Carol Bowen
CBSE 7204T
Spring 2014
Assignment # 8
Comparing stocks on a Line Graft
Bloom’s Taxonomy: Application
Gardner’s Multiple Intelligences:




Visual-Spatial
Logical-Mathematical
Linguistic
Interpersonal
Children’s Literature: Giraffe Grafts by Melissa Stewart.
NCTM Math Skills:
Process Standards:
a. Organize and consolidate their mathematical thinking through communication.
b. Create and use representations to organize, record, and communicate
mathematical ideas.
Content Standards:
a. Data analysis and Probability
b. Number and Operations
NAEP Process Skills:
Science Inquiry:
a. S4.3: Identify patterns in data and/or relate patterns in data to theoretical models.
b. S4.4 Use empirical evidence to validate or criticize conclusions about
explanations predictions (e.g., check to see that the premises of the argument are
explicit, notice when the conclusions do not follow logically from the evidence
given).
Technology:
a. T4.1: Propose or critique solutions to problems, given criteria and scientific
constraints.
b. T4.3: Apply science principals or data to anticipate effects of technological
design.
NAEP Science Content Standard:
Science Inquiry:
b. S4.3: Identify patterns in data and/or relate patterns in data to theoretical models.
b. S4.4 Use empirical evidence to validate or criticize conclusions about
explanations and
predictions (e.g., check to see that the premises of the argument are explicit,
notice when the conclusions do not follow logically from the evidence given).
ISTE NETS Standards for Literate Students:

Communication and Collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others. Students:
b. locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
d. contribute to project teams to produce original works or solve problems.

Research and Information Fluency: Students apply digital tools to gather, evaluate, and
use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
d. process data and report results.
Behavioral Objectives:
Students will be able to:
a. Record data in the form of a line graph.
b. Record in the form of a list the increases and decreases in the statistics.
c. Write a brief data analysis about their statistics, and discover the median and
mean.
Motivation Activity:
The class will read Giraffe Graphs by Melissa Stewart. In this story, it helps to capture students’
interest by showing various animals through colorful photos that help them to understand how to
use graphs to organize and communicate data.
Time: 55 minutes
Procedure:
1. I will ask the class what are stocks. After they have answer this question, I will read the
Giraffe Graff book by Melissa Stewart.
2. We will read the book again and I will show the class how to create a line graph on the
computer using a set of statistics.
3. The class will discuss what stocks are and how they can track them online.
3. On the Smart board, I will display on http://finance Forbs.com/ how to track them.
4. I will create a list of the 5 days of statistics they will be doing.
4. They will be place in two groups A and B, and they will go to the computer lab and choose
two stocks to look up. They will create their list of statistics, and line graph of the statistics.
They will write three to five sentence data analysis about their statistics.
5. After completing the assignments, we will have a class discussion about their findings, and
discuss how they compared them to their expectations of the project, and wheather they had any
difficulties.
Questions:

Closed-Ended Questions:
a. What kind of data is recorded on a line graph?
Answer: trending data

Open-Ended Questions:
b. What other way we could have recorded our data?
Materials:
1. Giraffe Graphs by Melissa Stewart
2. Smart Board
3. Computer Lab - Internet
4. Computer Paper
5. Lined paper for list making
5. Pencils
Accommodations:
For Students with Special Needs:
There will be assistants in the room to help with anyone who needs it, and students will be in
assigned groups with a savvy technology person.
Modification for English Language Learners:
For the ELL students, there will be teacher assistants to help them.
Assessment:
Students will be assessed on the line graph they create to display their statistics. They will also
be assessed on the list of statistics, their data analysis that should be at least three to five
sentences.
Assessment Rubric
Behavioral
Objective #1:
Line Graph
Behavioral
Objective #2:
List
Behavioral
Objective #3:
Data Analysis
Target
Satisfactory
“3”
“2”
100% of the
requirements are
fulfilled in the
line graph,
including labels
and 5 days of
statistics.
Most of the
requirement are
fulfilled with
the exception of
one, either a
labeling error,
or not enough
data.
There is more
than one error in
the line graph. It
is either
illegible, or there
are more than
two errors in the
statistics, labels,
or quantity of
data.
100% of the
requirements are
fulfilled in the
list. There are 5
days recorded
for each stock
showing their
increase and
decrease. ,
The list is
complete with
the exception of
one error,
incorrect data in
the statistics.
The list has two
or more errors,
either missing
data or incorrect
data in the
statistics.
100% of the
relevant
statistics
(explaining the
increase and
decrease in the
stocks.) and
complete in at
least 3 to 5
sentences.
There are three
sentences, but
the analysis is
missing one
relevant
statistic. The
writing is
legible.
There are less
than 3 sentences
and the analysis
is missing
relevant
statistical
information.
Writing is
slightly illegible.
Unsatisfactory
“1”
Student
Rating
References
The ISTE national educational technology standards (NETS•S) and performance
Overview: Standards for grades 3-5. (n.d.) Retrieved from http://standards.nctm.org/
document/chapter5/data.htm
Stewart, M. Giraffe Graphs. New York.
Science Framework for the 2009 National Assessment Educational Progress. (2009).
National Assessment Governing Board: U.S. Department of Education. Retrieved from
http://www.nagb.org/publications/frameworks/science-09.pdf
Yahoo! Finance. Retrieved from http://finance.forbs.com/