Build your own miniature "greenhouse" out of a plastic container and plastic wrap, and fill it with different things such as dirt and sand to observe the effect this has on temperature. Monitor the temperature using temperature probes and digitally plot the data on the graphs provided in the activity.

Explore how the Earth's atmosphere affects the energy balance between incoming and outgoing radiation. Using an interactive model, adjust realistic parameters such as how many clouds are present or how much carbon dioxide is in the air, and watch how these factors affect the global temperature.

The class forms a "Presidential Task Force" for a week, empowered by the president to find answers and make recommendations concerning the future of the national power grid. Task force members conduct daily debriefings with their research team and prepare a report and presentation of their findings for the president, using an actual policy document as a guide. Although this activity is geared towards fifth-grade and older students and Internet research capabilities are required, some portions may be appropriate for younger students.

Student teams locate a contaminant spill in a hypothetical site by measuring the pH of soil samples. Then they predict the direction of groundwater flow using mathematical modeling. They also use the engineering design process to come up with alternative treatments for the contaminated water.

Students discover how tiny microscopic plants can remove nutrients from polluted water. They also learn how to engineer a system to remove pollutants faster and faster by changing the environment for the algae.

This task adds some rigor to the activity of growing bean plants. By collecting growth data, students practice measuring and recording length measurements.

This task is designed to make students think about the meaning of the quantities presented in the context and choose which ones are appropriate for the two different constraints presented. In particular, note that the purpose of the task is to have students generate the constraint equations for each part (though the problem statements avoid using this particular terminology), and not to have students solve said equations.

Students visit second- and fourth-grade classes to measure the heights of older students using large building blocks as a non-standard unit of measure. They also measure adults in the school community. Results are displayed in age-appropriate bar graphs (paper cut-outs of miniature building blocks glued on paper to form bar graphs) enabling a comparison of the heights of different age groups. The activities that comprise this activity help students develop the concepts and vocabulary to describe, in a non-ambiguous way, how heights change as children age. This introduction to graphing provides an important foundation for creating and interpreting graphs in future years.

This is a task that includes greater than/less than, comparing numbers, and number sense

This problem asks the students to represent a sequence of operations using an expression and then to write and solve simple equations. The problem is posed as a game and allows the students to visualize mathematical operations. It would make sense to actually play a similar game in pairs first and then ask the students to record the operations to figure out each other's numbers.

The lesson uses a Desmos Activity entitled Guess My Rule. Students will give an input to a "machine" and the machine will give an output. Students will then be asked to determine a rule that the machine uses to produce an output from the given input. The goal of this activity is to develop the definition of a function using examples and nonexamples.

This marbel counting iteration of greater than, less than, and equal to with a specific "target number" help strengthen the concept for students.

This series of activities and lesson notes is part of a unit in which the purpose is, “Students will interpret visual information in order to make informed consumer decisions.” The activities begin with informal exploration.

Students are presented with a guide to rain garden construction in an activity that culminates the unit and pulls together what they have learned and prepared in materials during the three previous associated activities. They learn about the four vertical zones that make up a typical rain garden with the purpose to cultivate natural infiltration of stormwater. Student groups create personal rain gardens planted with native species that can be installed on the school campus, within the surrounding community, or at students' homes to provide a green infrastructure and low-impact development technology solution for areas with poor drainage that often flood during storm events.

Students use gumdrops and toothpicks to make lithium atom models. Using these models, they investigate the makeup of atoms, including their relative size. Students are then asked to form molecules out of atoms, much in the same way they constructed atoms out of the particles that atoms are made of. Students also practice adding and subtracting electrons from an atom and determining the overall charges on atoms.

This problem could be used as an introductory lesson to introduce group comparisons and to engage students in a question they may find amusing and interesting. More generally, the idea of the lesson could be used as a template for a project where students develop a questionnaire, sample students at their school and report on their findings.

This task involves fraction multiplication that can be solved with pictures or number lines.

In this activity students measure their hand span. A line graph is used to record the data from the glass.

In this group task students collect data and investigate whether there is a relationship between height and hand size among the students in the class.

This guide provides student-driven projects that can directly teach subject area standards in tandem with foundational understandings of what AI is, how it works, and how it impacts society.

Instead of simply learning about AI through videos or lectures, the students completing these projects are active participants in their AI exploration. In the process, students work directly with innovative AI technologies, participate in “unplugged” activities that further their understanding of how AI technologies work, and create various authentic products—from presentations to designing an AI robot—to demonstrate their learning.
• Project 1: What AI Does Well and Does Not Do Well
• Project 2: Training Data and Machine Learning
• Project 3: Senses vs. Sensors
• Project 4: Navigation and AI

Visit the ISTE website with all the free practical guides for engaging students in AI creation: https://www.iste.org/areas-of-focus/AI-in-education