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Summary:
Students will learn how to create a glyph about themselves.
Main Curriculum Tie:
Kindergarten - Mathematics
Standard 3 Objective 3
Collect and organize simple data. Materials:
Additional Resources
Books
- Charts and Graphs, by David and Wendy Clemson;
ISBN 1-58728-342-5
- Hannah’s Collections, by Marthe Jocelyn; ISBN 0887766900
Media
- Clear plastic to make a graph mat (sold by the yard at fabric stores).
Attachments
Background For Teachers:
Vocabulary words used in this activity:
glyph—Kind of like a graph, but they can show three, four,
or even more variables about a single subject. Glyphs blend data representation
with art. They are creative way for students to have fun and show data.
legend—The key to the glyph. It tells you what the variables
on the glyph represent.
Glyphs can be made as simple as having the student choose what color apple
they like and taking one bite for each brother and adding a worm hole for each
sister, or they can be very complex and show 10 or 12 different pieces of information.
For kindergarten children, it is best to have them display four to six things.
The students need to know these basic
facts about themselves:
- If they are a boy or a girl.
- How old they are.
- If they have a pet.
- Which they like best, reading books about people or
reading
books about animals.
- How many people are in their family.
The teacher needs to fill out the “information for the glyphs” sheet
showing the correct information for each child.
Intended Learning Outcomes:
1. Demonstrate a positive learning attitude.
2. Develop social skills and ethical responsibility.
3. Demonstrate responsible emotional and cognitive behaviors. Instructional Procedures:
Invitation to Learn
Read Hannah’s Collections to the class. Point out all the different
kinds of things that Hannah liked to collect. Discuss with the class how
Hannah solved her problem of having to decide which collection she
would take to show at school. Make sure they understand that a
collection of things starts with just one thing. The sculpture that Hannah
made to take to class showed some of each of her other collections.
Sometimes we can make one thing that shows many things.
Tell the class that we are going to make a “This is Me” glyph.
Explain that a glyph is a figure or picture that has different parts to
represent information about a given subject. A glyph is kind of like
Hannah’s sculpture. The figure that we are going to make will be able
to
tell anyone who has the legend for it five things about the person who
made the glyph. A glyph is like a graph that can show three, four, or even
more variables about a single subject. Glyphs blend data representation
with art and are a creative way for students to have fun and show data.
The legend is the key that tell us what variables the different parts of the
glyph represent.
Instructional Procedures
- Give each student a
piece of white cardstock with the body and
arms printed on it. Have them look at the page as you explain
where the feet are, which section will be the pants of the figure,
and where the head will glue on.
- Instruct the students to cut out the body
and both of the arms.
- Have students put glue on the end of the arms as
marked and
put the end with the glue on the backside of the body at the
shoulder line and glue in place.
- Have the children cut on the line between
the feet, up to the
fold line. Fold both of the feet up on the fold line and then fold
them back down. Put shoes on the feet by coloring them brown
if they have a pet and by coloring them black if they do not
have a pet.
- Students color the section of the body above the feet green
if
they are six years old (or if their age is even). Color that section
blue if they are five years old (or if their age is odd). This section
is the pants of the figure.
- Fold the body in half lengthwise and crease
from the line between
the feet to the top of the point at the top of the body.
- Fold the point
at the top of the body down toward the back of the
figure on the fold line, lay it back straight, and place the body on
the table.
- Students choose one of the girls’ heads if they are a
girl, or one of
the boys’ heads if they are a boy. (There are two boy heads and
two girl heads in various skin colors from which to choose.)
- Cut out the
head and the hands. Put one drop of glue on the point
of the head and position the head over the point to glue the head
in place.
- Glue the hands over the rounded end of the arms so that when
the
arms are folded toward the body, the hands are facing out.
- Students choose
a yellow rectangle if they like to read books
about animals, or a red rectangle if they like to read books about
people.
- Fold the rectangle in half to make it look like a book. Have each
child write the number of people in their family on the front cover
of the book. Glue the book to the hands so the arms are holding
the book open in front of the figure.
- Place a piece of masking tape made
into a roll under the feet to
help the figure stand up.
- Have each student stand their figure up in front
of them on the
table.
- Make a legend for the figures by showing:
“This Is Me” glyph
Shoes:
If the shoes are brown, the person has a pet.
If the shoes are black, the person does not have a pet.
Pants:
Are colored green if the person is 6 years old (or their age is
even).
Are colored blue if the person is 5 years old (or their age is
odd).
Head:
Has a boy head if they are a boy.
Has a girl head if they are a girl.
Book:
The book is yellow if they like to read books about animals.
The book is red if they like to read books about people.
Number:
The number of people in their family.
- Choose one of the figures. Hold it
up so all the students can see it.
As a class, use the legend to determine the facts about the person
the glyph represents. Give the figure back to the person it
belongs to.
- Ask all the students who are six to bring their figures
over and
place it on one of the rectangles next to the six on the graph mat.
Place one figure in each rectangle as you work across the mat.
Then have everyone who is five bring their figures over and place
them in rectangles next to the five. Ask the students if we have
more six year olds or more five year olds in our class.
- Have the students count the number of six year olds. Have them
count the number of five year olds. Ask how many more figures
we would need in the row that has the least number of figures to
make it the same as the number of the row that has the most.
- Choose other
attributes to sort the glyphs on the graph mat. Make
sure that you talk about which has the least, most, etc., each time
a new graph is made.
Strategies For Diverse Learners:
Adaptations for learners with special needs and a variety of
learning styles:
Children who are struggling with the glyph could work on sorting
and displaying data in a Venn Diagram. This activity is on page
18 of Charts and Graphs. There are a lot of simple graphing
activities in this book that may be done before moving forward
with the more abstract idea of a glyph.
Children who have the glyph idea down
could make up their own
glyph and a legend showing the variables on their glyph. They
could draw pictures on the legend and have an older buddy or
adult help them with the words that they need.
Extensions:
Provide ideas for integration
with other curricular areas.
During circle time, choose one of the “This Is Me” glyphs and
share it with the class. Interpret the data on the graph one variable
at a time and let the students guess who it is (e.g., This person is a
boy, is 6 years old, has a pet, likes to read books about people,
and has 6 people in his family). The students can guess after each
clue is given to see if they can figure out who the person is by
matching the clues to a person they know in the class.
During science, make
a graph showing how many people like to read books about animals. Take it a
step further by having each person tell their favorite animal to read about.
This could work into the perfect time to talk about fiction and nonfiction
because there are a lot of animal books that belong to both of the
categories.
The glyphs could be made right before “Student-Educator-Parent”
conferences and be on display when the parents come. Show
parents the legend and see if they can pick out their child’s
glyph.
Family Connections
- As a homework project, have students
make up a glyph and a
legend with their families. Have them bring their family glyphs
back to share with the class.
They could start by asking questions like:
- What activities do we like to do
as a family?
- How many people are in our family?
- What kind of vehicles does our family
drive?
- What kind and color of house do we live in?
- Where do we like to go
on vacation?
- Have the family come up with a glyph and a legend that gives
the
answers to these questions.
Assessment Plan:
- The finished glyph should display the correct information
about
the student. The teacher can go back through the legend with the
student and check to make sure each variable is shown correctly
on the glyph.
- The teacher has an Information For The Glyph sheet showing the
basic information about each child. This sheet could be used to
check the glyphs when the students are not present.
- The student, teacher,
and parent could check the glyph together at
an SEP conference. As mentioned in the extension activities, the
glyphs could be on display, parents given the legend, and asked to
figure out which glyph belongs to their student. After the glyph is
located, the student, parent, and the teacher could go through the
glyph together to make sure the variables are showing the correct
information.
Bibliography:
Research Basis
NAEYC, Bredekamp, S., & Copple, C. Eds. (1997). Developmentally
Appropriate Practice
In Early Childhood Programs. Revised Edition.
"Young children should have opportunities
for organizing information
into concepts based on attributes that define an object or idea. . . they
should also describe objects by their appearance and actions (pg 113).”
“Teachers should plan curriculum with concrete materials and
experiences for children to investigate and think about. . . (pg 156).
Author:
Utah LessonPlans
Created Date :
Sep 02 2005 09:53 AM
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