may wish to begin the lesson by reviewing the color classification
system on the 5 A Day the Color Way Web site. [You may wish to print
out "The Colors of Health" from the 5 A Day
web site, so that students can refer to the foods in each category.]
Then ask the students to notice the five colors into which the fruits
and vegetables are classified [blue/purple, green, white, red,
Organize students in five groups, and assign each group a color.
Tell them to list as many fruits and vegetables as they can that
correspond to their assigned color. You might encourage them to look at
the food pyramid for ideas. After you have given students time to work,
gather the students around you and ask them to display their lists.
Invite them to make a tally in the row of a tally chart you have drawn
on the board for each food they identified.Number of Fruits and Vegetables Listed
|Blue/Purple || |
|White || |
|Red || |
|Green || |
|Yellow/Orange || |
Solicit a name for the tally chart from the students. Ask the students to take their seats and give each student a copy of the Bar Graph Format.
Ask the students to use the data from the class to make a bar
graph. [You may wish to circulate to be sure that all students can
complete a bar graph from the data.] Now ask the students what they can
tell about the data from looking at the bar graph. Depending on the
students' familiarity with creating bar graphs, they may use graph paper instead.
After the students have offered several statements, encourage them
to use numbers to describe the graph. You might begin by asking
questions about the number of foods that the students had listed for
each given color. The next set of questions might compare two bars on
the graph. Lead the students to notice which color had the longest bar
and which color had the shortest bar. Inform them that the difference
between these numbers is called the range, and ask them to compute the
range by subtracting the lowest number from the highest number.
Identify this as a measure of spread. Next, inform them that the number
that occurs most often in a set of data is called the mode. Ask them
whether this set of data has a mode. [If two numbers occur more than
the others, the data set is called bimodal.] Tell them that the mode is
one of three measures of central tendency.
Next, students should go to Create A Graph
from the National Center for Education Statistics, and select the "Bar
Graph" option. Ask volunteers to enter the class data into the
recording section. Call on students to choose a name for the bar graph
and the colors of bars that they would like in the bar graph. Then
select a student to hit the “Generate graph” command. [Note that you
can generate either a vertical or a horizontal bar graph with this
software. You may wish to show the students each of the orientations
and ask them to compare them. Lead them to notice that changing the
orientation does not affect the data.] After the students have
discussed the graph, select the "Printable Graph" option and print out
the bar graph for future reference.