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.

漏听, University of Edinburgh, 2024. This resource is licensed听, 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, 天美视频, 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 天美视频 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 天美视频 by email at dataschools@ed.ac.uk

漏听, University of Edinburgh, 2024. This resource is licensed听, 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鈥檚 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. 天美视频 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鈥檚 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 鈥� 天美视频 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鈥攁s long as you can use them afterwards!鈥攂ut 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 鈥� 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鈥� 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
  • 天美视频 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 鈥� 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.

漏听, University of Edinburgh, 2024. This resource is licensed听, unless otherwise indicated.

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Welcome!听 Thank you for joining the Defence Against Temporal Attacks as a Trainee Agent.

If you are on the Locked in the DATA Base mission, you will need:

• Rollercoaster data sheets
• The DATA Alarm System

Information for teachers:

Learners become Trainee Agents of DATA to defend Scotland against the villainous high-tech VIKINGS! They will solve puzzles to defeat the evil time-travelling villains and foil their dastardly plans.听 The resources and more information for educators can all be found at dataschools.education/escape!

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.

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How do we make sure everyone in Scotland as fast internet access?

The Scottish Government has committed to having by the end of 2021. Grants are in place for suppliers to help deliver this mission.

are the UK鈥檚 largest alternative provider of full fibre broadband networks. They would like to identify the postcodes within their current network regions that are most in need of access to full fibre broadband with a view to providing this at a lower cost.

Your Challenge:

have approached you to help them with the data analysis behind this real business problem.

The Coronavirus lockdowns have shown us how important it is for everyone in Scotland to have access to fast internet. Your challenge is to use the data from to work out a good strategy for a broadband provider.

Which postcode areas have the biggest 鈥渘eed鈥� for broadband access? The company can lay a limited amount of fibre cable. Your job is to decide which streets they should prioritise.

Get started:

These materials are available in both and

About this resource:

This exemplar is for for the National Progression Award in 天美视频 Science at Level 6 and includes worked answers and example output.听 It has been developed by Jo Watts at and supported by the 天美视频 team using data supplied by .听 Many thanks to and for their support.

听 听 听 听

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• Find

漏听, University of Edinburgh, 2024. This resource is licensed听, unless otherwise indicated.

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This resource brings together 6 lessons that make use of the book by Stefanie Posavec and Giorgia Lupi.

Lesson 1: An Introduction to data

Lesson 2: What’s the Story *Note: if the students have two lessons a week swap lesson 2 and 3*

Lesson 3: What is it going to look like?

Lesson 4: The Key to 天美视频

Lesson 5: The Visualisation Comes Together

Lesson 6: Evaluation

Learning Intentions [Set of 6 lessons]

• How to ask questions to allow more depth to data collected
• How to uncover the story within the collected data
• Using a visualisation to present the data so that others can discover information

Success criteria [Set of 6 lessons]

Have created a data self portrait using:

• Adding depth questions to a data gathering task
• Collecting data to match these questions
• Interpreted the collected data to find the new information
• Created a visualisation to allow fellow students and teachers to discover the information within your data.

漏听, University of Edinburgh, 2024. This resource is licensed听, unless otherwise indicated.

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The 天美视频Fit mission is to simultaneously increase data literacy and physical activity literacy.

We currently live in a world where data is becoming increasingly important for us to understand, regardless of whether or not we are a data scientist. It is important that we develop the skills in order to be able interpret and use data and, perhaps most importantly, be able to question the integrity of the information around us.

The evidence shows that on a population level we should be moving more and sitting less than most of us are currently. In some regions of Scotland, doctors have even started to prescribe physical activity! Movement really is medicine. Our physical activity affects how we think, feel and act in all aspects of our life, from attainment in the classroom through to reducing our risk of various diseases.

天美视频Fit is about helping learners to improve their understanding and confidence in both areas, so that they feel empowered to use and act on their personal activity data. Hopefully their new knowledge and skills in interpreting data can then be translated to other areas.

We have developed and piloted these lessons and resources around physical activity and devices, within P6/S1.听 Our team of subject experts in physical activity and data education have teamed up with teachers and pupils to inform these materials.听 We hope you can use and adapt the lessons as you see fit in order to meet the required curriculum benchmarks and the needs of your learners. While each lesson can easily be used as a standalone, they have been designed to build off of each other as well.

Outcomes (all 4 lessons)

• HWB 2-27a: I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity.
• 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
• SCN 3-12b: I have explored the role of technology in monitoring health and improving the quality of life.
• HWB 3-22a: I am developing and sustaining my levels of fitness

Worksheets & Additional Resources

The 天美视频Fit Unit was piloted at a secondary school in central Scotland. Several of the teachers converted the paper-based worksheets (available to download) to Google Forms. The use of Google Forms or a similar online tool allows additional data analysis to be done. Learners can be encouraged to compare activity across the class or school. They can look at different modes of transport in getting to school and they can compare results from the beginning and end of the 天美视频Fit Unit.

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Download a set of PowerPoint slides for use in class

Introduction

The Scottish Witch Trials covered a 200 year period between 1550 and 1750. This resource uses the witch trials as the context to develop learners鈥� data literacy skills and to introduce the idea of a database.

The Survey of Scottish Witchcraft 天美视频base is used as the primary data source.听 Learners will search the database and use different maps to follow the stories of different people involved in the trials.

Copyright & 天美视频 Access

All data and map screenshots used in this resource are copyright to : Julian Goodare, Lauren Martin, Joyce Miller and Louise Yeoman, ‘The Survey of Scottish Witchcraft’,

Curriculum Links

Outcomes to support data skills

• TCH 3-02a: Having used digital technologies to search, access and retrieve information I can justify my selection in terms of validity, reliability and have an awareness of plagiarism.
• MTH 3-21a: 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.
• LIT 3-06a: I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience.
• SOC 3-01a: I can use my knowledge of a historical period to interpret the evidence and present an informed view.

Topic Introduction – Gellis Duncan

Watch a 6 minute (BBC) clip about :

The Scottish Witchcraft 天美视频base

Talk to the class about the database and provide .

Explain that we are going to use this database to both learn more about what a database is and how it works and to find out more about witches and an interesting period of Scottish History.

Activity 1 鈥� Witchcraft in Scotland

• Read
• Find out the following:
  • How many accused witches were women and how many were men?
  • What was the average age of most of the accused witches?
  • What was the name of the law that was used to prosecute accused witches?
  • Write down one other thing you found interesting

Hold a plenary to review the findings

The following layout diagram can be used to help learners understand the relationships between the data and to explain how the information has been structured. The diagram is copyright of the Scottish Witchcraft Survey.

Things to consider

• There is a 1:n relationship between accused and case, therefore an accused witch could be involved in more than one case.
• There is a 1:n relationship between a case and a trial process so a case may form part of more than one trial process.

The following activities will help learners become familiar with the architecture of the database.

Activity 2 鈥� Find out more about Gellis Duncan

Use the Scottish Witchcraft 天美视频base and read more about the (note the alternative spelling of her name).

Encourage learners to follow the links in the database and make notes about what they find. In addition look at the information about Gelie Duncan and the 天美视频base layout diagram and do the following:

• Identify biographical data about Gelie Duncan. Using this information could you update the database diagram to provide more details of the different data stored about an accused witch?
• Identify case data for Gelie Duncan, how many different examples of case data are noted in Gelie Duncan鈥檚 record?
• Identify Trial Process 天美视频 about Gelie Duncan. Which sets of data are shown in her record?

Hold a short plenary sharing information. Did the diagram help understand the data? How did they identify related data? What more we might want to know?

Activity 3 鈥� Mapping 天美视频

Use to understand more about Scotland鈥檚 witches. Find out:

• How many witches lived in your town?
• Look at the map. What do you notice about where the witches lived? Are there more witches in some places than others?

Work in small groups, using two devices.

• Use both devices and find Margaret Alexander on the map, you will find her in Livingston, a bit to the left of Edinburgh.
• 
  • On one device, open the filter section and change the map to Historic map. This will display a map of the same place from 1917.

• • • Compare the two maps.
      • How can you tell both maps are of the same place?
      • What differences can you see between the two maps?
      • How could these differences have impacted the ability to show the witches on the map?

This activity can be extended by using a

Activity 4 鈥� 天美视频 over Time

• Use the Use the filter to show different ways you can view the data.
  • Which time period had the most trials? (each 25 year block)
  • What happened to the number of witch trials over time?
  • Explore the impact of social class. Were there lots of rich accused witches or were they more likely to be poor?
  • Use the filter to find a witch that has a Wikipedia page. Make notes on your chosen witch and be ready to explain to the class.

Activity 5 鈥� Searching and Organising 天美视频

Use the search function in the to research the stories of the following witches. Select between 3 and 5 items of data and create a summary table of information. Think about how you might organise your table, would you list the information by witch name? Perhaps you might use time and display information from the earliest to the newest. Can you think of other ways to display the information?

• Issobell More McKaw
• Donald McIllmichall
• Isobel Cockie
• Andro Man
• Jonat Leisk
• Janet McGowan
• Elspeth Cuninghame
• Catharin Mactargett

By clicking on the 鈥淐ases Involving the Accused鈥� you can find out what kind of witchcraft the person was accused of. Talk to your group about what the witch was accused of. Does it sound like witchcraft? Can you think of another way of interpreting what happened?

Activity 6 鈥� Using data to tell a story

Use the to look up the following terms and develop your understanding of the witch hunters:

• Witch Pricker
• Devil鈥檚 Mark

Learn more about the Witch Hunters by following the story of John Kincaid. Start by looking him up. What can you find out?

Now use the

This is an open ended task with no specific questions. Instead, the goal is for learners to explore the stories noted in the map and use the database to search for people, places, trials etc.

At the end, each group could be asked to talk about something they found interesting or surprising. They should be encouraged to discuss how data was used to tell a story. Did they find it interesting? Compare it to reading this

Which way of presenting the information did learners prefer and why?

The goal here is to show that the same data can be presented in different ways and the choices made on how data is presented can impact people鈥檚 enjoyment, their understanding and their interest in a topic.

Follow up Activities

Computing and technologies activities:

• Work in groups. Pick a topic of interest (Avengers films, football, bands/popstars) create an example database layout for information gathered about the selected topic.

Social Studies:

• Consider the impact of witchcraft on women and the misogyny behind the allegations
• Consider the role of rumour and accusations on people, how this might relate to modern life; for example allegations made on social media.

Numeracy:

• Use an extract of the database to support information handling activities such as drawing graphs and tabulating information.

Note: (subject to copyright agreement).听听A version of Microsoft Access 2007 or earlier is required to open the file. If you cannot open the file please contact dataschools@ed.ac.uk for an extract in Microsoft Excel format.

漏听, University of Edinburgh, 2024. This resource is licensed听, unless otherwise indicated.

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Introduction

Climates, Microclimates & Temperature 天美视频 has 3 learning outcomes;

• understand the differences between and be able to define climate and microclimate
• understand the differences between and be able to define dependant variable and independent variable
• learn to measure temperature and recognise factors (dependant variables) that impact temperature

Pre-Requisites

Sessions 3 and 4 assume that learners have been introduced to PPDAC 鈥� The 天美视频 Problem Solving Cycle.

Curriculum Links

• SOC 1-07a: I can describe and recreate the characteristics of my local environment by exploring the features of the landscape.
• SOC 1-12a: By using a range of instruments, I can measure and record the weather and can discuss how weather affects my life.
• MNU 1-20a: I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains.
• MNU 1-20b: I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others鈥� criteria.
• MTH 1-21a: Using technology and other methods, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale.

Materials

This activity uses the following materials

• Pen/Pencil/Paper
• Coloured pens/pencils
• Thermometer (1 between 4)
• Picture of the classroom (optional)
• Spreadsheet tool (optional)

Duration

• 3 to 4 sessions of 1 hour each

Session 1: Climates and Microclimates

Start with a class conversation about climate. What do learners understand climate to mean? What different types of climate do they know about? How does climate vary across the world?

Complete a short activity that helps learners match weather conditions to climate names. The correct definitions are shown below. This activity could be done in several ways:

1. Ask learners to copy the terms and draw lines from the climate type to the weather conditions
2. Pick a climate type and draw a picture
3. Class Game: Assign 6 learners to be climates and give them a definition of their climate type. The rest of the class has to ask yes/no questions and have to decide which climate type each of the group of 6 learners is representing. This can be a good problem solving and lateral thinking task.
   • Polar: Very cold all year round
   • Temperate: Cold winters, mild summers
   • Arid: Dry and hot all year round
   • Tropical: Hot and wet all year
   • Mediterranean: Mild winters, hot summers
   • Mountainous: Dry and cool all year

Consider the local area around the school. What climate do the class think they live in and why? What features of our climate can they identify to justify their answer.

Microclimate

Move the discussion forward by asking learners to now think about what a microclimate might be and where we might find one.

• A microclimate is a climate of a small space which is different from the climate around it.
• Your classroom is a microclimate which is different from the climate outside.
• Can you think of another example of a microclimate?

The following pictures can be displayed and the learners asked whether they think it is a climate or microclimate. Have a discussion on the differences between a climate and microclimate ensuring learners understand that a microclimate defines the climate in a small enclosed area.

Design your own Microclimate

Working in small groups, learners design their own microclimate. They should consider:

• Where is the microclimate?
• Do the conditions vary over time/seasons?
• What are the main characteristics of their microclimate (temperature, wind, rain etc)?
• Would they like to live in this microclimate? If so why? Who else might live there?

At the end the session learners share their microclimate design and talk through their ideas.

Session 2 鈥� Variables & Sensors

A variable is a word used in science to describe something which can be changed. There are 2 main types of variables: independent and dependent.

• Independent: This variable can be changed.
• Dependent: The variable that is being tested in an experiment – a scientific test to find things out.

Some examples that could help learners understand:

Growing plants

• The independent variable would be water or the amount of fertiliser
• The dependant variable would be the height of the plant

Fitness

• The independent variable would be the number of steps in a day
• The dependant variable could be resting heart rate

Provide an opportunity for discussion by getting the learners to think about their classroom. Using temperature as the dependant variable the class should work in pairs to think about the things in the classroom that effect temperature e.g. the independent variables. The class should be encouraged to draw their classroom, highlighting the items they think are the independent variables. Alternatively provide a picture of the classroom and ask them to circle the things they consider the independent variables.

The image provides examples of things that can change the temperature in a classroom. Hold a plenary to share ideas and consider adding the pictures to a classroom display.

Introducing Sensors

Now that the class know about climates, microclimates and variables, we are going to talk about how we can collect information (data) about our microclimates and how this data can help us identify the dependant and independent variables.

A sensor is a device that detects something and converts it into a signal or something you can and understand. Can the class think of any sensors? Encourage them to define what is detected and then what the signal is.

Here are some examples that can help get the discussion started:

• Thermometer: detects the temperature and converts this to a signal by pushing the liquid higher or lower in the tube
• Compass: detects a change in the position of magnetic north and converts that to a movement of the needle.
• Step counter: detects movement of a person and converts it to a number of steps
• Wind vane: detects the flow of air and converts it to a direction using the arrow on the weather vane.
• Speedometer: detects the rotation of car wheels and converts it to a speed.
• Motion sensor (for example if their school lights automatically switch on when they walk into the room): detects movement (most motion sensors work by measuring the change in light as someone passes in front of the sensor) and converts it into an 鈥渙n鈥� signal for a light.

Using a sensor

Hand out the thermometers to each group. Start by encouraging them to look at the thermometer noting what they see. Can they identify the scale? What do each of the large marks count as? What are each of the smaller marks equal to?

Do all the thermometers in the classroom show the same temperature?听 If not, can they suggest why not? Ideally they will frame their answer in terms of temperature being the dependant variable and their suggestion as to why the thermometers are not all the same as the independent variable. e.g. they are sitting next to a radiator or by a window and this is impacting temperature as the dependant variable.

Ideally the class can then visit different spaces inside and outside the school building to measure the temperature and note their findings. Things to consider include:

Different inside spaces

• a large gym hall vs. a storage cupboard
• a dark space vs directly under a light

Different outside spaces

• the middle of the playground vs next to a wall or fence
• the bottom of a slope vs the top of a mound

Each group should try and identify two different spaces where they want to measure the temperature. An example worksheet is available. Each group should try and draw the features of the place where they make their measurement. Encourage them to observe the environment, looking for things that might impact their measurements (e.g. they are looking for the independent variables)

Discussion

Each pair or group should discuss the following questions and then share ideas with the class.

1. What was the difference in temperature between the other locations and the classroom climate?
2. Were these big differences or small differences? What does this tell you?
3. What physical features helped create changes in temperature?

Session 3 & 4: A 天美视频 Driven Experiment

With learners now familiar with the use of a thermometer the opportunity exists to further their understanding of PPDAC 鈥� The 天美视频 Problem Solving Cycle.

This extended activity would take the form of a simple experiment and data collection exercise taking temperatures at different places within the school over the course of a few days or weeks and then working with the class to organise the data, present it and draw conclusions.听 Session 1 would involve explaining PPDAC and designing their experiment (Problem and Plan steps). 天美视频 would be collected over an agreed time frame (1 to 2 weeks). The final session would include the analysis and conclusions step.

An example is shown below.

Problem

This step requires learners to identify a question they wish to answer. They question can be derived from the experiment they did in the previous section or they can come up with something else. Encourage questions with quantifiable answers (How much? Rather than Does x happen?). Example questions:

• how much does the temperature in 3 locations around the school change over a week?
• What is the difference in temperature at 3 locations around the school at different times of the day?

Plan

This step requires learners to plan what data they need and how they will collect it. This can be done in small groups or as a class. The output should be a data collection plan, for example.

• The temperature at places x, y, z shall be recorded at 9am, 12pm and 2pm for 1 week.
• The data (temperature readings) will be noted down on our class display/chart.
• After each temperature reading we will also record whether it is raining and whether it is windy.

天美视频

The data step involves collecting and organising the data in accordance with the data collection plan. This step could be extended to encourage learners to understand other data sources, for example they may also choose to check the weather forecast, interpret maps or charts and add this information to their notes (this step should also be included in their data collection plan).

Analysis

The learners now use the data they collected to understand what is happening around their school. Learners could be encouraged to create a bar chart of the temperature readings at one place over a week. They could create a chart to compare the temperature at different places at the same time each day. This step also presents an opportunity for learner to move the data into a spreadsheet tool and develop skills in creating a table of data. Lastly learners could use pictures to document any relationship they find between temperature and the other things they have noted down, for example wind or rain.

Conclusions

This final step requires learners to answer the question from the 鈥減roblem step鈥� based on the information they discovered in the 鈥渁nalysis鈥� step. For first level learners this would involve trying to identify simple relationships. For example, the temperature in the playground increases between the morning and afternoon.

Adding the class charts, tables and drawings to a class display can also open up a conversation about data visualisation, how we display information.

漏听, University of Edinburgh, 2024. This resource is licensed听, unless otherwise indicated.

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