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.