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 activity describes one-day field trips for introductory Physical Geology or Environmental Geology courses that are designed around a central environmental theme (e.g., air quality, water quality, economic development, environmental justice, etc.) and visit urban locations (e.g., hazardous waste sites, solid and liquid waste disposal sites, brownfield redevelopment sites, industrial complexes, or sites with ongoing environmental restoration efforts). Students are provided with a guidebook containing one-page description of each stop on the trip, along with a list of questions to stimulate discussion among students and faculty. The guidebook gives students food for thought during the bus ride to each site, preparing them to formulate their own questions for our guides at each stop. The guidebook also serves as a tangible reminder of the trip for each student to take away and potentially discuss with other students or family members. Finally, the one-page summaries from the guidebook can also be used by course instructors as handouts or PowerPoint slides to tie field trip experiences into classroom instruction and discussion. Uses online and/or real-time data Addresses student fear of quantitative aspect and/or inadequate quantitative skills Uses geophysics to solve problems in other fields

(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.)

Undergraduate Learning Assistants can be used to supplement the instructor and/or Teaching Assistant during recitations. They may help facilitate productive group work on tutorial activities designed to help students develop conceptual understanding and problem-solving skills. In this example, we describe the use of Learning Assistants to support tutorials within recitation in two introductory science courses physics and chemistry.

This activity provides a complete curriculum for teaching the photoelectric effect using the PhET Photoelectric Effect simulation in a large-lecture modern physics course. It includes links to powerpoint slides for two to three 50-minute lectures using Peer Instruction with clickers, and one homework assignment suitable for an online homework system. Research has demonstrated that students in classes using this curriculum have a better understanding of the photoelectric effect than students in classes using traditional instruction supplemented by a computerized tutor.

Instructional materials on local history topics developed by students at the University of Tennessee at Chattanooga for use in secondary education classrooms.

The purpose of this lesson is to build upon students’ prior knowledge of analyzing primary sources, the Industrial Revolution, and Chattanooga history. Students will learn to identify major industrial centers in America and use primary sources to determine causes of rural to urban migration during the industrial revolution, using Chattanooga as a case study. By the end of the case study, students should be able to describe how industrialization influenced the movement of people from rural to urban areas. This lesson will also serve to encourage critical literacy and engagement with the community.

Finding and selecting OER to adopt at your college can raise questions about both the quality and accessibility of the content for your students. Join us for this webinar to hear about best practices and rubrics developed to ensure that OER content meets instructional material standards, accessibility guidelines, and open licensing policies established at your institution. These rubrics assist faculty, librarians, instructional designers and other staff to select and adapt open educational resources that meet student needs regardless of disability but are also culturally relevant and engaging for students at your institution and can be freely re-used, re-mixed, and re-distributed.

This task could be used in instructional activities designed to build understandings of fraction division. With teacher guidance, it could be used to develop knowledge of the common denominator approach and the underlying rationale.

Vital Ice 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. Global Surface Temperatures: https://scratch.mit.edu/projects/283054052/

The Andean Cordillera extends along the entire western margin of South America; it is part of a longer cordillera stretching from North America through Central America and south to Antarctica. "Cordillera" is a Spanish word adopted by geologists to refer to a large mountain range. These mountains include the highest peak in the Americas: Mt. Aconcagua in Argentina, which rises almost 7000 m (23,000 ft) above sea level. The Andes also contain the mountain peak farthest from the center of the Earth: Chimborazo in Ecuador, located on the equatorial bulge of the planet. In fact, the highest volcanoes in the world are part of the Andean Cordillera as a result of the Nazca and Antarctic Plates subducting beneath western South America.
This activity may be assigned with or without using Google Earth. Student materials for both options include the instruction sheet and an Excel spreadsheet. For the Google Earth option, a .kmz file is available containing information about earthquakes in South America and volcanic arcs around the world. For the option without Google Earth, a PDF contains images of the various arcs (screenshots from Google Earth).
The activity first presents the concept of the uneven distribution of volcanoes in South America and compares it with the distribution of earthquake epicenters. Then, students interpret this information in terms of subduction angle variations along the arc. The rest of the activity involves using Google Earth or screenshots to view other volcanic arcs and measure arc-trench distances. These data are entered into Excel and used to calculate the subduction angles for various arcs. Finally, students interpret a graph of the data.

This activity was designed as part of a longer laboratory exercise that includes more detailed work with the 1980 eruption of Mt. St. Helens, a subduction zone volcano. These other activities may also be found on the SERC website. When all three activites are combined, the laboratory exercise consists of the following:

Part I: Mt. St. Helens Ashfall Eruption
Part II: Mt. St. Helens Topographic Profiles
Part III: Volcanoes at Subduction Zones

(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 Washington C3 Hub is designed to support teachers with high-quality instructional materials aligned to our state learning standards and reflective of the C3 Framework. Here you will find inquiries developed by teachers in districts around the state as well as other helpful materials to help embed proven social studies instructional practices into K-12 classes.

Individual resources from this site can be found in the grade band subfolders. You may also view other states' sites on the main C3 State Hub site located at: http://www.c3teachers.org/state-hubs/

The K–12 Arts Learning Standards for Dance, Media Arts, Music, Theater, and Visual Arts can be downloaded from the OSPI Learning Standards and Instructional Materials webpage at: https://www.k12.wa.us/student-success/learning-standards-instructional-materials.
Depending on the focus of arts education in a given district or school, one or more of the five Arts Learning Standards documents can be used to guide instruction and help students develop competency in the arts.

This document covers Media Arts, which may include, but is not limited to photography, film, animation, audio/video arts, technology (T.V., radio, and audio projects, social media, and Internet projects), video game design, digital art and design, and visual communications.

The K–12 Arts Learning Standards for Dance, Media Arts, Music, Theater, and Visual Arts can be downloaded from the OSPI Learning Standards and Instructional Materials webpage at: https://www.k12.wa.us/student-success/learning-standards-instructional-materials.
Depending on the focus of arts education in a given district or school, one or more of the five Arts Learning Standards documents can be used to guide instruction and help students develop competency in the arts.

This document covers Visual Arts, which may include, but is not limited to, drawing, painting, ceramic arts/pottery, sculpture, 2-D design, 3-D design, photography, arts printmaking, graphic arts, textiles, jewelry, and glass arts.

In this lesson, designed for a heterogeneous group of students that includes English-language learners, students work together to plan a website based on their home knowledge. An introductory lesson outlines the structure and components of simple websites (home page, titles, headings, links). Students take home and complete a bilingual student and family interest survey, then work in groups of four or five to identify common themes among the responses. Each group makes a flow chart to think graphically about the contents of their planned website. Each student keeps a project notebook to record new ideas, summarize group work, and share the project with family members. The teacher can make the planned websites a reality using one of the online website-building platforms in the Resources list.

Students are introduced to the basic concepts of computer programs, algorithms and programming. Using a few blindfolds and a simple taped floor maze exercise, students come to understand that computers rely completely upon instructions given in programs and thus programs must be comprehensive and thorough. Then students learn to program using the LEGO MINDSTORMS(TM) NXT software. They create and test basic programs, first using just the LEGO NXT intelligent brick, and then using basic movement commands with the LEGO NXT software on computers. A detailed PowerPoint® presentation, plus a worksheet and pre/post quizzes are provided.

A Year in a Farmer's Life. This is the Lesson 2 Understanding Colorado Agriculture activity from Unit 5 Agriculture and Business, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum is matched to State Standards 2021. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

The intention of this task is to provide extra depth to the standard A-APR.2 it is principally designed for instructional purposes only. The students may use graphing technology: the focus, however, should be on what happens to the function g when x=0 and the calculator may or may not be of help here (depending on how sophisticated it is!).