Submitted by: Tammy Sellers
Collaborators: Marcy Moore and Karen Walton
School: Longan Elementary School
Summary
To support the study of graphing, each student will collect data on a self-generated survey question from classmates in or out of their homeroom and display the results in a tally chart. Then, the students will use the collected data to create a graph from given options (Pixie, interactive website, classroom objects). Students will print or take a digital picture of their graph to be included in their graph book. The graph book will include the tally chart, graph, and a data analysis sheet. Students will then communicate their findings by creating an explanatory video in PhotoBooth to be shared with their classmates.
TIPC Ratings
Developing: This lesson falls in the developing level of the rubric. Although on the surface this would appear to be an entry-level lesson, it warrants a developing level assessment given that these students are in a first-grade special education class. The students modeled the search techniques demonstrated by the teacher (polling) and responded to a class assignment that required the analysis of the information gathered.
Developing: This lesson falls into the developing level of the rubric. The teacher provided direct instruction on the digital tools students would be using during the assignment. Opportunities were given for students to work in small groups as they learned the various graphing strategies although the assignment was individual by design. In addition, students used digital tools to communicate the results of their project.
Developing: This lesson falls in the developing level of the rubric. Students were provided direct instruction on how to formulate survey questions and use the various technology tools. They were given a class assignment that required them to not only apply a basic understanding of the mechanics of graphing, but also an understanding of their analysis. In addition, they used several digital tools to accomplish this task.
Approaching: This lesson falls in the approaching level of the rubric. The teacher designed opportunities for students to synthesize the data they had generated and communicate their findings within the confines of an authentic task. The students were able to apply content standards to analyze their data as well as extrapolate consequences of manipulating that data. In addition, they created meaningful original work.
Student Artifact
Above the Bar from Jennifer Barnett on Vimeo.
