Objectives (5 - 10 minutes)

1. Understand data representation: Students should be able to understand the concept of data representation, including the idea that information can be expressed in different ways and that each representation has its own strengths and weaknesses.

2. Identify different forms of data representation: Students should be able to recognize and identify different forms of data representation, such as bar charts, pie charts, Venn diagrams, among others. They should also be able to associate each type of chart with the type of information it best represents.

3. Analyze and interpret represented data: Students should be able to analyze and interpret data represented in different formats. This includes the ability to extract meaningful information from the charts and make inferences based on this data.

Secondary objectives:

• Develop critical thinking skills: By working with data representation, students will have the opportunity to develop critical thinking skills, such as the ability to analyze information, make connections, and formulate arguments based on evidence.

• Promote teamwork: By engaging in group activities, students will have the opportunity to work as a team, improving their communication and collaboration skills.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the lesson by briefly reviewing the concepts of data and data collection, which were covered in previous lessons. This can be done through a classroom discussion, where students are encouraged to recall and share what they have learned. The teacher can ask targeted questions to ensure that students have a solid understanding of these concepts. (3 - 5 minutes)

2. Problem Situations: The teacher should present two problem situations that will trigger the need to represent data. For example, one situation might involve the need to represent the age distribution in a school, while the other might involve the need to represent the grade distribution in a class. This helps to contextualize the topic and show students how data representation can be useful in understanding different situations. (3 - 5 minutes)

3. Contextualization: The teacher should then contextualize the importance of data representation, explaining how it is used in various areas of real life, such as business, science, sports, etc. For example, the teacher can discuss how charts are used in advertising to effectively communicate information, or how scientists use charts to visualize and understand patterns in their data. This helps to show students that the ability to represent data is relevant and applicable outside the classroom. (2 - 3 minutes)

4. Gaining Students' Attention: To spark students' interest, the teacher can share some curiosities or stories related to data representation. For example, the teacher can talk about how the graphical representation of data dates back to ancient times, with the use of pictograms in caves. Another curiosity might be the story of the pie chart, which was invented by the engineer and economist William Playfair in the 18th century. These curiosities can help show students that data representation is a skill that has a long history and continues to evolve. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity "Creating a Newspaper" (10 - 12 minutes)

   • Group Formation: The teacher should divide the class into groups of 4 to 5 students. Each group will receive a large sheet of paper, colored pens, and a set of data (e.g., the number of students in each grade, the distribution of grades in a subject, the amount of waste produced at school in a week, etc.).

   • Instructions: The teacher should explain that each group will be responsible for creating a "newspaper cover" using the provided data. The newspaper cover should include a title, an image, and at least two charts that represent the data clearly and meaningfully. Groups are free to choose which type of chart to use (bar chart, pie chart, line chart, etc.), but they must be able to justify their choice of chart based on the data.

   • Activity Execution: Groups should discuss and plan their newspaper cover, deciding how they will represent the data. They should then draw the charts and write the title and caption. The teacher should circulate around the room, assisting groups as needed and encouraging discussion and cooperation.

   • Presentation: After the allotted time, each group should present their newspaper cover to the class. They should explain their choice of chart and what the data represents. Other students are encouraged to ask questions and make comments.

2. Activity "Space Mission" (10 - 12 minutes)

   • Group Formation: The same groups from the previous activity will be maintained. Each group will receive a different set of data (e.g., the amount of oxygen consumed per hour in different spacecraft, the amount of food consumed per day by astronauts of different nationalities, etc.).

   • Instructions: The teacher should explain that each group will be a team of space scientists, tasked with analyzing the data and creating a chart that represents the data clearly and informatively. The chart should be accompanied by a brief data analysis and a conclusion.

   • Activity Execution: Groups should discuss the data and decide how to represent it graphically. They should then draw the chart, write the analysis, and the conclusion. The teacher should circulate around the room, assisting groups and encouraging discussion and cooperation.

   • Presentation: After the allotted time, each group should present their chart, analysis, and conclusion to the class. Other students are encouraged to ask questions and make comments.

3. Reflection and Discussion (5 - 6 minutes)

   • Group Discussion: After the presentations, the teacher should lead a group discussion about the activities. Students should be encouraged to reflect on what they learned, what challenges they faced, and how they could improve in future activities. The teacher should highlight the importance of data representation and how it can be used to understand and communicate information effectively.

   • Teacher Feedback: The teacher should provide feedback on the presentations, praising the strengths and offering suggestions for improvement. The teacher should also reinforce the key concepts and skills that were covered in the lesson and that will be important for future lessons and activities.

Return (10 - 12 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should initiate a group discussion, where each group shares their solutions or conclusions from the "Creating a Newspaper" and "Space Mission" activities. Each group will have up to 2 minutes to present their findings. During the presentations, the teacher should encourage students to ask questions and make constructive comments.

2. Connection with Theory (2 - 3 minutes)

   • After the group presentations, the teacher should conduct a theoretical review, connecting the practice of the activities with the data representation concepts presented in the Introduction. The teacher should highlight how the charts were used to represent the data clearly and meaningfully, and how the analysis of these charts allowed students to extract information and make inferences.

3. Individual Reflection (3 - 4 minutes)

   • The teacher should propose that students individually reflect on what they learned in the lesson. The teacher can ask guiding questions, such as:
     1. What was the most important concept you learned today?
     2. What questions do you still have about data representation?
   • Students should write down their reflections on a piece of paper or in their notebooks. The teacher should emphasize that these reflections are an opportunity for students to consolidate their learning and identify any areas that may need reinforcement in future lessons.

4. Feedback and Closure (1 - 2 minutes)

   • The teacher should then close the lesson, thanking the students for their participation and effort. The teacher should remind students of the importance of data representation and how this skill can be useful in their daily lives and in other subjects. The teacher should also inform students about any readings or homework that may be relevant to the next topic.
   • The teacher can also take this moment to ask for feedback from the students about the lesson, asking what they liked, what they found difficult, and what they would like to see more of in future lessons. This can help the teacher adjust their planning to better meet the needs and interests of the students.

Conclusion (5 - 7 minutes)

1. Summary of Covered Content (2 - 3 minutes)

   • The teacher should start the Conclusion by recapping the main points covered during the lesson. This includes the definition of data representation, the identification of different forms of data representation, and the ability to analyze and interpret represented data. The teacher should emphasize the importance of these concepts and how they are interconnected.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher should then explain how the lesson connected theory, practice, and applications. For example, the teacher can mention how the practical activities allowed students to apply the theory and develop their data representation skills. The teacher can also reinforce the applications of data representation, reminding students how this skill is used in various areas of real life.

3. Suggestion of Extra Materials (1 minute)

   • The teacher should suggest some additional materials that students can use to deepen their understanding of the topic. This can include websites, videos, books, or online activities. The teacher can, for example, suggest that students explore some of the interactive data representation resources available online, or read an article about how data representation is used in a field of their interest.

4. Importance of the Subject for Daily Life (1 - 2 minutes)

   • Finally, the teacher should summarize the importance of the subject for daily life. The teacher should explain that the ability to effectively represent data is essential for understanding and communicating information in many aspects of life, from personal decision-making to understanding news and information in the media. The teacher can, for example, mention how charts are used in news and advertisements to influence people's opinions, or how the ability to interpret charts can help students in their future careers, regardless of the field.