David Knapp

TITLE: Measurement and Data Collection

GRADE: 2nd
PRIMARY SUBJECT AREA: Mathematics

STANDARDs: (Iowa Core Curriculum Standards.)

Students will generate measurement data by measuring lengths of objects (or the same
object multiple times such as stages of plant growth) to the nearest whole unit. (Iowa
Core: Mathematics 2.MD.9)
Students must know how to measure length to the nearest whole unit.
Students must know a line plot displays data.
Students must know how to read a line plot.
Students must know how to make a line plot.
Students must represent measurement data on a line plot.

Students will communicate and work productively with others to graph data, ex.: by
making a line plot, where the horizontal scale is marked off in whole-number units. (Iowa
Core: Mathematics 2.MD.9)
Second Graders use measurement data as they move through the statistical process of
posing a question, collecting data, analyzing data, creating representations, and interpreting the
results. In second grade students represent the length of several objects by making a line plot.
Displaying information on a line plot allows us to make observations and draw conclusions.
Students should round their lengths to the nearest whole unit.

Students will use technology to create projects, patterns and/or make predictions. (Iowa
Core: Technology Literacy K-2)
Students will use technology resources to identify problems, help recognize and describe
patterns, make predictions and/or propose solutions.

OBJECTIVES:

Students will be able to:

Explore methods for collecting and organizing data.
Design and create graphs.
Present data to the class in an organized way.

Students will practice measurement and recording observations accurately in a journal.

Students will generate measurement data by making repeated measurements of the same object,
over the duration of two to three week period, to the nearest whole unit; sowing the
measurements by making a line plot, where the horizontal scale is marked off in whole-number
units.

Students will be able to successfully explain the scientific processes of measuring and
communicating.

MATERIALS:
SmartBoard, computers, document camera, student responders, pencils, markers, metric
measurement rulers/tape measures, graph paper of various sizes; plant journals for each
student individualized as needed; plant(s) for use in observation/measuring/recording/journal

Literacy connection: Jack and the Beanstalk

ENGAGE:
1. Read Jack and the Beanstalk . Class discussion of magic seeds While we cant grow
bean plants to grow the same as Jacks, how fast do plant seeds grow?

2. Discuss as a group predictions. How tall will our plant(s) be in three days? How tall might
they be in a week?

Students will use their responders to answer these questions into electronic

survey (using either Poll Everywhere, Edmodo, Survey Monkey, etc) which will provide
instant feedback and graph on Smartboard screen.
* Save this graph (graphs) for comparison of Predictions to Results at the end of the unit.

VOCABULARY:
Measure
Centimeter
Bar Graph

Estimate
Length
Line Plot
Column
Chart
Data

PROCEDURE:
1. Discuss as a group the concepts of scientific observation and measurement and the need to
keep accurate records and have a way of communicating results. Brainstorm why these are
important to scientific and mathematical processes. Be sure students discover in their
brainstorming the need for scientific data to accurate, valid, and true; and that experiments and
observations in science must be detailed enough to be replicated and proven across settings
regardless of who is doing the observation(s).

2. Have students work in small groups to practice measuring a variety of items. Discuss how
some types of measuring tools work better with certain items brainstorm when you might use
metric versus standard units, straight end versus flexible tool, large unit measure versus smaller
ones, etc.

3. Model observations, measuring, recording, journaling, predicting

Teacher should very specifically model the process of measuring and recording these
measurements in a journal. Example: Hold up a ruler/tape measure pointing out the centimeter
markings; where to put the Zero point how to measure the sprout by placing the correct end
in the ground, measuring the sprout, identifying the point to record .. accurately recording the
measurement (and labeling it by date etc.. make sure students include a drawing, the date,
comments about observation, the data accurately labeled etc Discuss the importance of
accuracy and completeness to scientific documentation and the inquiry process.

As the plant grows (using the document camera to display journal pages) continue to model
making observations and self questioning regarding the new growth Example: Are there
leaves? How many? What are the Colors? Are they exactly the same? What Predictions can you
make? Will they all be the same color, size etc? (Things to discuss measuring can include:
Number of days to germinate, Plant height, Number of days to first leaf, Number of a leaves,
Number of days for the first flower to bud, Number of flower buds, Number of seed pods, Pod
length, etc)

Students will measure their seedlings for growth (or lack of growth) will note measurements in
their journals. In their groups students will share their findings. Following group discussions
students will write their observations in journals. The students will share with their classmates
any changes in their plants

4. Model each subsequent day the processes: Observe, Measure, Review (comparison of
present observation to previous prediction), Journaling

Model MEASURING and observations in journaling. Using the document camera to display
journal page, model making observations and self questioning ex.: How many sprouts do I
see? What color are the sprouts? How big should I draw them in my journal to reflect their
growth? How many days since my last observation how do I record this in the journal?
What else should I include anything I should add to my W in the K-W- L chart? ** Use this
procedure of modeling EACH day before students work on observation/journal activities.

Students will measure their plants growth and record their observations. Comparisons of plant
growth will be the focus of group discussions. As a whole class students will share the results of
experiment. Readjust hypotheses. Reflections will be written in journals

5. Discuss importance of graphing tools: i.e. Graphs can give a quick picture of change over a
period a period of time (such as a month of plant growth).

As a class Visit the site of National Library of Virtual Manipulatives @

http://nlvm.usu.edu/en/nav/topic_t_5.html

Using SmartBoard technology have students come up and practice making bar graphs with
NLVM online program (see screen shots above).

As a whole group, draw a picture graph and a bar graph (with single unit scale) to represent a
data set for changes in plant observations/measurements (height of stem, number of leaves and/or
buds, etc.). Solve simple put together, take apart and compare problems using
information/results presented in a bar graph. Use estimation to verify the reasonableness of
calculated results. In small groups, students create real graphs to collect organize and display
data. Continuing in small groups, students answer questions about the data that require the use
of addition and subtraction to compare and interpret results.

6. As the unit progresses, review measurement data and demonstrate a sample graph. Using the
sample graph as point of discussion, ask questions related to the graphed data:
Did your plant grow about the same amount each week? How can you tell? How does the
growth of your plant compare with your predictions?
What does a very steep line say about plant growth that week?
What about a flat line?
What about a line that goes down between two weeks?

**Additional activities: Measure with straws. Each week children cut straws to the height of
their plants; Tape the straws to graph paper.

Use addition and subtraction within 100 to solve word problems involving lengths that are given
in the same units . Students use the think aloud strategy to solve word problems involving
length showing solutions using words/drawings and write appropriate number sentences

Students create word problems involving length. Exchange problems with partners write
equations and solve.

EVALUATIONS:

1. Students will work as a group to complete a chart or graph of their measurement data.
Students will present this information to the class. Each student will explain one part of the data
and how it is represented in the chart/graph. (Each student will also create a chart or graph of
their data in his or her own plant journal).

2. Discuss as a group results of measurements. How tall was our plant(s) in three days? How
tall was it after a week?

Students will use their responders to answer these questions into

electronic survey (using either Poll Everywhere, Edmodo, Survey Monkey, etc) which will
provide instant feedback and graph on Smartboard screen. Compare this graph (graphs) of
Results to those of Predictions at the beginning of the unit.

EXTENSIONS:
See also Student Reader Response Journals and Plant Life Cycle Learning Center (Create
activities)

Create a song lyric to the melody of Heads, Shoulders, Knees and

Toes that describes the growth of a plant from seedling to young
mature plant. (Musical Intelligence)

Write three word problems - using the operation(s) of addition and/or

subtraction - that represent changes in plant development it can be
about the height of the stem, the number of leaves, etc. (Linguistic
Intelligence)

Interview a classmate about the experience of measuring a plant over a

number of days. Sample question might include: Was it hard to
predict how fast the plant would grow? What was the most
surprising thing you discovered during your observations?
(Interpersonal Intelligence)

Measure the height of a plant that is located in your own yard as it

grows over a period of two three weeks (Logical/Math Intelligence)

Create pencil sketches of seeds, seedlings, sprouts, mature plants.

(Visual/Spatial Intelligence)

Design a way to chart plant development use unusual materials

such as straws, buttons, rocks, etc. (Naturalist Intelligence)

SOURCES:
Internet Sources:
http://pittsford.monroe.edu/jefferon/calfieri/graphs/TabGraphMain.html
Website has information on types of tables and graphs.
http://nlvm.usu.edu/en/nav/topic_t_5.html
National Library of Virtual Manipulatives

Print sources:
Jack and the Beanstalk

Teacher Resources:
FOSS curriculum, Delta Education
http://www.deltaeducation.com/science/nyc/features.shtml

Appendix: Evaluation

SHOW WHAT YOU KNOW

On the last page of your Plant Journal

Create a Graph/Chart that accurately shows your data.