Task 2: Option 2

A data source that has clear cross-curricular links could be plants in the local area. Students could collect data about the local plant life around the school. They would first be required to identify the plants and then record how many of each were in a defined area. The table could have pictures of the plant in it so students could easily identify and match using a tally system as scaffolding or older students could try identifying the plants themselves. This could also be expanded to include the whole street or a park depending on the age level of the students. Students could complete this task in groups with each group recording the plant life for a set area. The results of this could then be presented in a bar graph showing how many of each type of plant/tree there was in the set area. There could be multiple graphs showing each small area and a final one collating all the data. This could be done using the graph maker in Canva, the NCES-Create a graph website or another digital tool of the teacher’s choosing. After presenting this graph, students could answer questions about what are the most common plants in the area and so forth. This could lead to further discussion on how using a graph makes presenting findings easy to read, what other ways this data could be presented and the pros and cons each way.

For a year 3 class, the following codes are relevant but these activities could easily be adapted to most years.


Year 3

Different types of data can be represented in different ways (ACTDIK008)

Collect and present different types of data using simple software to create useful information (ACTDIP009)

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

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