Today's task will be a prior knowledge task to see how much you remember from previous years looking and graphs and data.
LI: Students will display their prior knowledge of analysing and interpreting secondary data, and understand that being statistically literate is an important skill.
Below is a PDF version or the task. If you cannot download or view a PDF you can see an image of the task below.
LI: Students will understand how data tells a story, and that a statistical investigation follows a four step process.
SC:
I can demonstrate understanding of the steps of a statistical investigation.
I can show an understanding of the purpose of data collection and conclusions that can be made from the data.
FOR PARENTS: Traditionally, students focus on collecting and organising data and making simple inferences from an analysis of the data, but they do not focus more deeply on the story of the data. This teaching and learning sequence engages students in discussing the meaning and conclusions from the data, with no mathematical calculations.
Data is a means for telling a story. Data is often presented in graphs and charts, giving us the ‘what’, but not necessarily the ‘why’ the data has occurred. A good data story has 3 aspects: data, visuals and a narrative. The data needs to be transferred to an appropriate visual representation that allows the reader to spot trends and patterns, then the story is told about the data to reveal insights into the population and their behaviour.
TASK 1 - Data vs Storytelling - To be completed in your book
How is telling a story similar to data and statistics? (We talked about this on Tuesday)
What other steps are involved in a statistical investigation, other than displaying the data in some kind of graphical representation? Think about what we're doing for science, you are collecting something about the moon.
Record the steps you would take to conduct a statistical investigation.
TASK 2 - What does the data tell? Think about..
What do you notice, wonder and what do you think is happening in this visual below. You may notice the range of colours, the shapes in each year, the similarities and differences between each year, and so on.
What do you think the story of the data might be and a suitable headline for the data on the right hand side of the imagine below in the box.
For your understanding.. The Steps of a Statistical Investigation
Formulate questions - Identify the problem at hand - Develop questions that will be answered with data
Collect data - Create a plan to efficiently collect the data
Analyse data - Choose an appropriate graphical representation for the data
Interpret results - Interpret the analysis of the data and relate back to the original question for further action
MONDAY 26th - WEEK 2
LI: Students will analyse both written and visual data representations from primary and secondary sources and interpret the data in terms of the context.
FOR PARENTS: This learning sequence continues to emphasise how data tells a story to develop students’ inferring skills with data before introducing measures of central tendency.
The images below shows a graphical representation of Stephen Curry’s (basketball player) scoring efficiency in the 2015 to 2016 season.
TASK 1 1. What do you notice about this graph? 2. What do you wonder about this graph? 3. What information is the graph providing you? 4. How can this graph be read? 5. What are the features of the graph? 6. What conclusions can you draw about the story in this graph? 7. For what purpose might this graph have been made?
8. The imagine below shows a simpler line graph that compares Curry’s shooting percentage with his teammates and other NBA players. What story is this graph telling us and how it supports the previous graph above.
Dear Data Project
The ‘Dear Data’ project was a year long project between information designers Giorgia Lupa and Stefanie Posavec.
Every week, for 52 weeks, they sent postcards to one another depicting a set of data about their lives that was collected that week.
Each postcard contains a graphical representation of their data, as well as a key explaining how to read the data.
Watch the video below. If you struggle to understand what they're are saying click 'CC' at the bottom on the video for subtitles.
TASK 2 Below are four postcards without a key from the 'Dear Data' project. Select one and record what you notice, questions you have about the data and what you think the drawings mean.
1. What do you notice about the way the data has been represented? 2. What are the different elements on the card? For example, colour, shape, location, and so on. 3. What do you think these elements mean? 4. How do you think graphical representation of data relates to the topic? For example, a week of clocks, a week of indecision, a week of goodbyes.
MAKE SURE YOU WRITE DOWN WHAT POSTCARD YOU SELECT.
POSTCARD 1
POSTCARD 2
POSTCARD 3
POSTCARD 4
Below is the key that goes along with each postcard. The key will tell you what the information is about. 5. Were your predictions correct about what each element meant? 6. Choose one piece of data on the postcard. What does this mean according to the key? 7. What story does the data tell about the life of the person who created it?
POSTCARD KEY 1
POSTCARD KEY 2
POSTCARD KEY 3
POSTCARD KEY 4
TUESDAY 27th - WEEK 2
Do this task in your book and I will check it tomorrow.
LI: Students will analyse both written and visual data representations from primary and secondary sources and interpret the data in terms of the context.
FOR PARENTS: This learning sequence continues to emphasise how data tells a story to develop students’ inferring skills with data before introducing measures of central tendency.
TASK 1 Today you will be making a ‘data selfie’. This piece of abstract artwork displays a range of information about the owner, including: home continent, current continent, level of optimism, morning or night person, wake and sleep times, singing in the shower, animal preference, number of pets, iPhone or Android preference, where your phone is kept at night, pen or pencil preference, introvert or extrovert, relaxed or adventurous, friendships and if you found $100 on the street, how you would spend it.
Use the How to draw your own selfie – using your personal data website to discuss each element of the data selfie with students. You may choose to change some of the elements that are not suitable for your students, for example, singing in the shower. CLICK HERE
The tasks ask for an 8x8 piece of paper (20cm x 20cm) You can just do it in your book.
TASK 2 Evidence of Understanding The task below will test you to see how much of an understand you have gained over the past week.