7.4. Data Visualization Project

This lesson reinforces the data skills learned in the previous lesson by having students work in pairs to explore a data set of their own choosing. Students are required to develop hypotheses about their data and then test them by using Google Spreadsheets and Google My Maps to create visualizations.

CSP Framework
Big Idea 1: Creative Development (CRD)
Enduring Understanding CRD-1: Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
Learning Objective CRD-1.C: Demonstrate effective interpersonal skills during collaboration.
Skill 1.C CRD-1.C.1 Essential Knowledge CRD-1.C.1: Effective collaborative teams practice interpersonal skills, including but not limited to: communication, consensus building, conflict resolution, negotiation
Big Idea 2: Data (DAT)
Enduring Understanding DAT-2: Programs can be used to process data, which allows users to discover information and create new knowledge.
Learning Objective DAT-2.A: Describe what information can be extracted from data.
Skill 5.B DAT-2.A.1 DAT-2.A.2 DAT-2.A.3 Essential Knowledge DAT-2.A.1: Information is the collection of facts and patterns extracted from data. Essential Knowledge DAT-2.A.2: Data provide opportunities for identifying trends, making connections, and addressing problems. Essential Knowledge DAT-2.A.3: Digitally processed data may show correlation between variables. A correlation found in data does not necessarily indicate that a causal relationship exists. Additional research is needed to understand the exact nature of the relationship.
Learning Objective DAT-2.C: Identify the challenges associated with processing data.
Skill 5.D DAT-2.C.2 DAT-2.C.4 Essential Knowledge DAT-2.C.2: Data sets pose challenges regardless of size, such as: the need to clean data, incomplete data, invalid data, and the need to combine data sources. Essential Knowledge DAT-2.C.4: Cleaning data is a process that makes the data uniform without changing its meaning (e.g., replacing all equivalent abbreviations, spellings, and capitalizations with the same word).
Learning Objective DAT-2.D: Extract information from data using a program.
Skill 2.B DAT-2.D.2 DAT-2.D.5 DAT-2.D.6 Essential Knowledge DAT-2.D.2: Tables, diagrams, text, and other visual tools can be used to communicate insight and knowledge gained from data. Essential Knowledge DAT-2.D.5: Programs such as spreadsheets help efficiently organize and find trends in information. Essential Knowledge DAT-2.D.6: Some processes that can be used to extract or modify information from data include the following: transforming every element of a data set, such as doubling every element in a list, or extracting the parent's email from every student record, filtering a data set, such as keeping only the positive numbers from a list, or keeping only students who signed up for band from a record of all the student, combining or comparing data in some way, such as adding up a list of numbers, or finding the student who has the highest GPA , and visualizing a data set through a chart, graph, or other visual representation.
Learning Objective DAT-2.E: Explain how programs can be used to gain insight and knowledge from data.
Skill 5.B DAT-2.E.1 DAT-2.E.2 DAT-2.E.3 DAT-2.E.4 DAT-2.E.5 Essential Knowledge DAT-2.E.1: Programs are used in an iterative and interactive way when processing information to allow users to gain insight and knowledge about data. Essential Knowledge DAT-2.E.2: Programmers can use programs to filter and clean digital data, thereby gaining insight and knowledge. Essential Knowledge DAT-2.E.3: Combining data sources, clustering data, and classifying data are parts of the process of using programs to gain insight and knowledge from data. Essential Knowledge DAT-2.E.4: Insight and knowledge can be obtained from translating and transforming digitally represented information. Essential Knowledge DAT-2.E.5: Patterns can emerge when data are transformed using programs.

Professional Development

The Student Lesson: Complete the activities for Mobile CSP Unit 7: Lesson 7.4 Data Visualization Project.

Materials

• Computer lab
• Access to Google Drive and Google Maps

7.4.1. Learning Activities

Estimated Length: 90 minutes

• Hook/Motivation (5 minutes): Explain to students that they'll be using what they learned in the previous lesson to explore a data set of their choosing with a partner. Lead a short brainstorming session on what data might be available publicly, encouraging them to think about who collects data (government, science, etc.)
• Experiences and Explorations (55 minutes):
  1. (5 minutes) Remind students of the process to generate hypotheses - first form a question about their data set and then put it in to the "If ___, then ___" form.
  2. (10 minutes) Give students some time to explore the data sets linked in the lesson plan and to start developing questions and hypotheses.
  3. (5 minutes) Review how to download and import different kinds of data sources such as CSV files.
  4. (35 minutes) Students should work in pairs to develop visualizations for their hypotheses and then write their portfolio reflections. Class presentations may also be made.
• Rethink, Reflect and/or Revise (10 minutes): In a whip around format, ask students to give an example of how working with a partner helped them gain new insights into their data projects.

AP Classroom

The College Board's AP Classroom provides a question bank and Topic Questions. You may create a formative assessment quiz in AP Classroom, assign the quiz (a set of questions), and then review the results in class to identify and address any student misunderstandings.The following are suggested topic questions that you could assign once students have completed this lesson.

Suggested Topic Questions:

• Topic 2.3 Extracting Information from Data
• Topic 2.4 Using Programs with Data

Assessment Opportunities

Solutions Note: Solutions are only available to verified educators who have joined the Teaching Mobile CSP Google group/forum in Unit 1.

• Quizly Solutions
• Portfolio Reflection Questions Solutions

Assessment Opportunities

You can examine students’ work on the interactive exercise and their reflection portfolio entries to assess their progress on the following learning objectives. If students are able to do what is listed there, they are ready to move on to the next lesson.

• Self-Check Exercises:
• Portfolio Reflections:
  LO X.X.X - Students should be able to ...
• In the fusion table visualizations, look for:

Differentiation: More Practice

If students are struggling with lesson concepts, have them review the following resources:

• Types of Graphs and Charts
• Google Sheets Tutorial, especially on Functions
• Google My Maps Help Center

7.4.2. Professional Development Reflection

Discuss the following questions with other teachers in your professional development program.

I am confident I can teach this lesson to my students.
• 1. Strongly Agree
• 2. Agree
• 3. Neutral
• 4. Disagree
• 5. Strongly Disagree