Studio checkpoint: exhibit and evaluate the full inquiry
Teams present the completed portfolio as a chain of decisions across PPDAC, not just a polished graph. Reviewers trace one claim back through the display, cleaned dataset, raw evidence, and collection plan.
- Studio move: Portfolio exhibition, evidence trail, and team reflection
- Portfolio evidence: A complete PPDAC portfolio with next-step commitments
🎯 Learning Intentions
- Present a complete statistical investigation and defend key choices with evidence
- Use peer questions to test the strength of a conclusion
- Reflect on the PPDAC cycle and identify a worthwhile next investigation
🎥 Media Anchor (8 mins)
Video: Effective Presentations
- Which evidence slide best proves your final conclusion?
- What feedback question will improve your next investigation cycle?
1. Evidence Conference (10 mins)
In pairs, students point to one piece of evidence for each PPDAC stage. A missing stage is repaired before presenting; this is a final workshop, not a memory test.
2. Presentations (25 mins)
Students present their findings to the class, a small group, or another authentic audience.
Audience Responsibility: Ask one question about the data or method. (e.g., "Why did you choose a bar graph?")
3. Self-Assessment (10 mins)
Rate your own investigation using the rubric:
- Problem: Is the question clear?
- Plan: Was the method sound?
- Data: Is it precise?
- Analysis: Are graphs accurate?
- Conclusion: Is the answer supported by evidence?
4. Final Whakataukī Reflection (5 mins)
Recall: "He aha te mea nui o te ao? He tangata, he tangata, he tangata."
Discuss: How did your investigation help you understand people better?
(e.g., "I learned that most people in our class worry about climate change, which connects us.")
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Ākonga run and present a complete PPDAC cycle on a question of their own.
Ngā Paearu Angitū — Success Criteria
- ✅ I can carry one question through problem, plan, data, analysis and conclusion.
- ✅ I can judge my own method and say what I would do differently.
Differentiation & Inclusion
Scaffold support: A project checklist mapped to the PPDAC stages already completed, so the capstone assembles rather than restarts. Extension: run the whole cycle on a new question.
ELL / ESOL: Support the write-up with the sentence frames used across the unit.
Inclusion: The project can be presented in any mode; the full PPDAC cycle must be visible in it.
Mātauranga Māori lens: The whole cycle — question, plan, data, analysis, conclusion — is what generational monitoring does across years. Ākonga have now done one turn of it.
Prior knowledge: Students should have basic familiarity with data displays (bar graphs, dot plots). No prior statistical investigation experience required — the PPDAC inquiry cycle provides accessible scaffolding for first-time investigators.
Curriculum alignment
- Te Mātaiaho (2025) · Mathematics and Statistics · Phase 3 (Years 7–8) · Statistics (Practices): “- For a given set of data, choosing and constructing an appropriate data visualisation according to the data type (e.g. a dot plot, bar graph, time-series graph) - Noticing and explaining outliers in a given set of data”
- NZC (2007) · Mathematics and Statistics · Level 4: “Plan and conduct investigations using the statistical enquiry cycle: – determining appropriate variables and data collection methods; – gathering, sorting, and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationships, and trends; – comparing distributions visually; – communicating findings, using appropriate displays.”
This lesson develops the Level 4 statistical-investigation objective through a real stage of the PPDAC cycle. See the unit curriculum companion for the exact source statement and lesson-to-evidence map.