Beacon Lesson Plan Library
Community Canned Food Drive (Part 2)
Bay District Schools
During the fall holiday months, the class actively assists the local community in the annual collection of canned food for needy families. Students become involved in a graph-keeping adventure as they encourage the school to collect many canned foods.
The student knows various ways individuals and groups can work together.
The student knows how to enlist family, school, and community helpers to aid in achieving health goals.
The student chooses reasonable titles and labels for graphs.
The student generates questions, collects responses, and displays data on a pictograph, circle graph, bar, double bar, or line graph.
The student analyzes and explains orally or in writing the implications of data displays.
-Individual computer workstations
-Software such as Tom Snyder Productions- The Graph Club software
-Printer and supplies
-Student copies of graphing rubric
1. Divide class into graphing teams of six members each.
2. Load graphing software at each computer workstation.
3. Duplicate student copies of Graphing Score Card (see attached file).
4. Make the student assessment reflection chart. It should have the question What effect did the graph competition have on the canned food drive?
1. Initially in Part 1 of this lesson, students advertised the annual Community Canned Food Drive. Now it is time to use some friendly, Student Council coordinated, school-wide competition. Each Friday, classroom representatives of Student Council bring items collected by the class to the can-counting location in the school lunchroom. Teacher sponsors or parent volunteers assist in recording the totals from each class. This data is forwarded to the classroom, where graphs are prepared showing the competitive results among classes and grade levels.
2. Train a team of six students as the Community Canned Food Drive Graphing Team. These students learn to use a program like -Tom Snyder Productions-- The Graph Club software to graph the results. Use the totals for each grade level in preparing the model graph for the team. Then, individual team members create a graph for an individual grade level (K, 1st, 2nd, 3rd, 4th, 5th). These graphs are posted in the lunchroom the following week to encourage individuals, classes, and grade levels to bring in more canned goods.
3. During the upcoming weeks, members from the original graphing team train a new team of graphers each week to make graphs for that weekıs results.
4. Graphs are saved throughout the entire Community Canned Food Drive. At the close of the campaign, the graphs are posted in the classroom. Students are asked to reflect in writing: What effect did the graph competition have on the canned food drive?
5. Students evaluate their graphs using the Graph Score Card.
-Student-constructed graphs are assessed for accuracy using the Graphing Score Card.
-Student understanding of health concepts is evident in the written student responses to the question, What effect did the graph competition have on the canned food drive? Students should include specific details that tell how families, the school, and the community each helped in the collection of the canned foods.
Docoument for scoring rubric.
File Extension: pdf