What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Understanding patterns and trends from the past can often provide a sound foundation for understanding the present and making predictions for the future. In this Assessment Activity, you are going to use a statistical enquiry process to investigate an aspect of the past in Aotearoa New Zealand over a period of time that interests you.
Step 1: Exploring a purpose
Identify the purpose of your investigation and consider the benefits of any enquiry process you complete.
- What might you expect to find in your investigation?
- How useful will the findings be and how widely could they be applied?
Once you have chosen an aspect to investigate, decide on the specific time series investigation you would like to complete for this Assessment Activity. Your kaiako will look at your chosen investigation and confirm with you with a formal investigative question or statement that you will use in steps 2-4.
Step 2: Planning the investigation
Identify the variables of the data that you will source and check if they meet the requirements of your investigative question or statement. Ensure that the overall timeframe is noted.
Describe the data collection process used to source the data. This may include identifying and explaining different sources of variation that need to be controlled in the original process of collecting this data and explaining the effect of controlling the variation.
Present your plan to your kaiako for feedback.
Step 3: Sourcing data
Source appropriate data for your investigation.
Clean your data where necessary and prepare it for analysis.
Step 4: Exploring, analysing, and forming conclusions about the data
Using applications such as NZGrapher, iNZight, or CODAP, or a non-digital method, select and use appropriate visualisations.
What do you notice as you explore your visualisations? Link your comments about features to the context of your investigation.
Now that you have explored the data, explain what you have learned that is relevant to the purpose of your enquiry.
Use your findings to make a useful future prediction. Discuss any choices you made and the usefulness of any results.
Make generalisations using your data, discuss sampling variability, and reflect on the statistical enquiry process. Remember to always link back to the investigation purpose.
Understanding patterns and trends from the past can often provide a sound foundation for understanding the present and making predictions for the future. In this Assessment Activity, you are going to use a statistical enquiry process to investigate an aspect of the past in Aotearoa New Zealand over a period of time that interests you.
Step 1: Exploring a purpose
Identify the purpose of your investigation and consider the benefits of any enquiry process you complete.
- What might you expect to find in your investigation?
- How useful will the findings be and how widely could they be applied?
Once you have chosen an aspect to investigate, decide on the specific time series investigation you would like to complete for this Assessment Activity. Your kaiako will look at your chosen investigation and confirm with you with a formal investigative question or statement that you will use in steps 2-4.
Step 2: Planning the investigation
Identify the variables of the data that you will source and check if they meet the requirements of your investigative question or statement. Ensure that the overall timeframe is noted.
Describe the data collection process used to source the data. This may include identifying and explaining different sources of variation that need to be controlled in the original process of collecting this data and explaining the effect of controlling the variation.
Present your plan to your kaiako for feedback.
Step 3: Sourcing data
Source appropriate data for your investigation.
Clean your data where necessary and prepare it for analysis.
Step 4: Exploring, analysing, and forming conclusions about the data
Using applications such as NZGrapher, iNZight, or CODAP, or a non-digital method, select and use appropriate visualisations.
What do you notice as you explore your visualisations? Link your comments about features to the context of your investigation.
Now that you have explored the data, explain what you have learned that is relevant to the purpose of your enquiry.
Use your findings to make a useful future prediction. Discuss any choices you made and the usefulness of any results.
Make generalisations using your data, discuss sampling variability, and reflect on the statistical enquiry process. Remember to always link back to the investigation purpose.
How to present your learning
You may collect your data independently or in groups. You are then to complete the rest of the Assessment Activity individually, using one or a combination of the following options:
- Digital presentation — six to eight slides maximum.
- Written report — up to 800 words maximum.
- Video recording — up to four minutes maximum.
- Poster — up to 800 words maximum.
You may collect your data independently or in groups. You are then to complete the rest of the Assessment Activity individually, using one or a combination of the following options:
- Digital presentation — six to eight slides maximum.
- Written report — up to 800 words maximum.
- Video recording — up to four minutes maximum.
- Poster — up to 800 words maximum.
Timeframe
Your teacher will provide you with details about the Assessment Activity timeframe, checkpoints, and the submission date.
Checkpoints will occur at several stages and the dates will be provided. Your kaiako will check your progress on:
Step 1: Exploring a purpose
Step 2: Planning the investigation
Step 3: Sourcing data
Step 4: Exploring, analysing, and forming conclusions about the data.
Your teacher will provide you with details about the Assessment Activity timeframe, checkpoints, and the submission date.
Checkpoints will occur at several stages and the dates will be provided. Your kaiako will check your progress on:
Step 1: Exploring a purpose
Step 2: Planning the investigation
Step 3: Sourcing data
Step 4: Exploring, analysing, and forming conclusions about the data.
Getting started
Brainstorm measurements that have been made in the past in Aotearoa New Zealand. This can be done either in pairs, as a group, or together as a class. Individual exploration is also an option. You could consider measurements that have been made across a range of different aspects related to the environment, employment, population, tourism, sports, or health. In fact, anything that has been measured over a number of regular time periods that interests you could be used in this Assessment Activity. In the student resources section, there is a list of websites that could help you in the brainstorming process.
Brainstorm measurements that have been made in the past in Aotearoa New Zealand. This can be done either in pairs, as a group, or together as a class. Individual exploration is also an option. You could consider measurements that have been made across a range of different aspects related to the environment, employment, population, tourism, sports, or health. In fact, anything that has been measured over a number of regular time periods that interests you could be used in this Assessment Activity. In the student resources section, there is a list of websites that could help you in the brainstorming process.
Student resources
Useful websites to help you explore life in Aotearoa New Zealand that contain suitable data for a time series investigation:
- Climate, Freshwater & Marine Science (NIWA)
- Infoshare — Statistics New Zealand (stats.govt.nz)
- See New Zealand clearly (Figure.NZ)
- Athletics New Zealand Records and Rankings (Athletics New Zealand)
- Statistics (Education Counts)
Useful websites to help you explore life in Aotearoa New Zealand that contain suitable data for a time series investigation:
- Climate, Freshwater & Marine Science (NIWA)
- Infoshare — Statistics New Zealand (stats.govt.nz)
- See New Zealand clearly (Figure.NZ)
- Athletics New Zealand Records and Rankings (Athletics New Zealand)
- Statistics (Education Counts)
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Understanding patterns and trends from the past can often provide a sound foundation for understanding the present and making predictions for the future. In this Assessment Activity, you are going to use a statistical enquiry process to investigate an aspect of the past in Aotearoa New Zealand over a period of time that interests you.
Step 1: Exploring a purpose
Identify the purpose of your investigation and consider the benefits of any enquiry process you complete.
- What might you expect to find in your investigation?
- How useful will the findings be and how widely could they be applied?
Once you have chosen an aspect to investigate, decide on the specific time series investigation you would like to complete for this Assessment Activity. Your kaiako will look at your chosen investigation and confirm with you with a formal investigative question or statement that you will use in steps 2-4.
Step 2: Planning the investigation
Identify the variables of the data that you will source and check if they meet the requirements of your investigative question or statement. Ensure that the overall timeframe is noted.
Describe the data collection process used to source the data. This may include identifying and explaining different sources of variation that need to be controlled in the original process of collecting this data and explaining the effect of controlling the variation.
Present your plan to your kaiako for feedback.
Step 3: Sourcing data
Source appropriate data for your investigation.
Clean your data where necessary and prepare it for analysis.
Step 4: Exploring, analysing, and forming conclusions about the data
Using applications such as NZGrapher, iNZight, or CODAP, or a non-digital method, select and use appropriate visualisations.
What do you notice as you explore your visualisations? Link your comments about features to the context of your investigation.
Now that you have explored the data, explain what you have learned that is relevant to the purpose of your enquiry.
Use your findings to make a useful future prediction. Discuss any choices you made and the usefulness of any results.
Make generalisations using your data, discuss sampling variability, and reflect on the statistical enquiry process. Remember to always link back to the investigation purpose.
Understanding patterns and trends from the past can often provide a sound foundation for understanding the present and making predictions for the future. In this Assessment Activity, you are going to use a statistical enquiry process to investigate an aspect of the past in Aotearoa New Zealand over a period of time that interests you.
Step 1: Exploring a purpose
Identify the purpose of your investigation and consider the benefits of any enquiry process you complete.
- What might you expect to find in your investigation?
- How useful will the findings be and how widely could they be applied?
Once you have chosen an aspect to investigate, decide on the specific time series investigation you would like to complete for this Assessment Activity. Your kaiako will look at your chosen investigation and confirm with you with a formal investigative question or statement that you will use in steps 2-4.
Step 2: Planning the investigation
Identify the variables of the data that you will source and check if they meet the requirements of your investigative question or statement. Ensure that the overall timeframe is noted.
Describe the data collection process used to source the data. This may include identifying and explaining different sources of variation that need to be controlled in the original process of collecting this data and explaining the effect of controlling the variation.
Present your plan to your kaiako for feedback.
Step 3: Sourcing data
Source appropriate data for your investigation.
Clean your data where necessary and prepare it for analysis.
Step 4: Exploring, analysing, and forming conclusions about the data
Using applications such as NZGrapher, iNZight, or CODAP, or a non-digital method, select and use appropriate visualisations.
What do you notice as you explore your visualisations? Link your comments about features to the context of your investigation.
Now that you have explored the data, explain what you have learned that is relevant to the purpose of your enquiry.
Use your findings to make a useful future prediction. Discuss any choices you made and the usefulness of any results.
Make generalisations using your data, discuss sampling variability, and reflect on the statistical enquiry process. Remember to always link back to the investigation purpose.
How to present your learning
You may collect your data independently or in groups. You are then to complete the rest of the Assessment Activity individually, using one or a combination of the following options:
- Digital presentation — six to eight slides maximum.
- Written report — up to 800 words maximum.
- Video recording — up to four minutes maximum.
- Poster — up to 800 words maximum.
You may collect your data independently or in groups. You are then to complete the rest of the Assessment Activity individually, using one or a combination of the following options:
- Digital presentation — six to eight slides maximum.
- Written report — up to 800 words maximum.
- Video recording — up to four minutes maximum.
- Poster — up to 800 words maximum.
Timeframe
Your teacher will provide you with details about the Assessment Activity timeframe, checkpoints, and the submission date.
Checkpoints will occur at several stages and the dates will be provided. Your kaiako will check your progress on:
Step 1: Exploring a purpose
Step 2: Planning the investigation
Step 3: Sourcing data
Step 4: Exploring, analysing, and forming conclusions about the data.
Your teacher will provide you with details about the Assessment Activity timeframe, checkpoints, and the submission date.
Checkpoints will occur at several stages and the dates will be provided. Your kaiako will check your progress on:
Step 1: Exploring a purpose
Step 2: Planning the investigation
Step 3: Sourcing data
Step 4: Exploring, analysing, and forming conclusions about the data.
Getting started
Brainstorm measurements that have been made in the past in Aotearoa New Zealand. This can be done either in pairs, as a group, or together as a class. Individual exploration is also an option. You could consider measurements that have been made across a range of different aspects related to the environment, employment, population, tourism, sports, or health. In fact, anything that has been measured over a number of regular time periods that interests you could be used in this Assessment Activity. In the student resources section, there is a list of websites that could help you in the brainstorming process.
Brainstorm measurements that have been made in the past in Aotearoa New Zealand. This can be done either in pairs, as a group, or together as a class. Individual exploration is also an option. You could consider measurements that have been made across a range of different aspects related to the environment, employment, population, tourism, sports, or health. In fact, anything that has been measured over a number of regular time periods that interests you could be used in this Assessment Activity. In the student resources section, there is a list of websites that could help you in the brainstorming process.
Student resources
Useful websites to help you explore life in Aotearoa New Zealand that contain suitable data for a time series investigation:
- Climate, Freshwater & Marine Science (NIWA)
- Infoshare — Statistics New Zealand (stats.govt.nz)
- See New Zealand clearly (Figure.NZ)
- Athletics New Zealand Records and Rankings (Athletics New Zealand)
- Statistics (Education Counts)
Useful websites to help you explore life in Aotearoa New Zealand that contain suitable data for a time series investigation:
- Climate, Freshwater & Marine Science (NIWA)
- Infoshare — Statistics New Zealand (stats.govt.nz)
- See New Zealand clearly (Figure.NZ)
- Athletics New Zealand Records and Rankings (Athletics New Zealand)
- Statistics (Education Counts)