## Reflection: Performance Tasks The Tragedy of the Commons part 3: Data Analysis and Reflection - Section 3: The Individual Debrief

This student graph is an example of a possible graph that students could produce for the individual debrief.  In this case, the student is comparing the fish populations from their group's first (unregulated) and second (regulated) days of simulation.

The graph clearly shows an opposite pattern from the two days: steady population decline on the unregulated day and steady population growth when regulations were in place.

This demonstrates the utility of having students make graphs as an analytical tool.  When just looking at charts of numbers, it may be hard for students to see the pattern that becomes obvious when graphed.  I prefer to have students make graphs whenever possible as it not only helps them see patterns in the data under their immediate consideration, but also gives them valuable practice to approach graphs they may encounter in their other classes and in various media.

One point of concern, however, is that as functional as the graph is, its aesthetics leave a bit to be desired.  This is one of the reasons that I chose to teach a separate lesson on making a graph.

Performance Tasks: Visualizing the Data

# The Tragedy of the Commons part 3: Data Analysis and Reflection

Unit 2: The Nature of Environmental Science
Lesson 4 of 17

## Big Idea: In this 3rd part of the Tragedy of the Commons lesson sequence, students organize, graph, and analyze data to compare and contrast the economic and environmental conditions present in their regulated and unregulated fishing simulations.

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65 minutes

### Taylor Wichmanowski

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