Basic Productivity Tools (BPT)

Lesson Idea Name: February Weather

Content Area: Math
Grade Level(s): 3rd Grade
Content Standard Addressed: 3.MD.B.3 Represent and interpret data - draw a scaled picture graph and a
scaled bar graph to represent a data set with several categories. Solve one and two step “how many more”
and “how many less” problems using information presented in scaled bar graphs.

Technology Standard Addressed: 1 – Empowered Learner

Selected Technology Tool: Excel

URL(s) to support the lesson (if applicable): N/A

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☒ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): By using a basic productivity tool, Excel, students are utilizing Universal
Design for Learning by inputting data they collected into spreadsheets to develop a bar graph that all students
will be capable of doing. For students who are struggling to keep their work organized, Excel will be the
perfect place to input their data. There will assistive technology provided to those who may need
accommodations, for example the Big Keys key board. Students will be able to save the bar graph they created
(or print it) and refer back to it to when comparing it to other students or solving problems.
Engagement: Students are being asked to watch the weather and document what they see. Types of weather
may vary between students, so they are allowed to create as many different types of categories for their bar
graph.
Representation: Excel offers students a different format of displaying their work by creating a detailed digital
bar graph rather than trying to draw it.
Action and Expression: Students will be doing “field work” and behaving like scientist as they collect data on
the weather that they see around them

Lesson idea implementation:

At the start of the month, the teacher will present a project to the students: “For the entire month of February
we are going to be meteorologist. Every day of the month we will be making observations about the weather
we see around us.” The teacher will ask facilitating questions like, “what does a meteorologist to” “What does
it mean to make an observation.” Students will be collecting data on the weather using a chart that the
teacher provides to them. They are allowed to choose the weather categories they would like to document,
but there is a minimum of three.
At the end of the month the class will come back together with the data they collected. The students will then
build a chart in Excel and use the data to build a bar graph in the software. By doing this, students are
reaching the third level of Blooms Taxonomy, assessing. They have collected information and are now
interpreting the data to create something. The students will be presenting their findings to the class. As the
students present, the teacher will ask questions like, “how many more” and “how many less” “why did you

Spring 2018_SJB
 Basic Productivity Tools (BPT)
choose to…” The teacher will be examining their bar graphs as well as writing down responses to the questions
she asks during presentations to assess the students.

Reflective Practice:
I think this project is an easy way to incorporate technology into the lesson. I do think that several more tools
and standards could be address if the topic tied into another subject. To further this lesson, I would have
students do more research about weather using instructional software and possibly bringing in a real
meteorologist to talk to the students. Doing this would utilize more technology and reach higher LoTi levels as
well as Blooms Taxonomy levels.

Spring 2018_SJB