Introduction

This lesson is designed to work in conjunction with a spreadsheet unit to teach students to create computerized graphs. Along the way, they will learn about the common types of graphs, how data is converted into graphs, and how to interpret graphs that are already made.

Learners

This lesson is intended for ninth grade computer applications as part of a comprehensive class involving topics such as word processing, data bases, spreadsheets, and telecommunications. A small amount of math is also involved as it pertains to the data involved in creating the graphs.

Curriculum Standards

Below the State of Wisconsin Standards that this lesson addresses are listed.

Information and Technology Leadership Standards Addressed

A.12.1 Use common media and technology terminology and equipment

• Identify and define basic on-line and telecommunications terminology or concepts.

A.12.2 Identify and use common media formats

• Identify examples of agents, expert systems, or artificial intelligence (e.g., search engine, grammar checker, voice recognition, translators)
• Describe the common organizational patterns in different types of print media
• Distinguish between an individual productivity program and an integrated software program or applications suite

A.12.3 Use a computer and productivity software to organize and create information

• Explain terminology and concepts connected with integrated software or an applications suite
• Use an integrated program or applications suite to complete a class assignment
• Construct a spreadsheet, enter data into cells, use mathematical functions to manipulate/process data, generate a chart or graph, and interpret the results
• Use a computer and graphical organizer software to generate modifiable flow charts, project time lines, organizational charts, or calendars

A.12.4 Use a computer and communications software to access and transmit information

• Gather and organize statistical or survey data using e-mail, listservs, or on-line news or discussion groups

A12.5 Use media and technology to create and present information

• Use draw, paint, graphics, or presentation software to visually communicate ideas or concepts

A.12.6 Evaluate the use of media and technology in a production or presentation

• Assess the purpose and effectiveness of a production or presentation
• Evaluate the appropriateness and effectiveness of the media and technology used
• Determine criteria for judging the delivery, pacing, focus, and technical quality of the production or presentation
• Judge how well the production or presentation meets specified criteria
• Specify ways to improve future productions or presentations

Process

The process step of this lesson is designed to occupy one block (90 minute) period. If each student has their own computer, individual work may be best. Otherwise, group students so each group has a computer. A final option would be to pair up students who each have a computer and have them use one computer as a an Internet station and the other as a AppleWorks work station allowing them to see the data one one screen and create the graph on the other.

Two potential problem areas exist, both involving step three of the student process. First, students may have some trouble deciding which of the numbers from the linked data sites to use. Making a few practice graphs beforehand should be helpful. Also, trial and error may be needed until they get the hang of what type of data makes good graphs and what kind of graphs are best made from a given set of numbers. Second, proficiency with the graphing program is required. Some spreadsheets that make graphs are hard to work with and need much practice. A program that just makes graphs like Cricket Graph or Whatever might be better.

Resources Needed

Describe what's needed to implement this lesson. Some of the possibilities:

• AppleWorks or other graph creating software
• Computers with Internet access
• Charts and Graphs Worksheet

Much of the tutorial and the sample graphs came from the Mississippi State University web site.

One classroom teacher can easily run this lesson. Background in Internet usage and AppleWorks expertise is necessary.

Evaluation

Evaluation will involve the correctness of the answers on the worksheet and the quality of the graphs produced from the Internet data as well as the presentation of the graphs in AppleWorks. Each of the first twenty questions are worth one point each. Each of the graphs are worth five points with points being given as follows:

1	2	3	4	5
Graph holds some data but it doesn't mean anything.	Graph holds meaningful data but is not correctly orientated	Graph seems to display information leading to a conclusion but is not well explained	Graph displays data leading to a meaningful conclusion but contains some errors	Graph makes the results of the data obvious to the user

Finally, the presentation of the graphs will be worth the final five points. Ideally, the graphs will be tied together in a slide show and well documented. This will make the entire project worth 50 points and easily converted to a percentage scale. One possibility is:

46-50	42-45	38-41	34-37	33 and below
A	B	C	D	F

Conclusion

By completing this lesson students will be proficient at creating computerized graphs that represent numerical data gathered from any source. They also will be able to interpret existing graphs, weigh their validity, and draw conclusions concerning the data they represent. Finally, they've gotten some Internet experience and used a graphing application.

Credits & References

This Webquest was produced by Joel Caulum in June, 2000 at Portage High School in Portage, WI. Special thanks to technology instructor Jeff Horney. Claris Home Page® was used for page design and most of the graphics are from the Home Page Library. The tutorial pages and some of the sample graphs are courtesy of the Mississippi State University web site.

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Last updated on August 15, 1999. Based on a template from The WebQuest Page