+ Reading Log Graphing Project Jessica Jamieson EDTC633 Spring 2015

+

Reading Log Graphing ProjectJessica JamiesonEDTC633Spring 2015

+Our class

• 3rd grade inclusion class

• Co-teaching environment

• Large, spacious room

• 17 students

• Double math period—90 minutes in total of instruction time per day

• 2 computers available in the class

• Laptop, iPad, Chromebook cart available

• ~1.5 weeks to complete project

+Goals and Objectives

Goals:

• Students will collect and log data from weekly reading logs along with their group members

• Students will compare data by creating and using bar graphs

• Students will answer questions based on sets of data

Objectives:

Students will be able to:

• Collect data from a given task

• Use data to create a bar graph

• Compare and answer questions about data using a double bar graph

• Use Excel to enter data and create a bar graph

+Common Core Standards

3.MD.B.3

3.NBT.A.2

3.OA.D.8

8.1.4.A.1

8.1.4.A.4

+The Lesson: Week 1(M-F)Monday-Friday:

Students will keep track of the minutes read for their reading log each night. The following day, they will record their information on a spreadsheet along with an assigned group.

Students will collect the same data, but on their own spreadsheet. Partners will share their data amongst their group so that everyone can record the same data on their own spreadsheet.

The spreadsheet will be located in a shared Google Drive folder where students will have access to it through their network Google account.

The teacher will help organize folders so that students can easily save and access their information through their group.

+Week 1: Friday

Students will participate in a bar graphing lesson.

Objective: identify the important elements of a bar graph

Students will watch a Brain Pop Video and then analyze bar graphs as a group to create a list of features on all bar graphs.

+The Lesson: Week 2Monday, Week 2: Graphing

PERIOD 1 (45 minutes):

A how-to lesson will be taught on making and formatting bar graphs on Excel.

Students will receive a “cheat sheet” to help remember directions.

PERIOD 2 (45 minutes):

Students will work alongside group members to create 2 bar graphs:

1. A bar graph representing each group member’s individual data for how many minutes read each day over the collection week.

2. A bar graph representing the whole group’s data for each day on one bar graph. This graph will show each day and how many minutes read by each group member.

+The Lesson: Week 2

PERIOD 2 (55-60 min):

Students will choose one person’s graphs to print out. Each group member will get a copy of the graphs, as well as the spreadsheet.

Students will analyze the data collected by answering questions related to the graphing exercise.

Students will work as a group to complete this exercise.

Tuesday, Week 2:

PERIOD 1 (30-35 min):

To prepare for graph analysis, students will participate in a graphing lesson unrelated to the reading log assignment.

Students will analyze graphs for their data using questions provided by the teacher.

Teacher will guide students through this introduction to prepare for independent analysis in the project.

+The Lesson: Week 2

Wednesday, Week 2:

PERIOD 1-2 (60 min)

Groups will swap data graphs and spreadsheets with another group.

Individually, all students will analyze a set of data that is not their own.

Students will answer questions related to the graphing exercise.

+The Lesson: Week 2

PERIOD 2: 30 min.

The activity will conclude with an exit ticket:

1. Please create a bar graph from the data given by your teacher. Remember your labels!

2. What is one or two things you could learn or find using a bar graph?

+Graphs and SpreadsheetsExample of group spreadsheets

+Graphs and SpreadsheetsExample of whole group data graph

+Graphs and SpreadsheetsExample of individual student graph

+Graphs and SpreadsheetsExample of individual student graph

+Activity documentsCheat Sheet for graphing

+Activity DocumentsGraphing Questions—Individual and Group

+Activity DocumentsGraphing Questions—Individual and Group

+Evaluation

+Brainy Bits: Multiple Intelligences

+Brainy Bits: Learning Styles

+References: Brainy Bitys

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic, 1983. Print

Gregorc, Anthony. Gregorc Style Delineator. A Self-Assessment Instrument for Adults. Columbia, CT: Gregorc Associates, 1985. Print.

+References: Graphics

Pencil Checklist Graphic:

http://www.jordantwiggdesign.co.uk/wp-content/uploads/2011/08/Fotolia_7829651_L.jpg

Gregorc Learning Styles:

http://cdn-7.incredibleart.org/files/images/gregorc.jpg

Gardner’s Multiple Intelligences:

http://edel518.wikispaces.com/file/view/9_MI.png/134254277/599x517/9_MI.png

Brain Pop, Jr. Image:

https://jr.brainpop.com/math/data/tallychartsandbargraphs/

Excel Logo:

http://jasonlbaptiste.com/wp-content/uploads/2010/06/excel-database-most-used.png

+References: Graphics

Common Core Apple Image:

http://www.lafamilyforum.org/wp-content/uploads/2013/10/CommonCore-Apple.jpg

Books Image:

http://whytoread.com/wp-content/uploads/2014/12/best-books.jpg

Colorful Bar Graph Image:

http://fc09.deviantart.net/fs71/f/2012/040/c/8/3d_bar_graph__project_7_by_theezombiequeen-d4p5ws5.png

Magnifying Glass/Bar Graph Image:

https://www.surveymonkey.com/blog/en/wp-content/uploads/2014/03/DataAnalysis.jpg

Exit Ticket Image:

http://1.bp.blogspot.com/-aO3ctY7xDFA/UENtPLwZJbI/AAAAAAAABMU/VckaHlVTe1Q/s1600/Exit+Ticket.PNG

Classroom Image:

http://www.specialeducationguide.com/seg/assets/22_classroom-students-hands-up.jpg