THE PROCESS OF TEACHING BAR GRAPHS. STUDENT PAGE CONSTURCT A BAR GRAPH WEB-QUEST DESIGNED BY GROUP 2 MEMBERS TITLE INTRODUCTION TASK PROCESS EVALUATION.

THE PROCESS OF TEACHING BAR

GRAPHS

STUDENT PAGE

CONSTURCT A BAR GRAPH WEB-QUEST

DESIGNED BYGROUP 2 MEMBERS

TITLE INTRODUCTION

TASK PROCESS

EVALUATIONCONCLUSION

INTRODUCTIONBAR GRAPHS ARE USED FOR

MANY IMPORTANT THINGS. BAR GRAPHS COULD BE USED TO HELP INTERPRET STATISTICS OF YOUR FAVORITE SPORTS TEAM OR FIGURE OUT WHAT TYPE OF ICE CREAM IS MOST FAVORED BY THE POPULATION. BAR GRAPHS CAN BE VERY USEFUL IN MANY SUBJECTS INCLUDING MATH, SCIENCE, LANGUAGE ARTS, BUSINESS, ETC.

TITLE INTRODUCTION

TASK PROCESS

EVALUATIONCONCLUSION

TASKDURING THE WEB-QUEST

STUDENTS WILL COMPLETE A WORKSHEET THAT WILL EVALUATE YOUR UNDERSTANDING OF CONSTRUCTING AND INTERPRETING BAR GRAPHS. THIS WEB-QUEST WILL INCLUDE THE USE OF SEVERAL SITES AND DIFFERENT SOFTWARE.

TITLE INTRODUCTION

TASK PROCESS

EVALUATIONCONCLUSION

PROCESSWEBQUEST WORK SHEET.DOCX

ON THE ATTACHED WORKSHEET ABOVE HAVE STUDENTS FOLLOW THE DIRECTIONS UNDER EACH SECTION.

TITLE INTRODUCTION

TASK PROCESS

EVALUATIONCONCLUSION

EVALUATION

1. TO TAKE A SURVEY OF YOUR CLASS’ FAVORITE FOODS2. MAKE COLUMNS DIFFERENT COLORS, DIFFERENT SHAPES FOR COLUMNS, COLUMNS EITHER VERTICALLY OR HORIZONTALLY, ETC.3.

4. ANSWERS WILL VARY DEPENDING ON STUDENT.5. STUDENTS WILL COMPLETE ONLINE ACTIVITY.6. – X AXIS- Y-AXIS- 20 JUMPS

TITLE INTRODUCTION

TASK PROCESS

EVALUATION

CONCLUSION

CONCLUSION

ON COMPLETION ON THIS WEB-QUEST, STUDENTS SHOULD HAVE A DEEPER UNDERSTAND OF HOW TO CONSTRUCT A BAR GRAPH. THEY SHOULD BE CONFIDENT IN CONSTRUCTING A BAR GRAPH THAT HAS EACH BAR BLOCK REPRESENT MORE THAN ONE UNIT. STUDENTS SHOULD ALSO BE ABLE TO ANALYZE AND INTERPRET DATA AND ANSWER ONE AND TWO STEPPED QUESTIONS ABOUT THE GRAPH.

TITLE INTRODUCTION

TASK PROCESS

EVALUATIONCONCLUSION

TEACHER PAGE

CONSTRUCT A BAR GRAPH

GROUP 2A WEB QUEST FOR 3RD

GRADERS

DESIGNED BY

GROUP 2 MEMBERS

TITLE

INTRODUCTIONLEARNERS

STANDARDSPROCESS

RESOURCESEVALUATION

TEACHER SCRIPTCONCLUSION

Category 1

Category 3

0 2 4 6

Series 3Series 2Series 1

INTRODUCTIONTHIS WEB-QUEST WAS PRODUCED BY

EXTENDING AND MODIFYING PROJECTS DONE BY EDUCATION STUDENTS AT THE UNIVERSITY OF AKRON.

IN THIS LESSON, STUDENTS SHOULD LEARN TO CONSTRUCT A BAR CHART WITH EACH BLOCK REPRESENTING MORE THAN ONE UNIT FROM DATA GENERATED BY THE CLASS. THIS WEB-QUEST ACTIVITY REINFORCES STUDENTS’ ABILITY TO CONSTRUCT BAR GRAPHS AND PROVIDES DEEPER KNOWLEDGE ABOUT WHAT BAR GRAPHS REPRESENT. AFTER THIS ACTIVITY STUDENTS WILL BE ABLE TO SOLVE QUANTITATIVE QUESTIONS ABOUT THE BAR GRAPH (I.E. “HOW MANY MORE/LESS”).

TITLEINTRODUCTION

LEARNERSSTANDARDS

PROCESSRESOURCESEVALUATION

TEACHER SCRIPTCONCLUSION

LEARNERSTHIS LESSON IS CENTERED IN

3RD GRADE MATHEMATICS MEASUREMENT AND DATA REPRESENTATION AND INTERPRETATION. THE LESSON ALSO INVOLVES SCIENCE DATA INTERPRETATION AND TECHNOLOGY UNDERSTANDING AND USE.

THE STUDENTS HAVE ALREADY LEARNED TO MAKE BAR GRAPHS WITH EACH BLOCK REPRESENTING ONLY ONE UNIT. THEY HAVE ALSO LEARNED TO SOLVE SIMPLE COMPARATIVE PROBLEMS ABOUT THE BAR CHART.

TITLEINTRODUCTION

LEARNERS

STANDARDSPROCESS

RESOURCESEVALUATION

TEACHER SCRIPTCONCLUSION

STANDARDS

COMMON CORE STATE STANDARDS FOR MATHEMATICS

MEASUREMENT AND DATA 3.MD

REPRESENT AND INTERPRET DATA.3. DRAW A SCALED PICTURE GRAPH AND A SCALED BAR GRAPH TO REPRESENT ADATA SET WITH SEVERAL CATEGORIES. SOLVE ONE- AND TWO-STEP “HOW MANYMORE” AND “HOW MANY LESS” PROBLEMS USING INFORMATION PRESENTED INSCALED BAR GRAPHS. FOR EXAMPLE, DRAW A BAR GRAPH IN WHICH EACH SQUARE INTHE BAR GRAPH MIGHT REPRESENT 5 PETS.

IN ADDITION TO THE ABOVE STANDARDS, STUDENTS WILL ALSO USE CRITICAL THINKING, CREATIVE PRODUCTION, AND ORGANIZATION AND CATEGORIZATION SKILLS DURING THIS WEB-QUEST.

TITLEINTRODUCTION

LEARNERSSTANDARDS

PROCESSRESOURCESEVALUATION

TEACHER SCRIPTCONCLUSION

PROCESS

THIS WEB-QUEST SHOULD BE COMPLETED IN NO MORE THAN 2 CLASS PERIODS. THE LESSON WILL NEED TO TAKE PLACE IN A COMPUTER LAB.

THE STUDENTS CAN WORK INDEPENDENTLY OR IF NECESSARY, CAN GROUP THEM INTO SMALL GROUPS. NO MORE THAN 2 STUDENTS IN A GROUP BECAUSE STUDENTS WOULD HAVE TO SHARE A COMPUTER.

TEACHERS NEED TO MOTIVATE STUDENTS TO WORK INDEPENDENTLY WITH AS LITTLE PERSONAL INSTRUCTION AS NEEDED. TEACHERS WILL NEED TO BE PATIENT WHEN CARRYING OUT THIS LESSON AND BE PREPARED FOR MULTIPLE QUESTIONS OR BACK-UP PLANS.

MAY NEED A FACILITATOR TO HELP CLASSROOM DISCUSSION AND TO GO THROUGH WEB-QUEST AS CLASS

TITLEINTRODUCTION

LEARNERSSTANDARDSPROCESS

RESOURCESEVALUATION

TEACHER SCRIPTCONCLUSION

RESOURCESNEEDED FOR THE WEB-QUEST:-COMPUTERS WITH INTERNET CONNECTION-WORKSHEET (ATTACHED)-ADOBE FLASH ON COMPUTERS-ACCESS TO FOLLOWING WEBSITES:

ONE TEACHER AS A FACILITATOR WILL BE ENOUGH FOR THIS LESSON.

TITLEINTRODUCTION

LEARNERSSTANDARDS

PROCESSRESOURCES

EVALUATIONTEACHER SCRIPT

CONCLUSION

EVALUATIONSTUDENTS WILL COMPLETE A WORKSHEET TO GO ALONG

WITH THE WEB-QUEST. THESE WORKSHEETS WILL BE GRADED AND RETURNED TO STUDENTS.

ANSWER KEY:1. TO TAKE A SURVEY OF YOUR CLASS’ FAVORITE FOODS2. MAKE COLUMNS DIFFERENT COLORS, DIFFERENT SHAPES FOR COLUMNS, COLUMNS EITHER VERTICALLY OR HORIZONTALLY, ETC.3.

4. ANSWERS WILL VARY DEPENDING ON STUDENT.5. STUDENTS WILL COMPLETE ONLINE ACTIVITY.6. – X AXIS- Y-AXIS- 20 JUMPS

TITLEINTRODUCTION

LEARNERSSTANDARDS

PROCESSRESOURCES

EVALUATION

TEACHER SCRIPTCONCLUSION

TEACHER SCRIPT

1. PASS OUT THE WORKSHEET AND EXPLAIN BRIEFLY WHAT A WEBQUEST IS.

2. REMIND THE STUDENTS TO READ OVER ALL OF THE DIRECTIONS BEFORE MOVING ONTO EACH STEP.

3. STUDENTS ARE TO WORK INDEPENDENTLY, OR IF NEEDED IN SMALL GROUPS, THROUGHOUT THE CLASS PERIOD.

4. IF ANY STUDENTS NEED HELP HAVE THEM RAISE THEIR HAND I WILL GET TO THEM AS SOON AS POSSIBLE.

TITLEINTRODUCTION

LEARNERSSTANDARDS

PROCESSRESOURCESEVALUATION

TEACHER SCRIPT

CONCLUSION

CONCLUSION

THIS LESSON HOLDS VALUE BECAUSE IT SIMULTANEOUSLY TEACHERS STUDENTS FURTHER UNDERSTANDING OF CONSTRUCTING AND INTERPRETING BAR GRAPHS AND ABOUT USING TECHNOLOGY. THIS LESSON ALSO HELPS DEVELOP CRITICAL THINKING, CREATIVE PRODUCTION, AND ORGANIZATION SKILLS.

TITLEINTRODUCTION

LEARNERSSTANDARDS

PROCESSRESOURCESEVALUATION

TEACHER SCRIPTCONCLUSION

REFERENCE PAGE

CONSTRUCTING BAR GRAPHS. RETRIEVED FROM HTTP://CSTL.SYR.EDU/FIPSE/TABBAR/BUILDBAR/BUILDBAR.HTMKIDS MATH GAMES ONLINE. KIDS MATH GAMES. RETRIEVED FROM HTTP://WWW.KIDSMATHGAMESONLINE.C OM/FACTS.HTML KIDS’ ZONE LEARNING WITH NCIS. RETRIEVED FROM HTTP://NCES.ED.GOV/NCESKIDS/PIERCE, R. (2014). MATH IS FUN. RETRIEVED FROM

HTTP://WWW.MATHSISFUN.COM/DATA/BAR-GRAPH.HTMLSHAUNTEACHES. (2012). BAR GRAPH- GRADE 3 COMMON CORE STATE STANDARDS. RETRIEVED FROM HTTP://WWW.YOUTUBE.COM/WATCH?V= P34M3JKR_WA