Math
In grade 5 we constructed bar graphs with intervals. These graphs are very similar to stem and leaf plots. In a stem and leaf plot all the data in a stem is written. In a bar graph with intervals, we just graph the number of data points between an interval e.g. between 60 - 69. A stem and leaf plot is a bit more specific.
Let's look at the data in this stem and leaf plot: (this is helpful for grade 4 as well)
You can see how a stem and leaf plot is like a bar graph. In a bar graph with intervals, the axis with the length of the text messages would be labeled as follows:
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
Then you would just tally up how many text messages were that long. We talked a bit about the number of bars on a bar graph. The above bar graph would have 7 bars which is a bit high. You might want to change the intervals to 20 instead of 10. Your intervals and tally chart would be:
Length of call Number of Calls
0 - 19 3
20 - 39 5
40 - 59 6
60 - 79 2
So you're probably thinking, why not construct a stem and leaf plot instead of a bar graph with intervals? You general use a bar graph with intervals when you have A LOT of data. If you constructed a stem and leaf plot with a lot of data, you might run out of room in a particular stem writing all the leaves!
On the flip side, when you construct a bar graph with intervals, you don't know exactly where the individual numbers are within the range. Most numbers might be on the low side of the range. In our intervals above, only 2 daily text messaging lengths are between 60 and 79 minutes, but both of them are very close to 60 minutes. You might give people the wrong idea about how many minutes some people spend text messaging.
We also talked about how to collect and conduct a survey. There are a few points that BOTH grades must remember.....
1. Your question MUST be CLEAR and SPECIFIC. The information you gather must reflect what you are trying to find out. For example you might want to find out about the people's views on the upcoming election. Think about why these pairs questions are very different:
Do you like Prime Minister Trudeau? vs Do you support the Liberal Party?
Do you think Canada needs to have tougher laws on climate change? vs Do you think a carbon tax is a good idea?
2. When you are surveying people you must keep a NEUTRAL TONE OF VOICE. You don't want to BIAS or influence the people you are surveying by saying one option with more excitement than another.
3. You must know the POPULATION of people you are surveying and choose a RANDOM, REPRESENTATIVE SAMPLE. For example, if you want to find out how many people in Canada watch "Hockey Night in Canada", would you survey outside Budweiser Gardens after a London Knight game?
4. You must give people the choice NOT to participate in your survey. People who don't want to answer questions might not listen carefully and accidentally give you answer that does not reflect their opinion or knowledge. They also might not be truthful.
So you're probably thinking.... "Why do I need to know all of this??"
You need to be INFORMED. When you see data presented in surveys, particularly in the media (Internet, social media, radio, tv, newspaper) look at it with a CRITICAL eye. Unfortunately, people represent data to show what they want other people to think.
Ask yourself...
- Was that a good question to make those conclusions?
- What sample population did they use? Was it representative and random?
- How did they survey? Was it written? Over the phone?
- Can you interpret the results another way?
Science
On Thursday we talked about the last kind of organisms in a food chain..... DECOMPOSERS!
What would happen if there were no decomposers? Where are decomposers on a food chain?
Here's a great online game to play to review all the names of living things in a habitat:
Writing
I was so impressed with the first drafts of your descriptive, expository writing on your school habitat. Remember to focus on a few living things and describe them in detail. What do they look like? What do they do in the habitat? Next week we will look at a few literary devices to make your writing sparkle.
Reminders (class trip on Monday):
I keep looking at the weather and it keeps changing.... URGH!
Come to school assuming we will go on the trip. On Monday morning I will contact the person at Upper Thames to make decision about whether it is safe or worth while to go.
- RUBBER BOOTS
- Hat, raincoat (if raining), extra pair of socks and change of clothes just in case, bug spray (optional), water
- Dress for the weather (off-uniform is fine). We will be exploring the forest, pond and field habitats.
- BRING A LUNCH. We will be leaving before hot lunch is delivered. You may have your hot lunch when we return at 2:30 pm.
Parents are welcome to come along as long as you have a background check on file at the office.
This past week we were involved in our Terry Fox Run. Terry Fox was and still is a Canadian hero. He proved that one personal CAN make a difference.
I think it is also important to make a note of this young person who is also making a difference in the world. Her name is Greta Thunberg. She is 16 years old and from Sweden (a country in northern Europe).
On Friday, 315 000 people marched with her in Montreal, as well as others in cities around Canada, to demand that leaders put into action laws to try to stop the rising world temperatures.
/arc-anglerfish-tgam-prod-tgam.s3.amazonaws.com/public/AM6444SJPJHJ3MJ5QZGKKLFR4A.jpg)
Early in the week she spoke to world leaders at the United Nations Summit on Climate Change. Take a few minutes to listen to her heartfelt speech. It's about five minutes long. You might not understand the scientific part of her speech, but you can hear the consequences of rising temperatures. Remember, she is speaking to presidents, prime ministers and other leaders from around the world. She is truly inspirational much like Terry Fox.
