Could Students Manipulate Data To Discover Relationships?

Could Students Manipulate Data to Discover Relationships or Trends

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Spreadsheets How could students manipulate the data to discover relationships or trends? Is it possible to create a simulation or model with a spreadsheet that is interactive? Chapter 8 any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. Key Topics Examining Spreadsheets Spreadsheets in the Classroom Designing an Integrated Lesson Using Spreadsheets NTeQ Lesson Plan Lesson Bytes for Spreadsheets Spreadsheet Basic Functions Performing Calculations Sorting Data Selecting Data Creating Graphs and Charts Spreadsheets to Achieve ISTE NETS Creativity and Innovation Spreadsheets provide means for students apply their existing knowledge to test ideas.

Research and Information Fluency Spreadsheets are tools for processing data and then generating charts and graphs to report results. Critical Thinking, Problem-Solving, and Decision-Making Spreadsheets provide students with a tool for analyzing their data, which is then used to make appropriate conclusions and informed decisions. Technology Operations and Concepts As students use spreadsheets, they develop an understanding of technology concepts as well as mathematics and other disciplines. * Spreadsheets for Learning Create Simulations Create a simulation that demonstrates manipulation of one or more variables using a spreadsheet. Create Discovery Spreadsheets Create a spreadsheet simulation that allows students to manipulate variables and discover rules and laws.

Explore Math Concepts and Rules Create a spreadsheet to calculate and plot relationships, teach math concepts, illustrate graphically the solving of equations, or explore probability problems. Solve Problems Create a spreadsheet to manipulate data to solve a problem. * NTeQ Lesson for Spreadsheets Matching the Objective to Computer Functions Integrate spreadsheet activity if there is a match between the objective and the spreadsheet Research and Analysis Base research and analysis on problem statements that focus on issues students feel are relevant and worthy of solving. Planning Computer Activities Plan activities for before, during, and after computer use. Assessment Spreadsheet skills: Entering data, creating formulas, and creating graphs.

Higher-level thinking skills: Interpreting and applying results Matching the Objective to Spreadsheet Functions Manipulation of numbers Add, subtract, multiply, divide, sum, sort, convert, find the highest and lowest numbers, and calculate the average Creation of charts and graphs Create a variety of charts and graphs to display the data visually Sorting and filtering information Organize and analyze numerical and text data Discrimination and interpretation Infer, discriminate, interpret, and generalize Research and Analysis Identify the problem Identify data the students will use to problem solve Develop guidelines to help their search Organize the data Plan the specific data manipulation Describe how students are to manipulate the data Results Presentation Presentation of work and solutions include: Numerical answers on the spreadsheet Chart or graph generated by the spreadsheet Presentation of spreadsheet or graph within either: Written reports Oral presentation Presentation guidelines and expectations, such as: Format: slide show, a multimedia presentation, a poster presentation, a written report, or some combination of these Organization: magazine, book, or newsletter Planning Computer Activities Activities during computer use What students will do when they work at the computer Materials and instructions you must provide Activities before computer use Planning makes the computer time efficient and effective Completing steps in process helps to organize and plan activities Activities after computer use What students should do with the information Guidance for exploring the spreadsheet data or charts Assessment Assess spreadsheet skills, such as the: Ability to enter data Ability to enter a formula Presentation of data Selection of appropriate chart Explanation of results Appropriate conclusions Explain expectations For students working alone For each student when working in a collaborative group Using Paraphrases and Summaries Using Paraphrase as Support The purpose of learning to paraphrase is to be able to use paraphrases as supporting material in your writing.

As you read the following model, notice how a student in a media studies class used a paraphrase of a passage from an online news article to support her idea. Original Passage Source: Paragraph 2 of an article written by Kivi Leroux in the online magazine E Magazine titled “Subliminal Messages: Primetime TV Programs Educate Viewers on the Environment." It appeared in the "Currents" section of the July-August 1999 edition. For 10 years, the Environmental Media Association (EMA) has been working to weave the environment into prime-time television programming. Created by and for professionals in the entertainment industry, EMA works with the stars in front of the cameras as well as the creative staff behind them to include environmental themes in scripts, show environmental products on sets, and make environmentally sound decisions in the studios.

Paraphrase: According to an article in E Magazine, environmental messages have been deliberately put into prime-time television shows for the past decade. Environmental Media Association, an organization of professionals in the entertainment business, encourages television actors, writers, directors, and producers to promote environmentalism in three ways: by using environmental issues in scripts, by using environmental products as props, and by making environmentally conscious choices in studios (Leroux par. 2). Writing Topic Television programming in the United States is often criticized for promoting the wrong values. Do you agree or disagree with this criticism?

Completed Paragraph Although it is sometimes true that television programming in the United States promotes the wrong values, I do not entirely agree. Many educational television channels promote good values. For example, the Discovery Channel, the History Channel, National Geographic, and other similar channels educate the public about science, history, nature, and the environment. Also, even prime-time television programming often provides a public service by spreading public service messages. In fact, environmental messages have been deliberately put into prime-time television shows for the past decade.

Environmental Media Association, an organization of professionals in the entertainment business. encourages television actors, writers, directors, and producers to promote environmentalism in three ways: by using environmental issues in scripts, by using environmental products as props, and by making environmentally conscious choices in studios (Leroux par. 2).Seeing the star of a prime-time television show recycling plastic bottles or using an environmentally friendly product is more persuasive than almost any other type of public service message. In short, television programs promote positive values in both direct and indirect ways. *Student Practice: Now you chose an article and include it in a completed paragraph as above.

Follow these steps: Step1. Original Passage Choose text 6-8 lines long from a reputable on-line newspaper written in English, such as Vancouver Sun, Globe and Mail, The Times. Step2. Source: Name of author, Newspaper name, title of the Article and the date it was written. Cut and paste the original article here: Step 3 Paraphrase: Same length as original in your own words.

Summary: Shorter in you own words Step 4 Writing Topic: What the article is about and do you agree or disagree with the content: Write the question. Step 5 Completed Paragraph with paraphrase or summary underlined: Approx 200 words