This unit focuses on measurement and data for second grade. The second-graders learn how toaccurately measure natural objects using nonstandard units (unifix cubes) and standard units(inches). During field experiences, the students learned how to use field guides and how to collectdata for a BioBlitz. Students used their data to create bar graphs, picture graphs and analyzed theirdata.

This unit focuses on the diversity of life at Hartje School Forest and centers around NGSS Standards on Ecosystem Interactions, Energy and Dynamics. Field experiences in observing and recording the diversity of life, seed dispersal methods, plant pollination, and plant life cycles will support science disciplinary core ideas, cross-cutting concepts, and hands-on engineering practices.

Building on a collaborative staff culture, teachers presented their SLOs with colleagues for feedback and to find common themes in instructional practices. Professional Learning Communities (PLCs) shifted their focus from teaching to student learning as a result of increased data literacy skills across staff. It has become a mission of the Grant Elementary staff to continue to address individual student needs to ensure all students are showing growth and achievement.  Read more about these practices in the module. 

Climate Wisconsin is an educational multimedia collection featuring stories about the impact of climate change in Wisconsin.
LEARNING GOALS:
Expand understanding of how climate change impacts life in Wisconsin.
Connect personal observations to the study of climate and environmental science.
Identify actions that may impact changes to our climate.

" In analyzing fiscal issues, conventional public finance approaches focus mainly on taxation and public spending. Policymakers and practitioners rarely explore solutions by examining the fundamental problem: the failure of interested parties to act collectively to internalize the positive externalities generated by public goods. Public finance is merely one of many possible institutional arrangements for assigning the rights and responsibilities to public goods consumption. This system is currently under stress because of the financial crisis. The first part of the class will focus on collective action and its connection with local public finance. The second part will explore alternative institutional arrangements for mediating collective action problems associated with the provision of local public goods. The objective of the seminar is to broaden the discussion of local public finance by incorporating collective action problems into the discourse. This inclusion aims at exploring alternative institutional arrangements for financing local public services in the face of severe economic downturn. Applications of emerging ideas to the provision of public health, education, and natural resource conservation will be discussed."

In this simulation of a doctor's office, students play the roles of physician, nurse, patients, and time-keeper, with the objective to improve the patient waiting time. They collect and graph data as part of their analysis. This serves as a hands-on example of using engineering principles and engineering design approaches (such as models and simulations) to research, analyze, test and improve processes.

Students use their senses to describe what the weather is doing and predict what it might do next. After gaining a basic understanding of weather patterns, students act as state park engineers and design/build "backyard weather stations" to gather data to make actual weather forecasts.

Students investigate different balls' abilities to bounce and represent the data they collect graphically.

The consideration of cord length is very important in a bungee jump‰ŰÓtoo short, and the jumper doesn't get much of a thrill; too long, and ouch! In this lesson, students model a bungee jump using a Barbieĺ¨ doll and rubber bands. The distance to which the doll will fall is directly proportional to the number of rubber bands, so this context is used to examine linear functions.

Describes the types of rocks found throughout the state by age and explains how to interpret the accompanying cross section.

This article provides a brief discussion of the importance of teaching students to analyze data and representations of data as well as two resources that can help teachers implement these strategies into their instruction.

Wisconsin's occupied bear range is expanding, which means residents can expect to see black bears in areas outside of the bear's traditional range. An abundant population and suitable bear habitat have facilitated the southerly movement of occupied bear range in Wisconsin. Wisconsin's black bear population is considerably higher than it was 30 years ago.

Wisconsin's bear population was estimated to be about 9,000 bears in 1989. The most recent data indicates the bear population is currently estimated to be a little over 24,000 bears. DNR manages bear population size through regulated hunting. The number of hunting permits have steadily increased following studies showing higher numbers of bears. In the near future, opportunities will be provided to the public to comment on the desired numbers of bears in each of the state's bear management regions as the DNR prepares a new bear management plan.

Wisconsin is not alone in its expanding bear range. The results from a 2008 survey of eastern United States and Canadian Provinces that actively manage black bear populations indicated that 75% of these jurisdictions report an increase in bear range. Only Vermont reported a contracting bear range.

This activity lesson plan is called “Build a Better Wall” where students are planners and constructors who are trying to construct a wall using various materials that can withstand an earthquake.

These lesson plans are available for a variety of grade levels and subject areas. Plans are modular and contain both UnPlugged Activities and hands-on code-alongs that promote and reinforce computational thinking.

This is a Wisconsin-based case study with data on how the size and distance of an island from the mainland can affect the number of different types of carnivores found on the island (Species Richness). Students are asked to graph data collected from the Apostle Islands and make a claim evidence and reasoning statement supported by data.

This resource has been reviewed using the HQIM rubric https://docs.google.com/spreadsheets/d/1P6wGNGU0PZwuiwOe0AohGZUL07YU7zZc7MOdaUbYeAY/edit?usp=sharing

Students are introduced to the "Walk the Line" challenge question. They write journal responses to the question and brainstorm what information they need to answer the question. Ideas are shared with the class (or in pairs and then to the class, if class size is large). Then students read an interview with an engineer to gain a professional perspective on linear data sets and best-fit lines. Students brainstorm for additional ideas and add them to the list. With the teacher's guidance, students organize the ideas into logical categories of needed knowledge.

Collaborative Statistics was written by Barbara Illowsky and Susan Dean, faculty members at De Anza College in Cupertino, California. The textbook was developed over several years and has been used in regular and honors-level classroom settings and in distance learning classes. This textbook is intended for introductory statistics courses being taken by students at two– and four–year colleges who are majoring in fields other than math or engineering. Intermediate algebra is the only prerequisite. The book focuses on applications of statistical knowledge rather than the theory behind it. This custom textbook collection has been modified by R. Bloom for her classes at De Anza College; the homework content for the custom collection is now contained in a separate homework collection.

This is a custom collection (by R. Bloom) of homework and review problems to accompany Collaborative Statistics textbook custom collection by R. Bloom. Content is derived from Collaborative Statistics written by Barbara Illowsky and Susan Dean, faculty members at De Anza College in Cupertino, California. The textbook by S. Dean and B. Illowsky was developed over several years and has been used in regular and honors-level classroom settings and in distance learning classes. This textbook is intended for introductory statistics courses being taken by students at two– and four–year colleges who are majoring in fields other than math or engineering. Intermediate algebra is the only prerequisite. The book focuses on applications of statistical knowledge rather than the theory behind it. This custom version of their collection has been modified by R. Bloom for her classes at De Anza College.

Introduces students to the basic tools in using data to make informed management decisions. Covers introductory probability, decision analysis, basic statistics, regression, simulation, and linear and nonlinear optimization. Computer spreadsheet exercises and examples drawn from marketing, finance, operations management, and other management functions. Restricted to Sloan Fellows.

This course covers the algorithmic and machine learning foundations of computational biology combining theory with practice. We cover both foundational topics in computational biology, and current research frontiers. We study fundamental techniques, recent advances in the field, and work directly with current large-scale biological datasets.