Students could offer a variety of responses. What are some questions that occur to you? What do you think your students might say or ask about?
When I shared this graph with my students, I wanted to develop different numerical methods for integration in calculus and have them calculate the total amount of methane that leaked. After this discussion, we began working on a project that provided them with more information and questions to explore.
But by taking just a little bit of extra time and having students generate the questions, I gave them a chance to think about the scenario more, consider what other information they might want, and primed them for future modeling experiences.
How could you introduce some bite-size modeling experiences in your classes?