Jen's+page

Introduction
 This unit is to give students graph skills practice before starting a science fair project. Students work in groups to interpret given graphs and then create graphs with given data. Groups share their findings with the class through a brochure created on the computer.

Learning Objectives
**Science:** 11.A.4c Collect, organize and analyze data accurately and precisely. 11.A.4d Apply statistical methods to the data to reach and support conclusions. 11.A.4f Using available technology, report, display and defend to an audience conclusions drawn from investigations.  **Language Arts:** 5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience. Students will learn how to think about data, evaluate scientific research, become better collaborators, and gain experience in using technology.
 * 21st Century Skills:** Collaborating, Using technology, interpreting and analyzing data

Content
**Day 1:** I will begin by introducing the topic in a brief conversation with the students, and then having them complete the “What do these graphs tell you” worksheet. Then I will ask them about types of graphs, how they read them, and why it is important to able to do so. I will elicit the students to speculate about how scientists choose what types of graphs to use for different types of data, and why it is important. *If there are enough computers available, students will then blog briefly at the end of each 1-2 classes about their progress oand understanding. **Day 2:** (Having looked at their worksheet responses, I will have an idea where to start.) I will, through explicit instruction, explain, model, and then allow guided and then independent practice in choosing what type of graph to use and in creating graphs, sticking to basic bar, line, and x-y (scatter plot) graphs. This will be done at first on a tablet and projector or an overhead, hand-drawing some rough graphs, then move on to showing them how to use the simple tool at the “Create a Graph” site ([]). **Day 3**: Through group discussion and questioning, we will review choosing types of graphs for data and creating graphs. Then each group will be given three sets of data. The data sets will not be labeled as such, but will consist of one set appropriate for a bar graph, one appropriate for a line graph, and one appropriate for an x-y graph. (The groups will have different sets of data) Then I will instruct them that they are to create brochures on the computer and upload them to the class wiki. Each group will be given the brochure rubric, and we will go over it. If necessary, I will model how to put together the brochure on the computer/projector. Groups will be provided with brochure samples and templates to choose from. The groups will have the remainder of this class and the following two classes to complete this. **Days 4 & 5**: Groups will work to complete their brochure, will self-assess them using the rubric, and then will upload them to the class wiki and also print them out. **Day 6:** Students will present their brochures on the computer/projector, explaining their choices. Finally, they will individually complete the multiple-choice test.

Process
Follow these directions to create your brochure: First, choose which template or storyboard you will use. On the front of your brochure you will put your title (make it catchy!), an illustration (remember to give credit if it is not your own design), and, if you like, a subtitle. On the back center panel you will put your credits, and at the bottom of this panel should be your names and heading. On the inside flap you will write a two-paragraph explanation of why it is important to read and to create graphs accurately. On the three inside panels should be the three graphs, each with a title and labels. One will be a bar graph, one will be a line graph, and one will be a scatter plot. For each graph you should write the following information: an explanation of why you chose that type of graph for that data set, your interpretation of the data, and at least one additional question you have about the data or information provided.

Product




Credits
Thank you, thank you, thank you, and thank you to: Intel Corporation for the many many useful resources, Diana Gonzales for the tireless instruction and help, co-classmate Alisa Lee for timely suggestions and support, and the rest of my colleagues in the course for the shared sense of excitement in learning new things!

Author
Ms. Jennifer Stites is a Chicago Public Schools teacher, currently displaced due to ongoing enrollment drops at her former school as well as a seniority within her certification issue at her former school (ie she was the only one with her certification!). She has looked at this experience as an opportunity to grow, and expects to find a position soon! This unit was developed as part of the Intel EC 10 course. Please give any feedback, suggestions, etc on the discussion page above. She can also be contacted at: stitesjm_@hotmail.com