Reflection: Student Feedback Analyzing the Data - Section 5: Evaluate


One of the major issues I noticed after reviewing student work was that students wanted to make several graphs, rather than just one, to display their data. Either they wanted to make separate bar graph for each day (totaling 10 different graphs), or they wanted to create a separate line graph for each plant (totaling 7 graphs). On a positive note, I was pleased that most students (all but 3) knew which graph/s to choose. In other words, they chose bar graphs when comparing different plants and line graphs when showing plant growth over time. What they did not grasp was the idea that they could use a multiple line graph to display the growth of each plant within the same x and y axis. If I were to teach this lesson again, I would probably model this process to make it clearer for them prior to having them tackle the graphing activity. I don't think it would have taken a lot of time to show a few multiple line graphs and show them how to color code the lines to show different data sets. It would have also saved everyone a lot of time (and paper)!

All in all, I still believe this lesson is successful, as the student spent a lot of time analyzing and visualizing data, and came away with a well developed understanding of the purpose of each type of graph. This was also evident later in the unit when students presented their finished experiments. Every single student knew how to choose a graph and display their data correctly.

  Student Misconceptions
  Student Feedback: Student Misconceptions
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Analyzing the Data

Unit 3: Science Fair
Lesson 6 of 7

Objective: SWBAT select, create, and analyze an appropriate graph to display their data.

Big Idea: Now that we have conducted our experiment and logged our data, what does it all mean?

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