Thanks for the question, Jera. I’ll be sure to post them here when they’re ready. Unfortunately, a technical issue got in the way of filming my main talk (Power, not Punishment). I’ll give it another try in May.

I think of other ways that students could critically examine and question graphs. I wonder about “dangerous ideas in graphs” like ideas about intelligence as a bell curve, or models of population growth or resource use (over fishing).

Yeah, interesting. This particular activity takes the instrument for data collection at face value. There are loads of instances where students should question the collection instrument itself, before even looking at the graph.

I’ll try to pick your brain for a bit at the Desmos booth about dynamic algebras. I really think they can open the door for amazing learning activities just like Desmos does, and I’d like to hear your thoughts on it :)

OK, back to the climate graphing activity. Your activity is a nice “pivot” on the normal process of having students interpret graphs to giving students the interpretation and having them select a piece of the graph that provides supporting evidence. In the science ed world claim/ evidence/ reasoning (CER) approach is the current strategy for getting kids to think systematically about a topic. The reasoning piece is always tricky for kids. This idea of giving students the claim and the reasoning and then having them find the evidence in the graph could be a nice way to strengthen those skills.

I think of other ways that students could critically examine and question graphs. I wonder about “dangerous ideas in graphs” like ideas about intelligence as a bell curve, or models of population growth or resource use (over fishing). The critical analysis and questioning of information is especially important in our current environment of questioning “what are the real facts”?