean for the weekc. The average amount it grew each day. It can be in the form of a range.d. List the day it grew the most or the least.

14. Third paragrapha. What have we learned about the “Grow Animal” product?b. Could we expect these results if we were to do the experiment again?c. If we were to study this topic further what new questions could we study?

15. Have your neighbor read it over for any spelling or punctuation errors.

16. Then rewrite them on the backs of their six-tab labs17. Turn in their six-tab labs.

Evaluation: I know that the LWBAT accept or deny their hypothesis when I read their conclusions. I know that the LWBAT convey their results when I assess them with the check off list and read their conclusions.

Name__________________________________

Grading Sheet for “Grow Animal” Six-Tab Lab

Comments_________ 1 point for a measurable question

_________ 2 points for at least 2 sources of useful resources that couldtell us more about “Grow Animals”

_________ 1 point for a testable hypothesis

_________ 1 point for all of the materials used within the experimentBucket, Grow Animal, water at same temperature, and tape measure

_________ 1 point for the procedure for all 5 days

_________ 1 point for documenting your group’s data

_________ 5 points for every groups data taken for each day of the week

_________ 5 points for five of your points to be appropriately placed tothe correct day of the week to the correct mean length for that day

_________ 3 points for a conclusion that contains 3 paragraphs.First paragraph about your group’s findingsSecond paragraph about your classes findingsThird paragraph what we have learned and how we can apply it to possible future experiments

________________________

_________pts./20 possible pts. __________ Total Letter Grade