| Topic: | Spreadsheets |
| SCOS Objectives: | Computer Technology Curriculum for 4th Grade |
| 2.1 | Use technology tools used to collect, analyze, and display data. |
| 2.7 | Define spreadsheet terms. |
| 2.8 | Enter data into a prepared spreadsheet to perform
calculations (+,-,*,/) and recognize the changes
that occur. |
| 3.3 | Create a table/graph from spreadsheet data. |
| Interdisciplinary Connections: | Social Studies Objectives |
| 1.2 | Describe the origins and characteristics of major groups that settled in North Carolina and assess their influence on North Carolina customs. |
| 1.3 | Analyze similarities and differences among North Carolina's people, past and present. |
| 2.3 | Analyze economic, social, and political situations which involve ethical and moral dilemmas. |
| 6.1 | Trace the movement of people, goods, and ideas from one part of the state to another and between North Carolina and other places. |
| 6.3 | Judge the importance of the movement of people, goods, and ideas for North Carolina. |
| 11.1 | Identify and describe changes which have occurred in ways of living in North Carolina. |
| 11.3 | Evaluate the effects of change on the lives of the people of North Carolina. |
| 12.1 | Identify people, symbols, and events associated with North Carolina's heritage. |
| 12.2 | Assess the influence of an important event from North Carolina's past on life today. |
| Mathematics Objectives | |
| 4.02 | Display data in a variety of ways including circle graphs. Discuss the advantages and disadvantages of each form including ease of creation and purpose of the graph. |
| 4.03 | Collect, organize, and display data from surveys, research, and classroom experiments, including data collected over time. Include data from other disciplines such as science, physical education, social studies, and the media. |
| 4.04 | Interpret information orally and in writing from charts, tables, tallies, and graphs. |
| Language Arts Objectives | |
| 5.01 | Use correct capitalization (e.g., names of languages, nationalities, musical compositions) and punctuation (e.g., commas in a series, commas in direct address, commas and quotation marks in dialogue, apostrophes in possessives). |
| 5.06 | Proofread and correct most misspellings independently with reference to resources (e.g., dictionaries, thesauri, glossaries, computer spell-checks, and other classroom sources). |
| Materials: | Computers with internet access
Transparency of data, which I will provide. |
| Procedures: | This will be a small group lesson to teach concepts of using a spreadsheet to make various graphs particularly the “pie” graph. |
| 1. | I will call students two at a time. |
| 2. | First we will talk about the various graphs that we have been studying in class – i.e. bar graphs, line graph, pie graph, etc. |
| 3. | Next, I will have the students open up the spreadsheet program. We will be using Excel. |
| 4. | We will talk about the data that is shown on the transparency concerning the ethnic division of the Colonial population in 1775. |
| 5. | Next, I will talk about the concepts of a column, row, cell, and how to read each cell boundary. |
| 6. | We will then discuss what each graph needs such as a title, a key, etc. |
| 7. | I will then demonstrate how to enter data into the appropriate locations on the spreadsheet. |
| 8. | We will discuss the importance of using capitalization during this process as each set of data is a proper name. |
| 9. | I will then model the process of highlighting the data and how to create an appropriate graph. |
| 10. | Finally, after their graph is completed, we will walk through the process of printing the graph. |
| 11. | I will then have two students I taught to peer teach two more students and so on until all students have taught and practiced the lesson. |
| Unique Learner: | As this is a small group lesson, I will oversee the use of the spreadsheets and steps in which to employ to create a graph. However, the unique learners will receive help and be challenged as they will work with their peers in learning how to use a spreadsheet and also they will be helping by teaching fellow peers as well. |
| Assessment: | I will assess this lesson by watching how each pair of students teaches the next pair the concepts discuss during the lesson. I will at all times be monitoring the process and giving encouragement along the way. |
Data For Spreadsheet
| African | 20% |
| Dutch | 2.7% |
| English | 48.7% |
| French | 1.4% |
| German | 6.9% |
| Irish | 7.8% |
| Scottish | 6.6% |
| Swedish | 0.6% |