Lesson Title: Visualisation & Presentation – Communicating Year level: 11

Data Findings Lesson Duration: 50mins

Pre-service Teacher’s Name: Drax Zheng Lesson Date: Week 3
Mentor Teacher’s Name: XXXXXX School: Placement
Pre-service Teacher’s Goals In this class, I will deliver the learning content in a clear sequence,
What are your main professional practice focus on giving clear and structured instructions, and support
goals for this lesson? Example: I am focusing students in making in-depth visualisation choices with reflective
on waiting for all students to be quiet before
questions
talking.
APSTs 1.5, 2.2, 2.3, 2.6, 4.1, 4.2, 4.5, 5.2
Which of the Australian Professional
Standards for Teachers are addressed in your
planning/teaching?

Lesson focus Students will use spreadsheet or visualisation tools to construct and
Specific focus of topic format appropriate data visualisations that communicate key
findings. They will apply design principles and conduct peer review
using a structured rubric.
Learning Intentions (LI) and Success LI:
Criteria (SC) • I will learn how to create effective and accurate data
LI: What new Knowledge, Skills or Values and visualisations with digital tools.
attitudes do you want the students to learn in SC:
this lesson?
SC: How will you (and they) be able to see
• I can select appropriate visualisation types for my dataset.
that they have learnt it successfully? • I can apply formatting principles(e.g., labels, titles, colour).
• I can evaluate and revise my chart based on peer feedback.
• I can explain the purpose and clarity of my visualisation.
Links to curriculum VCE Applied Computing Study Design (Unit 1, Outcome 1): "Develop
Cut and paste Content Descriptor/s from data visualisations using appropriate tools and formats."
appropriate curriculum framework e.g.,
Victorian/Australian curriculum. Include the
hyperlinked Code
Students’ Prior Learning L1 – Introduction to Data
What has already been taught/learned about L2 – Evaluating Data Quality & Ethics, Documentation of teamwork
this content/skill? L3 –Database Software/Spreadsheet Software Usage
L4 – Data Preparation/Validation
Potential misconceptions Inappropriate types of visualisation (Discrete/continuous)
What are the potential or common Confusing formatting (lack of labels or misuse of colours)
misconceptions/ difficulties about the concept/
skill? How might you alleviate/address these?
Potential Literacy demands • Naming of different types of graphs
What are the literacy demands in this lesson? • Understanding and using terms like “axis,” “label,” “legend,”
e.g., Any reading or writing challenges? Key “visualisation,” and “data trend” accurately.
terms (i.e. Does anything need defining?)
• Explanation of the choice of visualisation with accurate
terminology
• Summarising findings in a group reflection using domain-specific
language.
Potential Numeracy demands • Choice of measurement within visualization, what would be
What are the numerical demands in this good intervals and unit to set up the graph
lesson? • Evaluate proportion and distribution (pie chart)
• Understand the difference of continuous and categorical data on
visualisations
Identified learning needs • Dual coding – write and talk
List any particular student needs which will • Provide step-by-step instructions where possible
require differentiation or consideration in • Group students in small groups where needed
planning this lesson
• Provide real-world examples
• Encourage classroom discussions
Teaching and Learning Preparation • PowerPoints including different types of visualslisations and
What resources will you need to prepare? applications
What else might you need to organise before • Step-by-step guide to transform data into a useful visualisation
the lesson begins?
• Large A3 paper for students to draft their design for project work
 Est. TEACHER ACTIONS STUDENT ACTIONS
LESSON PHASE What will you be doing in this phase of the lesson? Use dot What will the students be doing in this phase of the lesson?
Time points to provide step-by-step details of your actions. Use dot points to provide step-by-step details of their actions.
Introduction / Starter 10 Recap from the previous lesson: how to clean data for • Elaborate on different types of visualisation: bar, pie,
Things to consider: mins preparation and future use scatter, line, etc
How will you motivate and engage • Observe and critique examples
students? Show students how different types of visualisation will • Ask clarifying questions
How will you explain the learning reflect the presentation of the information. For example: • Record Learning intention and success criteria
intention of this lesson? Column Chart:
• Easy to compare actual quantities and small
What kinds of questions might you
ask? differences
• Good for highlighting dominant directions
How will you link to prior learning Pie Chart:
experiences?
• Good for showing proportions of a whole
• But harder to see the difference between 30% and
25% visually
Showing some examples of the same data, different
presentations

Explain the learning intention by identifying the purpose of

the lesson: raw data needs to be transformed into a visible,
understandable profile for stakeholders to view and
understand

Question: “What kinds of graphs have you learnt so far in

mathematics? Could you tell me how these different
graphs are being used in different scenarios?”

Link to prior mathematics learning experiences, and use

some examples to plot the data on the Cartesian Plane
Main Learning Activities / Body 35 Main activity 1: Main Activity 1
of lesson min Model how to create a basic chart with a sample database Observe and take notes of examples, and review the process
Things to consider: using digital tools (Excel, Power BI, Canva) of making a visualisation, ask clarifying questions, record
What strategies will the students Provide a brief analysis of the findings learning intention and success criteria
engage with to achieve the learning
intention/s? Main Activity 2: Main Activity 2
How will you cater for a diversity of In a group of 3 to 4, explain to students to work on In groups of 3 to 4, students will engage in achieving the
learning needs? visualisation of a sample dataset, ask them to clarify their learning intention by creating a sample graphic using digital
How will you manage transitions choice of visualisation, including pros and cons technology. They have to learn to apply formatting
between various activities/ lesson conventions: titles, axis labels, legends, and differentiated
phases? Catering for Diversity colours. They will write an analysis of their findings from the
What kinds of questions might you Support for colour-blind students: provide assistive labels data
ask? to instruct the comparison of the data
Students will discuss how they applied the cleaned data
What formative and/or summative
assessment strategies will be used in Pair students with different levels of understanding to collected from the traffic investigation to the visualisation,
this lesson? i.e., How will they work on samples, define clear roles within groups: Data and they will brainstorm about the key factors:
demonstrate the success criteria? cleaner, designer, presenter, and editor audience/stakeholders, intention/purpose, data
characteristics, design principles, context/medium
Manage transitions between various activities
By demonstrating how the database and the visualisations Students will draw sketches on their final work,
Project a countdown timer or write key time blocks on the combinations of graphs that they will apply in their project,
board and provide their justification of choice
“So, what are you going to do, is ……”
Project countdown time: “10 minutes left to finish your….”

Questions to Ask
“What different kinds of visualisations do you think
help you best present the population in the city of
Maroondah? Can you justify your choice?”
“Can you tell me the limitations of using a bar graph?”
“How can you make sure the unit and measurement
you choose are appropriate?”

Formative Assessments
Collect student work
Teacher observation and questioning (“Why did you
choose this type of chart?”)
Visualisation checklist and teacher walkaround feedback
Observe the discussion of peer group
Student presentations
 Peer to peer feedback at end of lesson
Observational notes of group work or individual work

Conclusion / Closure / Plenary 5 min Review: • Provide feedback on their learning process
Things to consider: Recap key principles of good data communication- • Discuss the group work on their take-home
How will you review the main ideas • Ask students to share their concept and the graph assignments
of the lesson? • What chart type do they use and why • Write an exit ticket based on what they have learned
What kinds of questions will you • What insight does their chart communicate and discussed
ask?
Document students’ achievement by
How you will you document student
learning progress/ achievements? Their progress of visualisation of the product, formally or
informally.
Demonstrates application of formatting, clarity, and
message communication

Teacher Observation & Anecdotal Notes

Informal observation during group work and Q&A
AI Statement

In this lesson plan, I use ChatGPT to help me brainstorm some ideas and finalise some detailed planning of
the lesson

Generic Lesson Planner