##
* *Reflection: Safety
Animal Speed and Data - Section 3: Creating Graphs

In the middle of our lesson we had a LOCKDOWN. There was an immediate threat to the safety of our children in the middle of their design process. Keeping students calm as we follow procedures was critical, but more over the lesson was interrupted. We had to follow up with the charting portion the next day. I modeled the graphing process again because of the emotional situation and I was not sure if students would remember the process of creating their graph. Students were excited to start our day where we left off and the results were worth the wait.

*LOCK DOWN*

*Safety: LOCK DOWN*

# Animal Speed and Data

Lesson 8 of 14

## Objective: SWBAT collect data and turn that data into a graphical representation or graph in order to draw conclusions about animal speed.

## Big Idea: In order to understand how scientists use data to make determinations, students need to practice with collecting it and turing it into a visual model that can be used to understand concepts. In this activity, students use animal speeds to create their grap

*40 minutes*

#### Let's Pretend

*5 min*

To start this lesson, I want kids to pretend to be scientists that are headed across the world in search of data regarding the top speeds of animals. To begin I place them into groups of two and three. They then move to their group to play pretend. I ask them to play a game of pretend, where they are scientists out to study the speed of animals. They will be collecting data as if they were true scientists in order to report to others the tops speeds at which some animals have been found to run. Although, pretend might sound silly, they do enjoy the change of pace the lesson sounds like it will bring and my classroom is excited to get the data.

#### Resources

*expand content*

#### Data Collection

*15 min*

Students will need their science journals in order to collect their data. We are going to do this as whole class in order to get all the numbers written. Before giving them the data, I thought it would be more fun to teach them about median. I explain that I will give them three numbers and that will be using the median of the three. In order to do this I model how to find the median of a set of numbers.

Next is the pretend data collection. I explain that they are going to start off with clocking the speed of human. I then give them three different speeds in miles per hour. As a class, we determine the median and circle it. We continue this method of numbers being given and then figuring out the median in order to understand what number we will use in on our graph. I chose five other animals: rabbit, chicken, elephant, lion, and cheetah. You could use any animals. We checked our median numbers so that all groups could start with the same data.

*expand content*

#### Creating Graphs

*20 min*

Students now will create a graph to represent the data they collected. Before they begin, I model how to create a bar graph that runs horizontally and not vertically. I also explain that when they create the lines that will represent speed, they need to do these in whole numbers of ten. This requires a model for them to understand and to base their own representations on.

Students are then given a large white piece of construction paper and a ruler in order to create their graph. Color can be used once the data has been added and students have checked to make sure their graphs are accurate. I walk around and monitor the charting process. Accuracy will matter as we try to make determinations on animal speed and how this effects their survival. We will also use the data to discuss how animals speed is effected by their physical body structure. Students can then add other animals that have unique structures to help them move.

*expand content*

##### Similar Lessons

###### Animals Are Structures Too - Pre-Assessment

*Favorites(21)*

*Resources(17)*

Environment: Urban

###### Pencils, Bugs and Line Plots - Day 1

*Favorites(5)*

*Resources(8)*

Environment: Suburban

###### Measuring & Comparing the Lengths of Objects

*Favorites(4)*

*Resources(37)*

Environment: Urban

- LESSON 1: Ecosystem and Structure: What's to Come
- LESSON 2: Adapting and Camouflage
- LESSON 3: Seed Structures
- LESSON 4: Planting for a Purpose
- LESSON 5: Seed Structures: Days that Follow
- LESSON 6: Adaptations and Inferencing
- LESSON 7: Nature Outings: Interdependence
- LESSON 8: Animal Speed and Data
- LESSON 9: Crayfish Vs. Snail
- LESSON 10: Compare and Contrast Life Cycles
- LESSON 11: Arthropods: What Are They?
- LESSON 12: Arthropod Museum
- LESSON 13: Eyes Like a Camera
- LESSON 14: Exploring a Lens