Teacher Page

Amanda Spaar, Ivy Price, and Kailee Gerhart

Grade Level:

Third Grade

Curriculum Topic:

Math: Measurement, Data and Probability

PDE SAS Standards

CC.2.4.3.A.4 Represent and interpret using tally charts, tables, pictographs, line plots and bar graphs.
CC.2.4.2.A.4 Represent and interpret data using line plots, picture graphs and bar graphs.

ISTE Standards

For Students

5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
3b. (Knowledge Constructor) Student's curate information from digital resource using a variety of tools methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

For Educators

5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
6b. (Facilitator) Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on maker-spaces or in the field.
6c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

ABCD Objective: The students (third grade) will conduct research on a given type of graph given the materials provided in the webQUEST and student organized survey results, students will create a presentation sharing what their graph is, how to make their graph, and how to read it. Students will then present this through a 5-10 minute presentation.

A - The students (Third Grade)
B - Students will conduct research on a given type of graph.
C - given the materials provided in the webQUEST and student organized survey results, students will create a presentation sharing what their graph is, how to make their graph, and how to read it.
D - students will present this through a 5-10 minute presentation.

What kind of accommodations/differentiation will be made?

Differentiation in the webQUEST can be made based on students unique needs including, translations, print, and material accommodations.

For students who are struggling, there is an "easy quiz" option that pertains to the information provided in one of the links.

For students who excel in the activities there is a "hard quiz" option that pertains to the information provided in one of the links that goes further in depth in content and application of content.

How will you provide scaffolding?

Prior to the WebQUEST, as a class, we will introduce and build the student's background knowledge on graphing and the purpose it serves in the real world.

Throughout the lesson, teachers will be circulating the classroom and observing in order to answer questions and assist with student struggles.

Students will work in small groups in order to complete the webQUEST that will provide them the opportunity to develop communication and collaborative skills.

This project deals with visuals and graphics that represent statistical information that will also help scaffold learning.

Where will you use formative assessment?

Formative assessments will include an answer sheet to monitor student work and learning as well as a student-created survey to gather data for their graphs and presentations. Teachers will be monitoring student's work in order to gauge knowledge and learning. Each day, the students will be using websites with quizzes embedded to monitor student learning as well.

Citations

Line Graphs:

Line Graph Website:

https://www.splashlearn.com/math-vocabulary/geometry/line-graph

Line Graph Video:

https://www.youtube.com/watch?v=n2YkbdNORp8

Line Graph Practice Activity:

https://www.ixl.com/math/grade-3/create-line-graphs

Line Graph Quiz:

Easy Quiz

https://jr.brainpop.com/math/data/linegraphs/easyquiz/

Hard Quiz