8. Data Selection

Description of the lesson:

Introduction: Conduct a survey and compare to media sources

• Following on from last lesson, students will use their refined survey questions to conduct their investigation once more and then compare their results to the media source (the stats in the screenshot below).
• Reiterate to students that the results they found (primary data) may differ to media sources (secondary data) due to factors like sample size, location, etc. Discuss other factors that may account for differences in results. (AFL) (WM: fluency, understanding, reasoning)

This lesson picks up where last lesson left off, allowing students to take the role of investigators and conduct their survey after refining their survey questions. By comparing it to media sources, they will be considering factors which may account for any differences and how this could have been avoided.

• The following is a screenshot taken from: https://www.healthykids.nsw.gov.au/stats-research/healthy-eating.aspx.

Activity: YouTube Video (ICT)

• Teacher plays a YouTube video explaining how selective data may be used to support a particular viewpoint, also known as cherry picking evidence. Choose which video would be better for your class:

https://www.youtube.com/watch?v=FbKpfJK78Ss Duration - 2:16min

https://www.youtube.com/watch?v=vrVvUYij5F4 (play from 0:38) Duration - 4:11min

• As a class, discuss situations where selective data may be used and how. Eg. performance data is most common; could be for various reasons like job security not just product advertisement. (AFL) (WM: understanding)

The video clearly explains the selective use of data used in supporting a particular viewpoint in terms students will understand. However, while commonly used in advertisements, the selective use of data is present in more circumstances than we realise.

Conclusion: Critical Analysis of Stimuli

• The follow-up task from last lesson was to bring in a photo of some sort of advertisement wherein statistics was used to promote the product. In pairs, students will critically analyse these stimuli for the selective use of data. (AFL) (WM: communicating, reasoning, understanding)
• This can be set up as a station activity whereby each tables has a certain number of stimuli is on the table and groups of students rotate tables after a certain amount of time.
• The class goes through each stimulus and shares their thoughts on whether selective data has been used to support a certain viewpoint.

This conclusion appropriately rounds out the lesson by looking at the photos that students have bought in through a critical lens to identify whether selective data has been used to support the product.