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LE Title: Graphing State Populations |
Author(s): Sandra Derrico |
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Grade Level: 8th |
School Address: ODYCS PO Box 125, Van Hornesville, NY 13475 |
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Topic/Subject Area: Graphing/Math |
School Phone/Fax: (315) 858-3729 |
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Email: |
LEARNING CONTEXT
Purpose or Focus of Experience
The purpose of this learning experience is to enable students to develop a line, bar, and circle graph for the population of their assigned state in a series of 21 years (1970-1990) using Microsoft Excel.
Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Deductive and inductive reasoning are used to reach mathematical conclusions.
Critical thinking skills are used in the solution of mathematical problems.
Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
Information technology is used to retrieve, process, and communicate information and as tool to enhance learning.
Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
Information technology can have positive and negative impacts on society, depending upon how it is used.
Standard 3: Students will understand mathematics and became mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers in the development of mathematical ideas.
4. Students use mathematical modeling/multiple representation to provide
means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Computers, as tools for design, modeling, information processing, communication, and system control have greatly increased human productivity and knowledge.
Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to other areas of learning.
Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
Identifying patterns of change is necessary for making predication about future behavior and conditions.
Essential Questions
Compare and contrast the population based on years for the state.
Draw conclusions on what year had the highest and lowest population.
What type of graph do you like the best and why?
What affects did technology have on your overall project?
Content Knowledge
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Declarative |
Procedural |
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Students will be able to demonstrate proper citations for documentation using MLA format (prerequisite from English). |
Students will be able to extract population information from various resources. |
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Students will be able to draw conclusions from the graphs. |
Students will be able to develop three types of graphs using Microsoft Excel. |
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PROCEDURE (Chronologically ordered description of all teacher & student activities and interactions.) Students will be assigned a state in English class. Students will be given the “Population Worksheet.” The worksheet asks the students to find the population of their state in various years. The students will use almanacs, encyclopedias, on-line telecommunication services, and other available resources to find the populations for the given years. Once all worksheets are complete the teacher will introduce the Microsoft Excel program to the students. The teacher will explain how the program can be used to make various charts and types of graphs. In a large group setting the teacher will instruct the students on how to create a file in Microsoft Excel. The students will need to take notes on the procedure. Go to the bottom of the computer screen and with the mouse click onto “Programs” Move the mouse to “Microsoft Excel” In the “A2” cell, enter the first year (1790). In the “B2” cell, enter the second year and so on and so forth until all years are entered across the second row In the “A3” cell enter the word “Population” in bold letters Enter the population numbers found for each year indicated Once all information is entered, click the mouse onto “File” Click onto “Save As” Click the arrow to the right of the “Save In” drop down list Select “3 ½ Floppy (A)” In the “File Name” box type in “State Populations” Click the mouse to “Save” In-groups of five, the students will use the Microsoft Excel program to enter their information as instructed. The teacher will give assistance when necessary. When all students have entered their data into the computer, the teacher will instruct the students on how to create various types of graphs. Open the “State Population” file Highlight with the mouse all of the cells that have data in them Click “Insert” from the menu bar Choose “Chart.” The Chart Wizard appears. Select the type of chart you wish to create and select one of the 3-D charts under “Chart Sub-type” Click “Next” With the “Titles” tab selected, click inside the “Chart Title” text box and type the title of the graph Type in the labels for the x-axis and y-axis Click “Finish” Students will need to re-save the file. Students will print out the graphs. Students will complete the attached worksheet “Drawing Conclusions.” The worksheet asks the students questions about the graphs. |
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INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
There will be no instructional or environmental modifications. The computers are located along the side wall of the room for easy access by everyone. Students with disabilities will receive more individualized assistance if needed.
TIME REQUIRED
Twenty minutes of class time will be needed to explain the project to the students.
Two 40-minute class periods will be needed to allow the students to find the population information. The students must complete the population worksheet outside of class if necessary.
One 40-minute class period is needed to explain Microsoft Excel and how the students are to enter their data into the program.
Two or three 40-minute class periods are needed for all students to actually enter the information into the computer.
One 40-minute class period is needed to instruct the students on how to design the graphs.
Two or three 40-minute class periods are needed for all students to create the graphs.
One class period will be needed for the students to complete the “Drawing Conclusions” worksheet.
RESOURCES
Almanacs
Encyclopedias
Other materials that list state populations by years
Computers with on-line access
Computers with the Microsoft Excel program
Computer printers
Population worksheet
Drawing Conclusions worksheet
ASSESSMENT PLAN
(Include samples of rubrics, checklists, etc.)
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Name |
Date |
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Period Number |
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Graphing Rubric |
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Task Component |
4 Points |
3 Points |
2 Points |
1 Point |
0 Points |
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Completeness |
Population worksheet complete, all info. typed into Excel, graphs made from Excel, and Drawing Conclusion worksheet complete |
Population worksheet complete, all info. typed into Excel, and graphs made from Excel |
Population worksheet and all information typed into Excel |
Population worksheet complete |
Nothing Done |
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Accuracy on finding populations and entering into Excel |
All population numbers are correct and all info. entered into Excel are correct |
3/4 of population worksheet is correct and 3/4 are entered into Excel are correct |
1/2 population worksheet is correct and 1/2 are entered into Excel are correct |
1/2 of the population numbers are correct and work in Excel not complete |
All information is incorrect |
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Organization |
Completed work provides an accurate and through structure for the information |
Completed work provides an accurate structure for the information |
Completed work provides some structure for the information |
Completed work provides little appropriate structure for the information |
Completed work has no structure |
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Quality of Graphs |
All graphs have titles, axis labeled, have scales or keys, and graphs use color |
All graphs have titles, axis labeled, and have scales or keys |
All graphs have titles and axis are labeled |
All graphs have titles |
Not all graphs complete |
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Drawing Conclusions worksheet |
Entire worksheet correct |
3/4 of worksheet correct |
1/2 of worksheet correct |
Less than 1/2 of worksheet correct |
Worksheet not complete |
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Comments |
Total Score: |
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STUDENT WORK
(Include samples of student work showing different levels of performance.)
No work is available at this time. Students are currently working on the project.
REFLECTION
The experience is a well-organized activity for both the teacher and student. It gives reinforcement and hands-on experience with several types of graphs. The activity allows the students to be creative and to link knowledge from English Language Arts, social studies, and technology to mathematics. The experience enables the students to use modern technology to solve real-world mathematical problems. A thorough understanding of graphing will transfer well to success with graphs in other content areas.
Directions: With your assigned state, you are to research using various resources (Internet, almanacs, encyclopedias, ect.) the population for the given years. Give you citations at the bottom of the page.
Your State is_____________________________________.
1790________________ 12. 1900____________
1800________________ 13. 1910____________
1810________________ 14. 1920____________
1820________________ 15. 1930____________
1830________________ 16. 1940____________
1840________________ 17. 1950____________
1850________________ 18. 1960____________
1860________________ 19. 1970____________
1870________________ 20. 1980____________
1880________________ 21. 1990____________
1890________________
Citations:
Period Number_______
Directions: Answer in complete sentences the following questions based on your graphs.
What year did your state have the highest population?
What year did your state have the least amount of people?
Between what two years did the population vary the most?
In words explain how you found the answer to number 3. (Between what two years did the population vary the most?)
On the bar graph, what is the x-axis labeled?
Using the line graph, what is the y-axis
labeled?
On the line graph, what is the scale?
Between the years 1890 and 1900 was the trend going up or down?
What type of graph do you like better? Explain your answer.
What do you predict the population in your state will be this year (2000)?
Write a one-paragraph response to how technology has influenced your project.