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What's the Scoop?

Who likes plain vanilla ice cream? How about pecan mocha fudge? Or cotton candy? Create a 3-D classroom graph with Crayola® Model Magic® to show which ice cream flavors are tops.

  • Grade 2
    Grade 3
    Grade 4
  • Multiple Lesson Periods
  • Directions

    1. Take a classroom poll to find out each student’s favorite ice cream flavor. Arrange your findings in a picture graph to make it easy to tell which flavor has more, or fewer, or the same number of votes.
    2. On oaktag or posterboard, use Crayola Washable Markers to write the title of your graph in capital letters along the top. Use markers to write the names of the flavors along the bottom of the graph.
    3. Use Crayola Erasable Colored Pencils to draw a small ice cream dish (or cone) on oaktag. Cut it out with Crayola Scissors. Use it as a pattern to draw identical dishes above each flavor name. Color the dish with Crayola Gel Markers.
    4. Experiment with blending two or three colors of Model Magic to create your own ice cream colors. Lightly twist two colors together for a swirled effect. Add white to any color to get an icy, pastel look. To make scoops of ice cream, roll a small ball of Model Magic to represent each vote. Flatten slightly and air-dry overnight.
    5. Use Crayola School Glue to glue scoops in place on the bar graph. Air-dry the graph flat.
    6. With markers, mark the numbers of votes along the left side of the graph, starting at the bottom and going up. Make sure each scoop lines up with a number. Add a key indicating how many scoops equal one vote for an ice cream flavor.
    7. What does your graph show? Explain it to your classmates. Which flavor received the most votes? The least? Did any flavors receive the same number of votes? How many more votes did the most popular receive than the least popular flavor? How many people voted altogether? Present your findings to the class.
  • Standards

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Participate in collaborative conversations with diverse partners about grade level and texts with peers and adults in small and larger groups.

    LA: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships.

    LA: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

    LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

    MATH: Represent and interpret data.

    VA: Use visual structures of art to communicate ideas.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

  • Adaptations

    Encourage students to expand their survey to a school-wide poll focused on an appropriate topic. Consider how the scale on the Y-axis will need to be revised in order to accommodate all data reasonably.

    Individually, ask students to collect data and organize it into pictographs for others to interpret. Topics may include favorite books, best recess activities, numbers of siblings (brothers vs. sisters), eye and/or hair color, birth month, etc. Students make an individual graph of findings and display them with a written analysis of findings.

    Students use Crayola Model Magic to create other graph forms such as circle graphs, line graphs, etc.

    In small groups, students analyze the results of their graphs, discussing possibilities for the results. Consider factors that may have influenced results, such as classmates not reporting actual television watching time for fear of revealing they are "couch potatoes" after school hours!


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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