# Excel Project 2015 - Miss Jamieson's Website!

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Project
Jessica Jamieson
EDTC633
Spring 2015
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Our class
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Co-teaching environment
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Large, spacious room
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17 students
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Double math period—90
minutes in total of instruction
time per day
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2 computers available in the
class
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available
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~1.5 weeks to complete project
+ Goals and Objectives
Goals:
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Students will collect and
log data from weekly
their group members
Students will compare
data by creating and
using bar graphs
questions based on sets of
data
Objectives:
Students will be able to:
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Collect data from a given
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Use data to create a bar
graph
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using a double bar graph
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Use Excel to enter data
and create a bar graph
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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
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The Lesson: Week 1(M-F)
Monday-Friday:
Students will keep
track of the minutes
log each night. The
following day, they will
record their
information on a
with an assigned
group.

Students will collect the same
data, but on their own
their data amongst their group
so that everyone can record the
same data on their own

in a shared Google Drive folder
where students will have access
to it through their network

The teacher will help organize
folders so that students can
easily save and access their
information through their group.
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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.
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The Lesson: Week 2
Monday, Week 2: Graphing
PERIOD 1 (45 minutes):
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A how-to lesson will be taught
on making and formatting bar
graphs on Excel.
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
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
each group member.
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The Lesson: Week 2
Tuesday, Week 2:
PERIOD 1 (30-35 min):

To prepare for graph
analysis, students will
participate in a graphing
lesson unrelated to the

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.
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

Students will analyze the data
questions related to the
graphing exercise.

Students will work as a group
to complete this exercise.
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The Lesson: Week 2
Wednesday, Week 2:
PERIOD 1-2 (60 min)

Groups will swap data graphs
group.
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Individually, all students will
analyze a set of data that is not
their own.

related to the graphing
exercise.
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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
2.
What is one or two things you could learn or find using a
bar graph?
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Example of whole group data graph
Example of individual student graph
Example of individual student graph
+ Activity documents
Cheat Sheet for graphing
+ Activity Documents
Graphing Questions—Individual and Group
+ Activity Documents
Graphing Questions—Individual and Group
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Evaluation
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Brainy Bits: Multiple Intelligences
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Brainy Bits: Learning Styles
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References: Brainy Bitys
 Gardner, Howard. Frames
of Mind: The Theory of
Multiple Intelligences. New York: Basic, 1983. Print
 Gregorc, Anthony. Gregorc
Style Delineator. A SelfAssessment Instrument for Adults. Columbia, CT:
Gregorc Associates, 1985. Print.
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References: Graphics
Pencil Checklist Graphic:
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.pn
g
Brain Pop, Jr. Image:
https://jr.brainpop.com/math/data/tallychartsandbargraphs/
Excel Logo:
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References: Graphics
Common Core Apple Image: