# Elementary and Middle School (K-8) Activity Browse

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Results 41 - 49 of **49 matches**

Take a Deep Breath on the Appalachian Trail in Great Smoky Mountains National Park: How Many Ozone Molecules Do You Inhale? part of Pedagogy in Action:Partners:Spreadsheets Across the Curriculum:Geology of National Parks:Examples

Spreadsheets Across the Curriculum module/Geology of National Parks course. Students work with ratio and proportion and the concept of mole to calculate the number of molecules of ozone in a volume of air from concentration data.

Yellowstone! A National Park on a Hot Spot part of Pedagogy in Action:Partners:Spreadsheets Across the Curriculum:Geology of National Parks:Examples

Spreadsheets Across the Curriculum module/Geology of National Parks course. Students use foundational math to study the velocity of the North American Plate over the hot spot, the volume of eruptive materials from it, and the recurrence interval of the cataclysmic eruptions.

Getting to the Point: Exploring Tectonic Motion at Point Reyes National Seashore part of Pedagogy in Action:Partners:Spreadsheets Across the Curriculum:Geology of National Parks:Examples

Spreadsheets Across the Curriculum module/Geology of National Parks course. Students use foundational math to calculate such earthquake-related numbers as fault displacement rate and earthquake recurrence interval associated with the San Andreas Fault at Point Reyes National Seashore.

Simple vs. Compound Interest -- Spreadsheeting the Difference part of Spreadsheets Across the Curriculum:General Collection:Examples

Spreadsheets Across Curriculum module. Students build spreadsheets to tabulate, graph and compare the future value of investments with compound vs. simple interest. Spreadsheet level: beginner.

Finding Your 'Perfect Partner': Evaluating matchmaker profiles usings ratings and cutoff methods part of National Numeracy Network:Teaching Resources:Quantitative Writing:Examples

In this activity, students informally explore how the rating systems might be set up in a simple setting which uses the "profile" of eight candidates who have responded to an online dating service. The activity also employs the cut-off method as another decision making method on the same problem.

Discovering Economic Preconceptions using Clickers part of Starting Point: Teaching and Learning Economics:Teaching Methods:Classroom Response Systems:Examples

Student preconceptions in the economics classroom are an under-appreciated element of teaching. Here we describe how clickers can easily be used to determine student preconceptions and thus inform the instructor on the information that students bring to the classroom.

Clickers As an Alternative to Scantrons part of Starting Point: Teaching and Learning Economics:Teaching Methods:Classroom Response Systems:Examples

Clickers can be used to replace Scantron forms for exams. This can save considerable time and effort when it comes to recording scores.

Using Clickers to Inductively Construct Economic Concepts part of Starting Point: Teaching and Learning Economics:Teaching Methods:Classroom Response Systems:Examples

This technique reverses the usual order of definitions and examples used in class to one of presenting an example or examples first and then having students "discover" the concept when asked with carefully constructed clicker questions.

Using Clickers to Generate Supply and Demand Curves part of Starting Point: Teaching and Learning Economics:Teaching Methods:Classroom Response Systems:Examples

Use the clickers to generate data for demand and supply curves by asking students to give numerical values for their maximum willingness to pay for something and their minimum willingness to accept for something. Use the data generated to graph both the demand and supply curves.