Data handling in the classroom

Objectives: be aware of the advantages/limitations of computer-generated graphs be familiar with the purpose of branching databases and know how to create one

Pictograms e.g. 2Simple Infant Video Toolkit 2Count

Progression E.g. 2Simple Infant Video Toolkit – 2Graph.

Progression: designing the data collection with children How can we solve the litter problem in school? How might you collect and present data to support decide on your actions? 2Simple 2Count? Textease spreadsheet?

Y1 – children collect data in class, create pictogram and answer questions such as “Which is the most common size of family in our class? Examples taken from ‘National Curriculum in Action’ http://curriculum.qcda.gov.uk/key-stages-1-and-2/assessment/nc-in-action/index.aspx

Y2 - The pupils took part in a survey exploring the density and movement of traffic on different roads around the school. The survey took place in the morning. They then used a graphing program to investigate traffic flow. Later, pairs of pupils entered their data into the program to produce charts. As a group, the class discussed their findings and noted that the west to east road was the busiest, with more cars travelling towards London. The road going north to south was less busy. For homework, the teacher asked the class to think of reasons why. She asked them to think about what the pattern might be if they took their survey in the late afternoon.

Y6 - As part of a global environmental project on food, the pupils looked after a local allotment, grew vegetables and set up a school shop to sell their produce. To round off the project the class teacher wanted her pupils to tell the local community about their work. She decided that a presentation supported by ICT would be the best way to do this, as it would allow the class to display photographs, data, writing and sound clips

Rec/Y1:Deciding to create a graph What topic might you be doing? What graph would you create? To find out what? What questions would you ask the children about the data on the graph? How might you extend their thinking about the data? How might you follow this activity up in your topic?

Why use a computer graph? “Computer graphs enable children to focus on the manipulation and interpretation of data rather than on the construction of the graph itself” and one can “speedily enter and store data which can be shown graphically, often in a variety of forms” (Simpson, et al 2011) Can develop “children’s knowledge, skills and understanding of data handling independently of the motor skills needed for hand-drawing of graphs” (Allen, et al 2011)

Note: “The graph is not the end product. Children need to be able to analyse, discuss and summarise what the graph means” (Allen, et al 2011)

Where is data handling in National Curriculum? KS1 Use technology purposefully to create, organise, store, manipulate and retrieve digital content KS2 Select, use and combine a variety of software …….that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

(‘decision trees’/ ‘binary trees’) Branching databases (‘decision trees’/ ‘binary trees’) (E.g. Textease Branch)

York Local Authority ICT Scheme of Work Science National Curriculum KS1 use first-hand experience and simple information sources to answer questions York Local Authority ICT Scheme of Work Yr 2 Use a branching database to identify objects using yes or no questions

Y4 – Branching databases To understand that ‘yes/no’ questions can be used to divide a set of objects into sub-sets and that a sequence of ‘yes/no’ questions can identify an object To understand that questions are key to organising data efficiently in a branching database to solve problems

Y4 – Branching databases To understand that control systems often use a branching structure to their questions ( e.g. cash machine, vending machine, doctors symptoms database, mp3 players etc)

Y4 pond dipping branching database (see on Moodle) Is the body made up of different segments or sections? Is there a shell – if so what shape is it? Is the body transparent? What shape is the body – is it long and thin or rounded? Are there legs – if so how many and are they longer than the body? Can you see the eyes – are they large or small?