Group Data Collection Sharing Lesson

Lesson Overview:
Please briefly summarize your overall lesson plan
Students will be participating in a science unit revolving around hand
washing. This lesson in the unit will focus on data collection and presentation
using simple data organizers. Students will work in three groups to share
data collected at home. The students will present their data and compare
and contrast their data organizers/information with the other groups in the
classroom. We will be using simple T charts as the main data organizer for
this lesson.
Integration with other content areas:
N/A

Duration of lesson
The initial lesson should take about 30 minutes to briefly explain before the
data is collected. The lesson on data organizers and sharing data will take
about 45 minutes - 1 hour. The actual data collection will be done over the
course of a day.
Enduring Understanding(s):
Information can be shared with others through different simple data
organizers.
Guiding Question(s):
1. When do people usually wash their hands? (Think about when you
normally wash your hands)
2. Do people wash their hands after certain activities?
3. Do a lot of people wash their hands?
4. Do you think you wash your hands more than others in your home?
5. Is the data collected similar or very different?
6. Should we remind others to wash their hands?
Connection to GLO(s):
Self-Directed Learner- Students will be responsible for completing their own T
charts at home.
Community Contributor- Students will use the information they have
gathered to create a group data chart.
Quality Producer- Students will be responsible for creating a quality data
chart.

Effective Communicator- Students will be sharing their data to their

classmates.

Standard/Benchmark
Specific content area standard/benchmark performance task gives
students opportunity to demonstrate knowledge to meet the
benchmark
ACEI 2.1 2.4 Content Area Knowledge (2.1 Language Arts, 2.2 Science,
2.3 Math, 2.4 Social Studies) Candidate demonstrates knowledge,
understanding and use of content area concepts, learning theory, and
processes to design instruction
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION:
Discover, invent, and investigate using the skills necessary to
engage in the scientific process
Explain the results of an investigation to an audience
using simple data organizers (e.g., charts, graphs,
pictures)

Benchmark SC.1.1.2

Assessment
Formative assessments applied appropriately throughout lesson
Summative assessment includes checklist or rubric
ACEI 4 Informal and formal assessment
Candidate plans appropriate formative and summative assessments to guide
and assess student learning, including scoring criteria
FORMATIVE:
Students will be formatively assessed during the debriefing section of the
lesson. The teacher will listen to the answers to the different questions to see
if the students understand what they did during the lesson and why they did
what they did.
SUMMATIVE:
The students final group data chart/ presentation will be assessed using the
following rubric:
Proficient
Student is able to transfer data
collected to the larger data chart
correctly with minimal help.
The student is able to share the data

Emerging
The student is able to transfer some
data with the help of others.
The student is unsure how to share

on the data chart.

Is able to use details when sharing
data.

the data on the data chart.

Uses minimal detail when sharing
data.

Activities/Instructional Strategies
Introduction:
1. During circle time the students will be asked the following questions:
a. How many times they think they wash their hands in school?
b. When do people normally wash their hands?
c. Do you see anyone at home washing their hands after ____
activities?
2. The responses to B will be written on the smart board.
3. Students will then be asked to come up with ways they could collect
data at home to find the answer to the questions listed.
4. The teacher will encourage the idea of using a T chart with tally marks
if the students do not suggest it on their own. .
5. The students have been introduced to T charts and tally marks.
6. Students will be split into 3 groups.
7. Each group will be assigned a question from the list they have
generated.
Data Collection:
1. They will be asked to individually take home a data collection T chart
for homework that night.
2. They will have to ask each household member the question their group
was assigned.
3. The students will mark a tally in the designated Yes or No column on
the T chart depending on the answer given to them.
Data Sharing:
1. The students will bring the data they collected to class the next day.
2. Students will be asked to sit on the rug for instructions on how we will
be sharing our data with others.
3. The teacher will explain that each group will be creating a large T chart
that has all of their data on it.
4. The teacher will model how to create a large T chart with construction
paper and markers.
5. The teacher will show them that they will label the top of the chart with
their question and each column will be either labeled with Yes or No.
6. The students will be asked to transfer their tally marks from their
papers onto the large T chart.
7. The teacher will model this also by showing the students if she has 3
tallys for Yes on her homework she will put 3 tallys in that column on
the large chart. The teacher will explain that each student in the group
will do this on the large chart paper.
8. Student will be asked to share the total number of people they asked

and how many people answered Yes/No.

9. The students will then go back to their desks to create their charts.
Debrief:
1. After the charts are completed all students will return to the rug and
share their data.
2. After all groups have gone the teacher will ask the students if they
noticed anything about the presentations that really stuck out for
them.
a. Do a lot of people wash their hands?
b. Do you think you wash your hands more than others in your
home?
c. Is the data collected similar or very different?
d. Should we remind others to wash their hands?
*Reference for Differentiation (from ACEI 3.2 above)
Adaptations connected to instructional strategies, the learning
environment, content, and/or assessment/performance task for
individuals and/or small groups, e.g., ELL/MLL, struggling,
accelerated, 504/IEP, etc.
TYPE OF LEARNER

ELL/MLL

Struggling

Reference the steps of the lesson plan

activities/instructional strategies above
for each applicable group and/or
individual (i.e., ELL/MLL, Steps 1, 5, 7,
11). If your accommodation pertains to
the standard/benchmark and/or
assessment then reference these items
accordingly. Make sure your lesson plan
notes any necessary accommodations
related to instructional strategies,
learning environment, content,
performance/assessment task, etc.

This lesson includes group talks,

group work and a lot of
modeling. It is a lesson focused
to help ELL/MLL and struggling
learners.
This lesson includes group talks,
group work and a lot of
modeling. It is a lesson focused
to help ELL/MLL and struggling
learners.

Accelerated

504/IEP

Others (describe)

If students finish the task before

others I will ask them to list
other ways they can display
their data. I will also ask them
to think about how they are
going to share their information
with peers,
Students will be able to work
with their groups if they need
further assistance. Materials
can also be blown up on the
smart board for student who
may need assistance with
visuals.
N/A

Please note and/or paste any supporting materials (i.e.,

teaching materials, custom lesson plans, etc.) into the space
below. You may use as many pages as needed beyond the
space below to paste your materials.
Materials
-Data collection worksheet (Created after students decide what
questions they want to ask their families. It will be a simple T chart
with the question and two columns for Yes/No)
-Construction paper
-Markers

Name:_________________________
Hand Washing Survey
Take the following worksheet home and ask everyone who lives with
you the following question. Record answers using a tally marks in the T
chart below. Remember only ask the question and record an answer
once per person.
Question:______________________________________________________________
______________________________________________________________________

YES

NO