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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 used to name parts of a line graph.
  • Construct and interpret a line graph.
Practice Book
Practice Book 3.2 p. 40
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE FEMALE ATHLETES
Use the following 5-day plan to help students conduct this week's Internet inquiry
activity on female athletes. Remind students to follow classroom rules when
using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the Explore topic: Female Athletes. Brainstorm ideas for specific inquiry questions about women athletes. For example, students might want to find out which woman earned the most gold medals in the Olympic games. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer.
Navigate/Search Review how to begin a simple Internet search using a student-friendly search engine. Define what a search engine is and how a search engine works. Using a student-friendly search engine will create a list of Web sites suitable for students. The information on these sites will be easy to read. Using other search engines will create a list of sites geared for adults that contain more difficult reading material. Have students compile a list of sites to look at on Day 3.
Analyze Have students explore the Web sites they identified on Day 2. Tell them to scan the sites for information that will help answer their inquiry questions. Have students analyze information to see if it is relevant to their questions. Students can print pages that contain useful information and highlight relevant details.
Synthesize Have students synthesize information from Day 3. Remind them that when they synthesize, they integrate important and relevant ideas from various sources to create an answer to their inquiry questions.
Communicate Have students share their results. They can use a word processing program to create a short biography about a female athlete.
DAY 5
RESEARCH/STUDY SKILLS
Line Graphs
TEACH
Ask students to identify different kinds of graphs they have seen or used. Then have
students look at a sample line graph, perhaps in a math book, while you discuss these
terms and ideas.
  • A line graph is a visual way to summarize changes over time. The changes appear as numbers or amounts.
  • Line graphs have two axes—one vertical line and one horizontal.
  • The scale (range of numbers) usually appears on the vertical axis.
  • The periods of time (hours, weeks, years) are usually labeled below the horizontal axis.
  • Points are plotted where the period of time meets the appropriate number on the scale. A line connects the points.
Have students work in pairs using an almanac. They should look in the sports section for
records, times, scores, and so on, that have changed over time. For example, they might
compare the number of gold medals a country won in four different Olympic Games.
Alternatively, students may choose to graph personal data. Partners record the data in a
line graph. With the class, discuss these questions.
1. Should you look for data that has numbers that are close together or far apart? Explain. (Look for numbers that are close together, so the numbers in the scale are not too far apart.)
2. What is an appropriate scale to use for your graph? (Responses will vary.)
 
Line Graph
ASSESS
As students collect data, make sure they select numbers that are easy to graph. Check
that the scale is appropriate and the data points are accurate.
For more practice or to assess students, use Practice Book 3.2, p. 40.