Learning
intention: Students
share observations and answer questions about data which
they have collected.
NSW Syllabus
Australian Curriculum (version
9.0)
"A student observes, questions and
collects data to communicate ideas." (STe-1WS-S)
"Students learn to engage in
investigations safely and make observations using their senses."
(AC9SFI02)
Introduction to the topic
Observations
The following video (5:24) explains how our
five senses can be used to help us make observations about the objects
around us.
Making a tally
A tally is a good way to count objects as
demonstrated in the following video (1:58) using garden flowers as an
example.
Tallies can also be very useful for keeping score in sporting matches as
the score can be changed by adding to the tally without having to
rewrite it.
Introduction to the word 'data'
This video (2:21) is a child-friendly
introduction to data using examples from sorting the laundry.
Introduction to tables
Tables are a logical way to present data.
Dice rolling activity
Each students receives a six-sided dice.
Students will roll their dice and place a tick in the
corresponding box below each time they roll.
Students can create these tables on a page of their science
workbook/journal, piece of paper (preferably grid paper), or you can
print out an A4
sized PDF available here.
Start with some practice by copying these three tallies and then
write the total as a number. (This practice exercise in on the PDF
or you can model this for the class if they are drawing their own
tables. The focus is on when and why to use the non-vertical line to
delineate groups of five.)
Roll one dice at a time and record your data as a tally in the
table below.
Did any number occur more than another?
Now
roll two dice and record your data as a combined total using tallies
in the table below.
Did any number occur more than another? This
could also be phrased as, "Are there any patterns in the
data?"
Why was
seven the most common number?(Hover
over the question icon to reveal the answer.)
Reflex activity
This activity can be done in pairs using a
ruler, paper and a pencil.
One student holds a ruler upright with zero at the bottom.
The other student places their thumb and index finger apart on
either side of the zero.
The student holding the ruler releases the ruler without warning.
The other student catches the ruler by bringing their thumb and
index finger together.
The corresponding measurement on the ruler can be readily
converted to time based on acceleration due to gravity.
Every 10 centimetres can be equated to 0.1 second so 20
centimetres would 0.2 seconds.
This activity could be conducted as a standalone experiment or
repeated at different times of the day to compare reflexes at
different times such as morning and afternoon.
A table would be a logical way to record the data.
A bar graph would be a logical way to compare the data if
contrasting morning and afternoon.
The data would be more accurate by averaging multiple
measurements.