Brief Description

Students create a survey on a topic of their choice, distribute the survey, and then gather and organize their results on a computer spreadsheet.

Standards and Frameworks

Technology Standards

 STANDARD 3-TECHNOLOGY PRODUCTIVITY TOOLS-Students use technology tools to enhance learning, to increase productivity and creativity, and to construct technology-enhanced model prepare publications and produce other creative works.

STANDARD 2-WRITING-Students effectively use written language for a variety of purposes and with a variety of audiences.
STANDARD 3-LISTENING AND SPEAKING-Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.
STANDARD 4-VIEWING AND PRESENTING-Students use a variety of visual media and resources to gather, evaluate and synthesis information and to communicate with others.

Academic

WE-F2 Use correct spelling, punctuation, capitalization, grammar and work usage, and good penmanship to complete effectively a variety of writing tasks.
W-F4 Gather, organize and accurately, clearly and sequentially report information gained from personal observations and experiences such as surveys, field trips and classroom visitors.
LS-F3 Prepare and deliver information by generating topics; identifying the audience; and organizing ideas, facts or opinions for a variety of speaking purposes such as giving directions, relating personal experiences, telling a story or presenting information.
LS-E1 Prepare and deliver an organized speech and effectively convey the message through verbal and nonverbal communications with a specific audience.
LS-E3 Interpret and respond to questions and evaluate responses both as interviewer and interviewee.
VP-F2 Plan and present a report, using two or more visual media.
VP-F4 Interpret visual clues in cartoons, graphs, tables and charts that enhance comprehension.
VP-E3 Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

3T-E2 Use a variety of technology tools for data collection and analysis.

Exposure to a variety of technological tools.
Previous practice time on Excel Spreadsheet

1. inputting information.
2. determining best graph option to present information.
3. review of reading and making graphs.

Brainstorming list of survey questions previously developed.
List of individuals who agreed to be surveyed.
Note-taking materials.
Survey questions and answers.
Computer with Spreadsheet/Excel.
Results of survey.

Accommodations for Special Needs

Students were able to work in pairs and take turns with each task. One time they were the interviewer and the next they could be the note-taker and finally the interviewee.  All students were responsible for inputting information on the Spreadsheet, making a graph and presenting it to the class.  Again, students were provided help as needed and the activity was done in the lab where the Aver-Key was available for cues. The majority of the students were, in fact, special needs and/or ELL students, which is also why this lesson took 3 one-hour sessions with one group and 5 one-hour sessions with the other groups that have already participated in this lesson.

Procedures

1. Students initially split into small groups and brainstorm ideas about what a survey is and what exact information they want to obtain from the survey.  This particular group decided to survey the intersession classes that were offered at our school, how the student felt about it and was there a difference between the boys and girls- however any topic would do.
2. Students develop specific questions they judge will provide the information that they are looking for and wanting to present.
3. Students each make a written hypothesis of how they estimate the results will turn out.
4. Students each have time on the computer to write out the questions, group member’s names and individuals they would like to interview/survey.
5. Students are then provided a specific period and amount of time to confirm with the prospective interviewee individuals a survey time-especially if it is someone outside of this particular group and/or class.
6. Students are grouped accordingly and are sent out on surveying.
7. Students gather and organize their results and we plot information on a Spreadsheet in the lab.
8. Students have written instructions as well as the facilitator and the Aver-Key on how to input the information into the data sheet and the formulas.
9. Students evaluate the results of the information and determine which graph type will be the best to depict the information to a variety of audiences.
10. Students use the chart wizard to develop a graph that they will be able to read and relate to others.
11. Students then critique each other presentations for accuracy and effectiveness.
12. Students then compare and contrast the actual results of the survey to their predictions/hypotheses and develop a visual aide to display the similarities and differences.

Please see the attached story writing and interview rubrics that the students were supplied with in order to rate their acheivement of specified objectives.  In addition, the students wanted the following items evaluated:
Was the chosen graph the most efficient in providing the requested information?  If not, can the student identify alternatives?
Is the information represented accurately both in the visual and verbal displays?
Was each student an active participant in each part of the procedure?

Teacher Name: Gerri Beth Borga
Site: AMS
Date Submitted: October 24, 26, 29, 2001