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AFTER READING
OBJECTIVES
  • Formulate an inquiry
    question that is
    connected to this
    week's lesson focus.
  • Effectively and
    efficiently find, evaluate,
    and communicate
    information related to an
    inquiry question using
    electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Review terms that relate to a graph.
  • Create and analyze information in a graph.
Practice Book
Practice Book 3.1 p. 50
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE THE VALUE OF MONEY
Use the following 5-day plan to help students conduct this week's Internet inquiry
activity on the value of money. Remind students to follow classroom rules when
using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the lesson focus question: How do we learn the value
of money? Brainstorm ideas for specific inquiry questions about the value of money.
For example, students might want to calculate the purchasing power of today's dollar
compared to its worth in past years. Have students work individually, in pairs, or in
small groups to write an inquiry question they want to answer.
Navigate/Search Explain to students how to determine which Web sites will provide
useful and credible information. Explain the meanings of endings commonly found
in URL addresses, such as .com, .edu, and .gov. Explain how knowing what these
endings mean may help determine the type of information they might expect to find
on the site, as well as the reliability and possible bias of the information.
Analyze Encourage students to explore the Web sites they identified on Day 2. Tell them to scan each site for information that may help answer their inquiry questions. Students should analyze information for credibility, reliability, and usefulness. Have them take notes or print out valuable information.
Synthesize Have students synthesize information from Day 3. Remind them that when they synthesize, they combine relevant information and ideas from several sources to find an answer to their inquiry questions.
Communicate Have students share their inquiry results. They can use a word processing program to create a chart that illustrates the value of money.
DAY 5
RESEARCH/STUDY SKILLS
Graphs
TEACH
Ask students to tell what kind of information they might find in a graph. Have them
describe different kinds of graphs they have seen. Show students actual pictographs
and circle graphs as you discuss the ideas below.
  • A pictograph uses pictures to show amounts. The titles and labels tell what
    the information is about. The key tells what each picture stands for. A picture
    might stand for 1, 2, 5, 10, 25, or even 100 objects.
  • A circle graph (also called a pie chart) is shaped like a circle. The entire
    circle stands for a whole. Each section in the circle graph is part of the
    whole. If a section is large, it stands for a large part of the whole. A small
    section stands for a small part of the whole. The sections are labeled with
    words and numbers. The numbers show what part of the whole each
    section is.
Conduct a class survey about favorite fruits. As each student names his or her
favorite fruit, keep a tally chart on the board. Have students work in small groups
to make a pictograph with the results. To help with the graph-making activity,
discuss these questions with the class.
  1. Look at the numbers for each fruit. What would be an appropriate key for this data? (Answers will vary. Help students understand and create a key.)
  2. How should the graph be labeled? What is a good title? (Possible answers: Kinds of Fruit, Our Favorite Fruits)
Graphs
Graphs
 
ASSESS
As groups create the graphs, make sure they know how to label the axes and construct
the bars. Ask questions about completed graphs to check that students can analyze and
interpret the information.
For more practice or to assess students, use Practice Book 3.1, p. 50.