Data Collection and Reporting Business English Business Management & Administration Lesson
LessonPlan
Plan
Performance Objective The student understands how to collect and use information in procedural texts and documents. Specific Objectives  Interpret visual materials such as charts, graphs, pictures, and maps and translate the information into textual form  Draw conclusions about how patterns of organization and hierarchic structures support the understandability of text  Evaluate the structures of text such as format or headers for their clarity and organizational coherence and for the effectiveness of their graphic representations Terms  Data‐ plural of datum; individual facts, statistics, or items of information  Collection‐ the act of collecting; a group of objects or an amount of material accumulated in one location for some purpose or as a result of some process  Interpret‐ to give or provide the meaning of; explain  Visual‐ perceptible by the sense of sight  Materials‐ a group of ideas, facts, data, etc., that may provide the basis for or be incorporated into some integrated work  Conclusion‐ a result, issue, or outcome; a reasoned deduction or inference  Patterns‐ a combination of qualities, acts, tendencies, etc., forming a consistent or characteristic arrangement  Hierarchical‐ having a structure consisting of multiple levels; a hierarchical business structure would mean the chain of command looks like a pyramid  Structures‐ anything composed of parts arranged together in some way  Understandable‐ capable of being understood  Evaluate‐ to judge or determine the significance, worth, or quality of  Format‐ the organization, plan, style, or type of something  Headers‐ text that is included at the document before any other text and usually includes important information  Clarity‐ clearness or lucidity as to perception or understanding; freedom from indistinctness or ambiguity  Coherence‐ congruency; consistency  Effective‐ adequate to accomplish a purpose; producing the intended or expected result  Graphic‐ pertaining to the use of diagrams, graphs, mathematical curves, or the like  Representation‐ the state of being represented; the expression or designation by some term, character, symbol, or the like Copyright © Texas Education Agency, 2013. All rights reserved. 1 Time When taught as written, this lesson should take approximately 240 minutes, or approximately four class periods, to teach. Preparation
Preparation
TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Business English  130.116 (c) Knowledge and Skills (1) The student prepares for effective communication skills. The student is expected to: (d) interpret visual materials such as charts, graphs, pictures, and maps and translate the information into textual form. (8) The student understands how to collect and use information in procedural texts and documents. The student is expected to: (a) draw conclusions about how patterns of organization and hierarchical structures support the understandable ability of text; and (b) evaluate the structures of text such as format or headers for their clarity and organizational coherence and for the effectiveness of their graphic representations. Interdisciplinary Correlations English‐English IV  110.34(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.  110.34(b)(17) Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.  110.34(b)(18) Students will write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.  110.34(b)(19) Students are expected to spell correctly, including using various resources to determine and check correct spellings.  110.34(b)(15) (vi) Students are expected to [determine] information on all relevant perspectives and consideration of validity, reliability, and relevance of primary and secondary sources. Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Geospatial Information Scientists and Technologists O*Net Number: 15‐1199.04 Reported Job Titles: None available Tasks Copyright © Texas Education Agency, 2013. All rights reserved. 2 
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Produce data layers, maps, tables, or reports, using spatial analysis procedures of Geographic Information Systems (GIS) technology, equipment, or systems. Create, analyze, report, convert, or transfer data using specialized applications software. Collect, compile, or integrate Geographic Information Systems (GIS) data, such as remote sensing or cartographic data for inclusion in map manuscripts. Soft Skills  Understanding written sentences and paragraphs in work related documents  Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions  Talking with others to convey information effectively Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation  Review and familiarize yourself with the terminology, any and all website links, and any resource materials required.  Have materials and websites ready prior to the start of the lesson. References  http://www.gapminder.org/data/ Instructional Aids  Lesson 1.04 Presentation  Instructor Computer/Projection Unit  Online Websites listed in the References Section Introduction
The main purposes of this lesson are to help students understand how to  Interpret visual materials such as charts, graphs, pictures, and maps and translate the information into textual form.  Draw conclusions about how patterns of organization and hierarchic structures support the understandability of text.  Evaluate the structures of text such as format or headers for their clarity and organizational coherence and for the effectiveness of their graphic representations.  Ask Copyright © Texas Education Agency, 2013. All rights reserved. 3 
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o Do you know what data is? Do you know why it is used? Do you know how it is used? Say o Data is plural of datum; data is individual facts, statistics, or items of information (one of your vocabulary words) Say o The terms “data,” “information,” and “knowledge” are frequently used for overlapping concepts. The main difference is in the level of abstraction being considered. “Data” is the lowest level of abstraction, “information” is the next level, and finally, “knowledge” is the highest level among all three. Data on its own carries no meaning. For data to become information, it must be interpreted and take on a meaning. For example, the height of Mt. Everest is generally considered as "data," a book on Mt. Everest geological characteristics may be considered as "information," and a report containing practical information on the best way to reach Mt. Everest's peak may be considered "knowledge." o In other words, before a person can answer the “why” and the “how,” it must first be understood that every case is different, and it is relative to the person(s) acquiring and reporting the data. Say o “When human judgment and big data intersect, there are some funny things that happen” (Nate Silver). Say o The purpose of this lesson is to see what happens when our human judgment and data intersect. We also want to get you familiar with working with data from both trusted and non‐trusted sources, analyzing it, and then bringing that data to the “knowledge level” by interpreting and recording your thoughts on the given data. We will also look at different ways to gather data, analyze, interpret, and report on the data. Finally, we will create a data‐gathering instrument and gather, analyze, interpret, and report on the gathered data. Copyright © Texas Education Agency, 2013. All rights reserved. 4 Outline
Outline
Multiple Intelligences Guide During the first week of school, students will have created personal, possibly I. Vocabulary/Personal Word Walls electronic, “Word Walls.” The method and location will be established by the Kinesthetic/ Logical/ instructor. Interpersonal Intrapersonal Bodily Musical/Rhythmic Verbal/Linguistic Visual/Spatial Mathematical Naturalist Read the information provided in the Ask/Say section. II. Introduction (Ask and Say) Have students do an Internet search on Discovery Activity a topic of their choice (or you can give III. Discovery Activity You and students search the internet to find different sources that help with sentence structure: them predetermined topics) to see if  Topic Search (Student Choice)  Sentence Structure they can find any data (from either a  Parts of Speech trusted or untrusted source). Have  Capitalization them share their findings with the class (topic search, location of information,  Spelling what information was found, can this information be trusted, why or why not, Guided Practice etc.). Use the online resource, http://www.cliffsnotes.com/study_guide/Grammar.topicArticleId‐251364.html and go through the first set of links under ‘Grammar>Phrases, Clauses, and Sentences’, Have students go to the site, IV. Guided Practice (trusted site) http://www.gapminder.org/data/. Independent Practice  Gapminder.org From the given list, either predetermine Have students go through the other sections on the site (Common Sentence Errors, Commas‐Semicolonss‐Colons, etc.). which data you want to retrieve, or you can have students choose one topic and pick one of the three methods given (the spreadsheet option has to be downloaded, the magnifying glass option gives you the data in a Review and Lesson Evaluation spreadsheet format without having to Review the lesson’s purpose and evaluate its effectiveness. download, and the visualize option gives an interactive map.) The visualize option comes with a short “how‐to video” to demonstrate this way of viewing. From this data, have students answer the questions provided in the V. Independent Practice (trusted site) Gapminder.org Data Collection Form (provided). Using the sample provided 
Gapminder.org on the form, show them what to do. Then, have them do the other four on their own (Independent Practice). Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Copyright © Texas Education Agency, 2013. All rights reserved. 5 Verbal/Linguistic Visual/Spatial VI. Guided Practice (untrusted site) VII. Guided and Independent Practice  My Data Collection Have students use a search engine and type in their names. See how many pieces of information (data) come up with their given name. Now see how much of that information is referring to them. Is it referring to someone else with the same name? Explain this is similar to those who use untrusted data in their data collection. Students will now create a 10‐question data collection instrument using whatever method you choose for them to use (paper, electronic, a survey website, etc.). They will create their own tool, collect data, analyze it, and interpret/record their information in a formal report, in which they will use charts/graphs on at least three of the different questions/results. The topic can be up to the individual (or partner if you allow students to work in pairs ), or you can provide the topic and they will have to come up with their own, unique questions based on what kind of information they are wanting to collect and report in their final document. You can give them free reign on the types of questions they ask, but you may want to make them do different types of questions:  Multiple Choice Questions  Rating Scales  Comment/Essay Box Question  Demographic Questions Once students have collected their data, they will put their information together using a report format (MLA format covered in Lesson 3). They must compose a report that has an introduction (purpose of report), a body (explains each question or grouping of questions, the results from the survey, and the data‐gatherers interpretation and reporting of the information), and a conclusion (which summarizes the report and its findings into at least one (but as many as three) overall conclusion realized from the data gathering and analysis. Copyright © Texas Education Agency, 2013. All rights reserved. 6 Summary
Application
Discovery Activity Have students do an Internet search on a topic of choice (or you can give them pre‐determined topics) to see if they can find any data (from either a trusted or untrusted source). Have them share their findings with the class (topic search, location of information, what information was found, can this information be trusted, why or why not, etc.). Guided Practices  Gapminder.org  Search for data by entering only their names in the search bar Independent Practices  Gapminder.org Data Collection Form (provided)  Creation of their own data gathering tool, the gathering of that data, and then finally the analysis and interpreting/reporting of the gathered information in a report form (MLA format) Review
Evaluation
Informal Assessment Any and all of the following can be used as informal assessments:  Gapfinder.org Data Collection Form  Student Created Data Collection Form Formal Assessment Student Created Data Collection Report (rubric is provided) Summary
Evaluation
Performance Objective The student understands how to collect and use information in procedural texts and documents. Specific Objectives  Interpret visual materials such as charts, graphs, pictures, and maps and translate the information into textual form  Draw conclusions about how patterns of organization and hierarchic structures support the understandability of text  Evaluate the structures of text such as format or headers for their clarity and organizational coherence and for the effectiveness of their graphic representations Copyright © Texas Education Agency, 2013. All rights reserved. 7 Enrichment
Enrichment
Extension Have students collect and analyze more data found on the gapfinder.org website and report back to you. Copyright © Texas Education Agency, 2013. All rights reserved. 8 Gapfinder.org Data Collection Form Indicator Name Data Provider Category Subcategory Specific Statistic Comparison Statistic Analysis Statement Interpretation/Report Statement 1 2 3 4 5 Sample Indicator Data Provider Category Subcategory Specific Statistic Name 1 Aged 15+ Employment Rate (%) International Labour Organization Work Employment Rate United States=63% in 2007 Comparison Statistic Armenia=40% in 2007 Analysis Statement Interpretation/Report Statement In 2007, Armenia’s employment rate was 23% less than the United States. Based on the findings reported on the Gapfinder.org website, which pulled information from an alternate source (International Labour Union), the United States unemployment rate of persons 15+ in age was less than those persons Armenia in 2007. Copyright © Texas Education Agency, 2013. All rights reserved. Data Business Report
Content
Format
Header (2 points)
Student Name (2 points)
Teacher Name (2 points)
Course Name (2 points)
Date (2 points)
Title (10 points)
Headings/Subheadings (5 points)
Introduction (20 points)
Body (20 points)
Conclusion (20 points)
Chart/Graph One (5 points)
Chart/Graph Two (5 points)
Chart/Graph Three (5 points)
Total Points Awarded
Grade
0
0
You can give one minor grade for Content and one minor grade for Format.
You can give one major grade for the average of Content and Format. 0