This activity follows on from the ‘Is this a Zegah?‘ and ‘Let’s generate a sentence‘ activities about AI.

The ‘Let’s generate a sentence’ activity might not have gone so well.听 Our sentence didn鈥檛 really reflect a prompt.听 Also, the sentence you wrote was maybe more like 鈥淭he elephant flew under the train鈥� than 鈥淭he cat sat on the mat鈥�, with no connection between the individual words.

For example, if the animal selected was a cat, then verbs like 鈥榩urred鈥� and 鈥榩ounced鈥� and 鈥榣azed鈥� would be far more likely than verbs such as 鈥榖arked鈥� and 鈥榝etched鈥�.

So, we鈥檙e going to try again. We鈥檙e going to write a story.听听This time, we鈥檙e going to be able to see the last few words in the sentence.听听We will also have a prompt.

This activity is very similar to the game Consequences where you write words and fold over the paper and pass it on (or Cheddar Gorge where you try to keep a sentence going as long as possible).听 We鈥檙e going to adapt this a little so we can see the last three words in the sentence, which reflects the limited ‘memory’ in AI systems like Chat-GPT.

Powerpoint Slides and script / instructions

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Following on from the ‘Is this a Zegah?’ activity, lets work together to train a baby Chat GPT to write a sentence!

This activity uses an online survey tool like Wooclap to create wordclouds from responses, but you could instead ask learners to write their responses on individual sticky notes which could then be arranged into a sticky note bar graph to find the most frequent responses.

Together the learners or participants will ‘write’ a sentence like “The cat sat on the mat” …or “The elephant flew under the train”.

Let’s generate a sentence – script / instructions

This image was generated by AI.听 We are quite impressed at the child’s ability to write upside down in crayon.听 That must be why she wrote ‘sat’ twice!

You might want to try the next activity in this AI series: Let’s write a story.

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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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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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Introduction

This activity provides data learning opportunities for classes reading 鈥楾he Boy At The Back Of The Class鈥� by Onjali Q. Ra煤f.

Teacher experience

In this clip, primary teacher Julie Horsburgh shares her class’s experience with reading The Boy at the Back of the Class, which offers a child’s perspective on the refugee crisis. Building on an idea shared in one of our 天美视频 Literacy Professional Learning sessions, the class creates data cards for characters in the story. Pupils mapped data in the book so that they could better understand the distances that characters had travelled.

Materials:

• Copy of Boy at the Back of the Class by Onjali Q. Ra煤f
• Access to the internet
• Access to a spreadsheet tool (optional)

Curriculum Links

This resource can support delivering the following experiences and outcomes. Specific alignment will vary depending on which elements of the resource are used in the classroom.

• SOC 2-15a: I can use evidence selectively to research current social, political or economic issues.
• 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 2-01a: I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate 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.
• 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 2-21a: 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.

Inclusion

Before using this activity consider your class, are there any refugees in the class? Are there learners who may have family members who were refugees or who have had to leave their home country due to persecution, social unrest or other challenging circumstances? It can also be worth consider other learners within the school and the wider community of your setting to ensure that discussion of the topics within the book and this resource do not inadvertently upset or in any other way make a young person feel uncomfortable.

Pre-Requisites

It can be helpful for learners to have some awareness that large international organisations are trying to help refugees. This might include the United Nations High Commissioner for Refugees (UNHCR) and The Red Cross & Red Crescent Society.

Lastly it can also be helpful to have learners think about what help refugees might need, such as housing, food, health care and education. This can provide a great way to introduce the UN Charter on Human Rights.

Helpful Vocabulary

Learners would benefit from having an age appropriate understanding of the following vocabulary before taking part in this activity.

• Refugee
• Asylum
• Displaced person
• Stateless Person

Creating a 天美视频 Driven Activity

This resource provides a range of links and ideas to access data about refugees. The resource can be used in two ways – development of data/information handling skills and/or a route to introducing (or further developing) learners鈥� understanding of 天美视频 Science and the ability to apply the PPDAC 天美视频 Problem Solving Cycle.

Below you will find some examples about how to apply PPDAC to ‘The Boy at the Back of the Class’ and a greater understanding of Refugees.

Problem

• Ask the class to think about refugees, what do they understand about refugees just now? What would they like to know? Work as a class or in small groups to develop questions, note on the board and select or take a vote and decide on 1 or 2 questions to continue working with.
• Some example questions which the data can help learners answer include:
  • Where do refugees come from?
  • Where do refugees go?
  • How many children are refugees?
  • What is the difference in the number of refugees this year and last year?
  • How long are refugees called refugees?
  • Which country has the most refugees?
• Other questions learners might ask but which would benefit from being rephrased are:
  • Are there more refugees now than when I was little (or some other point in the past)?
  • Do all refugees come from country x?

Broadly speaking the teacher should support learners to identify questions that have quantifiable answers rather than yes/no answers.

Plan

Having selected one or two questions for the class to answer, encourage learners to think about what data they might need to find to help their question and how they might find this data. 听Example data might include:

• Country populations
• Maps of different countries
• Information on routes taken by refugees
• Numbers of refugees from different countries

Example places to find the data might include:

• News articles
• Google searches
• Wikipedia (or similar site)

This element of PPDAC will likely be easier if learners have been introduced to the UNHCR and the idea that there are organisations helping refugees. Teachers can help learners to understand that some of these organisation might collect information about refugees so that they can help them.

天美视频

This step of PPDAC is there for learners start to find and explore the data. The information below, in the Using 天美视频 – Learning more about Refugees section, provides more information about the data available and the kinds of questions learners can ask.

The data step is not only about identifying and collecting suitable data. It is also provides an opportunity to consider ideas around how data is presented and if we think it is credible. Teachers can support learners to think about how the media is presenting data, perhaps comparing two contrasting new stories about refugees and asking how we can assess which is correct.

Analysis

During the analysis phase learners should be supported to make sense of the data. Teachers can support this activity by asking simple questions like finding the maximum value of one characteristic or finding ways to summarise the data they have found. Learners might be asked to convert a table of information to a chart or a chart to a table. Over the course of BGE (Broad General Education) learners should be developing their skills in understanding and interpreting tables, charts, graphs and other data representations.

Conclusions

The conclusions step requires learners to answer their questions from the 鈥減roblem鈥� step by using the data they have analysed in the 鈥渁nalysis鈥� step.听 There are numerous ways to present conclusions:

• Verbally, sometimes there is a simple answer
• Drawing (paper or in a suitable software package) a summary chart or graph
• A presentation: answers to the question could be combined with information about the wider context (e.g. in this case a presentation about Syria that discusses where it is on a map, explains that there has been a civil war and then data about refugees that answer the questions.
• Class displays or posters
• Video
• Animation

Background Activities

The following activities help learners find out more about Syria, and Ahmet鈥檚 journey. The aim is to provide wider context to the book and prepare the learners to start thinking about finding out more about refugees. These activities focus on information/data handling.

Learning more about Syria (Mapping & Routes)

Use a听map tool such as Google Maps, Google Earth or听openstreetmap.org听to find Syria, the country where Ahmet听grew up.听 Look at the map of the world听with听Europe听in听the centre.听 Do the learners have any idea where Syria might be on the map?听 Navigate around and see if you can听spot it.听

If you use Open Street Map you may need to change the 鈥榣ayer鈥� to one that shows country names in English.

Enter 鈥楽yria鈥� into the search bar.听 Are there any countries nearby that听learners听recognise?听

Have any of the learners gone on holiday to Turkey, Greece or Egypt?听 Have they heard of the names of nearby countries from the news?听

How far away is Syria?

Use the Directions feature of Google Maps and answer the following questions:

1. How many miles away is Syria?
2. How many hours would it take to drive from Syria to your school?
3. How many hours would it take to walk?
4. How many countries would Ahmet and his family travel through?

Ahmet wouldn鈥檛 have come the most direct route. Can you find any clues in the story about some of the听difficulties听they faced?听

Google Maps shows听how high the journey climbs.听听听Look at the graph and find points where Ahmet and his family would have had to climb听quite high.听听听What do you think the toughest points would have been?听听(Can you find those on the map?)听

Can you map a journey and compare it to Ahmet鈥檚 journey?

Using 天美视频 – Learning more about Refugees

The following activities can be used stand alone or as part of the PPDAC data problem solving cycle outlined above.

The ) is the part of the United Nations that aims to help and protect refugees.

Use their website to learn more about how many refugees leave their home countries and where they travel to. .

Answer the following questions:

• How many refugees are there from Syria?
• Which countries do most听Syrian听refugees travel to?听

Beyond Syria

Find out more about the global refugee situation using 听www.unhcr.org/refugee-statistics. This site can be used in different ways depending on your learners.

• Use the key indicators page only and explore each of the different measures.

Use the data finder to explore data and answer learner questions. The site is not as user friendly as those used above so some specific questions and links are noted below:

Review the and find out:

• Is the number of refugees increasing or decreasing? Can you suggest reasons for your answer?
• Do all refugees claim asylum?

Review the and find out

• How many refugees are a similar age to you? Compare the number to a measure that might mean something to learners for example population of your city, number of children in their school or local area

Followup Activities

• Can you find the refugee camps that might have people from Syria?
• Using Apps: UNHCR have two free apps available for iOS and Android that might be of interest. They have a Refugee 天美视频 app that shows the data from their website, and a Finding 天美视频 simulation telling the story of a 16 year old refugee in video clips.

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

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