Ask students the following:
Note: Alternatively, as a digital approach, students can use Padlet to add their views to a collaborative online space during real time. (Student registration is not necessary and you can send students a unique URL (Internet address) for your wall prepared by you beforehand.
Students participate in a whole-class discussion surrounding some of the key concepts that they will be exploring throughout this learning sequence.
Students complete a PMI while watching the clip.
Students share their ideas surrounding the topic, and continue to add to and complete their PMI.
Data – any information that is collected or researched. This can be numbers or words.
Survey – a means of collecting information about the frequency of something occurring
Tally – a means by which to record the frequency of an occurrence, often used when conducting a survey
Students respond to questions concerning the learning intentions for this lesson and develop a deeper understanding of what they are learning about and why.
Note: Depending on how long it takes you to get through the initial discussion, you can decide whether you want to have the students debating what types of rubbish are worth tallying up or whether you want to simply tell them the different categories of rubbish that they will be looking for. The main categories to consider are: metal, plastic, glass, paper, organic, and Other. (Other suggestions could include rubber, fabric and polystyrene foam. It is up to you whether you want to include these or not).
Students are placed in groups of three.
Students are assigned different roles within the group.
Students participate in a discussion about how they will record their findings. They each prepare a tally in their books before they leave the classroom.
Students potentially discuss the possible rubbish types to be recorded in the tally.
For a list of Key terms and Excel vocabulary download this PDF.
Fast finishers can experiment by using the same method to then explore different ways to format other aspects of the graph (eg backgrounds, text, data).
Students move around the school with their group surveying the classes assigned to them.
Students use stopwatches or timers to assist them to be on time with their work. (It may need to be clarified with some students that they still need to complete their survey even if it means that they take a little longer than the timer. The timer is there to keep them on track, not limit their work).
Students return with their data and watch teacher model how to enter the data into Excel. They ask any relevant questions that they might have in order to clarify their understanding.
Students enter their group's data into their own spreadsheets. They will need three separate pages to do this, one for each set of data. Students select an appropriate graph for each of their data sets and create it.
Students refer to instructions to guide them through the process.
In this section you will demonstrate to the students how to save their graphs as an image. This is a multi-step process and during it you will teach the students about copying, pasting and the different functions of the copy command. Most students will be familiar with these terms, but it is worth a quick recap to ensure student understanding of the terms used.
Explain the following process to students.
Once students have their graph saved as an image, they will be able to use Padlet to share their images with one another. They will simply have to double click somewhere on the canvas and select the image button. Then find the image you have just saved and select it, which will display it somewhere on the Padlet.
Note: Be aware that while students do not require a login in for Padlet, this can lead to anonymous posts. This may not be desirable, as it leaves no easy way to monitor students who write or post inappropriately. Students without accounts can still enter their name as their user. It is recommended that this is enforced to reduce any behaviour based issues.
Students learn how to save their graphs as an image. They re-familiarise themselves with the terms 'copy' and 'paste'.
Students follow the instructions to learn how to convert an Excel graph into an image.
Students use Padlet to upload and share their graphs with one another.
Ask the students if they notice any differences between their own graphs and the ones that their peers have made.
They can share these reflections on the Padlet in much the same way that they have shared their graphs.
Students explore each other's graphs and reflect on any differences or similarities that they can find between them. They share these reflections on Padlet alongside the graphs.