Line Graphing

Student Sample One
Student Sample Two
Student Sample Three

Name: Helen Mace
Grade: 4/5
School: Potsdam Central School District

1. Title/Context Of Learning Experience
   Line Graphing
   The purpose of this learning experience is for students to create, read, and interpret a line graph.Statistics and Probability
   4.PS.7 Represent problem situations in oral, written, concrete, pictorial, and graphical forms
   4.S.2 Collect data using observations, surveys, and experiments and record appropriately
   5.S.2 Display data in a line graph to show an increase or decrease over time
   5.S.4 Formulate conclusions and make predictions from graphs
2. Essential Question
   How can students collect information and show it in a way that is easy to understand?
3. Assessment Plan
   Before the lesson the teacher will make certain everyone can find his/her pulse and count it accurately. During the lesson, the teacher will observe the students and assist them in staying on task to ensure accurate results. After the lesson, the individual student and/or teacher will complete a grading rubric.A line graph is complete when it has a title, labels and data plotted accurately.
4. Procedure
   Day 1
   • Open with having students arrange themselves at the front of the class in four rows according to the number of siblings they have.
   • Students will discuss what this data shows them.
   • Ask students to share with a partner ways they might display this data?
   • Pass out assorted paper (plain and graph paper) for the students to use and have them organize and record this data independently.
   • The teacher should walk around the room and encourage creativity. There is no wrong way to create this display.
   • The students will present their finished product to the class.
   • Once the presentations have been shared end the lesson with a classroom discussion that summarizes conclusions from the data.

   Day 2

   • Review yesterday’s lesson and introduce line graphs. I recommend using a line graph visual aide of your choice. Students will create a pulse rate line graph that compares their pulse rate directly after jogging and at rest.
   • Pass out the pulse rate table to each student. Students will measure and record his/her pulse rate at rest. Have each student locate their pulse on the side of their neck. Have each student count the number of beats in 15 seconds as you keep time. Have the student’s record that data then multiply it by 4 to find the beats per minute.
   • Next, have the students jog in place for one minute. Then have students measure and record their pulse rates at one-minute intervals, four times in all.
   • Pass out graph paper. Students will use graph paper to make a line graph to show the data. The horizontal scale should show the intervals of time. The vertical scale should show the intervals of data.
   • Students plot each pulse rate at each minute.
   • Students study the line graph to form a conclusion based on their pulse rate before and after jogging.
5. Resources
   • Teacher resources-McGraw Hill
   • Materials
     • Stop Watch
     • Assorted Paper (colored and graph)
   • Technology-The Graph It software program –This program may be used for additional graphing lessons.
6. Instructional/Environmental Modifications
   The classroom needs to have space available for students to jog in place. This activity was completed in a small group setting of 8 students. I recommend assigning specific student roles of your choice when instructing a student group larger than 8.
7. Time Required
   Teaching time-Two 45 minute class periods
8. Reflection
   This lesson was developed to show how a line graph plots changes over time. It was an effective lesson. I recommend changing the pulse rate table to include additional columns for the one-minute pulse rate data conversion. The students were engaged throughout the entire lesson.