Day 1 Lesson Plan Standards

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Day 1 Lesson Plan
Read "Hula Hooping", "Ladybugs", "Bessie Coleman: "World's Greatest Woman Flyer", and "Fire in the
Kitchen!". Answer questions at the end of each story.
Standards
(OLD) English Language Arts - Reading
S02. Acquisition of Vocabulary
A. Use context clues and text structures to determine the meaning of new vocabulary.
(04-07)
01. Define the meaning of unknown words by using context clues and the author's use of
definition, restatement and example. (06)
S03. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring
Strategies
D. Apply self-monitoring strategies to clarify confusion about text and to monitor
comprehension. (04-07)
07. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming,
scanning, reading on, looking back, note taking or summarizing what has been read
so far in text. (06)
l of I
falcons for hunting. Needless to say, there wasn't much call for falcon
slingshots in stores. They decided to make toys instead.
Name
Tuesday, October 18
their company after the sound the
otion. They heard "'Wham-O"
hus, the company became
Hula Hooping
By Jane Runyon
It would be difficult to write a history of the
1950's without including the most famous
toy of the era. People from ages two to
ninety-two tried their luck at keeping the
hula hoop swirling around their hips. People
who knew what they were doing made it
look easy. Those who hadn't mastered it
provided comic relief for those watching.
Over one hundred million hula hoops were
sold in just the last fwo years of the decade.
Although the hula hoop becamethe craze
of the 50's, it was invented long before then.
Hoops used as toys have been around for thousands of years. In early
Egypt, hoops were made of grape vines. Children fashioned the vines
into large circles and rolled them along the streets. They used sticks to
keep the circles moving. Ancient Greek doctors told some of their
weightier patients to chase the hoops as exercise to lose weight.
Putting the hoops around their waists and twirling them was even
better. In the 1300's, "hooping" was banned in some parts of England.
Doctors decided that the sport was causing too many back problems
and more than a few heart attacks.
Sailors visiting Hawaii in the 1700's noticed that the native dance in
the islands looked familiar. The hula danced by the native women
used the same hip motion that was used to keep a hoop twirling
around the waist. The name hula hoop was created way back then.
As with many fads, the hula hoop was all but forgotten. Children
would occasionally chase a wooden barrel stave or homemade hoop
down the street in early America. It just wasn't that popular until it
was "reinvented."
Two gentlemen, Richard Knerr and Arthur Melin, started their own
toy company. It didn't start out as a toy company, though. In 1948,
they invented a new kind of slingshot. This slingshot was supposed to
shoot pieces of meat for falcons to catch. This exercise trained the
in 1958. It became the
fitable craze of the 50's. That's quite a
hula hoops were sold for only S1.98.
in the 1960's. But the Wham-O
company was ready. They followed up their popular toy with another
wildly popular idea taken from another ancient toy, the Frisbee.
The first Wham-O hula hoop hit the market
ple who like to use
ve been built aroun
05, a woman in Au
by
ops at the same tim
United States twirled one hula hoop for ninety hours straight. In 2000,
a man used a fifty-three pound tractor tire as a hula hoop and twirled
it for seventy-one seconds.
The hula hoop will probably never totally disappear, but it is hard to
believe that it will ever become as popular again as it was in the
1950's either. Try it, you might like it.
Hula Hooping
Questions
l.
The hula hoop was invented in the 1950's
A. False
B. True
7. What toy became popular after the hula hoop?
Name
Ò
Tuesday, October 18
2. ti,lhat did ancient Egyptian children use to make hoops?
A. Grape vines
B. Plastic
C. Wood
D. Aluminum
3. What did children use to push the hoop down a street?
A.A slingshot
B.A rubber band
C.A bal
D.A stick
4. What was the first Wham-O slingshot used for?
5. How did the "hula hoop" get its name?
6. How did the Wham-O toy company get its name?
A. It was named after the sound a slingshot made.
B. It was named after one of the founders, Frank Wham
C. It was named after an ancient Egyptian toy.
D. It was named after their first toy.
A. Computer games
B. Paint balls
C. Slingshots
D. Frisbee
8. How much did the first hula hoops cost?
A.
B.
S5.98
D.
$7.98
$3.98
c.
$1.98
What is your favorite toy or game? Why do you enjoy it so much?
Ladybugs
Name
Wednesday, October 19
Ladybugs
Questions
l.
During its lifetime, one ladybug might eat as many as 5,000
By Sheri Skelton
A.
B.
An old legend says that
Iadybugs are lucky. If you
catch a ladybug and count
the spots on its back, you'll
C. worms
D. beetles
have that many months of
good luck in the coming
year. Ladybugs really are
good luck for gardeners and
farmers. Ladybugs like
eating aphids, which are
harmful to plants. During
its lifetime, one ladybug
may eat as many as 5,000 aphids.
Ladybugs, which are also called lady beetles or ladybird beetles, have
round bodies. Ladybugs are easy to spot because oftheir black spots
and brightly-colored bodies. Ladybugs are usually red but can be
yellow, orange, and even pink.
aphids
ants
2. What colors could ladybugs be?
A. yellow
B. red
C. orange
D. all of the above
3. How many
A. none
B. two
C. three
D. one
sets of wings do ladybugs have?
4. Which of the following statements about ladybugs is true?
A. Farmers don't like ladybugs because they are harmful to
crops.
Ladybugs have two sets of wings. The top set of wings is like a shell.
Under this set of wings is a larger set of delicate wings.
People aren't afraid of ladybugs, but would-be predators know to
leave them alone. Ladybugs secrete a fluid that makes them taste very
bad. While people enjoy seeing colorful ladybugs flying around, their
predators see the colors and know to stay away.
B. Ladybugs don't taste good.
C. Ladybugs can't fly.
D. The bodies of ladybugs are shaped like rectangles.
5. Ladybugs are also called
_
Name
Thursday, October 20
Bessie Coleman: 'r'Worldrs Greatest \iloman
Flyer"
By Mary Lynn Bushong
What would it take to stop you from
reaching your dreams? Bessie Coleman had
a dream. She wanted to fly, but no one
would teach her because she was a black
woman. She searched until she found a way
She refused to let anyone stop her dream.
When Bessie Coleman was born in
Atlanta, Texas, in1892,life was not easy.
She was the tenth of what would be thirteen
children. Her father was mostly Native
American, while her mother was black.
When Bessie was nine, her father left the
family and returned to Oklahoma.
Bessie's mother went to work as a cook and housekeeper while
Bessie watched her younger sisters. Her older brothers left home to
seek their fortunes.
As a small child, Bessie showed a real gift for working with
numbers. She managed the family money for her mother.
In spite of living four miles from the nearest school, she attended
class every day. She walked to school every day. She borrowed
books from the library and read them to her family at night.
Bessie was determined to be someone some day. She studied and
worked hard, saving any money she earned. She attended college for
only one year before her money ran out. Bessie returned home again
and worked as a laundress.
In 1915, she moved to Chicago to live with one of her brothers.
She won the notice of the Chicago Defender newspaper by winning
a contest as the best and fastest manicurist in the citv.
When another of her brothels retumed home from WWI, he teased
her about how much better French women were than she was. They
were so free they could even become pilots.
The idea of becoming a pilot ignited Bessie's imagination. In a
time when few white women learned to fly, no one would teach a
black woman.
She sought out advice from her friend Robert Abbott, the founder
of the Chicago Defender newspaper. He advised her to learn French
and go to France to learn to fly. That's just what she did.
Bessie received money from several friends. She became the first
American to get her license from a French school and the first black
pilot to have a license in the U.S. Then she returned again to receive
more advanced flight training.
On her return to the U.S., Bessie performed in an air show near
New York City, where she was declared "the world's greatest woman
flyer." She performed in several other shows after that.
Bessie even tried her hand at being an actress. She was offered a
part in a movie but turned it down; she thought it was demeaning to
women.
While in California, Bessie acquired her first plane.
Unfortunately, it stalled and crashed on its first flight. Bessie
survived and spent her time recuperating by giving lectures inspiring
others to follow their dreams.
After that, she returned to Chicago. Not having a job or a plane
did not stop her dream. It was another year before she found a
sponsor. Then she did a series of air shows in Texas. She also
lectured wherever she went.
Bessie had another dream. She wanted to open a school where
anyone could leam to fly, especially black women. She saved her
money to do that.
After buying another plane, she had it delivered to where she was
doing a show in Florida. Unfortunately, it was not in good condition.
The aircraft malflinctioned when Bessie and another pilot took it
for a test flight. It went into a dive and flipped over. Bessie was not
wearing a seatbelt and fell out. She was killed from the fall, and the
plane crashed, killing the pilot.
5. What language did Bessie have to learn in order to go to pilot
school?
Name
Thursday, October 20
A. German
B. English
Many people mourned the loss of the vibrant young woman they
called Queen Bess. Three funerals were held for her; they were in
Jacksonville, Orlando, and Chicago. In Chicago it was thought that
10,000 people showed up to pay their respects. Three years after her
death on April 30, I926,her dream of having an air school was
realized. The Bessie Coleman Aero Club was established in Los
Angeles.
Bessie Coleman was great-- not just because she learned to
She was great because she never let go of her dreams and
C. Spanish
D. French
6. Bessie's friends helped her get the money to become a pilot.
A. True
B. False
7. What did Bessie want to help other people achieve?
fly.
encouraged others to follow theirs as well.
Bessie Coleman: "'World's Greatest Woman Flyer"
Ouestions
B. People admired Bessie and called her Queen Bess
A. Tnre
1. Bessie Coleman didn't have any dreams
A. True
B. False
2. How did Bessie prepare herself to be "someone" some day?
A
She sturdied and worked hard.
B She played games.
C She bought nice clothes.
D She slept in every morning
3. Bessie's mother drove her to school each day
A.
B.
False
True
4. Bessie dreamed of being
A. Mechanic
B.
School teacher
C. Reporter
D. Pilot
a
_
B.
False
4. The cook should clear the cooking area of anything that could
Name
Thursday, October 20
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ri?tt
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Fire in the Kitchen!
By Brenda B. Covert
You and your friends are hanging out,
talking about nothing in particular.
When the topic turns to fire, what
image springs to mind? Does your
mind's eye see the swaying flame at
the tip of a candle? Do yon think of
logs crackling in a f,rreplace? Perhaps
you smile and imagine a bonfire
outdoors where you can roast hot dogs
and marshmallows. You probably
don't picture flames shooting up from
a skillet in your kitchen.
Most house fires start in the kitchen. They often happen when
someone is careless while cooking. Such a hre causes panic. Grease
or electrical fires are fires that water can't put out. In fact, throwing
water at it can cause it to spread! Many people get burned when they
try to put out a cooking fire.
The most important rule to remember about a cooking fire is to get
help. Children should never attempt to put out a fire. There are two
other options. The first is to alert a responsible adult. If no one is
available, children should call 9-1-1 for help. The operator will send
firef,rghters to the rescue and will also tell the caller where to go and
what to do.
Now you know how to stay safe if you have a fire in your kitchen
However, you should also know how to prevent such a fire from
occurring. It's best not to have a cooking fire, wouldn't you agree?
Here are some tips that help people avoid having a fire in the kitchen.
1 The cook should not leave the kitchen while food is on the
stovetop or in the toaster oven.
2. The cook should not leave the house while food is baking in the
oven.
3. The cook should make sure that the cooking surfaces are clean
before turning on the heat.
i
catch on fire, such as pot holders, kitchen towels, dishcloths, curtains,
or flammable liquids.
5. The cook should keep pan handles tumed inward on the stove.
When a pan's handle sticks out over the edge of the stove, it could be
bumped and the pan's contents may be spilled on the burner. Hot
contents may burn someone.
6. The cook should wear appropriate clothing. Long sleeves that are
loose may touch a burner and catch fire. Close-fìtting sleeves ol short
sleeves are better choices for the kitchen; sleeveless outf,rts are fine as
wel1.
Having a smoke detector that works is also important. It won't
prevent a kitchen fire, but it will alert the family if a fire starts. Smoke
detectors save lives but only if the batteries inside them are working.
It's a good idea for someone in the home to check the smoke detector
on a regular basis.
Everyone needs to know how to prevent kitchen fires as well as what
to do if one occurs. If you and your family members follow these tips,
you may avoid the sight of a fearsome, flaming skillet in your kitchen.
That's a sight none of us wants to see.
Fire in the Kitchen!
Questions
1. Many kitchen fires happen when someone is _
cooking.
A.
while
careful
B. worried
C. careless
D. eating
2. If the food in
A.
B.
a skillet bursts into flames, what should you do?
alert an adult or the fire department.
grab a stick and a marshmallow.
C. throw water on it.
D. hide in the closet.
I
Name
Thursday, October 20
3. What often happens to people who try to put out a cooking
fue?
A. They get arrested.
B. They are awarded a medal.
C. Nothing happens to them.
D. They get bumed.
4. Cooking surfaces should
A. colorful
B. wet
C. cluttered
D. uncluttered
be elean and
5. What should all cooks do if they
-
need to leave the house?
A.
stir the pots and make sure everything is cooking
correctly
B. check the batTeries in the smoke detector
C. turn off anli stove or oven that is in use
D. hose down the oounter and oabinets, just in case
6.
'lVhen
is a
smotr<e deteetor useless?
A. when people are awake
B. when the cook is bakinga
c.ake in the oven
C. when the batteries are missing or dead
D. when the fire has already started
7. What should cooks NOT wear?
A. long,loose sleeves
B. short sleeves
C.
D.
shoes
aprons
8. On the stove, _
A. pan handles
B.
curtains
C. potholCers
D. dish towels
should point inward rather than outward.
Day 1 Lesson Plan English
Standards
(OLD) English Language Arts - Writing
S03. Writing Conventions
C, Use grammatical structures to effectively communicate ideas in writing. (05-07)
05. Use all eight parts of speech (e.9., noun, pronoun, verb, adverb, adjective,
conjunction, preposition, interjection). (06)
htþ ://www.edhelperblog. con/cgi-bin/la. cgi
Date
Name
(Answer ID
#
1044381)
Prepositions
Write the preposition in each sentence. Use the prepositions to complete the fill-in pluzzle.
to
during
from
of
behind
beside
besides
beyond
down
aboard
against
along
along with
around
away from
inside
It was very dark _
5
I thought I saw your book
the cave.
_
2.
4
before
No one showed up for work
13.
an easier way 10.
Do you know _
to navigate through all this
construction?
A squirrel may live in the hollow t2.
I of4
Everyone should be _
train by 2:00 p.m.
After falling
today
trunk of a tree to stay wann
the winter.
the
_the
8.
you pour the coffee.
11
of town for
Mom took us
my birthday last year, but I think
we'll just go see a movie this year.
pride, the
lone lioness was pounced on by a
pack ofhungry hyenas.
shelves.
_
Our basketball team will play
_ Fairfield High School
tonight.
6.
the garage sitting on top of the
9
since
in spite of
J
Please put the cup
out
in
As we looked the horizon,
we could see that a severe
thunderstorm was coming our
way.
7
of
due
because
_
me.
As we drove on the roads
the mountain, we could see that
we were getting higþer with
every curve.
Jennifer has been running a
early yesterday.
fever _
hüp
a
:
//www. edhelperblog, con/c gi-bir/la. egi
Date
Prepositions
Use the prepositions you wrote to complote this puzzle.
If a preposition
words.
contains more than one word then include an empty box for the space between the
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Day 1 Lesson Plan Social Studies
Read printed pages and then do worksheet.
Standards
Social Studies - 2003
61. Students use knowledge of geographic locations, patterns and processes to show the
interrelationship between the physicalenvironment and human activity, and to explain
the interactions that occur in an increasingly interdependent world. (06-06)
A. ldentify on a map the location of major physical and human features of each continent
(06-06)
63. Location (06-06)
2. Use coordinates of latitude and longitude to locate points on a world map.
(06-06)
1of
1
Nome
Lqlitude, Longilude, ond Hemispheres
l: Choose the besl word(s) from lhe box lo complele eoch senlence.
Port
lotitude
longitude
Prime Meridion
equotor
meridions
north
soulh
wesi
eost
porollels
l.
Lines of
meosure how for from the equotor o ploce
2.
Lines of
run from the North Pole to the South Pole
3.
Lines of longitude run
4.
Lines of
5.
The invisible line
oi
6.
The invisible line
of
7.
Lines of lotitude ore olso colled
8.
Lines of longifude ore olso colled
Port
ll:
?
ond
lotilude run
ond
0o
0o
longilude
lotilude
is
is
the
lhe
Circle lhe besl onswer for eoch queslion.
Whot shope
is
the plonet Eorlh?
o. hemisphere
c. hemicube
10.
Which Hemisphere ore both North Americo ond South Americo found in?
q. Eostern Hemisphere
c. Western Hemisphere
11.
b. circle
d. sphere
b. Southern Hemisphere
d. Northern Hemisphere
Which Hemisphere ore Asio, Austrolio, ond most of Europe found in?
Western.Hemisphere b. Soulhern Hemisphere
d. Eostern Hemisphere
c. Northern Hemisphere
o.
12.
Which Hemisphere ore both South Americo ond Antorctico found in?
Hemisphere
c. Eostern Hemisphere
o.
Soulhern
b. Northern Hemisphere
d. Western Hemisphere
Super Teocher Worksheels - www.superleocherworksheels.com
is
Poge 2
Nome:
Lotitude, Longitude, qnd Hemispheres
lll: Tellwhol eoch piclure
Porl
12. Which hemisphere
by the piclure?
is
illuslrotes
shown
12.
13. Whot do the lines in this
piciure show?
Pqrt
13.
lV: Write one or more complele senlences lo qnswer eqch question.
14.
How
Ìs
15.
How
is 90o
o hemisphere differenl from o sphere?
north lotitude different from 90o south lotítude
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Calamity Day Lesson Plan Day 1 6th Grade
Math/Science Arbaugh
Lesson Summarv:
Math: Students have worked with interpreting graphs and finding benchmark measures such as mean,
median, mode, range, and outliers. Students must also be able to read, construct, and interpret line and
circle graphs and histograms
Review and Practice,
I
will have included a copy of the vocabulary involved in this lesson for students to use for their work.
The first review is sheet 1 called lnterpreting Data. This is just a brief review of a few types of graphs and
questions about them. Students will then use the sheet 9 Exploring Making Line Graphs to construct a line
graph and answer questions about it.
Next, students will review circle graphs with sheet 25 called Pets. They will use the graph to answer
questions. Then students will interpret and construct their own circle graph using Practice 131 and 133.
Last, students will read and construct histograms with sheet 185/186. They will review the parts of a
histogram and requirements They will answer questions. Next, they will use a data table to make their own
histogram.
Science:
The scientific process is very important when thinking and experimenting with the concepts that are learned
in science. The students used this process when conducting experiments. The students will use edhelper
sheets to review the steps of the scientific process.
Standards
{OLÐ} Mathertt*tics
S05. Data Analysis arrcl F'r'oirrbility
A. Read, create and use lrne graphs, histograms, circle graphs, box-and-whisker plots,
stem-and-leaf plots and other representations when appropriate. (05-07)
01. Read, construct and interpret line graphs, circle graphs and histograms. (06)
B. lnterpret data by lool<ing for patterns and relationships, draw and justify conclusions,
and answer related questions. (05-07)
05. Describe the frequency distribution of a set of data, as shown in a histogram or
frequency table, by general appearance or shape; e.9., number of modes, middle of
data, level of symmetry, outliers. (06)
D. Compare increasingly complex displays of data, such as multiple sets of data on the
same graph (05-07)
03. Compare representations of the same data in differenttypes of graphs, such as a
bar graph and circle graph. (06)
(OLD) FreK-'l ? Ss ì::vt:: r)
S05. Scientific lnqrriry
A.
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Lesson Plan
View
Explain that there are differing sets of procedures for guiding scientific investigations
and procedures are determrncd by the nature of the investigation, safety considerations
and appropriate tools. (06-08)
01. Explain that there are not fixed procedures for guiding scientific investigations;
however, tlre nature of an investigation determines the procedures needed. (06)
B. Analyze and interpret data from scientific investigations using appropriate mathematical
skills in order to draw valìd conclusions. (06-08)
03. Distinguish between observation and inference. (06)
506. Scientific Ways of Ktrowing
A. Use skills of scientific inquiry processes (e.9., hypothesis, record keeping, description
and explanation). (06-CB)
01 lclenlity that l17;.otheses are valuable even when they are not supported. (06)
02. Describe vrlry itis ìmportant to keep clear, thorough and accurate records. (06)
C. Give exan.iples of hc','¡ thìnking scientifically is helpful in daily life. (06-08)
03. lderrtrty w:rys scicnlific thinking is helpful in a variety of everyday settings. (06)
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E.'.........-
Name
Review
I
c
V
lnterpreting Data
The bar graph shows
the heights of the world's
tallest waterfalls. Lengths
of bars represent heights
of watedalls.
What is the tallest waterfall?
3000
E
æ
T
ro
E
2500
P
-c
(', 2000
15oo
f
1
000
0
Angel Falls is the tallest.
World's Tal lest Waterfal ls
3500
Angel
m
Tugela Cuquenan Sutherland
Waterfalls
Use the graphs to answer each question.
Maximum Life Span
1. What is the maximum
life span of a jaguar?
Goat OOOCv
2. Which animal has a
life span of 13 years?
Jasuar
OOOOOG
Salmon OOOq
3. Draw symbols to
show 10 years.
O
Heights of Giraffes (nearest ft)
X
X
X
X
X
ro
o
X
X
X
X
X
X
11 12 13 14 15
X
16
= 4 Years
4. What was the most
common giraffe height?
5. How many giraffes
were 1S-ft tall?
Ø
*
C
o
Number of Cars Sold
@
!
!
c(!
E
Ø
E
o
TL
o
o
<t)
o
t
40
6. ln which month were
the most cars sold?
o
30
r'
_o
E 20
f,
7. How many cars were
sold in March?
z
10
0
Jan Feb Mar Apr May Jun Jul Aug
,
Month
I
Name
Problem Solving
1-9
@
Exploring Making Line
Graphs
-7 V
Mr. Williams is 5 ft 10 in. tall and has a large frame. He wants
to find his ideal weight. All he has to help him is the chart below:
ldealWeights for Men, Ages 2Æ9 (in pounds)
Height
5ft.2in.
5ft.4in.
5ft.6in.
5ft.8in.
Small Frame
Medium Frame
128-134
131-141
135-'145
1
32-1 38
136-142
140-148
1
39-1 51
145-157
Large Frame
1
38-1 50
142-156
146-164
152-172
1. Make a line graph showing ideal
weights for large-frame men.
Graph only the weight half-way
between each end of the range.
For example, the weight you
should graph for a large-frame
man who is 5 ft 2 in. tall is
144 pounds.
:,Ð
2. The ideal weight of a man 5 ft 5 in. tall
should be half-way between the ideal
weights of men 5 ft 4 in. and 5 ft 6 in. tall.
What is the ideal weight for men 5 ft 5 in. tall?
ro
o
Ø
o
=co
-Ø
!
E
E
6
E
3. What is the ideal weight for men 5 ft 7 in. tall?
4. Mr. Williams' weight is not shown on the line graph. Based on the
data what would you expect his ideal weight to be? Why?
Ø
o
t!o
o
o
U)
o
o
5. Graph the ideal weight for large-frame men 5 ft 10 in. tall
Use with pages
30-31. 9
P
me
Below is o pie groph showing the pets of the students
of o óth Grode closs,
\
il
\\
//
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ffi
l¡ //
=
¿/ \
Guineo Pigs
5o ll, en.Ì
blqì"'
Dogs
b\qh
llrt,
Birds
{,.1
tl
o
I
f
J
¡
a
o
a a
a
aa
o
o
a
Mice
Cqts
Fish
order the pets from most popuror to leost populor,
lf there wos o totol
of
.l00
pets, find how mony of eoch kind there were.
Cqts
Birds
Dogs
j
Mice
,tS \
I
L
I
I
Lty'l
Guineo Pigs
t,
J
I
I
ç
I
I
Fish
.'
why do you think cots ond dogs ore the two most populor pets?
Chance , Statistics and Graphs, Grades 3-5
@
WorldTeachers
Press@
www.w or ldte øche r spres s.c om
25
Lesson
2Z
ìffiffii.ffi
Døta Co/lection
tIt
and lnterpretøtion
jffi:iffi
l)irections:
LIse the circre graph to
answer questions 7 4.
-
Favorite Juices in Our
School
Apple
Orange
40%
25%
Grape
20%
Other
10"/"
1' write
_
T if the statement is true
and F is the statement is
false.
More students like apple juice
than cranberryjuice.
More students like grape juice
than orange juice.
Cranberryjuice is the least
liked of all the juices
2.
Which juice is liked second
best?
3
which two juices are riked
by about the same number
of students?
4. Which combination ofjuices
adds up to
to .'--:
i
50Vo?
Lesson
4.
22' Datø
t$
Collectíon and lnterpretøtion
circ a-
Use the information in the table to create flexaph Remember to title
your graph and label all ofits parts.
athletic shoes
tftt l|+t il
sandals
lilt
casual shoes
ll.l1. ilr
dress shoes
il
boots
Title:
Lesson 13¡ Statistics and Data Analysis
Histograms
A histogram is a type of bar gra
The horizontal axis is labeled usi
always vertical and connected to
the frequency.
re
nts
le
Rich is a member of a bowling league on Tuesday and rhursday
evenings. He made the following histogram to show his bowling ,.o"",
from his last 25 games.
Rich's Bowling Scores
9
to8
o
E7
G
(,6
os
8¿
Ea
z2
1
0
101-125 126-150
151
-'t75
176-200
201 -225
226-250 251-275 276_300
Score
E
Directions: IJse the histogram above to answer Numbers
1. How many times did Rich score higher than
2. In what interval does the median
150?
score lie?
3. In what interval is there a possible outlier?
4.
Does the histogram appear to be s¡rmmetric? Explain.
(@
1 through 4.
Unit 5 - Data Analysis and Probability
5. Mrs.
Rose made the following table to show the scores her students received
on the last English test.
English Test Scores
fllahe óure- Voo
hoto-
-
Tillr
l¿h"l .
96-100
2
91-95
4
86-90
6
t
I
76-80
u+r lll
u+r
71-75
Jkr
5
81-85
.l
i,i
y+r
6
I
ll
66-70
3
61-65
1
Display the data from the table in a histogram'
ì
lr
Directions: IJse the table and the histogram you constructed in Number 5 to
answer Numbers 6 and 7.
7. How many students received
6. In what two intervals did an
.¡,t
,rll
llrl
:{
r
,lL
rl
ll
I
il
:1,
,,1'
equal number of students score?
score of 80 or lower?
A. 61-65 and 96-100
B. 66-70 and 91-95
4.6
B.
11
C. 7L-75 and 91-95
D. 76-80 and 86-90
c.
15
D.
20
I
(@
I
a
Page 1 of4
What's the Method?
By Trista L. Pollard
'
Some of the best inventions happen by accident, like Toll House cookies. However,
most inventions happen after many years of research. Scientists test and retest ideas
hoping to solve scientific puzzles. Good scientists use a process called the scientific
method.
'
The scientific method is a series of problem solving steps that help scientists answer
scientific questions. You also use the scientific method when you work on experiments
in your classroom. Scientists use this method to prove a scientific question true or false.
These questions usually are asked after scientists have made observations. An
observation happens when you use your senses (i.e., sight, smell, hearing, etc.) to notice
what is going on around you. For example, your mom packs cut apples wrapped in plastic
wrap in your lunch everyday. You notice at lunch time that the apples are slightly brown.
This is an observation.
'
After observing yoLlr brown apples, you ask yourself, "Why does this apple turn
brown when it is cut?" This is your scientific question. You start to guess or think about
possible reasons for your brown apple. The time has come for you to make a good guess
or a hypothesis based on your observations. You predict that the apple turns brown
because air or oxygen has touched your apple. To prove your hypothesis, you need to
develop a procedure or: plan to test your prediction.
o
Your plan is very simple. You decide to (1) cut an apple into four pieces, (2) put the
apple into a bowl, and (3) let the bowl with the apple sit on your kitchen counter
overnight. These three steps will allow you to see if oxygen causes cut apples to change
color. When you wake up in the morning, you decide to look at your apple pieces. You
are met with four brown apple pieces staring at you from the bowl. Now you are ready to
record your results.
u
Scientists record theil results either with pictures or with words. Pictures can be
charts, diagrams, or graphs. Words are usually summaries or short paragraphs that
explain what happenecl during your experiment. In this case, you may wish to mentally or
in your mind record your results about your apple. You might also choose to share the
results or data with yor"rl fiiends at the lunch table in school. You could also write a short
paragraph about your experiment and give it to your teacher. However, before you record
your results make sure you include a conclusion. This conclusion or statement tells the
results of your experiment. Your conclusion is, "When apples are cut and oxygen makes
contact with the apples, they turn brown." When the chemicals in the oxygen combine
with the natural chemicals in the apple, a change or reaction occurs. This change makes
the apples turn brown,
u
You are probably leeling good about your results and think that your scientif,rc study
http://www.edhelperblog.conr/cgi-bin/vspec.cgi?FORMMODE:RC37
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Page2 of 4
is over. However, goocl scientists also ask more questions, record more observations, and
offer more suggestions about the subject they are studying. You may ask, "Is there away
to prevent cut apples fi'om turning brown when they are exposed to oxygen?" After
researching your new question, you could offer suggestions to other mothers for the best
way to wrap apple slices to prevent browning. Keep in mind, that whatever scientists
investigate, they know that the scientific method is the key to unlocking scientific secrets.
Copyright
@ 201
I edHelper
1. A hypothesis
G
(Ð
2. The scientific method is one step
is
scientists use to solve scientific
problems.
False
An experiment
A good
guess based on
observations
4 result of an exPeriment
None of the above
'What
is an observation?
@
@ 1s.
G
Ð
3.
4. Which
statement is not a prediction?
I think the balloon will pop when
the chemicals react.
I think I will stay home tonight.
I think the wood will float when I
put it into the water.
I think the salt will dissolve when
I add water to the cup.
@
(Ð
@
@
6. After leaving the apple slices in the
5. What is a conclusion?
bowl on the counter, they turned brown.
@
(Ð
7. Before the hypothesis
was made, it was
observed that
the sliced apples had stayed the
same color
The sliced apples turned red
The sliced apples had tumed
G
(Ð
G
slightly brown
(Ð The sliced apples had separated
8.
False
1'¡r.
Scientists do not record their results
after completing experiments.
P¿1t.
True
@
@
into more slices
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Page 1 of5
COMIG-E
a
By Trista L. Pollard
'
So, you want to think like a scientist? Well, you can't buy
scientific thinking at the "Science Market." In fact, everyone has the
ability to think like scientists. All it takes is practice and the COMIC'What
is the COMIC-E? It is a mnemonic device for the seven
E.
science process skills we use when we take on the role of scientists.
These skills are classifying, observing, measuring, inferring and
predicting, communicating, and experimenting.
'
Classifying happens when you put objects and events into groups based on certain
properties. The most common properties for classiSring are shape, size, and color.
However, there are many different ways to classiff objects and events. For example, you
can classiff animals into groups such as mammals, amphibians, and reptiles. You could
also take some of those animals and make groups titled, "Mammals on Land" and
"Mammals in'Water." Classifying and observing are greatpartners for science. Without
observation, classification becomes tough.
'
You have been observing your environment since you were ababy. Every time you
used your senses to explore, you were making observations about your environment.
When you use your senses, you identify objects and events based on their properties;
notice changes in objects and events; and state differences and similarities of objects and
events. Your senses help you to "make sense" of your world.
o
'When
u
Inferring and preclicting
you think of measuring, you often think of math. Measuring also happens in
science to compare objects and events. Scientists use measurement to tell how long it
takes for a liquid to boil. They also use temperature as a way to measure how hot the
water becomes when boiled. Scientists measure lengths, volumes, and other dimensions.
Standard tools and familial objects can be used to measure or find quantity. Just think,
when you were counting how many steps it took to get up the stairs, you were measuring
like a scientist.
are partners when
it comes to scientific thinking. When
you infer, you intelpret or-explain what you have observed. For example, you reach out to
pet your friend's cat Þ-lulþ, but she runs away. You begin to feel sad because you think
Flufft does not like yoLr. Your observation helped you to infer Fluf$r's reaction to you.
Prediction happens when you try to say what will happen in the future by using your past
observations. Maybe you have tried to pet Fluffu many times before, and she has run
away each time. You nl¿Ìy now hypothesize or wonder why Flufff runs away from you.
This may cause you to rry again. You may also predict that if you try again, she will run
away.Infening ancl preclicting is a huge part of what scientists do to solve scientihc
puzzles.
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]-1L,QUICK:1
Page2 of 5
u
Communicating happens when scientists present the data or information they have
learned. Scientists use charts, diagrams, models, and writing to share their observations.
They also def,rne wolds, desclibe objects or events, and record data to keep track of their
work. It was the communicatior-t in Thomas Edison's lab journals and his models that
helped to show the world his light bulb.
'When
'
Finally, we get to the skill of experimenting or the "doing" part of science.
scientists experiment, they change objects and events and compare them to the original
objects and events. For example, if you were a "milk" scientist, you may want to see what
happens if you leave tire rnilk on the kitchen çounter. After a certain amount of time, your
mother will probably tcll you how that milk compares to milk left in the refrigerator.
When you experiment, you rnust have a hypothesis or an idea to test. You must also
compare objects oL events that ale changed with matching objects or events that are
unchanged. This is calìecl controlling variables. You would then need to design a
procedure or series of steps to test your hypothesis. Scientists may use all or some of the
other six science process skills when they experiment.
'
At this point, yoLÌ plobably rcaIîze you have had the COMIC-E all of your life.
Therefore, you have ahvays been a scientist.
Copyright
@ 201 1 edHelper
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jlk,QUICK:1
Page 3
Name
a
of5
Date
coMlc-E
1.
The COMIC-E stands for the
six science process skills
scientists use
Seven science process skills
scientists use
Eight science process skills
scientists use
(ID Nine science process skills
scientists use
2.
Ð
Observation happens when you use
your senses to ignore objects or events
in your environment.
G
(Ð
G
G
3. How
does predicting help scientists
when they are experimenting?
False
True
4. Which
statement is not an observation?
16. store at the end of the street
has red bricks.
This box of cereal is larger than
the other box.
Let's go to the bakery aisle where
they are baking cookies right now.
I am going to the store this
afternoon.
fE
(Ð
@
@
5. What are the impoltant coLlponents of
6.
information.
communicate
Infer
an experiment?
7
' After Fluffl' 'ffi;:il'Jå"no, rike you.
G
@
G
(D
Observed
Communicated
to present data or
Scientists
@
@
8.
Scientists communicate their results
after completing exPeriments.
False
True
Ð
@
Infened
Predicted
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-3-l&QUICK:1
1.
Aprocess tu heþ \rou flurrl nrlssrËrs in n scientific rlray in callnd whntt
n. figestive rnethotl
b. scirntific nrethod
c. physical method
d. exploratotl, tuethorl
^å.nswnr:
2.
Whnt is the fu"st :.:tc1: iri the scinntifie pruce
fl. clecitle the *:,lrtchtsiotr
b. de citle an tlli' erl¡etirnents
r. decide 0n rr topic
d. dncitle Tùm' lrrl:othe sis
ss?
.ånswnr:
3.
ult ln I tt1:ic, whnt is the nnxt step?
':irJc
state ]nout*l.-,t'tti.llli:iou
statc n rltter-;tir:tr
.å.ftnr yÐu de
fl'
h.
E.
d.
stnte yûut. hr1:c,thesis
xtnte \rtur lrÍmrc
"Answer:
4. Whnt is a¡,:tþ1" .¡,i,:r.cl {.rlr" hlnl:othe sis?
fl.
h.
t.
d.
.Answrr:
5. ItIhsn yuu hnve flurishe cl Tñ.ith your eqpnrimrntg, what step is nerlï
n. publish yÐw
re sults
b. Etsrt ûvËr mgflin
c. andyze your restilts
d.
re state
yotu rrstrlts
^Aflsqr,Ër:
6,
Tühieh uf thrss couclusions might'$rËH ffiTinE at nfter Y'ðttr pranrsu?
a. yuur hlryothe sis was hue
b. Þrriur ltypothe sis wns false
Ë. ïtûur lrypothe siç wns pnltt!. htn ntrd pnrÍl¡r fnlsr
d. all sf
-ånxwnr: