Average inquiry level: Structured
This lab activity provides an introduction to rock classification. Classification is useful because it allows scientists to identify patterns and organize information. In this lab, students investigate rocks by developing their own classification schemes. They then learn how scientists classify rocks, and make connections to rock formation processes. This lab is designed for face-to-face instruction.
Learning objectives for this lab activity:

Identifying types of observations that are useful in identifying rocks
Categorize rocks based on observable physical characteristics, and explain why classification is an important aspect of science
Classify rocks as sedimentary, igneous, or metamorphic, and justify why each rock is included in its classification group
Reflect on how their classification schemes compared to the one used by geologists

Key words:rock classification, observation, identification, inquiry, igneous rocks, sedimentary rocks, metamorphic rocks, jig-saw activity

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The Sierra Club has defined an issue that the Environmental Hydrogeology class will help address in this project: most of the surface waters in Memphis are under fish advisories and yet a portion of the population still subsistence fishes from these waters. Our main product we will produce for Sierra Club is a map of fishing sightings based on survey data we collect during the semester and a proposed sampling strategy to assess potential pollutants based on the knowledge the students gain in field and lab activities. We will also provide information on the percentage of survey participants that are aware of pollution issues in the local waterways and percentage that would be detered from fishing if they saw a sign. At the end of the semester, the students will hold an art contest to design better fish advisory signs, and designs will be made available to Sierra Club and the TN Dept. of Environment and Conservation.

Prior to beginning these activities, the students will have created a base map of Memphis in GIS during a previous lab and used it to consider questions of pollutant runoff from various urban spaces such as golf courses, roads, shopping centers, and City parks. (The instructions for this activity are included in the other materials section below under Creating a Base Map in GIS (Microsoft Word 2007 (.docx) 30kB Feb7 10).) The base map will be used throughout the activities as field data and information from interviews/surveys are collected and added to the map for subsequent consideration of possible environmental justice issues.

The lab activities outlined require the students to conduct grain size analyses using samples that community members provide to them, calculate hydraulic conductivity, measure infiltration rates in the community, estimate impervious surfaces within the community, and subsequently model the transport of water within that community. Results of their work will be conveyed back to the community both through personal contact and via the Wiki page the students produce. Students will base their sampling recommendations by generalizing the concepts learned from these activities (and others during the semester) to apply the course material to the service project. The final map of sighting and recommendations for Sierra Club requires the students to apply concepts from previous activities and will be completed during the lab activity: Mapping survey results.

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Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards.

Throughout this unit, students test pushes and pulls. They apply their understanding of forces to solve an engineering problem to design a game that requires players to move their tennis ball within given rules.

Korean Through Folktales consists of four chapters and each centers on a famous Korean folktale. The lessons and values that famous folktales teach are embedded and permeated in various aspects of the Koran culture. Using folktales in the curriculum will provide an engaging way to expose students to a slice of the target culture that native Koreans are naturally exposed to at an early age. Through the selected folktales and various activities offered in the book, students can gain cultural knowledge and insights into traditional and cultural values while they are given linguistic lessons to reinforce their acquired skills and to apply the learned materials in an integrated approach.
Korean Through Folktales is designed to accompany 1st-year, 2nd-year, and 3rd-year Korean courses offered at Portland State University. However, any Korean teacher can adopt this book to supplement his/her course materials at elementary, intermediate, and advanced levels.
There are four chapters in the book. Each chapter will note main themes of a widely known folktale introduced in the chapter, followed by the links to several videos to watch and get a gist or a background of the story. The ensuing section will introduce important elements and symbolism embedded in the story so as to provide insights and to enhance the depth of appreciation. After that, three versions of the folktale are presented for different levels, followed by grammar lessons, exercises, and tasks.
Traces of folktales and allusions to them are evident in cultural products that many students enjoy, such as dramas, movies, and music. Therefore, knowledge in folktales will help students make cultural connections as well as enrich their experience of learning the Korean language.

Students gain first-hand experience with the steps of the scientific method as well as the overarching engineering design process as they conduct lab research with the aim to create a bioplastic with certain properties. Students learn about the light mechanism that causes ultraviolet bead color change, observe the effect of different light waves on a phosphorescence powder, and see the connection between florescence, phosphorescence and wavelength. Students compose hypotheses and determine experimental procedure details, as teams engineer variations on a bioplastic solid embedded with phosphorescence powder. The objective is to make a structurally sound bioplastic without reducing its glowing properties from the powder embedded within its matrix. Groups conduct qualitative and quantitative analyses of their engineered plastics, then recap and communicate their experiment conclusions in the form of a poster, slides and verbal presentation. As an extension, teams make their own testing apparatuses. As a further extension, they combine all the group results to determine which bioplastic matrix best achieves the desired properties and then “manufacture” the optimum bioplastic into glowing toy figurine end products! Many handouts, instructions, photos and rubrics are provided.

The volume is designed specifically for language teachers who are turning toward content-based instruction to promote content learning and language learning in their classes. Through the exploration of topics related to civic education, language teachers can help their students master English and simultaneously become more knowledgeable citizens of the world. The combination of improved language skills and increased knowledge can enhance students' studies, work, and ability to become more active and conscientious participants in their communities.

In this lesson, students will learn about the life cycle of an apple tree and sequence the stages of development. Includes activity instructions, extension activities, songs, and student worksheet.

NGSS: K-ESS3-1, 1-LS1-1

Time: 30 minutes

Materials: "Apples Grow on Trees" or other book about apples, apple life cycle student worksheet, glue sticks.

Students make their own design decisions about controlling the LEDs in a light-up, e-textile circuit, plush toy project that they make using LilyPad ProtoSnap components and conductive thread. They follow step-by-step instructions to assemble a product while applying their own creativity to customize it. They first learn about the switches—an on/off switch and a button—exploring these two ways of controlling the flow of electric current to LEDs and showing them the difference between closed and open circuits. Then they craft their creative light-up plush pals made from sewn and stuffed felt pieces (template provided) that include sewn electric circuits. Through this sewable electronics project, students gain a familiarity with microcontrollers, circuits, switches and LEDs—everyday items in today’s world and the components used in so many engineered devices.

Open Educational Resources (OER)
OERs are openly licensed materials that are useful for instructors and students. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, and other materials used to support access to knowledge.
Overview of Open Educational Resources
OER Textbooks Used at MVCC
OER Textbook Collections
Open Courses
OER Images
Other OER materials
Copyright and Creative Commons
Research on OER
OER by Discipline
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Anatomy & Physiology
Lumen Learning A&P open course
Anatomy & Physiology - OpenStax
WISC-Online Health Science Learning Objects
Open Learning Initiative: A&P I & II
Applied Science, Engineering
AC Electrical Circuits Workbook
Embedded Controllers Using C and Arduino Lab Manual 2e
This lab manual introduces embedded controller systems using the Arduino hardware platform and the C programming language. It is intended for students in Electrical Engineering and Electrical Engineering Technology programs at the Associate and Baccalaureate levels.
Embedded Controllers Using C and Arduino Textbook 2e
Lab Manual for AC Electrical Circuits
This is a laboratory manual covering AC electrical circuits, typically a first year course for students in an Electrical Engineering Technology program (AAS or BS). It begins with basic RL and RC circuits and progresses through phasors to AC series, parallel and series-parallel circuits. Includes exercises involving Superposition, Thevenin's Theorem, Maximum Power Transfer Theorem, and series and parallel resonance.
Lab Manual for Computer Programming with Python and Multisim 3e
Lab Manual for DC Electrical Circuits
It begins with basic lab introduction and progresses through Ohm's Law to series, parallel and series-parallel circuits. Includes exercises involving Superposition, Thevenin's Theorem, Mesh and Nodal Analysis, Maximum Power Transfer and concludes with an introduction to capacitors and inductors.
Lab Manual for Operational Amplifiers & linear Integrated Circuits 3e
Lab Manual for Semiconductor Devices: Theory and Application
Operational Amplifiers and Linear Integrated Circuits Textbook 3e
Topics include negative feedback, comparators, voltage amplifiers, summing and differencing amplifiers, high speed and high power devices, non-linear circuit applications, regulators, oscillators, integrators and differentiators, active filters and AD/DA conversion
Semiconductor Devices: Theory and Application Textbook
Wisc Online: Manufacturing & Engineering Learning Objects
Biology
Lumen Learning Open Biology I
Lumen Learning Biology I Lab Manual
Biology - OpenStax
Concepts in Biology - OpenStax
Biofundamentals - online course through the University of Colorado
Intro to Biology lectures - MIT
Khan Academy - Biology
Phet Simulations
PLOS Biology Publications
Summer learning activity student example
Summer learning activity rubric
Summer learning activity student and instructor instructions
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Chemistry
The Basics of General, Organic and Biological Chemistry
Chem 101 - Saylor
ChemCollective
Introductory Chemistry
David W. Ball of Cleveland State University brings his new survey of general chemistry text, Introductory Chemistry. This book is intended for a one-semester introductory or preparatory chemistry course. Throughout the chapters, David presents two features that reinforce the theme of the textbook, that chemistry is everywhere.
Khan Academy - Chemistry
Lumen Learning Chemistry open course
Lumen Learning Chemister Lab Manual
OpenChemistry Lectures - UC Irvine
OpenChemistry features a series of video lectures spanning courses including Preparation for General Chemistry, Organic, Physical, and Graduate level Chemistry among others. These videos are well organized with the topics covered in each listed beside their titles.
Organic Chemistry - MIT
Organic Chemistry - MIT
Phet Simulations
Principles of Chemical Science - MIT Lectures
This course provides an introduction to the chemistry of biological, inorganic, and organic molecules. The emphasis is on basic principles of atomic and molecular electronic structure, thermodynamics, acid-base and redox equilibria, chemical kinetics, and catalysis.
Thermodynamics and Chemistry
Thermodynamics and Chemistry is designed primarily as a textbook for a one-semester course in classical chemical thermodynamics at the graduate or undergraduate level. It can also serve as a supplementary text and thermodynamics reference source.
WISC-Online Chemitry Learning Objects
Earth Sciences
Lumen Learning Earth Sciences
Courses include: Geology, Earth Science, & Geography
Phet Simulations
WISC-Online Earth Science Learning Objects
Health and Nutrition
Lifetime Fitness and Wellness - SUNY OER course
Disease Prevention and Healthy Lifestyles
Contemporary Healthy Issues
Physics
Khan Academy - Physics
Intro to Mechanics - Saylor
Intro to Electromagnetism - Saylor
PH151 & PH152: General Physics
Phet Simulations
WISC Online Physics Learning Objects

This activity introduces students to Greenland ice-melt data derived from passive microwave remote sensing between the years 1979 and 2007. Students make a quantitative comparison between the two years using the mapping program ArcGIS. Students are provided with NASA raster images in GeoTiff form that show Greenland ice melt extent over two of the years on record (1979 ad 2007). Students then draw polygons over these raster files and calculate a change in area between the years on record. While tools exist in ArcGIS to quantify the extent of ice melt using the raster images themselves, drawing polygons is an important and often little-practiced skill in ArcGIS, and is therefore the focus of this activity. This activity can also be modified for more advanced map-makers working with raster files, who need practice using additional tools in the Arc Toolbox. However, raster calculations are not generally a skill covered in an introductory GIS course.
The activity is meant to reinforce important map-making skills (like drawing polygons and creating new geodatabases) using a data set that explores a real-world application of ArcGIS for Earth Science students. While any two (or more!) years on record can be used, 1979 and 2007 have been used to explore extremes in the data. You can learn more about the data set and the GeoTiff images here: http://nsidc.org/greenland-today/. The activity was designed for students with prior mapping skills, but can be modified for those who have little to no mapping experience (step by step instructions can be provided, upon request).

The Mathematics of Nutrition Science is a workbook designed to integrate and contextualize developmental mathematics into an introductory college level Nutrition class. Definitions and skills from Community College Level Elementary Algebra and Quantitative Literacy courses are explained through examples analyzing the nutritional content of different foods. The book contains exercises for students to practice these skills, and also to reflect on the concepts through short writing assignments aligned with developmental English. These materials could be used by Nutrition course instructor in many different ways, and are designed to be self-contained and require minimal mathematical instruction.

Average inquiry level: Structured
In this lab, students will use observations to compare and contrast metamorphic processes and features to draw conclusions about the geologic history of metamorphic rocks. As optional final work, students further explore the use of metamorphic rocks and minerals in modern life and aspects related to human health. This lab is designed for face-to-face instruction.
Key words:Metamorphism, metamorphic rocks, deformation, foliated, non foliated, plate boundaries, uses of metamorphic rocks

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This textbook is designed for instructional laboratories of undergraduate general microbiology courses. Basic microbiological laboratory approaches are emphasized, as well as the diversity of microbes. Morphologies, physiologies, methods of microbial isolation, identification, and characterization are explored. The manual includes an unknown identification project with instructions for writing a scientific report detailing the project and its results.

The University of North Georgia Press and Affordable Learning Georgia bring you British Literature I: From the Middle Ages to Neoclassicism and the Eighteenth Century. Featuring over 50 authors and full texts of their works, this anthology follows the shift of monarchic to parliamentarian rule in Britain, and the heroic epic to the more egalitarian novel as genre.

Features:

Original introductions to The Middle Ages; The Sixteenth Century: The Tudor Age; The Seventeenth Century: The Age of Revolution; and Neoclassicism and the Eighteenth Century
Over 100 historical images
Instructional Design, including Reading and Review Questions and Key Terms
Forthcoming ancillary with open-enabled pedagogy, allowing readers to contribute to the project
This textbook is an Open Access Resource. It can be reused, remixed, and reedited freely without seeking permission.

Accessible files with optical character recognition (OCR) and auto-tagging provided by the Center for Inclusive Design and Innovation.

In this mini-unit, high school students examine the question, “What is the migrant experience?” with the intention of demonstrating how international policies feed migration patterns that have a global effect.

“The Migrant Experience” mini-unit contains three (3) lessons. Each lesson is designed for approximately 90-minute class periods to be taught over a period of two or three weeks using 7 Step Lesson Plans - Do Now, Direct Instruction, Guided Practice, Independent Practice, Closure, Exit Ticket, and Homework - as well as media literacy resources and technological educational tools. The unit has been devised to be implemented in the traditional classroom setting or with the virtual classroom in mind.

This Read & Seed lesson will focus on practicing mindfulness in a fun and nature centered way. We will read A Quiet Place by Douglas Wood and Dan Andreasen, and create our own mindfulness wands. Participate in a Movement/Music/Finger Play activity by practicing some garden yoga. This lesson is aimed at connecting young learners to their natural world and promote school readiness skills. This Read & Seed activity is presented by The Gardens on Spring Creek by the City of Fort Collins. https://youtu.be/MTczG8WcGXg

Average inquiry level: Structured
In this lab, students will take on the role of a mineralogist by testing various physical properties of minerals, sorting minerals into categories with similar characteristics, and then creating a flowchart to use to identify minerals. This lab is designed for face-to-face instruction.

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This is the first instructional sequence in a teacher's guide built with the purpose of helping students build a deeper understanding of the Structures and Properties of Matter standard.Students have the opportunity to engage with interactive simulations, create poetry, drawing scientific diagrams, read complex text, develop evidence based explanations and design a model . The instructional sequence described in the lesson uses the 5 E learning model and includes a variety of online simulations, polls and model drawings.

This project or multi-lab activity is designed to teach students about modeling landscape change caused by rivers over large time and spatial scales (e.g., the incision of Grand Canyon). Basic working knowledge of geomorphology of rivers is assumed but Matlab experience is not, so students will both build on Matlab ability and on how rivers can change as controlling variables are changed like uplift rate and the ability of rock to resist erosion. This is built on a 1-D stream power model-derived numerical code, where several variations in activities are available for exploration where structure and scaffolding decreases with increasing difficulty through the series. The detailed instructional write-up and all matlab scripts needed are here: Files for River profile modeling (Zip Archive 40kB Oct17 16)

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Modeling Our World With Mathematics (MOWWM) is a five-module mathematics course developed locally by OSPI with input from educators across Washington, and is designed to follow Geometry. It contains career-connected thematic units where students use high school mathematics to analyze everyday life and work. The content and instructional strategies support increased attainment of the common core high school content standards while developing the standards for mathematical practice.

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