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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 create one survey, collect data from
this 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 student write one thing that they thought was interesting about the data they
collected at the end of the lesson.
I will have students turn and whisper to a partner what the definition of data is.
I will have students think about what the term survey means, and I will call on various
students to get different definitions.
I will have students turn and whisper to a partner what the three parts they need to
include on a graph would be and then I will have one partnership share what their
partner said.
I will have students write on a piece of paper all of the steps they can remember to
creating an excel graph, and then I will call on various students to give me answers.
I will have students give me a fist to five, showing me how comfortable they feel
creating their own survey and using a spreadsheet to do this.

I will have students close their eyes and do another fist to five showing me how
comfortable they feel with Excel and creating a graph on their own.
I will have students give me a thumb up, thumb down, or thumb sideways if they
understand the steps they are going to be completing during independent practice.
I will have a rubric created to grade the students on their spreadsheet and graph they
create by the end of the class.
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, titles, and axis.
Students will know how to create a bar graph from the previous lesson.
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 and its basic functions.
5. Materials:
Computer
Excel Software
Spread sheet
Pencil
Paper
Document Camera
6. Introduction/Anticipatory Set:
I will start off my lesson by writing the word data on the board. I will ask students Do you
remember what this word means? Think back to the last lesson we had where we created the
graphs. What does data mean? I will let students think. I will say turn to your partner and
whisper what the word data means. (checking for understanding of the content) I will call
on two different students to give me the definition of the word data, and I will write these
ideas on the board. I will restate that data is a collection of information or facts. Data can tell
us more information about a certain topic
I will then write the word survey on the board. Does anyone remember what this word
means? I will let students sit and think and call on three different students to get a definition
or ideas of what the word survey means. (checking for understanding of the content) I will
restate A survey is a gathering of opinions from different people.
I will say Today you are going to be creating your own survey, collecting data from that
survey, and making graphs like we did last class.

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 Do you remember last class I collected classroom data on how many
students in the class like pizza, and how many students in the class like ice cream? I
will pull up the spreadsheet that I created from this data. I will show this on the
document camera to the students. I will say to collect data we have to gather
information. To collect the data on the number of students who like pizza and the
number of students who like ice cream, I asked you to provide me with this
information. I had students who liked pizza raise their hands, and the students who
liked ice cream raise their hands. I used tally marks to show how many students like
pizza, and how many students like ice cream.
From this information I was able to create a graph on Excel. I will pull up the graph
that I created from this data. The graph will have a title, axis labels, and it will be in the
format of a bar graph.
I will say Does anyone remember what type of graph this is called? I will call on one
student to answer. This graph is called a bar graph, and that is what you will be
creating today.
I want everyone to turn to their partner and whisper the parts that you need to include
on your graph. After this I will have one partnership share what their partner said. I
will say you need a title, axis and labels to create a graph. (checking for
understanding of the process)
I will also call on students to answer the question What is one step that you remember
from last class about creating a graph on excel? I want you to write it down on a piece
of paper what you can remember I will allow students to think about this, and I will
give students time to write. Then I will call on a various amount of students and create
a list on the board about the steps of creating an excel bar graph. I will add to the list if
there are parts missing. (checking for understanding of the process)
Last class we did a survey together about the classes favorite foods, and you all
created a graph based off of this information. I will pull up a couple different students
graphs (without names) and show them as examples to the class. I will point out the
features that the student included, that the students will need to put into their graphs
they create today.
MODELING
I will say Now that we have looked back to see the survey I created last time, some
graphs you created, and some of the steps that go into making an excel graph I am
going to lead you through another small example of creating a survey. Today each one
of you will be creating your own survey, and you will have to talk to ten different
people to collect information for this survey, after you have done this you will graph
this information on excel.
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.

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.
Who can give me an idea of what I should collect my data on this time? I want to
collect data on an item that students like I will call on one student to tell me what I
should collect my data on. I will write on my spreadsheet what I am collecting data on
in the different columns.
Since I figured out what I am collecting data on, what should I do next? 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 this
information, I am going to have to ask ten different students which item they prefer. If
you like both choose which one you like better. I will call on ten different students to
give me data for my spreadsheet. I will ask them which item they like better. I will say
I see that 4 people in the class liked this item. So I need to record this information. In
order to do this I am going to use tally marks to represent 4 people. I will do this same
process for the other item, guiding the students through the process to refresh their
memory.
I will tell the students Do you see how I collected that data. I asked ten people from
the class which item they liked better. To find this information I asked everyone in the
class which item 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 think you can do this on your own. (checking for understanding of the
process) I will look around to see if students feel comfortable with this process, 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 then move onto excel walking the students through the process again of creating
an Excel bar graph. I will say The next step that we have to do after collecting
information for our spreadsheet is graphing the data. I will use the spreadsheet we just
created as a class to show the students the steps of creating an excel bar graph. I will
say Everyone close your eyes, we are going to do another fist to five, on how
comfortable you feel creating a bar graph on your own. (checking for understanding
of the process) I will see what students show me on their hands, and from this
information I will either review the process or conference with students who do not
feel comfortable. I will write down any students names that give me a low fist to five.
I will say You all are going to create your own survey, and collect data from ten
different students in the class, and then we are going to create these graphs on Excel.
GUIDED PRACTICE
I will hand everyone a blank spreadsheet. I will say Your job today is to make your
own survey. What are some ideas of what we can collect information on? I will call
on various students to create a list on the board of different types of data collections
that the students can choose from and I will also add ideas to this list. I will do this so
students who are having a hard time figuring out what they want to collect data on can
gather or use the ideas on the board.
I will say I want everyone to sit and think quietly on what you want to collect data on.
When you have an idea write it on your paper, label the categories on the spreadsheet,
and put your hands in your lap so that I know you have an idea. I will allow students

time to think during this process. I will also be walking around the room to make sure
everyone has an idea listed on their paper that is reasonable, and I will walk around to
students who need help generating ideas.
After I see that everyone has an idea, I will talk and list the steps of the process they
need to follow during independent practice. I will say When I let you guys go collect
data, you are going to survey ten different people in the class. You will use tally marks
to collect this data. Once you have done this you need to check your spreadsheet off
with me, and then I will allow you to go to a computer and graph your data. If you are
having trouble graphing your data, I will have the Excel directions sheet for you to use.
After you have created your graph, you will need to also check this off with me, and
then we will print your graph.
I will say give me a thumb up, thumb sideways, or thumb down if you understand
what you are supposed to do. I will look around the classroom, and if there are any
students that need help extra guidance I will have them come and see me to clarify
questions they may be having. (checking for understanding of the process)
INDEPENDENT PRACTICE
I will send each student to create their survey using the spreadsheets that I provide to
them. Each student should have the data they want to collect written down on their
paper. During this time the students will be collaborating with other students, writing
data on their spreadsheet, and once the process of collecting the data is finished they
will need to check off their spreadsheet with me, and go to a computer to graph the
information. The students will need to collect data from 10 people in the classroom. If
the student is struggling on excel I will have a instructions sheet readily available for
the student to look on, so they can create their graph properly.
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, everyone collected really good data from their surveys. As you
can tell collecting data is a long process, and it requires that you gather information,
and then graph the information.
I will ask if there are any students in the class that want to share their data. Depending
on how much time we have left I will have students present their information to the
class on the document camera. We will look at the different kinds of surveys and
graphs that the students created.
ASSESS
For assessment at the end of the lesson I will have students write one thing they learned
about the data they collected during the lesson, was their anything interesting about the
bar graphs that you created? (checking for understanding of the content)

Rubric:

Recording Data

Processing Data

Presenting Data

Complete
(5 points)
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.

Partially Complete
(2-4 points)
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
(0-1 points)
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.

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