Overview
Students will create a variety of graphs using data, analyze the graphs and write a conclusion about their findings.

 

Standards Addressed
Grade 6, Mathematics — Data Analysis and Probability

05-07 Benchmark
E. Collect, organize, display and interpret data for a specific purpose or need.

Y2003.CMA.S05.G05-07.BE.L06.I02 / Data Collection

02. Select, create and use graphical representations that are appropriate for the type of data collected.

 

05-07 Benchmark
D. Compare increasingly complex displays of data, such as multiple sets of data on the same graph.

Y2003.CMA.S05.G05-07.BD.L06.I03 / Data Collection

03. Compare representations of the same data in different types of graphs, such as a bar graph and circle graph.

 

Grade 7, Mathematics — Data Analysis and Probability

05-07 Benchmark
A. Read, create and use line graphs, histograms, circle graphs, box-and-whisker plots, stem-and-leaf plots and other representations when appropriate.

Y2003.CMA.S05.G05-07.BA.L07.I01 / Data Collection

01. Read, create and interpret box-and-whisker plots, stem-and-leaf plots and other types of graphs, when appropriate.

 

Grade 8, Mathematics — Data Analysis and Probability

08-10 Benchmark
A. Create, interpret and use graphical displays and statistical measures to describe data; e.g., box-and-whisker plots, histograms, scatterplots, measures of center and variability.

Y2003.CMA.S05.G08-10.BA.L08.I01 / Data Collection

01. Use, create and interpret scatterplots and other types of graphs as appropriate.

 

Grade 7, Science — Scientific Inquiry

06-08 Benchmark
A. Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.

Y2003.CSC.S05.G06-08.BA.L07.I01 / Doing Scientific Inquiry

01. Explain that variables and controls can affect the results of an investigation and that ideally one variable should be tested at a time; however it is not always possible to control all variables.

 

Y2003.CSC.S05.G06-08.BA.L07.I02 / Doing Scientific Inquiry 02. Identify simple independent and dependent variables.

 

Y2003.CSC.S05.G06-08.BA.L07.I03 / Doing Scientific Inquiry

03. Formulate and identify questions to guide scientific investigations that connect to science concepts and can be answered through scientific investigations.

 

Materials
Graph paper

Computer (optional)

 

Vocabulary
Heronries: colonies of heron nests.

Independent variable: A variable whose value determines the value of other variables.

Dependent variable: What you measure in the experiment and what is affected during the experiment.

 

Procedure
Activity 1: Introduction
Deer pictures are available at www.generationscvnp.org/photos.aspx.

1. Divide the class into groups or pairs.
2. Distribute the Too Many Deer? student handout and have the students read it.
3. Distribute the Using Data to Answer Questions handout and ask the students to discuss this handout in their group and write a statement explaining the graph.
4. Have one person from each group present their response. Discuss their findings.
5. Ask the students if the graph helps to tell if there are too many deer in Cuyahoga Valley National Park.

 

Activity 2: Great Blue Heron
Pictures of the great blue heron are available at www.generationscvnp.org/photos.aspx.

1. Now that the students have used a prepared graph to answer a question, tell them that they will create their own graph to answer a question.
2. Give the students 10 minutes of computer time to find out one or two facts about great blue heron. Record the facts they found.
3. Distribute the Great Blue Heron student handout. Have the students read the introduction.
4. Talk about the fact that several types of graphs can be created using this data. (Scatter plots or bar graphs will allow the
5. student to answer the question.)
6. Students can create the graph by hand or use Excel or Create a Graph (https://nces.ed.gov/nceskids/createagraph) as the teacher desires.
7. Their task is to answer the question: What is happening to the great blue heron population in the Cuyahoga Valley National Park?

Answers

1. Independent variable is the year and will be on the x-axis.
2. Dependent variable is the number of herons and will be on the y-axis.
3. Bar graphs or scatter plots could be made.
4. Graphs will vary.

 

Activity 3: Park Visitors
Pictures of the great blue heron are available at www.generationscvnp.org/photos.aspx.

1. Ask students if they had ever been to any national park or specifically to the CVNP. Elicit their experiences.
2. Distribute the student handout Park Visitors. Read together the top of the page.
3. Talk about the fact that several types of graphs can be created using this data. (Scatter plots or bar graphs will allow the student to answer the question.)
4. Students can create the graph by hand or use Excel or Create a Graph (https://nces.ed.gov/nceskids/createagraph) as the teacher desires.
5. Their task is to answer the questions: Has creation of the CVNP been a successful venture? Has there been consistent use of the park? What is the trend for visitors to the park?

Answers for Number of Visitor Data
Sample graph for attendance data.

There was a steady increase from 1978 to 1992. The next years from 1992 to 1994 showed a marked jump. The years after that (until the present) show some ups and downs, but indicate a downward trend until 2008, where there was a big increase.

 

Evaluation
Rubric for Graphs

CATEGORY	4	3	2	1
Title	Title is creative and clearly relates to the problem being graphed (includes dependent and independent variable). It is printed at the top of the graph.	Title clearly relates to the problem being graphed (includes dependent and independent variable) and is printed at the top of the graph.	A title is present at the top of the graph.	A title is not present.
Labeling of X-axis	The x-axis has a clear, neat label that describes the units used for the independent variable (e.g, days, months, participants’ names).	The x-axis has a clear label that describes the units used for the independent variable.	The x-axis has a label.	The x-axis is not labeled.
Labeling of Y-axis	The y-axis has a clear, neat label that describes the units and the dependent variable (e.g., percent of dog food eaten; degree of satisfaction).	The y-axis has a clear label that describes the units and the dependent variable (e.g., percent of dog food eaten; degree of satisfaction).	The y-axis has a label.	The y-axis is not labeled.
Accuracy of Plot	All points are plotted correctly and are easy to see. A ruler is used to neatly connect the points or make the bars, if not using a computerized graphing program.	All points are plotted correctly and are easy to see.	All points are plotted correctly.	Points are not plotted correctly or extra points were included.
Units	All units are described (in a key or with labels) and are appropriately sized for the data set.	Most units are described (in a key or with labels) and are appropriately sized for the data set.	All units are described (in a key or with labels) but are not appropriately sized for the data set.	Units are neither described nor appropriately sized for the data set.
Neatness and Attractiveness	Exceptionally well designed, neat and attractive. Colors that go well together are used to make the graph more readable. A ruler and graph paper (or graphing computer program) are used.	Neat and relatively attractive. A ruler and graph paper (or graphing computer program) are used to make the graph more readable.	Lines are neatly drawn but the graph appears quite plain.	Appears messy and thrown together in a hurry. Lines are visibly crooked.
Concepts	Student has a clear understanding of plots and has answered the question effectively.	Student has satisfactory understanding of the major concepts, but has small misunderstandings.	Student has major misunderstandings of the concepts and cannot complete work on his own.	Student does not display understanding of the major concepts or did not complete the assignment.