Data Analysis Lesson:

Lesson Topic

Surveying, collecting, and interpreting data.

Overview of Lesson

Students will learn how to make a proper bar graph and pie graph.
The students will pick a topic that they want to ask college
students. The students will then take the information and form a
pie graph and bar graph.

Description of Learners,
Intended Learning Goals,
and Lesson Content

Background Information Of Learners/Area

-Fourth Graders
-College Mentors For Kids is an organization that pairs college
students with at-risk children.
-They are supposed to motivate at-risk children and communities
to achieve their potential by fostering inspiration to transform lives,
education to change attitudes, and connections to increase
opportunities.
-Help students in the STEM subject areas.
Learning Environment
-We are located in a large classroom with several round tables. In
the classroom there are about 15 to 20 fourth grade students.
Each college mentor is paired up with a buddy who will be with
the student for the whole day. We have about 45 minutes to
complete our lesson. The classroom has a dry erase board. It also
has wireless internet and an instructor station.
Technology
The classroom has an instructor's station.
A document camera will be used to show how to make the graphs
and how we want them to set it up. Also, it will be used to show
the final project.
Goals
-Students will learn how to properly construct a bar or pie graph.
-They will learn how to read it and interpret the data on the graph.
Impact on the Community:
-The importance this has on the community it that we are learning
about what people like and seeing the diversity in the area. Every
person has different beliefs and cultures. This will help the
community because all the communities need to to have cultural
diversity.

Road Map
Orientation: Introduce objective to students and explain to the
students how to make a bar graph.
Hook: Have the students go around the room and state their

favorite holiday. Then have the instructor ask as whole howmany

liked that holiday. Would it not be easier to look at it in a chart?
That is what we are learning.
Motivation: Explain to students that they can take large amounts
of data and put it in a picture form and make it easy to
understand.
Information: Students will be able to make a data table.
Application: After the students understand how to make and find
the data for the chart, they will be put into groups and ask to come
up with a topic that has a couple of answers (for example what is
your favorite season?). They will then ask about 20 people what
they think and come back in and record the data.
Assessment: They will have to write a summary explaining the
data that they came up with.
Resources

-Paper
-Pencils
-Grid paper
-Markers
-Circles cut out for the pie graph
-Document camera

Objectives

-Given two topics to pick from, students should be able to

formulate a question to ask the college students.
-Given the choice of a topic, students will be able to form a graph
about the information they collected within 15 minutes.
-After surveying the students and collecting data, they should be
able to add it up and transfer it the graph they are making within
one try.
-Given the data that the students collected and the graphs that
they made, the students will be able to interpret the data they
have made in the pie graph and the bar graph within two tries.

Procedures

-Students need to learn this information because it can be used in

life to present different types of data for a job or a project.
-This way of displaying data will be useful for the students
because some may find it easier to interpret instead of seeing the
numbers, this is visual representation for the students.
-The explanation of the graphs should take no longer than 10
minutes
-To start the lesson off there will be a picture of the three different
types of graphs on the screen.
-We will discuss them and what they are and how they can be
used.
Features on Graphs

-All graphs must have a descriptive title to know what you are
showing.
-The x-axis must be labeled.
-The y-axis must be labeled.
-There should be a units stated on how you measure the item.
-On most graphs there should be a key
Data and graphs
-We get this information from a collection of data.
-Data is a collection of information in numerical form.
-We use graphs to show the numerical information we found.
-One type of graph is a bar graph. (hold up a picture)
Bar graph
-We use a bar graph to show the differences in size.
- Students should easily be able to see what had the largest
amounts with the just looking at a bar graph.
-You use a bar to display the data collected for that item.
-We will have to make sure we label all parts of the graphs like it
shows in the picture.
Pie Graph
-A pie graph or pie chart is in the shape of a circle.
-The graph is cut into pieces.
-The pieces can be used to determine the data that was found.
-To make them you use the data you collected and then divide the
circle into how big of pieces you think you will need.
-You will have to make a key to show what portion of data belongs
to the data.
-To get the percent for the information the students will have to
divide the number they already have from the data they have
collected and then divide it by 20 (or the amount of people you
survey) to get the decimal and then multiple that number by 100
to get the percent of the circle.
Line Graph
-This is the graph that we are not doing, but we need to know
some information on it because you may use it in the future.
-This graph show a line.
-The graph shows the line of items that are related.
---An example of this is the change over time of a certain
object.
-This graph will have to have proper labels and titles.
Activity
-Divide students into 4 groups
-We will talk about topics that have certain answers that they can
ask the college students on campus.
-Group 1 will be be asking what their favorite ice cream flavor is.
-Group 2 will be asking what is their favorite sport.
-Group 3 will be asking what is their favorite holiday.

-Group 4 will be asking what is their favorite season.

-Once they understand what they are doing , the students with a
college mentor will go to spot around the building and ask college
students walking around campus.
-They should be keeping track of the information on a sheet of
paper.
-They will be out there for about 10 minutes or less because they
only need to get 20 people to answer them.
After data is collected
-After the students have the data they will need to make sure they
have the information they need.
-They will stay in the groups and construct a bar graph and a pie
chart.
-They need to make sure they use color and are interpreting the
correct data on to the graph.
-The graph will be made using grid paper so it is easier to make
straight lines and have a line to follow.
-This should take no longer than about 15 minutes.
Assessment

-Once the students have finished their graph they will need to
write out a summary of what the graph tells them.
-The students will have about 10 minutes to summarize what they
see in the graphs they produced.

Conclusion

-Have the students share their graph with one another.

-Brainstorm ideas on how to make a better graph in the future.

Standards

4.DA.1-Formulate questions that can be addressed with data. Use

observations, surveys, and experiments to collect, represent, and
interpret the data using tables (including frequency tables), line
plots, and bar graphs.
4.DA.3-Interpret data displayed in a circle graph.

References

http://www.mathsisfun.com/data/bar-graphs.html
http://www.mathactivities.net/lessons/graphing-activity.htm
http://www.doe.in.gov/sites/default/files/standards/mathematics/20
14-06-26-math-g4-architecturewith-front-matter.pdf

Web 2.0 Tool

We used Trello for our Web 2.0 tool. We used this between the group members to keep
track of what needs to be done. We had a check list and then if an item was done we just
commented it or checked it off. This tool was helpful for group communication.

Journal Articles
Article 1:
Moomaw, Sally, and Davis, Jaumall A. (2010). STEM comes to preschool. Young Children.
65(5), p.12-14. Web. 5 Nov 2014.
In the article STEM Comes to Preschool, they discuss the overall effects that STEM teaching
has on young children. The article begins by explaining why STEM is helpful and the common
beliefs that people often hold against the STEM method, such as it being too difficult for
children. The article convincingly informs the readers that STEM is not difficult for young
children but actually very helpful due to them large amount of senses used during it. The article
then goes on to give examples of ways STEM teaching was integrated in a specific preschool

classroom, often referring back to their participant, Asia. The article gives sort of a guide to how
to involve physical learning. It explains that children will learn more effectively if the student is
the one doing the physical action (not just observing), the child can see the effects of their
action, the child can construct physical principles by seeing a cause and effect relationship, and
finally, the reaction is immediate. In our personal lesson plan, we chose to have our students
ask people common questions, such as what is your favorite holiday, etc. The students then
used this information to create a pie chart and a bar graph. I believe the physical contact and
the student running their own experiment will greatly affect their learning experience. Rather
than having the students sit in their desks, while a teacher reads off numbers for them to write
down into a graph, we are allowing our students to have physical interactions with others. The
article finishes by giving a final overall definition of STEM and an explanation for why they think
it is time to incorporate STEM in our young classrooms today by emphasizing the excitement it
can bring to children while learning.

Article 2:
Stohlmann, Micah, Moore, Tamara J., Roehrig, Gillian H. (2012). Considerations for teaching
integrated STEM education. Journal of Pre-College Engineering Education Research.
2(1). Web. 5 November 2014.
This article begins by listing benefits of teaching STEM, such as the high level of stimulation it
provides, students showing higher level thinking skills/problem solving, better logical thinking,
etc. It then goes on to discuss recommendations for teachers who want to integrate STEM into
their teaching methods. It gives a list that includes building on students prior knowledge,
organizing knowledge around big ideas, developing student knowledge to involve
interrelationships of concepts and processes and so on. In our lesson plan, we chose to have
the students gather information for a pie chart and bar graph by asking people common
questions about their favorite holiday, etc. Our methods specifically relate to these
recommendations of STEM teaching because the students have to incorporate their prior
knowledge of graphing and their participants answers in order to make their pie chart and bar
graph. Also, the students are required to organize their knowledge of the answers they gathered
from participants into a graph which is another recommendation listed. The article also includes
a table of how to successfully use STEM in classrooms, which includes sections on Support,
Teaching, Efficacy, and Materials. The support section includes teacher collaboration and
partnering with other classrooms, schools, etc. We, as teachers, chose to collaborate with one
another on an effective activity for our students. The teaching section involves a section on
lesson planning which suggests including problem solving, building on previous knowledge, and
focusing on connections. We built on previous knowledge by requiring the students to do graphs
they learned about at the beginning of class and we also had the students make connections
with the information they recorded from different participants. It also has a section on classroom
practices that involves justified thinking, question posing, and cooperative learning. We are
having our students think on how to put all of their information together into graphs correctly.
The efficacy section includes planning and organizing the lesson plan information as a very

important factor. We planned our lesson ahead of time and made sure it involved activities on
learning to graph and physical activity. Finally, materials section has listed room space, tables
for work, material kits necessary for activity, and so on. Our students will be provided with desks
to do their graphs on and materials to make their graphs/record their information. The graph is
very helpful to any teacher new to STEM learning.