
SILO F.1 (DRAFT) Foundation, Term 1: Investigations Focus: Observations Scope and sequence: Data, Observations, Tables, Tallies
Learning intention: Students share observations and answer questions about data which they have collected.
NSW Syllabus	Australian Curriculum (version 9.0)
"A student observes, questions and collects data to communicate ideas." (STe-1WS-S)	"Students learn to engage in investigations safely and make observations using their senses." (AC9SFI02)

Introduction to investigations

Observations

The following video (5:24) explains how our five senses can be used to help us make observations about the objects around us.

Making a tally

A tally is a good way to count objects as demonstrated in the following video (1:58) using garden flowers as an example.

Tallies can also be very useful for keeping score in sporting matches as the score can be changed by adding to the tally without having to rewrite it.

Introduction to the word 'data'

This video (2:21) is a child-friendly introduction to data using examples from sorting the laundry.

Introduction to tables

Tables are a logical way to present data.

Dice rolling activity

Each students receives a six-sided dice.
Students will roll their dice and place a tick in the corresponding box below each time they roll.
Students can create these tables on a page of their science workbook/journal, piece of paper (preferably grid paper), or you can print out an A4 sized PDF available here.
Start with some practice by copying these three tallies and then write the total as a number. (This practice exercise in on the PDF or you can model this for the class if they are drawing their own tables. The focus is on when and why to use the non-vertical line to delineate groups of five.)

Roll one dice at a time and record your data as a tally in the table below.

Did any number occur more than another?

Now roll two dice and record your data as a combined total using tallies in the table below.

Did any number occur more than another?

This could also be phrased as, "Are there any patterns in the data?"

Why was seven the most common number?

(Hover over the question icon to reveal the answer.)

Extension activity: In addition to rolling actual dice, there is an activity in SILO 3.4 'Coding' titled Making dice where students use micro:bits to generate numbers. This is a good introduction to block-based coding because students can quickly see that they can choose how the micro:bits generate the numbers by pressing Button A, Button B, or shaking the micro:bit as if they were shaking actual dice in their hand.

Moderated self-assessment

Discussions with students around the key components of conceptual topics and how they fit together can generate insights into student achievement.

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SILO F.1 (DRAFT)

Foundation, Term 1: Investigations

Focus: Observations Scope and sequence: Data, Observations, Tables, Tallies

Learning intention: Students share observations and answer questions about data which they have collected.

Introduction to investigations

Making a tally

Introduction to tables

Did any number occur more than another?

Did any number occur more than another?

Why was seven the most common number?

Moderated self-assessment

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