Topic: - Butterfly Thematic Unit
STANDARDS: MA.3.S.7.1: Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments.THEME: ButterfliesLESSON TOPIC: Bar GraphsLevel 2: BeginningOBJECTIVES:Content: TLW create a bar graph from data collected in science journal during whole class instruction accurately.TLW interpret the data from the bar graph with one four out of five questions accurate.Language:Using both content and cross-curricular vocabulary, students will identify the different parts of a graph and identify the length of time a butterfly spends in each stage.KEY VOCABULARY:Content Vocabulary: Horizontal Axis, Vertical Axis, Category, Bar GraphCross-Curricular Vocabulary:Egg, Larva (caterpillar), Pupa (chrysalis), Butterfly SUPPLEMENTARY MATERIALS: Data binder, video found on you tube , graph sheet (attached), crayons, Elmo projector, horizontal and vertical cards, Science JournalHOTS: HIGHER ORDER THINKING QUESTIONS AND TASKS:Interpret data represented on a bar graph.Use survey questions to create a bar pare completed graphs with other groups to ensure all are done properly.MOTIVATION: (Classification activity, think – pair – share)(Building background and explicit links to past learning) I will write the words horizontal and vertical on the white board, each in its own category with space. I will demonstrate what a vertical line looks like by drawing a vertical line (top to bottom) underneath it. Underneath the horizontal, I will draw a side to side line. I will have a variety of pictures and will ask students to sort the pictures in pairs between vertical and horizontal. After the students sort the pictures, each pair will place one of the pictures under the correct category on the white board. We will then explain what direction each is (vertical - top to bottom, horizontal - side to side). The category is what we sorted the pictures by. Students will then look at their own data charts. We will open up to the math charting page. I will ask students to locate the vertical, top to bottom, axis and discuss with a partner what it measures (the score on a test). I will then have students locate the horizontal, side to side, axis and have students discuss what it categorizes (tests). I will explain we will use our science journal observations from egg to butterfly to create a bar graph like the ones they use to graph scores on tests. LESSON SEQUENCE:(Language and content objectives, comprehensible input, strategies, interaction, feedback)Language and content objectives are stated after background knowledge is built. Students will take out their science journals and turn to the first page of illustrating the life of the butterfly from the habitat provided in the classroom. As a class, we will go over each stage by watching a video from . I will have real life pictures of each stage with the stage name written underneath each on the board. With a partner, students will identify each stage and count out the days the butterfly spent in each phase observed. As a class, we will write the correct number of days in each phase under each picture of the phase on the white board. StageNumber of DaysEgg my-4 daysCaterpillar (Larva) 14 daysChrysalis (Pupa)richard-10 daysButterflymonarch-40 daysI will pass out the attached worksheet. As a class, we will go over how to fill out the graph using social/affective strategies. I will demonstrate using the Elmo projector. What are we graphing? Discuss with partner then as whole class (Each stage observed in the life cycle of a butterfly)What should we title our graph? Discuss with partner then as whole class (Days in each stage, Life cycle of a butterfly days) I will write on graph.Lets count the lines going horizontal. There are nine. Look at the numbers next to each line. Look at our data. What is the lowest number? (4) What is the highest number? (42) How are these lines being counted, is it by one’s, two’s, or five’s? Discuss with partner than as whole class (5’s) What is the vertical axis (point to), line that goes up and down, counting? Point to the data days observed. Discuss with partner then as whole class. Days observed. What should we title the vertical axis (point to)? Write answer on graph.What is the horizontal, line going side to side, (point to) axis showing? Discuss with partner then as whole class. Stages of a butterfly. Write answer on chart.Now we are going to get out our crayons. We are going to color in the chart with the colors for each stage on the graph. Egg will be blue, caterpillar will be green, chrysalis will be red, butterfly will be yellow (point to each while showing each crayon). Please get out those crayons. Looking at our data chart, how many days did we observe the egg stage? (4) Should I color it in all the way? Discuss with partner than as whole class. Just like with our data charts, we will estimate the appropriate amount to be filled in. What would half way be? (3) What would all the way be? (5) How much should we color? (Between 3 and 5) Continue with each stage until graph is completed. What does this graph show us? Discuss with your partner what you observe. We will discuss as a class after.PRACTICE AND APPLICATION: MEANINGFUL ACTIVITIES(Meaningful activities, interaction, strategies, practice and application, feedback)As a class, I will ask students which stage they enjoyed observing the most during our butterfly observation. I will write the number of students next to each stage (recording data). Then, in groups of four, students will create a graph as a group using the same worksheet but with this data. I will write on the board as hints as to what to do:Create a title.Label the vertical axis.Label the horizontal axis. Fill in the graph with the appropriate color and data.After groups have completed, groups will compare their graphs. They will correct themselves and peers with peer feedback and I will guide the conversation. I will collect the groups graph after this activity.REVIEW/ASSESSMENT:(Review objectives and vocabulary, assess learning)I will review the content and language objectives. I will review new vocabulary by pointing at the board and graph to show the difference between horizontal axis and vertical axis. As a class, we will discuss the difference (vertical axis has the number scale, horizontal axis categorizes information).Students will be asked to place their finger on the item as I ask the question. I will walk around the class to assess student’s knowledge.Where is the title? Where is the Vertical Axis? Where is the Horizontal Axis? What stage is the butterfly in for the least amount of days? What stage is the butterfly in for the most amount of days? Students receiving 4 out of 5 questions correct demonstrate mastery.WRAP-UP: (Go over content and language objectives; closure of lesson)I will collect each students graph and have them tell me one part of a graph.(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP? Model.)References for lesson: Dept of Education for cards: 455 4010152025303550CaterpillarButterflyEggChrysalis ................
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