Lesson
Title & Description

Objective
Students will:

Class
period & week

Calculating
Parts per Million: Do We Have a Problem Here?
Students will use unit analysis to calculate parts per million
represented by given ratios, and in a given scenario, determine
whether the concentration of contaminants is sufficient high
to warrant health officials closing a lake. 
1.
Calculate ppm and ppb by using unit analysis when given a
ratio of amounts
2. Determine in ppm what constitutes a health risk for a particular
toxin given data


Bar
and Histograms
What would You Use? (part 1)
Activities provide opportunities for students to better understand
the types of data best represented by bar graphs or by histograms
when deciding an appropriate form of display for a given
set of data. 
1.
Construct a bar graph given a appropriate set of data
2. Construct a grouped frequency chart for a set of data
3. Construct a histogram from a grouped frequency chart or
given an appropriate set of data
4. Be able to determine when to choose a bar graph or a histogram
to represent a given set of data.

Week
5

Line & Scatter
What would you Use? (part 2)
Activities provide opportunities for students to better
understand the types of data best represented by scatter plots
or by line graphs and how to use these graphs to interpret
trends. 
1.
Determine the type of correlation, if one exists, between
the variables on a scatterplot
2. Construct a scatterplot from a given set of data
3. Construct a line graph from a given set of data


What
Pie?
What would you Use? (part 3)
Constructing and interpreting pie charts allow students to
better understand the type of data that is best represented
by pie charts and help them determine if a pie chart is the
appropriate form of display for a given set of data. 
1. Construct
a pie chart given a set of data
2. Interpret the data represented on a pie chart
3. Determine whether a pie chart is the appropriate form of
display for a given set of data. 
Week
6
