Spreadsheets

The project I viewed is Graphing our Throw Away Materials, for 6th grade. This project challenged students to collect data regarding trash generated on a daily basis, and then place that data into spreadsheets and graphs. They were required to ascertain the amounts and types of items thrown away, and then analyze resources.

It was imperative that students decide what data they would need in order to produce their spreadsheet, and to learn throw-away patterns. It forced the students to examine their own throw-away behaviors and look at their impact on how much trash is generated daily. After they had all their data, they were able to make charts and graphs to visually see the concepts they were dealing with. They then compared their own information to another class doing a similar project.

I think what's good about this project is that uses facts to illicit positive behavior change. Without being subjective, it shows students the trash generating behaviors of themselves and others. By putting raw data into charts and graphs, it requires a person to visually see, and thereby grasp, a better understanding of information. This project also employs the "higher thinking" of drawing conclusions, making predictions, solving problems. It allows students to organize and synthesize causes and effects.

How would I adapt this project for my grade level/discipline area? I think this is an outstanding project and its complexity would need to vary based on age and ability of students. I would try this at any elementary age, but vary what would be expected of the students. For primary ages, I would limit the data collecting to classroom trash observation, and then possibly produce spreadsheets and graphs as a whole group rather than individually. For grades 4-5, I would allow greater individual responsibilities, closer to the project that I observed, but keep it grade appropriate and stick to standard guidelines. I would also be sure to spend time previously (as this teacher most likely did) studying resources, renewable and non-renewable, and talking about what kinds of garbage we should expect to see. Also make predictions beforehand about what we think we will see the most of and the least of before beginning our data collecting.

Classroom Netiquette Rules

Netiquette Guidelines for Mrs. G.'s 5th Grade Class, but Useful to Everyone

"netiquette" means net (internet, or network) etiquette (manners), so in other words, it's good manners for communicating with others on-line

When writing e-mails:

• Say what you mean, mean what you say, but don't say it mean
• Title your e-mails in the subject line
• Write well, it's a reflection of you (be concise, and use spell check!)
• Use emoticons sparingly
• Save ALL CAPS for the really important stuff
• Never send angry e-mails. If you write an e-mail to someone while you're mad, save it and read it later instead!
• Only forward e-mails that should be forwarded: make sure it's appropriate for who you're sending it to, and for the writer of the original e-mail
• Stick to reading your own e-mails, respect other people's privacy
• Respond to e-mails promptly

When in discussion boards or chat rooms:

Etiquette for e-mails also applies to posting on discussion boards

• Keep personal details private: don't give out your name, address, phone number, or picture
• Spend time reading other comments before posting your own
• If anyone tries to arrange a meeting with you outside of a chat room, tell your teacher or parent immediately!

Good rules in general for all communications:

• Follow the Golden rule (even when on-line)
• If you use someone else's words, give them cedit: cite your sources

See these sources for more detailed information on netiquette:

http://www.albion.com/netiquette/corerules.html

http://www.bpl.org/kids/netiquette.htm

http://dotsafe.eun.org/www.eun.org/eun.org2/eun/en/ds_main_/content2459.html?ov=13454&lang=en