This is a .pdf of the accompanying slides that Chris Baker, Jenna Gilles, and Jamie Hein used in their "Video Game Collections in Libraries, Pt. #1: The 'Why', 'What', and 'How' of Selection & Acquisition" webinar that was originally offered on October 30, 2024, from 11:00 AM to 12:00 noon EDT (10:00-11:00 am CST).To watch the webinar, you can visit this link on WISELearn; alternatively, you can watch it directly on YouTube.Any questions? Please contact presentation lead Chris Baker at Chris.Baker@dpi.wi.gov. Thanks for watching -- and thank you for implementing video game collections in your library spaces!

This website is great for teaching students to recognize signs, symbols, and labels related to safety. The website provides pictures and descriptions of physical safety symbols, fire safety symbols, first-aid symbols, hazard symbols, radiation hazard symbols, and other symbols. As an interactive activity, students should make flashcards as they navigate the website. The front side of the flashcard could have a picture or drawing of the symbol, and the backside could have a description of its meaning. The goal of this activity is to familiarize students with safety symbols, labels, and signs that they may encounter in a medical setting, so they can recognize them and stay safe in their future healthcare jobs. As a supplemental activity, students could use the scenario worksheet linked in the WISELearn description (answer key provided). Students could also complete a scavenger hunt around the school's science laboratories to find safety symbols. If a science lab is not available, then teachers could print pictures of medical settings, and students can identify all the signs, symbols, and labels in the pictures. Another supplemental activity could be doing the flyswatter review game; pictures of the signs, symbols, and labels would be printed and taped to the board. Teachers would read descriptions to two students with flyswatters, and they race to identify the correct symbol.

This is a Data Nugget that features Lexi Passante from the University of Wisconsin-Milwaukee. She shares her data on the impact of road salt on ecosystems near paved roads in Wisconsin. Salt is applied to roads in snowy climates to help keep them safe during the winter. When the snow melts, salt makes its way into local rivers. Halophiles, or bacteria that thrive in salty conditions might be a good indicator of how much salt is in a particular waterway, telling scientists when certain areas have become too polluted with salt.

This resource has been reviewed using the HQIM rubric
https://docs.google.com/spreadsheets/d/1LYgn6VNpvgX7yZQV5UGzHMQVJO8Y0TKkKjZAA4j4WI4/edit?usp=sharing

School Based Enterprise example for HSB Business Strategies, an Entrepreneurship class from the High School of Business

School store employee manual for The Paw - Wilmot High School Store and student employee contract. All information contained in this slide show is confidential. None of this information is to be shared with people outside of the BME course at Wilmot Union High School. Teachers may make a copy of this slide show and document and modify for use with your school store.

 Over the course of the semester students will create, maintain, and compare a nature journal and digital science notebook.  The intent of this activity is for them to become familiar with how journals/notebooks can be used by learners to facilitate scientific inquiry endeavors from both nature-based and technology-based perspectives.

The lesson begins with students lined up in the front of the room. They are presented with a series of searches/seizures. If they believe the search/seizure was lawful, they step forward; if they believe it to be unlawful, they step backward. Next, students break into four groups. Each group is responsible for focusing on searches/seizures in a specific setting: at school, at home, in cars, or in public. The groups reconvene and present their ideas and findings to the rest of the class. The lesson ends with a discussion of the Fact Patterns handout.

Students learn the appropriate use of a semicolon in a compound sentence.  The 2:29 video uses an animated character speaking with a British accent to demonsrate when a semicolon is needed.
All students will benefit by watching the video, listening to the description, and seeing examples created through the animation.

This interactive website leads students through various sections of an animated replica of the Globe Theatre. Students are prompted to click on highlighted cartoon characters stationed in different areas of the theatre; a written section with background information is then provided in which students will read about the time period, performances, and other aspects of life during Shakespeare's time.

Business Applications and Digital Literacy course FREE teacher resources and trial access to online course solution as well as a correlation to WI state BIT standards for business applications. Resources mapped to MOS certification.

Shelver! is a game for elementary students to play and practice their library organization skills using call numbers on spine labels.  Both fiction and nonfiction options are available with three levels of difficulty.

Students will be given a sheet with shape names on it.  They will draw several two-dimensional shapes using the information that they already know about.  They will look over their shapes and compare them, first to their other shapes and then to other students.  While doing this the students will look at what attributes make up the different shapes.  They will also compare and contrast their own shapes.

This is an application activity that allows students to practice their jumping, hoping and landing skills

This is a digital download of a math scoot. This scoot allows students to move around your classroom responding to one question at a time. The questions have a wide variety of difficulty for simplifying algebraic expressions. The simplifying expressions cards include combining like terms using addition or subtraction, and simplifying by using the distributive property.

How many orange wedges are in the bowl? Through the use of photographs and videos, students are challenged to determine exactly how many orange slices are in the bowl.

This resource includes the story of Smartie the Penguin. Smarty is faced with 3 different situations dealing with popups and in app purchasing, inappropriate sites and cyberbullying. The story is accompanied with a lesson plan, discussion questions and follow-up activities.
There is also a video showing how to use this resource in the classroom.

Students will be working collaboratively with others to categorize equations into having one, no, or infinite solutions. Students will then make generalizations about the characteristics of equations that have one, no, or infinite solutions. 
This lesson unit is also intended to help you assess how well students are able to:
• Solve linear equations in one variable with rational number coefficients.• Collect like terms.• Expand expressions using the distributive property.
It also aims to encourage discussion on some common misconceptions about solving equations.

This lesson unit is intended to help you assess how well students are able to solve quadratics in one variable. In particular, the lesson will help you identify and help students who have the following difficulties:
Making sense of a real life situation and deciding on the math to apply to the problem.Solving quadratic equations by taking square roots, completing the square, using the quadratic formula, and factoring.Interpreting results in the context of a real life situation.

This lesson unit is intended to help you assess how well students are able to solve real-life mathematical problems. In particular, students will develop their abilities in the following areas:
- Using proportional relationships to solve multistep ratio and percent problems.
- Drawing inferences about a population from a random sample of data.
- Making and stating assumptions based on real-life situations.

The lesson unit is structured in the following way:

- Before the lesson, students attempt the Selling Soup task individually. You review their solutions and formulate questions that will help students to improve their work.
- At the start of the lesson, students respond individually to the questions set.
- In groups, students combine their thinking and work together to produce a collaborative solution in the form of a poster.
- In the same small groups, students evaluate and comment on some sample responses. They evaluate these responses and compare them with their own work.
- In a whole-class discussion, students explain and compare solution strategies.
- Finally, students reflect on their work and their learning.

This activity allows students to explore the variety of objects found in the Solar System, and to create their own logical categories for them based on observation of the object's characteristics.