Sharing Science With Film: A Guide to Student Productions is a guide for educators, and provides a how-to manual for instructing youth on how to produce short films.

This is the last Module of the course on Open Access for researchers. So far you have studied about Open Access, its history, advantages, initiatives, copyrights and licensing, evaluation matrix for research – all in the context of scholarly communication. In this Module with just two units, we would like to help you share your work in Open Access though repositories and journals. At the end of this module, you are expected to be able to:
- Understand the publication process involved in dissemination of scholarly works;
- Choose appropriate Open Access journals and repositories for sharing research results;
- Use social media to promote personal research work and build reputation.
In Unit 1, we discuss the research publication process at five stages – planning stage, preparing stage, pre-publication stage, publication stage and postpublication stage. We emphasize the importance of social media in sharing and making your work visible to the target groups.
In Unit 2, we focus on sharing your research through OA repositories and Journals. First we discussed the different types of repositories to select and highlighted the steps that you may consider including deposit in your own institutional repositories or in global open repositories. We then discuss the sources of finding and deciding on OA journals. This unit also provides guidance on choosing the right OA journals, as the quality of OA journals is often questioned.
This is Module Five of the UNESCO's Open Access Curriculum for Researchers.
Full-Text is available at http://unesdoc.unesco.org/images/0023/002322/232211E.pdf

This course outline is designed for a Level 7 advanced communication course at Portland Community College. It addresses listening, speaking, pronunciation, and presentation skills within the theme of entrepreneurship by drawing inspiration from the TV show “Shark Tank” and its various incarnations in other languages/countries around the world.

The curriculum is designed for a term of 8 weeks. Each class period is 3 hours long, and the class meets twice weekly for a total of 16 class periods plus final exam. During the course, students complete several projects:

*a survey of people outside of class
*a report to the class about the survey results
*a video commercial for a new product
*a live pitch for a new product to a panel of guest “sharks”

The course outline links to all supporting materials in the form of Google Docs, Google Forms, Google Slides, Quizlets, YouTube videos, etc.

In this activity, students read short stories and create presentations in multiple media to share in a Short Story Fair. At the fair, students explore and respond to the displays.

The Great Depression had an enormous impact on theatre across the United States. Productions decreased dramatically, audiences shrank, and talented writers, performers, and directors fled the industry to find work in Hollywood. But despite adversity, the show went on. The public construction projects of the Works Progress Administration built new theaters in cities across America. The Federal Theatre Project was established to fund theatre and performances across the country providing work to unemployed artists. This influx of new artists had transformed the industry, opening theatre to new voices, themes, and audiences. This exhibition explores these Depression-era changes and their impact on American theater. This exhibition was created as part of the DPLA’s Digital Curation Program by the following students as part of Professor Anthony Cocciolo's course "Projects in Digital Archives" in the School of Information and Library Science at Pratt Institute: Kathleen Dowling, Laura Marte Piccini, and Matthew Schofield.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text, "Sing to the Stars." Ephram loves to play the violin, and when he discovers that a blind neighbor was once a musician, but stopped playing the piano due to a family tragedy, he encourages the man to return to his music. Each encourages the other, and they perform together at a community concert.

Through this unit, written for an honors anatomy and physiology class, students become familiar with the human skeletal system and answer the Challenge Question: When you get home from school, your mother grabs you, and you race to the hospital. Your grandmother fell and was rushed to the emergency room. The doctor tells your family your grandmother has a fractured hip, and she is referring her to an orthopedic specialist. The orthopedic doctor decides to perform a DEXA scan. The result show her BMD is -3.3. What would be a probable diagnosis to her condition? What are some possible causes of her condition? Should her daughter and granddaughter be worried about this condition, and if so, what are measures they could take to prevent this from happening to them?

This unit uses the slinky seismometer as a means of studying physics concepts such as waves, sound and the speed of sound vs speed of light, resonance, electricity and magnetism, Lenz Law and magnetic dampening (backwards engineering). Students experiment with the basic parts of the seismometer and either build or connect the seismometer to the internet to take and upload data.

The first lesson page of a larger website with Creative Commons-licensed materials for the beginning student. This might particularly be useful to the classroom teacher looking for a quick start and free resources to support a unit and lesson plans for adding an instrumental performance activity to a general music classroom.

Soil Carbon STEM Kit. The Natural Sciences Education & Outreach Center collaborates with CSU faculty, National Parks and citizen science programs to translate their current scientific research into unique STEM experiences for students in the form of Educational Kits that can be checked out. Each kit contains just about all of the materials needed (minus common things like water and paper towels) to explore some really interesting scientific research topics.The kits are available for teachers and informal educators in Colorado to check out for a duration of a week by submitting either a local pickup form or a delivery form available at the linked website. https://www.youtube.com/watch?v=AVNHtSSSa8c This kit is provided free for educational use. This kit is available in Spanish also at the link provided. .

Solar Cars STEM Kit. The Natural Sciences Education & Outreach Center collaborates with CSU faculty, National Parks and citizen science programs to translate their current scientific research into unique STEM experiences for students in the form of Educational Kits that can be checked out. Each kit contains just about all of the materials needed (minus common things like water and paper towels) to explore some really interesting scientific research topics.The kits are available for teachers and informal educators in Colorado to check out for a duration of a week by submitting either a local pickup form or a delivery form available at the linked website. This kit is provided free for educational use. This Kit is available in Spanish.

The SDO curriculum teaches students through self-directed solar explorations and encourages them to be engaged learners in order to understand the science of our Sun and to apply the knowledge they gain to solve tomorrow’s solar situations.

An introduction to our solar system the planets, our Sun and Moon. To begin, students learn about the history and engineering of space travel. They make simple rockets to acquire a basic understanding Newton's third law of motion. They explore energy transfer concepts and use renewable solar energy for cooking. They see how engineers design tools, equipment and spacecraft to go where it is too far and too dangerous for humans. They explore the Earth's water cycle, and gravity as applied to orbiting bodies. They learn the steps of the design process as they create their own models of planetary rovers made of edible parts. Students conduct experiments to examine soil for signs of life, and explore orbit transfers. While studying about the International Space Station, they investigate the realities of living in space. Activities explore low gravity on human muscles, eating in microgravity, and satellite tracking. Finally, students learn about the context of our solar system the universe as they learn about the Hubble Space Telescope, celestial navigation and spectroscopy.

Students learn the connections between the science of sound waves and engineering design for sound environments. Through three lessons, students come to better understand sound waves, including how they change with distance, travel through different mediums, and are enhanced or mitigated in designed sound environments. They are introduced to audio engineers who use their expert scientific knowledge to manipulate sound for music and film production. They see how the invention of the telephone pioneered communications engineering, leading to today's long-range communication industry and its worldwide impact. Students analyze materials for sound properties suitable for acoustic design, learning about the varied environments created by acoustical engineers. Hands-on activities include modeling the placement of microphones to create a specific musical image, modeling and analyzing a string telephone, and applyling what they've learned about sound waves and materials to model a controlled sound room.

This unit begins by introducing students to the historical motivation for space exploration. They learn about the International Space Station, including current and futuristic ideas that engineers are designing to propel space research. Then they learn about the physical properties of the Moon, and think about what types of products engineers would need to design in order for humans to live on the Moon. Lastly, students learn some descriptive facts about asteroids, such as their sizes and how that relates to the potential danger of an asteroid colliding with the Earth.

This exhibition explores the Gold Rush—a group of related gold rushes to Western territories in the second half of the nineteenth century—and its impact on American history and culture. Catalyzed by the discovery of gold the Sierra Nevada in 1848, gold fever would persist for decades, attracting migrants looking to stake their claims to increasingly northern and eastern destinations—from the Rocky Mountains in present-day Colorado, Idaho, Wyoming, and Montana to the Yukon Territory and present-day Alaska by the 1890s. This exhibition was created as part of the DPLA’s Digital Curation Program by the following students as part of Professor Krystyna Matusiak's course "Digital Libraries" in the Library and Information Science program at the University of Denver: Heidi Buljung, Chelsea Condren, Rachel Garfield-Levine, Sarah Martinez, Liz Slaymaker-Miller, Chet Rebman, and Brittany Robinson.

This unit is a multidisciplinary unit created for a high school math classroom, designed to combine statistics and hydrology. In this unit, students will learn about the water cycle and water budgets within the watershed. The unit starts with learning about basic budgeting in a watershed, comparable to financial budgeting, and expands to creating linear regressions based on the relationship between precipitation, discharge, and evapotranspiration in a watershed system. Students will be able to synthesize the information they learn about the watershed to learn about topics such as graphing points, lines, creating scatterplots, and creating linear regressions for the line of best fit. By teaching statistics through the lens of the watershed, the primary objective is to facilitate active, engaged learners who understand how math can be usefully applied to various contexts in the world around us while gaining a deeper appreciation for the water resources on Earth.

This was designed for a Geometry classroom, but could be modified for Pre-Algebra- Statistics based on student needs and interest level.

Students analyze personal homepages, as well as a character in a book they have read, and then create a homepage for the character.

People make the past come alive as students research and then share stories about famous Americans who promoted democratic ideals.

Students are introduced to the genre of multimedia presentations through a review and analysis of online presentations. They then apply what they have learned to create their own multimedia presentations.