Students examine the applications of tables, charts, and diagrams in the workplace in this unit. At the end of the lesson, students are going to:
- recognize the various kinds of data that are represented visually.
- compose succinct justifications for the data displayed in charts.
- elucidate the details in the chart analysis.

 

- How much does the writing process influence writing quality? 
- How does writing function in our daily lives?

- Caption: One-to-two short sentences explaining a picture or graph. 
- Citation: Concisely providing the author or source of information. 
- Statistic: Use of numbers to document trends, sales, or problems. 
- Source: The agency, company, or person who authored information or validated research information.

-samples of charts and diagrams from online sources or books; one chart per pair or one per station of four seats.
- Chart Types in Microsoft Excel. Peltier Technical Services, Inc. 2010. http://peltiertech.com/Excel/ChartsHowTo/ChartType.html 
- Understanding Graphs and Charts (L-C-6-3_Graphs and Charts)
- Graphs and Charts teacher key (L-C-6-3_Graphs and Charts KEY)

- Keep an eye on the students' reading and data interpretation comprehension skills as the entire class examines sample tables and diagrams. As students contribute data from the model chart, make any necessary drafts of a model summary on the board. 
- During the small-group data analysis, circulate and assist as required.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Visual charts and graphs displaying data are a common feature of most businesses. The lesson focuses on the distinctions between various graph types. 
H: Students' prior experience is drawn upon by brainstorming different graph types that they are already familiar with. 
E: Teach students the names of the various types of graphs and then use their notes to conduct quick data analysis. Planning hypothetical scenarios for graphs aids in gaining experience with the different kinds of graphs and their applications. 
R: By developing their own data scenarios and selecting relevant graphs, students can review their comprehension of graphs. 
E: After making corrections on the handout, students will assess their own understanding in class. After that, you can help students rethink through one-on-one conferences while they construct their hypothetical data situations. 
T: To meet individual needs, you could create flexible student work groups and deadlines. You can select from verbal/linguistic multiple-intelligence, intrapersonal, and interpersonal formats at each step of the lesson to maximize student participation. 
O: To help students acquire skills, the lesson is organized in the following order: prior knowledge access, information, guided practice, comprehension check, and extension. 

 

Focus Question: What is the significance and relevance of writing in the data analysis of graphs and in creating new ones?

Part 1

In most professions, numerical trends are visually represented using graphs, diagrams, and tables. But writing is still necessary to clarify the impressions and concepts the data suggests, so captions and summaries of the data are not eliminated."

Ask students to list all the places and ways they have seen graphs or charts. Put a list of the various diagram types—timeliness, pie charts, bar graphs, dot charts, etc.—on the board. Perhaps the most common prior experience was with textbooks and magazines.

Distribute copies of the L-C-6-3_Graphs and Charts activity sheet, Understanding Graphs and Charts. Talk about the different types of charts and graphs in the handout. Have each student write the name of the appropriate chart next to its definition. Next, instruct them to use their notes to respond to the handout's analysis questions. Use the answer key (L-C-6-3_Graphs and Charts KEY) to determine the correct answers.

Talk about: "Were any facts in the graphs misrepresented? Could the data have been altered or presented differently to yield a different interpretation or recommendation?" 
"How would you like the following kind of information to be visually represented in a chart or graph, students? Justify your answer." 

"ACT scores over the last ten years" (bar)

"What a teenager does with his or her weekly paycheck" (pie)

"The comparison of Republicans and Democrats by state following the most recent election" (a map)

Part 2

In the final portfolio, have students create scenarios of hypothetical data that would fit each of the graph types listed in the Graphs and Charts handout that they previously completed. Though they are not required to make the graphs, students should justify which kind of graph would be most appropriate for the given type of data (as stated above). Let students complete this assignment during class and be available to help if needed. The final component of their performance evaluation is this third section. Remind students that the assignment, which lists fictitious data scenarios for each type of graph, is in addition to a polished resume and cover letter. 

Extension:

Students can choose a topic and gather information that both validates and refutes the claims made by each side. Next, they ought to decide which information to include and which to leave out while presenting their position. They ought to be able to justify their actions.

It is possible to provide links to other websites for review and practice to students who could use more practice (refer to the Related Resources section).