Classroom Resource

Computer Science Principles Unit Post AP Chapter 1 Lesson 3: Making Data Visualizations

Subject Area

Digital Literacy and Computer Science

Grade(s)

9, 10, 11, 12

Overview

Now that students have had the chance to see and evaluate various data visualizations, they will learn to make visualizations of their own. This lesson teaches students how to build visualizations from provided datasets. The levels in Code Studio provide a detailed walkthrough of how to use Google Sheets to create several different kinds of charts. While this lesson focuses on the Google Sheets tool, other tools may be substituted at the teacher’s discretion, and MS Excel support is coming soon to the lesson.

The main activity teaches students to build different chart types (scatter, line, and bar charts) from a single data set. It should be emphasized to students that the purpose of this lesson is to explore and experiment with creating different types of visualizations, not to build the perfect chart. Students will have a chance to create and customize their own charts. At the end of class, students compare their custom visualizations with those of their classmates.

Students will be able to:
- select the appropriate type of data visualization to discover trends and patterns within a dataset.
- create a bar, line, and scatter chart from a dataset using a computational tool.
- use the settings of a data visualization tool to manipulate and refine the features of a data visualization.

Note: You will need to create a free account on code.org before you can view this resource.

Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.5

Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using current events.

Unpacked Content

UP:DLCS18.HS.5

Knowledge

Students know:
  • how to design and develop computational artifacts for practical intent.
  • how to design and develop computational artifacts for personal expression.
  • how to design and develop computational artifacts to address a societal issue by using current events.

Skills

Students are able to:
  • design and develop computational artifacts using an iterative design process.
  • use current events to bring merit to computational artifacts.

Understanding

Students understand that:
  • design should be an iterative process whereby the designer seeks feedback to improve upon his/her creation.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.25

Utilize a variety of digital tools to create digital artifacts across content areas.

Unpacked Content

UP:DLCS18.HS.25

Knowledge

Students know:
  • how to use a variety of digital tools.
  • how to use a digital tool to create a digital artifact.
  • the appropriate use of digital tools and artifacts for specific content areas.

Skills

Students are able to:
  • use a variety of digital tools.
  • create digital artifacts using a variety of digital tools.
  • appropriately match digital artifacts and content areas for effective communication.

Understanding

Students understand that:
  • digital tools are used to create digital artifacts that can be used for effective communication of competency across content areas.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.31

Create interactive data visualizations using software tools to help others understand real-world phenomena.

Unpacked Content

UP:DLCS18.HS.31

Knowledge

Students know:
  • data can be communicated with visual representations.
  • tools exists to share data via interactive visualizations.
  • how to create interactive visualizations to represent real-world phenomena.

Skills

Students are able to:
  • gather data.
  • share data using an interactive visualization tool.

Understanding

Students understand that:
  • visualizations of data can be much more powerful than a database full of numbers.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.32

Use data analysis tools and techniques to identify patterns in data representing complex systems.

Unpacked Content

UP:DLCS18.HS.32

Vocabulary

  • datamining

Knowledge

Students know:
  • how to identify patterns in data.
  • how to select and apply data analysis tools and techniques.
  • use data analysis tools and techniques to identify patterns in data representing complex systems.

Skills

Students are able to:
  • evaluate data sets.
  • select and apply data analysis tools and techniques.
  • use technology to mine data.

Understanding

Students understand that:
  • data can be important in a problem
  • solving process.
  • tools exists to aid in the processing of complex data sets.
  • it can be more efficient to allow a program to identify patterns in a complex data set.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.37

Evaluate the ability of models and simulations to test and support the refinement of hypotheses.

Unpacked Content

UP:DLCS18.HS.37

Vocabulary

  • model
  • simulations
  • hypotheses
  • phenomena
  • target system

Knowledge

Students know:
  • how to explain the use of models and simulations to generate new knowledge and understanding related to the phenomena or target system that is being studied.
  • how to explain the ability of models and simulations to test and support the refinement of hypotheses related to phenomena under consideration.
a.
  • that modeling and simulations are way to extrapolate and interpolate unrest situation and scenarios to help formulate, test and refine hypotheses.
b.
  • how to form a hypothesis.
  • how to test a hypothesis.
  • how to create a model or simulation.
c.
  • that simulations or models can be created to test a hypothesis but not provide the information expected or intended.
  • that it is vital to verify the data being generated by a model or simulation.

Skills

Students are able to:
  • use a diagram or program to represent a model to express key properties of a phenomena or target system.
  • research existing models and simulations and how they are used to test and refine hypotheses.
  • explain how existing models and simulations are used to test and support the refinement of hypotheses.
a.
  • create a model or simulation to formulate, test, and refine a hypothesis.
  • utilize a model or simulation to formulate, test, and refine a hypothesis.
b.
  • form a model of a hypothesis.
  • test the hypothesis by collecting and analyzing data from a simulation.
c.
  • examine a model or simulation to determine the correctness of the generated data.
  • examine a flawed model or simulation and identify areas in which it is providing incorrect data.

Understanding

Students understand that:
  • a simulation is based on a model and enables observation of the system as key properties change.
  • the accuracy of models and simulations are limited by the level of detail and quality of information used and the software and hardware used.
  • models and simulations are an effective and cost efficient way to understand phenomena and test and refine hypotheses.
a.
  • models and simulations are way to extrapolate and interpolate unrest situation and scenarios to help formulate, test and refine hypotheses.
  • models and simulations can be the only cost- ot time-effective way to test a hypothesis.
b.
  • Models and simulations can save money, are safer, usually requires less time, and do not have the environmental impact that a full experiment or operational test may induce.
c.
  • while a process may operate without errors, that does not guarantee that the process is providing accurate data to meet your needs.
Link to Resource
https://curriculum.code.org/csp-18/post-ap/3/

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org
Accessibility
License

License Type

Custom

Custom License Type (URL)

https://code.org/tos

Approved Date

ALSDE LOGO

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