1. + Reading Log Graphing Project Jessica Jamieson EDTC633 Spring 2015

2. + Our class 3rd grade inclusion class Co-teaching environment Large, spacious room 17 students Double math period—90 minutes in total of instruction time per day 2 computers available in the class Laptop, iPad, Chromebook cart available ~1.5 weeks to complete project

3. + Goals and Objectives Goals: 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

4. + 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

5. + 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.

6. + 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.

7. + 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.

8. + The Lesson: Week 2 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. 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.

9. + 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.

10. + 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?

11. + Graphs and Spreadsheets Example of group spreadsheets

12. + Graphs and Spreadsheets Example of whole group data graph

13. + Graphs and Spreadsheets Example of individual student graph

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15. + Activity documents Cheat Sheet for graphing

16. + Activity Documents Graphing Questions—Individual and Group

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18. + Evaluation

19. + Brainy Bits: Multiple Intelligences

20. + Brainy Bits: Learning Styles

21. + References: Brainy Bitys Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic, 1983. Print Gregorc, Anthony. Gregorc Style Delineator. A Self- Assessment Instrument for Adults. Columbia, CT: Gregorc Associates, 1985. Print.

22. + References: Graphics Pencil Checklist Graphic: http://www.jordantwiggdesign.co.uk/wp- content/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-most- used.png

23. + 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_theezombiequeen- d4p5ws5.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