Developmental levels of children and appropriate data visualization methods

¶ … developmental level of the children determine what types of charts are best suited for examining the data they have collected.

According to Houghton Milton children in second grade are already familiar with data gathering and in the first grade learn how to gather data and organize that data into what are known as 'tally charts'. After children have learned how to data gather and organize data from such surveys into these types of charts they go on to learn how to conduct data analysis and data comparison at levels that are more advanced. Further children are then ready to use more advanced comparison of data. The use of tally charts can be followed by the use of pictographs which involves "looking at the key to see how many of a given item each picture stands for." (Houghton Miflin,2014, p. 1) Once having learned how to work with pictographs the students are ready to learn how to work with bar graphs. Pictographs are described as a "semi-concrete way of representing data" and bar graphs are stated to be 'more abstract" since the bar graphs "use colored bars on a grid with corresponding numbers to represent how many are in each group." (Houghton Mifflin, 2014, p. 1)

(2) Describe a scenario in which children are encouraged to use a variety of charts and graphs to display gathered data.

Children are reported to learn to "make and analyze their own bar graphs based on data given to them in a tally chart or a table." (Houghton Miflin, 2014, p. 1) The tally chart and table assist the children in seeing that data may be displayed differentially. (Houghton Miflin, 2014, p. 1, paraphrased) Additionally reported is that children "will be introduced to the statistical measures of range and mode through tally charts and corresponding line plots. Line plots organize numerical data along a number line. Examples of numerical data that children might deal with at this level are the shoe sizes of a group of children, the number of siblings or pets of a group of children, and the points scored in a game by a group of children. The numerical categories in the left column of the tally chart are the same as the numbers displayed along the number line of the line plot. For each tally in the chart, one X is placed above the corresponding number on the line plot. So for a survey of the number of siblings that a group of children have, the tally chart might have the categories zero through four, representing children with zero to four brothers and sisters. You may wish to adjust the numbers for those with more than 4 siblings or label the last category 4 or more. The number line on the line plot would also run from zero to four. The number of students who have no brothers or sisters would be recorded as tallies in that row of the chart and as X's above the zero on the line plot." (Houghton Miflin, 2014, p. 1)

(3) Using a website of your choice, search for a picture book that is developmentally appropriate, create three science centers, and be prepared to share the website and the centers. Discuss how these centers will enhance the necessary skills.

The work of Eric Carle entitled "The Very Hungry Caterpillar" is developmentally appropriate for second grade students and according to the website of Eric Carle: "A hungry caterpillar eats his way through a varied and very large quantity of food until, full at last, he forms a cocoon around himself and goes to sleep." (2014) The Eric Carle reads his story on YouTube located at: https://www.youtube.com/watch?v=vkYmvxP0AJI. Eric Carle relates that on Sunday morning a tiny hungry caterpillar emerged from a leaf and ate an apple on Monday, and two pears on Tuesday, three plums on Wednesday, four strawberries on Thursday and five oranges on Friday, and Saturday ate a variety of foods and got a stomach ache. Sunday, the caterpillar ate through a leaf and was no longer hungry and was a fat caterpillar and built a cocoon and emerged as a beautiful butterfly.

One of the best-selling children's books of all time, The Very Hungry Caterpillar has been delighting young readers for over thirty years. This classic book will continue to introduce new generations of children to the magical world of Eric Carle.

UNIT 6 SEMINAR

Four criteria for developing concept explorations and why these are important.

The work of Worth (2014) states that scientific inquiry makes provision of the chance for children to develop the potential for a "range of skills, either explicitly or implicitly" and that the following are included:

(1) Explore objects, materials, and events.

(2) Raise questions.

(3) Make careful observations.

(4) Engage in simple investigations.

(5) Describe (including shape, size, number), compare, sort, classify, and order.

(6) Record observations using words, pictures, charts, and graphs.

(6) Use a variety of simple tools to extend observations.

(7) Identify patterns and relationships.

(8) Develop tentative explanations and ideas.

(9) Work collaboratively with others.

(10) Share and discuss ideas and listen to new perspectives. (Worth, p. 1)

UNIT 7 SEMINAR

When planning field work for social studies it is necessary to have permission slips signed by parents allowing children to leave the school. Social studies can be enhanced by taking field trips to the police and fire department as well as to the post office in the town where the school is located. Children's families can enhance social studies skills in the community by going along on field trips. The community resources that can enhance social studies skills include involvement of community organizations in the educational initiative.