(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

Hasta este punto en el Grado K, los estudiantes han trabajado intensamente dentro de 10 y a menudo han contado a 30 utilizando el Rekenrek durante la práctica de fluidez. Este trabajo prepara el escenario para este módulo donde los estudiantes aclaran el significado de los 10 y algunos dentro de un número adolescente y extienden esa comprensión para contar hasta 100.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
Up to this point in Grade K, students have worked intensively within 10 and have often counted to 30 using the Rekenrek during fluency practice. This work sets the stage for this module where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

El módulo 1 prepara el escenario para ampliar la comprensión de los estudiantes de las transformaciones explorando la noción de linealidad. Esto conduce al estudio de números complejos y transformaciones lineales en el plano complejo. Los materiales del maestro consisten en las páginas del maestro que incluyen boletos de salida, soluciones de boletos de salida y todos los materiales del alumno con soluciones para cada lección en el módulo 1.

English Description:
Module 1 sets the stage for expanding students' understanding of transformations by exploring the notion of linearity.  This leads to the study of complex numbers and linear transformations in the complex plane.  The teacher materials consist of the teacher pages including exit tickets, exit ticket solutions, and all student materials with solutions for each lesson in Module 1.

The New England Collaborative Data Management Curriculum (NECDMC) project is led by the Lamar Soutter Library at the University of Massachusetts Medical School in partnership with several libraries in the New England region.

NECDMC is an instructional tool for teaching data management best practices to undergraduates, graduate students, and researchers in the health sciences, sciences, and engineering disciplines. Each of the curriculum’s seven online instructional modules aligns with the National Science Foundation’s data management plan recommendations and addresses universal data management challenges. Included in the curriculum is a collection of actual research cases that provides a discipline specific context to the content of the instructional modules. These cases come from a range of research settings such as clinical research, biomedical labs, an engineering project, and a qualitative behavioral health study. Additional research cases will be added to the collection on an ongoing basis. Each of the modules can be taught as a stand-alone class or as part of a series of classes. Instructors are welcome to customize the content of the instructional modules to meet the learning needs of their students and the policies and resources at their institutions

What is this? This is a free and open course designed to nutshell open-resource philosophy as well as encourage instructors to participate in generating, collecting, licensing, and sharing free and modifiable educational resources.

Whew! That was a mouthful. Perhaps a catchier intro is necessary (take your own advice, teacher). Start again.

What is this? This is a free and open course designed to let you in on some cutting-edge ideas for improving student learning while actually reducing your long-term workload and keeping your use of materials legal in the information age.

Too good to be true? Not at all.

With open educational resources, you've got the whole world ready to back you up. Think back on all the times you've thought, "Wow. It would be great if I could just pluck a handout about parallelism out of the ether and use it as I see fit without worrying about getting sued." Now read this: You can with OER, and you don't have to worry about stepping on anyone's copyright toes.

Byte: Sometimes you'll see a sentence or two emboldened like this. These "Bytes" are vital points, so read them!

Depending on your method of operation and internet connection speed, this course should take somewhere between 2 and 3 hours to complete.

In this curriculum module, students in high school life science, marine science, and/or chemistry courses act as interdisciplinary scientists and delegates to investigate how the changing carbon cycle will affect the oceans along with their integral populations.

The oceans cover 70 percent of the planet and play a critical role in regulating atmospheric carbon dioxide through the interaction of physical, chemical, and biological processes. As a result of anthropogenic activity, a doubling of the atmospheric CO2 concentration (to 760 ppm) is expected to occur by the end of this century. A quarter of the total CO2 emitted has already been absorbed by the surface oceans, changing the marine carbonate system, resulting in a decrease in pH, a change in carbonate-ion concentrations, and a change in the speciation of macro and micronutrients. The shift in the carbonate system is already drastically affecting biological processes in the oceans and is predicted to have major consequences on carbon export to the deep ocean with reverberating effects on atmospheric CO2. Put in simple terms, ocean acidification is a complex phenomenon with complex consequences. Understanding complexity and the impact of ocean acidification requires systems thinking – both in research and in education. Scientific advancement will help us better understand the problem and devise more effective solutions, but executing these solutions will require widespread public participation to mitigate this global problem.

Through these lessons, students closely model what is occurring in laboratories worldwide and at Institute for Systems Biology (ISB) through Monica Orellana’s research to analyze the effect CO2 has on ocean chemistry, ecosystems and human societies. Students experiment, analyze public data, and prepare for a mock summit to address concerns. Student groups represent key “interest groups” and design two experiments to observe the effects of CO2 on seawater pH, diatom growth, algal blooms, nutrient availability, and/or shell dissolution.

I have spent the past five or so years giving conference presentations on the topics of learning disabilities, technology, use of visuals and media. I am a seasoned teacher of Adult Basic Education within Corrections.
I am hoping that someone can find a few ideas here they may want to build into their own curriculum.
These are PowerPoint collections mostly.
The conferences I shared them at were CEA, or Correctional Education Association and our State GED / Literacy Conference.

While essays and research papers are likely the most common types of writing assignments you’ll receive in college, more and more, students are being expected to write in digital environments. In the 21st century, you’re likely to be asked to create a PowerPoint or Prezi to present the main points of your research paper, or you may be asked to create an electronic portfolio to share all of your work for a semester. Students in online classes will write discussion board posts every week, and some professors are even replacing some of your traditional essay assignments with assignments like photo essays or video essays.

The OER Toolkit aims to improve equitable access to open learning resources and services to college students by providing a province-wide academic support platform for faculty to use while designing courses and assignments. The Toolkit is a one-stop guide to open educational resources, providing faculty and library staff with tools and information to understand, engage with, create, and sustain OER in their work and practice.

The Toolkit is designed to be used by anyone involved with OER at an academic institution, whether you are part of a team that is collaborating to create OER, a library staff member who is supporting OER development and use, an advocate for OER at your institution, or an instructor seeking to incorporate OER and open pedagogy in the classroom. The primary purpose of this Toolkit is to support faculty and library staff at Ontario colleges; however, it is openly available for use beyond the Ontario college community.

"Open textbooks are textbooks that have been funded, published, and licensed to be freely used, adapted, and distributed. These books have been reviewed by faculty from a variety of colleges and universities to assess their quality. These books can be downloaded for no cost, or printed at low cost."

This resource is intended as a module for graduate students in health sciences fields such as medicine, nursing, and public health, and librarians who work in these and related fields. The assignment will briefly review the literature on the three main themes (open access, social justice, and health equity) to provide background on the topic. Following this overview, students will break into groups, and each group will be given a topic with questions to spark discussion on the subject. Questions such as "Historically, how has access to health information created benefits or barriers to users?" or "When thinking about medical research, what stakeholders are concerned about open access and why?" Each group will select a notetaker to keep track of the responses, and time will be given in class to report out and have a wider discussion with each other. The materials provided include an optional pre-reading assignment, slide deck, lesson plan, and a sample comprehension check.

These resources are also available at https://scholarworks.iupui.edu/handle/1805/26714

In this optional activity, students analyze maps of wind patterns from three levels in the atmosphere in order to infer global atmospheric circulation patterns and their role in balancing the radiation budget they established in Units 4 and 5. The main activity is a jigsaw in which students explore a single map on their own prior to class, confer with their classmates in specialty groups, and then synthesize atmospheric circulation for an assigned latitudinal zone. In these synthesis groups, students create maps and cross-section concept sketches to use in a full class discussion at the end of class. A follow-up assignment asks students to infer the relationship between global atmospheric circulation patterns and precipitation and then predict possible consequences of changes in these patterns due to global warming.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

The Oral History of Criminology Project preserves and shares the accounts of prominent scholars of their role in shaping the evolution of the field. Through the use of taped interviews, an enduring record—an “oral history”—is established of how personal, social, historical and professional influences intersected to give rise to criminology’s landmark ideas and initiatives.

Take a breath — where does the oxygen you inhaled come from? In our changing world, will we always have enough oxygen? What is in water that supports life? What is known? How do we know what we know about our vast oceans? These are just a few of the driving questions explored in this interactive STEAM high school curriculum module.

Students in marine science, environmental science, physics, chemistry, biology, integrated science, biotechnology and/or STEAM courses can use this curriculum module in order to use real-world, big data to investigate how our “invisible forest” influences ocean and Earth systems. Students build an art project to represent their new understanding and share this with the broader community.

This 4-week set of lessons is based on the oceanographic research of Dr. Anne Thompson of Portland State University in Oregon, which focuses on the abundant ocean phytoplankton Prochlorococcus. These interdisciplinary STEAM lessons were inspired by Dr. Thompson’s lab and fieldwork as well as many beautiful visualizations of Prochlorococcus, the ocean, and Earth. Students learn about the impact and importance of Prochlorococcus as the smallest and most abundant photosynthetic organism on our planet. Through the lessons, students act as both scientists and artists as they explore where breathable oxygen comes from and consider how to communicate the importance of tiny cells to human survival.

This module is written as a phenomenon-based, Next Generation Science Standards (NGSS) three-dimensional learning unit. Each of the lessons below also has an integrated, optional Project-Based Learning component that guides students as they complete the PBL process. Students learn to model a system and also design and evaluate questions to investigate phenomena. Students ultimately learn what is in a drop of ocean water and showcase how their drop contributes to our health and the stability and dynamics of global systems.

This module consists of a PowerPoint presentation, labs, and syllabus designed to enhance automotive electrical courses with HEV technologies and was developed through seed funding from the CAAT. The PowerPoint provides a general overview of HEVs and the technologies powering them

LEARNING OBJECTIVE: Identify and distinguish between a parameter and a statistic.

LEARNING OBJECTIVE: Explain the concepts of sampling variability and sampling distribution.

In Part 1 of this unit, students will develop protocols for the collection of sensory data to address a guiding question. The data collected will consist of scents or sounds. The advantage of using sensory data is that students are equipped with the analytical equipment (ears and nose) and are familiar with its use. However, students may not have taken the time to consider the variety of perceptions that occur within a group of people who are sharing a sensory experience and the impact that variation can have when attempting to collect objective data to help characterize environmental problems.
Protocols are necessary to ensure consistency of data between collection points and between data collectors, and to link data collected to a research question. Protocols also serve as a record of the methodology used by an investigator that may be subject to scrutiny by subsequent data users or by anyone reading or using a report containing the data. Data collection in all scientific fields may be collected using protocols common within the field or developed by an investigator for use in a specific study.
Because sensory data is inherently qualitative and subjective, students will need to develop methods of quantification that ensure as much objectivity as possible. Likewise, scientists collecting field data may need to develop unique protocols that ensure that field data is collected in as objective a manner as possible.
Ideally, the unit will span two class sessions to allow for the gradual development of a data collection protocol and field plan.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In Part 2 of this unit, student groups will plan and execute the field collection of sensory data (scents and/or sounds) using previously developed data collection protocols. The advantage of using sensory data is that students are equipped with the analytical equipment (ears and nose) and are familiar with its use.
Class time will be devoted to developing a field investigation plan. Students will create guiding questions and choose a study area, develop or obtain maps of the study area, assign field roles to group members, and develop a timeline for completion of fieldwork. The plan will need to ensure proper execution of data collection protocol, a clear record of the data collected, and a record of field conditions.
Careful planning of fieldwork is important to ensure that the time in the field is utilized efficiently and effectively and that the data collected meets the intended requirements. Likewise, an environmental professional (such as a geoscientist) undertaking an environmental investigation would need to develop a field investigation plan to meet the needs of the investigation.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This text provides an overview of personal finance, containing topics on financial planning, buying a home, risk management, budgeting, investing, and career opportunities. This text is being used for an upper-division Consumer Economics course at the University level.

I have a fact sheet that has been helpful for me in explaining Phonics/ Phonemes/ Graphemes/ Phonemic Awareness/ Phonological Awareness.
I have several mini-books here that you can print for ESL/ LEP/ severe ABE students to learn basic vowel sounds.
Long/Short Vowel books is what I have here.
I have also added a few PowerPoints that i created with cc images that you can use to put up to encourage spelling/ phonemic skills.
Hope something here is helpful for you!!

This resource gives information about our solar system which is made up of the sun, planets and all the amazing objects that travel around it. Information about the plant sizes, distances in the solar system and the size and shape of orbits is also explained. The universe is filled with billions of star systems. And the star system we are most familiar with is our own.