Topic: Childhood Obesity: Fruit/vegetable intake data
Time Frame: (45-60mins)
Grade Level: 2nd grade
Date: 10/12/2015
across the states
Purposes & Objectives: 2.17 The student will use data from experiments to construct picture graphs, pictographs, and bar graphs.
The student will learn about childhood obesity and how eating fruits and vegetables make an impact in our daily lives. Students will look at data from state to state
regarding each state’s fruit and vegetable intake, specifically children’s, to construct picture graphs, pictographs, and bar gra phs.
Prerequisite Knowledge: Prior to completing this lesson, students will need to have experience identifying and describing picture graphs, pictographs, and bar
graphs. Also, students should have a general understanding of how to interpret, or read graphs.
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1.14 The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count,
attendance, favorite ice cream), using tables, picture graphs, and object graphs.
1.15 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less
than, and equal to.tr
Where to next?: After this lesson, students should then begin to learn how to make predictions on repeated experiments. (Example: students can make up their
own experiments in the classroom, gather and interpret data on graphs, then repeat the experiment to see if their predictions are correct or similar.)
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2.18 The student will use data from experiments to predict outcomes when the experiment is repeated.
Launch
 Materials: For the
launch, students
will be given a
worksheet with
several graph
templates. Students
should recognize
the graph templates
from prior
experience. The
state data will be
written on the
Activities
 The purpose of this assignment is to learn how to create bar graphs,
pictographs, and picture graphs while simultaneously learning about
childhood obesity and how eating fruits and vegetables can make a
positive impact on society.
Provide state data on the board: The average number of fruits and
vegetables consumed per day: Virginia-2.1, Vermont-2.9, South Carolina1.7, Utah-2.3, Kansas-2.3
 About Childhood Obesity. (n.d.). Retrieved October 12, 2015,
from
https://www.healthiergeneration.org/about_childhood_obesity/
 Model a simple bar graph to activate prior knowledge (one student
likes chocolate, two students like vanilla can be used as the data and
the teacher should illustrate what the bar graph will look like.) In pre-
Teacher Questions
 Has anyone ever seen these graphs? Can anyone
tell me the names of these graphs? (Students
should reply that they have formerly seen these
graphs, as it lies in former SOL 1.14 and 1.15)
 What can these graphs tell us? Possible Answer:
Graphs can tell us how many people like
something or how many people don’t like
something. Graphs can also tell us how many or
how few of something there is. Understanding=
The student realizes that graphs represent data
based on experiments or interviews because he
or she identifies that a graph could represent
likes or dislikes, which can only be obtained by
board.
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formed groups based on ability, have students talk to their table
buddies about what they think graphs are and look like. Have one
student from each table come to the board and show what they think
graphs look like. Have another student explain graphs.
Next, model a picture graph/pictograph Provide students with
personal dry erase boards. Have each student draw what they think a
picture graph looks like and talk amongst their group and share ideas.
After about 5-7 minutes, have groups share as a whole and let other
students in the classroom guide confused students in the proper
direction. The teacher should only participate if all students agree on
an incorrect idea/concept and clarification is needed. Also, the
teacher should talk should students get off task. The teacher can
model a picture graph/pictograph if she/he feels it necessary.
My expectations for this assignment are that each individual student
takes the state data and creates a bar graph and a picture graph
talking quietly with elbow buddies. with the people at their table.
For fast finishers, students should move to a corner of the room
where they can brainstorm an idea for their own
experiment/interview until all students are finished with the first step
of the lesson. The teacher should provide examples of interviews
prior to releasing the students to their work. (who has dogs vs. cats,
who likes vanilla vs. chocolate ice cream, etc.) The teacher should
not provide examples, and should let students come up with their
own ideas for graphing.
Students should wait in the corner of the room for other classmates
who are finished to conduct interviews.
After interviewing, students should return to their seats and work
silently on their own graphs using the spare templates on the
worksheet provided and the data they collected from their interviews.
Return to their groups and work on the data collected during the
interview period while talking amongst group-mates.
The teacher should walk around the room and observe how students
are grasping graphing concepts and keeping notes: who is excelling?
Who may need more help from another classmate? Who needs one
on one help with the teacher?
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an experiment or interview.
In a pictograph, what does each picture
represent? Can you tell me how to read this
graph?
Possible Answer: Each picture in a pictograph or
picture graph stands for 1 thing. Understanding=
The student recognizes that a picture on a
pictograph represents data; however, the student
does not realize that pictures on a pictograph can
represent more than just one thing. (opinion,
vote, person, etc.)
Is it possible to have only half of a picture in a
pictograph?
Possible Answer: Maybe. Half of a picture might
mean half of a number. Understanding= Pictures
in a pictograph represent whole numbers, but can
also represent half of a number.
Explore
Materials:
 Worksheet handed
out during the
launch
Discuss
Materials: completed work
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Students should already be sitting with students who are on
different levels. Preferred seating: four people at each table with
strong mathematic skills, weak mathematic skills, and two
students with average mathematic skills so help can be provided
and new ideas can be shared.
 The students are working, asking questions when necessary with
their elbow buddies during the duration of the first half of the
assignment (using given data.) Students are allowed to talk
freely with classmates to share ideas, ask questions, and provide
feedback
 *This activity activates previous knowledge of reading more
simple graphs and children will build on these understandings by
actually drawing the graphs and understanding how numbers
look when they are represented by pictures and bars.
 While students are working on the first half of the assignment
(using given data), the teacher should circulate throughout the
room and check for understanding of how to interpret data and
translate data onto a graph.
 Check for misunderstandings. (Representing halves for a whole
picture icon, only drawing up to the number two on a bar graph,
instead of 2.3) If possible, ask other students in the classroom
who are strong in graphing to assist the struggling student.
 Reinforce connections between data and how data is represented
in the graph and what the data shows (which state eats the most
vegetables and fruits, the least, the same, etc.)
 To support all learners, give kinesthetic learners manipulatives
to represent numbers prior to drawing them onto graphs. creating
own graphs. Auditory learners are supported through oral
directions and visual learners have the worksheet templates to
utilize. can use tools like colored pencils, etc. to complete the
graphs.
 Ensure that every student has completed the first half of the assignment
and the second half of the assignment, or at least a solid start.
 Have students bring their work to the carpet for discussion.
 Have a few students come to the board and show the class what the first
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Which state eats the most fruits and vegetables
on daily basis? Possible answer: Vermont,
because it has the longest bar in the bar graph
and the most pictures. Understanding= This
student understands exactly how graphs
represent numbers. So, this student sees that the
larger numbers are represented with more
pictures and taller lines in a bar graph to reach a
bigger number.
Which state eats the least fruits and veggies on a
daily basis? How do you know? Possible
answer: South Carolina, because it has the
smallest bar on the bar graph and the least
amount of pictures. Understanding= This
students understands that symbols represent
numbers because a smaller number on a bar
graph means a shorter bar, and in a pictograph,
fewer pictures means a smaller number.
Are there any states that “tie,” or eat the same
average amount of fruits per day? What does that
look like on a bar graph/pictograph? Possible
answer: Yes, there are two states that have the
same number! They look the same.
Understanding= This student understands that
two states consume the same average of fruits
and vegetables because two same numbers mean
two exact representations on a graph.
 Re-state the questions from the explore section to
ensure each student has reached the understandings
of more/less/same in the chart.
 Which state do you think has an obesity problem
graphs should look like.
 Hold a discussion 
 Time permitting, have students share individual data collection and
graphs.
 To reinforce the lesson, review:
what data is (collection of statistics/numbers/information used for
analysis), what types of graphs there are (bar graph, pictographs,) *you
could even explain pie graphs to build new knowledge), how we use
graphs to store data, how graphs can show us real numbers and real life
situations…
and how do you know? Possible answer: South
Carolina, because they eat the least amount of fruits
and veggies. Understanding= This student
understands that this specific graph represents
average daily consumption of fruits and veggies
from state to state and understands that unhealthy
eating is linked to obesity. Also, the student
understands that the graph represents real numbers
in a real-life situation.
 Do you think that states who consume around 2
vegetables and fruits per day are healthy or are
suffering from obesity? Why? Possible answer:
No, because all but one of the states we looked at
had the number 2. Understanding= This student
understands that the daily average in the set of data
is around 2 because most states eat at least 2
fruits/veggies per day, and only one state in the
data set eats less than 2 fruits/veggies.
Formative Assessment:
 At the end of the lesson, or in the days following, present a data set on the board for all students to see. Have students pull out a blank sheet of paper and
make two graphs: a bar graph and a pictograph. Students should master the graphs with 80% accuracy.