Gr 3/4: Integrating Science and Math: Population Graphing
This lesson is a great way to combine Physical Activity, Science, and Math all in one. I adapted this lesson from 'Oh Deer' which can be found in the Project Wild Teacher's Handbook. In our science unit this past year we covered gr. 3/4 habitats and communities but only looked at species in our school yard.
Grade: 3
Purpose: To integrate science, math and physical activity. Student Grouping: Game outside: whole class activity (minus 2 student recorders) Discussion: Large group 1. The Game: Physical Activity
1. Before you play the game, have 2 students volunteer to be 'documentation specialist'. Their job: to record the squirrel population during the game.
2. Play the game with group in 2 stages (1215 rounds each):  First stage: play just with squirrels and basic needs.  Second stage: add in predators 3. For each stage have the documentation specialist record each category (See chart) 4. After both stages bring students inside 2. The Debrief: Graphing: Physical Activity Math 1. With the whole class post the results (the charts) that both 'documentation specialists' collected on an Elmo.
2. Walk students through a mini lesson/demo of how to represent data on a line graph (possibly go through results from stage one). Ask them questions to extend their understanding of graphing data (i.e., what is one piece of information that this chart tells us? What are we comparing in this? What are our 2 variables?) 3. Group students in small groups (23) and have them practice their own graphing with stage 2 results. 4. Call group back together and walk through instructions for making second graph (ask students questions such as: What goes on my X axis/Y axis?; where does our first point go?) 3. Examining the Data: Math Science
1. In looking at each of the charts (including the T chart from the documentation specialists), ask students to think about patterns in the graph, or with the numbers (for this you could do thinkpairshare or a Bansho approach to looking at the variety of answers that come out)
2. When taking up the answers, help students relate it back to the science (What caused increase/decrease in population? Why did it never stay the same?) 
Curriculum Expectations:
Materials:
Playing field/markers to denote game area
 Clipboard with a chart to record data from game  Graph paper  Pencils  Chart paper/markers  Science journals

Assessment:
Diagnostic: Can students use math terminology in describing their graphs (can they identify/use words such as 'data, Y axis, X axis, tchart')
Formative: Can they make connections with/between data collected and relate it back to big ideas in science?
Summative: Students will submit graphs (which can be used for assessment). For a rubric on assessing graphs see Materials section (the Oh Deer pdf)
Formative: Can they make connections with/between data collected and relate it back to big ideas in science?
Summative: Students will submit graphs (which can be used for assessment). For a rubric on assessing graphs see Materials section (the Oh Deer pdf)