Teaching Sequence

30 minutes – Part A: Data is Gold!
80 minutes – Part B: Presenting Data
10 minutes – Reflection

Work through this resource material in the following sequence:

Part A: Data is Gold!

Step 1.

Explain to students that, in this lesson, they will be analysing real data sets, giving recommendations and communicating their findings. But, before beginning this task, reactivate prior knowledge by discussing the following:

What is phenology?
How does phenology link to climate change?
What is ClimateWatch?
What did the data from last lesson say?

Step 2.

Remind the class that animal behaviours (phenology) are important indicators of what is happening in our environment. One way of capturing large amounts of phenological data is to involve non-scientists. The process of engaging the public in scientific data collection is called citizen science. Show the following clips, to remind the class of ClimateWatch's work using data from citizen scientists:

ClimateWatch - (https://youtu.be/UFg3PnS70Fs)

Step 3.

To introduce the class to their challenge for this lesson, read through the following brief (available on the Student Worksheet):

Phenological data needs to be collected over long periods of time before scientists can prove trends. For phenological research linked to climate change, a data set of at least 20 years is preferable. So that this data continues to be collected, a big part of ClimateWatch's work is creating the next generation of citizen scientists. Your challenge is to use mathematical data to help in this process and convince other young people to engage in citizen science.

ClimateWatch have given you their magpie data and the Bureau of Meteorology's temperature data as a case study. Use this data to create a digital presentation that will inform and engage other people your age in citizen science.Your task is to make sense of the maths for others, using a compelling and mathematically accurate presentation.

Your presentation of the data can be in any form you choose such as, a video, webpage, animation, interactive, infographic, what ever you think your audience would respond well to. However, your presentation must include clear representations of the data, interpretations of what the data means to the audience and advice on how to take action based on what the data shows.

Step 4.

Now, encourage students to form groups of 3-4 and invite them to answer the following questions about the brief (available in the Student Worksheet):

what is the aim of the task?
what are the specific needs or requests in the brief?
what mathematical skills do you already have that may be useful in this activity?
what mathematical skills will you need to learn to complete this task?
who is the audience and what minimum background about the project will you need to give them?
what forms of communication could you use to engage your audience?

Step 5.

Hold a class discussion on the skills students already have and what skills they need to complete the task. Make a class list of 'acquired skills' and 'skills to be acquired' which may include, skills from the last two Citizen Science lessons, such as, data organisation, graph making and interpretation. Encourage the class to also consider skills they have from previous maths topics such as, calculating percentages, averages, range, mean, median and mode. You may also like to introduce your class to new skills such as making predictions and reporting.

Once this list is complete, assist students attributing appropriate mathematical terms to the list. This may include introducing the class to terms like, median, mode, mode, correlation and extrapolation. As you complete this process be transparent about the complexity of these processes as they are suggested. This will allow students to choose challenges that they feel comfortable and confident about taking during the next steps of the lesson.

Step 6.

Invite student groups to access their data and graphs from the last two lessons (including the original Magpie Data Set and Temperature Phenology Graphs). Encourage students to identify information that could be useful in their presentations. Once this list of existing data is complete, challenge groups to extend their analysis. Allow time for students to research new skills listed in step 4 that they would like to attempt by finding reliable online or textbook-based tutorials. Students may also use previously acquired skills (identified in question 3) to the magpie data, such as calculating the percentage decrease of magpie sitings from year to year. Encourage the class to attempt applying their chosen skills to the magpie and weather data.

If the class is having difficulty finding reliable tutorials, you may choose to direct them to the following clips:

As students consolidate and extend their analysis, circle the room offering support as needed. If students attempt a mathematical analysis that does not work, is too complex or doesn't produce useful results, invite the group to reflect on what they learnt from attempting the process and, if appropriate, congratulate them on taking risks.

Step 7.

Alert the class when 10 minutes remains, encouraging groups to finalise and consolidate their work.

Part B: Maths Communications for the Win

Step 1.

Explain to the class that they will now investigate how mathematical information can support and enhance a digital presentation. Tell students that they will be watching a clip containing a range of mathematical information. Invite students to note any mathematical information that they feel is used well in this clip.

Now, play one of the following clips:

Climate Fail - Waleed Aly | The Project (https://youtu.be/0eaBr8F3Jb8)

OR

The Issue of Marine Debris - Earthwatch Australia (https://youtu.be/Qxo8intDCuY)

Step 2.

Hold a class discussion around what the class noted as good uses of mathematical information and why. Be sure to point out how, in this clip, maths is being used to support skills that students may have studied in other subjects, such as persuasive writing in English. These are the types of complementary skills that students are encouraged to tap into when creating their digital presentation.

Step 3.

Invite students to create a draft for their digital presentation. Students may wish to draft their presentation by making a script, an annotated design, a drafted slideshow or a storyboard. Allow students to use a format that suits their project. Ask groups to make a list of the materials and digital technology that they will need to create their project. Discuss these requirements with each group, making plans to acquire these resources for the next part of the lesson.

Step 4.

Hold a draft sharing session, where groups have two minutes to present their ideas to the class and receive feedback. Remind students to be constructive with their feedback, offering insights into what they believe will work well, questions for clarification and suggestions of other avenues to explore. As needed, advise students on the quality and effectiveness of the mathematical information in their drafts.

Step 5.

Encourage groups to make changes to their drafts based on feedback.

Note: These final 2 steps of the lesson can be completed immediately after step 5 if you have the equipment needed to create students' digital presentations. Alternatively, complete steps 6-7 in a following lesson when groups have collected the equipment needed.

Step 6.

Explain to the class that it is now time to create their digital presentations. Remind groups to review the original brief and make sure their drafts include all the requirements. Inform students that, at the end of the class, they will have five minute to presentation or introduce their work. As groups are working, allow them to show their work in progress to each other and get further feedback. This can be done by giving the class access to the data projector or simply encouraging groups to join together and share their progress. Regularly inform students of their remaining work time.

Step 7.

Once students' digital presentations are complete, hold a class screening/exhibition.

Reflection

Invite students to consider the work of another group and answer the following questions (available in the Student Worksheet):

What do you think was the most effective use of maths in this work and why?
How was this group's work different to your presentation?
If you were to ask this group one question about their presentation what would it be?

Invite students to revisit their answers to the question 'What maths skills do you think phenological researchers would use?', completed in the previous lessons. Encourage students to reflect on their learning and add to this list.

Homework activities/Extension opportunities

Hold a class discussion around how these works can be presented to the public and allow each group to pursue these plans. Concepts may include articles in the school newsletter or local media articles with links to the works, sharing via school social media accounts, or curating an exhibition in a common room or community space.

Based on this discussion, invite the class to create a plan to share their digital presentations and, if possible, action their plans.

Differentiated Learning

Extension – Allow the class to go to the ClimateWatch website and select a new indicator species that interests them. Invite students to download the data sets available for this species and run another analysis, making recommendations based on what they find.

Provisions for Learning Support – Once your class has listed the data analysis and representation required for their presentations (in Part A, Step 6) invite student to form small groups. Allocate each groups a task from the list and allow enough time for student to complete this work. Invite each group to share their analysis with the class, making copies of their work to share with the other groups, where appropriate.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Note: Cool Australia and Earthwatch have also partnered to create citizen science units of work for science and geography. To further enhance students' learning, consider teaming up with teachers in these complementary faculties to run a cross-curricular project on phenology and citizen science.

Citizen Science - Communicating Data

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