 8th
Grade students will create an
Excel spreadsheet to show different
data of French-speaking countries.
 NJCCCS World Language 7.1, 7.2
 Timeline – 1 Week
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Choose 12 French-speaking countries using the
following website – www.france.fr
Create 2 columns – Name of each country in
English and French.
Create a column with the capital of each country.
Create the following columns – Population, Area in
Square Miles, Average High Temperature °F,
Average Low Temperature °F.
Use the following websites to obtain the above
information – www.en.wikipedia.org, and
www.worldweatheronline.com
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Sort the countries into alphabetical order using the A-Z sort function.
Find the total population of all 12 countries.
Find the total area in square miles of all 12 countries.
Find the minimum, maximum, average, and range of the population,
area in square miles, and high and low temperature columns.
Use conditional formatting to show population > one million in pink fill
with red text and < 500,000 in light green fill with dark green text.
Use conditional formatting to show area in square miles > 100,000 and <
10,000 using same colors as in the population column.
Use conditional formatting to show average high temperatures > 80°F in
red and average low temperatures < 32°F in blue.
Freeze the top row so that you can scroll to the lower portions of the
spreadsheet without losing the titles.
Create a hyperlink from each country to its webpage in the wikipedia
website – en.wikipedia.org/wiki/country name.

Students will create a pie chart to show the population of each
French-speaking country.
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Students will create a bar graph to show the area in square
miles of each French-speaking country.
After collecting the data and analyzing the differences in
population, area, and temperatures, students would then
be able to use that information as a tool in deciding which
country they would like to visit.
Sense and Meaning – When students actually use real data
as a tool, in this case finding differences between different
French-speaking countries, there is sense and meaning and
gives them a reason to learn French.
Multiple Intelligences – Students are using the following
multiple intelligences in this activity – kinesthetic,
logical/mathematical, visual/spatial, verbal/linguistic, and
intrapersonal.
4
Information
collected
Use of
formulas:
totals,
minimum,
maximum,
average, and
range
Use of charts,
conditional
formatting,
hyperlink, A-Z
sort function
Used fill and
text options
and freeze
frame for title
row
3
2
Missing a lot of
information and
did not follow
most of the
directions.
1
Included all
information and
followed all
directions.
Included most
of the
information and
followed most
of the
directions.
Missing most of
the information
and did not
follow
directions.
All formulas
were included
and are
accurate.
Most formulas
Most of the
were used and formulas were
were accurate. not used and
were
inaccurate.
No formulas
were used at
all or any
formulas used
were
inaccurate.
Followed
directions
exactly.
Followed most
of the
directions.
Did not follow
most of the
directions.
Did not follow
directions at all.
Followed
directions
exactly.
Followed
directions but is
missing some
components.
Followed some
of the
directions and
is missing a lot
of
components.
Did not follow
directions at all.
. The Official Site of France. N.p., n.d. Web. 21 Feb 2014.
<www.france.fr>.
. Wikipedia, The Free Encyclopedia. N.p.. Web. 21 Feb 2014.
<en.wikipedia.org>.
. World Weather Online. N.p., n.d. Web. 21 Feb 2014.
<www.worldweatheronline.com>.