It is finally time for students to take on the Create Performance Task. For a total of 12 class hours, students should work on their projects with only types of teacher support allowed (essentially: Advise on process, don’t influence or evaluate ideas). Students may also work with a collaborative partner in *in development of their program* - written responses must be done on their own.

The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Create PT requires a minimum of 12 hours of class time. At the end, students will submit their program code, program video, and written responses through their AP digital portfolio.

In this kickoff to the Data Unit, students begin thinking about how data is collected and what can be learned from it. To begin the lesson, students will take a short online quiz that supposedly determines something interesting or funny about their personality. Afterwards they will brainstorm other sources of data in the world around them, leading to a discussion of how that data is collected. This discussion motivates the introduction of the Class Data Tracker project that will run through the second half of this unit. Students will take the survey for the first time and be shown what the results will look like. To close the class, students will make predictions of what they will find when all the data has been collected in a couple weeks.

This is a pretty fun lesson that has two main parts. First students warm up by reflecting on the reasons data visualizations are used to communicate about data. This leads to the main activity in which students look at some collections of (mostly bad) data visualizations, rate them, explain why a good one is effective, and also suggest a fix for a bad one.

In the second part of class students compare their experiences and create a class list of common faults and best practices for creating data visualizations. Finally, students review and read the first few pages of **Data Visualization 101: How to design charts and graphs** to see some basic principles of good data visualizations and see how they compare with the list the class came up with.

Now that students have had the chance to see and evaluate various data visualizations, they will learn to make visualizations of their own. This lesson teaches students how to build visualizations from provided datasets. The levels in Code Studio provide a detailed walkthrough of how to use Google Sheets to create several different kinds of charts. While this lesson focuses on the Google Sheets tool, other tools may be substituted at the teacher’s discretion, and MS Excel support is coming soon to the lesson.

The main activity teaches students to build different chart types (scatter, line, and bar charts) from a single data set. It should be emphasized to students that the purpose of this lesson is to explore and experiment with creating different types of visualizations, not to build the perfect chart. Students will have a chance to create and customize their own charts. At the end of class, students compare their custom visualizations with those of their classmates.

In this lesson, students will collaboratively investigate some datasets and use visualization tools to “discover a data story.” The lesson assumes that students know how to use some kind of visualization tool - in the previous lesson we used the charting tools of a basic spreadsheet program. Students should be working with a partner but without much teacher hand-holding. Most of the time should be spent with students poking around the data and trying to discover connections and trends using data visualization tools. It is up to them to discover a trend, make a chart, and accurately write about it.

In this lesson, students begin working with the data that they have been collecting since the first lesson of the chapter in the class "data tracker." They are introduced to the first step in analyzing data: cleaning the data. Students will follow a guide in Code Studio, which demonstrates the common techniques of filtering and sorting data to familiarize themselves with its contents. Then they will correct errors they find in the data by either hand-correcting invalid values or deleting them. Finally they will categorize any free-text columns that were collected to prepare them for analysis. This lesson introduces many new skills with spreadsheets and reveals the sometimes subjective nature of data analysis.

In this lesson students learn how create their own summary tables from raw data. A summary table typically represents one or more aggregations (groupings of items) and computations that are performed on the raw dataset. In most spreadsheet programs, a summary table is called a pivot table. In the lesson, students learn how to make pivot tables in Google Sheets using a provided dataset. Then students turn to the data they’ve collected as a class and, with their partner, use pivot tables to investigate it further.

For this Practice PT students will analyze the data that they have been collecting as a class in order to demonstrate their ability to discover, visualize, and present a trend or pattern they find in the data. Leading up to this lesson, students will have been working in pairs to clean and summarize their data. Students should complete this project individually but can get feedback on their ideas from their data-cleaning partner.

**Note**: This is NOT the official AP® Performance Task that will be submitted as part of the Advanced Placement exam; it is a practice activity intended to prepare students for some portions of their individual performance at a later time.

This Module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science (est. completion time: 1 hour).

Save a lot of work with CSS!
In our CSS tutorial you will learn how to use CSS to control the style and layout of multiple Web pages all at once.

English
Students face an overwhelming online information environment that is increasingly polluted with false and misleading information, spin, and dubious expertise.

CTRL-F: Find the Facts is a contemporary digital media literacy program from CIVIX that helps students learn to evaluate online sources and claims to determine what to trust, using evidence-based ‘lateral reading’ strategies.

Learning is anchored by short expert-led videos and interactive practice examples drawn from a range of platforms, supported by lesson plans, slide decks, and worksheets. The resources are free with registration, designed for grades 7 to 12, and available in English and French. For more information, visit ctrl-f.ca.

FRENCH
Les étudiants font face à un environnement d'information en ligne accablant, de plus en plus pollué par de fausses informations, des informations trompeuses, des manipulations et une expertise douteuse.

CTRL-F : Trouver les Faits est un programme contemporain de littératie des médias numériques proposé par CIVIX qui aide les étudiants à apprendre à évaluer les sources en ligne et les affirmations pour déterminer en quoi avoir confiance, en utilisant des stratégies de "lecture latérale" basées sur des preuves.

L'apprentissage est ancré par de courtes vidéos animées par des experts et des exemples interactifs tirés de diverses plateformes, soutenus par des plans de cours, des présentations et des fiches d'exercices. Les ressources sont gratuites sur inscription, conçues pour les élèves de la 7e à la 12e année, et disponibles en anglais et en français. Pour plus d'informations, visitez ctrl-f.ca.

Media literacy is so important in today's society. This is CANADIAN program from CIVIX.
It provides opportunities for:
*Resources (including full lessons and pre/post assessments)
*Example Bank
*Workshops

You will need to sign up for a free account to access this excellent program.

"False and misleading information is rampant online, and people lack the skills and motivation to determine what to trust. To build the next generation of informed citizens, we need to adopt new ways to teach digital media literacy and source evaluation."

« La littératie médiatique est cruciale dans la société contemporaine. CTRL-F s'agit d'un programme CANADIEN de CIVIX. Il fournit :

-Des ressources (y compris des leçons complètes et des évaluations)
-Une banque d'exemples
-Des ateliers

Vous devriez vous inscrire (compte gratuit) pour accéder à ce programme excellent.

«Les informations fausses et trompeuses se multiplient sur le Web et les internautes ne disposent pas forcément des connaissances et des aptitudes nécessaires pour savoir à quoi ils peuvent se fier. Pour former la prochaine génération de citoyens informés, nous devons adopter de nouvelles méthodes d’enseignement en matière de littératie des médias numériques et d’évaluation des sources.»»

This competency-_based course prepares students for entry_ level positions in the cabinetmaking industry. Included in the course are cabinet design and styles, the use of advanced machines and equipment, computer_-aided manufacturing, special materials and commercial wood finishes and including green sustainable techniques and materials. Students will demonstrate their knowledge and skills by designing and building advanced wood projects. This course is for juniors and seniors only and may be taken for two years.

This art history video discussion examines Gustave Caillebotte's "Man at his Bath", 1884, oil on canvas (Private Collection, on loan to the National Gallery, London).

This art history video discussion examines Gustave Caillebotte's "The Floor Scrapers (Les raboteurs de parquet)", 1875, oil on canvas, 102 x 146.5 cm (Musee d'Orsay, Paris).

Developed for second grade. The purpose of this activity is to bring the food pyramid to life. Hang the caterpillar up in a place that is visible to all students and pass out the hand out. Break the class into six groups and assign each group a food category. Ask them to go through the magazines and find foods that fall in their assigned category and cut out the pictures. After about 10 minutes call the class back together. Each child is to pick one of the pictures that they choose to share with the class. Go around the circle and give each child a chance to explain why they cut out the picture they choose and then have them place it into the caterpillar's mouth.Biology In Elementary Schools is a Saint Michael's College student project. The teaching ideas on this page have been found, refined, and developed by students in a college-level course on the teaching of biology at the elementary level. Unless otherwise noted, the lesson plans have been tried at least once by students from our partner schools. This wiki has been established to share ideas about teaching biology in elementary schools. The motivation behind the creation of this page is twofold: 1. to provide an outlet for the teaching ideas of a group of college educators participating in a workshop-style course; 2. to provide a space where anyone else interested in this topic can place their ideas.

CaillouMD est une série télévisée primée mettant en vedette un garçon de quatre ans, curieux, à l’univers rempli de plaisir, d’apprentissages et d’imagination; une source d’inspiration et d’épanouissement affectif pour des générations d’enfants d’âge préscolaire invités à explorer le monde qui les entoure.

Ce site vous offre plusieurs activités qui discutent de cette série télévisée.

This lesson helps define imagination and creativity and explain how it helps us learn and about ourselves and the world. Caine created a massive cardboard arcade and is the inspiration behind this lesson.