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Reading Log Graphing
Project
Jessica Jamieson
EDTC633
Spring 2015
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Our class
•
3rd grade inclusion class
•
Co-teaching environment
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Large, spacious room
•
17 students
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Double math period—90
minutes in total of instruction
time per day
•
2 computers available in the
class
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Laptop, iPad, Chromebook cart
available
•
~1.5 weeks to complete project
+ Goals and Objectives
Goals:
•
•
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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
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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
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.
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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):


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.
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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
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.
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.
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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.
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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
teacher. Remember your labels!
2.
What is one or two things you could learn or find using a
bar graph?
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Graphs and Spreadsheets
Example of group spreadsheets
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Graphs and Spreadsheets
Example of whole group data graph
+ Graphs and Spreadsheets
Example of individual student graph
+ Graphs and Spreadsheets
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:
http://www.jordantwiggdesign.co.uk/wpcontent/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.pn
g
Brain Pop, Jr. Image:
https://jr.brainpop.com/math/data/tallychartsandbargraphs/
Excel Logo:
http://jasonlbaptiste.com/wp-content/uploads/2010/06/excel-database-mostused.png
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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_theezombiequeend4p5ws5.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