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Group Trend
Tracey Borg
10    90 minutes



Lesson created on 6/21/1999 11:51:00 AM EST.
Last modified 11/17/1999 2:50:06 PM EST.


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Abstract  (help)


This activity allows students to compare their personal wellness graphs with other classmates as well as family members' graphs. The teacher leads students in a class discussion that elicits understanding of trends among an age group and between age groups. This should begin to eliminate the misconception that young people do not need to worry about poor health.

National Standards  (help)


Science in Human and Social Perspective: Personal choice concerning fitness and health involves multiple factors. Personal goals, peer and social pressures, ethnic and religious beliefs, and understanding of biological consequences can all influence decisions about health practices. Abilities Necessary to Scientific Inquiry: Use technology and mathematics to improve investigations and communications. Understandings About Scientific Inquiry: Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.

Pre-requisite Skills  (help)


Use of a spreadsheet

Teacher Information  (help)


a. Time frame: 90 minutes b. Materials: student wellness self-assessment surveys from previous lesson, family wellness surveys from previous lesson, spreadsheet application, calculators c. Resources: Learning Logs: http://www.sdcoe.k12.ca.us/score/actbank/tlearnlog.htm d. Procedures/Strategies: Activity 1- Graphical representation and analysis. Students graph results from their family surveys. If a spreadsheet application is not available, graphs can be generated by hand. The graphs should be bar graphs, with the same categories on the x-axis as listed in the wellness survey. The y-axis is percentages. Post the graphs on the wall around the room. Students compare their wellness data compares to classmates' data. Discuss the categories from the survey in detail and develop a table or map of the factors that influence health and wellness. What changes can we make in our lives to improve our health. What factors are out of our control? Class Project- As a class or in groups, generate two oversized graphs to represent the combined data of the two different generations. Data from all the surveys are combined. Assign this task to several students with good math skills. Compute the percentages and take an average. Graphically display this information. Graphs should be large enough to read from anywhere in the class. Class Discussion- Compare the two different generations. What is a trend and what trends are apparent in these graphs? Use this discussion as the note-taking activity in the learning log. The following questions are used for the note-making section of the learning log. Which factors have more influence in each generation? Which factors have less influence? Why? These questions can be used as journal entries.

Assessment  (help)


Assessment (lesson specific): 1. The graphs can be compared to the results of the individual surveys to check for accuracy and graphing skill. 2. The responses in the learning logs determine the degree understanding of the graphical data.

Student Activity  (help)



Technology Requirements/Integration  (help)


Access to the World Wide Web is necessary to access the wellness self-assessment and can be used as a research tool in the enrichment activity. A computer graphing program is optional.




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