This is an article from USA Today about the difference between Millenials (Gen Y) and prior age groups at work.  I share the article with students and ask them to highlight qualitative and quantitative data in different colors.See link below for a quick video explanation of how I use this in class.Qualitative vs Quantitative Data

This is a student handout that summarizes the differences between qualitative and quantitative data.See link below for a quick video about how I use this in my classroom.Qualitative vs Quantitative Data - Student Handout

Student teams assign importance factors, called "desirability points," the rock properties found in the previous lesson/activity in order to mathematically determine the overall best rocks for building caverns within. They learn the real-world connections and relationships between the rock and the important engineering properties for designing and building caverns (or tunnels, mines, building foundations, etc.).

Students become familiar with the online Renewable Energy Living Lab interface and access its real-world solar energy data to evaluate the potential for solar generation in various U.S. locations. They become familiar with where the most common sources of renewable energy are distributed across the U.S. Through this activity, students and teachers gain familiarity with the living lab's GIS graphic interface and query functions, and are exposed to the available data in renewable energy databases, learning how to query to find specific information for specific purposes. The activity is intended as a "training" activity prior to conducting activities such as The Bright Idea activity, which includes a definitive and extensive end product (a feasibility plan) for students to create.

Students use real-world data to evaluate the feasibility of solar energy and other renewable energy sources in different U.S. locations. Working in small groups, students act as engineers evaluating the suitability of installing solar panels at four company locations. They access data from the online Renewable Energy Living Lab from which they make calculations and analyze how successful solar energy generation would be, as well as the potential for other power sources at those locations. Then they summarize their results, analysis and recommendations in the form of feasibility plans prepared for a CEO.

Data inquiry is most effective with sound foundational cultures and systems to access and use data. Through self-assessment, leadership teams become aware of their organizational data structures and processes as well as their role in leading staff through data use. The purpose of this self-assessment is for teams to gauge the level of data-informed leadership within their school or district culture. Designed for school, district or teacher leadership teams, this collaborative self-assessment helps team members examine and be informed about data leadership facets currently in their school or district. Results from this team process are used to guide actions to improve data cultures, systems, and use.

Snapshot Wisconsin is a partnership to monitor wildlife year-round, using a statewide network of trail cameras. Snapshot Wisconsin provides data needed for decision making at the Wisconsin Department of Natural Resources. It is also a unique opportunity for individuals, families, and students to get involved in monitoring the state’s valuable natural resources. This tool is designed to help visualize many aspects of Snapshot Wisconsin data.

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.

The goals of this textbook are to help students acquire the technical skills of using software and managing a database, and develop research skills of collecting data, analyzing information and presenting results. We emphasize that the need to investigate the potential and practicality of GIS technologies in a typical planning setting and evaluate its possible applications. GIS may not be necessary (or useful) for every planning application, and we anticipate these readings to provide the necessary foundation for discerning its appropriate use. Therefore, this textbook attempts to facilitate spatial thinking focusing more on open-ended planning questions, which require judgment and exploration, while developing the analytical capacity for understanding a variety of local and regional planning challenges.
While this textbook provides the background for understanding the concepts in GIS as applicable to urban and regional planning, it is best when accompanied by a hands-on tutorial, which will enable readers to develop an in-depth understanding of the specific planning applications of GIS. Chapters in this text book are either composed by the editors using Creative Common materials, or linked to a book chapter scanned copy in the library reserve. In the end of each chapter, we also provided several discussion questions, together with contextual applications through some web links.

The purpose of this course is to provide background in the ways in which psychologists evaluate data collected from research projects. A researcher may gather many pieces of data that describe a group of research subjects and there are common ways in which these pieces of information are presented. Secondly, statistical tests can help investigators draw inferences about the relationship of the research sample to the general population it is supposed to represent. As a student of psychology or any other discipline that uses research data to explore ideas, it is important that you know how data is evaluated and that you gain an understanding of the ways in which these procedures help to summarize and clarify data.

Purpose:
The purpose of this resource is to understand the importance and legal requirements of protecting student data privacy and assess the status of current practices.

Description:
This resource is designed to be utilized collaboratively by district leadership teams and reinforced by school leadership teams. First, you will find guidance regarding policies, principles and protocols critical to protect student data. The checklist that follows is organized into eight items to assess and provide evidence regarding current status. Using the checklist, teams identify areas of need and plan actions to be taken to insure student privacy.

In this lesson, students learn how adaptations, limiting factors, and predator prey relationships all affect the survival of plants and animals. Predator-prey relationships are simulated in two games, where students record their experiences and display data in story and chart/graph form, and explore the adaptations of animals in terrestrial and aquatic habitats. Extension activities include habitat investigations in natural areas.

Literacy Specialists, Reading Specialists, SPED, Educators and administrators may use this template to collect data. This is a spread sheet that may be used K-8. This tool allows teams to collect and share data in a document that is easy to use, pull up and look at when working in collaboration with teams that include specialists, administrators, educators and parents working to close gaps for struggling learners. While created for reading interventions it may be used for all interventions in multiple academic settings.

Literacy, Reading, SPED and administrators may use this form to document collaboration, planning and implementation of Tier 3 Intervention Plan.

How do you know if your ACP components are working for your students? Which students are being left behind  in the ACP process?  How can we improve our ACP program? It all comes down to DATA.  Use this Community of Practice webinar to find out how you can use ACP data to identify  gaps and improve your ACP program.

Students will have fun collecting data using the Coffee Shop Game. (1st resource)  Then they will take the collected data and enter it on a spreadsheet and review how to graph on google spreadsheets! (2nd resource)  Encourage students to problem solve how to make the best coffee and make the most money.  Collaboration is encouraged!

The Wisconsin Geological and Natural History Survey (WGNHS) has been serving Wisconsin for over 125 years. Part of the Division of Extension at the University of Wisconsin–Madison, WGNHS provides objective scientific information about the geology, mineral resources, and water resources of Wisconsin. We conduct research, map Wisconsin’s geology, and share information through our publications and outreach.

WGNHS has been producing geologic maps, scientific reports, and more for over 125 years. Our publications catalog offers thousands of maps, reports, datasets, and other publications—all of which are available to view and download for free.

The Wisconsin Geological and Natural History Survey (WGNHS) was created by the Wisconsin Legislature in 1897. It is the descendant of earlier state surveys in Wisconsin, which date back to 1854.

WGNHS, part of the Division of Extension at the University of Wisconsin–Madison, is an interdisciplinary organization that conducts natural resources surveys and research to produce information used for decision-making, problem-solving, planning, management, development, and education. Survey is defined to include resource inventory as well as basic and applied research and analysis. WGNHS has no specific regulatory or enforcement responsibilities.

Mission of WGNHS:
Understanding the earth • Charting its history • Sustaining its resources
The Survey conducts earth-science surveys, field studies, and research.

We provide objective scientific information about the geology, water resources, and mineral resources of Wisconsin.

We collect, interpret, disseminate, and archive natural resource information.

We communicate the results of our activities through publications, technical talks, our website, social media, and responses to inquiries from the public.

These activities support informed decision making by government, industry, business, and individual residents of Wisconsin.

The WI Well Water Quality Interactive Viewer was created as an educational tool to help people better understand Wisconsin's groundwater resources. Communities or individuals have used it to:

See what is known about general well water quality in Wisconsin.
Compare water quality in different areas.
Raise awareness of local groundwater quality issues.
Promote testing and outreach efforts.
Encourage well testing in areas where little data exists.
The viewer relies on voluntarily submitted well water samples from homeowners and other well water data collected by state agencies over the past 25 years. This includes private well water quality data from the Center for Watershed Science and Education, the WI Dept. of Ag, Trade and Consumer Protection, and the WI Department of Natural Resources Groundwater Retrieval Network, Eau Claire County Health Dept and La Crosse County Health Dept.

The WI Well Water Viewer does not represent well water quality information for all known private wells. This information is not intended to be a substitute for well water testing and the viewer does not provide site specific information for an individual well or property. The Center for Watershed Science and Education is not responsible for misuse or misinterpretation of the data.

The compilation of data was assisted by a grant through the Environmental Public Health Tracking Program through the WI Department of Health Services.

Using three-dimensional scaffolds, these materials address the following topics:  - Cells and cell function- Animal growth and development- Digestion & cellular respiration - Biosynthesis Each packet is broken into five parts - data dive, core ideas, investigations, asssessments, and life connections. Formative assessments and checkpoints are embedded throughout each packet. The final packet prepares students for a summative assessment, with a provided practice assessment.Implementation instructions are embedded for each component of each packet. PDFs are included as attachments (in case the file formats are altered by this system). 

Using three-dimensional scaffolds, these materials address the following topics:  - Interactions among living species.- 10% rule and carrying capacity.- Ecosystem disruptions, including climate change.  - Sustainability.  Each packet is broken into five parts - data dive, core ideas, investigations, asssessments, and life connections. Formative assessments and checkpoints are embedded throughout each packet. The final packet prepares students for a summative assessment, with a provided practice assessment.Implementation instructions are embedded for each component of each packet. PDFs are included as attachments (in case the file formats are altered by this system).