- Reiterate the big questions. Is it going to rain today? Tomorrow? Next week? How have we made these predictions? Can we use data to help us make better predictions?
- Introduce some of the Digital Technologies terminology (see above) when talking to students. Encourage students to use it as well!
- Introduce the three major parts of the lesson sequence, in this order:
- Finding, sorting and interpreting existing rainfall datasets from the Bureau of Meteorology for a local area over different time periods.
(Skill set, including explicit teaching by you, required by students: searching rainfall data for a local area from the BOM website; filtering data from the BOM website; interpreting data from the BOM website – text/graphs/maps; selecting data from the BOM website to re-use in a new – with attributed –data visualisation at a later stage.)
- Collecting local rainfall data using a digital device.
- Introduce a digital rain gauge to students. (How does it work? How will it be set up? What sort of data does it produce? How will this be recorded?)
- Recording, sorting (including using a spreadsheet) and analysing data. Reporting findings to school and community through visualisation.
- Tell students that they will be comparing the data that the digital rain gauge produces with that available from the Bureau of Meteorology. They will be recording, sorting (using a spreadsheet) and analysing.
- Scaffold making statements about dataset sources.
- Scaffold reporting findings via a data visualisation.
(Skill set, including explicit teaching by you, required by students: analysis of data and making some statements; identification of key data from the BOM website and locally sourced data; production of visualisation – chart, infographic, etc – of major findings.)