Language Arts (English), Research, Science
|Topic/Unit of Study & Time Allotment||
School Survey of Eye Color
Students will determine their own eye color with a partner.
Students will chart class data on eye color.
Students will use Excel to make a chart on class data.
Students will make a graph of data using Excel.
Students will work with partners to find their eye colors and as a whole class combine the data. They then will create a table and graph of the data using Excel.
This fits into the statistics area of math that we are just beginning.
Have students partner up.
Tell them to look at each others eyes and record the color for their partner.
Next come back as a whole class and take a survey of eye color making a paper chart on the board.
Have students break into groups and go to each classroom with eye color survey.
Have them collect classroom data for each grade.
Bring all information back into classroom and create a whole school data chart of eye color.
Take students to the computer lab.
Help them log into the computers and open up Microsoft Excel.
Work step by step with them to create a chart of the whole class data.
Instruct them on how to use formulas to compute totals.
Instruct them on how to take their class data and make a graph in Excel.
Make sure you are also creating one and print it out on a overhead for later use.
Go around the room to help any students.
When they are done have them print their data table and graph.
Make sure they each put their name on the sheets and have them turn them in.
Take students back to the classroom.
Remind students were we left off the previous day.
Pass back out their data sheets and graphs they created in Excel.
Place your classroom set of data on the overhead.
Take a look at the data and make comparisons between colors. Talk about percentages.
Have students answer some questions about their data from worksheet.
Collect student worksheets.
Computer lab and classroom are fit for physically impaired students.
Help will be given to those who need extra attention.
|Sample Student Products||
Students will work collaboratively & individually. Students will work in groups of 2.
3 class periods. 30 Min. per class.
|Author's Comments & Reflections||
Make sure to reserve the computer lab.
MATERIALS AND RESOURCES
Survey data sheets.
Whole class collection sheets.
Whole school data sheets.
STANDARDS & ASSESSMENT
MI- Michigan Grade Level Content Expectations
Grade: THIRD GRADE
Strand: DATA AND PROBABILITY
Topic: Use bar graphs
Expectation: D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms.
Expectation: D.RE.03.02 Read scales on the axes and identify the maximum, minimum, and range of values in a bar graph.
Expectation: D.RE.03.03 Solve problems using information in bar graphs including comparison of bar graphs.
USA- ISTE: National Educational Technology Standards for Students: The Next Generation
Standard: 3. Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information.
Indicator: Students: a. plan strategies to guide inquiry.
Indicator: Students: d. process data and report results.
USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) (old)
Grade: Grades 3-5
Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools
Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), firstname.lastname@example.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, email@example.com. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.
Performance Objective 1: Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
Performance Objective 2: Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)
Performance Objective 3: Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)
Performance Objective 8: Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)