Lesson: Interpret Information in Graphic Representations

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Lesson Objective

Students will be able to to build and interpret information in graphic representations of data.

Lesson Plan

Objective: Students will be able to build and interpret information in graphic representations of data.  

Lesson Plan

Standard/Code/Name:  

DO NOW (5-7 minutes):  Begin reading McJobs pages 63-70:  Martinsburg, WV

Opening:  Data is all around us, we make tally charts to represent what people are eating for lunch, we look at maps in social studies, we see charts and graphs in math class, etc. 

We also see and read a lot of data when we are reading non-fiction texts.  We have definitely heard a lot of it in our book, “Chew on This”.  As good readers of non-fiction, we need to be able to look at this data and be able to take something from it or learn from the representation.  Today we are not only going to looking at data, but we will also be interpreting and drawing our own conclusions about it.  

Direct Instruction (I DO):

Data can be represented in a lot of different ways:  (have examples to hold up for your class)

  • Maps

  • Pie charts

  • Tally charts

  • Pictographs

  • Bar graphs

  • (anything else you can think of)

Our job as good readers is to be able to make sense of it all and learn from it.  As we learned when we were talking about text features; this is extra information that will teach us more about what we just read.

Within our book, “Chew on This” there are a couple of examples of graphic representations of data that help us to understand what the author is talking about in the text. 

For your DO NOW you started reading about a small town in West Virginia called Martinsburg.  The authors talked about how it started to change due to the influence of the automobile and the highway that was built next to the town.  Fast-food restaurants moved in pretty quickly and changed the whole town.  Take a look at the maps that are on pages 68 and 69. 

These are photos of the Martinsburg area next to where the highway was built.  I can read the captions below the photos and find out that these are the exact same area, one taken in 1974 and one taken just a couple years ago.

I have to ask myself:  WHAT ARE THESE PHOTOS SHOWING ME?? 

  • I see the 1974 photo doesn’t really have much on it other than the highway (Interstate 81) and a lot of farmland and what looks to be houses.

  • On the other photo, I can see that it is completely different, there is a ton of fast-food and other restaurants labeled.

  • From reading the dates on the captions I can tell that there has only been about 30 years that has past.  Not a lot of time has pasted and a lot has been developed.

After I have been able to list what the diagram/map/etc. is showing me, I now have to make a conclusion statement or a summery about what is being represented.

·        “There are two maps of the town of Martinsburg, WV; one from 1974 and the other from the present time.  The two maps show me that within 30 years, there has been a lot of development in terms of the fast-food industry.  It has changed the town drastically!”

Give students a couple more examples (see attached file for other examples or take a look at the links for other examples to use; other resources:  SS textbook, Math textbook).  Go through the same steps:

·        What is this thing trying to show me?

·        “Read” the representation of data.

·        List what it is saying.

·        Summarize.

Guided Practice (WE DO):

Look at page 17 in “Chew On This”

·        What is this thing trying to show me?

·        “Read” the representation of data.

·        List what it is saying.

·        Summarize.

Look at page 135 in “Chew On This”

·        What is this thing trying to show me?

·        “Read” the representation of data.

·        List what it is saying.

·        Summarize.

Independent Practice (YOU DO):

·        Students will be sent out to survey other students in the school about fast-food.

·        Possible survey questions include

o       When you get fast food, where do you go the most; McDonalds, Burger King, Pizza Hut, Taco Bell, or Subway?

o       When at McDonalds, BK, or Wendy’s do you order chicken or beef or vegetable?

o       What is your favorite drink to order; milkshake, regular soda, diet soda, water, juice?

·        Students will then construct the data into a bar graph, pie chart, pictograph, etc.

Students will exchange graphic representations and complete a summery sheet (see attached file).

Homework: 

Read pages 169-182:  “Mr. McDonald’s Breasts”, “McCannibals”, “Shocking”

Lesson Resources

Graphs and Charts
4406
Data Representation - Interpretation of
4406
Lesson 25 Examples of Data Representation   Other
1,006
Lesson 25   Lesson Plan
663
Lesson 25 WHAT IS THIS THING TELLING ME   Activity
807

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