1. Accessing & Using Data
Bridgette

2. Think-Pair-Share: Authentic Data
What is “authentic data” and have you worked with it in your classroom?
Why use authentic data? What are the benefits and challenges to using it?
Think, pair, share on what does “authentic data” mean to you.
If time, make list on whiteboard of benefits/challenges to using data listed by teachers.
- separate sheet for benefits and challenges, leave hanging on wall for Wed activity on this.

3. Data Table Walk-Through
BC models practice of interpreting a data table: identify title/overview, variables measured (columns, rows), timeframe and location of data
**HANDOUT: copies of 1-page printout of Palmer Daily Averaged Weather spreadsheet (double-sided, with metadata on back). 1 per pair of teachers. Have them follow-along as discussing.
Don’t explain table. Just hand out, have them review for a few seconds.
Authentic data files are often messy! Full of info you don’t need or can’t make sense of. That’s ok! Start by orienting yourself with the key features.

4. What information can you draw from this table?
Short discussion: what do they draw from this table? Highlight title, variable headings, location, time range, metadata.

5. What information can you draw from this table?
Title / Summary
(sometimes separate
from data)

6. What information can you draw from this table?
Labels for the Variables

7. One more thing to look or with data…metadata!
(sometimes separate
from data)

8. Metadata
If teachers haven’t noticed it yet, have them flip over their data table handout to see this metadata table on opposite side.
Metadata: data that describes other data. May have to supplement if metadata is lacking!

9. Data in the Process of Science
Where in the process of science do you interact with data tables?
Discussion

10. Data in the Process of Science
put data tables / raw presentations of data / data portals in context of overall process of science

11. How can data help you refine your investigation question?
Think-pair-share (3 mins)
Be clear of why looking at data here, in terms of to refine their testable questions they need to look at what data are available.

12. How can data help you refine your investigation question?
Need to know the data can answer your question!
appropriate variables, timeframe and location.
Next step: review available data to refine your question.

13. Questions about accessing data?

14. Exploring Data Available for Sci-I Investigation
In your Investigation Group, explore provided data files (need laptops). While you work, ask yourselves:
What kinds of data are available? What topic areas, variables, spatial and temporal scales, etc?
Tip: Explore all available data sets, including metadata.
Tip: Note which sets you’re most drawn to or shy away from, which variables are most familiar or unfamiliar to you.
Which data sets (2–3) best fit your topic area?
Tip: not looking for a perfect fit, ball park for now.
Bridgette
Teachers work together in groups to explore the data files to see what kind of data is available. Sci-I staff and scientists facilitate and offer feedback.