(This lesson is intended to introduce students to making a graph on excel.

It has a lot of teacher

guided and whole group instruction intended for students to become familiar with the process.
This lesson would lead into another lesson where students create their own data collection and
bar graph on their own.)
Immersion I Lesson Plan Format
Field Study Teacher: Kaitlyn Bending
School: Animas Valley
rd
Grade Level: 3 Grade
Number of Students in Class:
Whole Class
Unit: Mathematics
Lesson Duration: 45 Minutes
Day, Date, and Time of Lesson: October 28th, 2014
1. Objective(s): At the end of the lesson, students will collect data from a class survey and
create one complete bar graph including a title, axis, and labels using excel.

2. Colorado Academic Standards:

Standard: 3. Data Analysis, Statistics, and Probability
Concepts and skills students master:
1. Visual displays are used to describe data
Evidence Outcomes
Students can:
a. Represent and interpret data. (CCSS: 3.MD)
i. Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. (CCSS: 3.MD.3)
ISTE Standards
2. Communication and Collaboration:
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
3. Learning Target(s):
Students can collect classroom data and create one excel bar graph with a title, axis, and
labels.
4. Assessment:
Formative Assessments:
I will have a rubric provided to make sure that each student has met the objective. The
rubric will assess whether the student used a title, axis, and labels in their graphs, and if
they have the correct data entered.
I will have students write on a piece of paper one example of data they would be
interested in collecting.
I will have everyone close their eyes and show me on their fist from zero to five, if you
understand how to collect data with a spreadsheet.

I will have students give me a thumb up, down, or to the side, if they understand how
to make a graph on Excel.
For assessment at the end of the lesson I will have students write one thing they learned
about data during the lesson.
Key Vocabulary:
Data
Survey
Excel
Tool Bar
Spreadsheet
Icon
Prerequisite Technology Skills:
Students will need to know the basics of a graph and all of its components. For
example; labels, and a title
Students will know what a bar graph looks like.
Students will need to know the basic functions of a computer, using a keyboard, and
navigating through programs.
Students will need to know what Excel is.
5. Materials:
Computer
Excel Software
Spread sheet
Pencil
Paper
6. Introduction/Anticipatory Set:
I will start off my lesson by writing the word data on the board. I will ask students, I want
you to sit and think quietly, have you ever seen the word data? Do you know what it means? If
you dont, can you take a guess at what it means? I will allow wait time for the students to
think. I will say turn to your partner and whisper what you think the word data means? I will
call on several students to tell me what they think the word means, and I will write these ideas
on the board by the word data.
I will explain what the word data means Data is a collection of information or facts. Data can
tell us more information about a certain topic. We can use it to learn more about something. A
collection of data can be used to make a graph. I could collect data on anything. For example;
how many students know how to ride a bike in the class? What are the ages of the students in
the class? I will pull up an example of a bar graph to show to students. The bar graph will
represent one that I have created before todays lesson. The bar graph will have a title, and
labels.
I will ask the class Have you guys seen other types of graphs? Give me some examples of
data that can be collected. I will write these ideas on the board and add into students
responses. I will say Data can be collected anywhere and with anything, if I wanted to know
what everyones favorite type of food was, I would have to collect data from the whole class.

I will have students write on a piece of paper one example of data they would be interested in
collecting (Checking for understanding of the content)
7. Essential Questions or Big Picture Statement:
What are the processes in collecting data, and putting the information into a graph?

DIRECT INSTRUCTION OF THE CONTENT

I will say Now that I have taught you the basic meaning of data, we are going to talk
more about different ways that data can be displayed. The type of data collection we
are going to be doing in class today is called a survey. When I say data collection I
mean a gathering of information. Has anyone ever hear of the word survey? Has
anyone ever had to take a survey? I will look around the class to see if anyone has any
ideas.
I will say A survey is a gathering of opinions from different people. If I wanted to
make a survey I would have to have a question or questions in mind that I could ask
different people. For example my survey could ask; how often do you go out to eat?
Do you like hamburgers or hot dogs better? I would hand these questions to several
different people, and usually get different information from people. After the people
completed the survey than I would gather all of the information and to show this
information I would create a graph, showing; how often the people in my survey went
out to eat? And if the people in my survey like hamburgers or hot dogs better.
I will ask the students What are some other examples of a survey we could collect
data on? What are some questions that you could ask other people? I will write the
students ideas on the board.
I will say Those are great examples. All of these examples could make great surveys.
If we were to create a survey based on these questions, then we would have to give out
the survey to other people, and then gather the information to graph it.
I will say When we collect data we have to have a plan. There are a lot of steps that
go into collecting data. We have to figure out what data we want to collect, hand the
surveys out to different people, gather the information into a spreadsheet (which we
will go over in a little), and then graph the information. (I will write these steps on the
board). Collecting data takes a long time but we are going to practice with it a lot
today. Eventually each one of you will create your own survey and collect data on it,
but for now we are going to learn the steps and processes in collecting data.
MODELING
I will say Since we have been talking so much about surveys and collecting data, I am
going to show the steps in collecting data. I will pull up a blank spreadsheet (seen at
the bottom) and project it. The sheet that you guys see here is called a spreadsheet;
this is the sheet we will be using to collect our data on. A spreadsheet is what we use to
collect data on.
I will say To begin I am going to show you an example of how to collect data, and
what my survey is going to be on. So first I need to decide what to collect data on. I
think that I want to know, how many students like pizza and how many students like
ice cream. Has everyone had pizza and ice cream before? I will make sure that

everyone has eaten these items before. I will mark on my spreadsheet, at the top
labeling one side Number of students that like pizza and Number of students that
like ice cream. I will explain why I labeled this way and that these are the labels that
will be presented on the graph. I will ask How do you think I should collect this data?
Do you guys have any ideas? If I want to know how many students in the class like
pizza and how many students like ice cream, how would I figure out this information?
I will call on two students to give me ideas of how they would begin to collect this
information. I will use their ideas to guide my discussion. I will say Since I want to
know how many students in this class like pizza and how many students like ice cream,
I am going to have the students in that like pizza better than ice cream raise their hands.
If you like both choose which one you like better. I will count the number of students
that raised their hands who liked pizza better. I will say I see that 9 people in the class
liked pizza. So I need to record this information. In order to do this I am going to use
tally marks to represent 9 people. I will do this same process for ice cream.
I will tell the students Do you see how I collected that data; this type of data
collection is called a survey. I asked everyone in the class if they liked ice cream or
pizza better. To find this information I asked everyone in the class which food they
liked better, and then recorded the information onto my spreadsheet. I want everyone
to close their eyes and show me on their fist from zero to five, if you understand how
to collect data. (Checking for understanding of the process) I will look around to
see if students understand the material, if they do not then I will use this to review the
process one more time before moving onto the next step. If only a few students do not
understand then I will individually conference with these students.
I will say We are going to be creating and making a survey as a class, and then we are
going to create these graphs on Excel.
GUIDED PRACTICE
I will hand everyone a blank spreadsheet. We will create a survey together on the
students favorite foods. I will have students come up with four different foods that
each student has eaten and agrees upon. I will say Remember how we collected data
on if you like pizza or ice cream better. We are going to use that same process to figure
out everyones favorite food. I will have one student come up and be the recorder.
This student will count the number of students that fall into each category. Each
student will record this information onto their own paper. I will have students label
each category.
Once everyone has recorded this information, I will say Now here is the tricky part,
but I know that you all will be able to do this. We are going to use the information we
recorded to create a bar graph on Excel. Do you guys see how Excel looks like our
spreadsheet? I will ask the students When we are creating a graph what are the three
things we always need to include? I will call on one student to answer this question. I
will say We need a title, and labels in order to create a graph. I am going to use the
data that I collected from earlier about the pizza and ice cream to show you how I
would make my bar graph. I would enter Number of students who like pizza under
category A, and Number of students who like ice cream under the other category B
on Excel. I will enter the numbers under each category. I will then highlight the
information and go to insert and click on the bar graph button to create my graph.

I will tell students After we have entered the exact information from our spreadsheets
into Excel, you are going to highlight the information. To highlight this I am going to
start at the top right hand corner, and drag to the bottom of my data box. Once I
highlight the information I am going to go to insert on the toolbar. Just a reminder a
toolbar is all of the buttons at the top of the program. After I click on insert, I want to
go over to the icon that looks like a bar graph, and click on the first bar graph that is
shown. Once I click on this it brings up the graph.
I will then show students how to change the axis numbers, and make a title to put into
the graph. I will explain each step as I am going through the process.
I will say give me a thumb up, thumb to the side, or a thumb down, if you understand
how to make a bar graph on Excel. (Checking for understanding of the process).
For the students who did not give me a thumb up I will have them stay with me and
help guide them to understanding the process.
I will assign all of the students a computer, so they can begin creating their excel bar
graphs.
INDEPENDENT PRACTICE
I will send each student to their computers. Once each student has logged onto their
computers, I will hand them the directions to creating an Excel bar graph. During this
time I will walk around and ask students guiding questions through the process. (This
will help me differentiate which students are getting the content and which students are
not). Each student will work individually during this task. If a student finishes early
then I will have them print the graphs, I will have them start creating another data
collection they would like to create a survey on.
DIFFERNTIATION
To differentiate this lesson I will have an instructions sheet given to all students so they
can go through the steps of creating an Excel bar graph. On the board I will have listed
Check to make sure your graph has correct labels and a title.
CLOSURE
After I have seen that the students have finished their bar graph, I will have them all
print their graphs. I will gather the students back together in front of the whiteboard
and conclude the lesson. I will say Students you all worked very hard to create your
bar graphs on Excel. This is a hard process, but we are going to be practicing more
with Excel and creating different graphs. Soon we will be making our own data
surveys. The reason why we learned how to make a graph on Excel is to make our data
make sense. If we just left it like the spreadsheet and other people were to look at it,
they would be really confused. If we have time I will have a couple students share
their graphs with the class, and then ask them to share the two components of their
graph, the title, and labels.
ASSESS
For assessment at the end of the lesson I will have students write one thing they learned
about data during the lesson (Checking for understanding of the content)

Rubric:
Recording Data

Processing Data

Presenting Data

Complete/2
Students record
appropriate data into
excel spreadsheet, with
the correct amount of
tally marks.
Students process the
data correctly. Shows
understanding of what
data is, and the steps
that go into collecting
data.
Presents data on Excel
including; title, axis,
and labels. Information
is represented as a bar
graph.

Partial/1
Student records some
of the data into excel
spreadsheet, with
some correct amount
of tally marks.
Student processes
some of the data
correctly. Shows some
understanding of what
data is, and some of
the steps that go into
collecting data.
Presents some data on
Excel including at least
one of the following;
title, axis and labels.
Information is
represented as a bar
graph.

Not Complete/0
Student records none
of the data into the
excel spreadsheet, with
none of the correct
amount of tally marks.
Student processes
none of the data
correctly. Shows no
understanding of what
data is, and none of the
steps that go into
collecting data.
Presents no data on
excel; does not have
title, axis and labels.
Does not create the
correct form of graph.

Steps to Making a Bar Graph on Excel:

1. Type each label from your spreadsheet under Column A,
Column B, Column C, and Column D (For example if my
labels were; pizza, ice cream, hamburger, and hot dogs. I
would type pizza under Column A, Ice Cream under
Column B, Hamburger under Column C, and Hot Dogs,
under Column D.)
2. Enter the numbers from your spreadsheet into Column A,
Column B, Column C, and Column D.
3. Highlight the information that you entered
4. Click on the insert tab on the toolbar
5. Click on the bar graph picture
6. Select the first bar graph