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Grade 6: Data Management & Probability
Grade 6: Data Management & Probability
Collecting and organizing discrete and continuous data; displaying data using continuous line graphs; selecting appropriate graphical representations; using continuous line graphs and mean to compare sets of data; finding theoretical probabilities; predicting the frequency of an outcome based on the theoretical probability.
Collecting and organizing discrete and continuous data; displaying data using continuous line graphs; selecting appropriate graphical representations; using continuous line graphs and mean to compare sets of data; finding theoretical probabilities; predicting the frequency of an outcome based on the theoretical probability.
Nature Journaler: @billiejooutdoors
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling is an incredible tool for students to collect data based on what they are observing. Graphs can be added to a journal displaying the data they have collected.
Nature Journaling is an incredible tool for students to collect data based on what they are observing. Graphs can be added to a journal displaying the data they have collected.
At this age all three prompts "I notice..., I wonder...?, and "It reminds me of..." become very intuitive. However the last statement becomes very important for connection making. Encourage them to begin writing themselves using single words or simple sentences. Please note that spelling is not a focus in the nature journal. At this age you may start to see art fears - please ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link feedback at the bottom of this lesson for tips on this. Using words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
At this age all three prompts "I notice..., I wonder...?, and "It reminds me of..." become very intuitive. However the last statement becomes very important for connection making. Encourage them to begin writing themselves using single words or simple sentences. Please note that spelling is not a focus in the nature journal. At this age you may start to see art fears - please ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link feedback at the bottom of this lesson for tips on this. Using words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
Here are some more ideas to get you started.
Engage the fives senses (whenever possible)
Make leaf prints ( paint the leaf and press the print into the journal)
Make leaf rubbings
Trace the items they are looking at
Add leaves into the journal using tape
Count the birds/squirrels/insects etc.
Measure as much of the phenomena as the students can using non standard and standard units of measurement.
Here is a downloadable lesson from John (Jack) Muir Laws and Emilie Lygren book: How to Teach Nature Journaling. All resources shared with permission. "I Notice..., I Wonder...?, It Reminds me of..."
GIVING FEEDBACK here is a fantastic resource from Jack and Emilie
NOTE: You are encourage to spend time in the outdoors Nature Journaling. However, you can also bring nature inside, look out your wonder window, have a refrigerator Safari or even observe a house plant or pet.
Photo by: @billiejooutdoors
Nature Journaling: Biodiversity Inventory
Nature Journaling: Biodiversity Inventory
In the activity Biodiversity Inventory from John (Jack) Muir Laws and Emilie Lygren's book: How to Teach Nature Journaling. "Students record the diversity of species in two study areas and use graphs and diversity indices to describe and analyze the data."
In the activity Biodiversity Inventory from John (Jack) Muir Laws and Emilie Lygren's book: How to Teach Nature Journaling. "Students record the diversity of species in two study areas and use graphs and diversity indices to describe and analyze the data."
All resources shared with permission.
Curriculum Link:
Photo by: @billiejooutdoors
Nature Journaling: Collection or Field Guide
Nature Journaling: Collection or Field Guide
In the activity Collection or Field Guide from John (Jack) Muir Laws and Emilie Lygren's book: How to Teach Nature Journaling. "Students make a field guide or “collection” of things within a focused category, such as leaf types, rocks in a stream, things that are red, or tracks."
In the activity Collection or Field Guide from John (Jack) Muir Laws and Emilie Lygren's book: How to Teach Nature Journaling. "Students make a field guide or “collection” of things within a focused category, such as leaf types, rocks in a stream, things that are red, or tracks."
All resources shared with permission.
Curriculum Link:
Photo by: @billiejooutdoors
Planting
Planting
After you have finished planting your seeds revisit your plants daily to check on their progress. Don't forget to water your plants when the soil is dry.
After you have finished planting your seeds revisit your plants daily to check on their progress. Don't forget to water your plants when the soil is dry.
Once the plants start to sprout use standard units (mm, cm & m) to measure the following:
Once the plants start to sprout use standard units (mm, cm & m) to measure the following:
Height of the plants each day
Use the data collected for growth each week and determine the mean every week for the growth of all your plants
After 4-8 weeks of data collection start to create a multi-line graph to show the growth of each plant (if more than one) and include a line for the mean growth of all the plants
After observing your plants over a few weeks and noticing differences between plants of the same species, consider what may contribute to the differences. What environmental impacts may be present in your neighbour that is impacting their growth (local or larger scale)?
After observing your plants over a few weeks and noticing differences between plants of the same species, consider what may contribute to the differences. What environmental impacts may be present in your neighbour that is impacting their growth (local or larger scale)?
Curriculum Links:
See Writing
See Measurement
See Visual Arts - Flower Fun
NOTE: This can be used with the Nature Journaling activity at the top of the page.
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