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.
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.
- Material Type:
- Lesson Plan
- Ohio State University College of Education and Human Ecology
- Provider Set:
- Beyond Penguins and Polar Bears: An Online Magazine for K-5 Teachers
- Jessica Fries-Gaither
- Date Added:
How do companies collect and use data about you? Every time we go online, we're giving away information about ourselves. But just how much data are companies collecting from us? Hint: It's probably a lot more than we realize. Show your students these three tips on how to limit the data that companies collect. Approximately 45 mins.
LESSON OBJECTIVES: Explain why information about them and their behaviors is valuable to companies. Analyze how certain types of data are used by companies. Learn three strategies to limit individual data collection by companies.
Describe a bivariate relationship's linearity, strength, and direction. In other words, plotting things that take two variables into consideration and trying to see whether there's a pattern with how they relate.
Students will collect data from a Play Lab project and visualize it using different graphs in this exploratory lesson. This lesson aligns to national Computer Science standards from CSTA.
In this context-setting lesson, students will run and collect data from a simple simulation in Sprite Lab. After running the simulation multiple times, students will have an opportunity to predict how changing a variable in the simulation might impact the outcome and test that hypothesis. This lesson aligns to national Computer Science standards from CSTA.
This lesson combines skill-building around events with a mini-project where students get to build their own computer simulation in Sprite Lab. Students will study the simulation to understand how quickly a virus can spread and what can be done to slow it down. This lesson aligns to national Computer Science standards from CSTA.
In this exploratory lesson, students will train a machine learning model by classifying fish and other objects. This lesson aligns to national Computer Science standards from CSTA.
Track the cost of items needed for an activity by calculating percentages in Google Sheets. Time to complete: 45-90 minutes
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.
As if they are environmental engineers, student pairs are challenged to use Google Earth Pro (free) GIS software to view and examine past data on hurricanes and tornados in order to (hypothetically) advise their state government on how to proceed with its next-year budget—to answer the question: should we reduce funding for natural disaster relief? To do this, students learn about maps, geographic information systems (GIS) and the global positioning system (GPS), and how they are used to deepen the way maps are used to examine and analyze data. Then they put their knowledge to work by using the GIS software to explore historical severe storm (tornado, hurricane) data in depth. Student pairs confer with other teams, conduct Internet research on specific storms and conclude by presenting their recommendations to the class. Students gain practice and perspective on making evidence-based decisions. A slide presentation as well as a student worksheet with instructions and questions are provided.
Communicate and collaborate with others in the workplace more effectively using digital tools. Time to complete: 6-9 hours
Learn to make good financial decisions by researching and comparing costs and spending in a spreadsheet. Time to complete: 7-9 hours
Learn artificial intelligence concepts using Quick, Draw!, AutoDraw, Google Translate, and Google Slides. Time to complete: 45-90 minutes
Students pass around and distort messages written on index cards to learn how we use signals from GPS occultations to study the atmosphere. The cards represent information sent from GPS satellites being distorted as they pass through different locations in the Earth's atmosphere and reach other satellites. Analyzing GPS occultations enables better global weather forecasting, storm tracking and climate change monitoring.
The concept of geocaching is introduced as a way for students to explore using a global positioning system (GPS) device and basic geographic information (GIS) skills. Students familiarize themselves with GPS, GIS, and geocaching as well as the concepts of latitude and longitude. They develop the skills and concepts needed to complete the associated activity while considering how these technologies relate to engineering. Students discuss images associated with GPS, watch a video on how GPS is used, and review a slide show of GIS basics. They estimate their location using latitude and longitude on a world map and watch a video that introduces the geocaching phenomenon. Finally, students practice using a GPS device to gain an understanding of the technology and how location and direction features work while sending and receiving data to a GIS such as Google Earth.
In this open-ended, hands-on activity that provides practice in engineering data analysis, students are given gait signature metric (GSM) data for known people types (adults and children). Working in teams, they analyze the data and develop models that they believe represent the data. They test their models against similar, but unknown (to the students) data to see how accurate their models are in predicting adult vs. child human subjects given known GSM data. They manipulate and graph data in ExcelÂ® to conduct their analyses.