Title III Technology Literacy Challenge Grant

Learning Experience

LE Title: Electronic Spreadsheets & Iditarod 2000	Author: Mrs. Sheila Harrington-LE2
Grade Level: Fifth	School: Colton-Pierrepont Central School
Topic/Subject Area: Computer Technology	School Address: 5 Maple Street Colton, NY 13625
Email: harrinsh@cpcs.k12.ny.us	School Phone 315-262-2100

LEARNING CONTENT

PURPOSE OR FOCUS OF EXPERIENCE

To integrate computer technology in the Dream/Reach a Goal Learning Unit

CONNECTIONS TO NYS LEARNING STANDARDS

Information Systems—Intermediate

Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Information Systems	Students will access, generate, process, and transfer information using appropriate technologies.
Performance Indicators	Students will be able to access the Internet and a spreadsheet program Students will be able to transfer the necessary information from the Internet to their spreadsheet.
Computer Technology	Students will use a computer to connect to and access needed information from Internet site as necessary. Students will use spreadsheets and database software to collect, process, display, and analyze information.
Performance Indicators	Students will be able to access necessary web sites for the learning experience. Students will be able to collect and use information from Internet to design a spreadsheet and a chart. Students will be able to analyze the chart and its validity. Students will be able to discuss variables from their readings in the related learning unit.

ESSENTIAL QUESTIONS

Why do we use the Internet to gather information?

Does the Internet allow us to access to daily Race Updates on mileage and mushers’ rankings?

How can a spreadsheet be used to create a bar graph comparing the mileage of the mushers during the race?

How could you use a spreadsheets and graphs in your schoolwork and in your personal life?

How do businesses and schools use spreadsheets with graphics to explain their budgets?

CONTENT KNOWLEDGE

Declarative	Procedure
Students will demonstrate an understanding of the Internet for gathering information.	Students will be able to open a new file and save it under their own name on the network.
Student will read and gather information from the Iditarod site.	Students will be able to enter labels or values on a spreadsheet.
Students will read and identify checkpoints on the Iditarod site.	Students will copy data located on the Iditarod site to their spreadsheet.
Student will understand the difference between a value and a label on a spreadsheet.	Students will make a bar chart. Students will know how to hide unwanted legends.
Students will know how to enter data into a spreadsheet	Students will label the Y-axis and the X-axis.
Students will learn how to create a graph from data on a spreadsheet	Students will include a main title on their spreadsheets.
Students will know how to print their spreadsheet or chart.	Students will resave document and send it to print.
Students will know how to save their document to the network.	Students will quit the program and log off network
Students will understand that the graphic may not allow a concrete conclusion due to variables not shown.	Students will discuss charts and what they actually show.

PROCEDURE

This experience is for extending and refining of knowledge previously taught in keyboarding class.

Touch keying and Internet access already performed in keyboarding class.

How to access Internet and key in different web site addresses. How to use Internet for gathering information for Iditarod race journals.

How to use a spreadsheet program for entering data and making charts for showing changes in speeds achieved over a period of four weeks in timed writings in keyboarding.

MATERIALS

Daily handout requiring specific information for journal given out by mathematics teacher each day before coming to keyboarding. Mushers’ names included.
Handout of the mileage between checkpoints found on web site for Iditarod.
Poster board with web site address Iditarod.com
Enlarged sample of spreadsheet showing three mushers in row one and the mileage from Anchorage to the first checkpoint in row three for specific day.
Handouts of sample spreadsheets.

This learning experience procedure for extending and refining computer skills.

Log on school’s network.

Go to Internet Program

Key in Iditarod.com

Go to left on screen and click on down arrow after CHOOSE YOUR TRAIL

Go to Race Updates

Press GO GET IT

Scroll down to March 8 at 25:17.

Pick out checkpoint the winner (Doug Swingley) had reached by March 8 at 25:17 and also the checkpoints for both of students’ mushers. Copy their names and checkpoint on a sheet of paper given out by instructor.
Close the Internet program.
Directions for Spreadsheet and Chart
1. Open a spreadsheet program.
2. Key in each musher’s name in cells, A1, B1 and C1.
3. Go to cell A3.
4. Using the handout key in mileage between checkpoints until checkpoint on specified date is reached under each musher. Press RETURN key to advance cursor down to new cell after each entry.
5. Click cursor in cell A2. Discuss reverse addition and why it will be used for the total mileage of each musher.
6. (Reverse Addition: What is it? Why would we use it? Where have you used it previously? Do you use it in mathematics class? How do you do it? Why?)
7. Explain to students how using reverse addition for this spreadsheet will keep range of cells to be charted close together.
8. Press ENTER. Now repeat steps under each musher’s name.
9. Highlight all the mushers’ names and total mileage for each musher.
10. Go to Options
Click on MAKE A CHART

Select a BAR CHART

Press AXES

Label Y-axis: Mileage

Label X-axis: Mushers

Click on LABELS

Click arrow off for Legend

Title for chart MILEAGE COMPARISION – MARCH 8

Press OK.
Visually check spreadsheets and charts on monitors throughout the period. Answer any questions.
Begin discussion of charts.

Does your chart provide you with enough information to determine which racer is the winner on Day 8 by mileage comparison on your chart?

Yes--all of the students except one. He objected to their answer.

REASON: Paul Gebhardt was on his chart. Doug Swingley and Paul Gebhardt were at the same checkpoint on Day 8 so his chart from spreadsheet data showed the two racers equal in mileage. Therefore, he could not determine the winner. All the students were asked to look at his monitor.

Discussion centered on the fact that each student only had three racers so there was no way to determine a winner among 54 racers. I then asked question #1 again. All the students answered NO.

What variables are not shown on your chart that would effect the speed and mileage of the racers during the Iditarod?

Variables given by students:

Injured dogs
Accidents – moose attacks
Racers withdrawing
Extended layovers
Disqualification of racer
Weather

This information linked with data they had been collecting each day of the race from Internet and the books read in other classes describing the trials and tribulations of running an Iditarod race. These books are listed in Mrs. Frego’s Unit.

Students were questioned on other uses for a spreadsheet. How a student could use spreadsheets in their daily life. Answers focused on sports statistics and money spent in a budget.

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

Paper and pencils were provided for students to gather data from Iditarod.com web site. When moving from regular classes to the computer lab students frequently forget their basic tools.

Handouts with sample spreadsheets were placed next to students to accommodate any students needing both visual and audio instruction. Instructions for entering data on spreadsheet were also shown on enlarged copy of spreadsheet on easel for reinforcement. Students were asked to turn forward and take all fingers off keyboard while instructor demonstrated what cell addresses were to be used for their spreadsheets. After computers were on and students had entered a blank spreadsheet, these same instructions were repeated.

Instructor accepted individual questions during the process. Instructor answered with a question to assess understanding of process by the student.

TIME REQUIRED

Prerequisites to this learning experience:

Keyboarding experience

One day of instruction in electronic spreadsheets

All the Iditarod race days for collection of data to be used.

Students used ten-fifteen minutes of each keyboarding class during race to collect data on their specific mushers.

This learning experience requires at least 80 minutes for teachers using block periods or two-three regular periods (35-40 mins).

RESOURCES

Computers for all students

Software: Microsoft Explorer

AppleWorks

Internet site used: Iditarod.com

(ANY INTERNET PROGRAM OR SPREADSHEET PROGRAM MAY BE SUBSTITUTED FOR THE ONES USED IN THIS LEARNING EXPERIENCE)

ASSESSMENT PLAN

Rubric on the next page

IDITAROD SPREADSHEET
Tool	Level 1	Level 2	Level 3
Open program file and save new file to own name on network	Opens program to a new file, names file and saves to name on network	Open program to new file, but struggles saving to own name on network	Unable to open program and save without assistance.
Locates appropriate cell address to begin spreadsheet.	Clicks in appropriate cell address.	Unable to find appropriate cell address on first try.	Unable to find cell address at all
Labels/Numbers	Enters labels and numbers understanding the difference.	Ability to enter labels and numbers with no understanding of the difference.	Unable to enter either a label or a number.
Format text	Able to use any of the formatting buttons correctly or command menu for formatting changes	Able to use the formatting buttons only	Unable to format
Edit text	Able to copy, cut and paste	Able to perform using copy and paste	Unable to cut, copy or paste
Formulas	Able to use the sum function using reverse addition or the AutoSum button	Able to use the sum function but struggles with location of total cells for reverse addition	Unable to use sum function even with the AutoSum button
Charts	Able to create bar charts with labeling and main title	Creates bar chart but is unable to label	Unable to create chart
Save document	Able to name and save document to own name on the network	Able to name file, but unable to find name on the network	Unable to save or name document
Print	Prints using print options	Prints spreadsheet without changing any features or options	Unable to print
Quit Program and Log Off	Able to program and log off network	Able to quit but struggles with log off	Unable to quit program or log off

STUDENT WORK

One student’s work is included from the first experience he had building a spreadsheet for his timed writing in keyboarding class.

The next samples are from the same student building his spreadsheet with chart showing the mileage comparison on Day 8 for three mushers in the Iditarod.

REFLECTION

This learning experience was develop to complement the unit on the Iditarod that our sixth grade teacher was using. It supplemented the unit in the following ways:

It allowed students to use data gathered from the Iditarod site in a software program (a spreadsheet) other than word processing.
It repeated instructions for gathering data from the Internet and built a spreadsheet with a chart from this data.
It allowed time for students to analyzing and draw conclusions from a graphic. Finally, it allowed for reflection into this type of technology use in the students’ personal lives.

The previous experiences with spreadsheets and Internet use in keyboarding were essential for this learning experience.
If class is larger than ten students, a teacher’s aide or technical aide should be requested. My class enrollment was eighteen and it was difficult to provide constant individual instruction to students with learning disabilities.
Two full class periods are necessary, possibly three periods if computer problems are experienced. Our school has block periods (approx. 80 minutes) and every minute of the block was used. Due to a printer problem, we needed a portion of the next class to print all the spreadsheets.
Extra computers should be available in case any computer goes down. I had two extra machines in the room.
The students surprised me with their ease at assessing the Internet and AppleWorks spreadsheets. They needed minimal instruction to complete a bar graph. They did need help with labeling charts. They were excited about using their skills to complete their assigned task. I was also impressed with the transferability of knowledge from English and Mathematics classes to computer technology class. They could see the connection between using the computer to enhance speed of data gathering, complete mathematical procedures and understanding data with use of charts.