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Utilizing Tables and Charts in the Workplace

Lesson Plan

Utilizing Tables and Charts in the Workplace

Objectives

In this unit, students explore how charts, tables, and diagrams may be used in a work environment. Students will:

  • identify different types of visually represented data.
  • write concise explanations of data presented in chart format.
  • clarify facts in chart analysis.

Essential Questions

  • What role does writing play in our lives?
  • To what extent does the writing process contribute to the quality of writing?

Vocabulary

  • 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.

Duration

50–60 minutes/one class period

Prerequisite Skills

Prerequisite Skills haven't been entered into the lesson plan.

Materials

  • 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

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

  • Charts & Graphs for Kids. A to Z Home’s Cool.

http://homeschooling.gomilpitas.com/explore/charts.htm

  • The Topic: Charts and Graphs by Annette Lamb and Larry Johnson. 2003.

http://42explore.com/graphs.htm

  • Kinds of Graphs.

http://www.beaconlearningcenter.com/weblessons/kindsofgraphs/default.htm

  • Education Indicator. Calvert-Henderson Ltd. and Hazel Henderson.

http://www.calvert-henderson.com/edu.htm

Formative Assessment

  • View
    • As students in the full class look at sample tables and diagrams, monitor students’ comprehension levels for reading and interpreting data. If needed, draft a model summary on the board as students provide information from the sample chart.
    • Circulate during small-group data analysis and offer guidance as needed.

Suggested Instructional Supports

  • View
    Scaffolding, Active Engagement, Modeling, Explicit Instruction
    W: Data shown through visual charts and graphs are a part of most businesses. The lesson highlights the differences between different types of graphs. 
    H: Prior experience is tapped by brainstorming about various graph types with which students already have experience. 
    E: Guide students through learning the name of each graph type and then using their notes to do brief data analysis. Hypothetical scenario planning for graphs helps provide experience with which types of graphs to use for what purpose. 
    R: Students have the opportunity to revise their understanding of graphs when they create their own data scenarios and choose appropriate graphs.
    E: During class, students will evaluate their own understanding after correcting the handout. Then while students create their own hypothetical data situations, you can assist them in rethinking through one-on-one conferencing. 
    T: To meet individual needs, you might differentiate with flexible student work groups and flexible deadlines. Each stage of the lesson allows you to choose from interpersonal, intrapersonal, and verbal/linguistic multiple-intelligence formats to increase full student involvement. 
    O: The lesson follows a set sequence for student access: prior knowledge access, information, guided practice, comprehension check, and extension to guide students on the path to learning skills. 

Instructional Procedures

  • View

    Focus Question: How and why is writing relevant and important to data analysis of graphs and the creation of new ones?

    Part 1

    “Graphs, diagrams, and tables are used in most professions to visually show trends with numbers. It does not eliminate writing, however, as captions and summaries of the data are essential to clarify impressions and ideas the data suggests.”

    Direct students to brainstorm how/where they have seen charts or graphs. Make a list on the board of the different types of diagrams: timeline, pie charts, bar graphs, dot charts, etc. Textbooks and magazines may be the common prior experience.

    Hand out copies of the Understanding Graphs and Charts activity sheet (L-C-6-3_Graphs and Charts.doc). Discuss the various kinds of graphs and charts in the handout. Ask each student to write the correct chart name next to its definition. Next ask students to use their notes to answer the analysis questions related on the handout. Correct answers using the answer key (L-C-6-3_Graphs and Charts KEY.doc).

    Discuss: “Was any information misrepresented in the graphs? Could the information have been manipulated or presented in a different way that would have produced a different meaning or suggestion?”

    Ask students: “What type of chart/graph would best visually depict the following type of information? Explain why.”

    • “Ten years’ worth of ACT scores” (bar)
    • “How a teenager spends his/her paycheck each week” (pie)
    • “The comparison by state of Democrats to Republicans after the last election” (map)

    Part 2

    As part of the final portfolio, ask students to generate hypothetical data scenarios that would fit each type of graph listed in the Graphs and Charts handout they filled out earlier. Students do not need to create the graphs, but explain why the type of data (as above) would be best viewed by each type of graph. Allow class time to work on this assignment, and assist students as needed. This is the third part of what will ultimately be their performance assessment. Remind students that they will be turning in a polished résumé, a cover letter, and the assignment listing hypothetical data scenarios for each type of graph. 

    Extension:

    • Students may identify a topic and find data that both supports and counters each side of the argument. They should then choose a position to present and select which data to use and which data to exclude. They should be able to explain their reasons.
    • Students who could use additional practice can be given links to additional Web sites for review and practice (see the Related Resources section).

Related Instructional Videos

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Instructional videos haven't been assigned to the lesson plan.
DRAFT 03/20/2012
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