Data Collection and Graphical Representation with Common Charts for SS 1

Class: SS 1
Term: Second Term
Week: 8
Age: 15 years
Duration: 60 minutes
Subject: Digital Technologies
Curriculum Theme: Data Science
Focal competence: Using appropriate software tools to graphically represent data and make interpretations
Key competencies/values: Communication
Skills:

• Generating meaningful charts and graphs from raw data
• Extracting information from raw data

Previous Lesson: Basic Statistical Measures and their Graphical Representations
Topic: Basic Statistical Measures And Their Graphical Representations: Data Collection
Subject Matter: Data Collection, Graphical Representation, Bar chart, Histogram, Pie chart, Scatter plot

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Define data collection.
• State at least two methods of data collection.
• Explain the purpose of graphical representation of data.
• Describe the characteristics and uses of bar charts, histograms, pie charts, and scatter plots.
• Identify trends and patterns in data presented graphically.
• Interpret conclusions from data presented in charts.

Psychomotor Domain

• Use spreadsheet software to create simple bar charts and pie charts from given data.
• Draw conclusions from data presented in various graphical forms.

Affective Domain

• Appreciate the importance of accurate data collection and representation.
• Demonstrate effective communication when discussing data interpretations.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable Digital Technologies textbook for SS 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Computers/laptops
• Internet access
• Spreadsheet software, e.g., MS Excel, Google Sheets
• Projector and screen (optional, for demonstration)
• Whiteboard and markers
• Sample data sets from everyday events

Rationale for the Lesson

This lesson is important as it equips students with foundational skills in data handling, which is crucial in today’s data-driven world. Understanding how to collect and graphically represent data allows students to make sense of information, identify patterns, and draw informed conclusions, thereby enhancing their analytical and communication abilities.

Prerequisite/Previous Knowledge

Students should have basic computer literacy, including familiarity with operating a computer and using simple applications. They should also have a general understanding of numbers and simple measurements.

Lesson Content/Board Summary

Basic Statistical Measures And Their Graphical Representations: Data Collection

Data Collection

Data collection is the systematic process of gathering and measuring information from various sources to obtain a complete and accurate picture of an area of interest. It is the first step in any data analysis process.

Methods of Data Collection

Common methods for collecting data include:

1. Survey: This involves gathering information from a sample of individuals through questionnaires, interviews, or polls. Surveys can be conducted face-to-face, over the phone, or online.
2. Observation: This method involves watching and recording behaviour or events in a natural setting. It can be direct (observing people) or indirect (observing traces of behaviour).
3. Experiments: Involves manipulating one or more variables under controlled conditions to determine cause and effect.
4. Secondary Data Collection: Using existing data that has already been collected by others, such as government reports, academic research, or company records.

Graphical Representation of Data

Graphical representation involves presenting data in visual formats such as charts and graphs. The purpose is to make complex data easier to understand, identify trends, patterns, and relationships, and communicate findings effectively.

Common Charts for Data Representation

Bar Chart

A bar chart uses rectangular bars of varying heights or lengths to represent different categories of data. The length of each bar is proportional to the value it represents. Bar charts are typically used to compare discrete categories or show changes over time.

Use: Comparing quantities across different categories (e.g., number of students in different subjects, sales figures for various products).

Example: A bar chart showing the favourite sports of students in SS 1.

Histogram

A histogram is a graphical representation of the distribution of numerical data. It is similar to a bar chart but is used for continuous data, where the bars represent ranges of values (bins) and are typically drawn without gaps between them (unless a bin is empty).

Use: Showing the frequency distribution of continuous data (e.g., distribution of student heights, age ranges in a population, test scores).

Distinction from Bar Chart: Bar charts compare discrete categories, while histograms display the distribution of continuous data. Bars in a histogram usually touch, indicating continuity, whereas bars in a bar chart are separated.

Example: A histogram showing the distribution of exam scores (e.g., 0-10, 11-20, 21-30, etc.) in a class.

Pie Chart

A pie chart is a circular statistical graphic divided into slices to illustrate numerical proportion. In a pie chart, the arc length of each slice (and consequently its area and central angle) is proportional to the quantity it represents.

Use: Showing parts of a whole, where the sum of all categories equals 100% (e.g., budget allocation, market share, composition of a class by gender).

Example: A pie chart showing the percentage of students who chose different extracurricular activities.

Scatter Plot

A scatter plot (also called a scatter graph or scatter diagram) is a type of plot or mathematical diagram using Cartesian coordinates to display values for typically two variables for a set of data. The data is displayed as a collection of points, each having the value of one variable determining the position on the horizontal axis and the value of the other variable determining the position on the vertical axis.

Use: Displaying the relationship between two numerical variables to identify correlation or patterns (e.g., relationship between hours studied and exam scores, height and weight).

Example: A scatter plot showing the relationship between the number of hours students spend on social media per week and their average academic performance.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Questioning/Engagement

Teacher’s Activity: The teacher greets the students and asks them how they get information about things happening around them (e.g., news, school events, market prices). The teacher then introduces the topic of data collection and representation.

Pupils’ Activity: Pupils respond to the questions and listen attentively to the introduction.

Learning Point: Introduction to data

Step 2: Data Collection Meaning and Methods

Time: 10 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: The teacher defines data collection and explains its importance. The teacher then discusses various methods of data collection, focusing on surveys and observation, providing simple examples for each.

Pupils’ Activity: Pupils listen, ask questions, and contribute to the discussion by suggesting examples of data collection in their daily lives.

Learning Point: Data collection methods

Step 3: Introduction to Graphical Representation

Time: 5 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher explains why data is represented graphically – to make it easier to understand, identify patterns, and communicate findings. The teacher shows simple examples of how raw data can be confusing compared to a visual chart.

Pupils’ Activity: Pupils listen and observe the examples, understanding the benefit of visual data.

Learning Point: Purpose of data graphs

Step 4: Bar Charts and Histograms

Time: 10 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains bar charts and histograms, highlighting their characteristics, uses, and the key differences between them (discrete vs. continuous data). The teacher uses the whiteboard or projector to sketch simple examples.

Pupils’ Activity: Pupils listen, take notes, and ask questions for clarification, especially on the distinction between bar charts and histograms.

Learning Point: Bar charts and histograms

Step 5: Pie Charts and Scatter Plots

Time: 10 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains pie charts and scatter plots, describing their uses and how they visually represent data. The teacher provides examples for each chart type, explaining when each would be most appropriate.

Pupils’ Activity: Pupils listen, observe the examples, and identify situations where each chart type would be useful.

Learning Point: Pie charts and scatter plots

Step 6: Practical Application

Time: 10 minutes

Teaching Skill: Guided Practice/Demonstration

Teacher’s Activity: The teacher guides students to collect simple data (e.g., favourite colours of classmates, number of siblings). Using computers and spreadsheet software (e.g., MS Excel or Google Sheets), the teacher demonstrates how to input this data and create a bar chart and a pie chart. Students follow along.

Pupils’ Activity: Pupils actively participate in collecting data, follow the teacher’s instructions to input data, and attempt to create bar and pie charts using the software.

Learning Point: Creating charts with software

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is data collection?
2. Mention two methods of data collection.
3. When would you use a bar chart instead of a pie chart?
4. Explain the main difference between a bar chart and a histogram.
5. What type of chart is best for showing the relationship between two variables?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding data representation

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on data collection methods and graphical representations into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher summarises the key points of the lesson, reiterating the importance of collecting accurate data and choosing the right chart for effective communication. The teacher encourages students to observe data representation in everyday life.

Pupils’ Activity: Pupils listen and reflect on the lesson’s main points.

Learning Point: Data representation importance

Continuous Assessment/Further Study

Type: Homework/Practice Exercise

Instruction: Answer the following questions and complete the practical task.

1. Define data collection in your own words.
2. List and briefly explain three methods of data collection.
3. Imagine you want to show the percentage of your school’s budget allocated to different departments (e.g., academics, sports, maintenance). Which type of chart would be most suitable and why?
4. Collect data on the favourite subjects of 15 students in your class. Using a spreadsheet program, create a bar chart and a pie chart to represent this data. Print or save your charts.

Lesson Keywords

• Data Collection – The process of gathering and measuring information.
• Survey – A method of collecting data by asking questions to a group of people.
• Observation – A method of collecting data by watching and recording events or behaviours.
• Graphical Representation – Presenting data in visual formats like charts and graphs.
• Bar Chart – Uses rectangular bars to compare discrete categories of data.
• Histogram – Uses bars to show the frequency distribution of continuous data.
• Pie Chart – A circular chart divided into slices to show parts of a whole.
• Scatter Plot – Displays the relationship between two numerical variables using points.

Differentiation

Support: For students who struggle with computer skills, provide step-by-step written instructions for creating charts in the software. Pair them with more proficient students for guided practice. Offer simpler data sets for initial practice.

Extension: Challenge advanced students to collect more complex data (e.g., from online sources) and represent it using all four chart types discussed. Ask them to analyse the data and write a short report interpreting the trends and patterns they observe.

Suggested Lesson Videos

Search on YouTube for: “Data Collection and Graphical Representation SS1 Digital Technologies”