Basic Productivity Tools (BPT) Lacey Lambert

Lesson Idea Name: Graph It!

Content Area: Mathematics
Grade Level(s): 2nd Grade
Content Standard Addressed:
MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent
a data set with up to four categories. Solve simple put-together, take-apart, and compare
problems using information presented in a bar graph.

Technology Standard Addressed:

4-Innovative Designer

Selected Technology Tool: Excel

URL(s) to support the lesson (if applicable): N/A

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

To extend and support the learning experiences for all students, I will allow a flexible format where the
students can display their information in a way that makes sense to them. For example, I will allow the
students to pick a variety of images, colors, texts, and other elements to use as they create their graphs
through Excel. Another way I would incorporate Universal Design for Learning to support all learners is to
provide visual diagrams and representations to guide the students as they design their graphs. This will give
students the scaffolding they need in order to complete the task successfully.
Lesson idea implementation:
To start the lesson, I will introduce the standard and objectives in writing and verbally. Then, I will ask the
students to come up by tables to write down their favorite color on the board. After each table has come up
to the board and written their favorite color, I will take the data and begin to model how to create a graph. I
will represent this graph on the board by first grouping the colors together and then counting how many were
in each group. Once the graph is represented on the board as an example, I will split the students into groups
and give them directions to follow as they create their graphs through Excel. The students will be given
different topics for their graphs and will then go around the room and gather data from each student to put
together the data. The students will have about 30 minutes to gather the data and design their graph using
Excel. Once ever group is done creating their graphs, I will ask each group to show and explain their graphs.
To conclude the lesson, I will have students fill out an exit slip to determine what students learned from the
lesson and what I need to do different if necessary.

To assess the students learning, I will create a rubric that I will give to the students so they will know what to
incorporate in their graph. For example, one requirement would be that the graph should have a title and
labels. The final product will be used to inform/differentiate learning because the students are able to format
the produce in a way that works for them. There will be a variety of representations given from the students
since they are able to incorporate different features such as font sizes or colors that work best for them. To

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Basic Productivity Tools (BPT) Lacey Lambert
extend students learning to a higher level I will create a variety of topics that may require the students to
search the web in order to find data such as population, rather than focusing on small numbers they would
have gotten from classmates. In order to provide feedback for the students I will give each group the rubrics I
used to assess their work and participation with one another. This will give the students immediate feedback
and will allow them to check their work and evaluate what they did correct or could have worked on during
the time they had creating the graphs.
Reflective Practice:
After designing this lesson idea, I feel the activities will impact student learning by expanding their knowledge
and allowing them to demonstrate their knowledge in regard to what they have been taught. This activity
gives students a chance to show what they know in relation to the content. To further extend the lesson, I
would take the students out of the groups and have each individual create their own topic and own data set.
This will allow me as the teacher to observe how the students will take what they have done and learned so
far in order to create something on their own. I would use Microsoft Word to further enhance this project so
the students can write down each step they took to create their graph. Having the students create a list of
steps will show me how they went about creating the graph and if others want to create the same graph, they
will have the directions to do so.

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