Case Study #2

By: Nick Jackson, Ui Jeong Lee, and Makayla Neal

Overview of
Lesson

This lesson will be comprised of three stations that will educate

students on the uses and interpretations of bar graphs, pie charts,
and line graphs. Each station will be taught by a different instructor in
which the students will be educated in an interactive learning
experience that will allow them to collect, interpret, and integrate
information that is gathered into the different graphs and charts. After
the three stations are completed, students will complete an
assessment that encompasses the information that they learned.

Description of
Learners,
Learning
Envrioment,
Intended
Learning
Goals, and
Lesson
Content.

The learners for this lesson are fourth graders that are participating in
College Mentors for Kids (CMFK) here at Purdue University. There
are twenty students in the group and buddies who are college
mentors. We are going to pair up a student and a college mentor as
one. We assumed that there are no special needs students and
exceptional child. The learning environment will take place in the
classroom. It needs to be big enought to set a three different stations
since we are doing station teaching. The students will be working with
Ipads to collect, assemble, and integrate the information that is
provided to them in the beginning of the class into the specified
charts and graphs. The class will take place in a tyipical classroom
environment in which students will be able access the Internet to
complete the tasks involved with their assignment and assessment.
We are encouring buddies(college mentors) not to help kids, since
our objectives are to see if students can complete tasks by

themselves without any assistance. We encourage buddies to just

particiapte with kids. After completing the lesson, the students will be
able to construct a bar graph, pie chart, or line graph with given data
and be able to choose which data would best fit these graphs and
charts.
Standards
4.DA.3: Interpret data displayed in a circle graph.
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.
Learning
Objectives

Materials

Procedure

Given a set of data, students will be able to construct and

interpret a bar graph without error.
Without assistance, students will be able to construct and
interpret a pie chart without error.
Given a website on iPads (technology), students will be able to
create a line graph with collected data without error.
Given a set of data, students will be able to determine which
type of graph will best fit the data provided without error.
Given a worksheet, students will be able to answer questions
based on the shown graph and get 90% out of 100% on the
worksheet.

1. iPad
2. Computer with internet access
3. Poster board
4. Stickers (enough for three per student)
5. Printer paper
6. Rulers
7. Crayons
8. Example pie graph, bar graph, and line graph.
9. Discussion question worksheet(given to college mentor)
10. Projector at the front of class
1. Introduce the bell ringer, the data collection poster, when all of the
students are in the classroom.
2.Give each student three stickers.
3.Tell the students to place one sticker under each HOUSEHOLD

(not farm animals) pet that their family owns. If a student does not
have a pet, have them place one sticker under the None Category.
Their options will be Dog, Cat, Fish, hamster, other, or none.
4. After all of the students have placed at least one of their stickers in
a category, the teacher will enter the data into a Google spreadsheet.
5. Share the spreadsheet with all of the students so that they can
access the data on their Ipads. Make sure that every student has
access to the data on their Ipads.
6.Split the students up into three groups(mixed gender) and assign
each group to one of the three teachers. Each group will rotate each
station( each station about 10-15minutes) and learn different types of
graphs. Creating a Station Teaching:In station teaching, the
classroom is divided into various teaching centers. The teacher and
student teacher are at particular stations; the other stations are run
independently by the students or by a teachers aide.
(Credit:http://www.asdk12.org/depts/hr/student_teaching/PDF/The_P
ower_of_2.pdf)
7.Group number one will start at Makaylas station, group two will
start at Ui Jeongs station, and group 3 will start at Nicks station.
Each group will rotate stations after completing the activity at the
station.
8. At Makaylas station the topic is pie graphs. Show the students the
example of a pie graph and explain to them that the whole circle, or
pie, represents 100%. Explain to the students that each of the parts
of the graph are a representation of data that has been collected by
the teacher from the class. Also explain to the students that the data
is not related and does not affect each other. For example, if the
number of reading books went up, the number of playing games
would not be affected. Add up all of the given percentages with the
students to show them that they equal 100%.
9.After giving the students an example of a pie graph, have the
students access the household pet data collected at the beginning of
class on their ipads. Give the students the graph website,
http://nces.ed.gov/nceskids/createagraph/default.aspx, and ask them
to pull it up on their ipad.
10. Once the students are on the site, have them select pie graph.
Tell them to select the data tab and enter in an appropriate title that
fits the data, the names of the pets where it says item label, and the
value for each category.

11. After the students enter in all of the information needed, have
them select the preview tab to view the graph that they made. Have
them take a screenshot of their graph on their ipad so they can refer
to the graph in the next stations.
12. After they are done with the pie graph station, have the students
move on to Ui Jeongs station, the bar graph station.
13. Show the students an example of a bar graph and teach them
that the data represented in the bar graph is not related in any way.
The numbers for one category of data do not increase nor decrease
any of the other categories.
14. After the students have an understanding of what a bar graph is
and how it can be used, have the students pull up the data on their
ipad that was collected at the beginning of the class. After they have
the data open, pass out pieces of paper, crayons, and rulers.
15. With the pieces of paper, crayons, and rulers, have the students
make their own bar graphs out of the data on their Ipad. Make sure
that they include an appropriate title for the data (could use the same
one from the pie graph), a key for the different colors to represent the
different categories, and labeled x and y-axis.
16. After the students have completed their bar graph, have them
compare the bar graph and the pie graph. Ask them what similarities
they find and what differences they notice.
17. Have the students hold onto their bar graphs and rotate to the
next station, Nicholas station.
18. At Nicholas station, they will be learning about line graphs.
Explain to the students what a line graph is and why the data that we
collected at the beginning of class cannot be put into a line graph.
Explain that the data all has to be related and affect each other.
19. After explaining what line graphs are, pull up the temperatures for
last week on the weather app on the ipad. Have the students record
all of the temperatures for each day.
20. After the temperatures are recorded, pull up the website that was
used to make pie graphs,
http://nces.ed.gov/nceskids/createagraph/default.aspx , on the
projector in the front of the class.
21. Once the website is opened, select line graph. After selecting line
graph, go to the the data tab. Have the students help you come up

with an appropriate title to describe the weekly temperature for last

week.
22. Ask them what they think the x-axis should be labeled and what
they think the y-axis should be labeled. If they answer it correctly or
incorrectly, explain to them that the x-axis is always the category that
you are measuring and the y-axis is always the values of the
categories that you are measuring. Put the days of the week in the xaxis and the temperatures (in farenheit) in the y-axis.
23. After the axis are labeled, enter in the data set. Have the students
read aloud the temperatures and the days of the weeks while you
enter them in the computer.
24. After all of the information is filled out, select the preview tab.
Point out how the data creates a trend and allows you to calcula te an
average weekly temperature because the data is all related.
25. After the students learn about each one of the graphs, have them
pair up with their College Mentors For Kids buddy to disscuss the
activities that they did with the graphs.
26. Pass out the discussion question worksheet and have them fill
out the questions.
27. Give them 5 minutes to complete the worksheet. After the
worksheet is completed, have the students talk about what they wrote
for the discussion questions with their College Mentors For Kids
buddy.
28. Make sure the buddies(the college mentor) ask the students
why they were not able to use the data that was collected at the
beginning of class to make a line graph. Also have them ask the
students how pie graphs and line graphs are different. They should
ask them which graph they think is the easiest to read/make and why.
The teacher will prepare a questions for buddy to ask.
Questions to share with you and your buddy:
1. What did you enjoy the most? What graph did you liked most?
2. How are pie charts and line graphs different?
3. Which graph do you think is easiest to read and make? Why
do you think so?
4. Why cant you use the data that was collected at the beginning
of class to make a line graph?

29. Have the students turn in the paper graph that they made and the
discussion questions at the end of the day.
Assessment

We will be assessing the students with a worksheet at the end of

class after completing all of three stations. The assignment will have
three sections that include pie charts, bar graphs, and line graphs.
The students will encounter questions that ask them to interpret the
three types of graphs and answer basic questions about them.The
students will have to apply the knowledge that they learned at each of
the stations to answer the questions.
(See the worksheet attached in the back)

References

Heigh Record Line Graph. (n.d.). Retrieved March 30, 2015,

from http://www.superteacherworksheets.com/graphing/linegraph-simple-1_TWNQD.pdf
Favorite Pet Worksheet. (n.d.). Retrieved March 30, 2015, from
http://www.theteachersguide.com/bargraphs/favoritepetsgraph.
pdf
Summer Camp Pie Graph. (n.d.). Retrieved March 30, 2015,
from http://www.superteacherworksheets.com/graphing/piegraph-simple-2_TWNWR.pdf
Reading a Bar Graph. (n.d.). Retrieved March 30, 2015, from
http://www.commoncoresheets.com/Math/Bar Graphs/4
Bars/English/6.pdf

Link to the video of the lesson plan:

https://www.youtube.com/watch?v=uK3-a4sSa-s

Description of the lesson plan

In order to create a lesson plan, our group first looked at Indiana state standards. We
determined to focus on 4th grade since our group memebers had experience of teaching
4th grade as a TIP expereience. Also, all of our group memebers liked the subject Math,
therefore, we decided to focus on Math. When we looked at 4th grade Math Indiana State
Standards, two standards caught our eyes. 4.DA.3: Interpret data displayed in a circle
graph and 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. After looking at standards, we figured out that
there are three different graphs we each need: Circle graph, Line graph and Bar graph.
However, we figured out that one teacher teaching all three different graphs at one time
would be very difficult and would complicate things for students because they might get

confused when they learn three different graphs at one time. Therefore, we decided to do
Station Teaching(small group of students rotate to different stations for instruction). Ui Jeong
Lee, one of our team members, thought of this teaching method since she had an
experience of doing Station Teaching at her TIP experience when teaching three different
topics. She shared her experience about how Station Teaching is a very effective teaching
method. It is effective because station teaching allows students to visit different stations
during allotted time for a specific subject. It also allows teachers to work with small groups
of studetns and give more individual instructions and also allows teachers more time to get
personal connection with different learning levels of individual students. Our lesson content
is something that our group members came up with, and we did not use any other websites
to look for created lesson plans. Instead of getting ideas by looking at created lesson plan,
we tried to use our experiences from TIP experience and cooperate our own
understadnings into our lesson plan. Therefore, we feel how our lesson plan is very unique.
At the end of the procedure of our lesson plan, there is a time for assessment. Students will
have to complete a worksheet, which deals with three different graphs they have learned
from three different sections. In order to create this lesson plan, we had to look for websites
and found a professional worksheet that was created based on standards. Other than
getting the worksheet from the website, everything on the lesson plan is something we
created. For technology, we decided to incorporate iPads into the lesson plan. In order to
create different graphs, we had to make students collect some kind of data. Therefore, we
decided to put the collected data into iPads and let students carry the iPads to three
different stations to create a graph. Also, one of the stations: line graph station, we decided
to let students make line graphs on the computer. There is a computer simulation which
allows students to create a line graph. Therefore, students had to look up the collected data
from the iPad and create line graphs on the computer.

Journal Articles
1.
Brown, J. (2011, December 1). Science and Technology Educators' Enacted Curriculum:
Areas of Possible Collaboration for an Integrative STEM Approach in Public Schools.
Technology and Engineering Teacher, 30-34.
This article offers an insightful discussion about how there is a need for collaboration
between science and technology/engineering teachers and how they can partner with each
other to form stronger content. The article also offers suggestions on how these different
teachers can create and enhance partnerships by better utilizing the strengths of their
disciplines by coming together. Integrating between the STEM disciplines is an excellent
way to strengthen and build better content for a lesson plan. For this reason we were able
to integrate some of the ideas of this article into our lesson plan by collaborating technology
and mathematics to create a more interactive learning experience. The article describes
effective ways of integrating between STEM disciplines, and we were able to apply these

and use technology effectively to better engage our students in the standards for
mathematics.

2.
Breiner, J. (2012, January 2). What Is STEM? A Discussion About Conceptions of STEM in
Education and Partnerships. School Science and Mathematics, 3-11.
The article What Is Stem? A Discussion About Conceptions of STEM in Education and
Partnerships discusses the main ideas behind what STEM teaching entails and attempts to
accomplish. The article mentions that conceptions of STEM often vary among person to
person, and for this reason attempts to develop a common ground among those involved
with STEM. The article aims to clearly define STEM and its goals in order to show how
STEM will influence and impact the lives of those that experience it. This journal article
shaped our lesson plan by helping us understand what STEM is and what it aims to
achieve. The journal clearly outlined what its pourposes were, and we were able to
incorporate these strategies into our lesson plan by integrating the main ideas and
philosophies so that we could positively portray STEM teaching.