Digestive Detective Data

Overview

In this lesson, students investigate digestive patterns using a short survey and then analyse family wellness responses to find possible food–mood–tummy links. They create a “wellness profile” using mostly visuals and very short writing prompts, supporting the larger unit goal of building a personalised “Ultimate Guide to Me”.

Learning intentions

• Students will plan and carry out a small statistical investigation using a survey about digestion and wellbeing.
• Students will analyse and interpret gathered data (counts and simple comparisons) to describe patterns.
• Students will communicate findings clearly within the context of the investigation.
• Students will create a family wellness snapshot using guided, low-writing templates.

Success criteria

• I can ask a clear question for my survey and collect responses.
• I can organise data using a simple table or chart (count or tally).
• I can explain one possible pattern and one limitation (what the data can’t prove).
• I can use a wellness profile template to summarise findings using short sentences or dot points.

Curriculum links

• Mathematics — planning and conducting statistical investigations; analysing, interpreting, and communicating findings.
• Health — investigating health information and applying it to choices by sorting trusted/used information during family interviews.
• English (support) — communicating ideas and findings for a specific purpose and audience using multimodal options (spoken and visual profile).
• Science-style reasoning (embedded) — using evidence from observations/surveys to make cautious claims.

Lesson structure (45 minutes)

1. 0–5 min · Dopamine hook. Teacher shows 2–3 storybook-style “detective clue cards” (illustrated icons: “tummy ache”, “bloating”, “energy”, “stress/safe”) and says: “Today we’re detectives—data clues help us understand patterns.” Student chooses one clue to label as their “focus clue” for today (spoken or pointing).

2. 5–12 min · Survey setup (investigation planning). Teacher models the investigation question on a large card: “Do certain foods or feelings link to tummy discomfort for our family?” and helps student refine it into a measurable question. Student selects 5 survey prompts from a prepared set (student can tap/point to options):

• “When I felt stressed, my tummy felt uncomfortable.” (Agree/Not sure/Disagree)
• “After eating dairy, my tummy felt uncomfortable.” (Often/Sometimes/Never)
• “After eating fruit/veg, my energy felt better.” (Often/Sometimes/Never) Teacher reminds: “We collect data to look for patterns, not to prove causes.”

3. 12–20 min · Quick data collection burst. Teacher provides a “response sheet” with pictorial choices and a tally column. Student collects 6–8 responses verbally with a parent/guardian (or family members via short audio message) while teacher records tallies. Student can dictate, and teacher writes the tally totals.

4. 20–28 min · Organise data into a visual chart. Teacher shows one example chart (bar chart with simple icons or a tally-to-bar conversion). Student transfers the tallies into one chart for the strongest clue and one chart for a second clue (two charts total). Teacher supports by pre-drawing axes and letting student fill counts by dragging stickers.

5. 28–36 min · Analyse & interpret (pattern talk). Teacher prompts using sentence starters on a “talk mat” (low reading friction):

• “Most responses show…”
• “The pattern might mean…”
• “It might not be caused by…” Student answers orally: identifies one pattern and one limitation (e.g., small sample size, responses based on feelings/recall).

6. 36–43 min · Create the wellness profile (guided writing + visuals). Teacher provides a “Wellness Profile” template with:

• Title box: “Digestive Detective Findings”
• Section A: “Best clue today” (icon + 1 sentence)
• Section B: “Food–mood–tummy link (maybe)” (3 short boxes: Food / Feeling / Tummy)
• Section C: “What we will try next week” (1 step) Student completes using mostly icons and short phrases. Writing option is cut-down: 3 fill-in-the-blank lines only.

7. 43–45 min · Exit ticket (rapid formative check). Teacher asks the student to answer (or point to) two questions:

• “What was your investigation question?”
• “Name one pattern and one limitation.”

Resources

• Illustrated “detective clue cards” (print or laminated)
• Prepared survey prompt set with pictorial answer choices
• Response sheet with tally columns
• Pre-drawn bar chart or pictograph templates (two sets)
• “Wellness Profile” template (icon-led, minimal writing)
• Sticky dots/stickers for bar heights
• Audio recording option for student voice notes (optional)
• Timer for short bursts
• Dyslexia-friendly sentence starter cards (large font, minimal text)

Assessment

• Teacher observation checklist during survey choice, tally recording, and chart construction.
• Formative prompts during analysis (“Most responses show…”, “Might not be caused by…”).
• Exit ticket accuracy: student can state the question, one pattern, and one limitation.

Differentiation

• Support: provide pre-selected prompts and sentence starters; allow pointing/tapping instead of reading; teacher records exact responses.
• Support for low writing fatigue: use icons, one-word answers, and fill-in-the-blank lines only.
• Extension (if engagement is high): create a second chart for another clue and compare which clue has the strongest tally.
• Neuroaffirming pacing: short bursts (7–10 minutes), predictable routine, choice of focus clue, and permission for “talk instead of write”.
• Autistic/ADHD-friendly structure: visual steps only (1) survey (2) tally (3) chart (4) pattern talk (5) profile.

Learning intentions for next lesson connection

By the end of this lesson, the student will have a first “digestive detective” data profile to build on in later lessons of the unit, moving from pattern-finding toward creating practical, personalised accommodations and a clearer “owner’s manual” direction.