Lesson Plan

Objective: -Teach students that graphs can easily be manipulated to display something that the creator wants the viewer to believe that the data doesn’t actually support -For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *This would not be the only instruction on this standard. Students would have learned a lot of this information and this lesson would give them a chance to either refresh what they have already learned or extend their knowledge in terms of real life context.

Lesson: 1. Start by having student interpret graphs on worksheet and re-draw them to be accurate representations “Ok today we are going to start by looking at some graphs, on your desks there is a worksheet with two graphs on it. Examine the graphs and answer the questions.” a. Allow students adequate time to finish. When it looks like they are done, move on. 2. Short discussions about the misrepresented graphs worksheet and what they wrote for pros and cons. Make sure to not move on until it seems like the class has a good idea about where the lesson is going, that graphs can be misrepresenting. Then have them split up into pairs to construct graphs that would be more “accurate” on paper. Then go through these graphs and discuss different NOT ideas (these are possible points that could be touched on, but are not limited to where the discussion will go). a. NOT ideas *Ask students pertaining to the NOT ideas of the graph technology. *If needed, provide scaffolding questions. i. Bias 1. What do these graphs portray? 2. What does the data behind the graph say? 3. What about the graphs can be skewed, what about graphs keeps this from happening ii. Trade-offs 1. Why is graphing better than just numerical information? 2. Create pro con list together 3. What are you losing when you create a graph and why is it important to understand that? (ON WHITE BOARD) iii. Limited 1. why were these graphs created?, who created the graph? 2. They don’t give the whole picture or the specific data 3. Can be skewed towards a particular point of view 3. Go to website http://nces.ed.gov/nceskids/createagraph/

Short tutorial 1. Select bar graph 2. Show how to enter Data, to form a similar graph as (http://www.edu.gov.mb.ca/k12/tech/imym/results/images/pre_fig_7.gif) *Go through making the graph above on an overhead, if students have individual questions, be free to walk around to answer them. 3. Let kids experiment with different styles of graphs (Walk around to help as needed and allow student to help each other if they get stuck.) 4. Display story problem on an overhead and have them create a graph for it a. Create a “good” graph and a “bad” graph *This is after students have a deep understanding of what makes a graph “good” or “bad.” i. Story problem: Jester Jason is running for President and he is looking to promote himself for the upcoming election. As Jason began to compare himself against the other candidates running for president, he began to run out of options to make himself look superior to his counterparts. The one piece of information Jason found to help his cause, was that he scored the highest on the presidential exam. Jason scored a 95 on his presidential exam, where his counterparts only scored 93, 92 , 93, and 91. Create a graph to help skew the data to help Jason look better for his campaign. After Jester Jason ran his ad about the presidential exam Perfect Pete wanted to show Jason’s cause was insignificant. Create a new ad for Pete, so Jason’s argument looks insignificant. *This is an informal assessment to see if the students are understanding the ideas we are talking about. We will go through the graphs as a class but the teacher can still look through them on their own to see what students are struggling with. Share with the class on posterous.com i. Have students take a screenshot (command, shift, 4) of the graphs they created from the story problem ii. Upload both graphs in one email to posterous.com iii. Display the students’ graphs... c. Discussion about the graphs created i. Talk about how the bad graph is because of a person not the technology 1. “Your bad graphs all look different why is that?” 2. But if it’s the graphs fault that they are bad then why do they all look different?” ii. Compare what they did with the pencil paper graphs and what they did on computers 1. Talk about the limited NOT for each of the types of “technology” (ask them to compare and contrast) 2. MAYBE could talk about progression and how that is the progression of technology from paper to digital resources but this progression isn’t always a good thing What are the impacts on Politics, Society, Globally, etc. b.



1. Have students investigate misinterpretations of graphs in a public setting by doing so on their laptops a. Find a graph, screenshot, and email to posterous once again. 2. Have students look at the following website to see first-hand what Fox News does to skew graphs. (http://www.businessinsider.com/fox-newscharts-tricks-data-2012-11) a. Discuss the progression of technology, and how it has allowed the media to portray such things, and even the ease with which we can make a graph and manipulate it b. See if they can attribute this to something else aside from politics. c. Reflect on the importance of making a graph and unbiasedly displays the information given.


Worksheet 1: What are the pros and cons of this graph? What would you change to make it a better graph? page 1

How does this graph initially make you interpret consumer gratification? After more careful reasoning, what might you say about this graph?

page 2

These are graphs to help explain what is wrong with the graph on the worksheet above. Students might possibly come up with these on their own but if they don’t, they will be useful in explaining to students the misrepresentations of the graphs.

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