Year 6 – Introduction to spreadsheets Lesson plan
Lesson 1 – Collecting data
Lesson 1: Collecting data
Introduction
Learners will collect and organise data in a format of their choice. They will then explore how data
can be structured in a table. Finally, they will input data into a spreadsheet.
Learning objectives
To create a data set in a spreadsheet
● I can collect data
● I can suggest how to structure my data
● I can enter data into a spreadsheet
Key vocabulary
Data, collecting, table, structure, spreadsheet
Preparation
Subject knowledge:
It would be beneficial for teachers to have an understanding of a spreadsheet application, eg Google
Sheets, or alternative software such as Microsoft Excel or ‘Purple Mash – 2Calculate’.
An understanding of the terms ‘data’, ‘data set’, and ‘data headings’ is also important, as they are key
concepts throughout this lesson.
Note: The resources in this unit assume the use of Google Sheets.
You will need:
● Slides
● A1 – Dry wipe boards and pens or pens/pencils and paper
● A2 handout – Organising your data
● Access to a spreadsheet application
Assessment opportunities
Activity 1: Assess learners’ ability to record data, without guidance.
Activity 2: Assess how effectively learners can organise their data into a given structure.
Activity 3: Assess how effectively learners can enter data into a spreadsheet.
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Year 6 – Introduction to spreadsheets Lesson plan
Lesson 1 – Collecting data
Outline plan
Please note that the slide deck labels the activities in the top right-hand corner to help you navigate
the lesson.
*Timings are rough guides
Starter Introduction
activity
(Slides 1–3) Introduce the lesson and the learning objectives.
5 mins Show slide 3 and explain that in this lesson, learners will collect and organise data.
Ask learners to suggest what data they could collect and how it could be organised. At
this stage, responses will probably be wide and varied. However, the use of the word
‘spreadsheets’ may influence some responses.
Activity 1 Collecting data
(Slides 4–5)
Show slide 4. Tell learners that they will roll a dice to generate their data. Explain that
10 mins in their table groups (typically four to six learners), each learner will roll the dice five
times and collect their scores. They should then collect the scores for the whole table
and record them in the same place. Learners could use dry wipe boards or pens/pencils
and paper.
Explain that the purpose of the exercise is to find out who on the table rolled the
highest overall total.
Do not provide any guidance or suggestions, this is an opportunity for learners to
decide for themselves how they will complete the task. In subsequent activities, you
will model how they could complete the task effectively.
Show slide 5. Ask learners to reflect on how they recorded their data.
Activity 2 Organising your data
(Slides 6–8)
Show learners the blank table on slide 6. Ask them to suggest what they think the
10 mins column headings (highlighted in blue) could be. After a short discussion, move on to
slide 7 and explain that this is one way that learners could record their data.
Give out the activity sheet which has a template table and ask learners to organise their
data on the sheet. There is an example of what this could look like on slide 8.
Activity 3 Recording your data on a computer
(Slides 9–10)
Show slide 9. Ask learners what they could use to make a table on a computer.
15 mins Depending on their prior experience, they may suggest word processing packages,
such as MS Word or Google Docs; presentation tools, such as MS PowerPoint or
Google Slides; or spreadsheet packages, such as MS Excel or Google Sheets. These
are all valid answers. Build the slide to reveal (without explanation as to why) that in
this case they will record their information in a spreadsheet.
Show slide 10 and explain that they need to copy the column headings from the table
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Year 6 – Introduction to spreadsheets Lesson plan
Lesson 1 – Collecting data
they completed in the previous activity and enter the data. To do this, they need to
open a new spreadsheet in whichever application you have selected.
Because they are entering data that does not require any formatting, learners should
not need much support for this activity, even if they have not previously used a
spreadsheet application.
Plenary Why use a spreadsheet?
(Slide 11)
Ask learners to explain what they entered into their spreadsheets. They should identify
5 mins that they entered column headings and numbers in the main part of the table.
Note: Some learners may differentiate between the individual rolls and the totals.
They will learn how they can create totals using formulas in Lesson 3 of this unit.
Ask learners what else they think they could record in a spreadsheet.
Next time Review the ‘Assessment’ and ‘Summary’ slides.
(Slides 12–
13)
5 mins
Resources are updated regularly — the latest version is available at: ncce.io/tcc.
This resource is licensed under the Open Government Licence, version 3. For more information on this licence, see
ncce.io/ogl.
Page 3 Last updated: 08-02-22
