SWBAT identify key characteristics of graphs and create their own graphs.

This lesson provides students with the opportunity to learn more about themselves as learners and graph their data.

Prior to conducting this lesson, students will need to have completed their flipped notes about data tables and graphs. I collect and grade the students' assignments (Cornell notes and paragraph response) the day before we review the notes.

5 minutes

As a way of linking this lesson to previous lessons and assessing the students' retention of measurement tools and units, I hand out note cards containing a measurement label, tool for measurement, or a unit of measure. The students then need to jot down a list containing the information on their card, such as a type of measurement (length), and then list the units (centimeters) and tool (ruler) used to measure it. I make sure that I give students a different card than they have had during the previous engagement activities. Once the students have answered, they pass their paper to the person on their left. That person double checks the information listed and writes an item that can be measured using that type of measurement (to continue the example, the length of a pencil). The paper gets handed to the left again. This time the recipient double checks the information and then writes another possible unit for measurement (millimeter). The paper is passed again and the recipient checks the information and then writes a real world example for how that type of measurement is used in the professional world. The paper is then returned to its owner. After the students have had a chance to review their returned papers, I ask for volunteers to share their information with the class.

10 minutes

I return the students' flipped notes that I graded the evening before. I then go through the notes with the students, primarily by asking them questions about the material. I ask the students to describe data tables and we review their characteristics. I also ask the students to describe the three primary types of graphs we will use in class and the characteristics of each. As we do this, I have them highlight and star the information in their own flipped notes. If they cannot find the information in their notes, they are expected to write it down. When we go through the notes, we come to various graphs that contain errors. I ask the students to describe the errors in the graphs and explain how the errors can be corrected. They have already written this information in their notes, so at this point I am asking them to share the information they have written.

At this point in the year, some of the students are writing very long flipped notes summaries. I work with them to help them become more concise with their summaries.

20 minutes

I hand out the multiple intelligences information and provide students with an explanation of the multiple intelligences. The students begin working on the activity. Some of the wording on the activity is difficult for some of the students to understand, so I go through each of the characteristics and explain what they mean. Students who understand the information are able to continue ahead on their own. This is an example of student work for this section.

Once the students complete the information, I explain that they need to tally their results for each category. This is an example of a student tally chart. The students then use that information to construct a bar graph. This sample graph does not include a title or labels, something I have to regularly remind the students about during this lesson. The finished bar graph is placed inside the front cover of their science journal and I refer to this information to place students into groups throughout the school year.

I use this activity at the beginning of the year as a way to get to know the students and it gives them a practical way to begin to apply the graphing information covered in the flipped notes.

5 minutes

Once the students have finished their bar graphs, I have them examine their graphs and think about what each category represents. I also ask the students to share their results with the class. I go through each category one at a time and ask students to respond if they have an eight or higher for that specific intelligence. This helps the students find commonality between themselves and their classmates, further building rapport between the students.

As the students conduct this wrap up, they are addressing **NGSS SP4** by analyzing data and the** Crosscutting Concept Patterns **(*Graphs, charts, and images can be used to identify patterns in data*) as they examine their data in comparison to the data of their classmates.