Students will design a survey to explore their classmates' feelings and experiences with bullying. Once the class has participated in the survey, they will analyze the data, discussing implications and how they can improve/build classroom community.
- Be able to compare results from the survey (e.g. How many more students feel ___ than students who don’t feel ____?)
- Be able to discuss data in meaningful ways.
- Be able to draw logical conclusions based on data.
- Survey: A survey is asking a specific group a series of questions, designed to obtain usable information.
- See Accommodations Page and Charts on the 21things4students.net site in the Teacher Resources.
Some students may need assistance with completing the online Google Form, consider partnering students with a classmate willing to assist them.
The students will brainstorm a list short list of questions regarding bullying (e.g.,Have you ever been bullied? Have you ever seen another student be treated badly?)
The teacher will create the survey in Google Forms, using the questions developed in step 1.
Students will individually complete the survey.
Once all students have had the chance to respond, the teacher will project the results of the survey.
The teacher will facilitate a discussion wherein students are asked to compare the data obtained for each question (e.g., Have more students felt like they’ve been bullied than students who do not feel bullied? How many more? What does that mean? Even if you answered no to this question, the data shows us that some of your friends have been bullied. How does that make you feel? What might we do with this information?)
Extension Activity: Students select a specific question from the survey and create a poster illustrating the results along with an inspirational message.
- Check for understanding
- The teacher will informally assess students' abilities to compare data obtained from the survey including processing more than, less than, how many more/less?
Solve IT! Computational Thinking
5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
MITECS: Michigan adopted the "ISTE Standards for Students" called MITECS (Michigan Integrated Technology Competencies for Students) in 2018.
Device and Resources
CONTENT AREA RESOURCES
- CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- CCSS.ELA-LITERACY.SL.2.1.A Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Students create “Anti-Bullying” posters that showcase the data obtained from the survey
CCSS.MATH.CONTENT.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Students might conduct surveys regarding the community in which they live. The data obtained would be analyzed, shared, and used to affect change (e.g. Only two out of 30 students have visited City Hall. This information might be used to convince a principal/teacher that this would be a good field-trip for the class).
This task card was created by Jean Smith, Van Buren Public Schools, February 2018.