Costume presentation in Science and graphing project in Math

Hello!

Group Science project - create a costume

  

  We have been discussing the habitat needs of animals and plants in Science and the specific adaptations that animals and plants have to their respective environments.  To that end, I recently dressed Rixon up as a beaver(!) in class, using everyday items to highlight the adaptations of a beaver to its environment.  For example, a small paddle was used to represent the beaver's tail, which can be used to steer the beaver when it swims, to warn predators by slapping it on the water and to help it to stand upright to reach high branches.
  It's now the kids' turn!  In groups, they have been given specific information about a particular species and its adaptations to its environment.  Together, they are to decide how to represent their animal or plant's adaptations, in order to create a costume.  They will be presenting their animals to the class next week on either Tuesday, Thursday or Friday.  Look for a letter coming home that outlines what specific items your child has committed to bring.

Graphing project - Math

  Our focus in math has been on organizing data that we gather into a variety of different forms, including stem-and-leaf plots and double bar graphs.  As well as practicing creating graphs by hand, we will soon receive some instruction from a Board IT consultant re: how to create graphs using Google Sheets.  

  For a final project in this unit, students will be developing a question (i.e. What is your favourite flavour of ice cream?), tallying the results and developing a graph or chart by hand and a second one using the computer.  They will then be asked to discuss what information is shown in their graphs and how this information could be used in the real world.  (i.e. "Given how popular chocolate ice cream is in our class, if I owned an ice cream store I would advertise all of the different varieties of chocolate ice cream we feature.").

  The due date for the graphing project is Tuesday, October 2nd.  An outline of the graphing project and a rubric that shows how your child's work will be evaluated is shown below.
  Students will be given lots of time in class for both these projects.  Let me know if you have any questions.  Mme Lindsay (anne.lindsay@tldsb.on.ca)

Graphing Project

Due:  Monday, October 2, 2017

1. Choose the subject of your graph (i.e. favourite winter sport, number of pets in your house).  Then create a question that will lead to the information you are seeking.

My question is:  ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Check in with Mme Lindsay before you continue.

______ (Mme Lindsay’s initials)

3.  Create a tally chart for your survey of the class.  We will survey the class in a large group.

4.  Based on the type of data you are collecting, choose which type of graph or chart you think would best show the information (i.e. stem-and-leaf plot, pictograph, bar graph (horizontal or vertical) or double bar graph).  

5.  Create your graph or chart, based on the data.

Check in with Mme Lindsay once you have finished this step.  

__________________ (Mme Lindsay’s initials)

6.  Answer the following questions, based on your graph.

1. What information can you take from the graph you created?  Is the information shown what you would have predicted?  Why or why not?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b)  Does the data you collected have a median or a mode?  If so, record it below.

Median:  ________________________ or no median ________

Mode:  ________________________  or no mode _________

c)  How could the information from your graph be used in the real world?  (i.e. Who might be interested in this information and why?)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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