Download Lesson Plan Here: 天美视频 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 天美视频 Cards which are from New Zealand (). We have made a version of the cards sized at A6 each available here: NZ 天美视频 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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/learndata/

These materials support data science and statistical learning, focusing on core concepts rather than specific tools. Designed for learners at varying levels, the resources facilitate a strong foundation in data handling, analysis, and visualization through practical exercises in Microsoft Excel, Google Sheets, or Python.

Each linked page contains downloadable ZIP files with PowerPoint lessons, worksheets, and answer keys, along with Excel spreadsheets or Python code where applicable. Topics are structured for flexibility, with each designed for one to two class sessions, and some Level 6 tasks encouraging exploration with programming.

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Briefing for Agents: Create an escape room activity for your fellow Agents. This will be a set of puzzles where a group of players will need to find all the clues and keys, decrypt all the codes and solve all the puzzles to exit the room within a time limit.

Description of learners鈥� task: Learners work in a group to create a themed escape room with a set of puzzles that needs solved to 鈥榚scape鈥�. Learners are encouraged to think about the logical progression of the puzzles and to think about the inputs and outputs of each puzzle.

Timing: The length of this project-style activity will depend on your learners and the depth and detail they go into for the planning. You will need to allow time for the groups to playtest their rooms and then run them with another group (or more).

Materials:

• • Slides
  • Step-by-step guide

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.

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

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Briefing for Agents: The VIKINGS have used their experimental time travel textual transmission technology (or 5T for short) to send information back in time to help them raise the money they need to build their secret lair. A DATA operative has snuck into each VIKINGS鈥� base to find clues about what they鈥檙e up to. Can you figure out what information each of the four VIKINGS villains have sent back to themselves?

Description of learners鈥� task: Learners will use different graphs and tables of data to solve a set of four puzzles. Along the way they will learn about cybersecurity topics such as password safety and phishing attacks.

Timing: The four puzzles in this set can be done all together or over separate sessions, in any order. Each puzzle should take 20-40 minutes.

Materials for all puzzles:

• • Slides introducing all four puzzles
  • Instructions handout for all four puzzles
  • Worksheet for filling in all answers
  • Answer key
  • Educator’s guide to further resources

Materials for individual puzzles:

• Not so noble Nobel Prize:
• • Press clipping
  • Nobel prize winners list
  • Bar chart worksheet
• Going viral to get rich:
  • Social media data
  • Line graph worksheet
• Phishing for Money:
  • Billionaire data (to be cut into strips along dashed lines)
• Bitcoin treasure hunt:
  • Press article
  • Council landfill records
  • Landfill map
  • Extra mission: when to sell the loot?

Extension activity:

What information would you send back to yourself in the past to do good, not evil? You can only send 144 characters.

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.

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

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Briefing for Agents: You were working late on paperwork from your recent DATA mission and you鈥檝e realised that you鈥檝e been locked in the base. Solve the puzzles to get out without setting off the alarm.

Description of learners鈥� task: Learners use graphs and tables of data about theme park rides to answer questions. The answers to the questions provide them with the alarm code to be able to escape the base.

Timing: 45-60 minutes

Materials:

• • Slides
  • Rollercoaster data sheets
  • Alarm code entry webpage
  • Alarm code entry printable worksheet (if working offline)
  • Answers
  • (play and pause as Agent K and Agent J guide you through the activities)
  • Editable visual guide/social story (if using alarm code webpage)
  • Editable visual guide/social story – unplugged (if using printable worksheet)

Extension activities:
Plan out a secret alarm code for your class (see Competition info for more details).

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.

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

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An example of how to prepare the relevant datasets is available in our .

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

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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.聽 It has been developed by Jo Watts at and supported by the 天美视频 team using data supplied by .聽 Many thanks to and for their support.

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Part 1 of the 天美视频 webinar on how to teach the SDGs on water using data and numeracy Looks at teaching resources on where to find water, availability of fresh water, carrying out a water survey, calculating your water footprint, importance of access to toilets and handwashing, and toilets around the world!

• • 
  • Resources investigating the use of water in the home. and
  • 
  • 
  • School Survey on sanitation: () and ()

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

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