Part 3. Data Representations
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Social Studies Content Standards and Indicators
Data Literacy Goals and Indicators
Driving Question:
What is the purpose of using graphs instead of numerical data?
Objective:
Students take a look at demographic data for Turkey, Syria, and Iraq and use this data to learn how to create graphs from numerical data.
Accommodations/Modifications:
- Begin the tutorial together by watching and discussing the first part on different types of graphs as a class. This will also give you an opportunity to show how students use the web-based tutorial and Excel spreadsheet side by side.
- All materials are available online and students can review the tutorial and practice making (additional) graphs outside of class.
- Use additional example(s) of a data set and ask students which type of graph would best fit the data: pie, line, or bar.
Technology Required:
- Computer with Internet access and projection system (teacher)
- Computers with Internet access and headphones (students)
Materials:
- Demographic data for the three countries (Excel workbook; use the demographic data sheet)
- Tutorial: "How to Create Graphs Using Excel" (this may be substituted with a teacher-led presentation)
Assessment:
Check for understanding of the material presented in the tutorial, i.e. do students understand the differences between the different types of graphs and can they make their own when given a data set?
Warm-Up: Demographic Data (5 minutes)
Activities:
Introduce the demographic data for the three countries (Excel workbook; use the demographic data sheet). Tell students they will be using the three data sets in this Excel file for the remainder of the module.
Main Activity: Graphing Tutorial (30 minutes)
Activities:
Students will go through a self-paced, web-based tutorial on graphing and how to create graphs using Excel. Introduce them to the tutorial by showing them how to work with the tutorial and Excel data sheet open simultaneously. The tutorial will prompt students when to stop and go to the Excel data to practice what they've just watched. By the end of the tutorial they should have an understanding of pie charts, bar graphs, and line graphs, when they are appropriate to use, and how to make each of them in Excel. Students can do the tutorial individually or in their country groups. Have students save their graphs so they can use them (as appropriate) in the next part of the Social Studies module.
This is also a good time to put students into their country groups. Groups should be small (2-4 students each). Groups will be jigsawed in Part 5. (Water Summit), therefore, you should have roughly the same number of students investigating each country.
Discussion: Check for Understanding (10 minutes)
Activities:
Discuss the tutorial activity with students, and have them share graphs they've created and questions they have about graphs and how to make them.