ALEX Learning Activity

  

Insect Pollinator Graph

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Chasity Parker
System:Russellville City
School:West Elementary School
  General Activity Information  
Activity ID: 2608
Title:
Insect Pollinator Graph
Digital Tool/Resource:
Insect Pollinators Digital Book
Web Address – URL:
Overview:

Students will review collecting data and bar graphs by watching a BrainPOP video. After a digital read-aloud of the book Insect Pollinators digital book, students will choose which insect that he/she thinks would make the best pollinator. Students will represent the data collected by creating and drawing a bar graph.

This activity was created as a result of the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Science
SC2015 (2015)
Grade: 2
6 ) Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*

NAEP Framework
NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

NAEP Statement::
L4.7: Different kinds of organisms have characteristics that enable them to survive in different environments. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.

Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Structure and Function
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Develop a simple model that simulates the function of an animal in seed dispersal or pollination of plants.
Teacher Vocabulary:
  • Model
  • Design
  • Construct
  • Explain
  • Simulate
  • Disperse
  • Pollen
  • Pollinate
  • Mimic
  • Structure
  • Function
  • Transfer
  • Extract
  • Ask
  • Imagine
  • Plan
  • Create
  • Improve
  • Engineering Design Process
Knowledge:
Students know:
  • The structure of a plant.
  • The relevant structures of the animal.
  • The process of plant pollination.
  • The relationship between components of their model that allow for movement of pollen or seeds.
  • Relationships between the parts of the model they are developing and the parts of the animal they are simulating.
Skills:
Students are able to:
  • Develop and use a simple model to simulate how animals disperse seeds.
  • Develop and use a simple model to simulate how animals pollinate plants.
Understanding:
Students understand that:
  • The shape and structure of plants and animals are designed to interact with their environment and function to disperse seeds or pollinate plants.
AMSTI Resources:
AMSTI Module:
Plants and Bugs
Plant Growth and Development, STC
The Best of Bugs: Designing Hand Pollinators, EiE
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.2.6- Recognize that most plants produce seeds and the seeds can be transferred by animals to cause new plants to be planted in other areas.
Mathematics
MA2019 (2019)
Grade: 2
16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • collect data.
  • represent data in picture graph or bar graph format.
  • share a summary of that data.
  • share conclusions.
Teacher Vocabulary:
  • Pictographs
  • Venn diagrams
  • Yes/no charts
  • Bar graphs
Knowledge:
Students know:
  • strategies for collecting, organizing, and recording data.
  • strategies for counting and comparing quantities.
  • strategies for solving addition and subtraction problems.
Skills:
Students are able to:
  • choose and apply appropriate strategies for organizing and recording data.
  • read and interpret graphical representations (pictographs and bar graphs) of data.
  • communicate and defend solutions and solution paths.
Understanding:
Students understand that:
  • questions concerning mathematical contexts can be answered by collecting and organizing data on pictographs and bar graphs.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.16.1: Use addition and subtraction within 20 to solve addition and subtraction word problems with an unknown number.
M.2.16.2: Describe picture graph and bar graph.
M.2.16.3: Demonstrate conceptual understanding of adding or subtracting using a variety of materials.
M.2.16.4: Use vocabulary related to comparing data.
Examples: more than, less than, most, least, equal.
M.2.16.5: Recognize attributes of data displays.
M.2.16.6: Locate information on data displays.
M.2.16.7: Classify objects into given categories.
M.2.16.8: Sort the categories by count.
M.2.16.9: Recognize different types of data displays.
M.2.16.10: Count objects up to 50.

Prior Knowledge Skills:
  • Understand different types of graphs (ex. Venn diagram, bar graphs and pictograph).
  • Identify more and less when given two groups of objects of 10 or fewer.
  • Understand that words can label sameness and differences.
  • Understand categories.
  • Identify object attributes.
    Examples: color, shape, size, texture, purpose.
  • Sort objects on the basis of both color and shape.
  • Sort a variety of objects in a group that have one thing in common.
  • Recognize numerals from 0-20.
  • Understand the concept of amount.
  • Understand that the last number name tells the number of objects counted.
  • Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).
  • Recognize numerals 0-10.
  • Add one to a set of objects (up to 10 objects).
  • Put together two small groups of objects to create a larger group to represent adding.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.16 Using vocalization, sign language, augmentative communication, or assistive technology, use a graph, limited to 2 categories, to answer more/less, most/least, or equal to questions (a combined total of no more than 30 objects/pictures shown for the 2 categories).
Learning Objectives:

Students will participate in an insect pollinator survey to collect class data by using cubes to represent his/her choice on a Unifix graphing base (optional) to create a concrete graph model.

Students will ask and answer questions about the collection of data with a partner.

Students will use the data to draw/create a bar graph.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

  1. Students will watch the following 4-minute BrainPop video to review collecting data and graphing.

  2. Students will participate in a teacher-led question and answer session about the information in the video.

  3. In connection with the study of pollination in science, students will listen to the digital book Insect Pollinators by Jennifer Boothroyd (teacher-led or on a personal device). 

  4. Students will compare/contrast the insects to determine which they feel is best for pollinating plants.

  5. Students will construct a class concrete graph model by placing one Unifix cube on the Unifix Graphing Base (optional) to show the insect he/she believes would be the best for pollinating plants. Students will choose one cube to represent the one insect he/she chooses for the graph. Students should refer to the pictures to determine the color of the cube.  

  6. Once the classroom data has been collected; the students will use the concrete model of cubes to discuss the results with a shoulder partner.

  7. Students will use the data and concrete model to draw a bar graph. Remind students to include the title and labels.
Assessment Strategies:

The teacher will observe/listen to partner discussions and group participation for the understanding of the data.

The teacher will observe to see if the graph drawn matches the data represented on the concrete model.

The teacher will observe the graph for correct labels and an appropriate title.
Advanced Preparation:

-Internet access and projector for BrainPOP video.

-Chromebook/iPad for each student (if preferred) for digital read aloud.

-Create an educator account with www.getepic.com

*Epic! is a reading platform that offers books/videos to children. Books are available in ebook, read-to-me, and audiobook. 

-Choose only four insects from the book as the choices for data.

-Print pictures of each insect chosen and attach it to the Unifix Graphing Base.

-Have 4 different colors of linking cubes to represent the 4 insects.
Variation Tips (optional):

Use a different set of data (with or without a concrete model) to draw a bar graph.

Have students come up with questions to ask their classmates.

Collect and/or use data to create a digital graph.
Notes or Recommendations (optional):

ALCOS 2019

16. Create a picture graph and bar graph to represent data with up to four categories.
a. Using information presented in a bar graph, solve simple “put-together,” “take-apart,” and “compare” problems.
b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.
  Keywords and Search Tags  
Keywords and Search Tags: bar graph, data, graphs, picture graph