In this data analysis lesson students explore various representations, including bar graphs, steam-and-leaf plots, and box-and-whisker plots, to analyze the frequency of letters in the names of the 50 states. Students are encouraged to use a systematic approach to collect their data and are shown various tools to help them gather and display it. The lesson includes a student worksheet (PDF), links to a Decrypting Text website, Bar Grapher tool, and Box Plotter tool, and suggested questions, extension, and assessment ideas.

In this lesson plan students create graphs and analyze data based on the data provided by the United States Census Bureau. Students choose five states to focus on and create a bar graph for each, then students compare the data represented in the graphs and answer questions about the data. The lesson includes student activity sheet, the link to the U.S. Census Bureau is no longer active, please follow this link instead: http://www.census.gov/population/projections/files/stateproj/stpjpop.txt

This resource bank has been designed for educators, education planners and practitioners to bring the 17 UN Sustainable DevelopmentGoals into classrooms. It offers hundreds of pedagogical ideas for classroom activities and multimedia resources detailing how best to integrate ESD into teaching and learning, from early childhood care through secondary education.

In this statistics lesson plan, students gather information using the Internet about party affiliation and age at time of inauguration of current and past Presidents in order to construct a bar graph and a histogram. Once all of the data is collected students work together to complete the appropriate data displays and compare and contrast their findings. The lesson plan includes questions for reflection and discussion, student activity sheet, answer key, and an assessment option activity sheet and answer key.

Students carry out independent experimental study under the direction of a member of the Biology Department faculty. Subject allows students with a strong interest in independent research to fulfill the project laboratory requirement for the Biology Department Program in the context of a research laboratory at MIT. Written and oral presentation of the research results is required. The permission of the faculty supervisor and the Biology Undergraduate Office must be obtained in advance. Instruction and practice in written and oral communication provided.

This presentation will help teachers prepare students for understanding generational differences in the workplace and how to work successfully together. Generational differences are cyclical and if there is more understanding between the generations and overcoming stereotypes, there is a better likelihood for successful business collaboration. View this presentations for strategies on how students can work successfully with management and vice versa.

A family of elephants rescues a baby elephant kidnapped by a rival elephant family in this video segment from Nature.

Students practice the ability to produce clear, complete, accurate and detailed design drawings through an engineering design challenge. Using only the specified materials, teams are challenged to draw a design for a wind-powered car. Then, they trade engineering drawings with another group and attempt to construct the model cars in order to determine how successfully the original design intentions were communicated through sketches, dimensions and instructions.

Students learn how the endocrine system works and compare it to the mail delivery system. Students discuss the importance of communication in human body systems and relate that to engineering and astronauts.

This lesson from Illuminations provides an introduction to the use of variables, and develops students' algebraic thinking. Students create variable machines to discover the value of words by assigning each letter of the alphabet a unique number value. Learning objectives, a materials list, a pdf file of the student worksheet, an instructional plan, questions for the students, assessment options, extensions, and teacher reflections are provided.

Students learn the value of writing and art in science and engineering. They acquire vocabulary that is appropriate for explaining visual art and learn about visual design principles (contrast, alignment, repetition and proximity) and elements (lines, color, texture, shape, size, value and space) that are helpful when making visual aids. A PowerPoint(TM) presentation heightens students' awareness of the connection between art and engineering in order to improve the presentation of results, findings, concepts, information and prototype designs. Students also learn about the science and engineering research funding process that relies on effective proposal presentations, as well as some thermal conductivity / heat flow basics including the real-world example of a heat sink which prepares them for the associated activity in which they focus on creating diagrams to communicate their own collected experimental data.

Students apply their knowledge of scale and geometry to design wearables that would help people in their daily lives, perhaps for medical reasons or convenience. Like engineers, student teams follow the steps of the design process, to research the wearable technology field (watching online videos and conducting online research), brainstorm a need that supports some aspect of human life, imagine their own unique designs, and then sketch prototypes (using Paint®). They compare the drawn prototype size to its intended real-life, manufactured size, determining estimated length and width dimensions, determining the scale factor, and the resulting difference in areas. After considering real-world safety concerns relevant to wearables (news article) and getting preliminary user feedback (peer critique), they adjust their drawn designs for improvement. To conclude, they recap their work in short class presentations.

In this month-long interdisciplinary project students collect weather data, determine the best visual representation for displaying it, and discuss the patterns and implications of their findings. This resource includes extension and assessment suggestions and guiding questions.

The activities in this Illumination lesson plan deal with patterns and the importance of looking at an object/item from more than a single perspective and reaffirms to learners that numerous reasonable solutions are possible. Students investigate a series of items (a list of class names and a parade of animals) that appear to be ordered in some "obvious" ways and also explore ways of sorting items ( a deck of cards and numbered horses) into two disjoint groups on the basis of some definable characteristic. Activity sheets are included in pdf format.

In this geometry lesson students classify triangles and explore side lengths of triangles to discover the Triangle Inequality Theorem. The resource includes an exploratory activity and student sheet (pdf), class discussion prompts, a small group spinner activity, extension suggestions, and links to two related resources (cataloged separately).

This lesson from Illuminations helps students to begin to develop an understanding of area by using a Java applet on the computer. Learners use 12" × 12" paper squares to measure the area of a door and determine whether area increases or decreases as the length or width of their door changes. The lesson includes discussion questions, extensions, and other teacher support. It is supported by the applet IGD: Areas in Geometry (cataloged separately).

In this lesson plan students must interpret data from a pictograph and make predictions based on the data displayed. The lesson plan includes an activity worksheet in PDF format and suggested extension activities.

In this activity, students create a book, newspaper or other published work to communicate what they have learned about engineering and the environment.

This independent training module by the Health Workforce Initiative teaches written communication for producing professional quality healthcare documents. After explaining the importance of written communication in healthcare, the module provides two main activities. I would recommend just the first activity as that aligns with the standard, and the second one does not. For the first activity, students will receive a “Discharge Instructions” document, and the students will rewrite this document using professional words that a patient without a healthcare background would understand. The goals of this activity are for students to practice professional writing for healthcare documents, identify terminology they should use to communicate with patients in healthcare documents, and practice some English Language Arts skills.