Year level: 5 / 6

Strand: Statistics / Space

Lesson length: 60 mins

In this lesson, students acquire data related to the migration of the osprey. Students describe location and position on a Cartesian plane using paired coordinates. They explore the way latitude and longitude is used to pinpoint a location on Earth.

This lesson is the fourth 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 use grid coordinates to locate and move positions. 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 locate an ordered pair in any one of the four quadrants on the Cartesian plane. 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 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 construct a grid coordinate system that uses coordinates to locate positions within a space; use coordinates and directional language to describe position and movement. AC9M5SP02

Students locate points in the four quadrants of a Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane. AC9M6SP02

### General capabilities

Numeracy

• Interpreting and representing data (Level 4)
• Positioning and locating (Level 5)

Digital literacy

• Investigating: Interpret data (Level 4)

### Cross-curriculum priorities

Sustainability

• Futures (SF1)

Students answer the question: ‘How do scientists discover where birds such as the osprey migrate?’ They use their maps as evidence and describe how two points can be used for global positioning.

Ask students how mapping on a Cartesian plane and mapping using latitude and longitude reference points are similar and different.

Some suggestions may include:

• Both use coordinates: Cartesian plane uses (x, y) coordinates the other uses (latitude, longitude) coordinates.
• Both feature direction: on a Cartesian plane positive x-direction to the right, positive y-direction upwards and with latitude and longitude, latitude increases northwards, longitude increases eastwards.
• Position can be plotted: on a Cartesian plane points are plotted as (x, y); on a grid with latitude and longitude, points are represented as (latitude, longitude) on a map.

Assessment support:

• For Year 5 students assess their proficiency in using grid coordinates to locate and move positions. Refer to their accuracy in plotting and describing points on the Cartesian plane. Discuss their map representing the pathway of their mystery bird. Are the points plotted accurately? Can they explain how they plotted the points using the reference points in the table?
• Year 6 students should be able to locate an ordered pair in any one of the 4 quadrants on the Cartesian plane. Note in this activity we used only the first quadrant. Discuss with students their plotting on the Cartesian plane and use of latitude and longitude.

Some students may:

• be unfamiliar with directional language to describe location and position
• inaccurately plot points on a Cartesian plane and not follow convention of x being the first value and y the second value in the pair of coordinates, for example, (3, 5)
• have difficulty transferring data in a table to a visual representation such as a map.

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

• the Cartesian plane to locate position
• interpreting a simple map of the world
• 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 terms such as:

• position and location
• global positioning system (GPS)
• migration.

## What you need:

• Lesson plan (Word)

• Teacher’s slides (PowerPoint)

• Locating points on a Cartesian plane (Word)

• Mystery birds sheet (Word)

• Sacha Dench profile poster (PDF)

• Optional: teacher access to computer/tablet; Location and position data (Excel); spreadsheet software such as Excel (MS); an online mapping tool such as Google My Maps