K-12 Teaching and Learning From the UNC School of Education

Important Announcement about Online Courses and LEARN NC.

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

Learn more

Related pages

  • Collecting and organizing data: In this lesson students will learn to collect data and organize the data into a chart using computer technology.
  • Data gathering - Linear regressions: In groups of three, students gather data by experiment or observation in one of nine activities. Each group models the data they gathered, creates a display, and presents results to the class using an overhead projector.
  • Bouncing ball experiment: In this experiment students should be in groups of 3. Students will drop a ball from different heights and measure the corresponding bounce. Since each group will use a different ball, they will generate different sets of data. They will be asked to discuss and compare their linear function with that of their classmates. They should practice measuring the ball bounce before they begin to collect data.

Related topics


Please read our disclaimer for lesson plans.


The text of this page is copyright ©2008. See terms of use. Images and other media may be licensed separately; see captions for more information and read the fine print.

Learning outcomes

Students will:

  • collect temperature data over a week
  • create a graph that records the data collected
  • analyze information about the temperatures

Teacher planning

Time required for lesson

5 days


  • paper
  • pencil
  • thermometer

Technology resources

  • Computer
  • Graph Club Software


  1. The teacher will assist the students in reading the temperature each day for one week (Monday-Friday). Using the information gathering worksheet, each student will record the temperature data each day. Students will then use this data to make a graph on the computer using the Graph Club Software program.
  2. Instruct the students to open the Graph Club Program on the computer. Have them skip the introduction and then select “Make A Graph.” Click the “OK” box. In preparation for this graphing activity the students will need to click on “Graph” at the top of the page. Then click on “Make 5 Kinds.” Return to the Graph section, click on “Change Maximum” and select “100.”
  3. Now the students are ready to begin entering their data on the table. Under the section “What?”, the students will click on the first animal and type in the word “Monday.” Then click on the second animal and type in the word “Tuesday,” continue on until they have entered the word “Friday.” On the other side of the table under “How Many?”, the students will type in the corresponding temperature for each day of the week from their data sheet.
  4. To create the graph the students click on “Graph” and select: “Make a different kind of graph”. A bar graph will appear next to the table. The students can answer the question on the worksheet using the bar graph and table that is on their screen or they can print the graph and answer the questions at a later date.
  5. To print the table and graph the students need to follow the directions below:
    • Select “File”
    • Under file select “Print Graph”
    • Check the boxes at the top of the page: “Table, and Bar”
    • Check the box that says “Title”
    • Type in a title in the box.
    • Check the box that says “Description”
    • Type your name in the box next to Description.
  6. Using the bar graph, the students answer the questions on the worksheet.


The assessment will be based on the student’s ability to gather and record the temperature information on the temperature recording sheet with 85-100% accuracy. Then the student will apply the information from the recording sheet and create a weather graph using the Graph Club software program with 85-100% accuracy.

The assessment will also based on the completion of the assessment worksheet. The student will complete the worksheet with 85-100% accuracy.

Supplemental information

Example of student work.

  • Common Core State Standards
    • Mathematics (2010)
      • Grade 1

        • Measurement & Data
          • 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
        • Grade 2

          • 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number...

    • North Carolina Essential Standards
      • Science (2010)
        • 2.E.1 Understand patterns of weather and factors that affect weather. 2.E.1.1 Summarize how energy from the sun serves as a source of light that warms the land, air and water. 2.E.1.2 Summarize weather conditions using qualitative and quantitative measures...

North Carolina curriculum alignment

Mathematics (2004)

Grade 1

  • Goal 4: Data Analysis and Probability - The learner will understand and use data and simple probability concepts.
    • Objective 4.01: Collect, organize, describe and display data using line plots and tallies.
    • Objective 4.02: Describe events as certain, impossible, more likely or less likely to occur.