Interventions - Data Interpretation

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 Keywords: technology, data, math Subject(s): Grades 1 through 5 School: Vine Grove Elementary School, Vine Grove, KY Planned By: Brooke Custis Original Author: Brooke Custis, Vine Grove
As my elementary school's Math Coach, I will be working with students in all grade levels, who are at-risk in daily small group settings. My job is to pin point gaps in their math content knowledge and provide interventions to fill those gaps. I believe that at-risk students are at a disadvantage in this curriculum area because of their lack of background knowledge. Individual technology access will allow me to provide an intervention that will demystify data creation and interpretation.

Lesson Length: 3 to 4 thirty minute intervals
Objective:
Student will be able to collect data.
Student will be able to correctly transfer data to a visual representation (graph)
Student will be able to interpret the results of their graph by answering questions to proficiency.
Student will be proficient in the use of Microsoft Excel and its application to their lives as students and adults.

Embedded Vocabulary gained from lesson:
Tally chart, survey, bias, bar graph, line graph, circle graph, x-axis, y-axis, title, data, scale

Activity:
Step 1: Begin by helping each student formulate a survey question for data collection and answer choices. Model the creation of a tally chart and have students create their own. Explain that students will be finding a population to answer their question that will not be "biased." Explain the meaning and implication of a bias to a survey. Decide on a number of people to survey which will be the scale of the graph we design. Have students survey students and adults and record results on the tally table.
Step 2:
Have students open their Netbooks that were provided by Digital Wish donations :) and click on the eXcel icon. Walk students through the steps of creating a graph using excel. The steps of this basic computer program if used as a group with individual Netbooks will teach students critical vocabulary. Have students print completed graphs and save a copy to the class memory drive that each can access from their Netbook.
Step 3:
Using the survey questions posed, have each student announce their question. Write the question on the board. Based on that question, have the other students call out questions they have about how the surveyed population responded. For example, if Student 1's survey question was "Which candy bar do you like best?" Other students may want to know which candy bar had the most votes, the least votes, how many more people liked CoCo Stick over Caramel Ooze, etc? Record these questions.
Step 4:
Create assessment using all the students graphs and the questions all the students had about each other's graphs in a powerpoint format. Save the powerpoint to the class memory drive. Ask students to open the powerpoint and correctly interpret the data to draw conclusions about their tally tables. Assess students using the powerpoint assessment for proficiency.
 Comments I think that the notion that we are trying to teach students how to create and interpret data with a pencil and paper is symbolic of how education and curriculum need to adapt to the pace of the world. In real world application, students won't be creating visual data representations with primitive tools. They will be using technology in creation and the presentation of data. I think most teachers realize this, but lack the technology to implement it in practice. By having the unique opportunity to work with students in such targeted small groups, I hope to be able to afford these at risk students real advantages to help catch them up to where they need to be and not race from behind for the rest of their life. Cross-Curriculum Ideas This lesson could be adapted to include the classification of animals (Science). What is your favorite vertebrate? This lesson could be adapted for collectiing data about favorite reading or music genres. Follow-Up This lesson could be extended to include different types of data that could teach mode, mean, range, maximum, and minimum of data. Materials: Mobile Labs, MP3 Players, Wacom Tablets, Computer Accessories, Power, Keyboards, Headsets, Bags and Cases, Ports and Hubs, LCD Monitors, Large Pro Monitors, Mice, Flash/USB Drives, Math, Elementary, Office Suite, Word Processor, Art Tools, Spreadsheet, Database, Internet Services, Worksheets, Student Resources, Assessment, Clip Art, Integrating Technology, Cause and Effect, Early Learning, Hardware Devices Other Items: 6 Dell Netbooks, \$650.00 each, total of \$3900.00