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Spreadsheets
| Grade level(s) | 1-2 |
| Content area(s) | Mathematics - Data Representation |
| Purpose | Students will understand how data can be represented in a variety of ways. |
| Brief description | Students will work in small groups to design a survey they can conduct in the classroom (examples: students favorite color, student absences on each day of the week). Each group will conduct their survey and enter their data in Excel. First, they will use their spreadsheet to draw a bar graph on their own paper. Then, they will use Excel's graphing capabilities to create various visual displays of their data. |
| Resources | N/A |
| What is the highest level of Bloom's taxonomy reached? Explain | Application: Students will decide what graphs best represent their data and create them. |
| Which learning styles are addressed? How? | Visual: Data is represented both in a spreadsheet and various graphs Auditory: Students will discuss in their groups the data they collect and which graphs to create Bodily/Kinesthetic: Using the computer to enter the data and create graphs |
| Which MIs are addressed? How? | Logical/Mathematical: collection of data, creation of graphs Spatial: Students will observe different representations of data (bar, circle, line graphs) and decide which best represent their data Interpersonal: Students will work in groups to plan and conduct a survey |
| Student's name | Molly Shoniker |
| Grade level(s) | 5th Grade |
| Content area(s) | Mathematics |
| Purpose | Students will find out what percentage of their class is right or left handed while becoming more familiar with spreadsheets. |
| Brief description | Students will write (with their right hands) the first letter of their names 10 times on a piece of grid paper. They will then repeat this process for their left hands and have another student count and record the number of letters that they were able to legibly write with each hand. After every student writes their data on the board or on a poster for the entire class to see, students will record and/or graph this data on their own spreadsheets. |
| Resources | Excel Tutorial Other materials: Excel, grid paper |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis: students will separate their class into two categories, compare and analyze the parts, and finally infer the percentages of their class who are left or right handed. |
| Which learning styles are addressed? How? | Visual: students will look at their data (and possibly graphs) to determine the percentages of the class who are right or left handed. Kinesthetic: students will physically input and organize the data from their class into computer spreadsheets. |
| Which MIs are addressed? How? | Logical: students will analyze their sets of data to calculate percentages. Spatial: as students analyze their graphs/charts, they are looking at the "bigger picture" of percentage. Kinesthetic: students will have a better grasp of percentages as they record data from each student, one at a time, in their computer spreadsheet. |
| Student's name | Melissa Blanco |
| Grade level(s) | 2nd |
| Content area(s) | Health/Nutrition |
| Purpose | The purpose of this assignment is to become better aware of eating habits at an early age. |
| Brief description | During a unit on health/eating healthy, the student will gather personal information to put into a spreadsheet. This information includes the weight, height, and gender of the student, as well as the number of servings, amount of foods he/she consumes in each category in a chart. This information (such as the amount that constitutes a serving) will be obtained using the website Nutrition Café. At the end of each day, students will examine their spreadsheet and determine how they did, then make new goals for the next day. This activity will continue for a week and require parents' signatures each day to make sure they are doing their part to help their children understand the importance of healthy eating habits. |
| Resources | MyPyramid, Nutrition Cafe |
| What is the highest level of Bloom's taxonomy reached? Explain | Application - Students are learning the information and then applying this new knowledge to their own health at home. |
| Which learning styles are addressed? How? | Kinesthetic – Students are required to be very hands-on in this assignment, by planning with parents and reviewing with teacher. Visual – Seeing what foods parents are putting out and viewing their caloric intake on a spreadsheet. |
| Which MIs are addressed? How? | Interpersonal - Working together with the family to plan meals, as well as reviewing the spreadsheet with the teacher. Spatial - Visually able to view the spreadsheet in an organized fashion. |
| Student's name | Anne Hwang |
| Grade level(s) | 5th grade |
| Content area(s) | Math |
| Purpose | Grasping the concept of money in a “real world” situation. |
| Brief description | As a class come up with a project that you are allotting $5,000 for, whether it is decorating a house or planning a vacation. Then in small groups and using a spreadsheet your students will keep track and organize how much money can be used for each aspect of the project. Then the groups will present their proposal. |
| Resources | The Internet and computers with spreadsheet capabilities. |
| What is the highest level of Bloom's taxonomy reached? Explain | Students will be able to not only calculate, but also collect, construct, and propose their ideas so they would be reaching Bloom’s synthesis level. |
| Which learning styles are addressed? How? | All three learning styles will be addressed, since students are working in groups the auditory learners will enjoy the discussion aspect, kinesthetic learners enjoy working on a computer, while visual learners love to get a visual of what they are creating. |
| Which MIs are addressed? How? | With the exception of musical intelligence I believe all of the other intelligences are addressed. There is group work, calculations with money, explanations and discussion on how and why they are dividing their money, students are manipulating the computer, as well as presenting themselves to the class. |
| Student's name | Christine Brown |
| Grade level(s) | 3-5 grades |
| Content area(s) | science |
| Purpose | To represent data that compares and contrasts the differences between amphibians and reptiles |
| Brief description | The teacher will teach a lesson about reptiles and amphibians. This lesson will include having the students reading various nonfiction and fiction books about the two creatures and also looking within their textbook to find out specific facts. Once the lesson is done and the students have enough valuable information about amphibians and reptiles then they will have to sign-up for a time to use the computer (or this can be assigned as homework if you know the students have a computer at home) in order to insert their information into a chart that they create on Excel. The students will need to create a simple chart that compares and contrasts amphibians to reptiles. Their assignment will be complete when they successfully have at least 10 different rows of information. Then the students will have to print it out and turn it into the teacher. |
| Resources | Excel, information from the students' textbooks, information from the lesson, knowledge from the nonfiction and fiction picture books, a computer, preselected-internet websites that are appropriate for the students |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis because the students are classifying,categorizing, and comparing/contrasting their information by using the Excel program |
| Which learning styles are addressed? How? | Visual- The students are looking at the information in the picture books and within their textbooks. Auditory- As the teacher is teaching her lesson, the students have to listen to what the teacher is talking about. Kinesthetic- The students must use their hands to type up their material onto excel. |
| Which MIs are addressed? How? | The students are using their visual skills, interpersonal skills by listening to what their peers have to say during lecture and also contribute to the discussion plus work in groups if there are not enough computers for each of the students to work on their own. Intrapersonal because they are taking the information and on their own they are creating their spreadsheet. Spatial- because they must lay out the information into a nice and easy to read manner in the spreadsheets. |
| Student's name | Lindsey Pavlik |
| Grade level(s) | 1st- 2nd grade |
| Content area(s) | Math- charts(tables) and graphs |
| Purpose | In groups, students will work to learn about the different ways to present information that has been collected. |
| Brief description | Collaborative groups (each member will have a role) will think of a survey question to ask every member of the class. Once the question is thought of, students will collect the data. The teacher will assign 2 different ways to display the information. One of these should be a chart that is written, and the other should be a graph that can be made on the computer (these should be different too, like a pie, bar, etc). Students will then present their findings to the class. |
| Resources | Excel |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis: students will compare their information on the graphs and organize their information in this manner. |
| Which learning styles are addressed? How? | Kinesthetic: Students will be using the computer and drawing to present their findings. Visual: In using graphs and charts, students will be using these as visuals to present their information. |
| Which MIs are addressed? How? | Spatial and Logial/Mathematical: this is addressed in the graphs and charts Interpersonal: working in groups, and understanding the class (by surveying them) Kinesthetic: addressed earlier |
| Student's name | Clary Rucker |
| Grade level(s) | 3-5 |
| Content area(s) | Mathematics: averages |
| Purpose | The student will use a spreadsheet to better understand how to collect and organize data in order to find averages. |
| Brief description | The student will be able to choose three locations. For each location, the student will collect data in order to find the average temperature during the first week of May. The locations are completely up to the students. The students will then look up the predicted minimum and maximum temperatures for the first week in May. The student will create a spreadsheet in Excel that organizes the data collected for each location. The student will then use the predicted temperatures to find the average temperature for the first week of May for each location. (Once the students have accomplished this, you may show them how to use tools in Excel that will calculate the average for you.) |
| Resources | Excel weather.com calculator |
| What is the highest level of Bloom's taxonomy reached? Explain | Application is the highest level of Bloom's taxonomy reached. Application involves solving and completing. The students will not only be able to understand how to find an average but will need to be able to solve the temperature problems. |
| Which learning styles are addressed? How? | Visual: The directions will also be given on a sheet of paper so the students who need this will be able to complete the activity. The spreadsheet will help the students organize the data visually. Kinesthetic:The students will be using the computer, including typing on the keyboard and moving the mouse. This provides movement for the students. Auditory: The directions will be given verbally so the students who are auditory will benefit from this. |
| Which MIs are addressed? How? | Logical/Mathematical: The student is completing a math task: finding averages. Also, the student is working with numbers. Spatial: The student is exploring averages using charts which will help the student spatially organize the data. Bodily/Kinesthetic: The student is actively participating in the activity through the use of the computer. |
| Student's name | Allison Buit |
| Grade level(s) | 3rd grade |
| Content area(s) | Mathematics |
| Purpose | Students will create graphs and charts from spreadsheets. They will select, interpret, and query data. |
| Brief description | Each individual student will chose a suitable subject in conducting a poll of their classmates. Suitable subjects include: favorite holiday, favorite sport, and birthday month. Using Microsoft Excel, each student will create a spreadsheet listing the names of each subject and the number of votes received. In column A, students will type in the subject name (January, February, March, etc.) while the number of votes will be typed in column B. The students will then highlight columns A and B and click on the "Chart Wizard" icon. Students are then able to view their data collection in the form of various charts and graphs. They will develop queries such as: Which is the most favorite? Which is the least? Are there equal favorites? At the end, students will present their information to the class, making sure to provide a chart or graph to support their findings. |
| Resources | Each other |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis, because students are comparing and contrasting their data collection and coming up with queries and interpretations. |
| Which learning styles are addressed? How? | Visual: Students look at various types of charts and graphs that may be very striking to its viewers. Auditory: In order to obtain data, students have to listen to the answers of their classmates. Also, students listen to their classmates present their data findings. Kinesthetic: Students get up and move around to obtain data from their classmates. |
| Which MIs are addressed? How? | Linguistic: Students ask for data and give oral presentations. They also have to read and write. Logical-mathematical: Students work with numbers and learn about the aspects of math regarding graphs and charts. Spatial: Students look at charts and graphs. Bodily-kinesthetic: Students work on a computer, using it as a tool. They also have to go around the classroom to interact with their classmates. Intrapersonal: Students collect data on their own and create graphs and charts from their individually formed spreadsheets. |
| Student's name | Alice Ching Yin Chiu |
| Grade level(s) | 4th-6th |
| Content area(s) | Health/Math |
| Purpose | Student will use a spreadsheet to better understand how to collect, compare and organize data in order to find nutrition differences/similarites between products. |
| Brief description | Students will work in small groups to design a spreadsheet to compare/contrast some of their favorite products (Gatorade, Coke, Food, etc.) Each group will conduct their own spreadsheet survey and enter their data in Excel. First, they will use their spreadsheet to draw bar graphs on each products nutritional facts. Then they will write out what they found when comparing products, and what product was better for you. |
| Resources | Excel Calculator |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis: Students will compare their information on the graphs and organize their information to teach others about nutrition and product content. |
| Which learning styles are addressed? How? | Visual-The spreadsheet will help the students organize the data visually. Kinesthetic-The students will be using the computer, typing on the keyboard and moving the mouse. This provides movement for students who like and need it. |
| Which MIs are addressed? How? | Logical/Mathematical-collecting nutritional data, creation of graphs. Interpersonal-Students will work in groups to plan, make and conduct a nutritional survey of the products. |
| Student's name | Matt Forrest |
| Grade level(s) | 6th |
| Content area(s) | History |
| Purpose | Students will use Excel to create a timeline of the major events that occurred during the Revolutionary War. |
| Brief description | To begin with, students will be given an introduction on how to use Excel to create timelines. They will go through a tutorial on the computer that shows them how to create one. Next, after a unit on the Revolutionary War, students will create a timeline of the major events during the War. They will use their textbook as well as the following website to determine which dates they want to include. They will choose one of these events and write a brief summary on it. If necessary, the teacher may assign events, places, battles, etc. so that there aren't duplicated summaries. Then they will find pictures from the internet that relate to the event they have chosen and display their timeline, summary, and pictures on a posterboard. Students will then present their posterboards to the class. |
| Resources | http://www.socialstudiesforkids.com/articles/ushistory/ revolutionarywartimeline.htm |
| What is the highest level of Bloom's taxonomy reached? Explain | Application Students will use what they know about the Revolutionary War as well the information they have gathered from their book and the internet to form a timeline. This requires that they demonstrate what they have learned in another format. |
| Which learning styles are addressed? How? | Visual Students who are visual learners will benefit greatly from this activity because they will be displaying information in a timeline, which makes information easy to see. Auditory Auditory learners will benefit from the classroom discussion that will take place as each student shares his/her posterboard. Kinesthetic Students will get the opportunity to work with their hands as they put together their posterboard. They will also be inputting data into the computer. |
| Which MIs are addressed? How? | Visual-Spatial Students will create a visual depiction of the events that happened during the Revolutionary War. Bodily-kinesthetic Students will work with their hands to input data as well as make a poster. |
| Student's name | Callie Williams |
| Grade level(s) | 5th Grade |
| Content area(s) | Mathematics – surveys, tables, and graphs |
| Purpose | To help students develop their skills in collecting data and organizing it for analysis. |
| Brief description | In groups of 3-4, students will develop a survey for the class on the topic of their choice. Some example topics are: favorite holiday, favorite month, pets in the home, etc. Once the survey is finished, it will be distributed and completed by the rest of the class. The group will then organize the data from the survey into an excel spreadsheet. Then the group will use the data table to create a pie graph, a bar graph, and a line graph. All three graphs will represent the same data. Students will analyze the charts and decide which graph is the easiest to read and understand. |
| Resources | Word Processor and Excel |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension- The highest level of Bloom’s taxonomy reached is comprehension. Students are translating knowledge into new context and interpreting facts, as well as comparing and contrasting. |
| Which learning styles are addressed? How? | Visual- Students are working with tables and graphs. Kinesthetic- Students are working on the computer to create tables and graphs. |
| Which MIs are addressed? How? | Logical-Mathematical- Students are using math skills to gather, organize, and analyze data. Interpersonal- Students will be working together in groups. Groups will be working with the entire class when conducting their survey. Kinesthetic- Students will be working with their hands to create the tables and graphs on the computer. Spatial- Students will be using visual/spatial skills to analyze graphs. |
| Student's name | Jennifer Weber |
| Grade level(s) | 5 |
| Content area(s) | Science, Math |
| Purpose | The purpose of this activity is to teach students about various types of experiments and their components such as independent and dependent variables. Students will learn how to conduct these experiments and represent information through Microsoft Excel graphing capabilities. |
| Brief description | The teacher will use a PowerPoint presentation to explain the various types of experiments that can be conducted and what students can use them for. Students will learn how to input data into an Excel spreadsheet as well as what the components of an experimental design are. Students will learn about control and experimental variables and conduct and experiment using both. Students will keep records of their experimental data in a science notebook. At the end of the experiment students will input data into Microsoft Excel. Students will then use the graphing capabilities of Excel to graph the data. Students will present the findings of their experiments to the class and display their graphs on a poster board to the class. |
| Resources | Microsoft Excel, teacher power point, experiment resource kits, poster board, computers |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom’s taxonomy that students will reach is application. Students will be deciding how they want their data to be represented in excel by inputting data and using the graphing capabilities. |
| Which learning styles are addressed? How? | Visual learners will benefit from being able to see the outcome of the represented both in a spreadsheet and various graphs. Auditory learners will benefit as students listen to the outcomes of the experiments during the presentation. Bodily/Kinesthetic learners will benefit from using the computer to graph information. |
| Which MIs are addressed? How? | Logical/Mathematical intelligence is addressed as students collect data and assemble data into graphs. Spatial intelligence is addressed as students observe data represented in chart form. |
| Student's name | Tavia DeLisle |
| Grade level(s) | 4th - 5th |
| Content area(s) | Social Studies |
| Purpose | The purpose of this activity is to allow students to compare and contrast the different civilizations residing in Central and South America through the use of a spreadsheet. The final product will be a three column four column chart describing and comparing the three groups. |
| Brief description | Students will visit the Web sites listed in this activity to gather some information about the Mayan, Aztec, and Inca civilizations. They will then create a spreadsheet in pairs. The spreadsheet will compare the three civilizations using a variety of categories. Students can select their own categories to cover, but they will graded by the depth they reach in their investigations. They will need to compare at least four different areas of the three civilizations. |
| Resources | http://thinkquest.org/library/cat_show.html?cat_id=594 |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis is the highest level of bloom’s taxonomy used in this activity. Students will be arranging and categorizing different information about the three civilizations. They will also be filtering out the information they want to compare among the three groups. This will cause them to reorganize information, using their analyzing skills. |
| Which learning styles are addressed? How? | Visual- Students will be visually categorizing the information, allowing them to view the facts in a clear and organized manner. Kinesthetic- Students will be physically using the mouse and keyboard to navigate sites and design the spreadsheet. |
| Which MIs are addressed? How? | Linguistic- This activity engages linguistic learners because students will be reading printed material about the different civilizations. Spatial- This activity engages spatial learners because students will be organizing information in a visual manner. Bodily-Kinesthetic- This activity engages these learners because they will be using the mouse and keyboard to stay active in the assignment. Interpersonal- These students will be engaged by working together with their peers completing the chart. |
| Student's name | Jennifer Krause |
| Grade level(s) | Sixth or Seventh |
| Content area(s) | Social Studies, Math |
| Purpose | To discover and explore the differences and similarities comprising the various levels of American culture, and to give students practice analyzing and interpreting data |
| Brief description | Students will use information from a variety of sources to compare societal statistics in the the various layers of American culture: family, community, local, state, and country. Students will also hypothesize about how the ranges in differences and similarities contribute to the overall American culture. Areas of race, income, religion, family size, and education level will be compared and discussed. |
| Resources | United States Census Bureau Website: http://factfinder.census.gov/home/saff/main.html?_lang=en The White House Social Statistics Briefing Room: www.whitehouse.gov/fsbr/ssbr.html Links to state and local statistics, information and resources: www.gov.com/statelocal/ Microsoft Excel, data charts, computers, calculators |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis/Synthesis: depending on the teacher's preference and the classroom needs, the assignment could be modified to either compare and contrast levels (analysis), or be the basis of a discussion on the causes and effects this may have on society and perceptions. |
| Which learning styles are addressed? How? | Visual: comparing graphs and spreadsheets |
| Which MIs are addressed? How? | Linguistic/Verbal: reading summaries of data, class discussions Visual: use and creation of graphs, spreadsheets Logical/Mathematical: comparing and contrasting relative and related figures, examining cause and possible effect, translating numbers into comprehensible representations |
| Student's name | Nicole Knox |
| Grade level(s) | 5th - 6th |
| Content area(s) | Math |
| Purpose | To compare and contrast prices of the same product but sold by different brands. |
| Brief description | Students will investigate any store of their choosing to hunt for mysterious price differences of the same products sold by different brands. There is no limitations on what type of products they choose to investigate although I will recommend that it is an easily accessible item since this is an out-of class assignment (something they will have to access on their own time). They will produce a spreadsheet that will display the prices. Students will also present their data alongside a collection of their qualitative observations of the products. Students will learn about being a smart consumer and when quality is undermined by lower prices. |
| Resources | Microsoft Excel, data charts, and computers. |
| What is the highest level of Bloom's taxonomy reached? Explain | Evaluation/Analysis: Students will be evaluating the numbers as well as analyzing the products from a qualitative observational point. |
| Which learning styles are addressed? How? | Visual: Students will be making spreadsheets; a visual cue. Kinesthetic: Students will be traveling to a store to find and investigate certain products. Audio: Students will be listening to other student's presentations. |
| Which MIs are addressed? How? | Verbal: Students will be giving a presentation at the end of the project as a summative assessment. Visual: use and creation of graphs, and spreadsheets Logical/Mathematical: comparing and contrasting prices of the same products and making logical qualitative observations. |
| Student's name | Meagan Gaffney |
www.videoprofessor.com
| Grade level(s) | Grade 5 |
| Content area(s) | Science |
| Purpose | The purpose of this activity is so the students can observe the growth of a plant over time and analyze their data collection using technology. |
| Brief description | The students will be observing a collection of plants. There will be a total of ten different plants. Each student will have a partner in this project. Every week for ten weeks, they will measure the dimensions of the plant and record its growth. They will also give qualitative observations of the plants and keep a record of that as well. At the end of their observation, they will be asked to use their data collection sheet and put their information onto an Excel spreadsheet document. After they transfer the data onto the spreadsheet, they will be asked to analyze their data and make conclusions based on that. |
| Resources | www.videoprofessor.com Excel 10 different plants |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis: Students will be collecting data and interpreting it. They will make conclusions based on their observations. Their spreadsheets will give them a clearer picture of what is happening in the process of growing plants. So they are analyzing and finding evidence to support their conclusions. |
| Which learning styles are addressed? How? | Visual: Students will be looking at and observing the plants over an extended period of time. This is a great activity for the visual learner because most of this project is visual. Kinesthetic: Students will be moving around a lot during this activity. This is a very involved project that most students will enjoy immensely. Kinesthetic learners will benefit greatly from this activity. |
| Which MIs are addressed? How? | Verbal/Linguistics: Students will be using language to convey their thoughts using their qualitative data.Logical/mathematical: Students will be measuring the plants every week. This will be their quantitative collection of data.Bodily/kinesthetic: Students will be moving around the room and actively observing plants.Interpersonal: Between the two students, they will collectively observe the plants and work together in recording. They will also be working together on their excel spreadsheet. After they have all their information in an organized fashion, they will be interpreting the data together. Naturalist- Students will get a chance to work with plants and the environment. |
| Student's name | Cheryl Jensen |
| Grade level(s) | Third and Fourth | |
| Content area(s) | Math, Science, Health | |
| Purpose | Thr purpose is to allow students to become aware of their physical exercise as well as use their math skills to record and compare data. | |
| Brief description | Students will be given pedometers to record the distance walked in a week. Students will record the results at the end of each day into an Excel spreadsheet. They will then convert their results into feet, yards, miles,, etc. | |
| Resources | Pedometers, Computer, Excel | |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension: Students will understand their results from the pedometers. They will comprehend the conversions and compare their results. | |
| Which learning styles are addressed? How? | Visual: Students will benefit from visually seeing their results in the spreadsheet. Tactile/Kinesthetic: Students will benefit from being active participants in the activity; being able to walk more or less to change their results. | |
| Which MIs are addressed? How? | Visual/Spatial: Students will read the pedometers and organize the information in the spreadsheet so it is easy to understand. Logical/Mathematical: Students will use lots of numbers in this activity; through calculations and conversions. Bodily/Kinesthetic: Students will be hands on with the activity and remember their results since they are the ones creating them. Interpersonal: Students will benefit because they understand that they control the results of the activity. | |
| Student's name | Jennifer Martin | |
| Grade level(s) | 5 |
| Content area(s) | Math |
| Purpose | Students will keep track of their grades using a spreadsheet. |
| Brief description | Have students create a spreadsheet that displays their grades on all assignments in all subject areas. They will learn to create averages, and they can see how one low grade affects their average grade. Have them update their spreadsheet periodically to monitor their progress, recalculating their averages. Using the spreadsheet, students can visualize which subject areas they are strongest and weakest in. *Note - You may want to limit the assignments that are put into the "gradebook" to make this assignment easier for students. |
| Resources | Computer Microsoft Excel All student papers |
| What is the highest level of Bloom's taxonomy reached? Explain. | Application - Students must use their knowledge of spreadsheets and averages to understand the information they are visualizing on the computer. |
| Which learning styles are addressed? How? | Visual - Students can visually see a spreadsheet of their grades. They can also view this information in various forms of graphs. Kinesthetic - Students are using a computer. |
| Which MIs are addressed? How? | Verbal-Linguistic - These students enjoy writing onto a computer. Bodily/Kinesthetic - These students get to use a computer. Logical/Mathematical - These students enjoy working with numbers, and they are entering and averaging their grades. Visual/Spatial - These students can see graphical representations of their grades. Intrapersonal - Students can learn more about their grades in different subject areas. |
| Student's name | Danielle Heaton |
| Grade Level(s) | 3rd or 4th |
| Content Area(s) | Math, Science, and Geography |
| Purpose | For students to be able to search the internet, record data, enter it into a spreadsheet, and create a graph. |
| Brief Description | Students will work in pairs and will choose any two cities in the United States. They will go on to a weather website and look up the weather conditions (temperatures) for both cities. When using weather.com, the students can find the exact temperature at every hour. They will go on the website at the end of the day and they will record the temperatures in a spreadsheet, like excel. After 1 week, the students will calculate the averages per day of each city. Then, they will turn their data into a line graph and share their results. |
| Resources | www.weather.com Excel Spreadsheet |
| What is the highest level of Bloom's taxonomy reached? Explain. | Analyzing- The students are comparing and organizing information into a spreadsheet. They break information down to explore relationships among data. |
| Which learning styles are addressed? How? | Visual- Students who learn visually can benefit from this activity. They get to look at the data on weather.com in the form of numbers and pictures and create a graph to represent the data. Kinesthetic- These students get to use the mouse and computer to create a graph. |
| Which MIs are addressed? How? | Bodily/Kinesthetic- These students get to use the computer and mouse to enter data. Logical/Mathematical- These students get to interpret numbers, enter the data, and create a graph. Visual/Spatial- These students get to view all the information and create a chart based on their collected data. Interpersonal- Students get to work with one another. |
| Students Name | Jill Pluchino |
| Grade Level | 5th |
| Content Area(s) | Social Studies, Mathematics |
| Purpose | The purpose of this lesson is for students to be able to compare their heritage with their classmates' heritages. |
| Brief Description | The students will research their heritage. They will research things like how long their family has lived in the United States, where their ancestors came from, why their family members immigrated over and what their culture identity consists of (ie., Irish, Chinese etc...). Then the class will make spreadsheets that will organize the information into categories. Each student will fill in his/her information into the spreadsheets. Using this information, the class will create graphs (using the same software as the spreadsheets) that will display the information. Graphing the information will allow students to comapre their heritage history with other students. The graphs should be printed out so that students can analyze the information better. Students should get into groups of four or five and find patterns and analyze the information. |
| Resources | a computer, a spreadsheet program such as Excel, printing paper. |
| What is the highest level of Blooms Taxonomy reached? Explain. | The highest level of Bloom's taxonomy that is reached in this lesson is analysis. This is the highest level reached because the lesson requires students to organize the information into spreadsheets, see patterns and compare information. |
| Which learning styles are addressed? How? | All three learning styles are addressed in this lesson. Visual: The spreadsheets and graphs display the information visually. Kinesthetic: students use a mouse and a keyboard to type their information into the spreadsheet. Auditory: Students are able to hear the information as students in groups discuss their heritage. |
| Which MI's are addressed? How? | Linguistic: students are given the chance to tell group members about his/her heritage and are given the chance to verbally compare the information. Mathematical-logical: students are required to detect patterns in the information and graphs are created and anaylzed. Spatial: Visuals such as graphs are used to display the information. Bodily Kinesthetic: Students use their hands to type the information into spreadsheets. Interpersonal: Students work in groups to discuss their heritage and to compare their heritage with others. |
| Students Name | Rosanna Dugan |
| Grade Level | 2-5 |
| Content Area(s) | Mathematics, Language Arts |
| Purpose | Students will learn how to interpret information that is collected and put into a graph. |
| Brief Description | The class is divided into pairs. Each pari develops a survey question to ask all of their classmates. Questions that have up to 7 or 8 possible answers. For example, a pair of students could ask the question, "How did you get to school today?" The choices would be walk, bus, car, bike, etc. Students make a hypothesis about their study and then collect data. After collecting all the data, the pairs use Graph Club to create a bar graph and a circle graph to represent their findings. Pairs prepare a short presentation of their results and interpret their graphs to the class. At the end, students are to write a couple paragraphs answering this: Which study and results were you most surprised by? Why? Which study and results were you least surprised by? Why? |
| Resources | Graph Club, color printer or overhead screen hooked up to the computer |
| What is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom's reached is analysing. Students gather information and create graphs. They break the information up to explore relationships and to make comparisons. |
| Which learning styles are addressed? How? | Auditory: Studentls listen to presentations in order to answer the questions at the end. Visual: Students create graphs to represent their findings in a more visual way. Kinesthetic: Students walk around the classroom to gather input for their study. Students also use the computer to create graphs to share with the class. |
| Which MIs are addressed? How? | Logical-Mathematical: Students use their skills to detect patterns in the data and reaon for their findings deductively. Linguistic: Students present and explain their findings to the class. Body-Kinesthetic: Students walk around the room to collect data from their peers. Intrapersonal: Students supply personal answers to many different study questions. Intrapersonal: Students work in pairs, and they are to go to their classmates to gether data. |
| Student's Name | Sara Zabaroni |
| Grade Level(s) | 4-5 |
| Content Area(s) | Social Studies, Math |
| Purpose | For students to experience the simulation of voting, view their data in charts and graphs, and learn how important it is to vote. |
| Brief Description | Before this activity, students should have background knowledge of democracy, understand what voting is and how it works. The PBS ‘voting booth’ is an excellent resource for this. They should also be familiar with the presidential candidates, or have chosen mock candidates to conduct an election with. The class will create a spread sheet with the teacher, with each of the candidates at a column top, and will place it in a “voting booth.” The voting booth could simply be a computer at the back of the classroom, anything that will allow the students to vote in private. To conduct the election, the students will place a ‘1’ in the cell underneath the candidate they wish to vote for, and then sit down. After all of the class members have voted, the teacher will put the computer screen up on the board so all of the students can see, and they can add the cells up to get the total. The teacher can also lead students through other manipulations of the data, as they figure out how many more votes the leader received, and make various graphs of the voting totals. Through this activity, students will see that their vote truly made a difference, and will become informed about the process of voting. |
| Resources | Microsoft Excel http://pbskids.org/democracy/vote/index.html This website explains why voting is so important to democracy, explores how one vote made a difference in different scenarios throughout time, and lets students fill out a voting card about the issues that matter to them. |
| What is the highest level of Bloom's Taxonomy reached? Explain. | This project could be extended to reach several Bloom’s levels, but without any extra activities it reaches analysis. Through the voting project, students learn about democracy, and are able to realize and relate to the importance of voting. In manipulating the data, students also have the chance to analyze how the voting may have turned out differently, and discuss different parts of the data. |
| Which learning styles are addressed? How? | Visual: looking at the graphs of the voting, graphics on the PBS voting booth, and seeing the spreadsheet data of vote tallies Kinesthetic: physically ‘voting’ on the excel spreadsheet, navigating the PBS voting booth website, and creating graphs from the data collected |
| Which MIs are addressed? How? | Logical-Mathematical: Analyzing data trends, predicting voting outcome, finding the sum of the voting information, creating and analyzing graphs Bodily-Kinesthetic: Interacting with the website, voting on the computer, creating visual representations of data Interpersonal: Interacting with others while navigating website, discussing ideas of democracy and voting with others, learning about candidates and discussing with classmates Intrapersonal: Considering what their beliefs are in choosing a candidate, thinking of issues that are important to them for the PBS voting booth site, deciding on the candidate to vote for, evaluating the ideals of democracy |
| Student's Name | Jessica Lavelle |
| Grade level(s) | Second Grade |
| Content area(s) | Language Arts |
| Purpose | The purpose of this activity is to allow the students to work on their phonological awareness while incorporating technology. |
| Brief description | In this activity, students will be given a spreadsheet with words in column A. Their task will be to manipulate those words in order to create new words. For example, the word cat will be in column A and in column B the student will change "c" to "h" to create the word "hat". In column C the student may change the "h" to "p" to create the word "pat" and so on. |
| Resources | computer with Excel |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom's Taxonomy reached is synthesis. This level is reached because the students are creating new words in the spreadsheet. |
| Which learning styles are addressed? How? | Visual: This learning style is addressed because the students are able to see the words they are manipulating and creating on the computer screen. Kinesthetic: This learning style is addressed because the students are working on the computer and are able to use their bodies while typing in the information on the spreadsheet. |
| Which MIs are addressed? How? | Visual/Spatial: This multiple intelligence is addressed in that the students are able to see the information on the computer in a neatly organized spreadsheet. Bodily/Kinesthetic: This MI is addressed in that the students are able to utilize their body while typing on the computer. Verbal-Linguistic: This MI is addressed in that the students are manipulating words in order to create new words. |
| Student's Name | Katie Vallillo |
| Grade level(s) | 4th |
| Content area(s) | science, plants and flowers |
| Purpose | For students to become aware of different similarites and differences in flowers. Also for students to learn how to organize information like this. |
| Brief description | Their will be 10 different plants set up around the room. Students are to walk around and observe the different plants. They are to make notes about the plants name, color, height, width, smell and number of petals. Then studetns are to enter this information onto an excel sheet. There will be Microsoft Excel provided in the classroom. The students will make a vertical column with all of the plant names and a horizontal column with the headings color, height, width, smell, and # of petals. The students can then look at these charts to determine differences and similarities between the different types of flowers. |
| Resources | Microsoft Excel, Flowers |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom's Taxonomy reached was application. The students used an Excel program to organize the observations that were made in class. |
| Which learning styles are addressed? How? | Visual- Students used their visual intelligence to observe the flowers and to write descriptions. Auditory- Students need to listen to the directions carefully in order to complete the task correctly. |
| Which MIs are addressed? How? | Kinesthetic- This is the main intelligence used by the students. This activity requires a lot of moving around and hand-on learning. The students will be moving around the room to observe the flowers and touching them as a way to observe. They are also using their hands when they are entering the information onto the excel sheet. |
| Student's Name | Elizabeth Lyons |
| Grade level(s) | 1st grade |
| Content area(s) | Math- graphing and charts |
| Purpose | Introduction into graphing data and using excel program. |
| Brief description | The class will participate in a survey during the morning where they will sign their name under what eye color they have. The students will then take those results and compute them into the excel program. From there the students will learn how to take that data and create a pie and bar chart of their information. this activity will be an introduction to using the excel program as well as graphing charts. |
| Resources | Microsoft excel, computers |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Analysis- Students organize data and create chart. Then take the information from the chart to create a graph and analyze the information collected. |
| Which learning styles are addressed? How? | Visual - The students will be able to see a visual representation of the data collected. Kinesthetic- The students are using the computer to analyze data and create a graph. |
| Which MIs are addressed? How? | Visual/Spatial- The students will be able to see the information organized and see a visual representation of the graph in relation to the data collected. Kinesthetic- The students get to be hands on collecting and recording the data as well as creating the graph. Mathematic/logical- The students will use data collection, graphing, averaging, and other various math skills. |
| Student's Name | Jessica Wagner |
| Grade level(s) | Second Grade |
| Content area(s) | Mathematics |
| Purpose | Students will have a better understanding of surveying, using Excel and its capabilities, and comparing data. |
| Brief description | Students will be required to survey ten people who are not in their class. They will ask their participants what their favorite pizza topping is and record their data in a chart. Once students have collected their data, they will put the information into an Excel spreadsheet. They will then use the program to view different graphs (line, bar, pie, etc) and decide which portrays their findings best. Students will then conclude which pizza topping was the favorite among their participants. The students will share their findings and the class will compare data and decide which is the favorite pizza topping according to all the research done. |
| Resources | Paper, pencil, Excel, computer |
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| Student's Name | Jennifer Martin |
| Grade level(s) | 5th grade |
| Content area(s) | math and language arts |
| Purpose | Students will keep track of their grades as well as learn how to create and maintain a spreadsheet. |
| Brief description | Each student will create a spreadsheet that will have columns for math grades as well as language arts grades. Each time an assignment is handed back they will enter it into the spreadsheet. After a few grades have been entered they will average them out to see how they are doing in that subject. |
| Resources | Excel and completed work |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Application, since they are only creating a spreadsheet and entering data, such as grades. |
| Which learning styles are addressed? How? | Visual- students will benefit from being able to view their data in an organized fashion. Bodily/Kinesthetic- students will benefit from being able to use the computer and use their hands to enter their data. |
| Which MIs are addressed? How? | Spatial- helps students who need visual aids to be able to see the information organized. Kinesthetic- helps students who need to be moving by entering data and numbers. Mathematic/logical- helps students who are number oriented and like organization. |
| Student's Name | Heather Hord |
| Grade Level | 3-5 |
| Content Area(s) | Mathematics |
| Purpose | To practice measurement, estimation, averaging, and spreadsheet skills. |
| Brief Description | Students will work with partners to measure distances. They will work in a field to measure how far each partner can jump, throw a ball, and how high they can jump. The pairs will average their results and estimate what the averages for the entire class will be. Students will share their results with the class and they will each make a spreadsheet of the entire groups results. They will use the spreadsheet to average the class’ results and compare them with their estimation and their pair averages. |
| Resources | Microsoft excel Computer access Rulers; measuring tape; yard sticks |
| What is the highest level of Bloom’s taxonomy? Explain. | Application is the highest level of Bloom’s reached because students are applying their skills in many areas (measurement, estimation, averages, spreadsheets) to one activity. |
| Which learning styles are addressed? How? | Visual learners are addressed by seeing the data in a spreadsheet. Auditory learners are addressed by discussing the problems with a partner. Kinesthetic learners are addressed by jumping, throwing, measuring, and entering data in the spreadsheet. |
| Which MI’s are addressed? How? | Linguistic intelligences are addressed by discussing their measurements, averages, and estimations with their partners through language. Logical-mathematical intelligences are addressed through working with numbers. Bodily kinesthetic intelligences are addressed for reasons discussed above. |
| Student’s Name. | Marissa O’Keefe |
| Grade level(s) | 2nd or 3rd |
| Content area(s) | Science |
| Purpose | The purpose of this activity to have students group a variety of animals found on the national geographic website by their classification. |
| Brief description | The students will be given th following site http://www3.nationalgeographic.com/animals/index.html In this site they will look at the various animals and their classificaton. Once they have looked at that, students will have to create a spreadsheet which will include the following about all animals: whether they are a mammal, reptile, etc. the weight, size, and group name. |
| Resources | National Geographic:http://www3.nationalgeographic.com/animals/index.html Excel |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom's would be synthesis. The students will have to use the information that they gathered from the national geographic website and use it to create a spreadsheet. |
| Which learning styles are addressed? How? | Visual: The students will have to look at the website that was given to them in order to be able to create their spreadsheet. Bodily/Kinesthetic: The students will have the opportunity to use their keyboard and mouse. |
| Which MIs are addressed? How? | Visual/Spatial: Students will get the opportunity to organize their data however they think it will be eaier for them to read. Kinesthetic: Students will have the chance to type their information in their spreadsheet. |
| Student's Name | Ingrid Amezquita |
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