Line+Graphs

= = Line Graphs Alyssa Frohlinger


 * //Lesson Plan://**

//Content Standards//: 4.1: Collect, organize, record and describe data.

//Lesson Objective//: Students will be able to create a line graph using given data.

//Assessment//: Students will complete a line graph in and out of class. During the lesson students will be asked to graph the growth of the "Class Flower," using the method modeled by the teacher. Students will then graph the data they have collected over the past 5 weeks, (of their own flower), for homework.

//Initiation//: The teacher will begin the lesson by reminding students of the class project related to the science unit, where students have been documenting the growth of their own and a class flower. The teacher will then ask students a series of questions to activate prior knowledge and connect to the previous lesson on bar graphs:

-Does anyone know the difference between a bar and a line graph? -What do you think a line graph would look like?

The teacher will then transition into the lesson, where they will answer the above questions more clearly.

//Lesson Development//: The teacher will then explain what a line graph is, and how it shows changes over time. They will display on the overhead two examples of line graphs, and then will begin to explain the components of a line graph using the information collected from the Class Flower. The teacher will create the line graph step by step, explaining:

-A line graph always has a title, and a label for each axis. -The X axis is always the horizontal line, and the Y axis is always vertical. Where the X and Y axis meet always begins at 0. -While teaching the axis, the instructor will be drawing the outline of the graph, pointing and labeling each aspect as it is explained. -The intervals on both the X and Y axis must be appropriate; the instructor will explain and show examples of correct and incorrect intervals and emphasize the difference. -The teacher will then model the creation of a line graph on the overhead, using data collected by the class on the growth of the class flower. The teacher will prompt the class with questions in order to help them interpret the graph.

//Closure//: The teacher will then add the new vocabulary from the lesson on the board, asking students to define each aspect. Students will be asked to create their own definition of the word and record this information in their personal dictionaries. Using the graph created in class, the teacher will review each part of the graph and why it is important. The teacher will then assign the homework, which will be to create a line graph using the data collected on the growth of their individual flowers (on a handout) and to answer the questions below their completed graph (these questions will mimic those prompted during the lesson).


 * //Example of Data for the Class Flower://**

Measured || 1 || 2 || 3 || 4 || 5 || 6 || 7 || 8 || 9 || 10 ||
 * Week
 * Height (in Inches) || 0 || .2 || .4 || .7 || 1 || 1.2 || 1.5 || 2 || 2.4 || 2.9 ||

[|"Create a Graph" Website for Students]