The technique works by showing only fragments of a graph at the start, with parts obscured or missing. Learners are challenged to state what they notice and wonder. Slowly, information in the graph is revealed, allowing learners to update their theories about the graph based on each new bit of evidence.

Doing this activity regularly with different graphs is great for building learners’ confidence levels in graph interpretation. The activity allows students to feel more comfortable joining in as there is no “right” answer when there is limited information available, just potential theories.

Go to the Slow Reveal Graphs website for more information and many ready-made slow reveal graphs to choose from: .

You can also make your own slow reveal graphs by taking a graph of your choice and covering sections up in your slideshow.

Here is one of our “homemade” examples: Slow Reveal Graphs – Refugee ÌìÃÀÊÓƵ

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Download Lesson Plan Here: ÌìÃÀÊÓƵ Cards Lesson plan

What you need

• Uniform blocks or boxes (for example plastic takeaway boxes). The amount you will need depends on how many students will be simultaneously taking part in the activity. For a group of 5 we would recommend 50 boxes. For this reason this activity is best delivered in small groups.
• Printed data cards. We recommend the CensusAtSchool ÌìÃÀÊÓƵ Cards which are from New Zealand (). We have made a version of the cards sized at A6 each available here: NZ ÌìÃÀÊÓƵ Cards
• Printed category headings (optional). These specify the different attributes for example (red hair, black hair, blonde hair, brown hair). These are used for building the towers on top of. But the activity can still be down without these.

To-do before the activity

• Print out the data cards and cut them out.
• Stick one card onto each of the blocks / boxes.

Activity

• Ask students to stack cards by different variables (a good place to start is hair colour). They will create 4 towers, one for each hair colour.
• Once they have created each tower, ask which hair colour is the most common. They should say the tower which is the highest. This links the core idea of data points being linked to graphs, and the use of visualisations in ease of data understanding.
• This can be repeated with other variables such as eye colour, transport option, or whether they like pineapple on pizza.
• Another activity is ordering the boxes by numerical variables, if your class is confident.

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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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When collecting data about people, researchers don’t want to accidentally cause harm, or risk sharing too much information. They try to reduce the amount of personal data in their data sets. By minimising personal data, they minimise the dangers. But if it’s not done properly, can this be undone? Is there a data disaster waiting to happen?

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Use code to create a data-driven piece of digital art all about you! You will also investigate the code to see how it all works and make changes to create your own data selfie. This activity uses P5js, a creative coding library that makes it easy to create data visualisations. You’ll enhance your data science skills by diving into the code to create art with data visualisations. This creative code exercise combines coding with art, showing how small code changes can create drastically different visual results. 

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Use data science skills to fight climate change in this interactive activity. You’ll create a proposal for a renewable energy system for YOUR school. You’ll need to work with energy usage data, geolocation data, satellite imagery, and earth observation data collected by NASA. Your goal is to find out how much electricity could be generated using a solar panel on your school roof.

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Join our data science team and help us stop a gang of rhino poachers. You’ll use data science skills to analyse security camera data from across Kruger National Park in South Africa. This is based on a real-life case study where conservationists and technologists in South Africa are using artificial intelligence and the Internet of Things to help save endangered wildlife. Let’s work together to use our technology skills to save the rhino!

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Briefing for Agents: The Scottish data V.I.K.I.N.G.S. are plotting a global catastrophe using classified information. We need you to infiltrate their base in Norway and stop them before it’s too late.

Description of learners’ task: Learners go through 7 Escape Room tasks through their web browser to stop the data V.I.K.I.N.G.S.

Timing: Approx. 60 minutes.

Materials: Online Escape Room

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

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Over five weeks, students will track their daily emotions using embroidery to create a vibrant, data-driven art piece. Each day, they’ll select a thread colour to represent their mood and stitch one square of a 5×5 grid.

At the end of the activity, they’ll add a stem to the grid, transforming it into a flower—a beautiful visualization of their emotional data. This project helps students understand how data can be collected, represented, and interpreted while fostering mindfulness and creativity.

Timing:

The activity is intended to take place over 5 weeks. It can be decided whether students are to stitch their day’s feelings each day, or perhaps stitch Monday-Friday’s feelings in one go every Friday. For this reason, we have included a mood-tracker where students can log their feelings on each day so they don’t forget before their stitching time!

Materials:

• Feelings Threads Worksheet
• Feelings Thread Presentation
• Embroidery Hoops
• Thread of multiple colours
• Thread cutters / Scissors
• Felt tip pens / colouring pencils
• Needles
• Felt squares
• Thread-keeping cards

Below are some examples of different ways that classes have approached this activity, including as a cross-stitch rather than embroidery activity.

       

Teachers have said:

“I’ve been doing this activity with my learners for fine motor skills, as well as a daily emotional check-in. I am using the data in report writing and will also put the pieces out on parents evening.”

“It’s nice for learners to now be able to see their longer term emotional data this way and reflect on it, which they couldn’t do when they were just doing daily emotional check-ins. They find it a calming start to the day.”

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Escape Rooms

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