Unit Outline Template (provided via LiveText)Unit Planning Template Teacher(s) ____Matthew G. Whisler______________________________________________________________
UnitTopic/Focus:____Graphing_____________________________________________________________________ Integration with other content areas (if applicable)_________political science , consumer education, computer ed. Estimated time for implementation:______4-5 days_________________________________________
|Program of Studies: Understandings||Program of Studies:Skills and Concepts||Related Core Content|
|MA-8-DAP-U-1Students will understand that quantitative literacy is a necessary tool to be an intelligent consumer and citizen. MA-8-DAP-U-2Students will understand that the collection, organization, interpretation and display of data can be used to answer questions.||MA-8-DAP-S-DR1Students will collect, organize, construct, analyze and make inferences from data in a variety of graphical methods (e.g., drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, steMA-and-leaf plots, scatter plots, histograms, box-and-whiskers plots).||MA-08-4.1.4Students will:· construct data displays (Venn diagrams, tables, line graphs, stem-and-leaf plots, circle graphs, scatter plots);· explain why the type of display is appropriate for the data and· explain how misleading representations affect interpretations and conclusions about data (e.g., changing the scale on a graph).DOK 2|
After gathering data, how can the data be best presented in order to convey the correct information it represents?
· Why are graphs important?
· Why do some graphs appear misleading?
· How can graphs be used influence people?
· Which type of graph should be used?
Activities (day 2 and day 4)
- Students will create a graph, trying to be as misleading as possible, by manipulating the scale or type of graph used to present the data. The students will then exchange papers and correct their partner’s misleading graph, creating an honest and fair graph. Papers will be collected.
- Day 2 assessment is to demonstrate understandings (formative)
- Day 4 assessment is to demonstrate accuracy of graphs, completeness, and the look of the graph itself. (summative)
- Link to rubric
- Internet access during school hours in lab or classroom and at home. Special accommodation will be made for students without home access (before/after school, during planning period, etc.)
- On day 1, review graphs, including types, scale, and accuracy. Also review proper methods for data collection.
- Day 2, students will use their knowledge to create misleading graphs, which will be corrected by partner.
- Day 2, students will identify possible problems with graphs and data. (LINK to lesson plans)
- Graphs will be collected for assessment, student and partner are graded for completeness and understanding.
- Day 3, discussion of graphs, problem areas, and type of graph to use will be covered
- Day 4, gather data and create a true graph and a misleading graph (highlighting a single point of view).
- Assessment same as Day 2, but must be clean and clear graphs.