Identifying and Fixing Chart Junk

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Name:
  Data Science and Machine Learning
  Course Title:
  Data Analytics and Database Design
  Course Number:
  9007720
  Career Cluster:
  Information Technology
  CIP Number:
  0530700101
  Course Type:
  TECH-ED - High School Technical Educational Programs
  CTE Standard(s) or benchmarks:
  CTE-IT.912.9007720.4.8 - Define "chart junk" and know how to minimize it.
  Integrated benchmarks: ELA:
  ELA.12.C.4.1 - Conduct research on a topical issue to answer a question and synthesize information from a variety of sources.
  ELA.10.C.4.1 - Conduct research to answer a question, refining the scope of the question to align with findings, and synthesizing information from multiple reliable and valid sources.
  ELA.9.C.4.1 - Conduct research to answer a question, drawing on multiple reliable and valid sources, and refining the scope of the question to align with findings.
  Grade level(s):
  9-12
  Time:
  55-60 minutes

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Presenting Cookies.” See CPALMS resource ID#219027.

• Career Connection

  
  

  Students will work together to practice cooperation and teamwork while also improving their interpersonal skills by researching the meaning of "chart junk" and identifying where they see it on the chart provided in the case study. Additionally, students will work together to research and apply appropriate data visualization skills to the slide to ensure it will engage their audience.

  Students will also practice the metacognition durable skill by thinking about teaching others information through visualization, giving and taking constructive feedback within their group, and adapting to difficult situations.

• Learning Objectives

  
  

  Students will be able to:

  • Identify “chart junk” on an existing chart.
  • Make design recommendations for data visualizations on digital slides that will be compelling to an audience.
  • Research “chart junk” and appropriate data visualization design elements.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Generating and telling stories with data.
  • Collecting, analyzing, and visualizing a dataset to gain insight.

• Guiding Questions

  
  
  • How do you identify “chart junk” on a data visualization?
  • What are appropriate design choices to use to minimize “chart junk?”

• Procedure

  
  

  1. To introduce the lesson, engage students by handing out or displaying a copy of the PresentingCookiesChart.pptx file. Ask the students to review the chart for a few minutes. Ask for a volunteer to explain what the chart means. If no one volunteers, ask if anyone would consider giving this chart to a supervisor. Likely, no one will be able to explain the chart or want to give it to a supervisor. This can lead to introducing the concept of "chart junk" and how it makes it difficult for an audience to understand data visualizations.

  2. Assign or let students choose small groups or pairs. Provide students with a copy of the Presenting Cookies case study (CPALMS resource ID# 219027).

  • Provide students with a copy of the case study to take notes, highlight vocabulary, underline important concepts, or annotate for their understanding.

  3. Pose the following questions as the case study is read:

  • What elements made Jazzy’s presentation difficult for the owners to follow?
  • What could Jazzy have reviewed with her fellow interns or supervisor before her presentation?
  • Why did Jazzy’s audience disengage from her presentation?

  4. For the student-centered activity, hand out the ChartJunk.docx document and ask students to research “chart junk” to discover what it is, how it impacts a data visualization, and why it makes it difficult for an audience to understand the visualization. Students will complete the ChartJunk.docx document that will include examples of "chart junk," the proposed design element fix, and the reference(s) they used for their research. Students will provide at least five instances of "chart junk."

  5. After students have conducted their research and completed their "Chart Junk" document, have the groups or pairs take turns identifying the "chart junk" in the PresentingCookiesChart.pptx and what they would do differently. This chart can be displayed on a smartboard or printed and centrally located in the classroom.

  • Alternatively, you could have the student groups or pairs mark up a copy of the PresentingCookiesChart.pptx and identify the “chart junk” and what they would do differently.

  6. To bring the lesson to a close, students can reflect upon the following discussions:

  • How could you use the design concepts you have learned in this activity to create a presentation to your future boss about a new product idea?
  • How could you use the idea of identifying “chart junk” to help a future coworker before a presentation?
  • How do data scientists benefit from understanding how to engage an audience with data visualizations?

• Teacher Notes

  
  
  • If time does not permit, this lesson can be completed over two class periods.
  • The reflection can be used as a formative assessment for understanding the "chart junk" topic and how to minimize it in a data visualization.

• Optional

  
  

  Extension Idea:

  • Provide students with the PresentingCookiesData data file and have them work in small groups or pairs to create an engaging data visualization that minimizes "chart junk."