This is an interactive open textbook that features a number of activities and audio clips for learners to use as they anchor language materials. In addition to being a great resource for learning Portuguese, it provides useful examples of ways to use H5P activities to increase formative assessment opportunities for students.

This Scientific Writing Manual guides students through the process of writing a college-level lab report, poster presentation, and other assignments specific to the UW-Madison Biocore program. This is the first component of what will soon be a three-part textbook called The Process of Science Companion.
(Please stay tuned for the expanded and updated textbook link once the statistics primer and additional resources are also complete!)

Because students are often able to learn about genre conventions more effectively when they have models to refer to, Dr. Batzli and Dr. Harris also include annotated examples of strong student writing. They also provide models of weak hypotheses, titles, and other forms of writing and outline how to make them stronger.

Excerpts from this writing manual may be of use to students in courses outside of UW-Madison Biocore program. The assignment descriptions and rubrics may be useful for instructors who are looking for materials to adapt to their own teaching contexts.

How do bunk beds hold the history of agricultural production in Wisconsin?

After World War II, agricultural production in Wisconsin was growing, and farms needed more workers. Large companies brought in workers from southern states to harvest fruits and vegetables, which spurred the creation of migrant worker camps. Harsh working conditions and poor accommodations led workers to organize and demand better from their employers.

This episode is part of The Look Back, a series made for learners in grades 4-6 that explores eras from Wisconsin’s history through artifacts. The collection is hosted by historians who model an inquiry process: sharing artifacts, asking questions, visiting archives and museums to learn more, telling the story of their findings as they go, and making connections to our lives today.

DQ: How do plants get lightThis is a lesson that can be used with second grade science around the time or before the students conduct the investigation on whether plants need light to survive. The students will learn to work collaboratively and trust their own experiences about plants and engage in a modeling activity. This lesson has been edited to add the Cultivating Genius Framework by Gholdy Muhammad to the lesson. Pursuits addressed : Intellectuality, skills  

This map shows 15 general soil regions of Wisconsin. On the landscape, many of these regions appear distinctly different from each other because differences in land form and use are often related to the characteristics of the soils. Map is available from ~ University of Wisconsin-Extension, GNHC, and Wisconsin Geological and Natural History Survey. F.w. Madison, Wisconsin Geological and Natural History Survey H.F. Gundlach, U.S. Department of Agriculture, Soil Conservation Service. 1993.

Learning Targets
* I can make connections between different algebraic representations: graphs, equations, verbal rules, and tables
* I understand how the equation determines the shape of the graph
* I can develop a convincing argument using a variety of algebraic concepts
* I am able to move from specific solutions to thinking about generalizations

Success Criteria
* Students will be able to accurately link various representations of functions and form a cohesive argument for their thinking.

How do the stitches of a sampler tell us about the past?

Using a needle and thread was considered a necessary household skill for girls and women in the 1800s. They made samplers to practice stitches and show off what they could do. Margaret Miekel’s sampler helps us stitch together the living and learning in the area before Wisconsin was officially a state!

This episode is part of The Look Back, a series made for learners in grades 4-6 that explores eras from Wisconsin’s history through artifacts. The collection is hosted by historians who model an inquiry process: sharing artifacts, asking questions, visiting archives and museums to learn more, telling the story of their findings as they go, and making connections to our lives today.

This overview includes a series of sample student surveys that instructors can adapt in order to invite their students to share more about their learning experience and support needs.

Students analyze data from cities on crime and coffee shops to determine causation and correlation.

Success Criteria
* Students will be able to produce the graph from the table and analyze the situation from which the data was produced to determine that two events may be correlated but in real life, correlation does not equate to causation. Statistics can only tell one side of a story but it takes a mathematician to insert rationality and logic to the situation to bring sense to a problem.

Learning Targets
* I can produce a graph and line of best fit based on a table of data.
* I can determine and explain whether correlation necessarily equates to causation.

Students investigate 2 point and 3 point shots and total points scored as a model to develop a system of equations.

Success Criteria
* Students will be able to determine the total number of 2 point and 3 point baskets that Kobe scored in the game by creating an equation that represents the total shots made and one that represents the total points scored off of 2 and 3 point shots.

Learning Targets
* I can read and comprehend a real-life situation and apply its conditions to solve a systems of linear equation problem.
* I can justify my reasoning through the use of mathematical tools, like graphs, tables, and equations.

This lesson can be added to the study of the life cycle of the monarch butterfly, specifically when it’s time to release your classroom monarchs in the fall. If your class isn’t studying monarchs, but the monarch migration is observed in your area, this is a lesson that could be used to find out more.The pursuits addressed are skills and intellectualism. The skills in this case are reading a map and gathering details from a text. Intellect is the practice of using skills to increase the understanding of the world around you, the practice of reflecting on how one uses a skill. According to Gholdy Muhammad in Cultivating Genius, Intellectualism is knowledge of people, places, things and concepts and the ability to put this knowledge into action. As learning takes place, one asks, “What am I becoming smarter about?” The students are using the pursuit of intellectualism to discover how science research works to discover new things about the world around them. 

Details: This lesson can be added to the study of the life cycle of the monarch butterfly, specifically when the children are learning about monarch migration. It is suggested to use this lesson after Monarch Butterflies Lesson 1. Pursuits: Identity is questioning who you are, how others see you and who you want to become. Students will learn about each other and further define their own identities in relation to their culture, their families and their culture. Skills are writing, collaborating with others, and reading informational texts Criticality: Students are deepening their understanding of the intersections of a group's culture with the economic and land-use expectations of the economic powers of the world. In this case the people in the lesson chose to follow their traditions and culture  over these expectations and found an alternative path to support themselves economically. 

How does a sundial compass give us direction about people coming to the area that is now Wisconsin?

The first Europeans in the area that is now Wisconsin were likely French explorers and fur traders who began arriving in the 1600s and continued trading in the area after the French and Indian War. The Le Maire Sundial points us to this time and the history of northeastern Wisconsin.

This episode is part of The Look Back, a series made for learners in grades 4-6 that explores eras from Wisconsin’s history through artifacts. The collection is hosted by historians who model an inquiry process: sharing artifacts, asking questions, visiting archives and museums to learn more, telling the story of their findings as they go, and making connections to our lives today.

This task is a contextualized problem in which students are asked to analyze a purchasing plan for t-shirts and then create their own plan.

Learning Targets:
I can create, compare and adjust linear equations that represents real-life situations.
I can justify my reasoning through the use of mathematical tools, like graphs, tables, and equations.

Success Criteria:
Students will be able to successfully create tables, graphs and equations from the descriptions provided.

How does a trunk carry the story of conserving natural resources?

The Civilian Conservation Corps, known as the CCC, was one of the programs started by President Franklin D. Roosevelt’s New Deal. It created new jobs for young American men to work on drought and wildfire relief, soil erosion, and state parks and public outdoor spaces. CCC members worked long days and lived in barracks at camps.

This episode is part of The Look Back, a series made for learners in grades 4-6 that explores eras from Wisconsin’s history through artifacts. The collection is hosted by historians who model an inquiry process: sharing artifacts, asking questions, visiting archives and museums to learn more, telling the story of their findings as they go, and making connections to our lives today.

Before railroad lines and highways crisscrossed the landscape, travel by water was the way to get around, and relied on lighthouses to help navigate. Throughout the 1800s, the Great Lakes saw a significant increase in shipping traffic, which meant more lighthouses were needed. The first lighthouse in what is now Wisconsin was built on Rock Island and many more followed, both in Door County and all along Wisconsin’s Great Lakes coastlines.

This episode is part of The Look Back, a series made for learners in grades 4-6 that explores eras from Wisconsin’s history through artifacts. The collection is hosted by historians who model an inquiry process: sharing artifacts, asking questions, visiting archives and museums to learn more, telling the story of their findings as they go, and making connections to our lives today.

How do canoes recovered from a lake help us learn about the first people and communities in what is now Wisconsin?

Dugout canoes were used across the Americas by Native people for thousands of years for travel, fishing, transporting goods, recreation, and more. With the recovery of two dugout canoes from the bottom of Lake Mendota, more about First Nations communities has been brought to the surface for us to learn from.

This episode is part of The Look Back, a series made for learners in grades 4-6 that explores eras from Wisconsin’s history through artifacts. The collection is hosted by historians who model an inquiry process: sharing artifacts, asking questions, visiting archives and museums to learn more, telling the story of their findings as they go, and making connections to our lives today.

Explore a rich collection of educational videos, teacher professional development resources, lesson plans for all grades, and learning tools for your classroom and library!

This collection of resources provides educators and pre-service teachers accurate and authentic educational materials for teaching about the American Indian Nations of Wisconsin.

The Ways is a series of stories from Native communities around the central Great Lakes. This online educational resource explores connections between traditional ways and those of today. The engaging series features tribal communities of Wisconsin, Minnesota, and the Upper Peninsula of Michigan. An interactive map shows story locations and compares treaty lands, reservations, and Native population around the central Great Lakes. The Ways supports educators in meeting the requirements of Wisconsin Act 31, seeking to expand and challenge current understanding of Native identity and communities.

Details: This lesson can be added to 5th Grade Amplify Patterns of Earth and Sky: Analyzing Stars on Ancient Artifacts, with Lesson 2.1 after looking for patterns, making observations, and reflecting on the Model.Pursuits addressed: Identity-Students will learn about constellations from their own cultural perspectives and recognize that people from all over the world have stories related to the stars in the sky.Skills-The students will research constellations from a cultural perspective and create a class book to share with the rest of the school about constellations and their stories from around the world.Intellect-Students will interview their families to find out if their families have any constellation stories or information related to their cultures.Criticality- Students will understand that there are more than Greek and Roman names and stories for the constellations. The stories  are told and retold  by those in power.