Strand (Grade Level) and Title of Lesson

Data Management (Grade 2/3)

Curriculum Components
Big Ideas: teaching data management, tallying and graphing
Ministry Expectations
Overall Expectations: collect and organize categorical or discrete
primary data and display the data, using tally charts, concrete
graphs, pictographs, line plots, simple bar graphs, and other
graphic organizers, with labels ordered appropriately along
horizontal axes, as needed
read and describe primary data presented in tally charts, concrete
graphs, pictographs, line plots, simple bar graphs, and other
graphic organizers;
Collection and Data Organization
collect and organize primary data that is categorical or discrete
and display the data using one-to-one correspondence in concrete
graphs, pictographs, line plots, simple bar graphs, and other
graphic organizers (e.g., tally charts, diagrams), with appropriate
titles and labels and with labels ordered appropriately
Data Relationship
pose and answer questions about class generated data in concrete
graphs, pictographs, line plots, simple bar graphs, and tally charts
demonstrate an understanding of data displayed in a graph e.g.,
by telling a story, by drawing a picture), by comparing different
parts of the data and by making
collect data by conducting a simple survey about themselves,
their environment, issues in their school or community, or content
from another subject (Grade 3)
read primary data presented in charts, tables, and graphs
(including vertical and horizontal bar graphs), then describe the
data using comparative language, and describe the shape of the
data (Grade 3)
-Learning Goals/Social Goals
- Learning Goals
1. Collecting data about themselves in order to place data into a
tally/graph.
2. Using comparative language to analyze data (Grade 3).
3. Interpreting what the graph says (Grade 2)
- Social Goals
1. Working cooperatively as a class to make tally and graph.
2. Attentive listening.
Prior Knowledge
- Data collection, tallies, and graphing.
- Labeling a graph.
- Eye colour graph (comparative language)

Materials Required:
Bioglyph material
Glue
Chart Paper/Markers

Minds On
(Mental Set)

Explain Strategy and Rationale (any teacher information required)/Possible guiding questions.
Read LEAF MAN or tallie omalley

Timing:
10 minutes
Action:
Timing:
40minutes

Consolidation
Timing:
10-15minutes

Next Steps

Hand out my data and have students complete sheet before collecting facial parts.
Creating bioglyphs students will collect data by creating a bioglyph in regards to
birthday(eyes), favourite food (mouth), number of siblings (nose), favourite colour
(ears) ADD HAIR
Data information will be posted around the classroom
Students will already have cut outs for each facial part, they will obtain them
themselves (will be placed somewhere around classroom).
Students will also have a cut out of a face.
Once personal data is collected, they will glue data to face, represented by facial
parts.

Tally results as a class on chart paper

Create a graph as a class- they will provide data, and graphing information.
Have students come and draw it on chart paper.

Have students fill out handout, explaining important parts of a graph.

To be continued next class

Appendix Student Handout

-bioglyph materials
-important parts of a graph handout

Accommodation Consideration
-data information will be posted
around the classroom
-can work with students who need
extra guidance

Assessment Opportunities
Assessment as learning