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I used it with the HR diagram, they were confused with a bit of the wording

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I shorten the ask and had my students analyze Hubble's relation speed vs distance graph.  S struggled with defining the slope and inferring .

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This process still isn't ingrained in my teaching and I've missed a few opportunities to include it (including today).

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I didn't modify much. I used it as an introductory activity. Many students struggled, but they seemed more engaged as I explained how to use the ESRT.

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I am using the template to be consistent and get students to look at graphs critically and quickly. It's getting faster and students are thinking more 

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I am using the template to be consistent and get students to look at graphs critically and quickly. It's getting faster and students are thinking more 

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I used it to have students look at pages 5 and 10 of the ESRT.  I modified the question prompts to be more appropriate to the graphs. We reviewed.  It was good because some misconceptions about what the chart was saying/intended for were uncovered.  I then asked students how we know that what the graphs are saying is true and went into an activity plotting earthquake depths and determining what is happening with the plates.  

# data[].attributes.subject
I used it to have students look at pages 5 and 10 of the ESRT.  I modified the question prompts to be more appropriate to the graphs. We reviewed.  It was good because some misconceptions about what the chart was saying/intended for were uncovered.  I then asked students how we know that what the graphs are saying is true and went into an activity plotting earthquake depths and determining what is happening with the plates.  

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I used the organizer to help guide my students through the Solar System Data Table on page 15 of the ESRT to look for relationships and help them determine which of the variables are connected to each other, which ones you would think are connected but aren't and to make predictions based on their analysis. It worked well guiding them through the table. However, there were vocabulary that I needed to pre-teach but didn't. I also used google sheets to sort their data and create graphs to verify their assumptions.

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Used the chart we have created in my 7th grade classroom while teaching students how to read graphs.
Found this organizer to be very useful. Students were guided to what to pay attention to when looking at the graphs.

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I’ve used images and data tables with my students. They put more effort into the data tables - maybe they were easier or more straight forward or maybe my questions were more scaffolded??

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What worked - We customized the questions specifically for the contour image from Regents (using pollution spread)

What needs work - We want to improve and create uniform analysis tool for all diagrams using a mnemonics so students can remember the checklist whenever they see an image or data or graph

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- with an emphasis on increasing student awareness of the labels on the x/y-axis especially with a logarithmic scale
- Issue - while we were able to have a good discussion, many students didn't complete the questions on the modified checklist

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-Used a shorted version of the table we came up with as a group to analyze data table (Solar System Data ESRT)
-Helped students looked at each component of the table (especially helped students note units)
-Students quickly went through the questions without taking the time to look deeply at the relationships in the table

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- *very* heavily modified... but the spirit remained the same!
- lots of discussion/arguing... so that worked! (students were supposed to work collaboratively)
- too much clarification needed on a couple of questions... so that didn't work. (I wound up explaining verbally what I was looking for instead of letting students muddle through)

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I modified the tools that we used last time in order to come up with a series of graphs/tables/diagrams that my students needed to answer a series of questions to. What worked is that the students needed to generate their own understanding of what the graph was telling them. What did not work is that I could not immediately correct their misunderstandings.

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I modified the tools that we used last time in order to come up with a series of graphs/tables/diagrams that my students needed to answer a series of questions to. What worked is that the students needed to generate their own understanding of what the graph was telling them. What did not work is that I could not immediately correct their misunderstandings.