Michele Morelli

10/22/14
TECHNOLOGY PROJECT-EDU 227 DUE 10-22-14
1. Technology Standards - use NETS (major category)
a. 1: Creativity and Innovation
b. 3: Research and Information Fluency
2. Subject Content Standards PDESAS.org, Mathematical Standards
for Second Grade
a. 2.6 Statistics and Data Analysis
i. 2.6.2.A: Gather data from surveys and observations within the
classroom or homes.
ii. 2.6.2.B: Organize and display data using pictures, tallies,
charts, bar graphs and pictographs.
iii. 2.6.2.C: Describe data displayed in a diagram, graph or table.

3. Grade Level- 2nd grade

4. Goal/Purpose of the Lesson Students will create a bar graph using
Microsoft Excel.
5. Materials Need for Instruction Materials needed for this lesson
include:
i. Computers for each student {equipped with Microsoft Excel
(If not available for each student, students can work in
groups of 2 or 3)}, white board, markers, interactive
website addresses (listed in #6), graph paper, video for
introduction (https://www.youtube.com/watch?v=Y9n67yG9d8), white board App for iPad
(https://itunes.apple.com/us/app/educreations-interactivewhiteboard/id478617061?mt=8)
6. Interactive Websites
a. 1- www.mrnussbaum.com/graphing/ this website should be used
to close the lesson. It is an interactive graphing game where ice
cream orders are taken, and the user must create a bar and pie
graph using that information (If we have not discussed pie
graphs yet, students may skip this part. I will, however,
challenge them to give it a try).
b. 2http://www.kidsmathgamesonline.com/numbers/mathdata.html
Scroll down to the blue box that says Try this; this is also a
game used to review data collection and bar graph creation. The
game also requires you to create a pictogram using the data; if
the student wants to attempt to complete this, they may (but it
is not mandated).
c. The students must play both games as a closure to the lesson;
they are both wonderful review tools for the topics at hand.
7. Procedures

a. I will begin the lesson by showing a YouTube video on creating

bar graphs (https://www.youtube.com/watch?v=-Y9n67yG9d8).
Following the video, we will discuss bar graphs (and graphs in
general), and the reasons we use them. I will then tell the
students that they are going to help me create a bar graph by
collecting data as a class. I will give the students two topic
options to choose from, and I will determine the winner by a
show of hands (favorite ice cream flavors or favorite color). After
weve determined the topic (say we chose ice cream flavor), I will
ask the students to raise their hands for their favorite ice cream
flavor. I will write this data on the board using a list format (and
tally marks). Following the collection of data, I will draw a bar
graph on the white board using the list of data collected. I will
also model for the students what it would look like on graph
paper. I will then ask the students to create their own bar graphs
using Microsoft Excel; we will collect new data, this time for the
topic of favorite color. I will make a list on the board of how many
students chose each color as their favorite. We will go through
the steps of making of the graphs together, so I can assist the
children who are having trouble with the technology. The
students will be asked to print out their graphs, then visit the two
interactive websites to play games involving graphing.
8. iPad App Incorporation If we have access to iPads, I will use the
Whiteboard App to assist students who are having trouble analyzing
the data and converting it into a bar graph. I can use this App to
explicitly teach data collection, analysis and creation of bar graphs; the
student and I can collect data on a smaller scale, record it using the
white board App, and create a bar graph that can be manipulated by
the student experiencing difficulties. This hands-on approach using
technology, along with my assistance, should help any student who is
having trouble with using data to create a bar graph.
9. Time Frame of the Lesson This will most likely take two class
periods; the first class period will be used to explain bar graphs, and to
create a bar graph as an entire class (we will also discuss graph paper,
and I will model this in front of the class). The second class period will
be used for the students to create their own bar graphs using Microsoft
Excel, as well as for the students to practice their graphing skills using
the interactive websites.
10.
Describe how you will integrate other curriculum areas (if any)
into your lesson. (N/A)
11.
Assessment/Evaluation I will assess the students by requiring
that they print and hand-in their finished bar graphs; by taking a look
at these, I will be able to see which children are having difficulty
converting data into a graph. I will also observe the children as they
visit the interactive websites I have listed for lesson closure. By
watching closely, I will be able to differentiate between the children

who have trouble with the data collection and analysis, and which
children have trouble actually creating the graph.
12.
Problem anticipation
a. Technology is not always reliable; in the event that the
interactive websites do not work, I will have a few sets of data
written down to share with the children (fictional scenarios
involving topics such as types of sports children play, types of
cars parents own, etc.). I will pass out graphing paper and have
the students create graphs using this data.
b. As I mentioned earlier, we may not have the luxury of having a
computer for each and every student; if this is so, I can either
put the children in groups of (hopefully) no more than 3, or have
the children take turns. If the children have to take turns, I will
have the group who is not on the computers working with
graphing paper.