I chose to structure this unit through the lens of data relevant to the lives of my students. All graphs used in this unit are either data co-collected with my students or realistic scenarios that are relevant to their lives. I did this intentionally in order to help my students ‘see themselves’ in the academic curriculum and show that graphs were another way of communicating important information with others.
My overarching goal seeks to primarily address the interpretation portion of standard 3.MD.B by aiding students in developing an understanding of how to read graphs and data independently. It also seeks to aid students in collaboratively developing graphs with their peers which is best represented in standard 3.CT.c.
I chose to keep the construction of graphs as a collaborative activity based on student needs for ongoing whole-group support for step-by-step work. In order to support the needs of this IEP-inclusion class, I will create anchor charts with visual representations that will be accessible to students during all parts of the unit (even assessments). In order to support varying student needs, language, and communication abilities, I will encourage students to communicate using pictures, body language, verbal expression…etc.