Bringing data to life –statistical approaches to global issues:
11-14 years
Session overview
Session 1: Geography
Collecting data in Ethiopia
Lea rners a re i ntroduced to Ethiopia
and explore the challenges of data
collection.
Learning Objectives



Session 2: Maths or Geography
Collective action groups, scatter
plots and sample size

Lea rners fi nd out about collecti ve
a ction groups, pl ot thei r own
s ca tter graphs and lea rn about the
importance of sample size. They
will also gain pra cti ce identi fying
outliers and interpreting cha rts .

Session 3: Maths
Using collective action groups to
understand measures of central
tendency
Lea rners will be introduced to the
concepts of mean, median and
mode, and unders tand the
di fferences between these three
measures. Lea rners will recognise
the cha ra cteris ti cs of frequency
cha rts in terms of measures of
central tendency.


Learning Outcomes
To develop basic geographi cal
knowledge about the Ethiopia
To explore the data collection
process
To unders tand some of the
problems and di ffi cul ties of
da ta collection

To unders tand what collecti ve
a ction groups a re
To develop da ta handling and
presenta tion skills
To unders tand the limi tati ons
of sampling data ra ther than
using the whole popula tion

To develop understa nding of
di fferent wa ys to calculate
measures of central tendency






Key Questions
Lea rners will use maps,
wri ting and photos to develop
an idea of wha t Ethiopia is like
and an unders tanding of the
a cti vi ties and outputs of the
collecti ve a ction groups
Lea rners will be able to
explain some of the challenges
of da ta collection by reading
and dis cussing s ta tements
Lea rners will read informa tion
from a s catter graph
Lea rners will produce a s ca tter
graph
Lea rners will recognise the
importance of sample size
when anal ysing da ta
Lea rners will recognise the
importance of random
sampling


Lea rners will compa re mean,
median and mode using the
same da ta
Lea rners consider how the
shape of frequency
dis tributions a ffect thei r
a vera ges









Activities
Wha t is Ethiopia like?
How could you find out more
about the people, pla ces and
a cti vi ties we a re lea rning
about in this lesson?
Wha t diffi cul ties might
resea rchers encounter when
collecting data ?
Sta rter: Ques tioning i mages
Acti vi ty 1.1: Ba ckground
informa tion
Acti vi ty 1.2: Finding out more and
da ta collection challenges
Wha t do we mean by
collecti ve a ction?
Wha t i nforma tion can be read
off a s catter graph?
Wha t effect does onl y using a
small sample ha ve?
How can we reduce any bias
in the da ta we choose?
Wha t effect does belonging to
a collecti ve a ction group ha ve
on the levels of honey
produced?
Wha t i mpa ct does using
mean, median and mode ha ve
on results ?
Wha t effect does including
addi tional values ha ve on the
mean, median and mode?
Whi ch measure of central
tendency is the best to use?
Acti vi ty 2.1: Understa nding
collecti ve a ction groups
Acti vi ty 2.2: Interpreting sca tter
graphs
Acti vi ty 2.3: Compa rison wi th a
sample gra ph
Acti vi ty 2.4: Pl otting s ca tter graphs
Acti vi ty 2.5: Compa rison to the
whole da ta set
Sta rter: What should we look a t?
Acti vi ty 3.1: Cal culating mean,
mode and median
Acti vi ty 3.2: Drawing grouped
frequency diagra ms
Acti vi ty 3.3: Cal culating the mean,
median and mode from a grouped
frequency diagra m
Acti vi ty 3.4: Wha t can central
tendencies tell us?
Session 4: Maths
The wealth of women in collective
action groups


Lea rners explore the wealth of
women who belong to collecti ve
a ction groups and the wealth of
women who do not bel ong to
groups using pie cha rts. Lea rners
repea t this compa rison using ba r
cha rts .
Session 5: Maths or Geography
The age and years of experience of
women in collective action groups
Lea rners will plot da ta using
di fferent types of cha rts to lea rn
whi ch cha rts a re better for
representing whi ch types of da ta .
They will also gain pra ctice
interpreting charts and develop
thei r knowledge of the women in
collecti ve a ction groups compa red
wi th those not in groups .
Session 6: Geography
Were women better off as a result
of collective action groups?
Lea rners use cha rts and case
s tudies to evalua te the i mpa ct on
women’s empowerment of being
pa rt of a collecti ve a ction group.
To develop da ta handling and
presenta tion skills
To unders tand some of the
di ffi culties of da ta collection
and sampling






To develop da ta handling and
presenta tion skills
To unders tand tha t different
presenta tion techniques can
change the wa y data is
percei ved





Lea rners will use da ta and
case s tudies to explore the
impact of collecti ve a ction
groups
Lea rners will use case s tudies
and da ta as evidence and
exa mples in thei r wri ting


Lea rners will draw and
interpret pie cha rts
Lea rners will compa re
proporti ons represented in pie
cha rts
Lea rners will compa re samples
and proportions of data
Lea rners will draw, interpret
and compa re ba r cha rts

Lea rners will produce a ba r
graph, compa ra ti ve ba r gra ph,
percentage ba r and/or pie
cha rt
Lea rners will compa re data
sets represented in ba r graphs
and pie cha rts
Lea rners will decide whi ch
presenta tion technique is best
for this data

Lea rners will use da ta to
expl ore the i mpa ct of
collecti ve a ction
Lea rners will use case s tudies
and da ta as evidence and
exa mples in thei r wri ting





Wha t does a pie cha rt
represent?
Wha t i mpa ct does sample size
ha ve on results ?
How do the levels of
educati on and weal th of
women i n collecti ve a ction
groups compa re with those
not in groups?
Wha t a re the benefi ts of using
a ba r cha rt?
Sta rter: True or false?
Acti vi ty 4.1: Cons truct a pie cha rt
(review of KS2)
Acti vi ty 4.2: Pie cha rt or bar chart?
Acti vi ty 4.3: Cons tructing and
compa ring pie and ba r cha rts
Is a pie cha rt, ba r gra ph or
compa ra ti ve ba r gra ph better
to present this da ta?
How does the a ge and yea rs of
experience of women in
collecti ve a ction groups
compa re with those not in
groups?
Acti vi ty 5.1: Methods of displa ying
da ta
Acti vi ty 5.2 Whi ch da ta
presenta tion technique?
Plena ry: Choosing da ta
presenta tion techniques for
di fferent audiences
To wha t extent does collecti ve
a ction ha ve an impact on
women’s empowerment?
Sta rter: What do you need to
know?
Acti vi ty 6.1: The impa ct of
collecti ve a ction groups on
women’s empowerment
Acti vi ty 6.2: Interpreting cha rts
Acti vi ty 6.3: Using case s tudies
Acti vi ty 6.4: Wri ting a response