Eleven inquiry-based lessons that engage 5th and 6th graders in growing, harvesting, tasting, and learning about fruits and vegetables. The curriculum includes reproducible student handouts, 35 copies of the Dig In! At Home parent booklet (parent booklet also available separately in Spanish), and a set of 6 Dig In! posters.

Interactive worksheet to practice the different parts of the systems involved in the Nutrition process. This worksheet can be used as an assignment after previously teaching the concepts through a presentation like the one suggested: https://view.genial.ly/5e7ca1377ef4b40d8d18d808/presentation-human-body-explanation

Discover MyPlate is fun and inquiry-based nutrition education that fosters the development of healthy food choices and physically active lifestyles during a critical developmental and learning period for children — kindergarten.

Contains: Teacher guide, Emergent Reader Mini Books and teacher edition, Reach for the Sky song, Food Group Friends profile cards, Food cards, Look and Cook recipes, student workbook, the Five Food Groups poster, parent handouts and Discover MyPlate graphics

Students will analyze a photograph to learn about body image. They will also discuss how society views the human body in different cultures.

In the first part of the activity, each student chews a piece of gum until it loses its sweetness, and then leaves the gum to dry for several days before weighing it to determine the amount of mass lost. This mass corresponds to the amount of sugar in the gum, and can be compared to the amount stated on the package label. In the second part of the activity, students work in groups to design and conduct new experiments based on questions of their own choosing. These questions arise naturally from observations during the first experiment, and from students' own experiences with and knowledge of the many varieties of chewing and bubble gums available.

Haz un regalo de bomba de baño para el Día de la Madre. Actividad de Bolsa de STEM Semanal. Agentes de Colorado Americorp en los condados de Araphahoe, Denver, Garfield, Larimer y Weld. Trabajo apoyado por la Corporación para el Servicio Nacional y Comunitario bajo el número de subvención 18AFHCO0010008 de Americorps. Las opiniones o puntos de vista expresados en esta lección pertenecen a los autores y no representan necesariamente la posición oficial o una posición respaldada por la Corporación o el programa Americorps.

How many calories are in your favorite foods? How much exercise would you have to do to burn off these calories? What is the relationship between calories and weight? Explore these issues by choosing diet and exercise and keeping an eye on your weight.

This course was developed to satisfy the California Commission of Teaching credentialing requirements for teacher candidates. The class provides opportunities for candidates to learn how to teach the basic and essential fundamentals of physical education for K-6th grade students. The central knowledge is about children’s motor skill development along with the emotional and social aspects related to physical activity. Teachers will learn the key aspects of a physical education lesson, which include a warm-up activity, the lesson plan (skill development and game applications), and closure. As a total lesson, at least half the time is spent in moderate to vigorous activity.

The course also addresses classroom management techniques, safety and liability, kinesiology, and instructional techniques. It incorporates discussions of multicultural aspects and special needs populations, and concludes with ideas for integrating physical education with academic subjects such as mathematics, language, and natural and social sciences.

There are various hormones that influence the structure of the skin. These influences may be made apparent by the repeated long-term administration of various glucocorticoids or their analogues. Endogenous imbalances are generally seen in adult mature animals although congenital forms have been seen, especially with hypothyroidism. The hormones implicated as important for maintaining skin structure are thyroxine, cortisol and estradiol. Deficiencies or excessive production may result from abberations in the function of the hypothalamic-adrenal axis, the adrenal gland, thyroid gland or the gonads.

This simulation lets learners explore how heating and cooling adds or removes energy. Use a slider to heat blocks of iron or brick to see the energy flow. Next, build your own system to convert mechanical, light, or chemical energy into electrical or thermal energy. (Learners can choose sunlight, steam, flowing water, or mechanical energy to power their systems.) The simulation allows students to visualize energy transformation and describe how energy flows in various systems. Through examples from everyday life, it also bolsters understanding of conservation of energy. This item is part of a larger collection of simulations developed by the Physics Education Technology project (PhET).

Haz tu propio botiquín de primeros auxilios. Actividad de Bolsa de STEM Semanal. Agentes de Colorado Americorp en los condados de Araphahoe, Denver, Garfield, Larimer y Weld. Trabajo apoyado por la Corporación para el Servicio Nacional y Comunitario bajo el número de subvención 18AFHCO0010008 de Americorps. Las opiniones o puntos de vista expresados en esta lección pertenecen a los autores y no representan necesariamente la posición oficial o una posición respaldada por la Corporación o el programa Americorps.

Erasmus+ Strategic Partnership project called "Food & Agroindustrial Schools Toward Entrepreneurship by Storytelling & digital Technology" (Project No. 2015-1-IT01-KA202-004608), about developing entrepreneurship in VET agrifood students through digital storytelling techniques

Aim of the project is to develop in VET teachers functional skills to integrate systematically in the curricula entrepreneurship education to develop active citizenship and employability, supporting person-centered and experiential learning, through the creation of OER of “Digital storytelling “.

Context: the project aims to involve multi-disciplinary teams of teachers, as “agents of change”, and students, as a new generation of potential entrepreneurs but also as workers with an “entrepreneurial approach”, of VET schools of secondary level of IT, PT, RO and BG, similar among themselves because of the lack of a systematic training-for-trainers in relation to entrepreneurship, with consequences of absence of entrepreneurship as a field of learning in the regular curricula. The focus is on schools and companies related to the agro-industrial sector, in all countries, that needs an injection of new businesses to emerge from a state of heightened shortage of skilled professionals and young people in working cohorts.

Activities and methodology: creation of 1) action-research that prefigures: terms of educational value of storytelling for the development of an entrepreneurial mind-set; didactical sustainability of practices of digital manipulation in the development of educational programs for the development of entrepreneurial skills; new skills required by teachers for the effective use of the methodology to support the acquisition of entrepreneurial skills; 2) multilingual hypervideos (pupil-led experimentations); 3) Training Programmes for the blended use of hypervideos revised by teachers (teacher-led experimentations); 4) Methodological guidelines for the effective use of digital storytelling for learning entrepreneurial skills in school context – systematization of experimentations for their release as OERs.

Number and profile of participants: they will be directly involved in the project activities: 12 teachers/school principals – in interdisciplinary teams and transnational learning/teaching/training activities; 12 ICT experts and 16 representatives of business sector for O1; 40 teachers in 8 focus groups for O1; min. 8 entrepreneurs of FDMP sector for O2; 160 students for O2 and other 160 students for O3; at least 160 “local participants” in the 4 multiplier events.

In terms of expected results, the use of hypervideos as OERs will allow direct knowledge of the related production chain; their creation will enable a “learning by doing”, with a direct experience of the entrepreneurial skills necessary for the realization of a complex project (experimental meta-learning). It is expected an increase of the dialogue between schools and businesses, able to prevent, in the long term, any gap in the professional knowledge necessary to the efforts of innovation required in an evolving industrial sector.

Impacts for VET: spread / enhance different learning styles (innovative teaching); expand the provision of curricular training; increase motivation among the “digital generation”; open to contributions from experts in the business sector; create a more fluid and productive dialogue between formal and informal knowledge – take informal knowledge and transform it into digital resources. Benefits: the VET system will increase its attractiveness, expand its training offer and modernize its teaching approaches, reduce cases of ESL, qualify its staff members (refer to either digital and entrepreneurial skills), root further in the territory by consolidating relations with the socio-economic context.

Impacts for learners: increase of entrepreneurial skills applied in life and school paths; increase of motivation for further education; stimulus to entrepreneurship as a realistic professional opportunity after school; increase of digital skills through the “generative” choice to produce Learning Objects (benefits: spread of technical-scientific culture and reducing of digital divide).

Impacts for business/FDMP sector: connecting with local educational institutions and new generations of workers (role of “virtual business angel”); reflection on entrepreneurial mind-set skills on a personal and a corporate level; study of the potential of digital storytelling to tell / sell a company, for information, marketing or training purposes. Benefits: increased level of entrepreneurship / entrepreneurial spirit in FDMP.

Please download all the Intellectual Outputs from

http://www.cisita.parma.it/cisita/progetti-internazionali/progetto-erasmus-ka2-fastest/
www.fastesteu.com

Intellectual Output 1: Research Action about the current state of exploitation of storytelling and digital storytelling for didactic purposes in the participating EU countries (Italy, Bulgaria, Romania, Portugal)

Intellectual Output 2: Creation of 8 hypervideos about stories of success and interviews to local entrepreneurs from the agroindustrial sector (Tomato industry, cheese industry, meat industry, bakery industry, wine industry). Videos are made by made by students at school with teachers' supervision and guidance about gaining knowledge and meaning out of the experience. Videos are then turned into hypervideos by students themselves, adding further hypermedia contents from the web about entrepreneurship and /or sector-related information

Intellectual Output 3: Exploitation and testing of the hypervideos as didactic and teaching tools on students who did not take part in the video-making experience. Elaboration of 4 teaching programs (one for each of the 4 participating countries Italy, Bulgaria, Romania and Portugal) about entrepreneurship using hypervideos to create a blended learning experience

Intellectual Output 4: Methodological guidelines for future users or makers of new hypervideos. How to use the project's Output for educational purposes and how to make brand new hypervides from scratch. Technical guide about how to deal with a videomaking & editing process.

This text represents the collaboration of more than 70 authors from multiple countries. Essentials of Exercise and Sport Psychology: An Open Access Textbook brings this diverse set of experts together to provide a free, open, accessible textbook for students studying exercise and sport psychology. Primarily directed at undergraduate students, this well-referenced book is also appropriate for graduate students.

In this media-rich lesson, students explore some of the ethical, legal, and social issues related to personal genetic testing and genome sequencing.

This lesson provides simple activities for younger children to explore balance. Students will demonstrate spatial awareness and the ability to follow instructions. They will experience different movement forms.

Molly Reed coaches her students through an exploration of garden ecosystems. Students work in groups moving through multiple stations. Ms. Reed also gives advice on adapting this lesson to an in-classroom environment.

In this lesson designed to enhance literacy skills, students explore brain injuries called concussions: what they are, how they occur, the challenges in diagnosing them, and ways to protect yourself from them.

This unit can vary according to the teacher, the children and the time allotted. It can take up to two weeks or as short as 1 week. Each step can lead to other avenues. Feel free to eliminate or use what would be successful for your children.

Design a scavenger hunt for a family hike. Activity from Weekly STEM in a Bag. Colorado Americorp agents in Araphahoe, Denver, Garfield, Larimer, and Weld Counties. Work supported by the Corporation for National and Community Service under Americorps grant number 18AFHCO0010008. Opinions or points of view expressed in this lesson are those of the authors and do not necessarily represent the official position of or a position that is endorsed by the Corporation or the Americorps program. This resource is also available in Spanish in the linked file.

Haz una mezcla de frutos secos para fogatas. Actividad de Bolsa de STEM Semanal. Agentes de Colorado Americorp en los condados de Araphahoe, Denver, Garfield, Larimer y Weld. Trabajo apoyado por la Corporación para el Servicio Nacional y Comunitario bajo el número de subvención 18AFHCO0010008 de Americorps. Las opiniones o puntos de vista expresados en esta lección pertenecen a los autores y no representan necesariamente la posición oficial o una posición respaldada por la Corporación o el programa Americorps.