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 The lesson includes student activity sheet, the link to the U.S. Census Bureau is no longer active, please follow this link instead: http://www.census.gov/population/projections/files/stateproj/stpjpop.txt

In this video profile produced for Teachers' Domain, meet conservationist Steve MacLean, an Inupiaq from Barrow, Alaska, who works to preserve the health of the Bering Sea ecosystem.

In this activity, students build a water filter with activated carbon, cotton and other materials to remove chocolate powder from water.

This activity is a field study where students gather data on a stream based upon their protocol. They will correlate their data with another group and present their results to the class. They will develop and defend in class a new experimental question for a spring study.

This video looks at the meaning of sustainable development and why the current best practices prescribe participatory methods. It also presents a visual model for sustainable development that is closer to the physical reality than the "triple bottom line" model of environmental, equity, and economic goals. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.

This video explores the meaning of sustainable development from a biomimicry view. It is largely based on the work of CS Holling and associates. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.

This video explores the meaning of sustainable development from a biomimicry view. It is largely based on the work of CS Holling and associates. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.

This video considers a model of human impact proposed by Ehrlich and Holdren called the "IPAT" equation. It reveals its underlying assumptions and the additional opportunities for reducing impact. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.

Introduction to the concept of a dynamic system. Includes discussion of system and surroundings and system boundaries. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives, Assessment, and Activities.

This video explains thermodynamic systems, open and closed systems, and the four key properties of a system. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives, Assessment, and Activities.

This video looks at the cause of system behavior as being like an iceberg. This idea was proposed by Peter Senge in his book, "The Fifth Discipline" (1990), Doubleday Publishers. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives, Assessment, and Activities.

This video explains Aristotle's model of causality and how it can be used to gain insight into systemic behavior. Many of the ideas presented in this video have been contributed by Roger Burton. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives, Assessment, and Activities.

This video, based on ideas of Donella Meadows (Thinking in Systems: A Primer | 2008, Chelsea Green Publishing), describes different types of interventions that are possible in a system and their potential leverage. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives, Assessment, and Activities.

This regular column, called Take Action, in the magazine Beyond Weather and the Water Cycle suggests actions K-5 teachers can take to incorporate the guiding principle for informed climate decisions in the classroom. The principle, which appears in the document Climate Literacy, states that humans can take actions to reduce climate change and its impacts.

The Take Action column provides resources that help teachers engage students in activities that connect their science learning to their lives. In this article, students are introduced to household appliances and devices, called energy vampires, that continue to draw electrical current even when turned off. The article offers a few simple activities that students can take to reduce the impact of energy vampires. The Take Action column regularly appears in the free, online magazine Beyond Weather and the Water Cycle, which focuses on the essential principles of climate literacy.

Students carry out a naturalistic observation study in order to test the hypothesis that there are sex differences in risk-taking. Students collect and analyze data and prepare APA style research report.

An "oldie but goodie" this 1983 case (revised in 1990), is set in December 1981, when the international arrangement governing international trade in textiles is up for renewal. The US, Europe and developing countries must decide how to divide the international textile market. The debate in the case focuses on who wins and loses from protectionism. There are eight pages of text and eight more pages of data and exhibits.

College students in an intermediate micro-economic theory class teach economic concepts to elementary school students.

The course was a senior-level 3 credit seminar designed primarily for junior and senior economics majors and minors. This capstone-type course offered an opportunity for 18 students to learn about urban economics as it applies to local economic development while being actively involved in the actual practice of community and economic development through a partnership with Burlington's innovative Community and Economic Development Office (CEDO). Specifically, Students conducted the following activities for CEDO's economic development division: 1. Collected data to enable an up-to-date understanding of economic/demographic trends and conditions in Burlington and the region. CEDO has previously hired outside consultants to periodically produce a data rich document titled "Jobs and People." My students put together "Jobs and People IV." Key contributions unique to J&P IV were the construction of time series based on NAICS instead of SIC industry codes and the addition of variables to reflect Burlington's movement away from manufacturing to an economy based more on the arts, technology and sustainable agriculture. This report is now used throughout the state of Vermont. 2. Developed a dataset in excel with formulas and sources that makes it easy for CEDO staff to keep "Jobs and People" continuously updated and to modify the data and charts to meet their changing needs. CEDO will now need to rely less on expensive outside consultants. Students conducted the following activities for CEDO's community development division: 1. Conducted a survey of Burlington residents on their quality of life in the historical but economically challenged Old North End neighborhood. The survey was also designed to gather information about the types of supports residents want and to identify the role played by CEDO sponsored neighborhood associations in resident perceptions of quality of life.