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 acessed our classroom website. They navigated to the iPad page and viewed the results. To make this task accessible for all students, I paired photos, text and a pie chart to reveal the pet vote information.

And the winner is…a hermit crab! I wish I had videoed their excitement as the results were 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…