{"id":4503,"date":"2022-04-13T14:03:07","date_gmt":"2022-04-13T14:03:07","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=4503"},"modified":"2022-04-28T14:34:42","modified_gmt":"2022-04-28T14:34:42","slug":"instructor-guide-5b-forming-connections","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-5b-forming-connections\/","title":{"raw":"Instructor Guide 5B: Forming Connections","rendered":"Instructor Guide 5B: Forming Connections"},"content":{"raw":"<h2>Overview<\/h2>\r\n<ul>\r\n \t<li>Students should gain confidence through this activity in being\u00a0able to read and interpret graphical displays that\u00a0 are not the typical graphs they have\u00a0seen in earlier lessons. Students will also learn how to think critically about these\u00a0complex graphs and what questions they can ask when they encounter similar graphs in\u00a0their everyday lives outside of the classroom.<\/li>\r\n \t<li>Students will interact with complex graphical displays that are seen in the news media.<\/li>\r\n \t<li>Connects back to data interrogation and quantitative\/categorical variable\u00a0graphical displays in Module 2 and prepares students for multiple linear regression [optional, DC Lesson 17].<\/li>\r\n \t<li><span style=\"background-color: #ffff99;\">S2 S4, C2, C3, C4, C5, V1, V3, V4, O1, O3, B2, B4 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\r\n<\/ul>\r\n<h3>Prerequisite assumptions<\/h3>\r\nStudents should be able to do each of the following after completing the <em>What to Know<\/em> assignment.\r\n<ul>\r\n \t<li>Infer the type of dataset used to create the graphical display.<\/li>\r\n \t<li>Identify the scale\/color used in the graphical display.<\/li>\r\n \t<li>Identify the data source for the graphical display.<\/li>\r\n \t<li>Recognize an accurate interpretation of the graphical display (such as change in percentage).<\/li>\r\n \t<li>Write a statement about interpreting the graphical display.<\/li>\r\n<\/ul>\r\n<h3>Intended goals for this activity<\/h3>\r\nAfter completing this activity, students should understand that complex graphical displays seen in the media take time to read and interpret\u00a0correctly. They should be able to ask appropriate questions to think critically about complex graphical displays, interpret\u00a0different components of a complex graphical display, and explain the\u00a0overall purpose\/intention of a complex graphical display.\r\n<h2>Synchronous Delivery and Activity Flow<\/h2>\r\nThe 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.\r\n<h3>Frame the activity (5 minutes)<\/h3>\r\n<ul>\r\n \t<li aria-level=\"1\">If technology is limited, you can display the visuals the students are requested to view on a document camera or projector.\r\n<ul>\r\n \t<li aria-level=\"1\"><span style=\"background-color: #ffff99;\">[insert pdf of the visuals attached at the end of the DC Instructor Notes<\/span>]<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Introduce the activity by discussing\/showing various graphical displays found in the media. S4, V3, O1\r\n<ul>\r\n \t<li>Some sites with examples:\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.economist.com\/graphic-detail\">https:\/\/www.economist.com\/graphic-detail<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.cnbc.com\/data-visualizations\/\">https:\/\/www.cnbc.com\/data-visualizations\/<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.nbcnews.com\/datagraphics\">https:\/\/www.nbcnews.com\/datagraphics<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.usatoday.com\/graphics\/\">https:\/\/www.usatoday.com\/graphics\/<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.bbc.com\/news\/world-32209370\">https:\/\/www.bbc.com\/news\/world-32209370<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Question 1 - Think-Pair-Share\u00a0S2, C4, V1, V4, O3\r\n<ul>\r\n \t<li>Consider having one or more students record on the whiteboard the types of graphical displays mentioned as students share their answers to Question 1.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Transition to the activity by briefly discussing the Objective for the activity.<\/li>\r\n<\/ul>\r\n<h3>Activity Flow (18 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Introduce the two graphs from\u00a0<em>The New York Times<\/em>\r\n<ul>\r\n \t<li aria-level=\"1\">Graphical Display 1: <a href=\"https:\/\/www.nytimes.com\/2020\/01\/16\/learning\/whats-going-on-in-this-graph-global-water-stress-levels.html\">https:\/\/www.nytimes.com\/2020\/01\/16\/learning\/whats-going-on-in-this-graph-global-water-stress-levels.html<\/a><\/li>\r\n \t<li aria-level=\"1\">Graphical Display 2: <a href=\"https:\/\/www.nytimes.com\/2019\/01\/03\/learning\/whats-going-on-in-this-graph-jan-9-2019.html\">https:\/\/www.nytimes.com\/2019\/01\/03\/learning\/whats-going-on-in-this-graph-jan-9-2019.html<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">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.\r\n<ul>\r\n \t<li aria-level=\"1\">You can pick reporters based on middle initials (students with no middle initial may be assigned an \"m.\"<\/li>\r\n \t<li aria-level=\"1\">It is important that students read and answer each question individually first, then share with their groups and discuss.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Question 3\u00a0S4, C3, C5\r\n<ul>\r\n \t<li>Prompts for Graphical Display 1\r\n<ul>\r\n \t<li>\u201cOn the top graph (called a dotplot), what do the dots mean?\u00a0What do the different colors mean?\u201d<\/li>\r\n \t<li>\u201cWhat do you notice about Tokyo on the dot plot? Does this\u00a0mean Tokyo has higher water stress? Or, does it mean\u00a0something else?\u201d<\/li>\r\n \t<li>\u201cWhat is the relationship between the dotplot and the heat\u00a0map?\u201d<\/li>\r\n \t<li>\u201cWhat do you notice about the cities with greater populations\u00a0and their levels of water stress?\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Prompts for Graphical Display 2\r\n<ul>\r\n \t<li>\u201cWhat does a relative probability mean as stated under the\u00a0title of the graphical display?\u201d (referring to <em>The New York\u00a0Times<\/em> webpage)\r\n<ul>\r\n \t<li>The students can think about a \u201crelative probability\u201d as\u00a0a relative frequency (presented in <span style=\"background-color: #ffff99;\">In-Class Activity\u00a03.A<\/span>), since probability has not yet been introduced.<\/li>\r\n \t<li>\u201cWhat does the scale of the likelihood of friendship mean?\u00a0What do the darker colors mean compared to the lighter\u00a0colors?\u201d<\/li>\r\n \t<li>\u201cWhat do the percentages mean next to 50 miles, 100 miles,\u00a0and 500 miles under the county?\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Whole-Class Discussion\u00a0S4, C3, V1, O1, B2, B4\r\n<ul>\r\n \t<li>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.<\/li>\r\n \t<li>Have students share their responses to Question 3, Part B.<\/li>\r\n \t<li>Refer back to the list of components of graphical displays recorded on the whiteboard as possible.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Formative Assessment C3, C4\r\n<ul>\r\n \t<li>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.<\/li>\r\n \t<li>Have groups share their tweets.<\/li>\r\n \t<li>You may consider having the class vote for their favorite tweet by a showing of hands or via polling.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3>Wrap-up\/transition (2 minutes)<\/h3>\r\n<ul>\r\n \t<li>Wrap up by discussing the importance of taking time to think and\u00a0understand what a complex graphical display is portraying in the\u00a0media. Point back to the strategies that surfaced in Question 3, Part\u00a0D: \u201cWhat strategies did you use when reading and interpreting the\u00a0graphical displays?\u201d<\/li>\r\n \t<li>Have students refer back to the Objectives for the activity and\u00a0identify the ones they recognize completing.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Transition: the next activity will explore how to think critically about complex graphical displays that are misleading in the media.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. C2<\/li>\r\n<\/ul>","rendered":"<h2>Overview<\/h2>\n<ul>\n<li>Students should gain confidence through this activity in being\u00a0able to read and interpret graphical displays that\u00a0 are not the typical graphs they have\u00a0seen in earlier lessons. Students will also learn how to think critically about these\u00a0complex graphs and what questions they can ask when they encounter similar graphs in\u00a0their everyday lives outside of the classroom.<\/li>\n<li>Students will interact with complex graphical displays that are seen in the news media.<\/li>\n<li>Connects back to data interrogation and quantitative\/categorical variable\u00a0graphical displays in Module 2 and prepares students for multiple linear regression [optional, DC Lesson 17].<\/li>\n<li><span style=\"background-color: #ffff99;\">S2 S4, C2, C3, C4, C5, V1, V3, V4, O1, O3, B2, B4 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\n<\/ul>\n<h3>Prerequisite assumptions<\/h3>\n<p>Students should be able to do each of the following after completing the <em>What to Know<\/em> assignment.<\/p>\n<ul>\n<li>Infer the type of dataset used to create the graphical display.<\/li>\n<li>Identify the scale\/color used in the graphical display.<\/li>\n<li>Identify the data source for the graphical display.<\/li>\n<li>Recognize an accurate interpretation of the graphical display (such as change in percentage).<\/li>\n<li>Write a statement about interpreting the graphical display.<\/li>\n<\/ul>\n<h3>Intended goals for this activity<\/h3>\n<p>After completing this activity, students should understand that complex graphical displays seen in the media take time to read and interpret\u00a0correctly. They should be able to ask appropriate questions to think critically about complex graphical displays, interpret\u00a0different components of a complex graphical display, and explain the\u00a0overall purpose\/intention of a complex graphical display.<\/p>\n<h2>Synchronous Delivery and Activity Flow<\/h2>\n<p>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.<\/p>\n<h3>Frame the activity (5 minutes)<\/h3>\n<ul>\n<li aria-level=\"1\">If technology is limited, you can display the visuals the students are requested to view on a document camera or projector.\n<ul>\n<li aria-level=\"1\"><span style=\"background-color: #ffff99;\">[insert pdf of the visuals attached at the end of the DC Instructor Notes<\/span>]<\/li>\n<\/ul>\n<\/li>\n<li>Introduce the activity by discussing\/showing various graphical displays found in the media. S4, V3, O1\n<ul>\n<li>Some sites with examples:\n<ul>\n<li><a href=\"https:\/\/www.economist.com\/graphic-detail\">https:\/\/www.economist.com\/graphic-detail<\/a><\/li>\n<li><a href=\"https:\/\/www.cnbc.com\/data-visualizations\/\">https:\/\/www.cnbc.com\/data-visualizations\/<\/a><\/li>\n<li><a href=\"https:\/\/www.nbcnews.com\/datagraphics\">https:\/\/www.nbcnews.com\/datagraphics<\/a><\/li>\n<li><a href=\"https:\/\/www.usatoday.com\/graphics\/\">https:\/\/www.usatoday.com\/graphics\/<\/a><\/li>\n<li><a href=\"https:\/\/www.bbc.com\/news\/world-32209370\">https:\/\/www.bbc.com\/news\/world-32209370<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Question 1 &#8211; Think-Pair-Share\u00a0S2, C4, V1, V4, O3\n<ul>\n<li>Consider having one or more students record on the whiteboard the types of graphical displays mentioned as students share their answers to Question 1.<\/li>\n<\/ul>\n<\/li>\n<li>Transition to the activity by briefly discussing the Objective for the activity.<\/li>\n<\/ul>\n<h3>Activity Flow (18 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Introduce the two graphs from\u00a0<em>The New York Times<\/em>\n<ul>\n<li aria-level=\"1\">Graphical Display 1: <a href=\"https:\/\/www.nytimes.com\/2020\/01\/16\/learning\/whats-going-on-in-this-graph-global-water-stress-levels.html\">https:\/\/www.nytimes.com\/2020\/01\/16\/learning\/whats-going-on-in-this-graph-global-water-stress-levels.html<\/a><\/li>\n<li aria-level=\"1\">Graphical Display 2: <a href=\"https:\/\/www.nytimes.com\/2019\/01\/03\/learning\/whats-going-on-in-this-graph-jan-9-2019.html\">https:\/\/www.nytimes.com\/2019\/01\/03\/learning\/whats-going-on-in-this-graph-jan-9-2019.html<\/a><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Working in Groups &#8212; 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.\n<ul>\n<li aria-level=\"1\">You can pick reporters based on middle initials (students with no middle initial may be assigned an &#8220;m.&#8221;<\/li>\n<li aria-level=\"1\">It is important that students read and answer each question individually first, then share with their groups and discuss.<\/li>\n<\/ul>\n<\/li>\n<li>Question 3\u00a0S4, C3, C5\n<ul>\n<li>Prompts for Graphical Display 1\n<ul>\n<li>\u201cOn the top graph (called a dotplot), what do the dots mean?\u00a0What do the different colors mean?\u201d<\/li>\n<li>\u201cWhat do you notice about Tokyo on the dot plot? Does this\u00a0mean Tokyo has higher water stress? Or, does it mean\u00a0something else?\u201d<\/li>\n<li>\u201cWhat is the relationship between the dotplot and the heat\u00a0map?\u201d<\/li>\n<li>\u201cWhat do you notice about the cities with greater populations\u00a0and their levels of water stress?\u201d<\/li>\n<\/ul>\n<\/li>\n<li>Prompts for Graphical Display 2\n<ul>\n<li>\u201cWhat does a relative probability mean as stated under the\u00a0title of the graphical display?\u201d (referring to <em>The New York\u00a0Times<\/em> webpage)\n<ul>\n<li>The students can think about a \u201crelative probability\u201d as\u00a0a relative frequency (presented in <span style=\"background-color: #ffff99;\">In-Class Activity\u00a03.A<\/span>), since probability has not yet been introduced.<\/li>\n<li>\u201cWhat does the scale of the likelihood of friendship mean?\u00a0What do the darker colors mean compared to the lighter\u00a0colors?\u201d<\/li>\n<li>\u201cWhat do the percentages mean next to 50 miles, 100 miles,\u00a0and 500 miles under the county?\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Whole-Class Discussion\u00a0S4, C3, V1, O1, B2, B4\n<ul>\n<li>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.<\/li>\n<li>Have students share their responses to Question 3, Part B.<\/li>\n<li>Refer back to the list of components of graphical displays recorded on the whiteboard as possible.<\/li>\n<\/ul>\n<\/li>\n<li>Formative Assessment C3, C4\n<ul>\n<li>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.<\/li>\n<li>Have groups share their tweets.<\/li>\n<li>You may consider having the class vote for their favorite tweet by a showing of hands or via polling.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Wrap-up\/transition (2 minutes)<\/h3>\n<ul>\n<li>Wrap up by discussing the importance of taking time to think and\u00a0understand what a complex graphical display is portraying in the\u00a0media. Point back to the strategies that surfaced in Question 3, Part\u00a0D: \u201cWhat strategies did you use when reading and interpreting the\u00a0graphical displays?\u201d<\/li>\n<li>Have students refer back to the Objectives for the activity and\u00a0identify the ones they recognize completing.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Transition: the next activity will explore how to think critically about complex graphical displays that are misleading in the media.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. C2<\/li>\n<\/ul>\n","protected":false},"author":25777,"menu_order":4,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-4503","chapter","type-chapter","status-publish","hentry"],"part":4481,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4503","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/users\/25777"}],"version-history":[{"count":8,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4503\/revisions"}],"predecessor-version":[{"id":4681,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4503\/revisions\/4681"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4481"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4503\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4503"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4503"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4503"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4503"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}