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Surveys using Google Form This module is closely related to database design and understanding and is likely to be much more useful in pupil’s on-going careers as I suspect many more of us will create surveys than will create traditional databases. Please note that I have included a generic question to explain how the planning works but it will be far more effective and cross curricular if you choose a focus and question that suits your class and current curriculum. For a great set of ideas of how teachers can create surveys to use with their pupils across the curriculum I recommend Tom Barretts Blog (@Tombarrett) |
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Learning Objective Lesson 1 |
Lesson Plan FORM |
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Understand what a survey is. Create smaller questions that relate to a bigger question. Understand and be able to explain how the smaller questions will help you to answer the bigger question. |
This first part could be done in the classroom first Explain the following to your class. I recommend that you change my example to reflect a question more relevant to your curriculum. Display the key question and the smaller questions underneath. Make sure children can see how the smaller questions link to the bigger question.
Explain that surveying is about asking questions. One big question and then splitting that big question up into lots of smaller questions to help you find the answer to the bigger question. For example Do older children use computers more than younger children? If we just asked people this question they would just give an opinion based on what they see happening. But they might be wrong as they only see their own family and friends. We will get closer to the truth by asking lots of people and splitting the question up into smaller chunks. Look at the question and find the key elements. I have highlighted them in Yellow. From this question I might ask the following smaller related questions. · How old are you? · How often do you use the computer per week? Once, Twice, every day, twice a day, more than twice a day. · How much time do you spend on the computer in an average day? 1-10 mins, 11-20 mins, 21-30 mins, an hour, over two hours. Explain how each question relates to part of the highlighted sentence either age or how much they use a computer. Explain that it is important to give possible answers as you can then graph the results.
Now posit this or another question and give the children time in pairs to formulate verbally smaller questions. Are shorter children better at sports? This is a very open question that can be tackled in so many ways. Allow children time in pairs or threes to verbally design smaller questions. Whilst this is going on go round and ask pupils how their smaller questions relates to the bigger question. Give children time to feedback their sub questions. If you have time. (There is nothing wrong with spending more time on the question creation side of this.) Demonstrate how we can create a Google Form with some of their questions in it. Stick to multiple choice and text question fields to start with. Give them time to create their own simple survey. Show them how they can email this to friends in the class. If time, fill in each others and see where the results turn up. |
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ICT Skills |
Possible Alternative Questions |
Lesson adaption |
Resources |
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Create a Google Form |
How good is our school? (Very open ended) Playtime survey (Can we face the truth about what children think?) How do we use the web at home? Bullying Experiences in our school. |
The older the children the more I would recommend questions that can be interpreted in a more open fashion. Questions that require value judgements. |
Create questions (lots of types) |
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Learning Objective Lesson 2 |
Lesson Plan FORM |
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Survey questions that allow people to express a preference.
Understand that once a survey has started to be used you can’t add questions to it. |
Remind pupils how to create a Google Form from last week.
Briefly explain the two options at the top. We can change this if you want a survey to be public and anonymous. If you avoid text box answers this is still safe. Go over the naming and notes box at the top of the form. Now create a simple question using the drop down option box in the top left. Show pupils how to edit a question already created and how to drag and drop a question to change its order. Give pupils lots of time to create a basic survey based around questions created in lesson one. Half way through the session, stop pupils and show them the grid and scale type questions. Demonstrate this using a question that asks someone to express a preference. 10 mins before the end of the session show pupils how they can email this to other pupils within the school. If pupils have finished their surveys they can fill in other people’s surveys. |
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ICT Skills |
Able & SEN Support |
Notes on sharing |
Resources |
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Create a Google Form using a variety of question types. Fill in other peoples surveys |
You may wish to explain to your more able children that our surveys are limited to members of our school community who have these Google Accounts but that a survey like this could be created and used over the open internet. |
Email is a good way to share your form with others you know. If as a school you have allowed the sharing of documents outside the school you could paste your survey onto a blog or website for more anonymous survey answers. There is a risk with this but it is significantly reduced by avoiding text box type questions. |
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Learning Objective Lesson 3 |
Lesson Plan FORM |
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Analysing survey results Writing/recording a report based on a survey (Interpreting the data, answering the question) |
Give pupils at least 15 minutes to fill in as many surveys as they can. Whilst they are doing this remind them that their results will be more accurate if more people respond. 10 responses will be more accurate and more closely resemble what the majority think than 5 and 100 will be even more accurate. Show pupils how the results are all collected in the spread sheet view. Explain that it is very important that we don’t change our questions once users have started to fill the survey in or we will break the form. (You can create a copy of the spread sheet if you wish to work directly on the results) Now show pupils how we can view the summary of responses. If you are doing this with a younger group of children I would spend some time getting them to interpret some of the graphs through simple higher or lower value questions. Now choose one pupils survey and model writing a report that sticks to the facts. Try a simple sentence explaining what each graph means. Try and draw a conclusion at the end if the data lets you. Now give pupils time to write a report on their data. You could get them to do this on Google docs and share with you, on Word or in their books. Explain to pupils that it is this work that you will be used to assess their survey understanding. At the end of the lesson challenge pupils to see if they can find a surveying opportunity within the wider curriculum. If they can find an opportunity they can pursue it with a friend. |
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ICT Skills |
Able & SEN Support |
On-going development |
Resources |
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Know where the data feeds to View data in spreadsheet view View data in summary or responses view |
I would allow SEN pupils to be able to record their report using a microphone and embed each sentence into word or save as separate files. |
The real challenge is for pupils to find ways to use a survey within the wider curriculum. I challenge you to allow them the time out of your prepared lesson to pursue it with a friend. |
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High Ability |
A high ability pupil will have written a good range of sub questions to answer the overall question. They will have used appropriate question types for most questions. Their report will clearly refer to the data for every sub question and will have some overall conclusion if the data is able to support an overall conclusion. They will have needed little help. |
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Within Expected Ability Range |
A pupil working within the expected range will have written some relevant sub questions to answer the overall question. They will have referred accurately to the graphs when writing their report. They may not have drawn an overall conclusion but may be able to verbalise one when prompted questioned. They may have needed some help but mainly will have worked independently. |
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Low Ability |
A pupil working below the expected range will not be able to refer to the graphs accurately in their report. They will not be able to answer the overall question even when prompted or questioned. They may have needed a lot of support. |