Year level: 5 / 6

Strand: Statistics

Lesson length: 60 mins

In this lesson, students acquire data related to key threats to the survival of osprey. Students work in small groups to rank a list of key threats and collate the data in a class spreadsheet. They sort the data to identify the overall class ranking of threats. Students create a pie chart of the threats commonly ranked as most important (ranked 1).

This lesson is the fifth 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 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 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

### General capabilities

Numeracy

• Interpreting and representing data (Level 4)

Digital literacy

• Investigating: Interpret data (Level 4)
• Investigating: Acquire and collate data (Level 4)
• Creating and exchanging: Create, communicate and collaborate (Level 4)

### Cross-curriculum priorities

Sustainability

• Futures (SF1)

Have students save the digital versions of their column graph or pie chart to record and view their progress in use of spreadsheeting software such as Excel (MS) or Numbers (iOS)

Class collaboration

• How well does each group collaborate and use a shared spreadsheet to share class data?
• Can they successfully input their group data into a shared spreadsheet?
• Can they interpret the table of data?

• Are students able to use the class data to create their own table of data related to the threats ranked 1?
• Can students represent the data visually using a chart?
• Can students correctly interpret their charts?

Discuss ranking as a survey technique.

• Can they describe the process of ranking data?
• Can they describe benefits and issues related to ranking data?

Some students may:

• have difficulty ranking a set of data
• have difficulty transferring data in a table to a visual representation such as a pie 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
• ranking data
• using a pie chart to represent data.

It is also assumed students are familiar with terms such as:

• threats
• percentage.

## What you need:

• Lesson plan (Word)

• Teacher’s slides (PowerPoint)

• Ranking threats to osprey-sheet (Word)