1.  Materials

a.  Paper

b.  Pencils

c.  PowerPoint Presentation “Index Finger Heights”

d.  Graph paper

e.  Blank tally sheets

f.   Worksheet

             2.  Objectives

a.  Students will create graphs from collected data and draw conclusions based on the graphs.

             3.  Motivation

a.  Have the students line up in order from tallest to shortest. This should be pretty easy for them to do. Then ask the students to line up according to the circumference (distance around) their wrist. This will be much harder. Have students brainstorm ways to accomplish this task. Since students have already made many body measurements from the last lesson, we will be using these in our graphing.

             4.  Goal for Learner

a.  Today we will be graphing the body measurements we took the other day.

             5.  Content and Procedures

a.  Teacher Content

                            i.  Know the basic parts of a bar graph (axes, scales, labels) and be able to graph a basic bar graph.

b.  Procedure

                            i.  Begin by giving students a blank tally sheet for the following body parts: femur, foot, wrist, and span. On the left side have students write the numbers that correspond to the smallest and biggest number for each category (they are listed below). Read the measurement papers aloud and have students mark the tallies on their papers.

                            ii.  When the tallies are completed, work through an example on the board. Pass out the completed tally sheet for index finger height. Use the PowerPoint presentation “Index Finger Heights” to work through how to set up a bar graph. Discuss the location of the x-axis and y-axis as a review. Use the tally sheet to decide on scales for both axes. The final preparatory step is labeling the axes and providing a title for the graph.

                            iii.  Once the graph is set up, use the PowerPoint presentation to plot the bars. After the bar graph is set up and complete, ask students questions such as “How many students had a measurement of ____?” and “How many more students had a measurement of ____ compared to a measurement of ____?”

             6.  Practice/Application

a.  Pass out blank graph paper. Have students make 4 graphs – one for each of the body parts on the tally sheets. Each graph should have appropriate scales and labels.

b.  Students will then complete a sheet which focuses on comparing groups of students. Using the graph they will choose which category has more students in it, how many more, etc.

       7.  Evaluation of Student Learning

a.  Each graph will be graded out of 5 possible points – one point for each label (2 points), one point for the correct/clear scale on both axes (1 point), and two points for the correct graph.

b.  The worksheet will be graded with one point per blank.

             8.  Closure

a.  Students will compare their graphs within their groups. Since the data is all the same, the graphs should look identical as well.