What Makes Something Alive - Virginia Department of Education
What Makes Something Alive - Virginia Department of Education
What Makes Something Alive - Virginia Department of Education
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Session 3.10 – Square-Meter Habitats: Observations 2, 3, & 4<br />
Teacher Questions & Notes<br />
Procedures<br />
the class‟s data from observation #4 only.<br />
10. Decide on a scale, title, and labels for the graph. Add the title,<br />
scale, and labels <strong>of</strong> the animals, insects, and plants on the graph.<br />
-<strong>What</strong> category is represented the<br />
most?<br />
-Why do you think there were more<br />
_____ than anything else?<br />
-<strong>What</strong> is the least amount in a<br />
category?<br />
-Why do you think it is the least?<br />
-<strong>What</strong> other information can you find<br />
in the graph?<br />
-In what other way could we display<br />
this information?<br />
--<strong>What</strong> was the same each day?<br />
--<strong>What</strong> was different?<br />
11. Collect the data from each group and display the data on the<br />
graph.<br />
12. Discuss the graph and what the data tells us about the squaremeter<br />
habitats.<br />
13. Distribute the Graphic Organizer for the Square-Meter Habitat<br />
Data Collections (pg. 107) sheet to each student. Have the<br />
students record the data their groups have collected during their<br />
four observations. (To represent collected data, students can put<br />
an X in each cell on their graphic organizer or they can color in<br />
each cell.)<br />
14. After completing the graphic organizers, give each student a<br />
Looking at the Square-Meter Habitat Data sheet and have them<br />
answer the questions based on the data they have recorded on<br />
their graphic organizer.<br />
15. At the end <strong>of</strong> the Looking at the Square-Meter Habitat Data<br />
sheet have them write at least three statements and one question<br />
about things the data are showing on the graphic organizer (e.g.,<br />
there are lots <strong>of</strong> insects in the square-meter habitat, there are<br />
more insects than animals).<br />
16. As an extension, a large class graph could be created to include<br />
data from each group for each <strong>of</strong> their observations. If this is<br />
done, spend some time with the class planning how the data will<br />
be presented (e.g., each count <strong>of</strong> data – animals, plants, etc. - will<br />
be presented on a separate graph, each observation will be on a<br />
separate graph) and how data will be presented so that data from<br />
the different groups can be distinguished easily (e.g., each<br />
group‟s data a different color). Discuss as a class what the data<br />
show.<br />
105<br />
<strong>Virginia</strong> Animals and their Habitats<br />
Topic3
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