Students analyze real-world data for five types of renewable energy, as found on the online Renewable Energy Living Lab. They identify the best and worst locations for production of each form of renewable energy, and then make recommendations for which type that state should pursue.

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 calculate the potential for solar and wind energy generation at their school location. After examining maps and analyzing data from the online Renewable Energy Living Lab, they write recommendations as to the optimal form of renewable energy the school should pursue.

Students use real-world data to evaluate whether solar power is a viable energy alternative for several cities in different parts of the U.S. Working in small groups, they examine maps and make calculations using NREL/US DOE data from the online Renewable Energy Living Lab. In this exercise, students analyze cost and availability for solar power, and come to conclusions about whether solar power is a good solution for four different locations.

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.

The objective of this lesson would be to make the students aware of the renewable fuels available for their own homes.

We use energy to power our lives every day—to boot up our computers, fuel our cars, charge our cell phones, flick on a light switch, and in a myriad of other ways. Join scientist Alex Wegmann as we embark on a Virtual Field Trip to explore a compelling question: How can we get the energy we need without harming nature? By harnessing renewable sources of energy, such as sunlight and wind, scientists are finding ways to do just that.

Students will investigate the efficiency of photovoltaic cells, develop a physical model of their school, and evaluate whether placing solar panels on their school would be a cost-effective solution.

"Based on the information provided in Renewed Curricula: Understanding Outcomes (2010), this resource may be used in professional learning workshops or meetings to provide an overview of curriculum renewal including examination of student outcomes in an area of study. The discussion questions and suggested activities included in this resource may be adapted to support individual teacher reflection and planning, subject area or grade-alike professional learning groups, an entire school staff, cluster of schools, or school division-wide in-service."

This learning can be completed individually or facilitated with a larger group.

The learning surrounds the Ministry Document "Renewed Curricula" Understanding Outcomes". This can also be found in The Resource Bank by copying and pasting this web address into your browser: https://resourcebank.ca/courses/renewed-curricula-understanding-outcomes

This art history video discussion examines Pierre Auguste Renoir's "La Loge", 1874, oil on canvas (Courtauld Gallery, London). This painting was exhibited by Renoir at the first Impressionist exhibition in Paris (1874).

This art history video discussion examines Pierre-Auguste Renoir's "Moulin de la Galette", 1876, oil on canvas (Musee d'Orsay, Paris).

This art history video discussion examines Pierre-Auguste Renoir's "The Grands Boulevards", 1875, oil on canvas (Philadelphia Museum of Art).

This art history video discussion examines Pierre-Auguste Renoir's "The Large Bathers", 1884-87, oil on canvas, (Philadelphia Museum of Art

Students learn about how biomedical engineers aid doctors in repairing severely broken bones. They learn about using pins, plates, rods and screws to repair fractures. They do this by designing, creating and testing their own prototype devices to repair broken turkey bones.

The purpose of the task is to have students reflect on the meaning of repeating decimal representation through approximation. A formal explanation requires the idea of a limit to be made precise, but 7th graders can start to wrestle with the ideas and get a sense of what we mean by an "infinite decimal."

Replication (re-running studies to confirm results) and reproducibility (the ability to repeat an analyses on data) have come under fire over the past few years. The foundation of science itself is built upon statistical analysis and yet there has been more and more evidence that suggests possibly even the majority of studies cannot be replicated. This "replication crisis" is likely being caused by a number of factors which we'll discuss as well as some of the proposed solutions to ensure that the results we're drawing from scientific studies are reliable.

This task presents students with some creative geometric ways to represent the fraction one half. The goal is both to appeal to students' visual intuition while also providing a hands on activity to decide whether or not two areas are equal.

This task provides a context for indentifying different ways of representing half of a rectangle.

Today, we’re going to take a look at how computers use a stream of 1s and 0s to represent all of our data - from our text messages and photos to music and webpages. We’re going to focus on how these binary values are used to represent numbers and letters, and discuss how our need to perform operations on larger and more complex values brought us from our 8-bit video games to beautiful Instagram photos, and from unreadable garbled text in our emails to a universal language encoding scheme.

This short video and interactive assessment activity is designed to teach fourth graders about representing numbers in expanded form i.