Target Grade/Subject
This lesson is intended for a fifth grade, heterogeneous class of twenty-five students; it is assumed that students have some experience working with spreadsheets. According to Piaget, the 10-11 year old is in the stage of concrete operations. That is, the child can think logically but still finds it difficult to grasp the abstract. He or she learns new concepts and theories most easily when given a lot of concrete examples. Recommendations for instruction at this age include: use of concrete props and visual aids; allowing students to manipulate/test items; giving brief, well organized presentations of new concepts; and use of familiar examples. Vygotsky suggests that the individual learns best when he or she interacts with the people and tools within his or her culture. It is through this interaction in the zone of proximal development, with scaffolding provided by capable peers or teachers, that learning takes place and the child grasps a new concept. Information processing proposes that new information is understood and remembered when it can be related to other, known information. Recent research supports the construction of knowledge by allowing students to build on their existing framework, manipulating that knowledge in new ways to naturally bring about understanding of the new concept. We have endeavored to create a lesson using authentic data gathered by students about themselves. Since students at this age are sensitive about how they compare to their peers, we chose a playful way to gather data so that they would not feel vulnerable. The data provide concrete material for the students to manipulate. Knowledge is constructed by the students as they attempt to predict outcomes before manipulating the data. Interaction between peers and the teacher are ongoing as the concept is presented and understanding is constructed.
Objective
Virginia Mathematics SOL (5.18)
1. Given data collected from student athletic events, students will individually calculate the mean using paper and pencil.
2. Given a spreadsheet program and data collected from athletic events, students will work in groups to calculate the mean.
3. During field events and group work, students will actively participate demonstrating cooperation and sportsmanship.
Materials
Lesson Description
Day 1
Day 2
Evaluation
Students will be evaluated on their individual paper and pencil mean calculations, group spreadsheet calculations, and active participation in activities. Individual paper and pencil mean calculations should be turned in. The groups will be evaluated on the spreadsheet that they create from their data collected at the athletic event. The spreadsheet will be turned in on paper and on a disk; this is so that the formula for the mean can be checked. The students must have used a formula on the spreadsheet to figure out the mean (they cannot have merely figured out the mean using either a calculator or pen and pencil). In addition to presenting the correct mean of the data, the spreadsheet must also clearly display the group member's name, name of the specific athletic event, the number of the participants, and the corresponding data for each participant. Active participation in events and group activities include: field events- appropriate physical effort; positive, constructive attitude; support for teammates; proper use of materials; sportsmanlike conduct and spreadsheet group work- each student will have practice utilizing the spreadsheet.
50 Yard Dash Data Collection Sheet
Recorder Name: ________ Group Number: ______
Participant Number Time (s)
_______________ ______
_______________ ______
_______________ ______
_______________ ______
_______________ ______
Egg-on-a-Spoon Data Collection Sheet
Recorder Name: ________ Group Number: ______
Participant Number Time (s)
_______________ ______
_______________ ______
_______________ ______
_______________ ______
_______________ ______
Sit-Up Data Collection Sheet
Recorder Name: ________ Group Number: ______
Participant Number # of sit-ups/minute
_______________ ______
_______________ ______
_______________ ______
_______________ ______
_______________ ______
Football Throw Data Collection Sheet
Recorder Name: ________ Group Number: ______
Participant Number Distance of Throw (ft)
_______________ ______
_______________ ______
_______________ ______
_______________ ______
_______________ ______
Directions for Field Day Data
Individuals will first calculate the mean using paper and pencil only
Groups will use a spreadsheet to clearly present the data of the athletic event
The spreadsheet must contain:
1. The name of the group members
2. The name of the athletic event
3. The number of the participants
4. The participants corresponding data for the athletic event
5. The mean for the data of the event must have used a formula in the spreadsheet to determine in the mean
Be ready to share your data with the class