# Louisiana Graphs (Can be adapted)

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 Keywords: graphing Subject(s): Math, English/Language Arts, Social Studies, History Grades 2 through 3 School: Dozier Elementary School, Erath, LA Planned By: Stacy Broussard Original Author: Stacy Broussard, Erath
Curriculum: Math Social Studies

Overview: We are studying Louisiana for the next 5-6 weeks. As part of our study, students will conduct surveys centered around Louisiana. We are also reviewing the parts of a graph and the steps in creating a graph.

Framework: D-2-E Construct, read, and interpret data in charts, gaphs, and tables. (K-4; 1,2,3,4) D-1-E Collect, organize, and describe data based on real life situations (K-4;1,2,3,4) D-3-E Formulate and solve problems that involve the use of data (K-4;2,3,4) G-1C-E5 Locate and explain the distribution of economic activity (K-4; 1,3,4) G-1D-E4 Describe the use of natural resources (K-4 1,2,3,4,5) E-1B-E5
Identify the major goods and services produced by Louisiana (tourism) (K-4; 1,3,5)

Objectives: TLW brainstorm a list of possible survey questions centered around
Louisiana TLW collect and organize data. TLW create a bar graph, pictograph, line, or pie graph to show data. TLW create word problems using their published graphs.

Materials: Assessment rubric tally sheets inch graph paper (for rough copies) crayons

Tech connection: Graph Club software or online graphing links (See at the bottom)

Procedures:

1. Display a bar graph without a title or labels.

2. Question students on what the graph could be about- discuss observations.

3. As a class add the missing parts (title, labels).

4. Review the parts of a bar, pie, line and pictograph. Compare and contrast the parts of these graphs.

5.Display the following list of topics Favorite Festival Favorite Louisiana animal Favorite LA music Favorite seafood Favorite Cajun dish Can you speak French? **Students add to the list until enough topics have been created.**

6. Cut topics into strips.

7. Students draw a topic from a hat.

8. Students are then given 2-3 days to collect and record data.

9. Student create rough copies of their graphs in 2 forms. (pie, line, bar, or a pictograph)

10. Once the teacher has approved the graphs, students sign up to enter data into Graph Club.

11. Students print out their 2 graphs.

12.Students then generate questions using their graphs.

13. Exchange graphs and have other students try to solve the questions. **If students are not familiar with Graph Club, you will need to introduce the software to them.

 Cross-Curriculum Ideas Curriculum: Math Social Studies Links: Graphing Tools Vermilion Parish Schools Materials: Elementary, Mice, Mobile Labs