LEARNING WITH TECHNOLOGY PLANNING FRAMEWORK

MULTIDISCIPLINARY UNIT

By Karla Vanden Berge

Title: Graphs for Second Grade

Subject Matter Emphasis and Level: This is a unit on graphs for the second grade. It is based on the story Lemonade for Sale by Stuart J. Murphy from the McGraw Hill Reading Book, Unit 2

Brief Description of the Lesson: The students will make various graphs relating to many topics after reading the story in their reading book. The unit will branch off into related subjects and across the curriculum.

Goals: The goal of this unit is to allow students to see a real-life application of math graphing. Students will collect, arrange, and interpret data to make graphs. Students will demonstrate an understanding of how to analyze the data shown on their graph and articulate in writing what their graph shows. This unit relates to State Standards:

Reading: #1. Use knowledge of consonants, consonant blends, and common vowel patterns to decode unfamiliar words. #11. Describe cause and effect relationships in various text.

Writing: #1. Distinguish between complete and incomplete sentences. #4. Use correct spelling of frequently used words in final copies. #7. Write for various audiences. #8. Write to accomplish different purposes. #16. Examine personal work and the work of others for capitalization and punctuation. #17. Use technology to share writing with others.

Math: Statistics and Probability: #1. Represent data sets in more than one way. #2. Identify features of a set. #3. Determine if data collected is relevant. #4. Form questions about and generate explanations of data given in tables and graphs.

Patterns, Relations and Functions: #3. Explain relationships present in a given set of data. #4. Find patterns and relationships in sequences of numbers.

Geography: #3. Use a map to identify the four directions on a compass rose.

Economics: #1. Explain the interdependence of producers and consumers in a market economy by describing factors that have influenced consumer demand; and ways that producers have used natural resources, human resources, and capital resources to produce goods and services in the past and present.

History: #2. Study various community structures and the roles of men, women and children within the community with emphasis on Pilgrims; pioneers; Native Americans; and reservation, rural, suburban, and urban communities of the present.

Content: This story (Math Start series) lends itself quite well to teaching across the curriculum. As a Reading and Math Title 1 teacher I specifically work with those skills but welcome the opportunity to incorporate incidental teaching. Students will be able to choose topics of information to be graphed as well as what type of graph they wish to make.

Prior Learning, Interests, Misconceptions, and Conceptual Difficulties: Students will have had the experience of using tally marks. I plan to use the activities with small groups or individual students; however, is work is done in the second grade classroom, accommodations or adjustments may be required.

Major Learning Activities: I generally see my students twice a day for 20 to 30 minutes sessions. I have listed two activities for each day.

Day 1: Read the story Lemonade for Sale by Stuart J. Murphy from the Second Grade textbook. Review the vocabulary words (announced, empty, squeezed, poured, melted, wrong). Children are given cards with the words written on them. When I say the definition the students will hold up the correct word card and pronounce the word. Children use the words in oral sentences.

(Reading standard #1)

Discuss the graph shown in the textbook. I will show the students examples of pictographs, bar graphs and line graphs. Discuss features of each. Explain how the graphs give information. Ask questions pertaining to each graph. (Example: On what day did they sell 20 cups of lemonade?)

(Math Statistics & Probability #1 and #4).

Day 2: Children will recognize vowel patterns in spelling words. List one word of each pattern on chalkboard and have the students add the remaining words to the appropriate list.

few	tool	true
new	room	clue
blew	school
	boot

Reading Standard #1

Go to http://myschoolhouse.com Have students click on the math graphs section. Go through the teaching introduction with the students. They will begin to work on the sections. Continue as time permits or until students complete graph section.

(Math Statistics & Probability #1 & #4)

Day 3: Reread sections of story to identify cause/effect. Make chart on large paper or chalkboard. Children supply missing cause/effect statements.

Cause	Effect
The children need money.
	They sell less lemonade than before.

(Reading standard #11)

Discuss how the cause/effect situations showed up on the graph. Brainstorm with the students what other factors could have caused the students to sell more or less lemonade. (Rain, hot weather, not enough sugar, etc.) How would these situations affect the graph?

(Math Statistics & Probability #3)

Day 4: Ask the children if they know where lemons come or how they grow. Let the children make predictions. Use the World Book Encyclopedia to look up lemons. Discuss where lemons are grown and use a map of the United States to show students where California and Arizona are located. Discuss directions of where these states are in relation to

South Dakota. Why are these states able to grow lemons? Students should also be made aware that Christopher Columbus planted the first lemon tree in America. Students will list five facts about lemons. This website might be helpful for teacher information: http:www.geocities.com/NapaValley/5255/his.html

(Reading #14, Geography #3, History#2)

Children will physically make a graph by sitting in rows according to the months of their birthdays. I will use a digital camera to take a picture so they will be able to see what this graph looks like. Have the students reproduce this information on a bar graph. This activity would be most useful as a whole class activity.

(Math #1)

Day 5: Discuss what type of food lemons are. Do the children know the basic five food groups? We will check out this web site for information:

http:www.dole5aday.com/encyclopedia/CITRUS/citrus_lemons.html

Questions for discussion: Why did the demand for lemons increase during the California gold rush? Can you think of a synonym for “tart”? Name other fruits to eat to provide our bodies with vitamin C.

(Reading #5)

Name five common fruits. Have the students survey their classmates about favorite fruits. The children will construct a graph to show their results using EXCEL. This will be a teacher directed activity.

(Math Statistics & Probability#1)

Day 6: The students will draw a diagram to show predictions of the steps involved in making lemonade. (Picking the lemon from the tree, squeezing, stirring, adding other ingredients, enjoying lemonade) They will share this information with other students.

(Speaking #11 & Listening and Viewing#11)

Have the students go this site: http//teacher.scholastic.com/max/hairy/index.htm

Use the activity page to graph hair color.

Go to Extra Challenges and let students choose a graphing activity to complete. They will share their graphs with another student and orally report information.

(Math Patterns, Relations & Functions#3 and Statistics & Probability #3)

Day 7: Students will do persuasive writing about why someone should buy from their lemonade stand.

(Writing #1,#4,#7)

The students will be presented with a prepared graph. They will write two questions that the graph can answer.

(Math Statistics & Probability#4)

Day 8: For teacher information go to http://littlejason.com/lemonade/index_left2.asp

Discuss supply, demand and pricing as related to a lemonade stand. Discuss when we usually drink lemonade (summer); discuss why you would set up a lemonade stand (make money).

Make posters advertising the lemonade stand. Make a list of supplies. Make out a job list.

(Writing #8)

Discuss making lemonade and measuring. How would you double the recipe or cut the recipe in half?

(Math Patterns, Relations & Functions#4)

Day 9: Make lemonade and serve to classmates.

As a summary the students will use Kid Pix or Storybook Weaver to write a story about a lemonade stand. They will construct a graph that correlates with their story.

(Writing #1, #4,#7)(Math Statistics & Probability #1)

Students will proofread their writing and share with others.

(Writing #16 & #17)

Materials and Resources:

McGraw Hill Reading Book Unit 2 Grade 2

The World book Encyclopedia

Scott, Foresman & Co. Grade 2 Math Book

Write About Math by Richard Piccirilli

Digital Camera

EXCEL Program

Storybook Weaver or Kid Pix

Printer

Internet Access

Assessment:

Rubric for Story Writing

-	+	*
Student seldom uses words that describe.	Student occasionally uses words to describe.	Student appropriately uses words to describe.
Student seldom uses complete sentences.	Student occasionally uses complete sentences.	Student always uses complete sentences.
Student seldom spells common words correctly.	Student occasionally spells common words correctly.	Students spell common words correctly.
Student seldom uses correct capitalization and punctuation.	Student occasionally uses correct capitalization and punctuation.	Student uses correct capitalization and punctuation.

Rubric for Participation in Activities

-	+	*
Student appeared to have little interest in activities.	Student participated with very little encouragement.	Student took an active participation role in activities.

Rubric for Listening

-	+	*
Student is often distracted and not listening.	Student listens carefully to most of the presentation.	Student listens carefully to discussions and presentations.

Rubric for Graph Interpretation

-	[]	+	*
Student can read a graph by telling how many of each there are.	Student can compare information on the graph using the words more or less.	Student can compare quantities of information on a graph by telling how many more or how many less.	Student can analyze a graph by comparing quantities and tell in detail what the graph is about.

Teacher observation of daily work, reading activities and speaking will also occur.

Management:

Students will work independently or in small groups under teacher supervision in the Title 1 classroom, regular classroom or in the computer lab.

Support services and Special Teacher Notes:

Kid Pix or Storybook Weaver will need to be installed.

Timeline:

I see the Title 1 students twice a day for Reading and Math. A section of each class period will be devoted to Unit work. A reading activity may be done in the morning while another activity may be later in the day.

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