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This lesson guide was created by teachers piloting the IOT in Schools project. Using live sensor data from the crocodile enclosures at Five Sisters Zoo in West Lothian, learners compare a crocodile’s environment with their own classroom — exploring CO₂, temperature, light, humidity and motion across both settings. The guide spans six activities over approximately 12 lessons, integrating science, numeracy, literacy, art, technology and social studies.
Lesson overview
Curriculum benchmarks in full
- ScienceSCN 2-01aIdentify and classify living things, past and present, to appreciate their diversity. Relate physical and behavioural characteristics to survival or extinction.
- ScienceSCN 2-02aUse knowledge of interactions and energy flow between plants and animals in ecosystems, food chains and webs. Contribute to the design or conservation of a wildlife area.
- ScienceSCN 2-04aConsidering examples where energy is conserved, identify the energy source, how it is transferred and ways of reducing wasted energy.
- ScienceSCN 3-01aSample and identify living things from different habitats to compare biodiversity and suggest reasons for their distribution.
- NumeracyMNU 2-10bCarry out practical tasks and investigations involving timed events; explain which unit of time is most appropriate.
- NumeracyMNU 2-10cUsing simple time periods, give a good estimate of journey time based on time, speed and distance.
- NumeracyMNU 2-20aInterpret and draw conclusions from data displayed in a variety of ways, recognising that presentation may be misleading.
- MathsMTH 2-21aDisplay data in a clear way using a suitable scale, choosing from tables, charts, diagrams and graphs, using technology effectively.
- LiteracyLIT 2-02aWhen engaging with others, respond appropriately, show that others’ contributions are valued and use these to build on thinking.
- LiteracyLIT 2-14aFind, select and sort information from a variety of sources for different purposes.
- LiteracyLIT 2-25aUse notes and other types of writing to understand information and ideas, explore problems, make decisions and create new text.
- LiteracyLIT 2-26aSelect ideas and relevant information, organise appropriately for purpose and use suitable vocabulary for audience.
- LiteracyLIT 2-29aPersuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence.
- Art & DesignEXA 2-02aChoose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks.
- Art & DesignEXA 2-04aObserving and recording from experiences across the curriculum, create images and objects showing awareness and recognition of detail.
- Art & DesignEXA 2-06aDevelop and communicate ideas, demonstrating imagination and presenting at least one possible solution to a design problem.
- TechnologiesTCH 2-03bUse search facilities of electronic sources to access and retrieve information.
- TechnologiesTCH 2-12aExtend knowledge and understanding of engineering disciplines to create solutions.
- TechnologiesTCH 2-15aCreate, develop and evaluate computing solutions in response to a design challenge.
- Social StudiesSOC 2-08bConsider the advantages and disadvantages of a proposed land use development and discuss the impact on the community.
- Social StudiesSOC 3-08aIdentify possible consequences of an environmental issue and make informed suggestions about managing the impact.
Resources needed by week
Week 1 (Activity 1)
- Printed slide: 3 line graphs (1 per pair/group)
- Devices with internet access
- Art materials: pencils, newspaper, paint, collage, clay, textiles etc.
Week 2 (Activity 2)
- Squared paper
- Lined paper / jotters
Week 3 (Activity 3)
- Stopwatches
- Measuring tapes
- Devices with internet access
Week 4 (Activity 4)
- Printed blank data graphs or square/blank paper
- Devices with internet access
- Pens, pencils, rulers
Week 5 (Activity 5)
- Devices with internet access
- Art materials: shoe boxes, pencils, newspaper, paint, clay, textiles etc.
Week 6 (Activity 6)
- Devices with internet access
Downloads
For an editable PowerPoint version of the presentation, email IOT@ed.ac.uk.
Jump to activity
🎯 Learning intention
We are learning the importance of data in the everyday world.
✅ Success criteria
- I can say why humans can use data to benefit animals
- I can analyse environmental data from a zoo
- I can create a piece of art that shows my understanding of crocodiles
Share the discussion questions for comparing three line graphs (crocodile enclosure / Lost Kingdom / classroom). Pupils share answers and discuss which graph represents which location and why.
Answer key — graph identification
| Top data set | Crocodile enclosure |
| Middle data set | Lost Kingdom |
| Bottom data set | Classroom |
| Date | 5th June · 24-hour period |
| Measuring | Light (LUX) |
| Similarities | Same date and time period · time starts at zero · all follow a similar bell curve |
| Differences | Scale differs significantly — classroom is highest LUX, crocodiles lowest, Lost Kingdom in the middle |
Live data links for exploration:
Give pupils free time to explore the live data for the crocodile environment, the Lost Kingdom, and their own classroom. Encourage them to find interesting facts, make inferences and be ready to share with the class.
Round off Lesson 1 here — revisit the learning intention and success criteria.
Start Lesson 2 by revisiting the learning intention, success criteria and key vocabulary. Share information about crocodile scutes to provide background knowledge about a crocodile’s anatomy.
Challenge pupils to show their knowledge of crocodiles creatively. Media options may include:
- Pencil work focusing on shading
- Print with newspaper and paint
- Collage
- Clay
- Textiles
“Data is not important for animals.”
Pupils give an informed response. Expected responses:
Data IS important for animals because:
- Humans can make changes to their enclosure
- Humans can try to replicate their natural habitat
- Humans can track and monitor animals’ health
- Humans can compare zoo and wild animals’ similarities and differences
Data is NOT important for animals because:
- Animals can’t read data
🎯 Learning intention
We are learning to critically analyse data gathered from the zoo.
✅ Success criteria
- I can suggest possible reasons for changes in data about animals’ habits
- I can give clear definitions for CO₂ and temperature
- I can say why particular levels of CO₂ and temperature are essential to crocodiles
- I can show my understanding of a crocodile’s needs through a written piece
Temperature data questions:
- Where is the X-axis? What does it show?
- What is the highest recorded temperature?
- What is the lowest?
- What is the difference between the highest and lowest?
- Are there any spikes in the data?
- What could make this graph more clear?
CO₂ data questions:
- Where is the Y-axis? What does it show?
- How would you describe the change in CO₂ over a day?
- Are crocodiles high or low producers of CO₂? Why?
- How do you think this might differ from wild crocodiles?
Pupils then display the class live sensor data and compare the crocodile data with their own classroom data.
The teacher shares information about a crocodile’s ability to regulate its breathing underwater.
Pupils make comparative bar graphs using the crocodile data and their own classroom data to show key data points for CO₂ and temperature.
Pupils must know how to calculate averages and draw comparative bar graphs. Mixed ability maths groups may be beneficial.
Round off Lesson 1 here — revisit learning intention and success criteria. Start Lesson 2 by revisiting learning intention, success criteria and key vocabulary.
Pupils demonstrate their knowledge of crocodiles, temperature and CO₂ through a creative writing task. Two story starters are provided — pupils may choose one or write in any creative format:
- Option A: An imaginative story — “The Crocodile that Got Too Hot”
- Option B: A newspaper article for Crocodile Weekly — “World Record Croc Celebrates Winning Breath Holding Contest”
“Thanks to data, I know crocodiles are intelligent.”
- They can regulate their breathing underwater — data shows CO₂ levels stay low compared to humans
- They can withstand high temperatures — data shows average temperature and humidity levels higher than humans can tolerate
- Their scutes and webbed feet allow movement through water with minimal disturbance — shown by low motion values
🎯 Learning intention
We are learning to critically analyse data gathered from the zoo.
✅ Success criteria
- I can suggest possible reasons for changes in data linked to animal habits
- I can show my understanding of a crocodile’s motion using speed, distance and time to compare my speed with a crocodile’s
- I can clearly define motion and humidity and explain why they are relevant
Pupils investigate speed, distance and time. Display the SDT triangle for constant reference:
A crocodile in water: up to 13 km/h
Can your pupils run faster than a crocodile?
Pupils go outside in pairs/small groups and measure a 20m running track. They time each other running 20m and use the data to calculate their speed in km/h. They then compare their speed with a crocodile’s.
Display results on a graph — show who is faster or slower than a crocodile and discuss the possible consequences!
Round off Lesson 1 here — revisit learning intention and success criteria. Start Lesson 2 by revisiting learning intention, success criteria and key vocabulary.
Pupils research where crocodiles live in the wild and in zoos and display this information in a poster. Pupils may choose to draw labelled world maps or create a list.
“Maths and data are linked.”
- Data can be shown on a graph, like other things in Maths
- To understand a scale, you must be able to count step by step
- You need to be able to add and subtract to see differences on a graph
- You need to divide to work out averages
- Problem solving connects both subjects
🎯 Learning intention
We are exploring the homes of different animals to predict the data they produce.
✅ Success criteria
- I can make predictions about living environments
- I can create my own data set
- I can work well as part of a team
Pupils learn through play, using zoo webcams from trusted zoo websites to observe and make notes about animal habitats. Most zoos have this feature — use the links provided in the PowerPoint or let pupils find their own.
In pairs or groups, pupils select one animal and make deductions about its enclosure and how it lives. Probing questions are provided in the PowerPoint to guide thinking — these are not exclusive and pupils may research further online.
Round off Lesson 1 here — revisit learning intention and success criteria. Start Lesson 2 by revisiting learning intention, success criteria and key vocabulary.
Using what they have learned, pupils predict their chosen animal’s sensor data (CO₂, humidity, temperature, light and motion) and plot these on graphs. Print blank graphs before this activity (5 graphs per group).
“Data is boring.”
Data IS boring because:
- It isn’t very easy to look at
Data is NOT boring because:
- You get to solve real problems and help make the world better
- Data can help athletes achieve more success
- Data can help businesses make more money
- Data could help save the planet
- You get to use cool technology
- You could get a good job
🎯 Learning intention
We are using our knowledge of data to improve an animal’s environment in a zoo.
✅ Success criteria
- I can investigate a problem and plan a solution
- I can describe the role of data in our investigation and predict results
- I can create visual representations of my ideas
Pupils create a presentation that lists their animal’s needs and wants, the problems they have identified, and how they would solve them with a new enclosure.
Following this, pupils can make a 2D model in Minecraft or another medium, emphasising labelling of each part and explaining how it benefits the animals and the data being gathered.
Round off Lesson 1 here — revisit learning intention and success criteria. Start Lesson 2 by revisiting learning intention, success criteria and key vocabulary.
Pupils create a 3D version of their enclosure model. A shoebox or similar sized box is an ideal starting point, but this is not essential. The 3D model should mirror the design from the planning stage.
“Data has the power to bring about meaningful changes in the world.”
Examples of real-world change:
- Reducing greenhouse gases produced, slowing down global warming
- Improving existing products by monitoring human habits — making tech more efficient
- Making animals more comfortable in zoos, slowing down extinction in the wild
- Finding solutions to medical problems, improving health and saving lives
🎯 Learning intention
We are learning to be inventive and use data to solve interesting problems.
✅ Success criteria
- I can say how gathering data in different places would be beneficial
- I can use data to back up my opinions
The teacher poses questions about interests and skills to assemble groups with various skills but similar interests.
After forming groups, pupils discuss how they can use something they are interested in to start their own data project. They discuss what data could be gathered and how it might benefit a person or organisation. This could be done verbally, as notes, or as a poster or presentation.
Pupils use their notes or discussion points to draft an email to their chosen person or organisation. Adding detail about their experience, showing enthusiasm and explaining how they could be beneficial will increase the likelihood of a reply.
Teacher must proof read before any emails are sent.
Round off Lesson 1 here — revisit learning intention and success criteria. Start Lesson 2 by revisiting learning intention, success criteria and key vocabulary.
Pupils use all the knowledge they have gained to debate two social issues relating to animals:
Issue 1 — Animal Hunting
✅ The case for
- To gather food
- Can control wildlife populations
❌ The case against
- Causing unnecessary pain to animals
- Killing endangered species, causing extinction
- Morally wrong / abusive
- Can be dangerous
- Could have a knock-on effect on the food chain
Issue 2 — Animals Being Kept in Zoos
✅ The case for
- Saving animals that could not survive in the wild
- Boosting numbers in species by allowing safe breeding
- People can see and learn about animals they would never encounter otherwise
❌ The case against
- Animals are not in their natural habitat
- Enclosures are much smaller than wild habitats
- Animals lose their wild instincts
“Children aren’t capable of understanding data.”
- We have been reading complex graphs and can make sense of them
- We have worked out ways to improve animal learning environments from raw data
- We have compared the data of animals and humans
- We have created our own data sets, showing our understanding
- We can do this at age [X] — by the time we are adults we will know so much more
Published 15 July 2025 | Contact us | IOT@ed.ac.uk