ED 345 Calvin College Lesson Plan

Teacher: Kristina Wicks

Date: 11/16
Subject/Topic/ Theme: Science/Graphing Water/Hydrosphere
I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to learn how to graph percentages of water on bar graphs and circle
graphs (pie charts).
How does this lesson tie in to a unit plan?
Students will be graphing the percentages of salt water and fresh water found on Earth. This addresses
one of the Next Generation Science Standards, to be able to graph the percentages of water in the Great
Lakes.
Objectives:
Standards:
Assessments
Next Generation Science Standards:
Students will:
1. Students sketch and
1. Describe and graph the amounts
1. Sketch bar graphs and
create graphs to
and percentages of water and
circle graphs to represent
represent data for notes.
fresh water in various reservoirs
water percentage
(Teacher will check
to provide evidence about the
distribution of water on Earth.
information.
whether students have
Scott Foresman:
2. Apply number data to a
notes from the last days
2. Students will know how fresh
graph.
completed and in their
water and salt water differ.
3. Create graphs as a class,
binders. Or teacher can
3. Students will know where salt
water and freshwater can be
with a partner, and in a
assign the last problem
found on Earth and the portions
small group.
for homework and check
of each.
the next day.)
II. Before you start

Differentiation:

Materials:
Classroom setup:

Teacher will walk through example of bar graph and circle graph. Then
students will work with partners to complete both graphs with different
data. Finally, students will make a bar graph and a circle graph individually.
Teacher will help students that need it during the partner and individual
work time.
Students who need a challenge can complete number four on the graphs
worksheet.
26 Bar and Circle Graph Worksheets
Pencils, marker, and crayons
Whiteboard and marker
Students will sit in 2 rows of 6-7 students for the first half. Then they will
push desks together with a partner. Finally, they will pull their desks apart
again and work on a graph individually.

III. The Plan

Time Parts
5-8
mins

Teacher & Student Activities

Weve been talking about the hydrosphere. It is broken up into two types of water, salt water and fresh
water. We have even talked about how much there is on Earth. Knowing the percentages is helpful.
However, it is even more helpful to create pictures and graphs with numbers to see how they make sense.
Today we will be making two types of percentage graphs. One kind of percentage graph is a circle
percentage graph.
What is a circle graph? They are also called pie graphs. Teacher will draw an example like that below.

Introduction/
Motivation

The second kind of percentage graph we will talk about it a rectangular percentage graph. Teacher will
draw an example like that below.

Scientists use both percentage graphs to represent percentage data.

25-35
mins

Development

How many percents does a percentage graph make? Our bar graph and circle graph add up to 100%.
Example 1:
Give students the following percentages and ask how they would make the graph look accurate and
precise. Advise students to break up the graphs into smaller chunks, like 10% chucks.
Example percentages: 50%, 30%, 18 %, 2%
Talk about how half of the bar or circle graph would be 50%.
1/3 of the graph would be 30%. They can split the last 50% in half first and then add on 5% to make 30%.
Talk about how to make the 18% and 2% accurate. We have 20% left. Break up 20% into 5%s and then
break up one of the 5%s into 1%s to find an accurate 2%.
Teacher will hand out circle and bar graph data worksheet to students.
Example 2: Whole Class
How much salt water and fresh water did we say was on the Earth?
Salt water98%
Freshwater2%
We can think of these percentages as fractions too. If I wrote 98% as a fraction what would it be? 98/100
If I wrote 2% as a fraction what would it be? 2/100 We are going to make a bar graph and a circle graph
for these two numbers. Although these do not have to be perfect, I do expect them to be pretty accurate.
How can we make these graphs accurate? Teacher will follow student instructions. Students will follow
along on their worksheets.

Example 3: Partner
Distribution of fresh water
Glaciers/icecaps69%
Ground Water30%
Surface water and other freshwater1%
Students will create rectangle and circle graph with partner. Teacher will touch base with each group to
see how they are doing. Explain briefly how people figured it out.
Example 4: Individual
If time runs out, this can be homework that the teacher will check tomorrow. Have students choose which
one they would like to attempt. This is an opportunity for students to challenge themselves or simply
work with the basics.
Distribution of how much of the worlds fresh water is found in the Great Lakes
Great Lakes21%
Other freshwater79%

3-5
mins
Closure

Distribution of surface water and other freshwater

Atmosphere3%
Rivers0.5%
Living things0.25%
Swamps and marshes2.5%
Soil moisture3.75%
Lakes21%
Ground ice and permafrost69%
Exit card:
1. What does a circle graph look like?
2. What does a bar graph look like?
3. Where is most of the Earths fresh water found?
4. Name two examples of surface water.
Teacher verbally says these questions and students answer them on a notecard and turn them in.

Reflection:

This lesson took longer than expected. One group got to do the whole group and partner percentage graphs
while the other group only did the whole group percentage graph. I still told students to only turn in one that
they choose the next day. I think I should have assigned them more than one.
I needed more time for this lesson. Since one group did not get a chance to complete a graph with a partner, I
did not get to circulate and see whether students were understanding it. If I did this lesson again, I would
probably take two days to do it.
Also, I needed to explain more clearly how I was splitting the circle and rectangle into pieces. Some kids got it
right away. I think I should have been a bit more explicit about there being 100% in each and that we can
break them into 10% sections to be more accurate.
I would still plan to have students work with a partner and then individually next time.