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Excerpts from

Developing Data Literacy with InspireData®

This preview of Developing Data Literacy with InspireData® contains:

• Letter to educators and introduction

• Complete Table of Contents for Developing Data Literacy with InspireData®

• One lesson plan each from Science, Mathematics and Social Studies sections (highlighted in the Table of Contents)

• Ordering information

Developing Data Literacy with InspireData® off ers 27 content-rich lessons aligned to McREL standards to help teachers incorporate InspireData into their science, mathematics and social studies curriculum. Each hands-on lesson contains step-by-step instructions that can be easily adapted for students in grades 4-12, working individually or in teams.

This essential add-on to all InspireData orders is designed to increase classroom usage and improve student achievement. Help students become engaged as they explore and analyze data with these innovative standards-based lesson plans!

9400 SW Beaverton Hillsdale Hwy, Ste. 300Beaverton, OR 97005-3300 USAPhone: 800.877.4292

Fax: 503.297.4676Email: [email protected]

© 2008 Inspiration Software®, Inc. Developing Data Literacy with InspireData®

Dear Educator,

Today’s data-rich world requires that students develop skills to analyze, interpret and understand data. Software tools—paired with effective classroom learning strategies—support teaching data literacy and help develop students into critical thinkers and lifelong learners.

Expanding on InspireData®, Developing Data Literacy is designed to help educators integrate visual learning and data analysis into the classroom. The 27 content-rich lessons included in this book provide challenging, stimulating activities in Science, Mathematics and Social Studies. Using these standards-aligned lessons and InspireData helps students learn to better interpret information, formulate questions and draw conclusions.

This book is just a start. We hope these lesson plans will stimulate your own thinking as you adapt them to the needs, contexts and learning styles of your students. Most importantly, we hope that the learning strategies presented here will serve your students throughout their education, and provide a strong foundation for data literacy, critical thinking and lifelong learning.

Sincerely,

Mona L. Westhaver President and Co-founder Inspiration Software®, Inc.


INTRODUCTION

Data literacy—the ability to answer meaningful questions by collecting and analyzing data across disciplines—is fundamental to success in today’s competitive global economy. To achieve data literacy, meet critical process and content standards, and ultimately participate in the 21st century workplace, students must learn to work with data to problem-solve, analyze information and think critically.

Use InspireData® to develop data literacyInspireData builds critical data literacy skills and engages students. Using InspireData, students strengthen their inquiry skills as they collect and analyze data in science, mathematics and social studies. They actively explore and analyze data using dynamic Venn diagrams and Bar, Stack, Pie and Axis plots to interpret information and draw conclusions. Teachers use InspireData to identify classroom trends and support data-driven decision making.

Using InspireData, students develop data literacy as they:

Formulate questions

Systematically collect and organize quantitative and qualitative data

Represent and analyze data visually to recognize trends and patterns

Develop conclusions and make recommendations based on data analysis

Analyze data in two visual environments: Table View and Plot ViewIn InspireData, students enter and record data in Table View. Tables act as a database and are used to collect and organize raw data into fields and records. InspireData allows students to enter their own data, use one of the 100+ databases included with the software, collect data using the e-Survey tool or import data sets from other sources.

To visually analyze and understand data, students create multiple plot types in Plot View. Plots help students better understand how data can be manipulated to identify trends and draw conclusions. As students formulate questions and interact with the data, they determine which of the following unique plot types best displays the information:

Venn plots group data based on their characteristics and show similarities in data.

Stack plots and Bar charts represent the range of data for one variable.

Axis plots are used to investigate correlations between two variables.

Pie plots show the distribution of an entire set of data.


INTRODUCTION

InspireData: Standards-based and relevant to student learningInspireData: Science InspireData provides a powerful tool to help students conduct scientific investigations by effectively organizing and analyzing data. As students visually examine connections, they can easily perform sophisticated data analysis and develop scientifically based conclusions.

InspireData: Mathematics Students often miss the connections between mathematics skills learned in the classroom and the application of those skills in daily life. As students use InspireData to apply statistical analysis to data and visualize results in plots and graphs, they gain a deeper understanding of mathematical concepts and their real-world applications.

InspireData: Social Studies For students to become effective global citizens, they must learn how to think critically and draw informed conclusions. Using InspireData, students act as “social scientists” by interpreting information and learning to develop fact-based opinions about past events and future probabilities.

Using the InspireData lesson plans This lesson plan book is designed to help you use InspireData in your classroom, as you help students acquire data literacy skills and achieve content standards. The 27 lessons are grouped by subject area and are adaptable to different grade levels.

Included are:

The McREL content standards for the lesson

A detailed lesson plan

Assessment suggestions

Lesson adaptations


INTRODUCTION

If your classroom does not have multiple computers, the following suggestions will help you integrate InspireData:

Computer lab Students can work in pairs or small groups to design their databases on paper and collect as much data as possible in the classroom. Computer lab time can then be used efficiently to create InspireData databases, work with plots, and create slide shows and notes that capture conclusions.

Classroom with one computer Students can work together as a class to design their databases on paper and collect as much data as possible. Divide the class into small groups and have the groups take turns using the computer to input their data and develop their plots in InspireData.

Classroom with one computer and a computer projection device Students can work in small groups and take turns leading the class discussion on database design, data collection, and development of plots, slides and notes.

Getting started with InspireDataTo help you get started, InspireData comes with 100+ content-rich databases ready for use in the classroom. InspireData also includes a comprehensive suite of resources in the Learn to Use section:

Learn to Use Handouts are 1-2 page visual aids formatted for printing and distribution.

About Plots examples teach students how to use different plots for data inquiry.

Example Databases include several plots to help explain and interpret data.

Lesson Plans are aligned to educational standards and include teacher plans and lesson exemplars.

Classroom Projects are step-by-step guides to using InspireData to complete projects in science, mathematics or social studies.

Also included in the Learn to Use section are Educator Examples to track student performance over time, identify classroom trends and support data-driven decision making. These databases assist teachers in conducting parent surveys, assessment score correlations and student test score comparisons.


Developing Data Literacy ResourcesKendall, J.S. and Marzano, R.J. 2008. Content knowledge: A compendium of standards and

benchmarks for K-12 education. Denver, CO: Mid-continent Research for Education and Learning. Online database: http://www.mcrel.org/standards-benchmarks/


The complete table of contents from Developing Data Literacy with InspireData® is included above and on the following page. Lesson plans with gold stars are featured in this excerpt.

TABLE OF CONTENTS

ScienceSun-Earth Connection: What Is the Relationship? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Grades: 4-8 (ages 9-14)

Body Proportions: Are There Predictable Proportions? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Grades: 4-8 (ages 9-14)

Food for Thought: Are We Making Healthy Choices? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Grades: 4-8 (ages 9-14)

Stars In the Sky: How Can They Be Counted? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Grades: 6-8 (ages 12-14)

Signs of a Healthy Heart: How Does Exercise Affect Heart Rate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Grades: 4-8 (ages 9-14)

Laws of Thermodynamics: How Can I Keep My Drink Cold? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Grades: 6-8 (ages 12-14)

Pill Bug Experiment: How Many Pill Bugs Are at the School? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Grades: 6-8 (ages 12-14)

Gravity and the Planets: How Does Distance From the Sun Affect Gravity and Weight? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38


What Lies Beneath: What Are the Patterns of the Periodic Table? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Grades: 9-12 (ages 14-18)

MathematicsUnderstanding Probability: How Do You Find Probabilities Using a Venn Plot? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46


Understanding Stack Plots and Percentages: What Kind of Ice Cream Do We Like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52


Exploring and Analyzing Plot Types: How Healthy Is Your Breakfast Cereal? . . . . . . . . . . . . . . . . . . . . .56Grades: 4-8 (ages 9-14)

Understanding Mean vs. Median: What About the Heavy Alligator? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60Grades: 7-9 (ages 12-15)

Investigating Percent and Angles with Pie Plots: What Is Our Class’s Favorite Sport? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64



TABLE OF CONTENTS

Understanding and Deriving Pi: How Are the Circumference and Diameter of a Circle Related? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68


Using Box Plots to Investigate Data: Are Movie Lengths and Ratings Connected? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72


Survey Design and Sampling Methods: Are the Students at Our School Environmentally Conscious? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76


Correlation and Line of Best Fit: How Are Population, Energy Consumption and Energy Production Related? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82


Social StudiesComparing Countries: How Well Do You Know Your Neighbors? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86


U.S. States: How State Savvy Are You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90Grades: 4-8 (ages 9-14)

Voting on a Class Issue: Can One Vote Make a Difference?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96Grades: 4-12 (ages 9-18)

A Tapestry of Ancient Civilizations: What Are the Common Threads? . . . . . . . . . . . . . . . . . . . . . . . . . . 100Grades: 4-12 (ages 9-18)

Epidemic Proportions: How Did the Great Plague Change Medieval Europe? . . . . . . . . . . . . . . . . . . 104Grades: 5-9 (ages 10-15)

European Immigration: What Motivated the Massive Migration to the U.S.? . . . . . . . . . . . . . . . . . . . 108Grades: 6-12 (ages 11-18)

Population Growth: Is It Under Control or Out of Control? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114Grades: 7-12 (ages 12-18)

National Economies: What Has Been the Effect of War Through History? . . . . . . . . . . . . . . . . . . . . . . .118Grades: 9-12 (ages 14-18)

How Do We Account For the National Debt? The Factors and the Future . . . . . . . . . . . . . . . . . . . . . . .122Grades: 9-12 (ages 14-18)


DescriptionStudents at this age are building awareness of their own growth and development. They can see that they are taller than they used to be and start to wonder how tall they will become. In this lesson, students will collect sample data on the age, height, arm span and forearm length from their classmates and use InspireData to analyze it for patterns and trends.

Instructions1 Explain to students that they will collect

data from their classmates and evaluate it to look for patterns as well as explore the question of whether their findings might apply to a larger population.

2 Divide the class into the same number of groups as there are computers available. Provide each group with a tape measure or meter stick and demonstrate how to collect accurate measurements.

SCIENCES

Body Proportions Are There Predictable Proportions?


McREL Standards:(http://www.mcrel.org/standards-benchmarks)

Nature of Science Uses appropriate tools and

techniques to gather, analyze and interpret scientific data

Knows that although the same scientific investigation may give slightly different results when it is carried out by different persons, or at different times or places, the general evidence collected should be replicable by others

Mathematics Organizes and displays data using

tables, graphs and plots


SCIENCEE

3 Open the Body Proportions database: InspireData Starter>Databases> Science>Body Proportions. Examine the data contained in the Sample Data tab to show students the type of table they will build.

4 Have student groups collect and record data for each student within their group for the following measurements: age, gender, height, arm span, forearm length, hand length, foot length and head circumference.

5 When students are ready to enter their data into a database, select the Database Template tab in the Body Proportions database. Data may be entered directly or by using the Survey or e-Survey tools. For this activity, have students use the e-Survey tool. For more information, refer to: InspireData Starter>Learn to Use>Documentation>Handouts> Learn to Use Surveys.

6 Once all students have entered their data, have each group access the database containing the information for the entire class. Ask students to switch to Plot View and demonstrate how to use the Notes area and create a slide by using the Capture Slide button in the Slide Sorter. Ask students to capture slides, summarize their findings and answer questions in the Notes area. Have the students construct a Stack plot of any of the length-based data attributes. Instruct them to use the Label button to label the data by Name.


7 Is gender also an important variable for the other measurements? Direct the students to create an Axis plot with Gender for the Y axis and a different measure than the one used in their Stack plot for the X axis. Is the pattern what they expected?

8 Encourage students to create additional Axis plots to look for other predictable relationships. For example, does height relate to arm span? Does knowing a person’s forearm length help to predict his or her height?

Assessment Students may be assessed on the care taken in collecting and recording data. Errors will be obvious once the data analysis begins.

Students may also be assessed on thoughtful, reflective analysis of the data and their ability to use the data to draw inferences about its application to a larger population.

SCIENCES


SCIENCEE

AdaptationsConduct a second round of data collection and analyze it to determine if any other body measurements are proportional.

Collect data from adults in the school community, including parents and caregivers. Do the patterns observed for children apply to adults?

Collect data from students in other age ranges to see if the patterns in the data are similar. Combine each group’s data into one table using the Append Data feature. Evaluate the larger population sample as a class activity.


MATHEMATICS

DescriptionOur environment’s health is a topic of great interest and concern in today’s society. In this lesson, students will design a survey that measures the environmental consciousness of students at their school. They will form questions that yield both categorical and numerical results and gain experience validating fields to produce results that can be analyzed graphically and numerically. In addition to learning principles of survey design, students will understand random sampling techniques and issues of sample size and bias. Students will also gain experience in analyzing survey data to draw inferences and conclusions.

Instructions1 Begin by asking the class to estimate

the percentage of students at school that recycle. Most likely, some students will inquire further: Do you mean paper or cans? Does recycling once per week count? Do you mean recycling at home or at school? Encourage these questions and discuss their importance. Ask students if they have ever taken a survey or read a survey in a magazine that had a very unclear question. How does that lack of clarity impact the data?

Survey Design and Sampling Methods Are the Students at Our School Environmentally Conscious?



MathematicsUnderstands basic concepts about how samples are chosen (e.g., random samples, bias in sampling procedures, limited samples, sampling error)

Understands how concepts of representativeness, randomness and bias in sampling can affect experimental outcomes and statistical interpretations

Selects and uses the best method of representing and describing a set of data

Understands that making an inference about a population from a sample always involves uncertainty


MATHEMATICS

2 Explain that they will work as a class to design, conduct and analyze a survey to explore the level of environmental consciousness in the school. Brainstorm activities that someone participates in if they are environmentally conscious.

3 Work together as a class to write clear questions that might be asked to discover other students’ levels of commitment to recycling, for example: “How often do you recycle?” “What materials do you recycle?” “How many paper drink cups (coffee, soda) do you purchase every week?” Develop questions that will yield both categorical and numerical results. For categorical results, develop a list of choices such as “every day,” “1-2 times per week,” etc.

4 From the InspireData Starter screen, open a new database and ask a student to construct the database while the class discusses how fields should be named, defined and validated. Direct students to choose concise names for fields. Define each field as a Number field, Text field, True/False field, etc., as appropriate. Define fields as List fields when it is necessary to allow survey participants to choose more than one answer (paper, plastic, glass, etc.). To validate fields, select the field to validate, and then click the Validation button. For example, in a number field it may be appropriate to accept answers within a specific range of numbers. For a text field, such as Gender, use the gender pre-defined validation list to constrain choices to female and male. Custom lists can also be created so that survey participants select from a specified list of choices.


MATHEMATICS

5 From the Table menu, select Edit Survey and set up the survey so that respondents see a question or prompt. Enter a title, and, if data will be entered using the e-Survey, enter invitation text. To publish the e-Survey, select Publish e-Survey from the Table menu. Refer to InspireData Starter>Learn to Use>Documentation>Handouts>Learn to Use Surveys for more information.

6 Lead a class discussion on how statisticians use random samples from a larger population to describe an entire population. Stress that for the survey to yield valid, reliable results, the sample must be randomly chosen from the population at large. As a class, decide on the population of interest and a data collection strategy to obtain survey responses from that population. Students may decide to conduct a stratified random sample in which a proportionate number of subjects are chosen from each group. In this case, the strata may be grade level and the sample would contain a proportional amount of freshman, sophomore, junior and senior students. As a class, discuss the biases inherent in different sampling methods. What if a student conducting the survey selects a freshman at the Environmental Club meeting? What biases might arise? How might bias be minimized? How many students should be sampled?

7 Divide the data collection responsibilities among teams of students and set a deadline for survey completion. Data can be collected a number of ways, depending on ease and computer availability. Ask participants to take the online e-Survey at http://esurvey.inspiredata.com by providing them with the e-Survey ID that is established once the survey has been published. If laptops are available, students can use them to conduct the survey by having participants enter data using either the local Survey or e-Survey. Alternatively, surveys can be administered on paper and compiled later into the database.


MATHEMATICS

8 After the survey has been administered, divide students into as many groups as there are computers available and have them access the database containing the compiled survey data. Ask each group to create at least eight plots that summarize the survey results. Require that a summary statistic be added to each plot (percentages, mean, counts, etc.). For each plot, students should use the Notes area to record their analysis and then create a slide with the Capture Slide button in the Slide Sorter.


MATHEMATICS

9 Conclude the lesson with a discussion about the effectiveness of the survey design and the random sampling technique. Did the survey results provide enough information to answer the initial question(s) of interest? Are there other questions that students would include if they were to administer the survey again? Do students feel that survey results obtained through random sampling represented the behavior of the larger student population? What factors may have influenced the responses to the survey? Could a change in the survey design or administration lessen any potential bias? Does the data collected represent adolescents in general? If not, how could the survey be altered so that it did?

AssessmentStudent understanding of survey design and random sampling can be assessed during class discussions.

Based on the slides created in Step 8, students can be assessed on their understanding of data representations and statistical analysis. Each group can also make a presentation to the class.


MATHEMATICS

AdaptationsThe slide show that students created in Step 8 could be used as part of a presentation to their class, other classes, parents or community members.

Have students expand their research to ask the same questions to adult teachers and parents. Does age play a role in how people behave?

Each group of students could design different survey questions and set up their own tables. The effectiveness of different questions could be analyzed as groups present their slide shows.

Specify plot types that must be included in the slide show. For example, include at least one Axis plot showing a line of best fit and discuss the meaning of the correlation coefficient.


DescriptionIn the early years of the 19th century, few Europeans immigrated to the United States. Hostilities in Europe, and then the war of 1812, were significant barriers to transatlantic passage. Peace was restored in the Atlantic region in 1815, and this signaled the beginning of a mass emigration that brought more than 30 million Europeans to the U. S. over the next 100 years. Why did so many Europeans leave their homelands? What countries did they come from? What drew the emigrants to the U.S.?

In this lesson, students will use the European Immigration database to help them understand the immigration that took place after 1820. Students will analyze data on the total inflow of European immigrants and their countries of origin and evaluate the change over time. Students will use InspireData to analyze their research for patterns and trends and synthesize their conclusions within a historical context.

SOCIAL STUDIESSS

European Immigration What Motivated the Massive Migration to the U.S.?



World History Understands the experiences and

motivations of European migrants and immigrants in the 19th century

U.S. HistoryUnderstands massive immigration after 1870

MathematicsOrganizes and displays data using tables, graphs and plots


SOCIAL STUDIES

Instructions1 Before getting started, review the geography of Europe and be sure students have a

basic understanding of the terms migration, immigration and emigration. Explain to students that they will use InspireData to help them understand 19th and 20th century European emigration to the U.S.

2 Divide the class into pairs or as many small groups as there are computers available. Direct the students to open the European Immigration database: InspireData Starter>Databases>Social Studies>European Immigration. As a class, examine the first table, which shows the total number of immigrants to the U.S. from all countries and the total number of immigrants from European countries during the years 1821-2000. The time series table has been simplified by listing each decade of data as a year, e.g., 1830 represents data from 1821-1830.

3 Direct students to switch to Plot View and create an Axis plot. Have them click the Plot Options button and choose Instant Plot to create an animated time series of the changes in immigration by year. For more information, refer to: InspireData Starter>Learn to Use>Documentation> Handouts>Learn to Use Time Series.

4 Ask students to describe the trends. Roughly what percentage of immigrants to the U.S. came from Europe over time and what hypotheses do they have that might explain the trends?

5 Direct students to return to Table View and add a new table to the existing database so that they can compute the exact percentage of immigrants from Europe over


SOCIAL STUDIESSS

time. Students should set up columns for Years, Total Immigrants, Immigrants from Europe and % Immigrants from Europe. Data in the first three fields can be copied from the European and Total Immigration table. The fourth field, % Immigrants from Europe, is derived by a simple formula. Tell students to change the Field Type to Formula, and complete the dialog box with the following formula: (‘Immigrants from Europe’/‘Total Immigrants’) *100 and click OK. To simplify the analysis, students may set the format for fixed decimal using the Field Format option.

6 Ask students to switch to Plot View and create an Axis plot with Year on the X axis and % Immigrants from Europe on the Y axis. They may want to label the % Immigrants from Europe to identify each data point. Is there a pattern to the data? Which decade showed the highest percentage of European immigrants? Which decade showed the lowest? What might account for the upward and downward cycles? How does the first decade on the plot, 1821-1830, compare to one of the other decades, such as 1911-1920? Students may explore this plot further by changing the Y axis to Total Immigrants. What does this plot reveal? How does it compare to the first plot?

7 Direct students to examine the Top European Source Countries table which will allow them to compare the immigration statistics for ten countries whose citizens emigrated to the U.S. in large numbers in the 19th and early 20th centuries.


SOCIAL STUDIES

8 Ask the students to switch to Plot View and create an Axis plot. They can then click the Plot Options button and choose Instant Plot to create an animated time series of the immigrants by year for each of the nations. To make the data lines easier to identify, tell students to click the Color by Field button and choose Country. What does the plot reveal? Do nations with similar immigration trends have anything else in common? Is there any period marked by a sharp increase in immigration? What factors might have influenced this? Students should refer to timelines and other resources to help them answer the questions.

9 Tell students to select the record for Ireland by clicking on the icon and choosing the Zoom In option under the Plot menu. Why does the data look so different when it is isolated? Point out to the class that the scale of the Y axis has adjusted to the high and low data points for Ireland, so small changes in the immigrant numbers are much easier to see. When does emigration from Ireland to the U.S. peak? Why did so many people choose to leave Ireland at that time?


SOCIAL STUDIESSS

10 Have the students use the Zoom In feature to evaluate other countries, such as Germany, France and the Soviet Union, and offer an explanation for the data fluctuations. For which countries was economic hardship an impetus for mass migration? For which countries did political unrest trigger emigration? Why did the U.S. appeal to many immigrants? Why did the number of immigrants entering the U.S. decline markedly in the early 1900’s? Conclude the lesson with a class discussion and summary.

AssessmentAssess students on their participation in the class discussion and their ability to draw inferences from the data. Students should be able to correlate immigration data to the social, political, economic and demographic structure of 19th century Europe using sound reasoning and specific examples.

Students may use Inspiration to organize this information and submit an Inspiration diagram as the completed assignment.


SOCIAL STUDIES

AdaptationsHave students use Inspiration to develop a timeline (or section of a timeline) of significant 19th and 20th century events, such as military conflicts, famines and recessions. Specific details might include the Potato Famine, the failed German Revolution, pogroms in Russia, etc.

Students may use InspireData to expand their research to analyze European immigration to other destinations, such as Canada, Australia, South America or within Europe.

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©2008 Inspiration Software, Inc. All rights reserved. Inspiration Software® and InspireData® are registered trademarks and the InspireData design mark is a trademark of Inspiration Software, Inc. All other brands are the property of their respective owners.

InspireData® lesson plan booksDeveloped by educators, InspireData lesson plan books off er standards-aligned lesson ideas to help students learn to think and master key concepts in core curriculum areas. Designed specifi cally to support instruction using InspireData 1.5, the lessons provide practical ideas and step-by-step directions that encourage students’ learning and thinking.

Developing Data Literacy with InspireData® off ers 27 content-rich lessons to help teachers incorporate InspireData into science, mathematics and social studies curriculum. Each hands-on lesson contains step-by-step instructions that can be easily adapted for students in grades 4-12, working individually or in teams.

Also available! InspireData® and Science: Question, Analyze and Predict off ers 20 lesson plans to help students in grades 4-12 develop the skills necessary to collect and analyze data, and predict outcomes. The lessons focus on core content strands including science as inquiry, nature of science, physical sciences, life sciences, and earth and space sciences.

Also available! InspireData® and Social Studies: Explore, Analyze and Understand off ers 20 lesson plans to help students in grades 4-12 explore and analyze data to better understand social studies content. The lesson plans are aligned to McREL standards and focus on the core social studies content strands of history, geography, economics, and civics and government.

Special volume license pricingGet the most out of InspireData and visual learning in your school! Volume license pricing is available for our lesson plan books, helping teachers take advantage of the power of visual learning and improve achievement across the curriculum. When you purchase a volume license, you receive a bound copy of the book and a CD which contains an Adobe® PDF fi le of the lesson plan book. Simply place the fi le onto your server to make the entire book instantly available to your staff .

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Developing Data Literacy with InspireData®Single book $39.95 School-wide license $199

InspireData® and Science: Question, Analyze and PredictSingle book $39.95 School-wide license $199

InspireData® and Social Studies: Explore, Analyze and UnderstandSingle book $39.95 School-wide license $199

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