Beacon Lesson Plan Library

Survey Say . . .

Bobby Uschold
Orange County Schools


Students survey their classmates and use this data to create a bar graph.


The student chooses reasonable titles, labels, scales and intervals for organizing data on graphs.


-Data Collection Sheet (see attached file)
-Graph Paper (see attached file)


1. Gather examples of graphs in magazines, newspapers, etc.
2. Prepare Graph Paper to be passed out to each student. (see attached file)
3. Prepare Data Collection Sheet to be passed out to each student. (see attached file)


Note: This lesson is used to reinforce the skills previously taught for creating a bar graph, so the students have prior knowledge of bar graph skills.

1. Show students various charts and graphs in newspapers, magazines, and books then explain how graphs are used to present data in format that is easier to read.

2. Brainstorm a list of possible questions that the students can use to ask their classmates for the purpose of gathering data. Possible questions could be: “What is your favorite flavor of ice cream?”, “What is your favorite color?”, “What is your favorite food?”, etc.

3. List the questions on the board or another place where the questions are visible to the class.

4. Divide the class into groups of 3 to 5 students per group.

5. Each group selects one question. No two groups can have the same question.

6. The students choose one group representative to survey the class.

7. The group representative surveys the class by standing in the front of the class and asking the question to the class. The representative will record the information on the data collection sheet.

8. Each group has a chance to survey the class.

9. Once all groups have performed their survey, each student in the group uses the data collected to create their own bar graph.

10. Discuss with students the components of a complete and accurate bar graph: a relevant title, labels on both the horizontal axis and vertical axis, appropriate scale so that most of the graph space is used (no large, blank areas), and the bars of the graph do not touch. Remind students that this is the criteria you use to assess their graph.

11. Circulate among the students and provide encouragement and feedback where necessary.


The teacher conducts a formative assessment of the students’ work focusing the following criteria: the graph has a relevant title, the horizontal and vertical axis are labeled appropriately, an appropriate scale is used, the bars on the graph do not touch,
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