In our society data is represented in a variety of ways. There has been much discussion in the media about the number of overweight children and teenagers and the consumption of junk foods in schools and the general community. Statistics and data representation have been used to illustrate the level of obesity in the general community. Through research among their own peer group, students will collect data on food consumption habits, canteen sales and preferences. To present this data students will learn to analyse data representation to identify misrepresentation of data in graphs. They will construct frequency tables and produce a variety of graphs using these tables.
By completing the activities students will investigate different graphs, the minimum required information for graphs and how graphs directly link to tables via the spreadsheet.
Students will draw their own conclusions based on their research, the collection of data and analysis of results, and present these results to the school community through an informative website.
View how assessment is used in this unit plan. These assessments help students and teachers set understandable goals, monitor student progress, provide feedback, assess thinking, performance and products and reflect on learning throughout the activities.
Students’ Prior Knowledge
Teachers’ Professional Learning
Whole class discussions involving joint constructions – surveying, creating class graphs, tables, writing and reviewing texts, and creating multimedia products.
Providing scaffolding through small group work utilising: teacher assistance, peer mentoring, planning scaffolds, guidance sheets (steps students need to take), class charts visible around the room. Whole class sessions to share information and research sources with the class.
Students work individually in pairs or small groups to research and complete independent tasks. Students utilise their planning strategies to complete their independent tasks and then conference with the teacher.
Students with Special Needs
English as a Second Language (ESL) Students
Graham Jackson participated in the Intel® Teach Essentials Course, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.
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