Lesson+Plan

__** Charting Heights on Excel! **__ ** Lesson Plan **
 * Title: Charting Heights on Excel**
 * Subject: Math/Computers/Internet**
 * Author: Gayle Ryan**
 * Grade Level: 2**
 * Overview **: Students will be reviewing the Metric System, and will be working with mainly inches, feet and yards. In groups of 4 or 5, students will learn how to measure objects, including themselves. With this data, students will be introduced to and learn how to use the Microsoft Excel program to record their data and compare and contrast their observations.


 * Objectives **: Have the students be able to convert inches to feet or feet into inches. They should also be able to measure every day items. To introduce students to the program Microsoft Excel and chart individual math totals. **Bloom’s Taxonomy Levels**: In this lesson plan, student’s are able to synthesize: arrange, assemble, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, and write the data they have collected.


 * Materials Needed: ** Computer with Microsoft Excel program, yardstick, ruler (inches), pencils, markers, paper and a printer.

1. The students will be given a guessing chart with 5 rows and 4 columns. The first column is a name column where the student is to write down his or her name as well as the names of those in their group. The students will be estimating and guessing how tall they think each person in the group is and writes their estimation in the second column next to each person’s name (this can be written in inches). 2. Have each student measure each other on a long piece of paper hanging from the wall and write down how tall they are in inches on the second third column of their chart. 3. Introduce the students to Excel. Then have the students set up a chart similar to their paper and type the height in inches by their name on an Excel spreadsheet. 4. Show the students how to highlight the data and click the Chart Icon. 5. Have the students observe the chart and then in the fourth column of their chart they will write the difference in inches between themselves and their group members to compare and contrast. 6. Make a copy of the charts for each student to take home.
 * Activities and Procedures: **

**Assessment**: The students are required to participate in groups, interact and put forth effort. On the charts the teacher is to check and see if the students is comfortable converting inches into feet and how to add and subtract them as well. Each student is to fill out his or her own chart and individually record their observations and data of every group member’s height. As a follow up activity, have the students measure different objects in the classroom and around the school building and chart the heights on Excel. MA.2.A.2.4- Solve addition and subtraction problems that involve measurement and geometry. MA.2.G.3.1- Estimate and use standard units, including inches and centimeters, to partition and measure lengths of objects. MA.2.G.3.2- Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. MA.2.G.3.4- Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems. = Upcoming Lessons! =
 * Standards: **

**Day 1**: **Inches, Feet, and Yards**

 * Each student will be asked to take out their rulers or be given a ruler to use if they do not have one. We will begin by reviewing the Metric system. I will be asking for volunteers to share with the class what they know about inches, feet, and yards. (10 minutes)
 * I will use a power point presentation to display vocabulary words such as inches, feet, yards, rulers, and measuring tools. I will be giving the students time to copy the notes into their notebooks as well as give the students time to ask questions for a better understanding of what we are learning. (20 minutes)
 * As a class, we will be looking at the measuring tools that we will be using. On the power point, I will use graphics of different every day objects and ask the students which measuring tool would be most appropriate to measure the object. For example: Which took would be most appropriate to measure a white board? A text book? (5 minutes)
 * I will then be displaying questions such as “in your notebook, write the measurement in simplest terms.” ( 10 minutes)
 * We will go over the questions together as a class and I will ask for volunteers to share their answers ( 5 minutes)


 * Day 2: Measuring Objects in the Classroom **
 * I will be briefly recapping what we went over the day before to make sure the students have a good understanding and to make sure that any other questions are answered. (10 min)
 * I will be passing out a worksheet to each student and then breaking them up into groups of 4 or 5. (5 minutes)
 * I will also be using a power point presentation to display digital art of different items that a student can find in his or her desk. As a group, the students are to make an estimation of the object’s measurements. Then with their own rulers, each student will be asked to measure those few items and record it on their worksheet next to the object pictured. For example: I will show a picture of a spiral notebook, a pencil, or a calculator. (20 minutes)
 * The students will be asked to compare and contrast their findings with their group members. (10 minutes)
 * We will go over the worksheet together as a class and I will ask for volunteers to share their answers ( 5 minutes)


 * Day 3: Introducing Excel! **
 * I will be briefly recapping what we went over the day before to make sure the students have a good understanding and to make sure that any other questions are answered. (5 minutes)
 * We will begin with vocabulary words such as Excel, charts and graphs. Each group will be assigned a type of chart or graph (ex. Line graph, pie chart, or bar graph) and quickly research what they look like and what kind of data is usually shown by the graph. (10 minutes)
 * Once finished, the a volunteer from each group will come up to the doc cam and draw a picture of his or her group’s graph or chart to show the classroom and present their information. (15 minutes)
 * On this day, I will introduce the students to Microsoft Excel. The students will be able to follow along with me on their classroom laptops. I will then show the students how to start a spreadsheet and enter in their names. I will pick a few names off of the top of my head to demonstrate and plug in ages for the imaginary people. After the names are plugged in, I will then show the students how to create a chart out of the data that I entered. (20 minutes)


 * Day 4: Measuring Heights **
 * The students will be getting into their groups and there will be an assigned section of the room assigned to each group. In their section there will be a tall piece of paper tapped to the wall where the students will be recording their heights. I will assign each group member a job (2 measurers, a checker, and a creator). The students will be given a guessing chart with 5 rows and 4 columns. The first column is a name column where the student is to write down his or her name as well as the names of those in their group. ( 10 minutes)
 * The students will be estimating and guessing how tall they think each person in the group is and writes their estimation in the second column next to each person’s name (this can be written in inches). (5 minutes)
 * Each student will take turns standing up straight against the paper. One of the measurers is to hold a ruler up to the top of the head of the student being measured. The other measurer is to take a colored marker or pencil and mark each student (each with a different color) and label the line with the person’s name. The checker is to make sure none of the students are standing on their tiptoes or trying to make a higher mark. This is to be repeated for each group member. (10 minutes)
 * The students will take a ruler and measure their own heights from the floor to their mark. Each student is to record every group member’s height on his or her own paper. The checker will go around and make sure that everyone has the correct heights of their group members on their paper. (10 minutes)
 * The creator will create the group's graph on Microsoft Excel. He or she will plug in the data onto an Excel spreadsheet to make a bar graph of the heights of their group members. (15 minutes)


 * Day 5: Compare, Contrast, and Present **
 * The students will be taking out their worksheet and chart from the previous lesson and observe their chart. Then in the fourth column of their worksheet they will write the difference in inches between themselves and their group members to compare and contrast. The students are to figure out what is the difference in height between them and each other group member. They will be answering questions such as: How much taller am I than Jane? Who is the tallest? How much taller or shorter is person #1 than person #2?) (30 minutes)
 * When they are done comparing and contrasting. I will have a volunteer from each group come up to the doc cam and share their chart to the class. I will be asking them which one of their members is the shortest, which is the tallest? (15 minutes)
 * As a class, we will find out who is the tallest student in class and who is the shortest student, then we will use our subtraction skills to determine their height difference. (5 minutes)