1. THE PROCESS OF TEACHING BAR GRAPHS

2. STUDENT PAGE CONSTURCT A BAR GRAPH WEB-QUEST DESIGNED BY GROUP 2 MEMBERS TITLE INTRODUCTION TASK PROCESS EVALUATION CONCLUSION

3. INTRODUCTION BAR GRAPHS ARE USED FOR MANY IMPORTANT THINGS. BAR GRAPHS COULD BE USED TO HELP INTERPRET STATISTICS OF YOUR FAVORITE SPORTS TEAM OR FIGURE OUT WHAT TYPE OF ICE CREAM IS MOST FAVORED BY THE POPULATION. BAR GRAPHS CAN BE VERY USEFUL IN MANY SUBJECTS INCLUDING MATH, SCIENCE, LANGUAGE ARTS, BUSINESS, ETC. TITLE INTRODUCTION TASK PROCESS EVALUATION CONCLUSION

4. TASK DURING THE WEB-QUEST STUDENTS WILL COMPLETE A WORKSHEET THAT WILL EVALUATE YOUR UNDERSTANDING OF CONSTRUCTING AND INTERPRETING BAR GRAPHS. THIS WEB-QUEST WILL INCLUDE THE USE OF SEVERAL SITES AND DIFFERENT SOFTWARE. TITLE INTRODUCTION TASK PROCESS EVALUATION CONCLUSION

5. PROCESS WEBQUEST WORK SHEET.DOCX ON THE ATTACHED WORKSHEET ABOVE HAVE STUDENTS FOLLOW THE DIRECTIONS UNDER EACH SECTION. TITLE INTRODUCTION TASK PROCESS EVALUATION CONCLUSION

6. EVALUATION 1. TO TAKE A SURVEY OF YOUR CLASS’ FAVORITE FOODS 2. MAKE COLUMNS DIFFERENT COLORS, DIFFERENT SHAPES FOR COLUMNS, COLUMNS EITHER VERTICALLY OR HORIZONTALLY, ETC. 3. 4. ANSWERS WILL VARY DEPENDING ON STUDENT. 5. STUDENTS WILL COMPLETE ONLINE ACTIVITY. 6. – X AXIS -Y-AXIS -20 JUMPS TITLE INTRODUCTION TASK PROCESS EVALUATION CONCLUSION

7. ON COMPLETION ON THIS WEB- QUEST, STUDENTS SHOULD HAVE A DEEPER UNDERSTAND OF HOW TO CONSTRUCT A BAR GRAPH. THEY SHOULD BE CONFIDENT IN CONSTRUCTING A BAR GRAPH THAT HAS EACH BAR BLOCK REPRESENT MORE THAN ONE UNIT. STUDENTS SHOULD ALSO BE ABLE TO ANALYZE AND INTERPRET DATA AND ANSWER ONE AND TWO STEPPED QUESTIONS ABOUT THE GRAPH. TITLE INTRODUCTION TASK PROCESS EVALUATION CONCLUSION

8. TEACHER PAGE CONSTRUCT A BAR GRAPH GROUP 2 A WEB QUEST FOR 3 RD GRADERS DESIGNED BY GROUP 2 MEMBERS TITLE INTRODUCTION LEARNERS STANDARDS PROCESS RESOURCES EVALUATION TEACHER SCRIPT CONCLUSION

9. INTRODUCTION THIS WEB-QUEST WAS PRODUCED BY EXTENDING AND MODIFYING PROJECTS DONE BY EDUCATION STUDENTS AT THE UNIVERSITY OF AKRON. IN THIS LESSON, STUDENTS SHOULD LEARN TO CONSTRUCT A BAR CHART WITH EACH BLOCK REPRESENTING MORE THAN ONE UNIT FROM DATA GENERATED BY THE CLASS. THIS WEB-QUEST ACTIVITY REINFORCES STUDENTS’ ABILITY TO CONSTRUCT BAR GRAPHS AND PROVIDES DEEPER KNOWLEDGE ABOUT WHAT BAR GRAPHS REPRESENT. AFTER THIS ACTIVITY STUDENTS WILL BE ABLE TO SOLVE QUANTITATIVE QUESTIONS ABOUT THE BAR GRAPH (I.E. “HOW MANY MORE/LESS”). TITLE INTRODUCTION LEARNERS STANDARDS PROCESS RESOURCES EVALUATION TEACHER SCRIPT CONCLUSION

10. LEARNERS THIS LESSON IS CENTERED IN 3 RD GRADE MATHEMATICS MEASUREMENT AND DATA REPRESENTATION AND INTERPRETATION. THE LESSON ALSO INVOLVES SCIENCE DATA INTERPRETATION AND TECHNOLOGY UNDERSTANDING AND USE. THE STUDENTS HAVE ALREADY LEARNED TO MAKE BAR GRAPHS WITH EACH BLOCK REPRESENTING ONLY ONE UNIT. THEY HAVE ALSO LEARNED TO SOLVE SIMPLE COMPARATIVE PROBLEMS ABOUT THE BAR CHART. TITLE INTRODUCTION LEARNERS STANDARDS PROCESS RESOURCES EVALUATION TEACHER SCRIPT CONCLUSION

11. STANDARDS COMMON CORE STATE STANDARDS FOR MATHEMATICS MEASUREMENT AND DATA 3.MD REPRESENT AND INTERPRET DATA. 3. DRAW A SCALED PICTURE GRAPH AND A SCALED BAR GRAPH TO REPRESENT A DATA SET WITH SEVERAL CATEGORIES. SOLVE ONE- AND TWO-STEP “HOW MANY MORE” AND “HOW MANY LESS” PROBLEMS USING INFORMATION PRESENTED IN SCALED BAR GRAPHS. FOR EXAMPLE, DRAW A BAR GRAPH IN WHICH EACH SQUARE IN THE BAR GRAPH MIGHT REPRESENT 5 PETS. IN ADDITION TO THE ABOVE STANDARDS, STUDENTS WILL ALSO USE CRITICAL THINKING, CREATIVE PRODUCTION, AND ORGANIZATION AND CATEGORIZATION SKILLS DURING THIS WEB-QUEST. TITLE INTRODUCTION LEARNERS STANDARDS PROCESS RESOURCES EVALUATION TEACHER SCRIPT CONCLUSION

12. PROCESS THIS WEB-QUEST SHOULD BE COMPLETED IN NO MORE THAN 2 CLASS PERIODS. THE LESSON WILL NEED TO TAKE PLACE IN A COMPUTER LAB. THE STUDENTS CAN WORK INDEPENDENTLY OR IF NECESSARY, CAN GROUP THEM INTO SMALL GROUPS. NO MORE THAN 2 STUDENTS IN A GROUP BECAUSE STUDENTS WOULD HAVE TO SHARE A COMPUTER. TEACHERS NEED TO MOTIVATE STUDENTS TO WORK INDEPENDENTLY WITH AS LITTLE PERSONAL INSTRUCTION AS NEEDED. TEACHERS WILL NEED TO BE PATIENT WHEN CARRYING OUT THIS LESSON AND BE PREPARED FOR MULTIPLE QUESTIONS OR BACK-UP PLANS. MAY NEED A FACILITATOR TO HELP CLASSROOM DISCUSSION AND TO GO THROUGH WEB- QUEST AS CLASS TITLE INTRODUCTION LEARNERS STANDARDS PROCESS RESOURCES EVALUATION TEACHER SCRIPT CONCLUSION

13. RESOURCES NEEDED FOR THE WEB-QUEST: -COMPUTERS WITH INTERNET CONNECTION -WORKSHEET (ATTACHED) -ADOBE FLASH ON COMPUTERS -ACCESS TO FOLLOWING WEBSITES: ONE TEACHER AS A FACILITATOR WILL BE ENOUGH FOR THIS LESSON. TITLE INTRODUCTION LEARNERS STANDARDS PROCESS RESOURCES EVALUATION TEACHER SCRIPT CONCLUSION

14. EVALUATION STUDENTS WILL COMPLETE A WORKSHEET TO GO ALONG WITH THE WEB-QUEST. THESE WORKSHEETS WILL BE GRADED AND RETURNED TO STUDENTS. ANSWER KEY: 1. TO TAKE A SURVEY OF YOUR CLASS’ FAVORITE FOODS 2. MAKE COLUMNS DIFFERENT COLORS, DIFFERENT SHAPES FOR COLUMNS, COLUMNS EITHER VERTICALLY OR HORIZONTALLY, ETC. 3. 4. ANSWERS WILL VARY DEPENDING ON STUDENT. 5. STUDENTS WILL COMPLETE ONLINE ACTIVITY. 6. – X AXIS -Y-AXIS -20 JUMPS TITLE INTRODUCTION LEARNERS STANDARDS PROCESS RESOURCES EVALUATION TEACHER SCRIPT CONCLUSION

15. TEACHER SCRIPT 1.PASS OUT THE WORKSHEET AND EXPLAIN BRIEFLY WHAT A WEBQUEST IS. 2.REMIND THE STUDENTS TO READ OVER ALL OF THE DIRECTIONS BEFORE MOVING ONTO EACH STEP. 3.STUDENTS ARE TO WORK INDEPENDENTLY, OR IF NEEDED IN SMALL GROUPS, THROUGHOUT THE CLASS PERIOD. 4.IF ANY STUDENTS NEED HELP HAVE THEM RAISE THEIR HAND I WILL GET TO THEM AS SOON AS POSSIBLE. TITLE INTRODUCTION LEARNERS STANDARDS PROCESS RESOURCES EVALUATION TEACHER SCRIPT CONCLUSION

16. THIS LESSON HOLDS VALUE BECAUSE IT SIMULTANEOUSLY TEACHERS STUDENTS FURTHER UNDERSTANDING OF CONSTRUCTING AND INTERPRETING BAR GRAPHS AND ABOUT USING TECHNOLOGY. THIS LESSON ALSO HELPS DEVELOP CRITICAL THINKING, CREATIVE PRODUCTION, AND ORGANIZATION SKILLS. TITLE INTRODUCTION LEARNERS STANDARDS PROCESS RESOURCES EVALUATION TEACHER SCRIPT CONCLUSION

17. REFERENCE PAGE CONSTRUCTING BAR GRAPHS. RETRIEVED FROM HTTP://CSTL.SYR.EDU/FIPSE/TABBAR/BU ILDBAR/BUILDBAR.HTM HTTP://CSTL.SYR.EDU/FIPSE/TABBAR/BU KIDS MATH GAMES ONLINE. KIDS MATH GAMES. RETRIEVED FROM HTTP://WWW.KIDSMATHGAMESONLINE.C OM/FACTS.HTMLHTTP://WWW.KIDSMATHGAMESONLINE.C KIDS’ ZONE LEARNING WITH NCIS. RETRIEVED FROM HTTP://NCES.ED.GOV/NCESKIDS/ PIERCE, R. (2014). MATH IS FUN. RETRIEVED FROM HTTP://WWW.MATHSISFUN.COM/DATA/ HTTP://WWW.MATHSISFUN.COM/DATA/ BAR-GRAPH.HTML SHAUNTEACHES. (2012). BAR GRAPH- GRADE 3 COMMON CORE STATE STANDARDS. RETRIEVED FROM HTTP://WWW.YOUTUBE.COM/WATCH?V= P34M3JKR_WA HTTP://WWW.YOUTUBE.COM/WATCH?V