The student will use a table of personal data collected about plugged/unplugged activites and times of rest throughout the period of one week (7 days) to document screen times in comparison to active and restful breaks for a computer science integration and digital balance project.This Part 1 activity uses the data collected in a table to teach students how to copy and paste a table from Docs into Slides, and how to develop a Slideshow Presentation with tables (Part 1) and graphs (Part 2).  Students are given opportunities to collect and analyze data, to enter information into tables and graphs, to develop and share presentations in Slides, as well as summarize and draw conclusions about the data collection, graphing, and results as comparable to their peers, digital categories, or peer groups (Gamers vs YouTubers, Boys vs Girls, etc.).The goal/s of this unit is to help students realize the importance of living a digitally balanced life and to help students develop skills for creating and using digital tables and graphs with an introduction to data collection and analysis.

The student will use previously collected personal and peer data (Part 1: Screen Time Logs) to graph a bar and pie graph in Slides using Sheets to graph the data collected.This is the second part of an intended presentation project for a computer CTE middle school class, but can be edited and adapted for any graphing and/or computer integration lessons about bar and pie graphs and how to make them in Google Sheets using Google Slides.

This activity allows for students to Identify the quantitative and qualitative benefits of going to collegeUnderstand common costs associated with collegeExplain the difference between sticker price and net price

This jigsaw activity introduces students with Arctic weather data using a role-playing activity that has students read and interpret graphs while considering the optimal time to plan a research mission to the Arctic.

In this activity, students use authentic Arctic climate data to explore albedo and its relationship to seasonal snowmelt as a self-reinforcing feedback mechanism, which is then applied to large scale global climate change.

This activity introduces students to the Arctic and Arctic climate. Through a virtual exploration of the geography of the Arctic students become familiar with the region. They are then introduced to meteorological parameters that Arctic research teams use.

In the engage section of the 5Elesson, students are introduced to the role of fossils as evidence of evolution and evolutionary relationships by watching a videos about the discovery of Lucy and Ardi and consider what type of information that they can gain from skull fossils. Students will then explore features of skulls from human ancestors and the modern day Homo sapien. After measuring skull to cheekbone ratios, students will create a graph to compare various species. Several interactives are provided to explain fossils, skeletal evidence for human evolution, and phylogenetic trees. Then, students will apply their skills of analyzing data about anatomical similarities and genetic information to depict evolutionary relationships between organisms using cladograms. To evaluate student understanding, students will complete an evolutionary relationships CER.

Vocabulary posters for the Data & Analysis strand for Grade 5. Words included are from the 2017 Computer Science Curriculum Framework.

Vocabulary posters for the Data & Analysis strand for Grade 6. Words included are from the 2017 Computer Science Curriculum Framework.

This lesson provides guidance for students to create and practice a presentation about design challenge results that they developed in the previous unit lessons and how to present it to the school administration.

In this activity students utilize collected data and propose solutions to mitigate food waste in their school.

In this lesson, students explore how human activities will continue to impact Antarctic ice, discuss human contributions to climate change, and investigate what we can do to stop/reverse these negative effects.

Students will analyze data from the "State of the Bay" reports from the Chesapeake Bay Foundation while reviewing and completing the scientific method. The final assessment is a mission for students to create a persuasive speech or advertisement that will call for action to make changes that will positively impact the watershed with reasons why change is important. 

This lesson explores if it is normal that world temperatures are rising at the currently observed fast pace.

This lesson is for Networking and the Internet. The student will learn the difference between a network and the internet. They will be reminded of the importance of internet security and safety and how not everything on the internet is real. This lesson will use videos, books and hand on time to understand the how a network vs the internet works.

This module teaches students about ozone���s role in the atmosphere and explores authentic data to compare and contrast conditions that affect ground-level ozone values.

This activity will show the sorting process using the Quick Sort Divide and Conquer algorithm that is used by a computer when sorting data without using a computer.

 This is a fun, quick and easy way for students practice Data Anaylsis. Students will roll a 6 sided cube with each side containing a different St. Pat’s Day image. Students will record their data on a graph. Students will then make a prediction on which image they think they will roll next based on their data. Included is an editable cube so you can choose your own images. It's not limited to St. Pat's Day.

I am attaching an article that might be useful for high school biology teachers. It uses raw data to lead students through an open inquiry into Covid-19 cases. Enjoy!

Students will use a research study on the biology project website (www.biology.arizona.edu) to understand the process of science.  Students will be able to identify the hypothesis and research methods, collect  and analyze data, and form conclusions.  The activity is designed to take one 48 minute class period.  The instructor will read aloud to students the introduction and the directions for the data collection if needed.   Student answer sheet is attached.