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Choose a combination of units that suits your students and context.
Cycle one (Foundation)
Cycle one (Foundation)
| Jan | Jun | Dec | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
Representing data
Overview
This unit introduces students to exploring how data – such as a picture, object or symbol – can be used to communicate an idea or observation. They represent data with familiar objects, and identify the features that can help us differentiate one object from the other.
Achievement standards
By the end of Foundation students show familiarity with digital systems and use them for a purpose. They represent data using objects, pictures and symbols and identify examples of data that is owned by them.
Australian Curriculum
This topic enables students to
- explain how an object, picture or symbol stands for an idea or observation
- draw and display pictures to represent our daily activities
- compare representations and identify the commonly used features that make them easy to recognise.
Watch this video for a quick overview of the unit and how to use its resources with your students.
Assessment View assessment advice
Use the work sample Data is all around us and associated task to assess your students’ understanding and knowledge related to representing data using digital systems.
Rubric: Data representation
| 1 (limited) | 2 (basic) | 3 (proficient) | 4 (advanced) | |
|---|---|---|---|---|
| Knowledge of data representation | with guidance, can identify types of data | can identify types of data and name them, such as picture, symbol or object | can identify types of data and name them, such as picture, symbol or object, and explain what they represent | can identify types of data and name them and explain what they represent and why we might use that representation |
| Demonstrates ways to represent data | with guidance, represents data using a picture, symbol or object | demonstrates the use of pictures, symbols or objects to represent ideas or actions | demonstrates the use of pictures, symbols or objects to represent ideas or actions, discussing the features that make them easily recognisable | demonstrates the use of pictures, symbols or objects to represent ideas or actions, discussing the features that make them easily recognisable and justifies their choice |
Unit sequence
This topic offers 2 sequential units
Unit 1
Representing ideas and actions
Students represent familiar objects; identify the features that can help us differentiate one from the other.Unit 2
Representing data we collect
Students represent data they collect about familiar experiences and events.Representing ideas and actions
What is this about?
Representing data involves using symbols, visuals or audio to convey information. This can include images, emojis or icons to communicate ideas or observations. For instance, emojis can express emotions, and symbols can depict weather forecasts or observations. Representation is an abstraction of an observation, capturing and expressing information through symbols, visuals or other forms to convey meaning. For example, the U shape represents a happy person even though it is only an abstract representation of a smile, not even a whole person.
Content description
Recognise and explore digital systems (hardware and software) for a purpose AC9TDIFK01
Represent data as objects, pictures and symbols AC9TDIFK02
This sequence enables students to:
- explain how an object, picture or symbol stands for an idea or observation
- draw and display pictures to represent our daily activities
- compare representations and identify the commonly used features that make them easy to recognise.
Resources to include
Resources to introduce
Foundation What is data?
Use this slide presentation to explain the term ‘data’.
Requires
- internet access
- computer and interactive whiteboard
Suggested time
30 minutesEnables students to:
- identify ways in which data is represented.
Foundation Who is in your family?
Use this task to discuss ways to represent data about your family.
Requires
- internet access
- computer and interactive whiteboard
Suggested time
1 hourEnables students to:
- collect data about themselves, including data that is owned by them
- represent data as images, symbols or pictures.
Resources to develop and consolidate learning
-
![Emoji time!Image]()
Emoji time!
Find out more -
![Can an AI recognise what you are drawingImage]()
Can an AI recognise what you are drawing?
Find out more -
![Is it a pig or dog?Image]()
Is it a pig or dog?
Find out more -
![Using visual schedulesImage]()
Using visual schedules
Find out more
Foundation Emoji time!
Explore the use of emojis to represent feelings.
Requires
- print game cards (enough for students in small groups)
Suggested time
1 hourEnables students to:
- describe the key facial features that help us recognise a person’s emotions
- draw and recognise different faces that represent an emotion such as sad, happy or angry.
Foundation Can an AI recognise what you are drawing?
This lesson provides an opportunity to incorporate representation of data using a relevant context being studied in the classroom.
Requires
- internet access
- computer and interactive whiteboard
Suggested time
1 hourEnables students to:
- describe the key features of objects that help us recognise an object
- draw objects, focusing on the features that make them recognisable.
Foundation Is it a pig or dog?
Use this take-home activity to explore data representation.
Requires
- printed worksheet
Suggested time
30 minutesEnables students to:
- describe the key features that help us recognise an animal
- draw and recognise different animals representing their key features.
Foundation Using visual schedules
Create a visual representation of the class schedule and routines. A visual schedule, such as a timetable, is a visual representation of what activities will occur and in what sequence.
Requires
- a sheet of paper or whiteboard to list classroom activities
Suggested time
1 hourEnables students to:
- describe the daily schedule of activities that occur in a sequence
- represent daytime activities as images, symbols or pictures.
Resources to extend integrate learning
-
![Creating a visual guide to packing the school bagImage]()
Creating a visual guide to packing the school bag
Find out more -
![All about meImage]()
All about me
Find out more -
![Can AI guess your emotion?Image]()
Can AI guess your emotion?
Find out more -
![Robot danceImage]()
Robot dance
Find out more
Foundation Creating a visual guide to packing the school bag
This is a take-home activity to be completed as a family task. Students use pictures to represent data.
Requires
- printed worksheet or electronic version of slides
Suggested time
1 hourEnables students to:
- identify some common digital systems
- use a common digital system for a particular purpose
- recognise data represented as images.
Foundation All about me
Discuss ways to represent each type of data students record about themselves.
Requires
- printed worksheet
Suggested time
1 hourEnables students to:
- collect data about themselves including data that is owned by them
- represent data as images, symbols or pictures.
Foundation Can AI guess your emotion?
Use this lesson to explore using emojis to represent feelings or emotions.
Requires
- internet access
- computer and interactive whiteboard to display teachable machine website
- access to printed emojis
Suggested time
1 hourEnables students to:
- describe the key facial features a person's emotions
- draw and recognise different faces that represent an emotion such as sad, happy or angry.
Foundation Robot dance
Use this take home task to discuss ways to represent dance moves.
Requires
- printed worksheet
Suggested time
1 hourEnables students to:
- represent dance moves using pictures.
Professional learning
Foundation Data representation
Use this infographic to explore ways to represent data for your year level.
Suggested time
30 minutes
Representing data we collect
What is this about?
Through Digital Technologies and Mathematics (Statistics), students have opportunities to explore different ways that data can be acquired and recorded; for example, using a table to record facts about themselves, using a tablet to take photographs of plants in the local area, or exploring their lunchbox to look for patterns in data.
Content descriptions
Recognise and explore digital systems (hardware and software) for a purpose AC9TDIFK01
Represent data as objects, pictures and symbols AC9TDIFK02
This sequence enables students to:
- conduct a simple survey to collect responses
- record the survey responses using tally marks, numbers or pictures
- represent data as images, symbols or pictures.
Resources to include
Resources to introduce
Foundation All about me
Discuss ways to represent each type of data students record about themselves.
Requires
- printed worksheet
Suggested time
1 hourEnables students to:
- collect data about themselves including data that is owned by them
- represent data as images, symbols or pictures.
Foundation Organising information
Use the context of organising information to explore ways to represent data.
Requires
- internet access
- computer and interactive whiteboard to display website
Suggested time
1 hourEnables students to:
- organise data into groups
- represent data using images, symbols and text.
Resources to develop and consolidate learning
Foundation Data collection and representation: What's in your lunchbox? (Years F-2)
The type of fruits and vegetables in school lunchboxes or those eaten at Crunch&Sip or fruit break time can provide a good source of data for a classroom investigation.
Requires
- school lunchboxes
- devices with camera such as an iPad
Suggested time
1 hourEnables students to:
- organise data into groups
- represent data using images, symbols and text.
Resources to extend an integrate learning
Foundation Data detective
With support, students conduct a simple survey to collect, organise and present data. In doing so, they demonstrate their understanding of how to use patterns to represent data symbolically.
Requires
- printed worksheet
Suggested time
1 hourEnables students to:
- conduct a simple survey to collect responses from friends
- record the survey responses using tally marks, numbers or pictures
- organise the data using tables and lists.
Foundation Seasonal walk
Students explore their local area to collect and represent data about the plants and animals they observe.
Requires
- printed worksheet
Suggested time
1 hourEnables students to:
- draw and display pictures to represent our daily activities
- compare representations and identify the commonly used features that make them easy to recognise.
