School Location

Rural

eMINTS classroom?

Yes

Grade Level

4th grade

Number of Students in the Class

16

Classroom Computer/Student Ratio

1:2

Number of Computers in the School's Lab/Media Center

25/10

Subject Area:

In this lesson I was assessing the students' ability to collect, analyze and interpret data. The GLE's that were covered are Algebraic Relationships: Analyze patterns using words, tables and graphs; Model problem situations using representations such as graphs, tables, or number sentences; Data and Probability: Collect data using observations,  s and experiments; Create tables or graphs to represent categorical and numerical data (including line plots); Describe important features of a data set: Given a set of data, propose and justify conclusions that are based on the data.

Instructional Goal:

The goal of this lesson was for the students to collect a data set through the use of a student created survey. The students then had to analyze the data by creating a graph in Excel. Finally, the students had to interpret the data by presenting the graph to the class and explaining what the survey results were.

Instructional Activity:

This activity took place over several days. To begin the activity, I presented the kids with the question "How are graphs helpful?" We filled out the K and W on a KWL chart for what we know and what we want to learn about graphs. We then examined several examples of graphs and compared the graph to its data set to determine if it is easier to comprehend a data set or a graph. Next, we made a graph together as a whole class. I did this to model for the kids the entire process.

I gave pairs of students a large cup of Fruit Loops and asked them to think of ways to sort the cereal. They decided to sort by color, so I created a tally sheet for the students to use to keep track the total number of each color of Fruit Loops. Once the pairs of students had finished, they counted the total for each color. Then we added the numbers from each group to find a class total for each color, and we entered the data into a class table of colors in Excel. I then showed the students how to convert the data table we created in Excel into a graph with an appropriate title and appropriate axis' labels. We also adjusted the color of the graph and bars to accurately represent the colors of cereal. Once our graph was complete, we discussed what information the graph represented and compared the graph to our data table to confirm the fact that a good graph is easier to comprehend than a data table.

The next step of this activity was for the students to put their data from the cereal into a table in Excel. While the students were completing this step, I put the class data table back on the SmartBoard and moved around the room to evaluate each of the data tables. Once all the data tables were finished, each group converted the information from the table into a chart using the chart wizard. I displayed the class graph on the board for the students to see while they completed their graph. As they worked, I moved around the room to evaluate their on task behavior and to assist the students as needed. Once each group was finished, they had to explain their graph to me.

The final project during this activity was for the students to work with a partner to create a survey to be conducted in another classroom. We viewed examples of surveys, and I polled the class to determine favorite colors. I created a poster that stated the topic that I was surveying. I then gave each student a ballot to cast their vote, and I used a tally sheet to count the votes. Then I quickly entered the data into a table in Excel and created a graph. Then I modeled how to present my survey results and my graph. I gave the students their scoring guide for the project and partnered them up. I gave them 5 minutes to decide on a survey topic. Each group had to write their topic down and have it approved by me within the 5 minutes. The groups then used their approved topic and created a poster. I gave them blank ballot sheets to use and sent them to another classroom to ask permission to survey the class. Once they completed the survey, they came back to the room to tally the votes (they had to create their own tally sheet). From the tally sheet, the students entered their data into a table in Excel and converted the table into a graph using the chart wizard. Finally, the groups had to present their survey results to the class by showing their graph. We printed the graphs and the students wrote a paragraph reflecting on the entire project. The graphs and paragraphs were then displayed in the hall for the other classes to view the results of the surveys. We also went back and filled in what we learned on the KWL chart.

Assessment Process:

There are many assessments done in this project. I assess my kids on-task behavior with a checklist while they are working. I observe them about every fifteen minutes. If the students are off task they lose points. I also have the students evaluate their group on a group work scoring guide. During the Fruit Loop graph portion of the activity, I used a checklist to check for completion of the tally sheet, the Excel table, and the graph with all labels. I used a scoring guide to grade the final project for the survey poster, the tally sheet, the Excel table, the Excel graph, the Presentation, and the typed reflection. To reduce paper, most of the scoring guides are filled out on the computer and placed in the groups' shared folders. This helps us to keep an electronic portfolio of work.

Primary Motivation for Using Technology for the Assessment:

I used technology for this activity because I wanted the students to learn to interpret the graph and analyze the data without having to worry about the construction of the graph. Because the Missouri Grade Level Expectations tell us the students need to be able to use tallys, conduct surveys, collect data and display data in a table, analyze data (create a graph), and interpret data (explaining the graph), it was important to this lesson to have the kids work in Excel. Excel is a powerful graphing tool that allows the students to analyze and interpret without the worry of the actual graphing process.

Problems Encountered:

The students had never used Excel before, so I modeled everything on the Smartboard while we worked as a whole class. I also gave the kids a guided practice time with examples on the Smartboard as I moved around the room to assist.

Advice to Other Teachers:

Electronic portfolios are simple and easy to create. They can be incorporated with the student folders and can easily be displayed for parent teacher conferences, etc. This allows students to go back and view scores any time. I like to keep everything in the student's folder because the students easily misplace a piece of paper, but if I put the scoring guide or checklist in their folder ,they know where to find the information. Always remember to review the scoring guide or checklist with the students before the assignment is given, and refer to it throughout the lesson. I usually go over the items in the highest scoring column only. I always explain to the students that if they want to get an A on the project they must focus on the column that is worth the most points.

Unanticipated Outcomes:

None

Benefits of Using Technology for Student Assessment:

The largest benefit for using technology in this lesson was the higher order thinking skills that were a crucial part of the activity. We can also keep things together, and organized by placing the scoring guides, checklists and assignments in a folder.

Drawbacks of Using Technology:

It was more work on me to put the scoring guides into each student's folder.