Goal-directed Instructional Design Plan – Instructional Design
Principles
DOUBLE BAR GRAPHS LESSON AND ACTIVITY
Author – Kimberly Anglin
1.
A problem or a need
The educational need for the elementary math class I teach is to help my fourth
grade students understand how to create a tally table and a double bar graph
using their own survey results, appropriate technology and the knowledge of
how to use it. The goal that will be addressed during this lesson is to provide
students with real world examples of when and how to create a tally table and
transfer that information onto a bar graph using a specified computer program.
2.
A real-world performance
The learning objectives address the need to provide students with the
knowledge and experience of how to gather information using a tally table,
construct a double bar graph and transfer their information onto a specified
computer program used for creating bar graphs.
3.
An instructional objective
The objectives for this lesson are based on my students ability to apply their
knowledge of the different components of a double bar graph in order to
transfer their information onto a computer program that is used for creating bar
graphs.
a. Performing Skills: Students will conduct a survey with their classmates
using a tally table to record their results. They will then use that information to
create a double bar graph.
b. Recalling Facts: Students will use the information they learned from my
example lesson to create their double bar graph on the specified computer
program.
c. Identifying Examples of Concepts: Students will use the example I used to
help them create their own double bar graph.
d. Applying Principles: Students will apply their knowledge of double bar
graphs and the specified computer program in order to create their graph.
Upon completion, they will interpret their results and present them to the class.
4.
A set of essential content
1. Student will create a survey question appropriate for using a double bar
graph to display their results.
- Question must have four answer choices for classmates to choose from. For
example: Which color do you like best? Red, Blue, Yellow, Orange
2. Students will conduct their survey using their classmates to answer their
question.
3. Students will record their results using a tally table
- Boy tallies will be kept separate from girl tallies for the DOUBLE bar graph
4. Students will create a double bar graph with accurate labels, title, key, bars
and a reasonable scale
4. Students will transfer their information onto a computer program which is
used for creating bar graphs. They will need to include a title, scale, labels,
key, and color coding.
5. Students will analyse their results and complete a teacher-made worksheet.
-See worksheet in box #5 below
6. Students will present their graph and results to their class and answer three
questions from their classmates.
5.
An evaluation consisting of a test or observation
1. The teacher will assess students survey question and tally table.
2. The teacher will assess students handwritten graphs
3. The teacher will assess the students use of technology to create an accurate
double bar graph.
4. The teacher will assess the students interpretation of their graph by reading
their worksheet answers. (see below)
5. The teacher will assess the students presentation to the class and the
answers they give to their classmates three questions.
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6.
Double Bar Graph Reflection Questions
What was your survey question?
What were the choices you gave?
What was the scale of your graph? Why?
What intervals did you use? Why?
Which choice had the most?
Which choice had the least?
Is there anything else you noticed about your graph?
What did you learn from this activity?
A method to help participants learn
1. The teacher will use a Smartboard to give examples of bar graphs and
double bar graphs, why they are used and its necessary components.
2. The teacher will discuss appropriate survey questions to use for a bar graph.
3. The teacher will demonstrate with the class exactly what they are going to
do: use the class to answer their survey question, create a tally table, transfer
results onto the computer program, answer worksheet questions, present to
the class, and answer classmates questions.
7. Motivation
In order to create the double bar graph, the student will come up with a realworld survey question. Their results are meaningful to them because it’s
something they can relate to and take ownership in because they came up with
the question on their own.
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Pleasant consequences: The student will understand the results of their
survey question, and how to display and interpret their results. Their graph
will give them a visual interpretation to their results.
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Novelty: The introduction survey results will be presented wrong.
Students will help teacher figure out what is wrong and how to display teachers
survey results to represent them accurately on a double bar graph.
8. Socialization
The survey the students conduct and the presentation they give to the class
followed by classmates questions will provide them with an opportunity to
interact with each other.
9. Audience
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Age: 8-11
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Basic computer skills
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Knowledge of single bar graphs, basic computer skills
10. Technology Needs
○ Computer with high speed internet and printer
○ Access to: http://nces.ed.gov/nceskids/createagraph/
○ Smartboard