Year level: 5 / 6

Strand: Statistics / Measurement

Lesson length: 75 mins

In this lesson, students investigate measurement data related to the osprey. Students represent and interpret data related to wingspan and body length. They investigate patterns in data to describe any relationships.

This lesson is the third in a series of six lessons that connect the cross-curriculum priority of Sustainability, Statistics and the Science learning area: Science as a human endeavour. AC9S5H01, AC9S6H01 and AC9S5H02, AC9S6H02.

This lesson was developed in collaboration with Conservation Without Borders. Data and information provided by Tweed Valley Osprey Project.

### Achievement standard

By the end of year 5, students choose and use appropriate metric units to measure the attributes of length, mass and capacity, and to solve problems involving perimeter and area. They interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools. They identify the mode and interpret the shape of distributions of data in context. They compare distributions of discrete and continuous numerical and ordinal categorical data sets as part of their statistical investigations, using digital tools.

By the end of year 6, students  use all four operations with decimals and connect decimal representations of measurements to the metric system.  They compare distributions of discrete and continuous numerical and ordinal categorical data sets as part of their statistical investigations, using digital tools.

### Content descriptions

Students acquire, validate and represent data for nominal and ordinal categorical and discrete numerical variables, to address a question of interest or purpose using software including spreadsheets; discuss and report on data distributions in terms of highest frequency (mode) and shape, in the context of the data. AC9M5ST01

Students choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure. AC9M5M01

Students interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shape. AC9M6ST01

Students convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem. AC9M6M01

### General capabilities

Numeracy

• Interpreting and representing data (Level 4)

Digital literacy

• Investigating: Interpret data (Level 4)

### Cross-curriculum priorities

Sustainability

• Futures (SF1)

Ask students to communicate their findings (slide 11). Do students back up their conclusions using data and visual representations? Can students make relevant and accurate conclusions about the data? For example:

• The wingspan of the Andean condor, white-bellied sea eagle and powerful owl, which are all raptors, is approximately 2.5 times bigger than their body length.

Keep the student completed sheets as a record of their learning. Have those students that used a spreadsheet save the digital versions of their graphs. Use these to assess their progress in use of spreadsheeting software such as Excel (MS) or Numbers (iOS). Create a class checklist to assess students’ proficiency in the use of a spreadsheet to analyse and visualise data.

Can students give reasons for their choice of chart used to represent the information? For example:

• A side-by-side graph is useful to represent two values for comparison.
• A scatter plot is useful to visualise and observe any relationships between two variables.

Some students may:

• have difficulty transferring data in a table to a visual representation such as a chart
• have limited familiarity with working with data using a spreadsheet
• require support to interpret different charts and to choose the most suitable chart to represent a data set.

Prior to this lesson, it is assumed that students have knowledge of:

• interpreting information in a table
• representing data in column graphs
• different ways to visualise data other than a column graph.

It is also assumed students are familiar with the terms:

• wingspan – the distance from the tip of one wing to the tip of the other wing when fully extended, often used to describe the size of birds
• side-by-side column graph – used to compare the values of multiple datasets by displaying vertical bars side by side.

## What you need:

• Lesson plan (Word)

• Teacher’s slides (PowerPoint)

• Wingspan and body length data (Excel)

• Wingspan and body length data set-up (Excel)

• Sacha Dench profile poster (PDF)

• Access to computer/tablet and spreadsheet software such as Excel (MS) or Numbers (iOS)

• Measuring equipment such as rulers (30 cm or preferably metre), tape measure or string