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Analyzing & Interpreting DATA

Analyzing & Interpreting DATA. (Graphs can be fun!). In everyday life we’re surrounded by graphs . Graphs tell us stories about data. Emotional contentment over a year. End of school year. Report cards/conferences/ budget cuts. vampires. Must-read book. TWILIGHT.

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Analyzing & Interpreting DATA

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  1. Analyzing & InterpretingDATA (Graphs can be fun!)

  2. In everyday lifewe’re surrounded by graphs

  3. Graphs tell us storiesabout data

  4. Emotional contentment over a year End of school year Report cards/conferences/budget cuts

  5. vampires Must-read book TWILIGHT moodyPacific Northwestsetting teen romance

  6. Graphs Index Graph: consists of 4 quadrants that each represent a combination of relative strengths and weaknesses as indicated by the prompts of the graph compass. Really good for comparing two variables at once. Best with categorical data.

  7. Graphs Scatter graphs: provide an assessment of the relationship of multiple elements to the ideal provided condition at the center of the circle. Each concentric ring represents an order, from most to least related to the central theme. Really good for looking at one continuous variable

  8. Catalog of cuteness • snuggly puppies • sick kindergarteners

  9. Graphs Bubble Chart:A bubble chart is used to visualize a data set with two to four dimensions. The first two dimensions are visualized as Size, then Color. The 3rd & 4th dimensions can be visualized as coordinates Best with continuous data

  10. Focus Question How do different types of graphs help us see and understand plant strategies for reproduction? Pre-think: How do plants reproduce? In what ways do plants have different strategies for their reproduction?

  11. Types of Plants We’ll Be Thinking About Coyote bush seeds Persimmon Mangrove seed Pomegranate Maple seeds Dandelion Okra with seeds

  12. Variables we’ll be working with for each plant • -Number of seeds per fruit • Amount of fruit per plant • Weight of seeds (in grams) • Taste of fruit surrounding seed • Seed dispersal method • Plant life cycle • What kinds of variables are each of these?

  13. Continuous v. Categorical Data • Continuous Data can take any value • Example: Plant Height (measured in feet) • Heights could be 2’8’’, 4’2’’, 8’3’’, 15’, 80’, etc, etc, etc.

  14. Continuous v. Categorical Data • Categorical Data can only take certain values (within a given range): • Example: Plant Height (categorized) • Heights could be Short, Medium, or Tall.

  15. Poster • Each group assigned 1 graph type (Double Axis, Scatter, or Bubble)—2 groups work on each type of graph • Make at least 2 graphs using plant data of their choice • Include in your graphs: • What kinds of variables(data) you used (continuous or categorical) • Which graph was the most telling • One pattern you notice in your graph of choice and the relationship you predict is happening

  16. Gallery Walk • “I notice…” • “One pattern I notice is…” • “I wonder…” • “The _______ graph helps me to see________.” • “I would like to have more information about ______.”

  17. Graph and Content Discussion • What patterns did you notice and what graphs helped you see those patterns best? • What information do you need to feel more confident in the relationships you see? • What are some strategies for plant reproduction based on thesedata? • What kinds of graphs are best for what kinds of data?

  18. Whole Group Share-Out Focus question: How do different types of graphs help us see and understand plant strategies for reproduction? Pomegranate Dandelion

  19. SPOT Transparency • Learning objectives: • SPOT • Teachers will be able use to new and different graphs • Teachers will see how different graphs can reveal different patterns and relationships • Content goal • Teachers will be able to identify several strategies for plant reproduction based on evidence from a data set

  20. SPOT Transparency • Analyzing & Interpreting Data, Indicator 1: • Display data in table and graphs to reveal patterns that indicate relationships

  21. SPOT Transparency • Display data in table and graphs to reveal patterns that indicate relationships • Time Constraints: • Type of Data: • Type of Lesson: • Multiple Graphical Representations: • Choices with Graphs & Variables:

  22. Planning for Data • Where are there natural places in your upcoming lessons that students can analyze and interpret data? • Where are there shiftsyou can make in your upcoming lessons to allow students to analyze and interpret data? • Some prompts to help you think about your data: • How will you be collecting data? • What kind of data will you be collecting or using (continuous or categorical) • What kinds of graphs might be best to represent the kind of data that you are using?

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