Spreadsheet
Planning for Year 4
First written October 2007 Can we graph it? The
main aim of this module is for pupils to be so confident creating graphs
using Excel that they will ask to use it in other curricular areas Rationale I
have moved all the graphing work into Year 4, which I think from past
experience they can cope with. This will allow pupils more chances to use
their graphing skills earlier within science, geography etc. I intend to
rewrite the Year 5 module to concentrate solely on formula and number
manipulation which matches closer with their maths curriculum. 

Learning
Objective Lesson 1 
Lesson
Plan 

Understand
what a spreadsheet does Identify
key elements of a spreadsheet (cells, columns, rows and formula’s) Know
how to manipulate rows and columns 
Open
Excel and ask the children if they have ever seen this type of program
before. If so where? By whom? And for what? (briefly) Explain
that it helps us work with numbers, work out situations and create cool
graphs. Explain
that today we are going to look at the main elements of a spreadsheet. Cells (highlight a cell) Point out the name of the cell a1 or c6, can the
children identify other cell names (They could work with a partner to
identify cell names taking it in turns) Column (highlight a column) show how we can change the width of a column Row (highlight a row) show how we can change the height of a row Show
how we can select more than one row or column and change the size of all the
selected. Show
how we can select all the spreadsheet by using the far left corner Remind
pupils of all the normal formatting tools (briefly) Activity Download
Spreadsort
from the Year 4 Spreadsheet resources or this web site Show
pupils how they can access the various muddled spreadsheets by using the tabs
at the bottom Set the
challenge to un muddle as many spreadsheets in a set time As
pupils are working on this go round and record the names of anyone who is
struggling with this Revise selecting
more than one row or column and changing the size of all the selected as this
is the aspect that is often forgotten. Plenary Test
class on spreadsheet vocabulary 

ICT
Skills 
Able
& SEN Support 
Notes
& Differentiation 
Resources 

·
Spreadsheet Vocab ·
change row and column size and width 
Show
more able how to rename the sheets at the bottom Show
more able how to add up column totals using autosum
(fill in yellow cells) 
Differentiation
by ability. More able pupils will finish all three sheets. 

Learning
Objective Lesson 2 
Lesson
Plan 

Adapting
a previously created graph 
Open
Excel and download unfinishedgraphs.xls from this website or the year 4
spreadsheet resources within Abbotswood school Demonstrate how
to modify the graph by right clicking on it and selecting Chart Type (What
type of chart to use line/bar/pie etc) demonstrate with types of bar chart to
start with Chart Options (This
is where we can change the information on the chart) Location (In
it’s own page or as an object on the spreadsheet page) You
may wish to demonstrate one menu option and then give pupils chance to use
it. Then come back and demo another before allowing pupils to try it out
hence not overloading minds with too much info at the same time (this works
best when I have taught this module) Once
they have got the hang of these three skills allow then time to adjust the
graphs on sheet 2 & 3 


Able
and SEN support 
Notes
& Differentiation 


·
Right click within graph to bring up
graph menu ·
Selecting correct graph menu choices 

Differentiation
by ability. More able pupils will finish all three sheets. 

Learning
Objective Lesson 3 
Lesson
Plan 

Knowing
how to create a graph from prepared spreadsheet data 
Explain to
the class that they are going to create
a simple graph from prepared data on a spreadsheet. Open
Y4Graph.xls sheet1 either show the
class how to create a graph out of the data to include x and y axis labels
and titles or show the graphing video Activity Pupils
to create graph from the data on
Y4Graph.xls If
they finish they can create graphs from sheets 2 & 3 as well Now Explain that
you are going to change the formatting
(how it looks) of the graph. Either
demonstrate the formatting yourself or play Graph formatting to your pupils Activity 2 rest
of the lesson Pupils
need to format the graphs they created in the first part of the lesson Conclusion
Get pupils to get up and go round and stand by a graph that is very easy to
read/understand. Explain that
it is very easy to change a graph and make it look really funky but the
primary purpose of a graph is to show the data and if it doesn’t do this then
it is not a high level piece of work. I am sure pupils will provide you with
lots of examples where the colours are too similar and the work doesn’t stand
out. Print out
some on a black and white printer which colours work best. If
there is time they can go back and investigate this. 

ICT
Skills 
Able
& SEN Support 
***Problem Solving*** 
Able
& SEN Support 

·
Choosing the correct graph type ·
Highlighting the right cells to be made
into a graph ·
Filling in title and axis details
correctly 
See
if more able can include a label on the bars showing the data value 
Blank Graph =
Data wasn’t highlighted before the chart wizard button was selected. You will
need to start again (there is a way of sorting this using the source section
but it is quite complicated) Empty columns =
Blank columns were included in the highlighted selection. You will need to
abandon this graph, go back and remove the extra columns or rows and then remake
the graph 

Learning
Objective Lesson 4 
Lesson
Plan 

Creating
your own graph from data provided but which you need to input into the
spreadsheet 
Prepare
before hand a simple test with imaginary results. Have a short key question
followed by the data. This works much
better if you link this to some science you have been carrying out recently. Model
making a graph out of this data You
could use this Do
lighter cats sleep more?
Teaching points Of
course this is pseudo science and
the sample of cats is much too small (great if one of your pupils spots this)
if not tell them this at some point. Notice also
that I have chosen to put the weights alongside the cats in the first column
this means they will become part of the labels of the bars or columns. Notice I
have not written hours in next to the sleep amounts (Spreadsheets treat cells
as number cells or text cells, any letters in a cell means the spreadsheet
thinks it is a text cell and will ignore the numbers) Now
allow children time to create their
own graph out of the shared data. In
the plenary allow pupils to look
at each others and vote (by
standing next to) the graph which is clearest hence reinforcing your message
form last week that it is not skills but knowing when to use or not use
skills that leads to high ICT capability 

ICT
Skills 
Able
& SEN Support 
***Problem Solving*** 
Resources 

·
Transferring data from the interactive
whiteboard onto the spreadsheet ·
Choosing the correct graph type ·
Highlighting the right cells to be made
into a graph ·
Filling in title and axis details
correctly 
Have
another example ready for pupils who work fast Make
sure you go round and help anyone with the problems mentioned in the next
column. I often mention these as further teaching points. 
Blank Graph =
Data wasn’t highlighted before the chart wizard button was selected. You will
need to start again (there is a way of sorting this using the source section
but it is quite complicated) Empty columns =
Blank columns were included in the highlighted selection. You will need to
abandon this graph, go back and remove the extra columns or rows and then
remake the graph 


Learning
Objective Lesson 5 
Lesson
Plan 

Understanding
the relationship between the cell data and the point on the bar or line graph Creating
line graphs using scatter graphs where needed 
Download Smile
from this website or the Year 4 Spreadsheet resources if you are within Open the
first sheet and show pupils how to
change the graph by changing the numbers in the yellow cells. Can they
create a smile by manipulating the numbers in the yellow cells. NB You
can make a smile by dragging the manipulation points on the graph. This is
disallowed and don’t show this to pupils until you have come to the end of
this section. Allow
them time to attempt this and the
other sections of the smile download where they are asked to create a wave
and a rugby ball. Now
demonstrate how to create a line
graph Explain
that we would only create line graphs with data where any part on the line
could mean something. Demonstrate what happens when you try to use numbers
for one of the axis on a line graph. (Both sets of numbers are turned into
lines) EG Do
heavier teachers jump further?
Copy
this exactly as it is on this chart and select a line graph It
will plot both sets of numbers as lines on the graph. To
get round this show pupils that we can use a scatter diagram. This will
position the first columns results as an axis. Now
give them an opportunity to try this for themselves 

ICT
Skills 
Able
& SEN Support 
Notes
& Differentiation 
Resources 

·
Plotting a graph using a scatter graph ·
Plotting a graph using a line graph 
You
can show more able pupils how to manipulate two sets of numbers to make rugby ball (third sheet) It
would be a good idea to have another line graph example ready for more able
pupils. 


Learning
Objective Lesson 6 
Lesson
Plan 

Provide
pupils with the following data on paper or shown via a data projector. (two
part assessment) Part 1 Create
a graph from this data. You
choose what type of graph to use. Print
it out and then hand it in with your name on it. Do larger balls
bounce higher?
Part 2 Create
a graph from this data. You
choose what type of graph to use. Print
it out and then hand it in with your name on it. Do heavier balls
bounce higher?


Marking Criteria and levelling
opportunities If
pupils have done both parts start by assessing part 2 first. If that
assessment is high then stop there. If it isn’t then go on and look at part 1.
Results of part 1 will over ride part 2 if it is looked at.
At
Abbotswood we will be moderating the work in the third week after Christmas 