##
* *Reflection: Standards Alignment
Graphing our Test Results - Section 2: Independent Practice

Within this lesson, I ask students to visually represent their data on a bar graph. The standard addressing accurately constructing a scaled bar graph is a third grade standard (3.MD.B.3: Draw a scaled bar graph to represent a data set with several categories). I intentionally use a third grade math standard in this lesson because mastery of the math content is **not** the primary aim of the lesson. Since the students have already received instruction on how to create a bar graph, they will be familiar with the process and should be successful in accurately completing the task. The primary aim of this lesson is using the data represented in the graph to make judgments about water quality. It is my goal to have students complete the graph quickly and easily so that they can tackle the more complex task of using the data to make informed judgments.

*Graphing Data - Why Use a Bar Graph?*

*Standards Alignment: Graphing Data - Why Use a Bar Graph?*

# Graphing our Test Results

Lesson 8 of 10

## Objective: SWBAT visually display the results of water quality tests on a graph and use the graph to make judgments about water quality.

## Big Idea: Data can be represented visually using a graph. We can use the results of water quality tests to make judgments about overall water quality.

*60 minutes*

#### Introduction

*10 min*

To begin the lesson, I ask students to review the results of their tests that they conducted in the previous lesson at the stream site. I ask students to check with their group members to make sure that each student has accurately recorded the data and has labeled each result with the appropriate unit of measure. This data review serves two purposes. First, the review of data activates shared prior knowledge that was constructed on our stream monitoring trip. Second, sharing data with the team prior to the lesson allows each student to check their results for accuracy.

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#### Independent Practice

*30 min*

I ask students to use the graphing worksheet to record and visually represent their data from the stream monitoring trip. There is a separate graph for each water quality test. I encourage students to work together with their classmates to ensure accuracy in the students' graphs.

A sample of a student's completed graph can be found here. The student sample shows a graph that was completed with four month's worth of stream monitoring data. This lesson serves as the first step in completing such a product. I ask students to keep their graph in their science journal and we add to the graph after our monthly stream monitoring trips.

A video of a student explaining significant results can be found here. This student is comparing his results to those recorded by my class last year.

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#### Class Discussion

*20 min*

After the students have successfully graphed the data from our stream monitoring trip, I lead a class discussion on what this data can tell us about water quality. It is common to have data from one test contrast with the data from another test. For example, in the attached graph sample, the test results from the dissolved oxygen and water temperature tests are in the expected range for water with good quality, but the test results for pH and nitrates indicate poor water quality. This contradictory data is difficult for students to understand, so I guide them in a discussion of how to use several data points to make a judgment about overall water quality.

Next, I provide students with time to record their thinking on the graph questions record sheet. A sample of a completed record sheet can be found here.

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- LESSON 1: What is a Watershed?
- LESSON 2: A Closer Look at Our Watershed
- LESSON 3: Tests of Water Quality
- LESSON 4: Testing for Dissolved Oxygen
- LESSON 5: Testing for pH
- LESSON 6: Change Over Time
- LESSON 7: Stream Monitoring Field Tests
- LESSON 8: Graphing our Test Results
- LESSON 9: What is in Our Drinking Water?
- LESSON 10: Human Actions that Affect the Stream