A Good Night's Sleep

Big Idea:

It is important not only to read information from graphs but to make inferences, draw conclusions, and make predictions.

Expectations:

• D1.3 display sets of data, using one-to-one correspondence, in concrete graphs, pictographs, line plots, and bar graphs with proper sources, titles, and labels

• D1.4 identify the mode(s), if any, for various data sets presented in concrete graphs, pictographs, line plots, bar graphs, and tables, and explain what this measure indicates about the data

• D1.5 analyse different sets of data presented in various ways, including in logic diagrams, line plots, and bar graphs, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions

Begin the discussion by asking students the following questions:

•“Are you tired today? Why are you tired?”“Do you feel rested? Why?

Explain that it is important for everyone to get enough sleep every night.

Ask: “How can you figure out the number of hours of sleep you had last night?” Ask students to explain their strategies.

Together, try different strategies for finding the number of hours of sleep for a child who went to sleep at 8:30 p.m. and woke up at 7:00 a.m. For example,students might examine the face of a clock, and find that the child slept 3 ½ hours before midnight and 7 hours after midnight, for a total of 10 1/2 hours. Divide students into groups of three, and have them figure out the approximate number of hours each student in their group slept the previous night. Ask students to round their times for falling asleep and awakening to the nearest hour. Show students an “empty” line plot drawn on chart paper (i.e., the graph illustrated below without the X’s). Discuss the title and labels on the horizontal axis, and have students predict how the graph will be used. Next, ask each student to record an X in a column to show his or her hours of sleep.

Ask students to explain what they observe in the line plot.

Ask the following questions:

• “What is the most sleep a student had? How do you know?”

• “What is the fewest hours of sleep a student had? How do you know?”

• “How many hours of sleep did most students have? How do you know?”

Discuss the meaning of “mode” – the value that occurs most often in a set of data, Ask students to identify the mode in the graph (i.e., the number of hours of sleep had by most students).

Have a brief conversation about the importance of getting enough sleep. Ask: “Do you think that students in our class had enough hours of sleep?” Have students continue to work in their groups of three.

Provide each group with a copy of DR3.BLM1: Recommended Hours of Sleep per Night. Provide time for groups to discuss what the bar graph shows, and then have students explain their findings about recommended hours of sleep to the class. For example, students might observe that:

•children aged 5 to 12 years should get 10 hours of sleep;

•older people need less sleep than younger people;

•babies need twice as much sleep as adults.

Ask groups to discuss the following question: “According to the data in this graph, how many students in our class got enough sleep last night?” Have students answer the question by referring to the data in both the class-made line plot and DR3.BLM1: Recommended Hours of Sleep per Night. Provide each group with a copy of DR3.BLM2: How Much Sleep Do You Usually Get? and a sheet of lined paper. Explain that the graph was completed by a different class. Instruct groups to examine the data and to record information presented in the graph.

After groups have recorded information presented in the graph, let them know that the graph was completed by students who are 14 years old. Challenge groups to use this information to make other conclusions about the data. For example, students might refer to DR3.BLM1: Recommended Hours of Sleep per Night, and determine whether most students had the recommended number of hours of sleep.

Ask groups to share their information with the class. Encourage them to explain how the data in graphs allowed them to make observations and conclusions.

Ask questions, such as the following:

• “What does the graph tell you?”

• “What is the most sleep that a student had?”

• “What is the fewest hours of sleep?”

• “How many hours of sleep did most students have?”

• “Considering that students are 14 years old, what conclusions can you make about the amount of sleep they get?”

Help students to reflect on the experience by asking questions, such as:

• “What kinds of graphs did we use to get information?”

• “How did we use the graphs to get information?”

• “How could we use the information from the graphs to make decisions?”

Explain that students will now be practicing finding the “mode” for a set of data.

Divide students into groups of five or six, and provide each group with a few sheets of paper. Have groups generate sets of data, and ask them to independently identify the median.

For example, students might work with the following data

•number of siblings

•number of pets

•number of grandparents

•number of pockets on clothing

Finally, have the students each create a bar graph either on paper or using the following website:

Online Graph Creator https://nces.ed.gov/nceskids/createagraph/Default.aspx

They will survey the class on a subject of their choice. They should choose a topic that does not have to do with frequency, but choice. For example: favourite video game, mode of transportation to get to school, favourite outdoor activity.

Assess their graphs using the following rubric:

https://nces.ed.gov/nceskids/createagraph/Default.aspx

SEL Student Self-Assessment FRENCH / ENGLISH SEL Teacher Rubric