![]() As this particular example comes from introductory motion physics, the x- and y-axis measurements were time (in seconds) and distance (in meters). I then create sticky notes with the important labeling components of a graph but do not place them (see Figure 1). (Note that this activity could be easily and quickly adapted for nontiled floors by creating the grid with painter’s tape). The result is a 7 × 10 grid of floor tile squares tile joints form the grid lines of the graph. With simple materials (see callout box) I create the x and y axes along the left and bottom edges with blue painter’s masking tape, marking each line between floor tiles numerically. Prior to class, I clear a square approximately 4 × 4 meters of classroom furniture. ![]() Plastic survey tape (at least two colors).Clear packing tape (useful in putting over sticky notes to keep them in position).However, because working with their own data adds complexity as well as anxiety about their results, the goal of this activity was to help students develop very basic graphing skills. ![]() An extension to this activity is to have students collect data for a purpose, then walk-graph their own data as a way to understand how their data tables translate to a graph. Following the activity, the class as a whole expressed significantly increased confidence in their understanding of graphing and slope. a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis.” I developed “A Graph Underfoot” for an alternative approach to the understanding of graphs through kinesthetic individual participation and class discussion. Such work is central to understanding scientific data NGSS Scientific and Engineering Practices 4 emphasizes that “data must be presented in a form that can reveal patterns and relationships. Creating and interpreting graphs is a skill practiced throughout the year, and we coordinate our work with math classes for reinforcement. Graphing is key to data analysis of lab concepts in my physical science class: time versus temperature, identification of phase changes, density determination with line of best fit, and distance versus time in speed and velocity. Those gritty squares form the perfect grid for a person-sized graph, big enough for students to physically walk “rise over run” to develop an understanding of slope, taking advantage of middle schoolers’ energy in a kinesthetic learning exercise. ![]() Look down with an appreciative rather than critical eye. Tired of your classroom’s worn-out linoleum floor? Wait! Don’t tear it up yet. ![]()
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