Learning Unit: Spreadsheet and Graphics: A Picture Is Worth A Thousands Words, Author(s):James Rozwod, Grade Level: Middle, Subject Area: Technology/ Computer Applications, The following learning unit was designed within a 20-week course titled Computer Applications – Grade Seven. Students need little if any computer knowledge to complete the unit. The instructor needs thorough knowledge of word processing, spreadsheet, and graphing software.

Planning Guide

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Creating Learner-Focused Schools

LU Title: Spreadsheet & Graphing: A Picture is Worth a Thousand Words	Author(s): James Rozwod
Grade Level: Middle School	School Address: VVS Middle School Box 128, Route 31 Verona, NY 13478
Subject Area: Technology/ Computer Applications	School Phone/Fax: P-(315)829-2520 F-(315829-4949

Introduction:

The following learning unit was designed within a 20-week course titled Computer Applications – Grade Seven. Students need little if any computer knowledge to complete the unit. The instructor needs thorough knowledge of word processing, spreadsheet, and graphing software. Specific computer activities were co-developed with core area team teachers. Although schools may not have a specific computer course, many of the included learning experiences could be used within specific curricular subject i.e. math (This may be the "preferred" mode of delivery).

CONTENT KNOWLEDGE

Declarative	Procedural
Describe why graphs are utilized in the print media to display information	Identify important elements found on a graph.
Analyze data from graphs	Distinguish between different graph types.
Explain the concepts of relationships, correlation, or the lack there of when reading graphs.	Identify, collect and interpret data for graphs.
Synthesize written and verbal interpretations from graph data.	Create a variety of graph types.
Describe how graphs can be used to help people arrive at decisions.	Select the ideal graph type for task at hand.
Describe how graphs can be used to mislead people when improperly used	Utilize graphs to prove/disprove hypothesis
	Develop essays to report findings/conclusions.
	Report findings to class via an oral presentation.

ESSENTIAL QUESTIONS

Why are graphs utilized in the news media (newspaper, magazines, television) and in our textbooks?
How could graphs be used to prove a point, sway opinion, or test a hypothesis?
How does the information on one graph axis effect the other?
What are some of the problems you may encounter while collecting data, creating graphs and interpreting results? What are your ideas to prevent them ?
Why is it of utmost importance to create a representative sample when interviewing people for your study?

INITIATING ACTIVITY

Instructor will display graphs from various media sources and query the class as to why they are found in student textbooks, within newspapers, on TV, etc. Class will then create the first spreadsheet/graph comparing the effect of global position on monthly temperatures.

Connection to State Learning Standards

Content Area: English/Language Arts

Level: Intermediate

Benchmarks: 1 Apply reading skills and strategies to a variety of informational texts (…graphs, charts, diagrams…)

2: Gather and use information from different sources.

3: Use a wide variety of strategies for organizing information in systematic ways

Benchmarks: 1 Present well-developed arguments and clear analysis of issues and ideas in a wide variety of oral and written forms.

1+: Write persuasive compositions…

Standard 1: Language for information and understanding.

Standard 3: Language for Critical Analysis and Evaluation

Content Area: Math, Science & Technology

Level: Intermediate

Benchmarks: 1+ Represent problem situations and mathematical ideas in and translates among oral, written, concrete, pictorial, and graphic forms.

Benchmarks:1 Know different types of equipment and software used to create audio, video, graphic, and text-based presentations.

2 Know the common features and uses of spreadsheets.

3 Use a spreadsheet to update, add, delete data, and to write and execute valid formulas on data.

Standard: 1 Analysis, Inquiry, and Design

Standard: 2: Information Systems

Learning Experiences

Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & Integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire and integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done

Why graphs are used in the media to display information.

The concept of cause & effect as it relates to graphing.

How to utilize data as a bases for proving a point/developing conclusions.

How graphs can be used to help people arrive at decisions.

How graphs can be used to mislead people when improperly used.

Graphs from different media sources will be displayed.

Students will create various graphs and explain how one set of data effects others.

Students will perform an individual research project to test a hypothesis.

Students will create a graphic organizer to display rationale behind creation of graphs.

Students will word process and verbally discuss their conclusions

Small group discussion teams will be formed to discus finding/ give feedback prior to writing reports.

Students will observe graphs and discuss the rational behind their creation.

A variety of graph types will be produced… Students will be required to discuss findings.

Students will discuss initial findings with discussion teams. Students will utilize feedback in reporting conclusion.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Identify important elements necessary for graphs

Distinguish between different graph types.

Identify, collect & interpret data for graphs.

Create a variety of graph types.

Select the ideal graph type for task at hand.

Utilize spreadsheet calculations/graphs to prove/disprove hypothesis.

Develop essay to report findings/conclusions.

Report findings to class via an oral/multimedia presentation.

Students will observe graphs from a variety of media.

Students will produce a variety of different graph types.

Students will have the chance to represent data in a variety of graph types

Students will construct a spreadsheet of their report card grades observing the effect of goals on averages.

Students will produce essays of results for grade/goals, Homework vs. tv, metric me activity, and individual research project.

Students will correctly label axis, titles, legends, scales, etc.

Students will describe why a specific graph type was selected for task at hand.

Students will graph results of report card, observe the graphical relationship of time spent watching tv and doing homework, a pie chart on time utilization throughout the day, and a graph of a new measurement unit.

Students will select the optimum graph type for task at hand.

Students will report finding for individual research report to class utilizing PowerPoint presentation.

Culminating Performance:

Students will be required to research a topic of individual interest in order to test a hypothesis. Data must be collected, inputted into a spreadsheet, and displayed through two different graph types. The student will then place the graph into a word processing document and fully explain findings. Results will be shared with classmates via an oral report (with Powerpoint presentation).

Learning Experiences

Extending and Refining

What knowledge will students be extending & refining? Specifically, they will be extending and refining their understanding of...

What reasoning process will they be using?

Describe what will be done.

Rationale for graphs in textbooks and other media.

Elements of graphs.

…Methods to graphically represent information

…Methods to explain findings, create conclusions

…Cause and effect relationships

… Elements of effective persuasive essays and presentations.

…Power of computer applications software/hardware in today’s world.

…Cutting and pasting objects between computer applications.

Mathematical computations… ability to create spreadsheet formulas.

Comparing
Inductive reasoning
Deductive Reasoning
Error Analysis
Analyzing Perspectives
Constructing Support

Students will be obtaining the knowledge needed to produce the projects in the appendices.

Planning Guide

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to….

What reasoning process will they be using?

Describe student’s projects and performances and the criteria for evaluation.

…Read graphs and draw conclusions.

…Create a variety of graph types.

…Create spreadsheet formulas.

… Utilize computer technology in order to solve problems.

…Utilize spreadsheet calculations/graphs to prove/disprove hypothesis.

… Create a plan of action and activities needed to reach academic goals.

… Develop a hypothesis and a draft a plan to collect data.

…Create persuasive essays and oral presentations.

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)

- Students will create the first spreadsheet/graph comparing the effect of global position on monthly temperatures.

-- Students will create spreadsheet/graph to see if a correlation exists between the time they spend each day watching television, and the time they spend on homework. They will input the graph on the word processor and report their conclusions.

- Students will investigate the ways in which they utilize time by placing their daily activities on a spreadsheet/pie graph . They will input the graph on the word processor and report their conclusions.

- Students will utilize metric measurement skills by creating a metric me graphic. Spreadsheet calculations will be used to create a new measurement unit.

-Students will use spreadsheet software to determine academic averages from their report cards. They will then set goals for each class and observe effects on their averages. Data from this experience will be placed on a mixed chart. Students will place the data-table and graph on the word processor . A thorough explanation of a plan to reach their academic goals will be created.

- Students will be required to research a topic of individual interest in order to test a hypothesis. Data must be collected, inputted into a spreadsheet, and displayed through two different graph types. The student will then place the graph into a word procesing document and fully explain findings. Results will be shared with classmates via an oral report (with Powerpoint presentation).

Note: Learning experiences are spread throughout the 20-week unit. They are not run on consecutive days. This enables computer activities to be designed around curricular concepts occurring in the core area classrooms.

Francis Francis

The information on the first chart below is represented in a column/bar format.

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The relationships of global position on average monthly temperature are easier to observe on the following mixed chart

Temperature Comparison Spreadsheet & Graph	Element #1	Element #2	Element #3	Element #4	Element #5
Elements Scale	Spreadsheet Layout 25 pts	Spreadsheet Calculations 15 pts	Graphic Rendering 25 pts	Graph format-Titles,Legends,etc. 10 pts	Finished Product 25 pts
4	- All information placed in correct location.	-All formulas designed & functioning perfectly	- All x & y data represented in proper sequence	-All titles, legends,& data labels complete, accurate, & in correct position	- Data formats selected produce superior printout - Info represented perfectly as both bar and combination graphs
3	- Most information placed in correct location	-Most formulas function adequately	- Majority of x & y data represented properly	- Most titles, legends,& data labels complete, accurate, & in correct position	-Selected data formats produce good printout -Info represented by either bar or line graph
2	- Information present, but not placed in logical position	- Formulas are present, some function	-X and/or y data present, may be incorrect	-Titles, legends present but mislabeled	-A graph was produced, poor output- poor section of data formats
1	- Information placed in such a manner that student could not continue	- Most formulas missing - Formulas present do not function	- X and y data missing	- Titles, legends, & labels not present.	- No printout produced.

Joseph P. Shmoe III January 14, 1999

TV VS Homework Essay Computer 1

	Sun	Mon	Tues	Weds	Thurs	Fri	Sat	Total	Average
TV Viewing	3.500	2.750	2.500	2.717	1.12	4.183	4.900	23.250	3.321
Homework	0.933	3.500	3.867	3.517	4.25	0.617	0.633	16.417	2.345

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The above spreadsheet and graph display my television viewing and time spent on homework patterns throughout the week. I watch television for a total time of 23.25 hours per week. This averages out to about 3.321 hours per day. Additionally, I spend 16.417 hours per week completing my homework, studying for tests, and working on school related projects. This breaks down to about 2.345 hours per day. The day I spend the most time watching television is on Saturday. This is because I have a lot more time to watch T.V. since I’m not in school. I also like to watch World Death Wrestling for many hours. The day I spend the most amount of time on homework is Thursday. This will be explained in greater detail later in this essay.

A relationship seems to be present between time spent on homework and time spent watching television. For the most part, on the days when my homework increases, my television time decreases. When television viewing goes up, time spent on homework goes down. This relationship can be seen clearly on Thursdays. For some reason, our teachers love to give us tests and quizzes on Fridays. Therefore I must spend more time than I would like studying on Thursday nights. This greatly cuts down on my ability to watch T.V. including my favorite show Beavis and Butthead’s Excellent Adventure.

Intermediate Activity Homework Vs. TV Spreadsheet, Graph, & Essay	Element #1	Element #2	Element #3	Element #4	Element #5
Elements	Spreadsheet Layout	Spreadsheet Calculations	Graph Fundamentals	Importation into Word Processor	Explanation of Results/Finished Product
Scale/Weights	25	10	20	10	35
4	- All information placed in correct location	- All formulas designed, function perfectly	- Data represented by optimal graph type - All titles, legends, etc. complete, accurate in correct position	-Spreadsheet range & graph imported into best possible position in word processor	- Correlation’s/lack there of thoroughly explained - Optimal enhancements, layout, spell check, printing
3	- Most information placed in correct location	- Most formulas designed, function adequately	- Data represented by appropriate graph type - Most titles, legends, etc. complete, accurate in correct position	-Spreadsheet range & graph imported into acceptable position in word processor	- Correlation’s/lack there of adequately explained - good enhancements, layout, spell check, printing
2	- Some information placed in correct location	- Some formulas designed, function adequately	- Data represented by a graph - Titles, legends, etc. present but incomplete, incorrect position	-Spreadsheet range & graph imported into acceptable position in word processor	- Correlation’s/lack there of inadequately explained - Fair enhancements, layout, spell check, printing
1	- Information placed in such a manner that student cannot continue	-No formulas present/formulas do not function	-Data not represented by a graph	- Spreadsheet range, graph do not display on word processor	-No attempt to explain relationships - Quantity of errors make report impossible to follow

Emily Shmemily February 12, 1999

Computer Applications-8 MP3 goals essay

The information below represents my progress so far at the VVS Middle School

MP	ENG	MATH	SCI	SS	H-C	UA	PE	BND	CHR	AVG.
MP1	87	92	89	92	96	90	87		90	90.38
MP2	77	82	90	89	91	85	87	80	90	85.67
MP3
MP4
FT

AVG.	82	87	89.5	90.5	93.5	87.5	87	80	90	88.02

My overall average for the first marking period was a 93%. My highest grade was in Health because I found it very interesting and fun. My grade was a 96%. I got that because I studied for my tests and paid attention in class. My two lowest grades were in English and Physical Education because in Physical Education I always fooled around and didn’t listen. In English I got this because I found the work was really challenging but fun at the same time. I got an 87 % in both English and Physical Education. During this marking period I was on the soccer team.

My overall average for the second marking period is an 86%. It went down by a few points because it got so much harder and I just wasn’t ready for it. I went down in all my grades except for Science, Physical Education, and Chorus. I stayed the same in Physical Education and in Chorus because it didn’t get harder. I went up in Science because I worked a little bit harder on it. I went down in English because I didn’t study for my tests and I didn’t do my homework all the time. I went down in math because it got a lot harder and I wasn’t ready for it. I went down in Social Studies because I forgot to hand in some of my assignments. I went down in unified arts because I didn’t have time to finish a couple of my units so I got a bad grade. I didn’t go up or down in Band because I had just started it.

MP	ENG	MATH	SCI	SS	H-C	UA	PE	BND	CHR	AVG
MP1	87	92	89	92	96	90	87		90	90
MP2	77	82	90	89	91	85	87	80	90	86
MP3 Goals	85	88	95	93	95	90	88	90	93	91
MP4
FT

AVG.	83	87	91	91	94	88	87	85	91	89

For the third marking period I hope I will go up in all my grades. In English I hope to get an 80%. I will get this by studying for my tests and doing my homework. By doing this I will have 91 average. In Math I hope to get an 88% and by doing it I will have a 91 % for an average. I will get this by studying for my tests and asking questions with my problems I have. I will also try and do all the problems at night even if there is a lot. In Science I hope to get an 85% and by doing it I will get a 91% average. I will do this by trying to do better on my labs and do my homework. In Social Studies I hope to get a 93%. By doing this I will have a 91% average. I will get this by reading from the books when I have to, studying for my test, do my homework, and do the entire vocabulary that I have to do. I hope to get a 90% in Computer. I will get this by learning more about my computer, not fooling around, and following directions. I hope to stay the same in Physical Education because I think I’m doing well in it and I won’t improve very much. In band I hope to get a 90%. By doing this I will have around a 91% average. I will get this by going to my lesson all the time. I hope to get a 93% in Chorus. I will do this by participating more and trying my hardest. I hope to get a 90% in Unified arts. I will get this by drawing my best in art and following directions.

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Grades Spreadsheet/ Graph, & Goals Essay	Element #1	Element #2	Element #3	Element #4	Element #5
Elements	Spreadsheet Layout	Spreadsheet Calculations	Graph Fundamentals	Word Processing Essay	Explanation of Results/Finished Product
Scale/Weights	15	10	15	35	25
4	- All information placed in ideal position on spreadsheet	- All formulas designed, function perfectly - Student requires no assistance	- Data represented by optimal graph type - All titles, legends, etc. complete, accurate in optimal position	- Essay optimally explains progress to date for all classes, has exemplary plan to reach goals	- Optimal position for graph & SS range -Optimal enhancements/mistake free
3	- Most information placed in logical position on spreadsheet	- Most formulas designed, function properly - Student needs a few pointers	- Data represented by proper graph type - Most titles, legends, etc. complete, accurate in logical position	- Essay thoroughly explains progress to date for all classes, has logical plan to reach goals	- Logical position for graph & SS range -good enhancements -Few mistakes
2	- Information placed in adequate position on spreadsheet	- Formulas designed, function adequately - Student requires teacher’s help to solve problems	- Data represented by a graph - Some titles, legends, etc. missing	- Essay explains progress to date for classes, has evidence of plan to reach goals	- Spreadsheet range & graph present - Additional enhancements needed or too many -Many minor mistakes
1	- Information lacking, in poor position	- Formulas do not function - Teacher must give constant help	- Data is not represented by graph	- Essay fails to explain progress, no plan to reach goals	- Spreadsheet & graph not present - Quantity of mistakes distracting

Mary Q. Quentrary October 23, 1998

Computer Applications Metric Me 2

We have been studying the metric system in math, science, and now computer.

In math we had to measure 10 to 15 body parts for a project called Metric me. After we did the measurements, we had to draw ourselves, mark all of the measurements, and make a chart.

In computer, we took those measurements, and put them into a chart, and table. We had to pick an object to measure, and name it. That became our new unit of measurement. I chose a plastic bottle of honey, shaped like a bear. I named it Pot ‘O Honey. Then we let the computer find out how many of our measurements, in my case Pot ‘O Honeys, Our different body parts are. My results are below.

		Metric Me 2

Unit Name:Pot 'O Honey
Length in mm	143
Length in cm	14.3

Object	Pot 'O Honey	cm	mm
Height	10.67832168	152.7	1527
Around Head	3.867132867	55.3	553
Length of Hair	2.734265734	39.1	391
Around Knee	2.251748252	32.2	322
Around Neck	2.132867133	30.5	305
Length of Foot	1.629370629	23.3	233
Around Wrist	1.111888112	15.9	159
Length of Palm	0.678321678	9.7	97
Length of Index Finger	0.51048951	7.3	73
Length of Eyebrow	0.468531469	6.7	67
Length of Nose	0.370629371	5.3	53
Width of Ear	0.335664336	4.8	48
Length of Mouth	0.321678322	4.6	46
Width of Pinky Fingernail	0.048951049	0.7	7

Totals	27.13986014	388.1	3881

It was easier to let the computer do the calculations than to do them on your own, because it would be harder to write and figure out all of the calculations than it is to just type in an equation. We then had the computer turn our information into a chart. My chart is below.

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The metric system is easier to use than the American system of measurement because it is based on a unit of 10. Everything in the metric system is based on 10, but the American system of measurement has all different numbers. Like, there are 12 inches in a foot, and 3 feet in a yard. There is no consistency.

Intermediate Activity: Metric Me	Element #1	Element #2	Element #3	Element #4	Element #5
Elements	Metric Me Worksheet	Spreadsheet Calculations	Graph Fundamentals	Word Processing Essay	Explanation of Results/Finished Product
Scale/Weights	15	10	15	35	25
4	- All measurements form math class perfect/placed on worksheet	- All formulas designed, function perfectly - Student requires no assistance	- Data represented by optimal graph type - All titles, legends, etc. complete, accurate in optimal position	- Essay optimally explains process for activity	- Optimal position for graph & SS range -Optimal enhancements/mistake free
3	- Most measurements form math class perfect/placed on worksheet	- Most formulas designed, function properly - Student needs a few pointers	- Data represented by proper graph type - Most titles, legends, etc. complete, accurate in logical position	- Essay explains process for activity	- Logical position for graph & SS range -good enhancements -Few mistakes
2	- Some measurements form math class perfect/placed on worksheet	- Formulas designed, function adequately - Student requires teacher’s help to solve problems	- Data represented by a graph - Some titles, legends, etc. missing	- Essay adequately explains process for activity	- Spreadsheet range & graph present - Additional enhancements needed or too many -Many minor mistakes
1	- Few measurements form math class perfect/placed on worksheet	- Formulas do not function - Teacher must give constant help	- Data is not represented by graph	- Essay does not explains process for activity	- Spreadsheet & graph not present - Quantity of mistakes distracting

METRIC ME PART II

Name:______________________________ Per:__________

In computer class we will be inventing a measurement device to compare with our Metric Me Charts. The first step of this procedure is to select a common object that will become the new worldwide standard for distance measurement! Your teacher will show you many examples… Don’t worry! We will use the computer systems to mathematically convert the information from your Metric Me Charts into our new units. At the end of this activity, we will develop a better understanding as to why the metric system is used globally by the scientific community.

What will be the name for your new measurement unit?______________________ 2. Common name?_________________

3. How many millimeters is this object?____________________ 4. How many centimeters?__________

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* Note… ITEM MUST HAVE A DECIMAL ex. 2.2 cm or 22 mm not 2 cm or 20mm

Bryan Nayab June 11, 1998

Computer Applications Survey Project

For my survey, I chose to find what type of TV show is most liked by four types of audiences: Male, Female, Students, and Adults. Based on the amount of comedy TV shows on television, I made a hypothesis that comedy would be most popular, saying it dominated the airwaves and was a way everyone can relieve themselves of troublesome problems.

I devised five categories, which rounded out the types of TV programming: Drama, Comedy, Action/Adventure/Sci-fi, Informational, and Mystery/Other. I made guesses as to which ones would fail the most: Informational and Mystery/Other, because they are far too serious for many people, especially middle-school children. I knew for a fact that South Park was the most talked-about show in school, and that it was a comedy, so my hypothesis could be based merely on lunchroom conversations.

I set out to find out if comedy really was number one in viewing ratings. Over two days, I questioned two age groups and two sexes: male, female, students, adults. I discovered that in nearly every case, comedy led the thumbs-up ratings of every category in one day. None of the other categories even got close by the closing day of my survey.

I came up with a conclusion to my findings. Everyone likes a good joke, and South Park, The Simpsons, Damon, Friends, Seinfeld, and many others were comedy shows. The comedy shows overtook the other types of shows by an enormous amount. Some of the nastiest jokes ever devised came from South Park and these other shows, and of course, there would be no nasty jokes if no one thought they were funny. It was quite clear to me that the jokes on the comedy shows must make somebody laugh, providing they’ve been staying on the air, and that so many people chose their favorite subject as comedy.

It was very easy to see that many people like this type of back alley humor from the amount of those who chose it as their favorite. Everyone comes home from work or school and in most cases, wants to lose some steam. For a half-hour or so, they laugh their heads off at something funny. When it is thought about, how many people come home from a hard day at work or school and want to watch someone like Jack Klugman as Quincy try to decipher the facts about a nasty death? Isn’t this just harder to watch? You have to be awake and have your mind open to understand it. In a comedy, you never really have to, because if a guy walks around on his hands with his tongue out, how much has to be understood. It is very easy to see why comedy is the definite favorite in every category.

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Category surveyed		TV Shows
		Action/Adventure
	Comedy	Sci-fi	Mystery/Other	Drama	Info.	Totals
Male	8	7	2	1	2	20
Female	5	7	3	3	1	19
Students	9	7	4	0	1	21
Adults	13	2	1	4	2	22

Totals	35	23	10	8	6	82

What I learned was that when someone watches TV, they want to let loose and get clear of the problems in the rest of their lives. It is a way to free yourself of mortal bonds and life itself. It is only logical to have fun.

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Culminating Performance: Individual Research Project	Element #1	Element #2	Element #3	Element #4	Element #5
Elements	Proposal Idea	Research Procedure	Spreadsheet/ Graph Fundamentals	Importation into Word Processor	Explanation of Results/Finished Product
Scale/Weights	15	20	20	10	35
4	- Proposal Idea will change life on planet as we know it!	- Quality of research/procedure university quality!	- Data represented by optimal graph type - All titles, legends, etc. complete, accurate in optimal position	-Spreadsheet range & graph imported into best possible position in word processor	- Correlation’s/lack there of thoroughly explained - Optimal enhancements, layout, spell check, printing
3	- Identified important area of study - timely, of key consequence to student, school, etc.	- Detailed, systematic research driven by student.	- Data represented by appropriate graph type - Most titles, legends, etc. complete, accurate in correct position	-Spreadsheet range & graph imported into acceptable position in word processor	- Correlation’s/lack there of adequately explained - good enhancements, layout, spell check, printing
2	- Topic can be researched but results may be of limited value	- Research present, need additional help to plan study, obtain data	- Data represented by a graph - Titles, legends, etc. present but incomplete, incorrect position	-Spreadsheet range & graph imported into acceptable position in word processor	- Correlation’s/lack there of inadequately explained - Fair enhancements, layout, spell check, printing
1	- Idea for project inappropriate, impossible to research	- No research procedure identified	-Data not represented by a graph	- Spreadsheet range, graph do not display on word processor	-No attempt to explain relationships - Quantity of errors make report impossible to follow