The crocodile that got too hot!

• We are learning the importance of data in the everyday world.

• I can say why humans can use data to benefit animals.
• I can analyse environmental data from a zoo.
• I can create a piece of art that shows my understanding of crocodiles.

Share the questions for discussion on comparing three graphs (crocodiles/Lost Kingdom/classroom).

Pupils then share their answers and discuss which graph is each of the locations and why.

Answers:

• Top data set = crocs
• Middle data set = Lost Kingdom
• Bottom data set = classroom
• Date - 5^th June
• Time – 24 hour period
• Measuring - Light
• Possible similarities
  • They show the same date and time period.
  • They all have time at zero.
  • They all follow the same “bell curve”
• Possible differences
  • The scale is different – light LUX differs significantly in each.
  • Classrooms are highest LUX, Crocodiles are lowest LUX, Lost Kingdom is in the middle LUX.

The teacher should provide pupils free time to explore the live data for the crocodile environment, the Lost Kingdom, and their classroom. Encourage pupils to find interesting facts about the data, make inferences and be ready to share them with the class.

At this point, the teacher should round off the first lesson of this activity and revisit the learning intention and success criteria.

The teacher should start the second session of Activity 1 by revisiting learning intention, success criteria and key vocabulary.

Share information about crocodile scutes to provide more background knowledge about a crocodile’s anatomy.

Challenge pupils to show this information creatively. This may include:

Pencils focusing on shading

• Print with newspaper and paint
• Collage
• Clay
• Textiles

Plenary - Pupils summarise learning from the session. They then consider the statement -  “Data is not important for animals” - and give an informed response.  Pupil responses may include, for example:

Data is important for animals because:

• Humans can make changes to their enclosure.
• Humans can try to replicate their natural habitat.
• Humans can track and monitor animals’ health.
• Humans can compare zoo and wild animals’ similarities and differences.

Data is not important for animals because:

• Animals can’t read data.

• We are learning to critically analyse data gathered from the zoo.

• I can suggest possible reasons for changes in data about animals’ habits.
• I can give clear definitions for C02 and temperature.
• I can say why particular levels of CO2 and temperature are essential to crocodiles
• I can show my understanding of a crocodile’s needs through a written piece.

Pupils make comparative bar graphs using the crocodile data and their data to show key data points for C02 and temperature. Pupils must know how to calculate averages and draw comparative bar graphs. Mixed ability [maths] groups may be one way to approach these tasks.

The teacher rounds off the first lesson of this activity and revisits learning intention and success criteria.

The teacher begins the second session of activity two by revisiting learning intention, success criteria and key vocabulary.

Pupils are challenged to show their knowledge of what they have learned about the crocodiles, temperature and C02. Two story starters have been provided - “An imaginative story titled "The Crocodile that Got Too Hot" and an article for the newspaper Crocodile Weekly titled “World Record Croc Celebrates Winning Breath Holding Contest.”  However, pupils are free to complete this written task in any creative way.

Plenary – Pupils summarise learning from the session. They are then posed with the statement, “Thanks to data, I know crocodiles are intelligent,” and give informed responses.

Pupil responses may include:

• They can regulate their breathing underwater - data shows this as they keep their C02 levels low compared to humans.
• They can stand high temperatures because of their sweat glands - data shows their average temperature and humidity levels are higher than humans can withstand.
• Their scutes and webbed feed allow them to move through water without moving the water much, as shown by the low motion values.

• We are learning to critically analyse data gathered from the zoo.

• I can suggest possible reasons for the changes in data linked to animal habits.
• I can show my understanding of a crocodile’s motion by using my Maths knowledge of speed, distance and time to compare my speed versus a crocodile’s.
• I can clearly define motion and humidity and explain why they are relevant.

Pupils investigate speed, distance and time. It may be beneficial to display the SDT triangle for constant reference.  Pupils go outside in pairs/small groups and measure a 20m running track. When ready, they should time each other to see how long it takes them to run 20m. They use the information gathered to determine what speed (mph) they can run at and if they are faster than a crocodile.

It may be fun to display on a graph or display those who are/are not faster than a crocodile and discuss the possible consequences of being slower!

At this point, the teacher should round off the first lesson of this activity and revisit the learning intention and success criteria.

The teacher should start the second session of activity three by revisiting learning intention, success criteria and key vocabulary.

Pupils research where crocodiles live in the wild and zoos. They should display this information in a poster. Pupils may choose to draw world maps and label them or draw a list.

Plenary – Pupils summarise learning from the session. They are then presented with the statement “Maths and data are linked” and asked to provide informed responses.

• Pupil responses may include:

  • Data can be shown on a graph like other things in Maths.
  • To understand a scale, you must be able to count step by step, like working with numbers.
  • You need to be able to add and subtract to see differences on a graph.
  • You need to be able to divide to work out averages.
  • Problem solving.

• We are exploring the homes of different animals to predict the data they produce.

• I can make predictions about living environments.
• I can create my own data set.
• I can work well as part of a team.

Pupils can learn through play, using trusted zoo websites' enclosure webcams to see what they notice about the habitats. They may try the links provided or find their own. Most zoos have this webcam feature.

Pupils as a pair or group should select one of the animals they like and make deductions about their enclosures and how they live. Questions are provided to probe thinking, but these are not exclusive. Pupils may need to conduct more research online to gain a deeper insight.

At this point, the teacher should round off the first lesson of this activity and revisit the learning intention and success criteria.

The teacher should start the second session of activity four by revisiting learning intention, success criteria and key vocabulary.

Pupils should use what they have learned about their chosen animals to predict their sensor data (CO2, humidity, temperature, light and motion). This should be plotted on a graph. Blank graphs could be printed before this activity. (5 graphs per group).

Plenary – Pupils summarise learning from the session. Pupils are then presented with the statement – “Data is boring” - and give informed responses.

Pupils’ responses may include:

Data is boring:

• It isn’t very easy to look at.

Data is not boring:

• You get to solve real problems and help make the world better.
• Data can help athletes achieve more success.
• Data can help businesses make more money.
• Data could help save the planet.
• You get to use cool technology.
• You could get a good job.

• We are using our knowledge of data to improve an animal's environment in a zoo.

• I can investigate a problem and plan a solution.
• I can describe the role of data in our investigation and predict results.
• I can create visual representations of my ideas.

Pupils, in their groups, should create a 3D version of their model. A shoebox or other similar sized box would be an ideal starting point, but this is not essential. This should mirror the design planned and designed in Tasks 1 and 2.

Plenary – Pupils summarise learning from the session. They are then presented with the statement, "Data has the power to bring about meaningful changes in the world,” and provide informed responses.

Pupil responses might include:

Examples of real-world change could be:

• Reducing the amounts of greenhouse gases produced, slowing down global warming.
• Improving existing products by monitoring human habits, making tech, etc, more efficient.
• Make animals more comfortable in zoos and slow down extinction rates in the wild.
• Finding solutions to medical problems, improving health and saving lives.

• We are learning to be inventive and use data to solve interesting problems.

• I can say how gathering data in different places would be beneficial.
• I can use data to back up my opinions.

The teacher poses questions about interests and skills to assemble groups of pupils with various skills but similar interests.

After forming groups, pupils discuss how they can use something they are interested in to begin their own data project. They discuss what data could be gathered and how it might benefit a person or organisation. This could be done verbally; notes could be collected, and a poster or a presentation could be created.

Pupils should use notes or discussion points to draft an email to their chosen person or organisation. Adding detail about their experience, showing their enthusiasm and how they could benefit the person/organisation, will increase the likelihood of getting a reply. The teacher should proof read before any emails are sent.

At this point, the teacher rounds off this activity's first lesson and revisits learning intention and success criteria.

The teacher begins the second session of activity 6 by revisiting learning intention, success criteria and key vocabulary.

The teacher informs the class they will use all the knowledge they have gained to debate social issues relating to animals. Below are some potential responses:

Animal hunting

The case for:

• To gather food.
• It can control wildlife populations.

The case against:

• Causing pain to animals unnecessarily.
• Killing endangered species, causing extinction.
• Morally wrong/abusive.
• It can be dangerous.
• It could have a knock-on effect on the food chain.

Animals being kept in zoos

The case for:

• Saving animals that could not survive in the wild.
• Boosting numbers in species by allowing them to breed safely.
• People can see/learn about animals they would never be able to see without zoos.

The case against:

• Animals are not in their natural habitat.
• Animals’ enclosures are much smaller than their wild habitats.
• Animals lose their wild instincts.

Plenary – Pupils summarise learning from the session. They are then presented with the statement - “Children aren’t capable of understanding data,” – and they provide informed responses.

Pupils may answer:

• Children are capable of understanding data because:

  • We have been reading complex graphs and can make sense of them.
  • We have worked out ways to improve animal learning environments from raw data.
  • We have compared the data of animals and humans.
  • We have created our own data sets, showing our understanding.
  • We can do this at age “X”, by the time we are adults we will know so much more.