Overview

• Students should gain confidence through this activity in being able to read and interpret graphical displays that  are not the typical graphs they have seen in earlier lessons. Students will also learn how to think critically about these complex graphs and what questions they can ask when they encounter similar graphs in their everyday lives outside of the classroom.
• Students will interact with complex graphical displays that are seen in the news media.
• Connects back to data interrogation and quantitative/categorical variable graphical displays in Module 2 and prepares students for multiple linear regression [optional, DC Lesson 17].
• S2 S4, C2, C3, C4, C5, V1, V3, V4, O1, O3, B2, B4 ← Link to EBTP descriptions 

Prerequisite assumptions

Students should be able to do each of the following after completing the What to Know assignment.

• Infer the type of dataset used to create the graphical display.
• Identify the scale/color used in the graphical display.
• Identify the data source for the graphical display.
• Recognize an accurate interpretation of the graphical display (such as change in percentage).
• Write a statement about interpreting the graphical display.

Intended goals for this activity

After completing this activity, students should understand that complex graphical displays seen in the media take time to read and interpret correctly. They should be able to ask appropriate questions to think critically about complex graphical displays, interpret different components of a complex graphical display, and explain the overall purpose/intention of a complex graphical display.

Synchronous Delivery and Activity Flow

The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.

Frame the activity (5 minutes)

• If technology is limited, you can display the visuals the students are requested to view on a document camera or projector.
  • [insert pdf of the visuals attached at the end of the DC Instructor Notes]
• Introduce the activity by discussing/showing various graphical displays found in the media. S4, V3, O1
  • Some sites with examples:
    • https://www.economist.com/graphic-detail
    • https://www.cnbc.com/data-visualizations/
    • https://www.nbcnews.com/datagraphics
    • https://www.usatoday.com/graphics/
    • https://www.bbc.com/news/world-32209370
• Question 1 – Think-Pair-Share S2, C4, V1, V4, O3
  • Consider having one or more students record on the whiteboard the types of graphical displays mentioned as students share their answers to Question 1.
• Transition to the activity by briefly discussing the Objective for the activity.

Activity Flow (18 minutes)

• Introduce the two graphs from The New York Times
  • Graphical Display 1: https://www.nytimes.com/2020/01/16/learning/whats-going-on-in-this-graph-global-water-stress-levels.html
  • Graphical Display 2: https://www.nytimes.com/2019/01/03/learning/whats-going-on-in-this-graph-jan-9-2019.html
• Working in Groups — Divide the class in half, assigning half to Graphical Display 1 and the other half to Graphical Display 2. Divide each half into smaller groups of two or three students. Assign a reporter in each group.
  • You can pick reporters based on middle initials (students with no middle initial may be assigned an “m.”
  • It is important that students read and answer each question individually first, then share with their groups and discuss.
• Question 3 S4, C3, C5
  • Prompts for Graphical Display 1
    • “On the top graph (called a dotplot), what do the dots mean? What do the different colors mean?”
    • “What do you notice about Tokyo on the dot plot? Does this mean Tokyo has higher water stress? Or, does it mean something else?”
    • “What is the relationship between the dotplot and the heat map?”
    • “What do you notice about the cities with greater populations and their levels of water stress?”
  • Prompts for Graphical Display 2
    • “What does a relative probability mean as stated under the title of the graphical display?” (referring to The New York Times webpage)
      • The students can think about a “relative probability” as a relative frequency (presented in In-Class Activity 3.A), since probability has not yet been introduced.
      • “What does the scale of the likelihood of friendship mean? What do the darker colors mean compared to the lighter colors?”
      • “What do the percentages mean next to 50 miles, 100 miles, and 500 miles under the county?”
• Whole-Class Discussion S4, C3, V1, O1, B2, B4
  • Bring the class back together to share their thoughts and wonderings about the two graphical displays. It will work best if you can share them on a projector during the discussion.
  • Have students share their responses to Question 3, Part B.
  • Refer back to the list of components of graphical displays recorded on the whiteboard as possible.
• Formative Assessment C3, C4
  • Students return to groups to write their 140-character tweets to describe the purpose of the graphical display. If tweets are currently extended beyond 140 characters, stick to the old, restricted length.
  • Have groups share their tweets.
  • You may consider having the class vote for their favorite tweet by a showing of hands or via polling.

Wrap-up/transition (2 minutes)

• Wrap up by discussing the importance of taking time to think and understand what a complex graphical display is portraying in the media. Point back to the strategies that surfaced in Question 3, Part D: “What strategies did you use when reading and interpreting the graphical displays?”
• Have students refer back to the Objectives for the activity and identify the ones they recognize completing.
• Transition: the next activity will explore how to think critically about complex graphical displays that are misleading in the media.
• Assign the homework or Practice and any What to Know pages for the Forming Connections activities you plan to complete in the next class meeting. C2