Asking Questions with the Questionland activity from Data to the Rescue

In this activity, youth apply what they have learned in the previous activities and brainstorm questions about the data that has been collected on changing populations of penguins near Palmer station. As they review, group and prioritize their questions, refine, and revise their thinking using the Question Formulation technique.  They watch the call to action video that demonstrates how the research team follow a similar critical thinking process. 

What We Know

STEM identity develops as youth see themselves as someone who understands data and can ask questions about it. Having a STEM identity or seeing themselves as a person who can do STEM, helps prepare young people to think critically, solve problems and may lead them to a career in STEM.  

As you watch the video below: 

• Notice the ideas and questions that youth are asking about the data.  How has their understanding developed?   

What We Learned

Now that you’ve watched the video, reflect on what you saw. 

• How are the questions youth ask about the data similar or different to the questions the research team thinks are important? 

• How does watching the video of Ashley Hart Adams and Dr. Megan Cimino help the youth evaluate their understanding?  

• How does watching the video help them see themselves as a person who can learn and contribute to STEM? 

Building Data Literacy Skills

Through experiences and opportunities to explore, youth develop the skills they need to explore data and ask questions that will help them make sense of data.  

Big Idea

Asking questions about data is important and it requires using all of the 3 C’s of Data Literacy – curiosity, creativity and critical thinking.  Youth apply their own experience and understanding of the world as they ask questions. 

Find the full Data to the Rescue Curriculum, including an at-home version for individual learners and a club version

https://polar-ice.org/polar-explorer-adventures/

Developed in collaboration with Rutgers University (4-H) and Rutger University’s Center for Ocean Observing Leadership (RU COOL).