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3.3.4.A ± Know that some organisms have similar external characteristics and that similarities
and differences are related to environmental habitat
  

1.A ± Apply existing knowledge to generate new ideas, products, or processes
1.B ± Create original works as a means of personal or group expression
2.B ± Communicate information and ideas effectively to multiple audiences using a variety of
media and formats
3.D ± Process data and report results
5.A ± Advocate and practice safe, legal, and responsible use of information and technology
6.B ± Select and use applications effectively and productively

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TSWBAT create a chart based on types of habitats
TSWBAT create a chart of animals and plants learned in each habitat
TSWBAT organize information learned in a readable chart
TSWBAT showcase their knowledge of the amount of animals and plants in each learned
habitat





 
      

 
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Observation of student participation
Evaluation of Excel Charts
Assessment of Chart completion and scientific knowledge

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Microsoft Excel installed on every computer
Student Log-in information
Pre-Made charts for examples
(Students should already have their habitats listed and the animals and plants so they should
primarily be focused on putting that information into an organized chart)

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Front row seating
Extra assistance for those who need it
Guidance using Excel


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Students will have the opportunity to enhance their charts as much as they want; however there
will be a set amount of time and requirements for each chart. Students who are finished early
will be encouraged to assist other students with their charts. Stronger students will be pushed
to modify their charts or complete an additional assignment in Excel, using as many features as
they wish.

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After evaluation of student absorption, modifications will be made to ensure understanding.
Students will be able to help each other with the charts, provided they understand what they are
doing themselves. Any assistance of this sort will be monitored to ensure students are not
completing other¶s projects. Students will also be given the opportunity to pair up with a partner
if they are still struggling to further understanding and will receive extra instruction should the
need arise. The teacher will always be around to check on students, making sure none are
missing the concept or struggling with the application.
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Review all information that has been introduced up to this point. Students should be familiar
with terms such as habitat, adaptations, etc. Students should also be able to name a few
animals and plants in each habitat. As the class is reviewing this information, encourage
students to write down the words habitat and the different kinds (such as land, water, desert,
arctic) and some plants and animals in each habitat. This activity should be based off of what
the students know, so the teacher should try to not interfere too much, but give some examples
to get them thinking. Students should have a paper that has the important words on it (habitat,
land, water, desert, arctic) as well as the number of animals and plants they know of in each
habitat.

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Students will open the application Microsoft Excel.
Students will be challenged to explore the application on their own at first. It may be
very intimidating at first, so just familiarize them with directions about what they will be
doing, such as locating the insert tab at the top of the application, then finding the
section labeled charts.
As the students are working their application, show them examples of the charts you
have created using Excel. These charts should be basic enough to show them what to
do, as well as intricate enough to showcase the features they will be required to use.
Have separate example charts for students who will need to expand their charts.
Explain to students that they must create two charts, a pie chart and a bar graph chart.
Students will use the terms they have written down, as well as the information about the
plants and animals to complete these graphs. Familiarize students with terminology
such as rows, columns, highlighting, etc. so they aren¶t so overwhelmed. Have your
computer screen up on the projector in order to guide students through the process.
First, start putting in the information in a table format. For example, skip down a row,
then start with land, then water, then desert, then arctic going straight down. After
ensuring students have completed this so far, move on to the animal and plants in the
first row, but skip a column.
Once students have the headings in their chart, encourage them to put in the numbers
(after you have informed them of how to read their chart, with examples). Make sure
students know what they are doing, walking around ensuring they are putting the correct
numbers in the correct places. After everyone is on the same page, you can move on to
incorporating these numbers into a chart.
Have students highlight the information. At the top of Excel, direct them to the Insert tab.
Have them click on the Bar Graph icon (showing them through your computer), and then
select a graph they would like. As soon as they click on a graph, it should appear in their
window. Show students the different features, such as color and 2D/3D that they can
use to modify their charts. Make sure to show them the undo button at the top of the
page next to the menu, as this will likely become their friend. Students are allowed to
modify their graphs as much as they want, as long as the standard information is
included and it is a readable graph.
Moving on to the pie chart; have students select either habitat plants, habitat animals or
habitat totals if they want a real challenge. They will be working strictly with plants,
animals, or totals and then all of the habitats. Start with organizing their charts. They
will put along the side land, water, desert, arctic. Next to each of those, they will place
the animals/plants/totals they have come up with in their findings. Students will repeat
 the same procedure as before, highlighting the information they want included on the
chart, then clicking on the Insert tab. They will select Pie Chart from chart selection and
choose the pie chart they wish to have. (Encourage simplicity). The pie chart should
pop up immediately after selection. As before, show the different features they can use,
such as color and 2D/3D. Once they have completed the project, have them save, then
print. The Excel charts can be on the same spreadsheet if necessary.

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Guided Practice: Students will be able to observe the teacher modeling what should be done as
far as using the correct features of Excel. The teacher will be available for assisting students
who need extra help with the basic features of the project.
Independent Practice: Students will be encouraged to add various features to their charts, or to
complete more complex charts, as soon as understanding of the basic project is ensured. They
will be given free reign over the application, as long as they get the basic project completed by
the time predetermined, so they may make their charts as they wish.
Assessment Activities: Students will be monitored throughout the lesson, checking for
comprehension with the program, comprehension with directions and placement, as well as
overall understanding of the importance of the numbers in the charts. Students will also be
reminded of why the numbers are being placed in the charts, and how easy it is for anyone to
read what they have learned.

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Students will be able to print and display their Excel charts around the room. If time permits,
students will have a brief presentation time, in which their charts will be displayed on the
projector for the class to view as they explain them. Throughout the lesson, students will be
reminded of the value of the charts, as a different way to express their knowledge towards an
audience.
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