I think this blog just peaked. Why? I'm giving you a way to use the Cha-Cha-Slide ("Everybody clap your hands!") as a tool to teach basic descriptive statistics. Here is a list of the most frequently banned-from-wedding songs: Most Intro Stats teachers could use this within the first week of class, to describe rank order data, interval data, qualitative data, quantitative data, the author's choice of percentage frequency data instead of straight frequency. Additionally, Hickey, writing for fivethirtyeight , surveyed two dozen wedding DJs about banned songs at 200 weddings. So, you can chat about research methodology as well.  Finally, as a Pennsylvanian, it makes me so sad that people ban the Chicken Dance! How can you possibly dislike the Chicken Dance enough to ban it? Is this a class thing? 

C ollin gleaned some archival data about ER visits in America from US Consumer Product Safety Commission. For each ER visit, there is a brief description of the reason for the visit. Collin queried punching related injuries. See his Method section below describes how he set the parameters for his operationalized variable. With a bit of explaining, you could also describe how Collin took qualitative data (the written description of the injury) and converted it into quantitative data: http://qz.com/582720/americas-most-prolific-wall-punchers-charted/ Then he made some charts. The age of wall punchers is right-skewed. And probably could be used in a Developmental Psychology class to illustrate poor judgment in adolescents as well as the emergence of the prefrontal cortex/executive thinking skills in one's early 20s. http://qz.com/582720/americas-most-prolific-wall-punchers-charted/ The author looked at wall punching by month of the year and uncovered a fairly uniform d...