Beacon Lesson Plan Library

Scores of Surveys

Laurie Ayers
Bay District Schools

Description

This lesson is for Days 6-8 of the unit [Wellness Wonders]. Students create appropriate survey questions, administer a survey, create pictographs to display the survey results, and explain the results from the data.

Objectives

The student designs appropriate questions for a survey.

The student creates a pictograph or bar graph to present data from a given survey.

The student explains the results from the data of a given survey.

Materials

Day 6
-Food Pictograph papers from previous lesson, Survey Savvy
-3 sample bottles of different brands of shampoo (these may be obtained from conferences, travel aisle at a local discount store, donations from parents, etc.)
-Shampoo Tally Chart, one transparency (see associated file)
-Overhead projector
-Survey Steps chart (previously downloaded)
-Steps for Making a Pictograph chart (previously downloaded for the [Survey Savvy] lesson on Day 4)
-Shampoo Pictograph, one per student (see associated file)
-Pencils, one per student
-Area to record student brainstorming responses (dry erase board, chart, overhead transparency, etc.)


Day 7
-Here’s the Shake on Shampoo Surveys from the previous lesson
-Survey Steps chart (previously downloaded)
-Steps for Making a Pictograph chart (previously downloaded)
-Get Fit Survey, one per student (see associated file)
-Get Fit Pictograph, one per student (see associated file)
-Pencils, one per student

Day 8
-Small pillow
-Get Fit Surveys/Pictographs (previously downloaded and completed on Day 7)
-Steps to Making a Pictograph chart (previously downloaded)
-Sample Survey Results II, one copy (see associated file)
-Wipe off board space or chart paper and markers
-Sleep and Relaxation Survey, one per student (see associated file)
-Sleep and Relaxation Pictograph, one per student (see associated file)

Preparations

Day 6
1. Gather materials.
2. Download and make a transparency of the Shampoo Tally Chart (see associated file).
3. Set up overhead projector.
4. Download and make copies of Shampoo Pictograph (see associated file), one per student.

Day 7
1. Gather materials.
2. Download and make copies of the Get Fit Survey (see associated file), one per student.
3. Download and make copies of the Get Fit Pictograph (see associated file), one per student.

Day 8
1. Gather materials.
2. Download and make copies of the Sleep and Relaxation Survey (see associated file), one per student.
3. Download and make copies of the Sleep and Relaxation Pictograph (see associated file), one per student.
4. Download and make a copy of the Sample Survey Results II (see associated file).

Procedures

Day 6
1. Return Food Pictograph papers to students (completed previously on Day 5). Provide time for students to read formative feedback and self-reflect.

2. Ask students if they have any questions. Provide guidance and instruction for any misconceptions. (If you think returning the work and discussing it would be distracting then save this for the end of the lesson.)

3. Display a collection of small bottles of different shampoos.

4. Students brainstorm ideas to predict how the shampoos will be used in today’s lesson.

5. Record students’ ideas and then relate that a good health behavior is to maintain personal cleanliness. One way people do this is by washing their hair regularly.

6. Explain that there are many fragrances (scents or smells) of shampoos. Ask students if they can think of a survey question that would assist the class in determining which shampoo fragrance is most preferred by the students.

7. Students brainstorm ideas and the ideas are recorded. Guide students in arriving at an appropriate survey question. An example might be, “Which of these shampoo fragrances do you like best?”

8. Provide 3 shampoo samples at a center. Have students go by and sniff the shampoo samples while working on something else.

9. Students tally their shampoo preference on transparency of the Shampoo Tally Chart (see associated file).

10. During math time, display the overhead transparency with student preference tallies.

11. Review criteria on the Steps to Making a Pictograph chart (previously downloaded on Day 4).

12. Explain students are to create a pictograph to represent the data collected.

13. Distribute Shampoo Pictograph handouts, one per student (see associated file).

14. Allow time for students to complete the Shampoo Pictograph papers.

15. Take up papers.

16. Formatively assess student papers using the criteria on the Steps for Making a Pictograph chart. Provide formative feedback that is both guiding and positive. Guiding feedback might include, “I’m not sure how many students are represented by each picture. Did you include a key?” Positive feedback might include, “You followed all the steps for making a pictograph. Good job!”

Day 7
1. Return Here’s the Shampoo Pictograph papers and provide time for students to read the formative feedback and self-reflect.

2. To gain attention, lead students in a few physical exercises such as toe touches, jumping jacks, or running in place.

3. Explain that today students will have an opportunity to conduct surveys concerning physical fitness and create a pictograph to represent the results.

4. Guide students in reviewing the processes for creating surveys and pictographs using the Survey Steps chart and Steps for Making a Pictograph chart (previously downloaded for Days 4 and 5).

5. Distribute copies of the Get Fit Survey and Get Fit Pictograph to students (see associated file).

6. Students brainstorm ideas for a survey question and record the question they choose on the Get Fit Survey (see associated file). Questions will be different. Sample questions might include: Would you rather swim or ride bikes? Do you prefer roller-skating or skiing? Do you exercise at least an hour every day? Do you prefer team sports or individual sports?

7. Students then survey ten fellow classmates, recording responses on the Get Fit Survey Tally.

8. Students tally the Get Fit Survey results and create a pictograph on the Get Fit Pictograph handout to represent the results. The teacher facilitates this activity and provides guiding feedback as needed.

9. Display and discuss Criteria for Assessment (see associated file):
· Your survey question is appropriate and relates to physical fitness.
· Your survey question has a limited answer.
· Your pictograph includes a title, picture symbol, and key to the picture symbol.
· Your pictograph accurately represents the survey data.
· You wrote an accurate statement explaining the results of the data of the survey.

10. Provide time for students to complete the Get Fit Surveys and Get Fit Pictographs.

11. Divide students into small groups of 5-6. Students take turns within the small groups sharing their pictographs and orally explaining survey results.

12. Collect the Get Fit Surveys and Get Fit Pictographs.

13. Formatively assess Get Fit Surveys/Pictographs. Provide formative feedback that is both positive and guiding. Positive feedback might include, “Good thinking. Your survey question relates well to physical fitness.” Guiding feedback might include, “If three people exercise everyday and your symbol represents two people, how will you represent three people on your graph? Do you remember how we changed the symbol for our Breakfast Survey pictograph?”

14. Remind students of Summative Assessment 1 to be administered on Day 8.

Day 8
1. Place your head on a pillow as if you are sleeping.

2. After a few moments “wake up” and explain that today students will get to ask some more survey questions. Students are to find out something about their classmates in regards to sleep and relaxation behaviors.

3. Return Get Fit Surveys/Pictographs. Allow time for students to self-reflect, read formative feedback and ask questions.

4. Remind students that over the last few days the class has learned about surveys and pictographs.

5. Review the definition of survey and pictograph (previously downloaded on Day 4).

6. Review the steps to making a pictograph (using the Steps to Making a Pictograph chart previously downloaded on Day 4).

7. Review how to explain survey results by recording Sample Survey Results II on the board or chart paper and calling upon student volunteers to make statements to explain the results.

8. Call on student volunteers to read information compiled on the class chart for sleep and relaxation as a means of review.

9. Distribute Sleep and Relaxation Survey handouts and Sleep and Relaxation Pictograph handouts to students (see associated file).

10. Tell students they are to think of a survey question related to sleep and relaxation and record it on the Sleep and Relaxation Survey handout (see associated file).

11. Students then survey ten classmates and record responses on the Survey Tally section of the Sleep and Relaxation Survey handout.

12. Next, students complete the Sleep and Relaxation Pictograph handout.

13. Display and discuss Criteria for Assessment (see associated file):
· Your survey question is appropriate and relates to sleep and relaxation.
· Your survey question has a limited answer.
· Your pictograph includes a title, picture symbol, and key to the picture symbol.
· Your pictograph accurately represents the survey data.
· You wrote an accurate statement explaining the results of the data of the survey.

14. Ask if there are any questions.

15. Provide time for students to conduct surveys and complete the Sleep and Relaxation Survey/Pictograph handouts.

16. Collect papers.

17. Formatively assess Sleep and Relaxation Survey/Pictograph papers and provide positive and guiding feedback. Positive feedback might include, “Great work! This is an interesting survey question.” Guiding feedback might include, “ Remember to put a title on your pictograph.”

Assessments

Day 6
Use the criteria on the Steps for Making a Pictograph chart to formatively assess Shampoo Pictographs. Formatively assess student explanations to determine if the explanation is accurate based on the data displayed.


Days 7 and Day 8
Get Fit Surveys/Pictographs and Sleep and Relaxation Surveys/Pictographs are formatively assessed based on the following criteria:
-The survey question is appropriate and relates to physical fitness.
-The survey question has a limited answer.
-The pictograph includes a title, picture symbol, and key to the picture symbol.
-The pictograph accurately represents the survey data.
-The student writes an accurate statement explaining the results of the data of the survey.

Extensions

1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL:
http://www.beaconlearningcenter.com/search/details.asp?item=4846.
Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Web Links

Click [Sound Out], then [Bigger Surveys]. Students can participate in weekly surveys, explore and analyze survey results, use the data to formulate hypotheses, and locate information that supports or refutes the hypotheses.
Zoom for Kids, by Kids

Students can participate in weekly online surveys.
Absolutely Whootie: Stories to Grow By

Click [Surveys] on the left side. Students can respond to survey questions and see survey results displayed in graphs.
Recipes 4 Learning

Presents data of the survey and implications of the data. May be used by the teacher to establish the importance of good health habits.
California Children’s Healthy Eating and Exercise Practices Survey

The first math lesson for the [Wellness Wonders] unit.
Survey Savvy

Return to the Beacon Lesson Plan Library.