This short video and interactive assessment activity is designed to teach second graders an overview of subtraction (numbers up to 10).

This short video and interactive assessment activity is designed to teach second graders about subtracting by counting backward with pictures.

This course features a video review and an assessment practice of subtracting by crossing out with pictures for word problems. It is aimed at first grade math students.

This short video and interactive assessment activity is designed to give fourth graders an overview of addition (sums to 1,000).

This short video and interactive assessment activity is designed to teach second graders an overview of addition (sums to 1,000).

This short video and interactive assessment activity is designed to teach third graders an overview of addition (sums to 1,000).

The SFTool is a robust, practical and engaging resource for facility managers, purchasing agents, designers, tenants, and the general public to understand why sustainability matters and how to take practical steps to create healthier, more comfortable, high-performance workplaces. SFTool explains sustainable options and enables informed decision-making by making it easy to learn about sustainability topics, view planning strategies, explore virtual spaces, identify federal sustainability requirements, practice managing a building, read case studies and share knowledge.

This quiz is part of the first unit of the course. The text of two examples quizzes is below, and of course you would want to change the questions and answers to reflect the policies and important points of your own course.

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Self Test: Course Guidelines
Correct answers are in italics.

Attendance in this course is

optional
required three times a week
required once per week
required once per module

Attendance

does not count toward the grade
counts for 10% of the overall course grade

The most valuable part of the course in terms of point value is

written assignments
discussions
final project

You may contact me by

sending a private message
using the course email
using private email
using Skype
arranging a time to talk on the phone
all of the above

Answers to the written questions at the end of each module

should be based on the textbook only
can be answered by pasting in text from Wikipedia
can be answered with information from a combination of the textbook and credible web sites

Pasting in text from a web site to answer written questions is

a great time-saver
OK if it's from a credible or a recommended site
allowed if you give credit to the author
explicitly not allowed, and will result in zero points being awarded

Answering written questions using text that is verbatim (or nearly so) from the textbook is

helpful if it answers the question exactly
OK if you put quotations around the text
explicitly not allowed, and will result in zero points being awarded

True or false: Answers to written assignment questions have to be composed entirely in your own words.

True
False

If you use information (not exact text) from the textbook or web sites to answer written assignment questions, you need to

be thankful that you found the answers
give the URL of the website and the page number from the textbook

The best way to earn a high grade in the discussions is to

post a lot
write posts that contain relevant content
post something you think the instructor will agree with

Writing a discussion post that is based on your opinion

can be a good way to jump into the discussion
is especially relevant if you have direct personal or professional experience with the topic
is not worth as many points as a more substantive post that you researched from other sources
should not be the only type of post you make
all of the above

If you don't like science you should

suffer through this course and hope for a C
try to change your personality so that you do like science
understand that even though this is a science course, it mostly deals with aspects of everyday life that most people find to be quite interesting

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Example Syllabus Quiz
Mel Huff, Geology & Environmental Science Faculty, NEO A&M College
Correct answers are in italics.

Feel free to change the answers to fit your particular course. In addition, I change the questions from semester to semester if the previous class had struggled understanding or remembering part of the syllabus. These questions are the ones that I repeatedly get asked throughout each semester, even though the answers are stated in the syllabus as well as other locations in the course.

1. How often should you log into this class?

Once a month or less
Never
At least once per week
Every few weeks or so

2. I will be able to turn in late homework.

True
False

3. I will be able to make up an exam.

True
False

4. I have to pass lab to pass the class.

True
False

5. How will exams be taken?

Via D2L
We don't have exams in this class
proctored

6. I don't have to respond to EVERY discussion

True
False

7. How will labs occur? (select all that apply)

We don't have labs for this class
We will meet during 2 Saturday sessions to do labs
Lab is optional for this class
I will download instructions and do labs on my own

8. What is the purpose of the tentative schedule listed at the end of the Syllabus?

To keep me on track for finishing the course
So that I have an idea of what we will be covering
I have no idea
It has no purpose

9. Which of the following will you be able to drop one of? (select all that apply)

homework
lab
discussion response
exam

(I also add in a few short answer responses and have them name some things that are environmentally friendly or geological in nature (depending on the course) just to get them thinking about the class.)

Teaching Tips
Adaptations that allow this activity to be successful in an online environment

This assignment replaces the first day of class when you jump up and down and reiterate how important it is that students know the course policies.

Elements of this activity that are most effective

The effectiveness of a syllabus quiz depends on the students' abilities to remember information and pick out what is important. I have used my quiz for several years. For the most part, I believe it is very effective (even in a face 2 face class) as it forces students to focus on the points I have deemed most important. That said, I still get a few students asking if they can make up an exam, for example. When I remind them about the rules in the syllabus, generally their response is that they have a hard time remember what rules/syllabus go with each course. It is my opinion that students in an online course know and remember the rules a lot better.

Recommendations for other faculty adapting this activity to their own course:

Obviously you can adapt this quiz to the particulars of your own course. I change the questions from semester to semester if the previous class had struggled understanding or remembering part of the syllabus. These questions are the ones that I repeatedly get asked throughout each semester, or ones that students get surprised by.

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The newly emerging field of Systems Geobiology requires linkage of biological processes with geological processes across broad scales of time (nanoseconds to eons) and space (nanometers to light years). Students are asked to specifically identify the scales of time and space across which Systems Geobiology research needs to be completed. They do this by making direct observations of a field photograph taken at Mammoth Hot Springs in Yellowstone National Park. Students then translate 10 of their observations onto Powers of 10 charts. This is followed by a class discussion of their results on topics such as: What is missing? How will these analyses be synthesized across such broad scales?

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This is a challenge-based activity set designed to have students explore and research the Magnetospheric MultiScale Mission (MMS). Students will explore the purpose and relevance of the mission as well as the scientific methodologies. Activities include application of the scientific method, problem solving strategies, research, collaboration, critical thinking and communication. Links to resources and appropriate web 2.0 tools are provided through a shared livebinder.

This lesson plan focuses on the concepts of atomic number, mass number, isotope, and nuclear atom. A student quiz is included as an assessment instrument. This resource is from PUMAS - Practical Uses of Math and Science - a collection of brief examples created by scientists and engineers showing how math and science topics taught in K-12 classes have real world applications.

This is an online set of information about astronomical alignments of ancient structures and buildings. Learners will read background information about the alignments to the Sun in such structures as the Great Pyramid, Chichen Itza, and others. Next, the site contains 10 short problem sets that involve a variety of math skills, including determining the scale of a photo, measuring and drawing angles, plotting data on a graph, and creating an equation to match a set of data. Each set of problems is contained on one page and all of the sets utilize real-world problems relating to astronomical alignments of ancient structures. Each problem set is flexible and can be used on its own, together with other sets, or together with related lessons and materials selected by the educator. This was originally included as a folder insert for the 2010 Sun-Earth Day.

This short video and interactive assessment activity is designed to teach third graders an overview of before and after (time).

This short video and interactive assessment activity is designed to teach second graders an overview of before and after (time).

This short video and interactive assessment activity is designed to teach fourth graders about telling the time - before and after.

This investigation uses the relationship between volume and temperature to reinforce the ideal gas law. It also uses the data collected to find absolute zero.

This short video and interactive assessment activity is designed to give fourth graders an overview of tessellations.

This short video and interactive assessment activity is designed to give fifth graders an overview of tessellations.

This short video and interactive assessment activity is designed to teach third graders an overview of tessellations.