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Visual Representations in ScienceScience/ Mathematical ReasoningLearner Level: Pre-GED/GEDOverview & PurposeThis lesson is a lesson on analyzing visual representations and data adapted to meet Adult Education/GED target assessments from the Spark UCAR Science Education lesson, “Get the Picture.”Objectives & StandardsSP.1 Comprehending Scientific PresentationsSP.3 Reasoning from DataSP.4 Evaluating Conclusions from EvidenceSP.8 Probability & StatisticsES.a.2 Natural hazards and their effects and mitigation thereofStudents will be able to analyze scientific data presented in scientific charts, graphs, and tables.MaterialsTeacher computer with internetSmartBoard or projectorCopies of Definition of Tools notes for each studentSets of Maps statements (included below and available from Spark) for each student or group of studentsCopies of Analyzing Graphical Data for each studentInstructional StrategiesDirect – Discussion Interactive – Pair/Share, Cooperative Learning GroupsTechnology Link – (as a class or individual) Follow the link to a PBS activity to rate tornadoes on the Fujita Scale Rate Tornado DamageInformation DeliveryWarm-UpThe teacher will present the questions:In what ways can you gain information without reading pages and pages of information or data? (look for charts, graphs, tables, etc.)What types of information or data could you find or put into a chart, graph, or table?LessonThe teacher will distribute copies of and project the Definition of Tools handout and discuss the characteristics and differences of each type of visual, as well as the terms constant, model, and variable.The teacher will discuss the need for developing skills in analyzing visual representations (TABE Reading – all levels, WorkKeys Locating Information, all 4 GED Tests, HSAP, ASVAB, Compass, workplace skills, etc.)The teacher will divide students into pairs or groups of 3 and distribute either handouts or previously prepared cut outs.The teacher will model analyzing two of the statements for one of the visuals (to be determined by the lesson delivery option chosen). Lesson OptionsEasy: Present the handouts as-is.Difficult: The handouts are arranged so that on each page, all of the True statements are on the left, and all of the False statements are on the right. To avoid having the same pattern, cut out the visual and statements separately. Laminate. Instead of writing True or False, have students arrange the statements in groups of True or False. Give each group one visual. After they complete each and the teacher checks the placement of the statements, visuals can be rotated to the next group. OR, give each group all visuals to complete and review as a class.CHALLENGE!: Enlarge the visuals and True/False statements. Cut out each separately. Place the visuals on the board or on separate walls around the room. Have one place designated for all of the False statements. Mix up all of the True/False statements and divide equally among groups of students. Students must match the True statements to the correct visuals, and place the ones that do not match any visual to the false statements. Be sure to have students check the statements placed by other groups.SUPER CHALLENGE!: Complete the Challenge! Activity. Once groups are finished and all True/False statements are correctly placed, redistribute the False statements equally to groups (aim for 2 per group). Using the answer keys for the statements as a guide for grading, have students identify to which visual the false statement is referring, and write a paragraph to explain why the statement is incorrect. Then, rewrite the statement to make it True.Once all groups have placed their statements or completed the handout, the teacher will verify that all answers are correct. The class will review and discuss each graph and the True statements chosen to go along with each.The teacher will assign each group to one visual.The groups will write one True and one False statement for their visual.When finished, groups will exchange their written statements and match the True with the visual and place the False with the other False statements.AssessmentGED Science Practice Test 1: Part 1 - #25, 26, & 33 ONLYRegister for the new Learning Express site through SC Discuss at learningexpresslibraryTo get to the GED practice tests:Click “Other Centers”Click “High School Equivalency Center”Click Prepare for the GEDChoose test from the bottom left of the screenNote – Learner Mode allows a student to see the answers after making a choice. In Practice Mode, the timer runs, but does not end the test if not finished. Simulation Mode is timed, and the test will end if the time runs out.ClosureExit SlipWhere in the real world would you find examples of each type of chart, graph, or table that we used today? In what occupations might it be necessary to create or be able to find information in charts, graphs, or tables? ................
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