WHO IS JASMINE JONES?

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1 STATISTICS COMICS PRESENTS:? WHO IS JASMINE JONES? Dan Data & Selina Stat detective mystery A 2018 Census education resource

2 ACTIVITY ONE: Who is Jasmine Jones? SUMMARY Jasmine Jones is New Zealand s average eight year old girl, as identified from census and other data. Jasmine is eight and was born in New Zealand on 30 January This activity asks children to think from different perspectives about the census, look at different people and groups and then, having developed some understanding of the point-of-view of others, do an exercise to convince people who don t want to complete the census, to take part. ACHIEVEMENT OBJECTIVES Students will: Carry out a simple statistical investigation (statistical investigation) Build their statistical literacy through interpretation and evaluation (statistical literacy) Understand how people make choices to meet their needs and wants (social studies) Understand how cultural practices reflect and express people s customs, traditions and values (social studies) Understand that technological systems have inputs, controlled transformations and outputs (technological knowledge) Understand that technology both reflects and changes society and the environment, and increases people s capabilities (nature of technology) Possible assessment opportunity: Individual or group assessment on students ability to carry out a simple statistics investigation, find relevant information and clearly record findings. Assessment may also be on the key competency of participating and contributing. This is a good opportunity for student self and peer assessment. SUPPORT MATERIALS Set of 24 persona activity cards - These are supplied ready to print within the resource pack. Ensure you have enough copies for each class member to receive one card each. Jasmine s 2018 statistics (in the student workbook).

3 ACTIVITY DETAILS Hi, I m Detective Dan Data and my partner is Detective Selena Stat. We need your help to find out, who is Jasmine Jones? Task one Ask students to talk about Jasmine and her world. In what ways are they like Jasmine? Get them to count the number of ways they are similar. Combine the results as a class and display them in a table/chart. Ask students to describe what their table/chart shows. Do they think Jasmine is like the typical eight year old in their town? What would a typical eight year old in their town be like? Task two *While handing out the persona cards, one to each student.* Split students up into six different groups with different names: the paper-lovers ; tough nuts ; fuss-pots ; forgetfuls ; puzzlers ; and front-facers. Hand each child one of the cards, which has the name of their group on it. On the other side it will have the role they ll play. When everyone has a card, ask children to get together with classmates who have the same card. Get groups to look at the information on the census website (What s the census? Why do we do it?) and take time to talk about what the census is, why people should do it and what the benefits are. How do they, assuming the role of their persona, feel about being involved in the census? As their persona, ask groups to discuss and agree whether they should do the census and how they do it i.e. online or paper. Get them to give reasons. If they have time, they can join a different persona group and repeat the discussion. Task four (homework option) Now ask children to decide what their feelings are on the census. Get them to look at the statement on the board, People shouldn t have to give information for the census, and decide whether they are for or against. Get the fors to line up on the left and the againsts on the right. If they re not sure, stand in the middle. Get them to talk about why they decided to stand where they did. Task five (homework option) Ask children to design or write a Snapchat, text, blog, Facebook post or Tweet (140 letters and spaces only!) to the forgetfuls, the paper-firsters or the tough nuts to convince them to take part in the census. Ask them to try to think of two things that would make it easier for people to take part, e.g. you can do the census online from your mobile, tablet, computer etc. More about the 2018 Census The census is how we find out how many people there are in New Zealand and other interesting things about them like the languages they speak, and how many people live in each town. This time it s online. Every household in New Zealand will receive a letter with their access code to do their census. Everyone needs to take part. Task three Get groups to elect one person to talk to the rest of the class about their persona s point-of-view. Listen to each group s presenter. Give them a clap. After the last group has presented, get the class to vote by a show of hands who they think was the most convincing. Like your work kids. We know a bit about Jasmine now. Do you think she is a tough nut? I know Selena thinks I am a bit of a puzzler. Well if you d only wear a new suit Dan, you d be a front facer. I wonder if Jasmine speaks te reo Māori? What do you think Dan?

4 ACTIVITY TWO: Finding out about each other SUMMARY We speak many languages in New Zealand: our three official languages, English, te reo Māori, New Zealand Sign Language; and other languages from all the different groups of people who live in Aotearoa / New Zealand. The census tells us how many people speak a particular language such as te reo Māori, charts the qualification levels of different ethnic groups and notes the relationship between qualifications and employment/income. Organisations use census data to help them get a snapshot of the people who make up our country. For example, the Ministry of Education can better understand achievement differences between te reo Māori speakers at English and Māori language schools. In this activity students will find out about the languages we speak in New Zealand; and talk about Māori language schools, Kura Kaupapa Māori. ACHIEVEMENT OBJECTIVES Students will: Build their statistical literacy through interpretation and evaluation to conduct an investigation (statistical literacy) Understand how people make choices to meet their needs and wants (social studies) Understand how cultural practices reflect and express people s customs, traditions and values (social studies) Understand how the status of Māori as tangata whenua is significant for communities in New Zealand (social studies) Possible assessment opportunity: Individual or group assessment on students ability to research, find relevant information and clearly record findings. Assessment may also be against the key competency of participating and contributing. This is a good opportunity for student self and peer assessment. SUPPORT MATERIALS Stats NZ 2013 Census results infographic New Zealand as a village of 100 people. Found on the Stats NZ website profile-and-summary-reports/2013-census-infographic-nzvillage.aspx

5 Tihei mauri ora! I bought this koti in My wife says she likes it. I reckon Jasmine does speak Te reo. ACTIVITY DETAILS Ka pai Dan! Can t wait to hear what languages you speak readers! Read out the Whakataukī (proverb): Ko te reo te tuakiri Ko te reo tōku ahurei Ko te reo te ora Task one Language is my identity Language is my uniqueness Language is life Ask students what language they speak at school. What languages do they speak at home? How many of them speak te reo Māori? Get them to count up how many of their classmates speak one language and how many speak more than one, then display the results in a table/chart. Ask them to describe what their table/chart shows. Students should take a look at the Stats NZ census infographic New Zealand as a village of 100 people and compare their class results against the 2013 Census average for Aotearoa/New Zealand. Task two Ask students to discuss what groups they belong to (school, family, sports, music, church etc). Get them to look at the Stats NZ 2013 Census infographic, Major ethnic groups in New Zealand and see if the ethnic group they identify with is represented. What is important to them about belonging to groups? What do they like about being with people like them? Discuss why they think someone would to go to a Kura Kaupapa (Māori immersion school). Reasons might include to be with other Māori speakers, to speak te reo, to learn about Māori tikanga (culture). Task three Ask students to imagine they are a Māori student at a kura kaupapa Māori. Get them to think of and list the benefits of speaking Māori and going to a Māori immersion school. Benefits might include learning my language, learning about my culture. More about the 2018 Census The census is how we find out how many people there are in New Zealand and other interesting things about them like the languages they speak, and how many people live in each town. This time it s online. Every household in New Zealand will receive a letter with their access code to do their census. Everyone needs to take part. You can complete the census in English or te reo Māori. Good things come in small detectives Dan! I want to know what Jasmine is going to do when she is my age. Waay, waaay in the future, in I m definitely learning another language when I grow up! I hope to get a little taller too!

6 ACTIVITY THREE: Finding out about the future SUMMARY Census data tells us a lot about who we are and how we live today. It can also tell us about the future, what is likely to happen, what sort of things to prepare for, and what to plan for. In this activity students will compare the world Jasmine is living in now, in 2018, with the world she will live in in ACHIEVEMENT OBJECTIVES Students will: Build their statistical literacy through interpretation and evaluation (statistical literacy) Understand how people make choices to meet their needs and wants (social studies) Understand how cultural practices reflect and express people s customs, traditions and values (social studies) Possible assessment opportunity: Individual or group assessment on students ability to research, find relevant information and clearly record findings. Assessment may also be against the key competency of participating and contributing. This is a good opportunity for student self and peer assessment. SUPPORT MATERIALS Census website (census.govt.nz) Census case studies (found on census.govt.nz) New Zealand and Jasmine s 2018 statistics which are shown below. New Zealand in 2018 Ethnicity: Sex: 70 per cent European, 14 per cent Māori, 11 per cent Asian Age: Median age 38 Household access to technology: 49 per cent male, 51 per cent female Phone, cellphone, Internet Jasmine in 2018 Ethnicity: Sex: Age: 8 Household access to technology: NZ European Female Phone, cellphone, Internet

7 Wow! Did we just time travel? I coulda sworn there weren t drone rides to school in 2018? You re not imagining things Dan. We ve arrived in 2038 and Jasmine has become an atmospheric water harvester. I wonder what our readers will be doing 20 years from now.? ACTIVITY DETAILS For each of the tasks below, refer to the format of Activity 3 in the student exercise booklets. To help you lead the class, we ve included some key information on the previous page. Where appropriate, this has been taken from 2013 Census information. Task one Get students to draw Jasmine s world in 2018; and then create what they think her world would be like in 2038 when she will be 28 years old. Students can be as creative as they like when adding details to both worlds! Ask them to describe which world they would like to live in and why? Task two Planning is really important to communities. To plan properly we need data e.g. how many more people will live here? How old will they be? Businesses, community groups, local government, and central government all need data to make the right decisions. Ask students to describe how they think the census has helped Jasmine and her community in 2018? How will it help her in 2038? Where does money for communities come from? More about the 2018 Census The census is how we find out how many people there are in New Zealand and other interesting things about them like the languages they speak, and how many people live in each town. This time it s online. Every household in New Zealand will receive a letter with their access code to do their census. Everyone needs to take part. You can complete the census in English or te reo Māori. I wanna be a robotic earthworm driver. In my spare time after detective work of course. Now if I could only get my cell phone to work Technology is a big part of 2018 and 2038 Dan. Jasmine does everything on her phone. I bet she gets her parents to do the census online this year!

8 ACTIVITY FOUR: Let s do the Census! SUMMARY It s time to do the census! It s time for your class to find out who we are, what we do, how we work and what we are like by participating in the census. The best way to do the census is online, on a mobile, computer or tablet. Before people can complete their census, they need to take a trip to their letterbox to get their special access code. ACHIEVEMENT OBJECTIVES Students will: Investigate the probability of people filling out the census digitally, using the statistical enquiry cycle (statistical investigation) Build their statistical literacy through interpretation and evaluation (statistical literacy) Understand how people make choices to meet their needs and wants (social studies) Understand how cultural practices reflect and express people s customs, traditions and values (social studies) Understand that technological systems have inputs, controlled transformations and outputs (technological knowledge). Also computational thinking and designing digital outcomes (new in 2018) Understand that technology both reflects and changes society and the environment and increases people s capability (nature of technology) Incorporating stakeholder feedback, evaluate the outcome s fitness for purpose in terms of how well it addresses the need or opportunity (technological practice) Possible assessment opportunity: Individual or group assessment on students ability to research, find relevant information and clearly record findings. Assessment may also be against the key competency of participating and contributing. This is a good opportunity for student self and peer assessment. SUPPORT MATERIALS Sample of Census access code letter. You can find this on our website. Sample of Census access code envelope. You can find this on our website.

9 I really wanna do the census online, Selena. Do you think Jasmine knows where the on button on my phone is? Oh I know you re kidding Dan! I ve seen you watch Sherlock on your phone! Doing the census online using your phone is as easy at that!:). ACTIVITY DETAILS Task one Ask the class to check their letterboxes from 23rd February for a letter from Stats NZ. In the letter is a special code parents/caregivers will use to fill out the census online. Ask students to talk to their parents/caregivers about doing the census online, show them the census website (census.govt.nz) and ask them about whether they would do the census online or on paper and why? Students should keep a record of the data they gather. Task two Ask students to write up their findings using the statistical enquiry cycle PPDAC (Problem, Plan, Data, Analysis and Conclusion) and tell their individual story to the class. On a card, get them to write a number from one to ten, with one being least likely to complete the census online and ten being most likely. Get classmates to combine all of their results to tell their class story. Then ask them to make a horizontal line across the classroom in number order with ones on the left and tens on the right. For levels three to five: students can graph the results using two variables e.g. male/female and age ranges. Ask them to analyse the relationship between the variables and identify any trends in the data e.g. are females more likely to do the census online? Use dot plots and scatter plots to display the data in detail. Task four Get your class to discuss how the online system works, and how using technology reflects what people want, and can help them to improve. Discuss what parents / caregivers said about the online census: how did they rate the technological experience; and did it meet their needs? What feedback did they give which could help make the online experience better? More about the 2018 Census It s time to find out how many people there are in New Zealand and other interesting things about them like the languages they speak, and how many people live in each town! Once students have their access code letter, their household can complete the census online on or before 6 March at The census is available to complete in English or te reo Māori. Task three Get the class to explore the reasons why different parents made different choices. Then talk about how people make choices to meet their needs and wants. Ask students to look into how families from different cultures made their decisions based on customs, traditions, and values. I gotta get all my mates from the Mystery Writers of Aotearoa to do the census. Detectives need resources too! Yes we do Dan! Jasmine and our readers will help us do the census, won t you?

10 NOTES:

11 Hey readers! I almost forgot! Thanks for solving the mystery about who is Jasmine Jones! Yes! It was great to meet her! See you next time!

12

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