Using Google Forms in 1st grade

We’ve got pets on the brain.  For the past few weeks we have been reading about pets.  We’ve written nonfiction text and poems about pets.  We’ve collected data on pets, taken informal surveys of favorite pets and graphed our results.  We interviewed our peers and asked students across to school to suggest the perfect pet for our classroom.

Now, it is time to select our classroom pet!  

Here’s how technology guided this learning sequence over the past week.

First, students accessed the Google form on our classroom website.

Students had to select which pet they would like to have in Room 106 and provide a rationale for why.  Using their iPads, students made their selections and submitted their vote.

At the end of the day we projected the results for the whole class to see and read the responses and rationales.  My students were thrilled to see their submissions posted and motivated to read their peers’ posts.  Many students tried to tally the votes in their head as we read the feedback, but I told them I’d compile the data and present the winning vote on Monday.

On Monday, using their iPads, my students will access our classroom website.  Then they will navigate to the iPad page and view the results.  To make this task accessible for all students, I’ve paired photos, text and a pie chart to reveal the pet vote information.

And the winner is…a hermit crab!  I can’t wait to see the excitement as the results are revealed.

Though this experience could have been done with markers and paper, technology enhanced this experience for my students as it provided a new mode and method for collecting data.  Taking a survey on the iPad signified importance for my students; therefore, they worked hard to provide a detailed rationale that accurately communicated their thinking.  Students increased the audience for their work as all children had the opportunity to read the posts as they were projected.  This act connected the thinking and the collaboration taking place in our classroom and engaged my students actively as members of the learning community.   In addition, my students were able to view data represented in multiple modes–this provided increased access for diverse learners and will hopefully build background knowledge for the next time students view data.  Finally, this sequence built technology skills for accessing a website, completing an online survey and viewing data electronically.

How fun is that? There’s nothing better than students who are engaged, motivated and having fun learning!

Thank goodness the rat and the snake did not get many votes! I’m not sure what data I would’ve shared if that had happened…

About Kristin

Kristin Ziemke has spent her career teaching and learning from children in both urban and suburban school districts. A first grade teacher in Chicago, Kristin engages students in authentic learning experiences where reading, thinking, collaboration and inquiry are at the heart of the curriculum. Co-author of Connecting Comprehension and Technology, Kristin pairs best practice instruction with digital tools to transform learning in the classroom and beyond. An Apple Distinguished Educator, National Board Certified Teacher and Chicago’s 2013 Tech Innovator of the Year, Kristin seeks opportunities to transform education through technology innovation. She inspires educators around the globe as a staff developer, speaker and writer. To learn more about her work follow her on Twitter @KristinZiemke.
This entry was posted in Active Literacy, Collaboration, Inquiry, iPad, Technology. Bookmark the permalink.

2 Responses to Using Google Forms in 1st grade

  1. Katie says:

    Well that was my first question…did you stack the data?!? A snake! Really Kristin! This is so great. I love it.

  2. Kristin says:

    I did NOT stack the data!!
    But I did have a few nervous moments as I walked around the room and observed kids jotting their rationale for a rat. I have heard good things about them as pets, but I’m not a big fan personally…
    Luckily, things worked out!

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