Gingerbread Man Data

Author:CharlyHolik
Datecreated:11/28/20167:38PMCSTDatemodified:12/02/20161:08PMCST

VITALINFORMATION
Subject(s) Science

Topic and Name of Lesson Recording Data and Observations

Grade/Level Kindergarten

Standards
TX- Texas Essential Knowledge and Skills (TEKS) (2012)
Chapter: Chapter 112. Science
Subchapter: Elementary
Grade/Course: Kindergarten
Standard:
(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor
investigations. The student is expected to:
Student Expectation:
(D) record and organize data and observations using pictures, numbers, and words; and

Objective At the end of this lesson, the student will be able to:

1. make observations
2. organize data into a bar graph using pictures, numbers, and words

Pre-Requisite Skills None for this lesson

Materials For teacher:

Christmas scene picture

cookie sheet
oven mitts
spatula
1 copy of each handout to use as teacher demo
marker/pen
bag of Christmas erasers

For students:

gingerbread man (1 per student)

scissors
crayons
pencils
blank bar graph handout (1 per student)
bag of Christmas erasers (7 trees, 4 snowmen, and 3 penguins per bag) (1 per student)
gingerbread man data sheet (1 per student)

InstructionalCycle
Engage (As students eat their snacks (science and snack time overlap) before we get started, I will ask them to decorate a gingerbread man. I will allow them to
cut it out and color it for 3-5 while they finish their snacks and then I will collect them all on a cookie sheet and set them in the "oven" to bake while we
begin our lesson.)

To begin the lesson, I will show the students a picture of a busy Christmas scene. I will ask students to look at the image and tell me anything they see
happening in the picture. After a brief conversation about everything they pointed out, I will reintroduce the term observation. Observations are
when we use our eyes to watch or take notice of specific things. All the things the students shared with the group are observations. Have students
repeat what observations are. Tell students to put their "binoculars" on because we have many more observations to make. Transition to eraser
activity.

Explore I will give each student a little bag of items to explore. (See bags in materials list.)

1. Tell the students gently empty their bag and explore the contents.
2. Ask the students, "Does each item in your bag look the same?"
3. Ask the students to make at least three observations about their items.
4. Then ask the students, "Does anyone have any idea how we could organize or separate our erasers by what we observe/how they look?"

Explain Ask students who had ideas about how to organize /separate the items to show the group their item. (Demonstrate with their items.) If no one had any
ideas ask, "Isn't it hard to see exactly what you have when all your items are squished together? Well we are going to learn how to make it easy!"

Tell students we are going to learn how to use a bar graph to record and organize our data.

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 Introduce terms:

data: a scientific word for information

bar graph: a graph that using rectangular bars to compare quantities/numbers
organize: to sort items by a specific qualities such as their appearance/ what we observe

Ask students, "How could we organize or sort our items?"

Have students follow along with you as you label and fill out a bar graph with your bag of items. (Teacher Model)

Give students a bar graph and tell them, "This time we are going to work together using the items in your bags to create your own bar graph." (Guided
Practice) When finished, ask question about the graphs to check comprehension and then tell the student the cookies are ready. Ask students to clean
up their work space while you go get the gingerbread men.

Elaborate Ask students to sit quietly as I pass out the gingerbread men with a spatula. Tell students to imagine their gingerbread man was a real cookie and ask
"What part of him would you bite off first... the head, arm, or leg?" Allow students to tell their "elbow buddy" which part they would eat first while
you pass out the gingerbread man data handout.

Tell students for this activity they are going to have to kindly discuss with each friend at their table to know what part each person would bite first.
Read and explain the instructions of each part of the activity to the class. If the class is able, allow them to then work together to complete the bar
graph and questions. Monitor them and redirect them as needed. If the class needs more assistance, allow them to do one section at a time. For
example: Ask them to complete the bar graph and then raise their hand for you to come check for comprehension and then explain the next step. In
either case, be present to reinforce student understanding/ redirect misunderstanding.

Evaluation Ask students to share their conclusions with the class/ teacher.

Ask students, "Who can tell me something you learned during science today?" Discuss.

To further evaluate their understanding of graphs, I will collect their graphs. I will ask students about their work as needed while I collect them or
while we transition into the next class activity.

Extensions/Modifications
Differentiation Gifted and Talented Students: Allow students to write another sentence explaining a different conclusion from their gingerbread man bar graph such
as what part was bit off the least.

English Language Learners: Allow students to work with their classroom buddy. Provide additional assistance/reinforcement as needed.

Extend Ask students if they can think of anything else we could use a bar graph for? Examples: favorite food, birth month, age, eye color, etc.

Allow students to create a new bar graph based on one of those topics.

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