Surveys and Graphing

Brenda Philp
1st grade
Middleton School District

Content Area Objectives Addressed:  
The student will be able to understand, collect, and organize data for analysis.

    1.     Gather data from classrooms.
    2.     Use tallies to organize their data.
    3.     Organize their data into a bar graph form.
    4.     Analyze data to make comparisons and recommendations regarding their
            data.
    5.     Compile data into a comprehensive graph.
    6.     Recognize and read different types of graphs.

Technology Objectives Addressed:  
The student will be able to use technology to manipulate data:

    1.     Open a file.
    2.     Save a file.
    3.     Use “Graph Club” to create a graph.
    4.     Print a file.

Background:  
The third graders in our school run a popcorn business on Fridays.  They are looking into selling a different type of product, but need to know what type of product will sell well.  The students from my class will be assigned to pairs and will be surveying different classrooms to determine the type of product the other students would like to see the third graders sell. 

Activity Description

What is the process that your students will go through to complete this lesson?  
Prior to going out to survey, the first graders will be learning the concepts of surveying and sampling and will be practicing surveying and tallying within our class.  They will also be working on the computers during center time to learn how to operate the program “Graph Club” by Tom Snyder.  They will be working on completing hand-made graphs as well as computer-generated graphs.  We will also be discussing how to analyze information from graphs by reading a series of graphs during our math times.

How will you monitor student progress?
Student progress will be monitored in the following ways:
    1.     Observation of students making tallies and graphs.
    2.     Observation of students using computer program to generate graphs.
    3.     Worksheets and survey form.
    4.     Graphs generated by students.

Is there a template or an example that students are expected to follow?
Students will have models of different types of graphs and there will be template on the computer with the types of products from the survey.

How much time will you dedicate to this project?
Approximately 20 minutes a day for 1 week.

How will the final product be presented?
Students will create a graph based on their survey and we will use those graphs to complete grade level graphs and a comprehensive graph together in class.

Who will be the audience for the final product?
The third graders will be our audience.  We will be making a presentation to them showing the results of our surveys.

Learning Issues

What prior knowledge is required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
Students need to know how to make a graph, how to tally, what a survey is, and the basic operations of the computer program we are using.  In addition, they need to be familiar with opening a program, saving and printing files, and "click and drag".

Resource Management

What is the student to computer ratio?
One to one 

How will you schedule your students’ computer time? 
We will run math centers in the afternoons for 1 hour each day.  During that time, students will be exploring graphing, working on the computers to generate graphs, playing math games/doing worksheets to reinforce concepts previously taught.  We have 6 computers in our classroom to make centers work.  You could also use this in a lab setting with all students working on their graphs at the same time.  If you only had 1-2 computers in the classroom, I would have students work in partners and would expand the time spent to include a larger span of the day.