- Keep track of the facts for their family
- Contribute their facts as appropriate
- Assist in tallying results
- Assist in coloring in graph
- Use maps and timeline with help
- Chart paper
- Sentence strips
- USA and world maps
- Small flags on pins (available at office supply store)
- Yarn or string (to connect the pins on the map)
Set Up and Prepare
- Collect interview forms from students as they are returned. (from Lesson One)
- Read forms and look for patterns.
- Be sure you understand the data in advance of the lesson.
- Draw frame for bar graph on chart paper. Label the horizontal and vertical axis.
- Set up tally sheets on chart paper.
- Tape sentence strips together and make timeline from 1600 to 2005.
Mark timeline in ten-year increments.
This will take two days. The first day, the teacher asks for information about the mom’s family, and the following day about the dad’s family.
Step 1: Pass out completed parent interview forms.
Step 2: Students read from their own forms to share their data with the class. Some students will need help.
Step 3: Teacher and student helpers record the results using tally marks. This gives students practice with tally marks and counting by five.
Step 4: After results are tallied those results are transferred to bar graph. Students color in the bars.
Step 5: During a later lesson use small flag pins to mark countries of origin and destinations in the U.S. This is an opportunity to look at a globe as well and mention the continents.
Step 6: Using a marker, students put dots on timeline to show when ancestors arrived. Look for patterns.
Step 7: Discuss the data. Ask:
“What does this tell us about our class?”
“What true sentences can we make about our class?”
“Is there anything that surprised you?”
Supporting All Learners
For some students this project will be the first time they have worked with bar graphs, timelines, and maps. Since this is a first exposure I would not look for mastery. Some students will need support reading their data. The more positive I am, the more likely students will stay focused.
Students could graph results of the interviews they did with their classmates. They’ll need adult help to set up graph.
Be sure to let parents know the results of the interviews. We displayed our projects in the hallway and invited parents to stop by to see them.
As a whole class, students create a bar graph displaying family origins.
Go easy on yourself as you evaluate your success. Tallying the data is confusing at first for students as is putting pins into maps. Keep in mind that this is a first experience for the students. They will have other opportunities in the future to work with graphs, maps, and timelines.
Did the student:
- Have the form?
- Respond appropriately with data?
- Help make tally marks?
- Help color in the graph?
- Put his pins on the correct continents, countries, states, etc.?
- Make true statements based on the displayed data?