Safariunit

The theme for this unit is jungle animals. This unit has been designed as an interdisciplinary unit between math, language arts, science and art. The mathematical portion of the unit shown here can be used as an independent unit to introduce drawing graphs, creating graphs, reading graphs and a brief introduction to coordinate geometry.

Most of the information within this unit will be introduced during the unit. The technology assumption is that students have already learned the Microsoft’s Excel in their computer classes. It is also assumed that the students are comfortable with addition, subtraction and multiplication.

The skills taught within this unit are geared towards 4^th graders. This unit could be modified to teach 5^th or 6^th graders by having them do deeper analysis on data and comparing data via graphs. This unit could also be modified to fit within the 3^rd grade curriculum by presenting the data and having students make basic conclusions when presented with graphic data.

· Introduction to bar graphs, reading them, creating them and making conclusion from the data presented

Required Resources

Unit Features

Lesson 3: Who’s Tail is Longer – a Logic Problem

Standards Alignment (goals)
CT Mathematics Framework	· Compare and order objects according to some measurable attribute · Make inferences and formulate hypotheses based on data.
NCTM Standards	· make and investigate mathematical conjectures; · build new mathematical knowledge through problem solving; · solve problems that arise in mathematics and in other contexts; · apply and adapt a variety of appropriate strategies to solve problems
Lesson Objectives	· Students will be able to analyze a set of logic clues and derive proper answers from the clues. · Students will be able to produce a stem and leaf plot of a set of data.
Materials	Paper/pencil Scrap paper
Length of Lesson	45 Minutes
Lesson Activities and Procedures	Have students work in same groups as before. Give the students the following list of Jungle Animal tail lengths and jungle animals on the board 51, 43, 59, 43, 43, 55 African Buffalo, Red Kangaroo, Giraffe, Asian Elephant, African Elephant, Leopard Have them answer the following logic questions to figure out which tail length belongs to which animals: 1. The Red Kangaroo, Giraffe and African Buffalo have the same length tail 2. The African Elephant has a tail length of (4 X 2) inches longer than the Giraffe. 3. The Asian Elephant’s tail length number has a sum of 14 and it’s tens digit is one more than 4. 4. The Leopard’s tail length is shorter than the Asian Elephant’s but larger than the African Elephant’s tail length. Have students return to their desk and each create a line graph of the data found in their group. Have them add onto their paper the actual data that they are graphing. Using their graph, have students write and answer the following questions: 1. Whose tail is the longest? 2. Whose tail is the shortest? 3. What is the difference in length between the longest tail and the shortest tail? 4. Does the line graph help you make these conclusions? Why or Why not? This assignment will be handed in to be corrected. If it is not completed in class, they may take it home for homework.
Assessment	Informally assess students cooperatively working while visiting each group during the lesson. Grade their line graphs more formally to assess their understanding of line graphs. The students who did not solve the logic portion of this lesson accurately will not lose credit on their line graph as the assessment is based on being able to accurately create a line graph with a given set of data.
Extensions	Have students create a stem and leaf plot to represent the data. If they are unfamiliar with stem and leaf plots, have them explore Stem and Leaf Plotter. Point out the mean, mode, and median calculations to the right of the screen.

Lesson 4: Which X, Which Y, did My Animal Hide?

Standards Alignment (goals)
NCTM Standards	· describe location and movement using common language and geometric vocabulary · make and use coordinate systems to specify locations and to describe paths
Lesson Objectives	· Students will learn to do a search and find on a coordinate plane. · Students will learn X and Y axes. · Students will learn and use proper geometry language to represent point location.
Materials	Grid Paper Paper/pencil Mini Jungle animals
Length of Lesson	45 Minutes
Lesson Activities and Procedures	Pull down the Grid Map from the board. Only use the first quadrant for this lesson. Draw and X and Y axis on the grid map. Show students the X axis and the Y axis – have them remember the saying “Y reaches high, up to the sky!!” – to remember that the Y axis is the vertical axis Introduce the language of coordinate points. Tell them that the points always go in alphabetical order (X,Y). Plot several points on the map and have students try to figure out the coordinate points. Have them think of playing Battleship to help connect this lesson. When ready to move on, break into groups of two’s and introduce a game “Hide and Seek – Safari Style” – Tape a sample Graph paper to the board using every 5^th grid line as a point on the axes (this just makes a graph with less points and room to place their animal) Directions for game: Each student will need one piece of graph paper and two jungle animals from our jungle animal bin (these are 1 inch mini animals). Each student will draw an X and Y axis on their paper and copy the example on the board. After grid paper is checked (select several helpers that have already had their grid paper approved), students place their animals on two different points on the graph. Using proper coordinate geometry language, they will each take turns calling off coordinate points trying to “find” the other one’s animals. If the improper language is used, the player loses their turn. Students are to mark down the coordinate points called, and “X” them out on their graph paper. They may play another game after switching partners. Prompt students to come up with ideas when they would need coordinate geometry in the “real world”. Discuss with the class how working with coordinates happens all the time when using a map. Have students play the Street Coordinate Game in their same groups.
Assessment	Informally asses lecture participation and understanding, and playing of Street Coordinate Game. Walk around to each group of 2 and determine by listening and viewing their grid papers each students understanding of coordinates. Make sure proper language is being used, grid papers are set up properly, and points are being found accurately. Collect games for further informal assessment.
Extensions	Introduce quadrant 2 that uses a negative X axis. Play Hide and Seek game using 2 or more quadrants. Have student play Help the Ladybug find Her Food which expands their knowledge to all 4 coordinates.

Standards Alignment (goals)
CT Mathematics Framework	· Glyphs, systematic listing, spreadsheets and circle graphs are ways to organize and work with categorical and numerical data
NCTM Standards	· Recognize the differences in representing categorical and numerical data.
Lesson Objectives	· Students will be able to identify different types of graphs. · Students will be able to analyze basic information from a bar graph and a line graph.
Materials	· Introduction to graphs, Safari Style PowerPoint Presentation · Computer with Internet Access · Computer with Microsoft Excel
Length of Lesson	1 to 2 - 45 minutes classes
Lesson Activities and Procedures	Ask student to discuss anything that they already know about graphs such as bar graphs, double bar graphs, line graphs. Discuss and expand on any related information in an informal discussion. Show PowerPoint Presentation Jungle Animals and Math During PowerPoint presentation: prompt students to find other applications of graphing Continue to explore further with discussion the types of graphs presented Compare and Contrast the different types of graphs presented – discussing which type of graph is better in which situations. Introduce Circle graphs on the board with an Excel graph being projected. Modify some data and re-draw the graph, showing and explaining how the graph changed. Explore Graph differences with Math Dictionary and project this on the board. Have student participate with the activity. Have students pick a partner and go onto Jeff Corwin’s website Animal Planet. Have students create a circle graph in Excel of the number of species of primates, felines, and bears. Have them then take the same set of data and create a line graph and a bar graph. Have them write which graph represented the data better and why?
Assessment	The assessment for this lesson will be both informal and formal. Informally, students will be assessed based on student participation, questions, and answers. More formally, students will turn in their Jeff Corwin Circle Graph activity for the teacher to gain an insight to each student’s initial understanding of the topic.

Standards Alignment (goals)
CT Mathematics Framework	· Pose questions, make predictions and solve problems that involve collecting, organizing and analyzing data.
NCTM Standards	· Represent data using tables and graphs such as line plots, bar graphs, and line graphs.
Lesson Objectives	· Students will be able to take data and represent it in a graphical format using paper and pencil as well as Microsoft Excel
Materials	Paper/pencil Computers with Microsoft Excel and internet access
Length of Lesson	45 Minutes class time, and recess
Lesson Activities and Procedures	Have students break into groups of 3 or 4 students. Have each group survey 20 or more kids at recess asking which is their favorite endangered animal Black Rhino Bald Eagle Panda Bear Tiger Cheetah Have students take the favorite animal data and represent the data with two different types of graphs, first with paper/pencil – then after it is verified by the teacher, create the graphs on Excel. Join 2 groups together and have them create a double-bar graph of their joint data, representing each group with a different color. Activity: Have students write up their recess survey findings and describe which graph represents their data better. Explain their answer Each group should post these on the bulleting board marked “Your Favorite Animal – A Survey of our Recess Friends”. Bar Graph exploration: Students should continue to work in their groups and explore bar graphs using the following websites: http://nces.ed.gov/nceskids/Graphing/bar.asp http://www.shodor.org/interactivate/activities/bargraph/index.html
Assessment	Graphs and write-ups will be handed in and graded against a rubric. Informally assess groups based on active participation, cooperation and equal input.
Extensions	Log onto the internet and bring up The Case of the Cheetah web page. Research the contributing factors to the Cheetah’s dwindling(shrinking) population numbers. Consider the following questions when researching: 1. Are humans affecting this animal’s extinction rate? If so, how? 2. What other issues may be affecting the extinction rate? 3. Can these animals be saved from extinction? Support your answer.