Beacon Lesson Plan Library

Have You Heard It Through the Grapevine?

Sheila McKenzie
Washington County Schools


Students predict which boxes of name brand raisins will have more. Students count, organize, and construct graphs comparing data gathered while working in small groups.


The student displays solutions to problems by generating, collecting, organizing, and analyzing data using simple graphs and charts.


--Two different name brands of raisins, in small individual snack boxes. (Store brand and a major name brand)
-Paper plates
-Individual chart created by teacher for individual graphing (See associated file.)
-Flip Chart size paper
-Sticky notes (One per child)


1. Gather materials.
2. Make copies of individual chart for each student.
3. Make graph outlines on flip chart paper for students to use to record their data.


1. (Day One) Introduce the activity by leading the class in a discussion about shopping at the grocery store. Ask questions like: ”Is there more than one name brand of an item? How do you know which brand gives you most for your money?.

2. Hold up the two different name brands of raisins and ask the question, -Which brand of raisin do you think has more in this box?- -Will the name brand have more raisins than the store brand?- Have the students predict which brand would have more. Ask the students to write that name on sticky notes and put them on the board.

3. Explain that the class will be divided into small groups. Each student will be given a box of each brand of raisins to count. Each student will count both boxes of raisins and color the individual charts (Grapevine chart) provided by the teacher. Upon completion of coloring in the individual data, the students will combine and color the group data on the flip chart-size graphs with guidance from the teacher. They must also be prepared to show their graphs to the class at the end of the class period on the second day and report their group findings.

4. Divide the students into groups of four to five students.

5. Hand out materials.

6. Students begin counting raisins and recording their data on the individual charts provided by the teacher. Walk around and assist students. Collect the individual charts for the next day's lesson.

7. (Day Two) Briefly discuss the previous day's activity and remind students of the expectations for the day.( The students will combine individual data with that of group members and color the group data on a flip chart size graph prepared by the teacher. They will share their graphs at the end of the period with the whole class.)

8. Students will then return to their original groups to combine the data collected the first day. Students will color their combined data on the flip chart-size graphs.

9. Walk around the room helping the students stay on task, questioning and discussing their findings.

10. Students share their flip chart-size graphs with the class and discuss their group findings.

11. Conclude the lesson with a short discussion with the whole class. They will compare their findings to their original predictions.

12. Students will display their individual charts and group graphs outside the classroom on the wall.


Assess students by walking around observing each group as they work, by questioning the groups about their findings and whether they could use predictions in everyday life, by having each group share their graph and discuss their findings with the rest of the class. The students will display their finished graphs on the wall out side the classroom. Teacher will collect the student's individual charts and display them. No grade will be assigned for this activity.


After completing this activity , you may choose to select an additional major name brand to count and compare to the previous data collected.
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