Statistics: Climb, slide or swing?
View Sequence overviewData provides evidence to inform our decisions.
Each group
A playground for our class Student Sheet
Task
Explain to students that they will be participating in another class gallery walk, this time to look at the different playground designs. Ask students to consider the following questions as they look at others’ work:
- How are other students’ playgrounds similar to your design?
- How are other students’ playgrounds different to your design?
- Can everyone have fun in the different playground designs?
Conduct the class gallery walk. Provide each student with sticky notes to leave any questions that they have or comments about what they notice. Allow students to spend time looking closely at the playground designs.
Provide students with time at the end of the gallery walk to reflect on the comments and questions left by others and to make additions or changes to their data display.
Gallery walk
Using the gallery walk here provides an opportunity for students to see how other students have used the class data in their designs. There will be a number of interpretations of the same data, and these serve to emphasise that the data does not point to just one solution. There is not just one ‘right’ playground design.
This group of playground designs should have more similarities between each other than the designs from Lesson 1, as they have been informed by common data.
Using the gallery walk here provides an opportunity for students to see how other students have used the class data in their designs. There will be a number of interpretations of the same data, and these serve to emphasise that the data does not point to just one solution. There is not just one ‘right’ playground design.
This group of playground designs should have more similarities between each other than the designs from Lesson 1, as they have been informed by common data.
Revise: In our first playground design, we used our own ideas for what we thought students would like in a playground. We used the class data to help us design our second playground drawing.
Explain that students are now going to compare the two playground designs. Provide each student with A playground for our class Student sheet. Each student will also need a copy of their first and second playground designs.
The student sheet asks students the following reflection questions:
- How are your two playgrounds similar?
- How are your two playgrounds different?
Allow students time to compare their two playground designs and complete the student sheet.
Convene the class together for a whole class discussion.
Discuss what they noticed as they compared their designs:
- What do you notice about your second design compared to your first design?
- How are your designs different to each other?
- Do you think your first or second playground design is better for everyone in our class to have fun? Why?
Invite students to turn to an elbow partner and share what they were thinking about when they drew their first playground design. Ask them what they were thinking about when they drew their second playground design.
Discuss how there is not just one “right” playground design.
Review: We investigated a problem to find out what our class would like in a playground where everyone can have fun. We collected and recorded data in a survey and analysed this data to find what it was telling us. We used this data as evidence which we used to inform our second playground design.