Students investigate current issues in Santa Ana to answer how probability and statistics can help them understand their city and evaluate which concerns matter most. Through a launch scavenger hunt, analysis of local data, and critique cycles, they learn to question reports, compare distributions, examine sampling bias, and make evidence-based claims. Working with peers and presenting to staff, classmates, and local leaders, they create a data story infographic and policy brief that recommends a community action grounded in strong statistical evidence.

Students will evaluate reports and claims about Santa Ana issues by analyzing data quality, sample bias, variability, and the strength of statistical evidence. They will collect, organize, and represent community data using tables, histograms, box plots, and scatter plots to compare neighborhoods and support evidence-based recommendations. They will collaborate to develop a data story infographic and one-page policy brief, revise their work through peer and teacher feedback, and communicate findings clearly to classmates, staff, and local leaders. They will reflect on how statistics and probability shape their understanding of Santa Ana and how data can inform community action.

Students will create annotated data notebooks, sampling plans, and draft graphs as they investigate a Santa Ana issue and test the strength of their claims. Midway through, they will produce a gallery-walk draft that includes one claim, one visual, and a brief interpretation for peer feedback and revision. By the end, each team will create a data story infographic comparing neighborhoods with tables, histograms, box plots, or scatter plots and a clear recommendation for community action, plus a one-page policy brief citing their strongest statistics. Students will also deliver a live presentation of their findings to peers, staff, and invited neighborhood or city leaders at the final showcase.

Begin with a Santa Ana Stats Safari: teams use a city map and short data clues about issues like housing, traffic, air quality, park access, or public safety to locate neighborhood patterns and make quick claims. At each stop, students decide what the numbers suggest, what might be misleading, and what additional data they would need, introducing the idea of evaluating reports based on data. After the scavenger hunt, groups post one issue they think matters most in Santa Ana and connect it to the driving questions about how statistics help us understand the city. Close with a brief partner discussion and class share-out to form project teams and identify possible topics for investigation.

Host a public showcase where teams present their data story infographics and one-page policy briefs to classmates, staff, neighborhood association leaders, and city council staff in a gallery-style event. Each team gives a short presentation explaining the Santa Ana issue they studied, the graphs and sampling choices they used, and the community action they recommend based on their strongest statistics. Invite audience members to leave feedback and questions on response cards so students must defend their claims and evaluate how clearly their data supports their conclusions. End with a brief community panel response so local leaders can connect student findings to real civic decision-making.