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Type:Lesson

Estimated Time:8 minutes

Score Type:Auto Score

This lesson automatically provides a score to your gradebook

Available Languages: English, Spanish


Vocabulary: column , data, line chart, line graph, row, spreadsheet


Primary Objectives:

  • Student learns to create a line chart from data in a spreadsheet.
  • Student practices reading and interpreting data on a line chart.

Secondary Objectives:

  • Student investigates the natural world of the Belize rainforest.
  • Student recognizes how data changes over time by comparing monthly rainfall.
  • Student translates geographic data into a graph.
  • Student uses a chart to find patterns and make generalizations.
  • Student uses vocabulary across the curriculum, including biome and precipitation.
  • Student learns the purpose of using a line chart to represent data.
  • Student practices analyzing and interpreting line chart data.

Subjects:

Critical Thinking and Decision Making Process 

Technology Education > Information Technology > Student Use > Critical Thinking and Decision Making Process 

Data Collection for Decision Making

Library Media > Information Technology > Student Use > Data Collection for Decision Making

Data Collection for Decision Making 

Technology Education > Digital Literacy > Student Use > Data Collection for Decision Making 

Data Formats 

Technology Education > Information Technology > Basic Operations and Concepts > Data Formats 

Data Mining

Library Media > Information Literacy > Reference and Research > Research Skills > Data Mining

Data Mining

Technology Education > Digital Literacy > Reference and Research > Research Skills > Data Mining

Displays

Mathematics > Statistics Probability > Computation/Technology > Displays

General

Mathematics > Statistics Probability > Graphs and Charts > General

Instructions

Language Arts > Communication > Listening Strategies / Context > Follow Directions > Instructions

Line

Mathematics > Statistics Probability > Graphs and Charts > Line

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Listening / Pay Attention

Language Arts > Communication Spanish > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Mathematics 

Technology Education > Information Technology > Connects to Other Disciplines > Mathematics 

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 

Spreadsheets

Mathematics > Number Operations > Computation/Technology > Spreadsheets

Spreadsheets

Library Media > Information Technology > Software Applications > Spreadsheets

Spreadsheets

Mathematics > Statistics Probability > Computation/Technology > Spreadsheets

Spreadsheets 

Technology Education > Information Technology > Software Applications > Spreadsheets 

Table

Mathematics > Statistics Probability > Graphs and Charts > Table

Technical / Specialized

Language Arts > Communication > Listening Strategies / Context > Content Specific > Technical / Specialized

Visual/Graph

Mathematics > Number Operations > Models/Representations > Visual/Graph

Vocabulary Development

Language Arts > Communication > Listening Strategies / Context > Vocabulary Development
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Teacher Notes:

  • The data used in this lesson charts the monthly rainfall in the Belize rainforest. You might want to have students find Belize on a map, and then discuss the qualities that make up a typical rainforest.

  • This lesson provides prepared data for students. You might want to discuss the process of researching and compiling data. Note that charts and graphs display information, and that they can only be created in a spreadsheet program after the data has been organized into a table.

  • In this lesson, students create a line chart using data markers. Data markers are dots or shapes located at data points that make recognizing milestones on a line chart easier to see. Students also turn on gridlines, so you might want to discuss gridlines and how they can sometimes help make a chart clearer.

  • This lesson discusses the X and Y axis orientation in charts. To help students remember which axis is which, suggest to students that they think of the Y axis as an extension of the vertical portion of the letter Y.

Extension Ideas:

  • Line charts show change over time. To emphasize this fact with the class, instruct students to research a specific characteristic of a biome, such as snowfall, population, temperature, and so forth, over a set period of time. Or if the class is studying the United States, you might assign a state to each person and have them gather specific information about a particular state, so you can tie the research into other class discussions and projects. After the students gather their information, have each student create or draw a line chart to illustrate how the data changes over a set period of time. Once the class completes their line charts, compare the charts and, as a group, draw some conclusions from the graphed data.

Standards:

S.5.b 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.
1A-DA-05 Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. (P4.2)
1A-DA-06 Collect and present the same data in various visual formats. (P7.1, P4.4)
1B-DA-06 Organize and present collected data visually to highlight relationships and support a claim. (P7.1)
1B-DA-07 Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea. (P7.1)
ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
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