Recently we’ve been looking at how we go about choosing the appropriate graph to present the data we’ve collected in different surveys.

A break down on the types of graphs can be found at http://www.beaconlearningcenter.com/weblessons/kindsofgraphs/ and a chart of graphs with advantages and disadvantages listed can be found at http://math.youngzones.org/stat_graph.html

While http://gostats.com/resources/types-of-graphs.html has a more detailed listed including links to resources.

A description of the three main types of graphs (plus a quiz) can be found at:

http://www.sophia.org/types-of-graphs/types-of-graphs-tutorial

They also have a tutorial on Using Graphs to Analyze Data

An important part of reading and interpreting data is how it is presented.

The choice of graphs and how we design and draw them up is key to understanding them.

If well done we can place a lot of information, and answer a lot of questions, in a small space. It is important though to make sure the layout and  design don’t get in the way. The following slideshare shows five creative ways to display data. Take some time to look at each, especially the first one, to see how much information you can pick out of them.

All 5/6 students recently participated in a series of workshops on the human reproduction system. While there was discussion around the mechanics of the human body, sex and childbirth there was a particular focus on puberty.

“All the 5/6s found the information sessions  interesting and educational. There were three consecutive sessions all taken by a funny and nice lady called Athy from Family Planning Victoria.  In these sessions we learnt about growing up and having a baby.

The first session about having a baby was very moving. Athy explained everything in a very understandable and clear way. Although there were some giggles everyone managed to listen and learn.

The second session was all about growing up and what changes will happen to our bodies. We watched a cartoon video about the topic also.

Finally, the last session Athy explained in more detail about the changes that will happen to us when we get older. She brought in some props; this helped us get a better idea of what she was talking about.

Overall we learnt all we need to know about growing up and having a baby. She also left us with some links to look at, here they are: http://www.thehormonefactory.com/index.cfm?flashOK=0 and http://www.betterhealth.vic.gov.au/

Thank you Athy!”

By Grace and Amelia

As we learnt from the term  1 project placing the information gathered under a set of headings helps give a shape to the project and presentation. It also acts as a guide to help stay focussed when generating questions and gathering information.

“Do I have questions for each area?”

History

• development of the understanding of what the body system is and how it works.
•  major contributors to the understanding of the body system
•  myths and incorrect theories about the body system
• problems that may have been encountered when trying to explore and investigate the body system

Description

• What it does, how it works
• How it connects to other systems
• It’s function/role in the body

Problems

• General problems
• Disease
• Dietary implications

Care

• Ways you as a person can look after your system
• How can medicine help (western medicine, eastern, naturopathy etc).

Future

• How has technology recently contributed to our understanding of the system, how we can maintain it and which ways may we  improve it (medical advances)
• Any questions about the future (pondering questions)

The final project will be on a word document for teachers and include a verbal presentation (cue cards) and pictures on powerpoint if needed.

Don’t forget the learnist board on the human body I’ve created at ;

http://learni.st/users/89518/boards/20050-the-human-body-systems

In recent weeks six Moonee Ponds Primary School students joined nearly 2000 students representing over 190 schools from across Australia in providing advice to the government on a range of priority topics.

Established in 2009, under the Australian Government’s Cybersafety Plan, the Youth Advisory Group on Cybersafety (YAG) allows young Australians aged 8–17 to provide advice to the federal government on cybersafety issues.

The students were able to provide advice directly to government via the secure YAG online consultation website and may have the opportunity to attend face-to-face forums later this year. They took part in discussions on a range of cybersafety topics including digital citizenship, cyberbullying, mobile phone safety, privacy, social networking sites and online computer games. They were also able to generate their own discussion topics. Angus Kelly, in grade 5, took advantage of this feature by creating the thread, “Why do people go on social network sites when they know there is a risk?”

Advice from previous years has led to the development of several government cybersafety resources including the Cybersafety Help Button and the Easy Guide to Socialising Online. The Help Button provides internet users, particularly children and young people, with easy online access to counselling, reporting and information resources to assist in dealing with cybersafety issues. The Easy Guide provides cybersafety information about 27 different social networking sites, search engines and online games. This includes general tips on how to stay safe when using any social media site.

Following advice from YAG members the government has also established the Teachers and Parents Advisory Group on Cybersafety (TAP). Parents and teachers who wish to know more can register their interest by completing the membership form found at:

http://www.dbcde.gov.au/funding_and_programs/cybersafety_plan/youth_advisory_group

“Overall I thought that YAG was set out well and the way that they got the kids involved was really smart. The kids had to comment on topics and opinions. I also really liked the survey part because it is a different way to express your opinion. I think that this is a good way for the government to collect all the information they need. Personally I would like to know all the information that they gathered and I would like to know the way kids think about cyber bullying and the way that we can stop it happening.

The off topic area was also fun and I think that it got kids involved to get them on there more often. Maybe next time they should make the amount of time we get to do it for longer. I absolutely loved joining YAG and I would love to take part in this again.”

Amelia

“On my first day of YAG I was presented with some very interesting topics such as how can cyber bullies be stopped and is it safe to use social sites. I think the YAG moderators have good sense, because they create interesting topics! In YAG we talked about how we should stop cyber bullies and how we can make social sites safer. The people receiving the information are the Australian Government. Sometimes, we get visits online from Senator Steven Conroy, Head of the Digital Economy.

YAG can help others be safer in the social world. Overall I think YAG was a great experience with getting to discuss with students from all around Australia! Since YAG has ended I talk with my friends, family and people who visit my blog! I would like to thank everyone who participated in YAG, because of their brilliant ideas. My dad, David Kelly, helped me with my comments, so I would also like to thank him.”

Angus

“Over all I think that it was good. I think it could have gone for a bit longer because it went for two weeks. I hope that all the information will help the government. YAG had a variety of different ways of expressing your opinion. I think that it could have been a bit more organized. Over all I think that it was great.”

Ella

“Overall YAG was a great website that got kids involved in all of the different aspects of cyber safety. YAG allowed students from all around Australia to comment on different topics relating to cyber safety and express their personal opinions. YAG collects information from surveys and discussion forums which is very useful when comparing different data and opinions. Another great thing that YAG has done was to put in the ‘off topic’ section. This is where students can start up their own topics and other yagsters can join the discussion.”

Julian

In recent weeks I’ve introduced the class to the 100 Word Challenge.

I first tried this in my 3/4 class last year and was very impressed not only by how keen they were to get involved by also by the quailty they could get in such short stories. I also appreciated that they were able to get feedback by the 100WC mentors. Not only did they receive well stuctured comments from someone outside of our classroom (a great way from them to experience the global connections aspect of blogging) for some this turned into a serious, thoughtful conversation (Afrah 2012)

This year, back working with 5/6s, I was excited to see how they’d approach the challenge. Like many things we’ve done so far this year the moment I start any conversation with ‘go onto the internet’ they’re keen as this year each student has their own netbook. I think they were also excited by the creative opportunity, being 5/6s the main focus of our writing so far has been non fiction and research.

I’ve really enjoy reading their 100wc postings so far, check out Serena’s response to the prompt “…the green shoots could just be seen…”. Special congratulations go to Jesse who’s post to the same prompt got chosen for the 100wc Week#27 Special Showcase. Another post worth a mention is Graces insightful response to the prompt “…the noise was deafening…”. Following last week’s ANZAC Day commemorations it has a particular resonance.

A big difference I’ve noticed this year is the 5/6s are keen to seek out and read the postings of students other than those at our school. They regularly read and comment on blogs as far a field as England, as a result they are also attracting visitors back to their blogs.

Finally, if you have younger students check out the 5 Sentence Challenge.