Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 1

FITXA D’ACTIVITAT

Type of activity: Depicting a line graph

Topic: Line graphs pictorial representations of information and effective visual tools.

Grouping: Class group/ In pairs /individually.

Resources: TIC 1. Student document: Getting to the core of line graphs. 2. Student grammar support: Adjectives verbs and adverbs. 3. Teacher documents - answer key: Getting to the core of line graphs 4. Teacher grammar support - answer key: Adjectives, verbs and adverbs. 5. New terminology template. 6. Bibliography- COM

Timing: 180’ Outcomes: At the end of the lesson, students will be able to interpret and create line graphs. And, they will use these types of diagrams to illustrate the research project (M11).

The aim of this lesson is to emphasize the importance of students gathering and processing data, and learn how to present this data. Students will enhance communication strategies, become familiar with the new content, and ensure effective communication.

Directions:

1. The teacher asks students about prior knowledge on topics related to: A) What’s a line graph?

B) Do you remember what a variable is? C) Could you identity the three basic elements of a line graph? Following this, he updates students’ knowledge on this topic.

2. The teacher hands out the document: “Getting to the core of line graphs. What is a line graph?”

Following this, the teacher explains the basic characteristics of line graphs while showing fig.1.

3. It is time to review certain specific terms: verbs, adjectives and adverbs. The words and phrases we are going to study are particularly useful for line graphs. Learning them will help students become more articulate.

4. Next, the teacher presents two types of graphs;

o Cinemas that projected the film “Unexhausted reader”” o Blood glucose concentration And he/she asks some questions related to these graphs.

5. Let the students complete a crossword focused on line graphs. Correct as a whole group.

6. Tell the students it is time to construct a line graph with a single trend.

7. Following this, the students in pairs fill in the new terminology template with the new vocabulary they have just learnt. Correct as a whole group.

SAN05_MÒDUL11: PROJECTE DE LABORATORI CLÍNIC I BIOMÈDIC UF1NF3 Activitat Nº2 Getting to the core of line graphs.

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 2

FITXA D’ACTIVITAT

1. STUDENT DOCUMENT: “GETTING TO THE CORE OF LINE GRAPHS.

1. Prior knowledge. Filling the gaps

a) What’s a line graph? b) What is a variable? c) Could you identity the three basic elements of a line graph in fig. 1?

As we have seen in our previous lesson “Reporting data” a line graph compares …………. Which are plotted along an axis. The horizontal axis is called ……………. and the vertical axis is called ……………….. The things that ………………..in an experiment are called variables; (dependent and independent variable). The independent variable is the one that is changed by the scientist. The three elements are: …………………., …………………….., and …………………

2. Cinemas that projected the film “Unexhausted reader”. Answer the questions

a. Find out how many cinemas played “Unexhausted reader” in October b. Which month had the lowest number of cinemas projecting “Unexhausted reader”? c. What is the difference between the number of cinemas projecting the movie in November and in

December?

Fig.1. A line graph. Blood glucose tolerance test

Fig.2 A line graph Cinemas that projected the film “Unexhausted reader”

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 3

FITXA D’ACTIVITAT

3. Blood glucose concentration. Use the graph to answer these questions: Look at the graph below fig.3

a. Identify the variables. b. Which one is the independent variable? c. Which are the units of each set of values? d. Complete the sentence:

In this case, blood glucose values move from .................mg/dl to................. mg/dl, and time values go from ................. minutes to ................. minutes.

e. Name the labels for each axis f. What does a solid line stand for? g. Give this graph a title

4. A crossword puzzle /ˈpʌz.l̩/ on the topic of graphs

Complete the crossword by filling in a word that fits each clue Across 2. A picture, drawing, or graph used to make something easier to understand. 3. These show trends in data, meaning that they visibly show how one variable is affected by the other. 5. A representation of tabulated frequencies, shown as adjacent rectangles, erected over discrete intervals. 7. These take a collection of items and illustrate the relationships between them, and express them by giving each item a position. 10. Otherwise known as a key. 12. This represents the independent variable, which is controlled by the experimenter. 13. A repeated up and down movement. 14. This describes what the line is doing, as you progress from left to right.

Fig. 3

Fig.3. Depicting a line graph. Blood glucose tolerance test

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 4

FITXA D’ACTIVITAT

Down 1. It is directed towards a higher place or a higher level. 4. Shown or described in a very clear way. 6. A reference line drawn on a graph. 8. Circular chart divided into sectors, illustrating a numerical proportion. 9. It is what you mark on the axes. It is the relation between the units you are using, and their representation on the graph. 11. When presented with your graph, other people should be able to figure out what is plotted without asking you.

5. Constructing a line graph.

A graph allows you to determine the changes at a glance. In this exercise, you will construct a line graph with a single trend.

These are two sets of values.

Glucose concentration: blood glucose level taken from a patient.

Time: over a period of 18 days.

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 5

FITXA D’ACTIVITAT

Answer the question and follow instructions to construct a line graph. a) There are two sets of values. What units are used? What is the greatest value and the least

value for the first set and for the second set of values? b) Identify the variables. c) Choose the scale label and number the axis. d) Plot all of the data points and connect the points with straight lines from left to right. e) Add the legend.

Data: Day April 2014

Glucose mg/dl

1. 120

2. 100

3. 95

4. 100

5. 90

6. 90

7. 125

8. 150

9. 220

10. 220

11. 180

12. 170

13. 160

14. 110

15. 100

16. 95

17. 90

18. 95

Fig.4. Set of values and a millimetre paper. Constructing a graph

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 6

FITXA D’ACTIVITAT

2. STUDENT GRAMMAR SUPPORT: ADJECTIVES, VERBS AND ADVERBS

1. Complete the chart

What adjective describes a.... Does the adjective describe.... of change

a. A sudden, very large change? … b. A sudden, large change? … c. A very small change? …. d. A regular change? ….. e. A significant change? … f. A slow change? …

Degree Speed Degree Speed Degree Speed

2. Look at fig 5 and, at the table below. Complete the table. Use the words in the box

Fall, fell, gradual, gradually, increase, plummet*, plunge*, sharp, sharply *Strong words

There was... adjective + noun. Subject + verb –past simple tense- + (adverb).

a There was a steady rise. Sales rose steadily.

b

c

d

3. A list or verbs used to describe trends. Put them in the correct category: upward, downward or other form of movement.

List of verbs: climb, drop, fluctuate, go down, state the same, go up, grow, decline, double, plunge, rise, raise, stabilize, pick up, remain stable, decrease, fall.

Upward: Downward: Other form of movement:

Fig.5 . The sales over time report for customer

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 7

FITXA D’ACTIVITAT

3. TEACHER DOCUMENTS: GETTING TO THE CORE OF LINE GRAPHS.

The teacher asks students about prior knowledge on topics related to: 1. What’s a line graph? 2.

Do you remember what a variable is? 3. Can you identity the three basic elements of a line graph

in fig.1? He/she shows pictures that relate to this topic.

Get it right!

GRAPH noun a diagram.

GRAPHIC adjective a graphic description of the accident. GRAPHICS plural noun images and designs used in books, magazines, etc.: computer graphics. 1. Previous knowledges a) What’s a line graph? As we have seen in our previous lesson “Reporting data”, a line graphs compare two variables which are plotted along the axis. The horizontal axis is called the x-axis and the vertical axis is called the y-axis. b) What is a variable? The things that are changing in an experiment are called variables; (dependent and independent variable). The independent variable is the one that is changed by the scientist. c) Can you identity the three basic elements of a line graph in fig. 1? The three elements are: x axis, y axis and the line. A line graph is used to show how the quantity or amount of something changes over time. Notice that labels are added to the side on the bottom of the graph.

Fig.1. A line graph. Blood glucose tolerance test

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 8

FITXA D’ACTIVITAT

2. Cinemas that projected the film “Unexhausted reader”. Answer the questions: Now, we are going to focus on another line graph fig.2. The line graph below shows the number of cinemas that projected the film “Unexhausted reader” over the months of September through December.

a) Find out how many cinemas played “Unexhausted reader” in October o The point where the month of October (horizontal axis) meets the number of cinemas (vertical axis) indicates a number around 23. o The horizontal axis intersects the vertical axis at number 23. o The number of cinemas that projected the movie for the month of October was 23.

b) Which month had the lowest number of cinemas projecting “Unexhausted reader”?

It looks like September had the lowest number of cinemas projecting this movie.

c) What is the difference between the number of cinemas projecting the movie in November and in December?

o The point where the month of December (horizontal axis) meets the number of cinemas (vertical axis) indicates a number around 20. See above

o The number of cinemas that projected the movie during the month of November was 15. The

horizontal axis intersects the vertical axis at number15

o The difference between the number of cinemas projecting “Unexhausted reader” in November and in December was 5.

Remember that some of the strengths of line graphs are that:

They are good at showing specific values of data, meaning that given one variable, the other can easily be determined.

They show trends in data clearly, meaning that they visibly show how one variable is affected by the other as it increases or decreases.

They enable the viewer to make predictions about the results of data not yet recorded.

Fig.2 A line graph Cinemas that projected the film “Unexhausted reader”

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 9

FITXA D’ACTIVITAT

3. Blood glucose concentration. Use the graph to answer these questions.

Let’s see another example of line graph. Look at the graph below in fig. 3

a. Identify the variables.

The two variables are time and concentration.

b. Which one is the independent variable?

Time goes on X axis (horizontal), since time is an independent variable. Blood glucose concentration goes on the Y axis (vertical) because this is a dependent variable as it changes according to the independent variable values.

c. Which are the units of each set of values?

As you can see, there are two sets of values on the line graph: Time and concentration of glucose. The units of each set of values are milligrams per decilitre (mg/dl) and minutes (minutes).

d. Complete the paragraph:

By doing so, you identify the range values. In this case, blood glucose values move from 85mg/dl to 123 mg/dl, and time values go from 0 minutes to 300 minutes. The units are displayed on each axis according to the numerical value for each square that best fits the range of each variable. It is advisable to spread the graph to use most of the available space since the greatest value must fit on the axis. This way, the intervals are created, so we generate the scale of the graph. Note that, in fig 3, both the horizontal and the vertical scale start at 0.

Fig.3. Depicting a line graph. Blood glucose tolerance test

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 10

FITXA D’ACTIVITAT

e. Name the labels used for each axis

Each axis will have a label displayed outside or beside it. If the scale AXIS is numerical, the

label will often be suffixed with the unit of that scale. The label information (C,D).

On the right hand side is the legend (B) –key- information. Legends provide a key to the various data plotted on a graph.

f. What does a solid line stand for?

a solid line stands for: normal blood glucose level . It is important to clearly identify the title of the graph (A). Here, it is located above the graph.

g. Give this graph a title. The title will be “Oral glucose tolerance curve”

4. A crossword puzzle /ˈpʌz.l̩/ on the topic of line graphs.

Tell the students

o Work in groups of twos o Read the directions for this crossword puzzle. o Complete the crossword by filling in a word that fits each clue. o You have 15 minutes.

Correct as a whole group.

Across 2. A picture, drawing, or graph used to make something easier to understand. 3. These show trends in data. Meaning that they visibly show how one variable is affected by the other. 5. A representation of tabulated frequencies, shown as adjacent rectangles, erected over discrete intervals. 7. These take a collection of items and illustrate the relationships between them, and express them by giving each item a position. 10. Otherwise known as a key. 12. This represents the independent variable, which is controlled by the experimenter. 13. A repeated up and down movement. 14. This describes what the line is doing, as you progress from left to right. Down 1. It is directed towards a higher place or a higher level. 4. Shown or described in a very clear way. 6. A reference line drawn on a graph. 8. Circular chart divided into sectors, illustrating a numerical proportion. 9. It is what you mark on the axes. It is the relation between the units you are using, and their representation on the graph. 11. When presented with your graph, other people should be able to figure out what is plotted without asking you.

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 11

FITXA D’ACTIVITAT

5. Constructing a line graph.

A graph allows you to determine the changes at-a-glance. In this exercise you will construct a line graph with a single trend.

TO KNOW MORE

If you want to know more about constructing line graphs check.....

Steps for constructing a line graph.

These are your two sets of values.

Glucose concentration: blood glucose level taken from a patient at the same hour every day.

Time: over a period of 18 days.

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 12

FITXA D’ACTIVITAT

Answer the question and follow instructions to construct a line graph:

a) There are two sets of values. Glucose concentration/ Time what units are used? mg/dl and days What is the greatest value and the least value for the first set and for the second set? The glucose concentration ranges from 90 to 220 and time ranges from 1 to 18

b) Identify the variables Independent variable: Days c) Choose the scale Start with the horizontal scale. If you are using graph paper, let 1 unit on the

graph paper equal 1 unit of the values you are graphing. Determine whether the greatest value will fit on the graph. If it doesn't, then change the scale and try again. Now repeat this process for the vertical scale.

d) Add the title “Monitoring blood glucose levels e) Label and number the axis: f) Plot all the data points and connect the points with straight lines from left to right. g) Add the legend.

Correct as a whole group.

Data: day April 2014

Glucose mg/dl

1. 120

2. 100

3. 95

4. 100

5. 90

6. 90

7. 125

8. 150

9. 220

10. 220

11. 180

12. 170

13. 160

14. 110

15. 100

16. 95

17. 90

18. 95 Fig.4. Set of values and a millimetre paper. Constructing a graph

Professora: Mª Asunción Alonso Monferrer

Curs: 2017-18 13

FITXA D’ACTIVITAT

4. TEACHER GRAMMAR SUPPORT - ANSWER KEY: VERBS, ADJECTIVES AND ADVERBS

The aim of this piece is to enhance communication strategies and ensure effective communication. In order to describe movement, students need to know and use certain specific terms.

1. Movement: Up

2. Movement: Down

3. Tops and bottoms

4. No movement

5. Adverbs/adjectives

6. Prepositions

7. Expressing approximation

8. Transition words

We are going to study words and phrases that are particularly useful to describe line graph trends but they can also be used to talk about other types of graphs. There are a number of words which are similar in meaning. Learning them will help students be more articulate.

Now, let’s deal with verbs, adjectives, and adverbs.

Verbs (indicating types of movement), adjectives and adverbs: Table of content:

1. Movement: Up Advance Be up Climb Expand Gain

Go up Grow Improve Increase Rise Soar

2. Movement: Down Cut Decline Decrease

Dip Drop Fall Go down

3. Tops and bottoms Reach a bottom Reach a peak

Reach its/their highest level

4. No movement Do not change Go unchanged

Professora: Mª sunción Alonso Monferrer Curs: 2017-18

14

FITXA D’ACTIVITAT

5. Adverbs/adjectives - /Small Considerably/ considerable Dramatically/dramatic Enormously/enormous Erratically/erratic Marginally/marginal Markedly/marked

Minimally/minimal Moderately/moderate Sharply/sharp Significantly/significant Slightly/slight Spectacularly/spectacular Steeply/steep Substantially/substantial

Tips on this topic: Verbs, adjectives and adverbs

Verbs

Movement: Up

“Soar “and “rocket” describe a sudden dramatic upward change. “Rocket” is more sudden. You do not need to qualify these verbs with adverbs.

“Leap” shows a large and sudden rise. Again, you probably do not need to qualify it with an adverb.

“Climb”. Remember the b does not sound

Movement: Down

“Plummet” is the strongest word here. It means to fall very quickly and a long way.

“Dip” and “drop” are normally used for fairly small decreases

“Slip back” is used for falls that come after rises

“Drop” and “Dip” are also frequently used as nouns: “a slight dip” “a sudden drop” Transitive and intransitive verbs. Both transitive and intransitive verbs can be used to describe trends. We must put an object after a transitive verb:

The government plans to raise /reɪz/ the basic level of income tax.

We cannot put an object after an intransitive verb:

The basic level of income tax will rise /raɪz/ later this year.

Upward movement Downward movement

Transitive Intransitive Transitive Intransitive

Increase Raise

Put/ Push up Improve

Increase Rise

Go up Improve

Decrease Drop

Put/ Push down Reduce

Decrease Drop

Go down Decline

Professora: Mª sunción Alonso Monferrer Curs: 2017-18

15

FITXA D’ACTIVITAT

Adverbs/adjectives.

“Sudden” and “sharp” can be used of relatively minor changes that happen quickly.

“Spectacular” and “dramatic” are very strong words only to use to big, big, big changes.

“Marginal” is a particularly useful word for describing very small changes

Note: Several verbal abstract nouns originate from verbs

A dramatic fall (to fall) An abrupt rise (to rise) A sudden decline (to decline) A moderate grow (to grow) A slight increase (to increase)

A rapid drop (to drop) A gradual decline (to decline) A steady recover (to recover) A constant levelling off (to level off

Answer questions. Correct as a whole group

1. Fill in the table

What adjective describes a.... The adjective describes a degree/speed of change

a. A sudden, very large change? Spectacular, dramatic b. A sudden large change? Rapid, quick , swift c. A very small change? Marginal, minimal, slight d. A regular change? Gradual, gentle, steady e. A significant change? Substantial, considerable f. A slow change? Slow

Degree Speed Degree Speed Degree Speed

2. Look at fig 5 and, complete the table below. Use the words in the box

Fall, fell, gradual, gradually, increase, plummet*, plunge*, sharp, sharply *Strong words

There was... adjective + noun. Subject + verb –past simple tense- + (adverb).

a There was a steady rise. Sales rose steadily.

b There was a gradual fall. Sales fell gradually.

c There was a sharp increase. Sales increased sharply.

d There was a plunge. Sales plunged/The sales plummeted.

Fig.5 . The sales over time report for customer

Professora: Mª sunción Alonso Monferrer Curs: 2017-18

16

FITXA D’ACTIVITAT

3. A list or verbs used to describe trends. Put them in the correct category: upward, downward or other form of movement.

List of verbs: climb, drop, fluctuate, go down, state the same, go up, grow, decline, double, plunge, rise, raise, stabilize, pick up, remain stable, decrease, fall.

Upward: climb, go up, grow, double, rise, raise, pick up. Downward: drop, go down, decline, plunge, decrease, fall.

Other form of movement: fluctuate, state the same, stabilize, remain, stable Trends. Most graphs will have more than one trend. A trend is a line on a graph showing the general direction that a group of points seem to be heading to. Make sure you identify the trends. The common terms to describe the overviews of a trend are:

• Stable trend, • Fluctuated trend, • Downward trend • Upward trend.

A: Upward trend B: Downward trend C: A fluctuated trend D: A stable trend

Professora: Mª sunción Alonso Monferrer Curs: 2017-18

17

FITXA D’ACTIVITAT

5. NEW TERMINOLOGY TEMPLATE

WORD MEANING SENTENCE

TOPIC

Professora: Mª sunción Alonso Monferrer Curs: 2017-18

18

FITXA D’ACTIVITAT

6. BIBLIOGRAPHY- COM REGISTRE DE DOCUMENTACIÓ COMPLEMENTÀRIA. Supplementary documentation considered: catalogues, articles, instructions, photographs, audios, and videos, pages of reference websites, documents, graphics, and links to similar documents.

Imatge Dades

Nom: Statistics: Power from Data! This web resource is published primarily for secondary

students of Mathematics and Information Studies, although it will also be used by other students, teachers and the general population.

Autoria:

Llicència:

URL: https://www.statcan.gc.ca/edu/power-pouvoir/ch9/pie-secteurs/5214826-eng.htm

Imatge Dades

Nom: Adjectives BBC

Autoria:

Llicència:

URL: http://www.bbc.co.uk/skillswise/topic/adjectives

Imatge Dades

Nom: Adverbs BBC

Autoria:

Llicència:

URL: http://www.bbc.co.uk/skillswise/topic/adverbs

Imatge Dades

Nom: Verbs BBC

Autoria:

Llicència:

URL: http://www.bbc.co.uk/skillswise/topic/verbs

Imatge Dades

Nom: Oxfordddictionaries

Autoria:

Llicència:

URL: https://es.oxforddictionaries.com/

Imatge Dades

Nom: English grammar. British Council

Autoria:

Llicència:

URL: https://learnenglish.britishcouncil.org/en/english-grammar

Professora: Mª sunción Alonso Monferrer Curs: 2017-18

19

FITXA D’ACTIVITAT

Imatge Dades

Nom: Learning About Line Graphs

Autoria: Science4Us

Llicència:

URL: https://www.youtube.com/watch?v=n2YkbdNORp8

Imatge Dades

Nom: Bar Graphs and Histograms

Autoria: klcsiii45

Llicència:

URL: https://www.youtube.com/watch?v=4a-Q33O3Geg

Imatge Dades

Nom: How a histogram is different than a bar chart?

Autoria: MooMoo Math and Science

Llicència:

URL: https://www.youtube.com/watch?v=JsEwJD1mYpU

Imatge Dades

Nom: National Center for Education Statistics (NCES)

Autoria:

Llicència:

URL: https://nces.ed.gov/nceskids/createagraph/default.aspx?ID=912ead676d0548aaa458baaffed10c60

Imatge Dades

Nom: Smartdraw Powerful automatic formatting means perfect layouts in minutes.

Autoria:

Llicència:

URL: https://www.smartdraw.com/line-graph/

Imatge Dades

Nom: Jessica Lu, Bachelor of Arts (Cell Biology), Columbia University

Autoria: grammar correction

Llicència:

URL: https://www.linkedin.com/in/jessica-lu-89b15348