Here you can download:

• Outcomes in Early Years and Primary (Excel file)
• Outcomes in Secondary (Excel file)
• Topics for using data skills (Powerpoint with Outcomes)

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Step 1: Materials

Something to weave with: You can use ribbon, yarn, or cut strips of recycled fabric (see this  for example) for the weaving material. You will need as many different colours as the number of categories in the data you are collecting.

Somewhere to weave on: You could use a fence in the school playground, a climbing frame or trim trail, furniture, or stick netting onto a classroom wall, like in the images below.

Step 2: ÌìÃÀÊÓƵ

We have previously used this activity to collect data on how learners or teachers usually travel to school, but you can also choose your own question to investigate! It helps to collect categorical data, so that each category can be represented by a different colour of ribbon, and to provide a key (see image below).

Step 3: Weave your data and discuss the results!

In our travelling-to-school topic, you can ask questions like “What is the most common mode of transport for getting to our school?”, “Why do we think most people travel by car/bus/walk (delete as appropriate)? “Is this mode of transport sustainable?”, “What could we do to encourage more sustainable travel to our school?”. You could also compare two schools (urban versus rural? primary versus secondary?) or run the activity across a cluster.

Further Information

You might be interested in a . This art installation was created in honour of Edinburgh’s first female medical students.

©Ìý, University of Edinburgh, 2024. This resource is licensed , unless otherwise indicated.

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In this activity, learners are introduced to ten different types of charts and graphs. The challenge is a ten-question quiz that can only be answered by understanding the information visualised in the different charts and graphs. This activity will boost data literacy and data visualisation interpretation skills, and can also be used to raise discussions about how effective each graph is, and what could be changed to make some of the graphs better.

All files are editable, so feel free to adapt to use with other graphs!

Editable graph posters

Questions

Multiple choice answer sheets

Answers

Powerpoint slideshow (this contains graphs, questions, and answers)

We also have a festive wintry version of this activity!

©Ìý, University of Edinburgh, 2024. This resource is licensed , unless otherwise indicated.

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In this activity, learners are introduced to ten different types of charts and graphs, all on festive topics. The challenge is a ten-question quiz that can only be answered by understanding the information visualised in the different charts and graphs.

Christmas graphs quiz

Graphs Quiz answer sheet

We also have a non-seasonal version of this activity.

©Ìý, University of Edinburgh, 2024. This resource is licensed , unless otherwise indicated.

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Have you used one of these books to teach data in your classroom and want to share your experience? Is there a book not listed below that you would recommend to other teachers? Get in touch!

David Smith (2018) If the world were a village. Bloomsbury Education.

David Smith (2016) If… A mind bending way of looking at big ideas and numbers. Wayland.

Miranda Smith (2022) If the world were 100 animals Red Shed.

Carl Bergstrom and Jevin West (2021) Calling Bullshit. The art of scepticism in a data-driven world. Penguin Random House.

Ron Ritchart, Mark Church, and Karin Morrison (2011) Making Thinking Visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass

 

Stuart Murphy (2022) Show and Tell! Great graphs and smart charts: an introduction to infographics. Charlesbridge Publishing.

 

James Cheshire and Oliver Uberti (2016) Where the animals go: Tracking Wildlife with Technology in 50 Maps and Graphics. Particular Books.

 

James Cheshire and Oliver Uberti (2021) Atlas of the Invisible. Particular Books.

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Find a visualisation to use as a starting point for a lesson or a conversation with your learners, or have your learners look through some examples before creating a data visualisation of their own.

©Ìý, University of Edinburgh, 2024. This resource is licensed , unless otherwise indicated.

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Briefing for Agents: The VIKINGS are trying to build a new secret mega lair. Discover the location to foil their plans! We don’t have enough DATA Agents to check out all the possible locations. Use information to narrow down the possibilities so that we can send out Agents to the most likely target.

Description of learners’ task: Learners plot sets of information (bunkers, wind farms and data centres) onto a map of Scotland to work out possible locations of the secret lair. Along the way they are introduced to the basics of how the internet works with data centres and undersea fibre optic cables.

Timing: Approx. 60 minutes.

Materials:

• Slides
• Instructions handout
• Guide to using grid references
• Printable Map
• Answer key
• Background info on internet infrastructure
• Editable visual guide/social story

Extension activities:

• Draw the secret lair. Draw the floorplan to help pass on this intelligence to other agents.
• Plan a new headquarters for the DATA Agency. What will you need in your building? What would be the best location for it?

If you require a resource in an alternative format, such as large print or a coloured background, please contact dataschools@ed.ac.uk detailing which resource(s) you require.

©Ìý, University of Edinburgh, 2024. This resource is licensed , unless otherwise indicated.

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The guide offers practical guidance, links to resources and a poster to support teaching data literacy skills and concepts across the primary curriculum.

Along with discussions of the importance of real world data and the impact of data both on our personal lives and society as a whole, the resource outlines how teachers can use the ‘PPDAC’ (Problem, Plan, ÌìÃÀÊÓƵ, Analysis, Conclusions) data problem-solving cycle in a variety ways.

The digital version of the handbook, which we hope will be used by schools across Scotland (and beyond) can be downloaded here:

Download ‘Teach ÌìÃÀÊÓƵ Literacy: a guide for primary teacher’

If you require this document in an alternative format, such as large print or a coloured background, please contact ÌìÃÀÊÓƵ by email at dataschools@ed.ac.uk

©Ìý, University of Edinburgh, 2024. This resource is licensed , unless otherwise indicated.

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Download the Food Cards in Word or PDF

Download slides as PowerPoint or PDF

Introduction

Food Production is responsible for approximately one third of all greenhouse gas emissions contributing to global warming. That’s about 19 times the amount from the commercial airline industry! In this lesson, learners will gather and visualise data about the food miles and carbon footprint associated with different food items, critically evaluate this data, and use it to think about how best to reduce the impact of our food systems on the environment.

This lesson is made up of 2 parts as follows:

1. 1. ÌìÃÀÊÓƵ gathering, visualisation, analysis, and discussion (2 hrs)
   2. Creative activity (1-2 hrs)

Duration: 3-4 hours, which can be split up into 2 or 3 separate sessions

Materials:

• • Access to computers or tablets with internet
  • Food items provided by teacher OR download and print the food cards provided
  • For Part 2, any art materials of choice: paper, pencils, felt tips, paint, or digital software (e.g. MS Paint)

Curriculum Links

MNU 2-20a: Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.

MNU 2-20b: I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way.

MTH 2-21a: I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.

TCH 2-02a: I can use digital technologies to search, access and retrieve information and are aware that not all of this information will be credible.

TCH 2-06a: I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way.

TCH 2-11a: I can use a range of graphic techniques, manually and digitally, to communicate ideas, concepts or products, experimenting with the use of shape, colour and texture to enhance my work.

SOC 2-08a: I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way.

HWB 2-35a: When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability.

LIT 2-09a: When listening and talking with others for different purposes, I can: share information, experiences and opinions; explain processes and ideas; identify issues raised and summarise main points or findings; and clarify points by asking questions or by asking others to say more.

Learning Intentions

We are learning to:

• • Find out different factors that contribute to the environmental impact of what we eat.
  • Gather and compare data about the environmental impacts of different foods.
  • Evaluate the source and quality of the data.
  • Draw a conclusion based on the data about what will make the biggest difference in reducing our impact.
  • Think creatively about how to do this.

Success criteria

We will:

• • Gather data using the online calculators.
  • Create a visualisation
  • Discuss what conclusions we can draw from the data.
  • Design a label to show information about the carbon emissions of a food item.

Part 1a – ÌìÃÀÊÓƵ Gathering & Visualisation

The teacher can bring a set of 5-10 staple food items into the classroom for this activity (use the food cards for ideas of what to bring). They can be brought from home or bought—as long as you can use them afterwards!—but best to avoid asking the learners to bring items from their own home.

As an alternative, the food cards provided at the end of this document can be cut out and used.

You can break up the learners into groups, or they can work individually. You can also have each group/individual gather data for one food item, then bring them together to pool their data for the visualisation.

Task 1a: Calculate the food miles of each item using the . If the country of origin is not specified, how might you make an educated guess?

Task 1b: Visualise the data. Three Options:

• • Order the food cards (or food items themselves) from most to least number of food miles
  • Draw a graph using paper and pencil
  • Use graphing software or a free online tool such as

Task 2a: Calculate the carbon emissions for each item. Each student/group can choose one of the three emissions calculators, and then the results can be compared.

Calculator 1:

Calculator 2:

Calculator 3:

Task 2b: Visualise the data.

Optional Bonus Activity:

Task 3a: Use a supermarket shopping website to find out the price per kg of each item.

Task 3b: Visualise the data.

Part 1b – Analysis & Discussion

In this part of the lesson, learners will be prompted to think critically about the source and quality of the data (by digging around on the calculators’ websites to see what further info they can find), interpret what the data means, and make decisions about how to act based on it.

Learners can come up with answers to the questions below individually or in small groups, and then come together to discuss as a class, or the whole activity can be done as a class.

Questions

1. Are the items with the most food miles also the items with the most carbon emissions? If you made graphs, how do the overall shapes compare?

2. How do the different calculators measure carbon emissions? What do they factor in? What is not factored in? Some examples:

• • Production method, e.g. human labour vs. machinery, pesticides, heated polytunnels
  • Land use (including deforestation) & water use
  • Processing, packaging & storage
  • Different stages of transport
  • ÌìÃÀÊÓƵ refrigeration & cooking

3. Who made each calculator? Do they have an agenda? How trustworthy are they?

4. If you completed the bonus task, are the most expensive foods also the ones with the most food miles or carbon emissions? Should they be?

Concluding Task

As a class, come up with a list of principles that would help us make more sustainable food choices, and rank these in terms of importance. Some examples might be:

• • Eat less beef
  • Eat more local produce
  • Choose food with less packaging.

Part 2 – Creative Activity

The purpose of this activity is to allow learners to be freely creative, and to emphasise that data science and creative arts can in fact be closely linked.

Prompt: Many food labels tell us the country of origin, but not the other contributing factors to carbon emissions. Design a food label that would give shoppers an accurate sense of the carbon emissions associated with the different foods we eat.

©Ìý, University of Edinburgh, 2024. This resource is licensed , unless otherwise indicated.

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• Marine Conservation Society Beach Cleanup ()  ()
• 
• Using PPDAC to investigate a problem
• 
• Dear ÌìÃÀÊÓƵ Lessons

©Ìý, University of Edinburgh, 2024. This resource is licensed , unless otherwise indicated.

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