Explorer Phase - DLL 5
Learners at DLL 5 explore complexity within familiar chart forms. They interpret clustered or stacked data, recognize when conclusions extend beyond evidence, and revise their own work to represent data ethically and clearly.
Standards version 1.0 · Released 1/1/2025
Standards
DLL 5 Standards (10)
| Strand | Code | Standard Statement | Observable Evidence | DOK | Global Links |
|---|---|---|---|---|---|
Foundations F | EXP.F.5.1 | Learner recognizes clustered or stacked bars as showing related categories. | Identifies that each color in a bar represents a subgroup of data. | 2 | CCSS · 5.MD.B ISTE · 1a |
Foundations F | EXP.F.5.2 | Learner explains how scale and intervals affect interpretation. | Describes that doubling interval spacing changes perceived difference. | 3 | CCSS · 5.MD OECD_LC2030 · (Data integrity) |
Reading & Interpreting R | EXP.R.5.1 | Learner interprets multiple features (color, pattern, label) in a clustered-bar chart. | Correctly compares subgroups using legend and scale. | 3 | CCSS · 5.MD.B NGSS · SEP Analyzing Data |
Reading & Interpreting R | EXP.R.5.2 | Learner draws reasoned conclusions and distinguishes evidence from opinion. | States "It seems higher, but we'd need more data." | 3-4 | C3 · D3 (Evidence & Claim) ISTE · 3a |
Creating & Communicating C | EXP.C.5.1 | Learner designs a clear clustered-bar or double-line chart from collected data. | Produces correctly scaled, labeled, color-keyed chart. | 3 | ISTE · 6a UNESCO_MIL · (Accuracy of Representation) |
Creating & Communicating C | EXP.C.5.2 | Learner revises chart to eliminate visual bias or confusion. | Adjusts axis, colors, or order to improve clarity. | 3-4 | ISTE · 6b UNESCO_MIL · (Bias Correction) |
Critical & Ethical CR | EXP.CR.5.1 | Learner critiques charts in media for exaggeration or omission. | Identifies missing baseline or truncated axis in a real-world example. | 3 | ISTE · 2a UNESCO_MIL · Bias Detection |
Critical & Ethical CR | EXP.CR.5.2 | Learner explains how misleading visuals can harm understanding or fairness. | States "It could make people think one school is better when data is incomplete." | 4 | CASEL · Ethical Decision OECD_LC2030 · (Ethical communication) |
Leadership & Application L | EXP.L.5.1 | Learner leads peers in reviewing data displays for fairness before publication. | Facilitates group checklist for accuracy and inclusion. | 3 | C3 · D2 (Civic collaboration) CASEL · Responsible Decision |
Leadership & Application L | EXP.L.5.2 | Learner presents findings acknowledging both strengths and limits of data. | Says "This shows growth, but we only measured one class." | 4 | ISTE · 7a (Responsible communication) UNESCO_SDG · 4.7 |
EXP.F.5.1
Foundations · F
Learner recognizes clustered or stacked bars as showing related categories.
Evidence
Identifies that each color in a bar represents a subgroup of data.
Global Links
EXP.F.5.2
Foundations · F
Learner explains how scale and intervals affect interpretation.
Evidence
Describes that doubling interval spacing changes perceived difference.
Global Links
EXP.R.5.1
Reading & Interpreting · R
Learner interprets multiple features (color, pattern, label) in a clustered-bar chart.
Evidence
Correctly compares subgroups using legend and scale.
Global Links
EXP.R.5.2
Reading & Interpreting · R
Learner draws reasoned conclusions and distinguishes evidence from opinion.
Evidence
States "It seems higher, but we'd need more data."
Global Links
EXP.C.5.1
Creating & Communicating · C
Learner designs a clear clustered-bar or double-line chart from collected data.
Evidence
Produces correctly scaled, labeled, color-keyed chart.
Global Links
EXP.C.5.2
Creating & Communicating · C
Learner revises chart to eliminate visual bias or confusion.
Evidence
Adjusts axis, colors, or order to improve clarity.
Global Links
EXP.CR.5.1
Critical & Ethical · CR
Learner critiques charts in media for exaggeration or omission.
Evidence
Identifies missing baseline or truncated axis in a real-world example.
Global Links
EXP.CR.5.2
Critical & Ethical · CR
Learner explains how misleading visuals can harm understanding or fairness.
Evidence
States "It could make people think one school is better when data is incomplete."
Global Links
EXP.L.5.1
Leadership & Application · L
Learner leads peers in reviewing data displays for fairness before publication.
Evidence
Facilitates group checklist for accuracy and inclusion.
Global Links
EXP.L.5.2
Leadership & Application · L
Learner presents findings acknowledging both strengths and limits of data.
Evidence
Says "This shows growth, but we only measured one class."
Global Links
Level Summary
At DLL 5, learners move from seeing fairness to maintaining fairness. They evaluate evidence critically, refine visuals for clarity, and take responsibility for how information influences others—linking data integrity to empathy in communication.