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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 related to
    bar graphs.
  • Construct and interpret
    a bar graph.
Practice Book
Practice Book 3.2 p. 20
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE RECORD HOLDERS
Use the following 5-day plan to help students conduct this week's Internet inquiry
activity on record holders. Remind students to follow classroom rules when using
the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the Explore topic: Record Holders. Brainstorm ideas for specific inquiry questions about record holders. For example, students might want to find out how tall the world's tallest person is or who has the longest hair. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer.
Navigate/Search Have students begin a simple Internet search using a student-friendly search engine. Remind students to limit the keywords they use. Explain that using too many keywords may not provide the best search results. Review how to use the search engine results to identify a few helpful Web sites. Have students read the brief descriptions about each Web site and select a few to analyze.
Analyze Have students explore and analyze information from the Web sites they identified on Day 2. Tell them to scan and analyze information for credibility, reliability, and usefulness. They can print out and highlight relevant information.
Synthesize Have students synthesize information from Day 3. Remind them that when they synthesize, they pull together relevant ideas from different sources to develop an answer to their inquiry questions.
Communicate Have students share their inquiry results. They can use a word processing program to create a short article for a bulletin board featuring record holders.
DAY 5
RESEARCH/STUDY SKILLS
Bar Graphs
TEACH
Ask students to describe information that can be shown in a bar graph. Explain that bar
graphs show numbers or amounts. Display an example of a bar graph as you define these
terms and ideas.
  • A bar graph uses bars to compare amounts. The bars can be vertical or horizontal.
  • Bar graphs usually have a title that summarizes what the graph is about.
  • The graph contains two axes, or lines. One axis is vertical and the other is horizontal.
    One axis has a scale (interval of numbers) and the other shows what the bars stand
    for. Each axis is labeled for the information it contains.
  • To read a bar graph, find the number that aligns with the end of a bar.
Have students work in groups of four or five and measure the length of each other's arms,
from shoulder to finger tip. Have groups make a bar graph to show the results. To help with
the graph-making activity, discuss these questions.
1. Look at the measurements. What is an appropriate scale to use for the graph? (Possible answer: Use intervals of 5 from 0 to 20.)
2. What labels and title will you use for your graph? (Length (in inches), Students, Our Arm Lengths)
 
Bar Graph
ASSESS
As students work on their bar graphs, check that they use an appropriate scale. Make sure that the labels make sense and that the completed graphs match the data collected.
For more practice or to assess students, use Practice Book 3.2, p. 20.