This unit consists of five lessons covering architecture and structural engineering. Each lesson includes goals, anticipatory set, learner objectives, guided practice, procedure instructions, closing activities, and extensions. Student handouts and worksheets are also included.

Lesson 1: Animal Structures
Lesson 2: Homes
Lesson 3: Stability
Lesson 4: Local Towers & Bridges
Lesson 5: Schools

NGSS: K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3, 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

Materials: blocks or other building toys, ruler, book or ball (for weight), graph paper, pencils, and floor plan of school or hand-drawn approximation featuring highlights.

This Open Educational Resource (OER) textbook is written as the primary resource for a 3-hour graduate course delivered online by The Teachers College at Emporia State University. The course is designed to prepare school leaders (teachers, instructional coaches, administrators, etc.) for the integration and application of diverse educational technologies into classrooms and schools in ways that reflect a theoretical, research-based, and practical understanding of curriculum development and the effective uses of technology. The course explores practical ways to integrate technology into both teaching and learning and the critical importance of adequate training and professional development for successful integration. This intensive course is delivered completely online over a seven-week period using Canvas. Canvas is a web-based learning management system or LMS. It is used by learning institutions, educators, and students to access and manage online course learning materials and communicate skill development and learning achievement.

Technical Writing Reading and Video List

WR 227 Technical Writing

Introduces students to the types of writing they will encounter in business, industry, the academic world and government. It examines the rhetorical nature of writing and asks students to think critically about content, audience, argument and structure. Students will learn how to effectively design documents, present instructions, create proposals and produce technical reports.

In order to promote students’ conceptual understanding and learning experience in introductory statistics, a technology task, which focuses on the probability distribution in which means are defined, was created using TinkerPlots, an exploratory data analysis and modeling software. The targeted audiences range from senior high school grade levels to college freshmen who are starting their introductory course in statistics. Students will be guided to explore and discover the movement behaviors of means of a set of numbers randomly generated from a fixed range of values characterized by a predetermined probability distribution. The cognitive, mathematical, technological and pedagogical natures of the task, as well as its association with the statistics education framework based on the Guidelines for Assessment and Instruction in Statistics Education (GAISE) by the American Statistical Association, will be elaborated. A brief discussion on what cognitive design principles this task satisfies will also be provided at the end.

This unit is focused on the examination of a single topic, in this case, the Native Americans of the inland Northwest and conflict that arose when other non-native people started to settle in the northwest, and to specifically address the native populations that lived in the inland northwest. The materials were created to be one coherent arc of instruction focused on one topic. The module was designed to include teaching notes that signal the kind of planning and thinking such instruction requires: close reading with complex text, and specific instructional strategies or protocols are described that support students’ reading and writing with evidence are described in enough detail to make it very clear what is required of students and how to support students in doing this rigorous work. Materials include summative assessment of content and process, central texts, key resources, and protocols that support and facilitate student learning.

The importance of reading aloud to children is an established tenet of reading instruction. This lesson supports the language development and reading comprehension of kindergarten through second graders. Through the use of the text talk strategy, students explain, develop, and expand story ideas. This lesson is designed to help students learn how to gain meaning from words that are taken out of their original context.

Mountain Men Social Studies Lesson 4 To Trap or Not Trap? is designed to be used with Mountain Man Artifact Kit. Lessons 1, 2, 3, 4, 5 and 7 can be completed without the artifacts from the kit. These kits are available through Musuems of Western Colorado to D51 Teachers. This lesson can be adapted to use without the kit. Students will be able to: • understand the effects of the trapping industry on the environment • develop and defend an argument based on facts regarding the pros and cons of trapping.

This unit consists of five lessons encouraging younger learners to engineer increasingly better towers using blocks and recycled materials. Each 30 minute lesson ("phase") includes goals, discussion, activity instructions, extensions, and student worksheets.

Phase 1: Paper Cut-Outs Activity
Phase 2: Building Blocks Activity
Phase 3: Number of Blocks Activity
Phase 4: Building within a Space Activity
Phase 5: Recycled Tower Activity

NGSS: K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3

Common Core ELA: RI.2.1, W.2.6, W.2.8, SL.2.5

Common Core Math: MP.2, MP.4, MP.5, 2.MD.D.10

The Original Coloradans Social Studies Lesson 1 designed to be used with The Original Coloradans Artifact Kit. Lessons 1, 2 and 4 can be completed without the artifacts from the kit. These kits are available through Musuems of Western Colorado to D51 Teachers. This lesson can be adapted to use without the kit. This pre-activity is designed to help students activate prior knowledge before they explore the kit of genuine artifacts. This activity should open the dialogue in class about what archaeologists do, and how they ask questions to uncover a story. Ultimately students are building an understanding of how studying our past helps us to better prepare for our future, while cultivating respect for natural and cultural resources. Students examine how trash can be useful to learn about a culture by examining a teacher created "midden."

Tree Steward Manual is designed for Virginia Cooperative Extension Master Gardeners who are training to be certified advanced Master Gardener tree stewards. Written by a dedicated team of volunteers who themselves completed advanced Master Gardener tree steward training, the manual covers a wide range of topics, specific to each region of Virginia, including identifying trees, selecting and planting appropriate trees for local landscapes, caring for trees, and troubleshooting tree problems.

In Virginia, advanced Master Gardener tree steward training is offered by the local Extension Master Gardener (EMG) program. Once the training is completed, volunteers become certified advanced EMG tree stewards and commit to a specific number of volunteer hours working on local tree steward projects. EMG tree stewards work on projects based on the needs of their local community as determined mutually between the local agent/coordinator and active tree stewards.

While Tree Steward Manual was developed with EMG training in mind, it is also appropriate for general readers who want to deepen their knowledge of trees and tree care. ​​

How to Access this Book This text is available in multiple formats including PDF, a low-resolution PDF which is faster to download, and ePub found on the left side of your screen. It is also available online in Pressbooks at https://pressbooks.lib.vt.edu/treesteward. If you are printing this book to use in Tree Steward training, please see the "How to Use This Book" page for instructions. The main landing page for this book is: https://doi.org/10.21061/treesteward.

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Table of Contents
1. About Advanced Virginia Cooperative Extension Master Gardeners and the Tree Steward Training Manual
2. The Learning Experience
3. The Benefits (and Disadvantages) of Trees
4. Botany of Trees
5. Tree Taxonomy, Identification, and Measurement
6. Soil Properties and Management
7. Trees and Ecology
8. Siting, Selecting, and Planting
9. Tree Health Care and Pruning

Publication Information
ISBN: 978-1-949373-70-7 (PDF)
ISBN: 978-1-949373-71-4 (EPUB)
ISBN: 978-1-949373-72-1 (PressBooks)
DOI: https://doi.org/10.21061/treesteward

Attribution This book was created by a dedicated team of Extension Master Gardener Volunteers and published in 2021. The book was edited by Carol King and Laura Marlowe. Chapters were authored by Carol King, Megan Tierney, Daina Henry, Patsy McGrady, Gwen Harris, Cherilyn Kern, Laurie Fox, Ed Olsen, Carol Fryer, and Cindy Ogle.

Student pairs first act out the instructions a robot is given with one person providing instructions and the other person following the instructions. This activity helps students understand how robots are programmed and with what type of precision commands must be given. Then students program LEGO MINDSTORMS(TM) NXT taskbots to navigate a simple maze. The goal is to teach students that robot computers simply follow directions exactly as they are given, thus one must be very clear and logical with programming instructions.

This unit is designed to function as three days of instruction in an introductory urban planning, environmental science/studies or public health course.

(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 application of Global Navigation Satellite Systems (GNSS) in the earth sciences has become commonplace. GNSS data can be collected rapidly and compared in common reference frames. Real-time kinematic (RTK) GNSS methods enable the rapid delivery of high-precision, high-accuracy (+/- 2 cm) positioning information to field scientists. This unit focuses on the design and execution of kinematic surveys, emphasizing the benefits and limitations of the technique. Students will learn which research questions the technique is most applicable for, as well as the standard data processing techniques. Students advance their understanding of GNSS through a technical knowledge of kinematic GNSS surveys. This unit prepares students to design and implement a survey of their own through hands-on instruction and demonstration of real-time kinematic (RTK) or post-processed kinematic (PPK) techniques in a field setting.

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Note: Although the term GPS (Global Positioning System) is more commonly used in everyday language, it officially refers only to the USA's constellation of satellites. GNSS (Global Navigation Satellite System) is a universal term that refers to all satellite navigation systems including those from the USA (GPS), Russia (GLONASS), European Union (Galileo), China (BeiDou), and others. In this module, we use the term GNSS to refer generically to the use of one or more satellite constellations to determine position.

(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 application of Global Navigation Satellite Systems (GNSS) in the earth sciences has become commonplace. GNSS data can produce high-accuracy, high-resolution measurements in common reference frames. Static GNSS methods take advantage of long occupation times to resolve fine measurement and time-series data to capture events such as tectonic deformation, earthquakes, groundwater depletion, and slow-moving landforms. This unit focuses on design and field execution of simple static surveys, emphasizing the benefits and limitations of the technique. Students will learn which applications the technique is most applicable for as well as the standard data-processing techniques. Additionally, students advance their understanding of GNSS systems through interpretation of field data from static surveys and public data sets of continuous-operation stations. This unit prepares students to design and implement a survey of their own through hands-on instruction and demonstration of rapid-static or static techniques in a field setting.

Show more information on GPS versus GNSS
Hide
Note: Although the term GPS (Global Positioning System) is more commonly used in everyday language, it officially refers only to the USA's constellation of satellites. GNSS (Global Navigation Satellite System) is a universal term that refers to all satellite navigation systems including those from the USA (GPS), Russia (GLONASS), European Union (Galileo), China (BeiDou), and others. In this module, we use the term GNSS to refer generically to the use of one or more satellite constellations to determine position.

(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.)

Students practice the ability to produce clear, complete, accurate and detailed design drawings through an engineering design challenge. Using only the specified materials, teams are challenged to draw a design for a wind-powered car. Then, they trade engineering drawings with another group and attempt to construct the model cars in order to determine how successfully the original design intentions were communicated through sketches, dimensions and instructions.

This series of interview-based screeners contains assessments for fall, winter, and spring, and are designed to serve both as indicators of struggle and measures of growth. All screeners are available in English and Spanish.

The purpose for these assessments is to provide a series of interview-based screening
assessments to:
• help teachers to understand how their students are making sense of mathematics.
• measure key number sense skills, concepts, and developmental milestones.
• help teachers better understand how to support all students in accessing grade level
content and accelerate learning.
• inform RtI or MTSS Tiers 1 and 2: identify areas topics for whole class and small group
instruction.
• help teachers identify individual students who might need additional supports, and direct
teachers toward high impact topics for instruction to accelerate learning.
• identify students to whom the teacher might want to administer diagnostic assessments.
• improve parent communication and collaboration.

This series of interview-based screeners contains assessments for fall, winter, and spring, and are designed to serve both as indicators of struggle and measures of growth. All screeners are available in English and Spanish.

The purpose for these assessments is to provide a series of interview-based screening
assessments to:
• help teachers to understand how their students are making sense of mathematics.
• measure key number sense skills, concepts, and developmental milestones.
• help teachers better understand how to support all students in accessing grade level
content and accelerate learning.
• inform RtI or MTSS Tiers 1 and 2: identify areas topics for whole class and small group
instruction.
• help teachers identify individual students who might need additional supports, and direct
teachers toward high impact topics for instruction to accelerate learning.
• identify students to whom the teacher might want to administer diagnostic assessments.
• improve parent communication and collaboration.

This series of interview-based screeners contains assessments for fall, winter, and spring, and are designed to serve both as indicators of struggle and measures of growth. All screeners are available in English and Spanish.

The purpose for these assessments is to provide a series of interview-based screening
assessments to:
• help teachers to understand how their students are making sense of mathematics.
• measure key number sense skills, concepts, and developmental milestones.
• help teachers better understand how to support all students in accessing grade level
content and accelerate learning.
• inform RtI or MTSS Tiers 1 and 2: identify areas topics for whole class and small group
instruction.
• help teachers identify individual students who might need additional supports, and direct
teachers toward high impact topics for instruction to accelerate learning.
• identify students to whom the teacher might want to administer diagnostic assessments.
• improve parent communication and collaboration.

This series of interview-based screeners contains assessments for fall, winter, and spring, and are designed to serve both as indicators of struggle and measures of growth. All screeners are available in English and Spanish.

The purpose for these assessments is to provide a series of interview-based screening
assessments to:
• help teachers to understand how their students are making sense of mathematics.
• measure key number sense skills, concepts, and developmental milestones.
• help teachers better understand how to support all students in accessing grade level
content and accelerate learning.
• inform RtI or MTSS Tiers 1 and 2: identify areas topics for whole class and small group
instruction.
• help teachers identify individual students who might need additional supports, and direct
teachers toward high impact topics for instruction to accelerate learning.
• identify students to whom the teacher might want to administer diagnostic assessments.
• improve parent communication and collaboration.

This series of interview-based screeners contains assessments for fall, winter, and spring, and are designed to serve both as indicators of struggle and measures of growth. All screeners are available in English and Spanish.

The purpose for these assessments is to provide a series of interview-based screening
assessments to:
• help teachers to understand how their students are making sense of mathematics.
• measure key number sense skills, concepts, and developmental milestones.
• help teachers better understand how to support all students in accessing grade level
content and accelerate learning.
• inform RtI or MTSS Tiers 1 and 2: identify areas topics for whole class and small group
instruction.
• help teachers identify individual students who might need additional supports, and direct
teachers toward high impact topics for instruction to accelerate learning.
• identify students to whom the teacher might want to administer diagnostic assessments.
• improve parent communication and collaboration.