Analyzing Survey Data

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SWBAT represent their data on a chart, and use data to explain an answer to their question.

Big Idea

Engage students in a solving a problem in their community that is important to themselves and their families.

Lesson Overview

Next Generation Science Standard Connection

This lesson is about analyzing the information we have gained in the surveys we created in previous lessons. So, the students are in the middle of a unit where they determine a problem, design a solution, and implement their plan to improve a problem in their community. This is lesson six and we are taking data from a survey the class created to determine the equipment, surface, and location student want. We are going to analyze the survey and chart the data on a bar graph. Then we will analyze the data to determine the opinion of the students'. The next lesson is about designing solutions on graph paper.

Lesson Overview

There are two strategies that help my students persevere through complex tasks. They are transitions and heterogeneous ability groups. I find students need to move around frequently, and they are social by nature. So, working together is very enjoyable for students.

At first the class is seated in the lounge where we engage in the lesson. Then the students explore the data from the surveys, explain what they understand, and we begin an application activity in the elaborate section of the lesson.

Heterogeneous ability groups are also helpful, and I call them peanut butter jelly partners. The students work together to read, write, fill out their bar graph, and support each other.



10 minutes

As the lesson begins we move to the lounge and I try to accomplish three things. First, I excite the class about learning, and I assess their prior knowledge. Last, I share the plan for the lesson. 

I begin by saying, "Class please come join me on the lounge." After everyone is seated I project our survey on the board, and I say, "Take a look at the survey we created yesterday." We are connecting today's lesson to previous lessons. Then I say, "Tell your partner what equipment, surface and location the students want." (swings, rubber mats, and school) Then I listen to see if they remember what we determined in yesterday's lesson. Finally, I allow one student to share and remind the others what we leaned. This strategy helps the students reflect upon their past learning, and remind each other of what they learned.

Last, I share the plan, because it helps the students know what my expectations are for the lesson. I say, "We are going to create a bar graph to organize our data from the surveys. Then we will analyze the graph to see what the students want."


20 minutes

This is the time when we transition to the desks in the center of the room, and I allow the students to begin sorting out the data from our surveys. So, I put a bar graph on the Smart Board, and I give each child a copy. Then I go read the data from our survey. Then we chart the data according to what they report.

I say, "Class you are each getting a template for a bar graph for the equipment, surface, and location. We will look at our survey data and color in the boxes to show the number of students that raised their hand for each item." Then I put the model up on the Smart Board and we begin. I say, "Look at the bar graph for the equipment. Each box represents one student response. We need to label the sides to show what they are. The vertical side is the number of students that want this equipment. The horizontal line is the types of equipment." I label the bar graph on the Smart Board (equipmentsurfaceslocations) as my students fill in theirs: student work. I read the number of students from the survey and then we color in each selection.

Then we move on to the surface and location selections. We follow the same procedures. We label the bar graph. Then I read the survey data off the survey which is posted on the board. We fill in the model on the Smart Board. Then the students fill in their chart.


10 minutes

The class remains seated in the center of the room and they share their new knowledge with the group across the table. Then the students engage in a classroom discussion and communicate the possible solutions.

First, the students talk across the table to share the different solutions they learned. I say, "Go ahead and share with your partner what appears to be most popular equipment selection." Then I listen to assess what they say.  Then I say, "What is the second most popular piece of equipment according to our data? Tell your partner." Then I listen to assess the students knowledge.

The next thing is to analyze the surface data. I say, "Turn and tell your partner what surface the students like the most." (rubber mats) I listen to assess the students understanding, and then I allow a few volunteers to share aloud. This lets the students learn from each other.

Last, I say, "Will somebody share with the group what they think is the best location?" I list them on the board. The class keeps adding until we have several solutions. Then I say, "What does the rest of the class think? Do you agree? Why?" If you agree we can use this raise your hand. 



10 minutes

Finally we transition to the lounge. This is when each student evaluates their peers bar graph using a rubric I distribute.

I begin by getting the class seated and listening. I ask my students to chant, "Criss cross apple sauce pockets on the floor, hands in our laps talking no more." Then I add, "We are seated listening, and we are ready to give our peers feedback." 

I say, "Go ahead and evaluate your work using the rubric. When you finish you may evaluate your partners work. Be sure to explain why if you don't give them all the points."