Task 2: Option 2

Resource adaptable for Years 1 – 6: https://www.jpl.nasa.gov/edu/teach/activity/precipitation-towers-modeling-weather-data/


This NASA resource is useful as a data source in the classroom. Teachers can use the prepared worksheets (choice of three levels) to introduce data collection, representation and interpretation, depending on the year level. There are videos for students to gain the necessary content knowledge to understand the task. Students engage with the task through the use of visual tools, hands-on learning and peer collaboration (pedagogical knowledge). This is also a great resource as both online and offline tools are available and manipulatives can be used to introduce data representation in the early years (technology knowledge).



  • This resource develops computational thinking skills and the key concepts of… data collection, representation and interpretation…, which is one of the key aims of the Digital Technologies curriculum.
  • For lower primary students, teachers can use the data provided and facilitate discussions of the ways in which data can be represented and allow students to represent the data in a variety of ways. Students compare between different forms of data representation.

Years 1-3: (ACMSP263), (ACMSP050), (ACMSP070).

  • For upper primary students, teachers can use the data provided or get students to collect data for the task. Students represent data in a variety of ways, make comparisons and provide reasons. Students interpret the data and make connections to other subject areas.
    • At an intermediate-advanced level, the data provided includes decimal places, which challenges students as they must consider the intervals that they are using to label the axes.
    • Students can access the NASA online data resource or other sites for data collection.

Year 4: (ACMSP096), (ACMSP097); Year 5: (ACMSP119), (ACMSP120);

Year 6: (ACMSP147)


Integration: This resource can be integrated with the Mathematics and/or Science unit(s) as it focuses on data collection, representation and interpretation, which are Mathematics focus areas, as well as Science topics of weather and the water cycle.



  • As students can present the data in different ways, the class can enter the task at the same point but exit at different points, depending on their ability levels.
  • Students can work in mixed ability groupings within their zone of proximal development.
  • Teachers can adapt the worksheets to suit the diversity of students in the classroom.


Criticisms/concerns: Teachers should browse the resource and adjust the content to suit students’ needs. Teachers should familiarise themselves with the NASA online data resource or prepare a list of websites to support the lower ability students.

+ There are no comments

Add yours

This site uses Akismet to reduce spam. Learn how your comment data is processed.