Graph- A visual device used to show a numerical relationship.

Pictograph - A visual device to used to show a numerical relationship through the use of pictures.

Data- Information, especially numerical information, usually organized for analysis.

Least – The fewest of smallest amount of something

Most – The largest amount of something

Students will create a pictograph of the various foods that the Caterpillar consumes in the story The Very Hungry Caterpillar.

Students will answer questions in regards to the graph that is created.

       *Answer numerical and comparative questions about the data.

       *Draw conclusions about information shown on a graph.

Students will identify and illustrate sets of 1-5.

45-60 minutes periods; 1-2 class period(s).

The Very Hungry Caterpillar – by Eric Carle

Colored copies of food pieces from story.

Large floor chart

Copies of Picture graph worksheets

Copies of Bar Graph worksheet

Hungry Caterpillar Assessment.doc

HungryCaterpillarGraph.pdf

GraphingTheVeryHungryCaterpillar.docx

W:   Introduce the concept of creating picture graphs to record and compare information

H:  Have students create a picture graph. Have students discuss foods that they like to eat and what will happen if they eat too much. Have students submit a picture of their favorite food to eat when they are hungry to be complied and shared with the class.

E:  Discuss possible ways in which to organize information in a useful manner.

• For those students who have difficulty cutting, have precut pieces for them to use.
• Utilize the Hungry Caterpillar Graph Handout for those students needing more one-to-one correspondence – Color one square for each fruit at the beginning of the row.
• For more advanced students have them complete the corresponding math worksheet. (May need to be read to students for them to complete at this level.)

R:  Have students stand within a large floor chart while holding a piece of food represented in the story to create a visual representation.

E:  Create another way to display the same information using connecting cubes or something similar.  Compare this with the paper chart.  Discuss which food is represented the most and the least, and how that can be determined visually.

T:  Provide opportunities throughout the year for students to create charts.  They can also take surveys or play games and chart the results.

O: The focus of this lesson is to understand ways to gather data and organize the data into data displays such as a picture graph.

“Today we are going to learn about a way in which we can share and compare information from stories that we read.  We will use this information to make a graph.  One way that we can make a graph is to use pictures.”

“We are going to be reading the story A Very Hungry Caterpillar.  This is a story of a Caterpillar and some of the things that he likes to eat when he is hungry.  What are some things that you like to eat when you are hungry?” (Have students raise their hands to respond, but do not chart their responses.) What do you think a caterpillar likes to eat when he is hungry?  (Allow time for students to raise their hands and respond.) 

“Let’s see what the caterpillar in this story likes to eat.” (Read aloud the story A Very Hungry Caterpillar.)  As you are reading have the students identify the different foods. Have them count the number of the item shown.

Upon completion of the story:

“What did the caterpillar eat?” – Pass out food pieces to students as they tell you the name and how many of each were eaten.

“How could we show how many of each item that the caterpillar ate?”- Allow time for students to respond.  (If needed, guide to graphing choices).  Once you have gained the response of “picture graph”, roll out the large floor graph chart.  Have students stand on the chart that corresponds to the food that they are holding. 

“Are there more students in one row than another?” Allow for student responses.  Have students lay down their pictures on the squares that they were standing on.  Then have students sit around the graph to discuss.

Graph Questioning:

“Why do you think that there are more (or less) in this row?”

“How many _________ did the caterpillar eat?”

“What did the caterpillar eat the most of?”

“What did the caterpillar eat the least of?”

“Are there any items that the caterpillar eat the same amount of?”

Once students have responded to the above questions, they can return to their seats for the independent component of the lesson.

Independent Work:

Now that we have created a large picture graph together, you are now going to have a chance to create your own picture graph. Pass out picture graph worksheets and glue.  You will need the book to use as a visual for the students.  As you go through the pages students will glue the correct number of the item shown to their graph. Give assistance as needed.

Completion of Graph: 

Hungry Caterpillar Assessment Checklist : Hungry Caterpillar Assessment.doc

Teacher Observation

• Copy of “The Very Hungry Caterpillar” by Eric Carle - This short and simple story is chock full of learning opportunities from days of the week, to counting, to metamorphosis. The words are easy enough for a small child to understand the story line and for a beginning reader to get through with little difficulty. The adorable and colorful illustrations engage even the youngest children. 
• The following website has color copies needed for the story.  They are free to print.  Scroll down to templates.  Print color pictures and laminate them. http://www.dltk-teach.com/books/hungrycaterpillar/felt_fun.htm
• Video of Eric Carle Reading “The Very Hungry Caterpillar” https://www.youtube.com/watch?v=NWfy2CC8few