Valuable Data?
  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark HS.1 Utilize the persuasive power of written or oral communication as an instrument of change in the community, nation or the world.
  2. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark HS.1 Identify a need in the school, local community, state, nation, or world.
      2. Benchmark HS.2 Research the need in the school, neighborhood, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark HS.1 Select a service project based on interests, abilities, and research.

This lesson will introduce learners to the procedures used in the compilation and organization of data provided for the Lesson Two: Developing a Sense of Self surveys concerning values. It will expose learners to the use of Microsoft Excel ® (or other appropriate software), spreadsheets and the creation of graphs. The lesson will conclude with learners interpreting the data representations and making summary statements regarding the relationship(s) between their personal values and those of the larger communities.

PrintTwo Forty-Five to Fifty Minute Class Periods
  • The learner will:
  • organize the data by compiling the responses to the Lesson Two:Developing aSense of Self Peer Survey and Community Priorities Survey.
  • express the raw data graphically through Microsoft Excel ® Graphic Wizard or other appropriate software.
  • make generalizations and draw conclusions about trends and interrelationships revealed by the data.
  • participate in substantive conversation.
  • Three Surveys (Self, Peer and Community Priorities) from Lesson Two: Developing a Sense of Self
  • Spreadsheet application (such as Microsoft Excel ®)

Jigsaw Classroom. <> (May 28,2002).

  1. Anticipatory Set:

    Instructor will begin lesson by introducing learners to a variety of charting options (e.g., line, bar, pictograph, pie,) and lead a discussion concerning what types of data are best suited to the various charting options. The set will end with the instructor explaining that charts, tables and graphs are all visual representations of concepts or ideas, and that the students' pending analysis will give the data meaning. Students will collectively determine which charting option most clearly conveys the survey data they have collected.

    Instructor's Note: For those of you who are unfamiliar with this technique, it is thoroughly explained at the Web Address:

    To very briefly summarize, the technique uses five to six-member cooperative groups. Each member has a small segment of responsibility and then the group cooperatively brings all the pieces together. A goal of this technique is to effectively utilize group bonding of diverse learners. The home page gives a ten-step process for effective implementation of jigsaw cooperative learning groups.

  2. Learners working in cooperative Jigsaw groups will compile the data obtained from the Lesson Two: Developing a Sense of Self (Peer and Community Priorities) surveys.

  3. Compiled/organized data will then be entered into spreadsheets.

  4. Groups will create charts and graphs using the Chart Wizard tool.

  5. Learners' groups will then choose the best format to present the data.

  6. Each group will analyze their data representations and make generalizations and identify trends as reported in a written document.

  7. Each group will report their findings to the whole class.

  8. Class will challenge the validity of findings and offer alternative conclusions.

  9. Difference of interpretation will be resolved by a simple majority vote of the class.

  10. Individually, students will compare and contrast their own self survey to the findings from the Peer Survey and Community Priorities Survey.


Accuracy in the compilation of survey data Producing the data in an appropriate format, i.e. chart, graph Written interpretation of the data in document form using technical report writing techniques Reflective journal entry concerning role played in class substantive conversation