Favorite Colors

Author: Angela Laberge  10/28/2006 8:48:00 AM EST
TaskStream - Tools of Engagement

VITAL INFORMATION

Elementary, Technology
 
Collecting data to find favorite colors.
 
1
 
Students will collect information among their group to find each of their favorite colors. After collecting this data they will then enter it into an excel spread sheet.
 

After collecting all of the information the students will create an excel document with all of their information on it.

 
IMPLEMENTATION

This is a lesson in our information and data collecting unit.
 

Day 1:

Divide the students into groups of four, have them sit together in these groups. Give them a copy of " Our Favorite Colors color chart."  As a group have them collect the information and enter it into the chart. Make sure that all of their names are on the chart, and collect the charts at the end.

Day 2:

Take the students to the computer lab, they will be working together in their groups of four. Each group gets one computer.

Have the students open up Excel on their computers. They will be recreating the chart that they have filled out. Make sure that they all take turns typing.

Step 1:

Start on square 2B, fill in the color names ex: red, then click on 2C and fill in orange. Repeat this until all the colors are entered into the chart. Them have them add on "totals" in the last square, 2H.

Step 2:

Highlight squares 1A through 1H, once these squares are highlighted have the students click on the button at the top of the screen that looks like a "square with an a" in it, this will merge the cells.  Then they can title their cells "Our Favorite Colors".

Step 3:

Go to square 3A and fill in their name where it say "Yours" on their paper graph, then down to square 4A and fill in another group members name where it says "Friend 1", keep doing this until all four friends are entered in. In square 7A have the students enter in "Totals."

Step 4:

Have the students highlight the entire graph and then have them click on the "borders" button at the top of the screen, it looks like a square with little squares in it. Have them select the border that has all the solid lines.

Step 5:

Have students go to square 3B and enter in their information, have them continue doing this for all their information, all of row 3. Have each student enter in their own information in their row (4,5,and 6).

Have students save their information on their disk. Take students back to class.

Day 3:

Take students back to the computer lab, have them get back into their groups and find a computer. Make sure they have their disks.

Step 1:

Have student open their charts and highlight square 3H, then have them go up to the insert button and click on the "function" icon, have them choose the first function "SUM", they want to get the sum of their numbers. Make sure that they click that they want to collect the info across, not down. Once they click "ok" the sum of their numbers will be in the "Totals" square. Have the students do this for every row.

Step 2:

After students have completed that have them click on and highlight 7B they are then going to do the same thing as before, they need to go up to the top and hit"insert" and then "function" this time make sure that they have it tally down instead of across, clicking the "SUM" button.  Once again have them make sure that the right cells are highlighted and then click "ok". At this point all of their totals are tallied and they can make a chart.

Step 3:

Have the students click on "insert" and then down on the "chart" function. Their chart type needs to be column, and their chart sub-type will be "clustered column with a 3-D visual effect." Once that is highlighted have the students click on the "next" button at the bottom of that page. They will get to view how the graph will look and click "next" again. Then they will have to label their graph. An example of the labels would be; title- Our Favorite Colors, X axis- Colors, Z axis- number of people. After filling this in they need to click on the "next" button. Have the students click the second choice positioning their graph in as an object in their table. Click "finish" and then have the students stretch their graph so that all of the color names are seen. Have them print them off and take the students and their graphs back to class.

Once in class have each group present their graph and talk about all the different colors that everyone likes and why our graphs look so different.

 
The computer lab will be set-up for students with physical disabilities, this is a state law. The paraprofessional will be available to assist with students that have learning disabilities.
 
 
Students will work collaboratively. Students will work in groups of 4.
 
3 class periods. 45 Min. per class.
 
Make sure to reserve the computer lab and the media specialist.
 
MATERIALS AND RESOURCES

Attachments
 
  • Technology resources:
    Excel, Media Specialist
  • The number of computers required is 1 per 4 students.
  • Students Familiarity with Software Tool:
    Students know how to use the computers, but this is their first time using excel.
 
STANDARDS & ASSESSMENT

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)
• Grade Grades PreK-2

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

 Performance Objective 1Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)
 Performance Objective 2Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
 Performance Objective 3Communicate about technology using developmentally appropriate and accurate terminology. (1)
 Performance Objective 4Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)
 Performance Objective 5Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
 Performance Objective 6Demonstrate positive social and ethical behaviors when using technology. (2)
 Performance Objective 7Practice responsible use of technology systems and software. (2)
 Performance Objective 8Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
 Performance Objective 9Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)
 Performance Objective 10Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

MI- Michigan Grade Level Content Expectations
• Subject ENGLISH LANGUAGE ARTS
• Grade FIRST GRADE
• Strand SPEAKING
• Topic Spoken Discourse
 Expectation S.DS.01.04 Plan and deliver presentations or reports using
—an informational, organizational pattern (descriptive, enumerative, or sequential)
—appropriate text features (pictures or illustrations)
—an appropriate prop
providing several facts and details to make their point while maintaining appropriate posture and eye contact.
 
Rubrics