Interpreting Data: a level one investigation
Technology incorporated: Laptop, LCD projector to project graphs, InspireData software
In this lesson, students were given data on energy usage in the United States and worldwide. Numbers were taken from the Virginia Department Science Enhanced Scope and Sequence and from the NEED project, then were put into InspireData, a data program. Students were then guided to make inferences on line charts generated in the program.
Standard of Learning: 6.2 The student will investigate and understand basic sources of energy, their origins, and uses.
Objectives: The students will analyze energy production and consumption in the United States, based on data presented in graphs.
Instruction Delivery:List the types of energy we have discussed in science class. Use the Questions for Energy Data.doc and complete question one as a class. Tell students they will be required to write at least three sentences per question. Take more than 3 sentences so that students can practice making as many inferences as possible.
Guided Practice: Students will complete the second question with their lab partner, then teacher will ask for responses from class. Teacher will take more responses than the required three.
Independent Practice: Students will complete the third question with just their lab partner. Looking at the back of the sheet, ask students who we can infer is responsible for energy use. Can we make a difference in total energy use if we choose?
Ask students to complete the map activity from the Enhanced Scope and Sequence (page 65 of 222) alone.
Technology Connections: LCD Projector, InpsireData program, laptop
Resources: NEED, Enhanced Scope and Sequence
Teachers can use InspireData help sheet.
InspireData file: Energy Consumption US 49-06.idf. Teacher's "Key" (graphs set in file) Visit InspireData's website to download trial/purchase product: http://www.inspiration.com/freetrial.
Assessment: Responses on Question Sheet
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Adjustments
- Each teacher taught the lesson differently.
- One teacher had students define production and consumption in their notebooks. This helped students understand what the graphs represented.
- Another teacher thought we should allow the kids to use InspireData on their own next year, via the laptops. We had projected the graphs this time.
- Discussion is the key: in one class, a student asked how it was possible to consume more than we produce. That led to a great discussion of limited resources. Other classes wanted to know why we don't just use renewable resources. Another great discussion! Much better than regurgitating textbook explanations of those issues.
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