Author: Lisa Bassuk
 Date Created: 4/4/2005 4:05:13 PM EST
 
Using Excel to Organize Eyecolor
VITAL INFORMATION
Subject(s):
Mathematics, Science, Technology

Topic or Unit of Study:
This lesson is designed to teach students how to use Excel to organize and interpret data.

Grade/Level:
2-3

Objective:
The student will be able to use excel to understand specific data that they have researched and collected. The student will present and interpret their information using excel.

Summary:
The students will use their peers as their sources for eye color and collect data from the class using an excel created data collection sheet. They will then use their collected data to interpret the differences they see by putting their data into excel. The student data will then be compared to another class' data.

IMPLEMENTATION
Learning Context:
This is the first lesson on using excel.

Procedure:
Day One:
1. Organize students in groups based on eye color, the categories are brown, hazel, blue, green and other.
2. Teacher will write each catergory and count on the board for students to write on their excel created data sheet.
3. Teacher will then give the data for the other class.
Day Two:
1. Go to computer lab and the media specialistteach students how to get into excel
2. Student will input the appropriate data.
3. Students will go back to class to interpret their data.

Differentiated Instruction:
The computer lab is set up for students with learning disabilities. The classroom aide will assist with learning disabilities.

Sample Student Products:
Attachments:
 1.  student sample.xls

Collaboration:
Students will work collaboratively & individually.

Time Allotment:
2 class periods. 1 Hr per class.

Author's Comments & Reflections:
Remember to make an appointment with the media specialist and reserve the computer lab.

MATERIALS AND RESOURCES
Instructional Materials:
Attachments:
 1.  eye color data chart.xls

Resources:
  • The number of computers required is 1 per student.
  • Technology resources:
    Excel, Reserve computer lab
  • Students Familiarity with Software Tool:
    Knowledge of basic computer start-up features.

STANDARDS & ASSESSMENT
Standards:
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 1: Use 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 2: Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
 Performance Objective 3: Communicate about technology using developmentally appropriate and accurate terminology. (1)
 Performance Objective 4: Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)
 Performance Objective 5: Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
 Performance Objective 7: Practice responsible use of technology systems and software. (2)
 Performance Objective 8: Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
 Performance Objective 10: Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)
• Grade : Grades 3-5

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 1: Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
 Performance Objective 2: Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)
 Performance Objective 8: Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)
 Performance Objective 9: Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)

MI- Michigan Curriculum Frameworks
• Subject: Mathematics
• Strand III: Data Analysis and Statistics
We live in a sea of information. In order not to drown in the data that inundate our lives every day, we must be able to process and transform data into useful knowledge. The ability to interpret data and to make predictions and decisions based on data is an essential basic skill for every individual.
• Standard III.1: Collection, Organization and Presentation of Data
Students collect and explore data, organize data into a useful form, and develop skill in representing and reading data displayed in different formats.

Knowing what data to collect and where and how to collect them is the starting point of quantitative literacy. The mathematics curriculum should capitalize on students’ natural curiosity about themselves and their surroundings to motivate them to collect and explore interesting statistics and measurements derived from both real and simulated situations. Once the data are gathered, they must be organized into a useful form, including tables, graphs, charts and pictorial representations. Since different representations highlight different patterns within the data, students should develop skill in representing and reading data displayed in different formats, and they should discern when one particular representation is more desirable than another.

Students collect and explore data, organize data into a useful form, and develop skill in representing and reading data displayed in different formats. (Collection, Organization and Presentation of Data)
• Grade E - Elementary
 Performance Benchmark 1: Collect and explore data through counting, measuring and conducting surveys and experiments.
 Performance Benchmark 2: Organize data using concrete objects, pictures, tallies, tables, charts, diagrams and graphs.
• Standard III.2: Description and Interpretation
Students examine data and describe characteristics of a distribution, relate data to the situation from which they arose, and use data to answer questions convincingly and persuasively. Students must be able to examine data and describe salient characteristics of the distribution. They also must be able to relate the data to the physical situation from which they arose. Students should use the data to answer key questions and to convince and persuade.

Students examine data and describe characteristics of a distribution, relate data to the situation from which they arose, and use data to answer questions convincingly and persuasively. (Description and Interpretation)
• Grade E - Elementary
 Performance Benchmark 1: Read and explain data they have collected and organized themselves and progress to reading data from other sources.
 Performance Benchmark 5: Formulate questions and problems and gather and interpret data to answer those questions.
• Subject: Science
• Strand III: Using Scientific Knowledge in Life Science
Scientifically literate students and adults can use their knowledge to understand the world around them and to guide their actions. Important types of activities that use scientific knowledge include description and explanation of real-world objects, systems, or events; prediction of future events or observations; and the design of systems or courses of action that enable people to adapt to and modify the world around them. In the life sciences, real-world contexts in which scientifically literate people use knowledge are often described in terms of systems and subsystems, such as cells, organisms, and ecosystems.
• Standard III.3: Heredity
All students will investigate and explain how characteristics of living things are passed on through generations; explain why organisms within a species are different from one another; and explain how new traits can be established by changing or manipulating genes. Heredity is the means by which traits are transmitted from one generation to the next.
• Grade E - Elementary
 Performance Benchmark 1: Give evidence that characteristics are passed from parents to young. ( Key concepts: Participants-parent, young. Characteristics-hair color, eye color, skin color, leaf shape, leaf size. Real-world contexts: Example of mature and immature organisms, such as dogs/puppies, cats/kittens, maple trees/saplings, beans/seedlings.)


Assessment/Rubrics:
Rubrics:
Excel Eyecolor