Lesson Idea Focus

Lesson Title Creating Graphs Using Google Sheets

Content Area Algebra: Concepts & Connections

Content Standards A.DSR.10: Collect, analyze, and interpret univariate quantitative data to
answer statistical investigative questions that compare groups to solve real-
life problems; Represent bivariate data on a scatter plot and fit a function to
the data to answer statistical questions and
solve real-life problems.
Technology Standards 1d: Students understand the fundamental concepts of technology operations;
demonstrate the ability to choose, use and troubleshoot current technologies;
and can transfer their knowledge to explore emerging technologies.
3b: Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data, or other resources.

Integrated Technology Google Sheets

Supporting Resources https://www.google.com/sheets/about/

Bloom’s Taxonomy Analyze: Students are analyzing a set of data I order to create a scatter plot.
Levels Evaluate: Students use the scatter plot to come to conclusion about the data.
Creating: Students will produce an original work in the form of a scatter plot.
Integration Level The learning experience is LoTi 4: Integration. The learning experience
student-centered, real-world applied learning and students work to produce a
product that is meaningful to them.

Universal Design This lesson idea supports Universal Design for Learning (UDL) by allowing for
Rationale multiple means of representation. Students can use the assistive technology
integrated into their computer to alter the way information is given to them.
This might mean a student changes their computers language, uses a screen
reader, or applies a color filter.
Lesson Idea Before the lesson, students will be introduced to the benefits and drawbacks
of using google sheets or other spreadsheet tools. The benefits being that it
makes it incredible to create graphs using a set of data, but that it requires the
technical knowledge of how to use the spreadsheet tool to accomplish this
goal. This will introduce the students to the objective of the lesson, to learn
how to use google sheets to model a set of data and use that model to make
sense of the data. Students will also be reminded of the classroom norms
when we use technology (i.e., stay on task, keep voices down, etc.)

During the lesson, students will be sent to the classroom computers and
instructed how to navigate to and open google sheets. Students will be
instructed to create a google account using their student email if they have
not done so already. Students will be given a set of data to use for this
lesson, and they will input that data into their spreadsheet. After the data has
been inputted, they will be instructed how to use the “chart” tool to create a
scatter plot that models the data. Google Sheets should automatically choose
a scatter plot that models the data. If it does not, the data the student inputted
will be reviewed to make sure it was entered correctly. Regardless, students
will be shown the various graphing tools available on the spreadsheet tool,
including the tool that allows them to change the type of graph that is
displayed. Students will be asked to explore the various options for
customizing the graph to become familiar with the tool. Attention will be
brought to the “Trendline” option as to obtain a better understanding of the
 information on the graph.
After the lesson, students will log out of their computers and return to their
seats. Then students will take turns sharing with the class what they learned
while using Google Sheets. Guiding questions will be asked to facilitate
student discussion. Did the students find it easier to create a graph in Google
Sheets? What kind of customizations options did they find for the graph?
What did they learn about the data set? Was there a positive or negative
trend? Finally, students will be asked to think of what ways they could apply
their learning at home or in their other classes.
Design Reflection Overall, I think this activity teaches students an important, real-world skill.
After the lesson, students may wish to try and use a spreadsheet tool to
model data for their other classes or maybe even some of their own data at
home. I think the lesson could be further extended by giving students more
freedom with the software. This was designed as an introductory lesson, so I
was a bit restrictive with data and software used, but a future lesson might
have students use a different spreadsheet tool like Excel, or maybe let
students find their own set of data to model. I think giving students more
freedom would further encourage them to learn how to use the software and
better understand how to apply it to their lives.