I explain to students that there a number of ways we could approach graphing data about the time frames in which volcanoes were active.
The students quickly understand that rounding to the closest thousand distorts the way in which we read the data, at least for relatively recent volcanoes.
* If you have 2 minutes extra, this is stunning footage of a volcanic eruption in Iceland in 2010. (Fimmvorduhals). Sometimes I use videos such as this during transition times, especially coming back in from recess when I want them to settle.
Students transfer the data from their volcano study guide(s) to the Active Volcanoes Time Frame Chart. This is confusing for them because time is confusing, especially the concept of BC/BCE. We fill the chart together.
Students answer the following questions about their data table and graph:
I ask students to answer one of the following questions: (orally or in writing)
How does making a graph help you better understand the data about the time period in which volcanoes in (Oregon, the Pacific Northwest) have been most recently active?
Explain (full sentences of course) which method makes more sense to you, and why...