In addition to reading written text and viewing videos to gather information for research, etc. students can gain a lot of information by working with statistical data. Data is largely viewed as factual, unbiased reporting of information, however, students can learn how to evaluate and USE the information found in data to support a position on a topic or idea.
- Learn/re-learn the purpose of statistical data
- Learn/re-learn how to work with various forms of statistical data
- Investigate how data is gathered, analyzed and used
- Learn/re-learn how to gather specific information from statistical data charts and graphs
- Write summary statements of selected data
- Learn/re-learn how data can be used to support one position on a topic
- Print and photocopy the entire resource titled Juvenile Justice Statistics (DOJ) for each student OR as a class set.
- Follow the concept routine from lesson plan 1 for the word STATISTICS
- Introduce the idea of looking at numbers, graphs, and charts as evidence to support or refute a position on a specific topic like our essential question, If a teen commits a crime, would justice be served if he/she were punished like an adult who commits the same crime?
- Identify and clarify the organization of chart 1: "Analysis of the change in the percentage of arrests of juveniles vs. adults from 1994-2003."
- Prior to introducing page 12 of the Juvenile Justice Student Guide that has guided questions for looking at statistics, provide guided practice at looking at the chart and answering some questions that identify specific numbers, and then trends in numbers.
- If students don't have a complete Juvenile Justice Student Guide with them, print and photocopy page 12 of the guide so that each student has their own copy.
- Model the process of looking up information on a data chart by modeling a think aloud for question 1.
- Identify and clarify the organization of data on Chart 2: "Data analysis: Juvenile Arrest Trends (Murder, Forcible Rape, Robbery, Aggravated Assault) 1981-2005"
- Guide students through the first part of question 2 on page 12.
- Allow students to work in groups for the second half of question 2 on page 12.
- Ask students to work in small groups to identify and ask questions about the organization of charts 3 and 4 of the packet.
- Ask students to work together on question 3 and tackle questions 4-6 independently.
- Ask students to share their findings with three different people (other than those they worked with in small group)
Supporting All Learners
All students are able to participate in reviewing data, however, some students may need additional support from you as a teacher. When students work in small groups, circulate among each small group and consider circling specific data that can be used to answer questions 2-6. Pose the question to struggling students, "How can these numbers that I circled be used to answer the question?" Having a brief discussion about this can help guide struggling students to answer the questions and be able to select the data to use as evidence in their community service project and/or essay.
If students seemed enthusiastic about working with data, encourage 3-4 students who hold the same position on our essential question, If a teen commits a crime, would justice be served if he/she were punished like an adult who commits the same crime? to form an exploratory group that will gather their own data for their school site on:
- Suspension data (how many, for what offenses, etc.)
- The school population's opinions on juvenile justice (using questions based on what the exploratory group has researched thus far)
Ask the exploratory group to create a chart or graph similar to the ones they see in the Juvenile Justice Statistics (DOJ) packet to present to the class.