Вы находитесь на странице: 1из 20

Using and interpreting graphs

Michelle L. Rochel

Saint Mary’s University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standards 4 & 6

EDUW 692 Technology and Communication

Jeanine Gelhaus, Instructor

February 15, 2017

Research Summary:

I have 43 middle school students in my three science classes. Breakdown of classes:


nine-fifth graders, eighteen-sixth graders, nine- seventh graders, and seven-eighth graders. I

currently use interactive notebooks as part of all my science classes. One of my professional

goals include utilizing our laptops/computers for integrating technology in my classroom.

I note that although my students have used Excel or Google sheets, many of my students

do not know how to insert circle and column graphs. There is a difference between using a

spreadsheet and knowing “how” to do various tasks.

Out of 43 students surveyed, 41 responded. 40 students said in the survey they knew how

to label a graph and create a title. 37 students said they knew the difference of where the X and Y

axis are located. 13 students responded they have used Excel to share information. 16 students

responded they have used Google sheet to share information.

In our Technology and Communication (EDUW 692) class, we discussed the value in

having our students practice how to use and interpret graphs as a preparation factor for the ACT

test.

Standard: I will be using the Diocese of Superior technology standards:

C.5. Use content specific tools, software, and simulations (e.g., scientific devices, graphing
calculators, exploratory environments, Web tools) to support learning and research

C.14 Select and use appropriate tools and technology resources to accomplish a variety of tasks
and solve problems

I believe some of my students have been introduced to spreadsheets and entering data.

When I asked my seventh and eighth grade students if they have made various types of graphs,

they indicated they had, but had not practiced this since the beginning of the 2016-17 school

year. Both standards are indicators of the need to practice using specific tools to support learning

and solve problems.

TARGETED LEARNING OBJECTIVE:

My goal is to have all students earn a 17/20 or better on M &Ms graphing lesson.

RESEARCH THE PROBLEM:


I emailed three high school teachers in my home district to find out if incoming freshmen were

prepared to use Google sheets for graphing data. I also asked if Google sheets were used in any of their

classes as well as if students are prepared to interpret various kinds of graphs in preparation for the ACT

test. One math teacher responded he does not use Google sheets in his class. The class uses Desmos

(online), graphing calculators, but not often. Reviews of lines are done every year and as they move on,

more graphs and interpretation are introduced. The second math teacher responded she rarely uses Google

sheets and the incoming freshmen are not prepared to use Google sheets. This math teacher uses Excel

and mentioned the incoming freshmen are not prepared to use this either. The only time Excel or Google

sheets are used is in the statistics class, but never used in any other math class in the high school. She also

responded if graphing were needed, the high school students use graphing calculators, Desmos (online) or

Geometry Sketchpad (software). This teacher mentioned most of the graphs on the ACT test are science

driven and the high school is taking time to interpret various graphs in preparation of ACT test. The most

interesting piece I learned from this teacher’s input was that incoming freshman did not have a great deal

of knowledge of how to use Excel. The computer applications gives class is offered to incoming freshmen

and they are taught as if they know nothing of this piece. The third teacher mentioned the incoming

freshmen have a pretty solid handle on building a graph by hand, however, they are not proficient at

graphing using a spreadsheet. His AP Physics class is very proficient at this skill and typically use Excel

and TI graphing calculators. He also mentioned a few of his AP Physics students use Google sheets for

graphing, otherwise they work on the vernier platform for Pre Physics and Physics using Logger Pro. The

sharing process allowed by Google is not available with this software. He also shared the interpretation of

graphs is the skill they put the most time and effort in preparation for the ACT test.

I also looked at our diocesan technology standards. As with all of our standards, we, as educators,

first introduce the concept and practice learning how to do the basics. We continue to practice and review

the concept. This allows the students to use the concept in a variety of ways. The end result is to become

proficient, or master the standard. More practice and review allows students to apply what has been

learned and implement in other classroom assignments.

STATE your RESEARCH QUESTION:

My goal is to have all students earn a 17/20 or better on the M&M graphing lesson which
will incorporate the usage of Google sheets.

RESEARCH the TECHNOLOGY :

To help with this problem, I investigated several Google technologies. I looked at

Google sheets, Google slides, and Google docs. I found this article “How Many C’s are in that

Word Sort”. This article reinforced integrating technology in the classroom. The question she

asked herself when planning lessons was “How does this make learning better?” Feedback is

important. Immediate feedback is essential to students when practicing a concept. Students

should not practice wrong. Google sheets allows time for feedback to impact the level of

learning. Google sheets also allows me to teach a concept at a time, check to make sure all

students have completed this task (go around room and check each screen) before moving on to

the next task. Based on the tools and functions involved, I selected to learn more about Google

sheets.

Method(s) to Assess Progress of Proficiency for Targeted Learning Objective

EXPLAIN THE TECHNOLOGY in DETAIL.

I will be using Google sheets as my technology piece. This tool allows a person to collect

data and put it in a spreadsheet. Google sheets also allows choice to customize various graphs

that will work best to share information. My lesson will include using M&Ms to graph (pie

graph) their own sample as well as collect data from four other classmates to graph (column

graph) the different results. Students will get a chance to customize their title with their font

preference, color font, and font size. Students will use the sum function formula to find sums and

averages of M&Ms samples.

I will be teaching this technology piece in my three science classes as a large group

“show and do” lesson. The directions will be on the Smartboard. I will demonstrate each step and

will wait for all students to complete the task requested before moving to the next task. If a

student completes a task early, I will ask them to assist me to help other classmates if they have

difficulty or questions. It is important when teaching this lesson to use the correct terminology so
it is consistent with what the students may be learning in their computer applications class. I will

be using vocabulary that will include cell, click and drag, insert, delete, merge, and

customization.

HYPOTHESIS:

I believe my students will increase their technology skills by reviewing and practicing, as

it will help them collect data, share information, create various graphs, and compare data

collected; the same components they will need to provide for their upcoming science fair project.

Pre-Assessment (Artifact A):

Due to when I needed the pre-assessment results, I had students complete this Google doc survey

on a hard copy. I also did not have a full understanding of how to create a Google form at the time I

wanted to begin this lesson/video presentation/video reflection as suggested on our syllabus.

Out of the 43 surveys given, 41 surveys were submitted. 40 out of 41 students said they knew

how to label a graph and create a title. 37 out of 41 students responded they knew the difference of where

the X and Y axis are located. 13 out of 41 students stated they have used Excel to share information. 16

out of 41 students indicated they have used Google sheets to share information. 27 out of 41 students

replied they have used other form of Web tools to share information. (See Artifact B). This survey helped

me to see only 32% of my middle school students had used Excel to share information.. Only 39% had

used Google sheets to share information. This allowed me to plan accordingly within my three classes. I

knew I would need to teach at a slower pace, rather than thinking all students had prior knowledge in

these technology pieces.

DESIGN A LESSON TO TEACH . USE THE TECHNOLOGY IN THIS

LESSON.

Computer Skills
Spreadsheets (Google Sheets)
Creating Pie & Column Charts
In this activity, we will learn how to display data using a pie chart and a column chart, color-code the charts, and
label the charts. We will also learn the Sum function formula.

Getting Started
1. Login to your Google Drive. Click New and Google Sheets.
2. Click Untitled Spreadsheet in the top left corner and type M & Ms - Your Name.
Proficiency check - walk around classroom and make sure each student has completed
this task. Point to the untitled area if a student is unsure where to create title. Students
will have this information in order to be proficient for this task.

Setting Up the Spreadsheet


1. Type Colors of M & Ms in cell A1. Don’t worry that it goes into column B, we will fix.
2. Select only cells A1 to G1 (do not select any other cells at this point).
3. Click the Merge Cells button. Click the Horizontal Align button and Center the title.
4. Change the font and the size of the title. You can also change the color.
Proficiency check - walk around classroom and see if each student has title typed, font
and font size selected, and color of text has been selected. If needed, students will be
reminded how to do these components. Students will then have time to show me they
know how to do this. Students will have this information in order to be proficient for this
task.

Entering Text
Type the colors of the candy as shown below. You must add Brown to cell F2. You can change
the font or background colors.

Information Gathering & More Data Entry


1. Mrs. Rochel will give each of you a ¼ scoop of M&Ms (don’t eat them yet!).
2. Separate the candies into piles by color—still don’t eat them!
3. Count the number of candies in each pile and record the data in your worksheet. If you
don’t have any candy pieces of a specific color, please type 0 in that column. If you have
a half of a piece, you can record it as a .5 of a piece.
Once you have recorded your data, you can eat your M & Ms.
Proficiency check - walk around classroom and make sure each student has recorded
data on worksheet (A3 - G3). If needed, remind students unsure of this task to record
each amount of M&Ms under the correct color. Students will have this information to be
proficient for this task.
Creating a Pie Chart
We are going to graph the number of candies by color.
1. Click and drag to select the range A2:F3 (colors and
numbers only--not the title).
2. Click Insert and then click Chart to open the Chart
Editor.
3. Under Recommendations, click the pie chart.
4. A preview of the chart appears, but the colors are all
wrong. Don’t worry, we can fix that. The colors are wrong!
5. Don’t click Insert yet!

Recoloring the Pie Chart


If you clicked Insert already, you can access the Customize tab by right-clicking the chart and
then clicking Advanced Edit.
1. Click the Customization Tab, and scroll all the way down.
a. Scroll all the way down to the bottom to where it says Series: Yellow.
b. Click the little color box below that and change it to be a shade of yellow.
c. Click the series drop-down label and choose another color.
d. Change that color box to match.
e. Continue to change all the colors to match the words.
That changes the colors, but now we need to make some changes to the legend and add a title.
2. Scroll back to the top and make
the following changes (see right):
a. Change the chart title to
Colors of M & Ms
b. Click the drop-down
button under Legend and
choose Labeled
c. Click the drop-down
button next to Slice and
choose None
3. Proficiency check - walk around classroom and make sure each student is able to
find each section and follow each set of directions. If needed, point to each
section to allow students to complete each set of directions. Students will have
completed these directions as stated to be proficient.
4. Click Insert.
The chart appears on top of our data. Let’s put it on its own sheet.
5. Click the down arrow in the top right corner of the chart and click Move to own sheet.
More Data Entry
1. Click the tab in the bottom left corner that says Sheet1 to view the worksheet again.
2. Click in cell A2.
3. Click Insert and Column Left. All of your data should have moved over a column.
4. Type the word Names in cell A2.
5. Type your first name in cell A3.
6. Record the data from four of your neighbors (including you = five). List their first names
in column A below your name. List their numbers of colors in their row. Type a 0 if they
don’t have any candy of a specific color.
Proficiency check - walk around classroom to make sure all students were able to do this
task. If needed, point to the needed icons and then let student complete the directions
independently. Students will have this task completed to be proficient.

Creating a Column Chart


We are going to graph the colors of M & Ms by person.
1. Click and drag to select all of the data in cells A2 through G7 (not the main title).
2. Click Insert and then click Chart to open the Chart Editor.
3. Under Recommendations, choose the first option (Column Chart)

4. Click the Customization Tab, and change the title of the chart to Colors of M & Ms.
5. **** If the data is switched (names are the legend and colors are the names, go to Chart
types and unclick rows/columns).
Now, let’s change the colors so they are correct:
6. Scroll all the way down to the bottom to where it says Series: All Columns. Click where
it says “All Columns” and choose Yellow.
7. Click the little color box below that and change it to be a shade of yellow.
8. Continue to change all the colors to match the words.
Proficiency check - walk around classroom to make sure each student is able to
complete these tasks to create a column graph. If needed, remind students where the
customization tab is located, so students can find where each piece is located. Students
will have completed this set of tasks to be proficient.
We’re almost done. Now that we’ve changed the colors, we are going to remove the legend.
9. Click the drop-down button under Legend and choose None
10. Click Insert to insert the chart.
11. Click the down arrow in the top right corner of the chart and click Move to own sheet.

Sum Function Formula


We are going to use a formula to find out how many candies each person received.
1. Click the tab in the bottom left corner that says Sheet1 to view the worksheet again.
2. Type the word Totals in cell H2.
3. Click in cell H3 and type =sum( and then click and drag to select cells B3 through G3 and
press Enter.
4. Enter a formula in cells H4 through H7 to find the sum for each person.
Think about this: You probably noticed that not all people received the same number of candies.
If everyone received an ounce, why do you think the numbers are different?

Proficiency check -walk around classroom and check to make sure sum function formula
is in correct cell. If needed, review directions and allow student to redo task so they
practice the task. Students will complete this task in order to be proficient.

Finding the Averages


We will also use a formula to find the average number of colored candies given out.
1. Click in cell A9 and type the word Averages.
2. Click in cell B9 and type =average( and then click and drag to select cells B3 through B7
and press Enter.
3. Enter a formula in cells C9 through G9 to find the average of each color and the average
number of candies each person received.
Proficiency check -walk around classroom and check to make sure sum function formula
is in correct cell. If needed, review directions and allow student to redo task so they
practice the task. Students will complete this task in order to be proficient.

Turn in your Project through Google Classroom


1. Check your spelling by clicking Tools and Spelling.
2. Show your formulas: Ctrl & [~].
3. Go to share on the top left hand corner and push share button.
4. Add my email address mrochel70@gmail.com and push send button.
**** Students will have the chance to practice until task is correctly completed. This allows

students to become proficient while practicing. I will be able to work with students who have

questions or don’t understand a certain task. At each proficiency check, students will need to

show me their work, so I can help them if they have questions. I can give immediate feedback,

rather than waiting for entire assignment to be turned in and realize a student struggled.

Conduct a POST-ASSESSMENT (Artifact C):

I created a Google doc reflection titled, “Did you know how to do this before I showed

you?” The reflection included each task that was completed and an overall reflection of what

they learned and what they did to problem solve when something did not work correctly. The

reflections were done well and my students shared a great deal of insight.

What worked? On Day One, everything worked the way it needed to for my lesson. No

computer glitches, no laptop problems, no students having difficulty, no video problems.

Students were super, excited to integrate technology in the classroom and the chance to eat your

science project is always “a plus!”

What didn’t work? On Day Two, I had three laptop computers that would not allow the

sum function formula to work correctly. I watched the students each do the task, and it still

didn’t work. In order to keep the class moving, I told the three students not to become frustrated

and I would do some homework and do some problem solving. I went into each of the students’

assignments and tried to change the numbers. It ended up being you had to recreate a new

spreadsheet. Although the students were disappointed in having to recreate the Google sheet,

they knew they could not complete the rest of the tasks until this was done. I also had a couple

students who were absent on Day One. I would give one set of directions, then go to the student

to give yesterday’s directions. It worked effectively, but I should have made a hard copy of the

directions to give to any students who were absent.

My hypothesis stated, I believe my students will increase their technology skills by


reviewing and practicing, because it will help them collect data, share information, create various

graphs, and compare data collected; the same components they will need to provide for their

upcoming science fair project. Many students mentioned in their reflection they had not created

various types of graphs prior to my lesson, but with practice, it is something they feel they could

now do independently. Many of my sixth graders did not know how to create a graph for last

year’s science fair. This year, after doing this review and practice lesson, they felt more

comfortable knowing “how” to do it. (Artifacts D-F)

My next steps include planning for more graphing assignments to review and practice

these technology tasks. I will continue to find ways to incorporate technology in my science

classroom.

CREATE A GRAPH USING GOOGLE SHEETS

See Artifact A for graph using Google sheets

SUMMARIZE THE LEARNING:

Overall, this was a positive learning experience for my students and me. My targeted

learning objective was for all of my students to score a 17/20 or better on the M&M graphing

assignment. My objective was met. Many of my fifth and sixth grade students did not have any

prior knowledge of using Excel or Google sheets. The major learning took place when we

compiled our data and created a pie graph and column chart. All of my students felt successful in

taking time to learn, review, and practice these tasks. Reading the post assessment reflections

gave me more insight to the value in this lesson. An eighth grader expressed the pace I taught

this lesson was perfect for his learning. Our science fair is right around the corner and all

students will need to have a graph as part of their science fair project. Each of my students now

have the tools needed to create various graphs. I think the most valuable piece of learning was

me observing and hearing many positive student comments. As my post assessment reflections

(Artifacts D-F) indicate, learning did take place using this graphing assignment with Google

sheets. My next steps include finding more graphing lessons that allow students to review and
practice these tasks.

REFERENCES

Keeler, A. (2017, February 18). How Many C's Are That Word Sort? [Web log post]. Retrieved

February 25, 2017, from http://alicekeeler.com/2017/02/18/how-many-cs-are-in-there/


ARTIFACTS

Artifact A: Pre-assessment - Google docs

Survey

1. I know how to label a graph and create a title.


Yes no

2. I know where the X and Y axis are located


Yes no

3. I have used Excel to share information.


Yes no

4. I have used Google sheets to share information.


Yes no

5. I have used other forms of Web tools to share information.


Yes no

Artifact B: Graph of preassessment data - (click on top right icon to see this data in Google
sheets)

Artifact C: Post assessment reflection template (Google doc)

“Did you know how to do this before I showed you?”

Please take a moment to reflect on the following questions. Be honest in your answers. If you
knew how to create a title, change font, change font size, and change the font color, let me
know. If this is the first time you have ever used Google sheets, let me know.
If you have used any type of spreadsheet to share information, describe what you did or how
you learned it. At the other school we made a spreadsheet from the weather information we
were doing.

If this was a review, please let me know if practicing helped in remembering how to create and
insert graphs as well as the other tasks we did. It helped remember how to make a graph.

Did you know how to create a title, change the font, change the font size, and change the font
color before I showed you how? Yes because you can do those exact things in google docs.

Did you know how to create a pie graph and insert to a document before I showed you how?

Did you know how to create a column graph and insert to a document before I showed you
how?

Did you know how to find the totals and averages using the sum function formula before I
showed you how?

Did you know how to customize a pie graph or column graph before I showed you how?

Did you know how to use Google sheets before I showed you how?

Overall, how do you think this assignment helped you in learning this technology tool as well as
using a spreadsheet to accomplish a variety of tasks and solve problems? In the event you are
glitch, or something that didn’t work the first time, tell me how you solved the problem. Example
- I inserted my pie graph before I did all the directions. This is how I solve problem.

Artifact D: Student A post assessment response


Mrs. Rochel I highlighted everything that I said in yellow.
“Did you know how to do this before I showed you?”

Please take a moment to reflect on the following questions. Be honest in your answers. If you
knew how to create a title, change font, change font size, and change the font color, let me
know. If this is the first time you have ever used Google sheets, let me know. :)

If you have used any type of spreadsheet to share information, describe what you did or how
you learned it.
I have google docs to share my projects with my mom or in language arts.
If this was a review, please let me know if practicing helped in remembering how to create and
insert graphs as well as the other tasks we did.
This was not a review for me. I have not learned this until you showed me.

Did you know how to create a title, change the font, change the font size, and change the font
color before I showed you how?
Yes I like to make cards, write stories , and more on google docs. I change the color, font, and
size to make it more interesting.

Did you know how to create a pie graph and insert to a document before I showed you how?
No I did not but this it was really fun to learn.

Did you know how to create a column graph and insert to a document before I showed you
how? No but now I know how to.

Did you know how to find the totals and averages using the sum function formula before I
showed you how?
No and now I don’t even have to use a calculator.

Did you know how to customize a pie graph or column graph before I showed you how?
No but I can do this now. It is fun and I might do it at home for fake school with my siblings.

Did you know how to use Google sheets before I showed you how?
I had to use it last year for the science fair but my mom had to do it a bunch. I don’t even
remember using it. So I am a beginner.

Overall, how do you think this assignment helped you in learning this technology tool as well as
using a spreadsheet to accomplish a variety of tasks and solve problems? In the event you had
a glitch, or something that didn’t work the first time, tell me how you solved the problem.
Example - I inserted my pie graph before I did all the directions. This is how I solved the
problem.
I think this project will help when I do the Science fair.
I did not have any glitches or problems with my project. How many M&Ms we got was random.
This project helped me because now I can do this at home. I now know how to do it and use this
technology and it is really cool. I really loved this project.

Artifact E: Student B post assessment response

“Did you know how to do this before I showed you?”


Please take a moment to reflect on the following questions. Be honest in your answers. If you
knew how to create a title, change font, change font size, and change the font color, let me know.
If this is the first time you have ever used Google sheets, let me know. :)

If you have used any type of spreadsheet to share information, describe what you did or how you
learned it - I have used a spreadsheet before. I never really learned how to fully use it because
my helped me with it and I didn’t really pay attention… The last time I used a spreadsheet was
last year. (It was not on google docs.)

If this was a review, please let me know if practicing helped in remembering how to create and
insert graphs as well as the other tasks we did - For some of the part like labeling graphs it
slowly starting jogging my mind. This was a great help because now if I ever need help or a
refresher on how to make a graph, I can just go look at the M&Ms assignment and see how I did
it.

Did you know how to create a title, change the font, change the font size, and change the font
color before I showed you how? - Yes, I already knew how to do all of these pieces.

Did you know how to create a pie graph and insert to a document before I showed you how? -
No I did not. I have tried it once on another program but that was ages ago.

Did you know how to create a column graph and insert to a document before I showed you how?
- No I did not. I have never tried making a column graph before.

Did you know how to find the totals and averages using the sum function formula before I
showed you how? - I believe our computer teacher showed us how to do it in the beginning of
the year but I couldn’t remember the formula.

Did you know how to customize a pie graph or column graph before I showed you how? - I did
not.

Did you know how to use Google sheets before I showed you how? - Not really. I was able to do
a few pieces but none of it could really help me.

Overall, how do you think this assignment helped you in learning this technology tool as well as
using a spreadsheet to accomplish a variety of tasks and solve problems? In the event you had a
glitch, or something that didn’t work the first time, tell me how you solved the problem.
Example - I inserted my pie graph before I did all the directions. This is how I solved the
problem. - This assignment helped me tremendously! I can now create my own charts and graphs
for other school work. Since we took this nice and slow I can remember it a lot better, and
knowing how to create charts and graphs will definitely help me in the future. For instance, now
I can finally make a good graph for my science fair project. Creating a graph for my science fair
project used to be the hardest part for me. Now I can breeze right through it.

Artifact F: Student C post assessment response


“Did you know how to do this before I showed you?”

Please take a moment to reflect on the following questions. Be honest in your answers. If you
knew how to create a title, change font, change font size, and change the font color, let me
know. If this is the first time you have ever used Google sheets, let me know. :)

If you have used any type of spreadsheet to share information, describe what you did or how
you learned it.

I have used it before in computers class.

If this was a review, please let me know if practicing helped in remembering how to create and
insert graphs as well as the other tasks we did.

I didn’t really remember how to do some of the tasks before this.

Did you know how to create a title, change the font, change the font size, and change the font
color before I showed you how?

Yes

Did you know how to create a pie graph and insert to a document before I showed you how?

I had done it before in computers but I did not remember how to.

Did you know how to create a column graph and insert to a document before I showed you
how?

I had done it before in computers but I did not remember how to.

Did you know how to find the totals and averages using the sum function formula before I
showed you how?

Yes, I remembered how to do it from computers.

Did you know how to customize a pie graph or column graph before I showed you how?

I did not know how to before this.

Did you know how to use Google sheets before I showed you how?
I knew how to do the general tasks with cells, columns, and fonts/colors.

Overall, how do you think this assignment helped you in learning this technology tool as well as
using a spreadsheet to accomplish a variety of tasks and solve problems? In the event you had
a glitch, or something that didn’t work the first time, tell me how you solved the problem.
Example - I inserted my pie graph before I did all the directions. This is how I solved the
problem.

It helped me remember how to do all of the tasks on google sheets so now I can use it for
other assignments like for science projects. Everything worked fine for me I had no
glitches.

Вам также может понравиться