Why Do I Have to Take This Course? A Guide to General Education helps students think about why they take General Education courses and what significance they have, individually and as a program as a whole. It allows students the time to contemplate connections, the potential reasons for developing certain learning outcomes and skills, and the applications to other courses as well as their professional and personal lives. General education is viewed through the lens of what John Lewis called "good, necessary trouble," expanding on how the liberal arts and sciences contribute to understanding and creating change in the world. Sections include stories, research, testimonies and reflections about student success, links to further readings, and activities.

In this lesson, students listen to and analyze the song “Broken” by Xiuhtezcatl, then create their own art project to share their feelings about the future of the planet.

Step 1 - Inquire: Students listen to the song “Broken,” do a close reading of the lyrics, and reflect on the meaning of the song.

Step 2 - Investigate: Students watch a video and read a short autobiographical statement to learn more about the artist and activist, Xiuhtezcatl.

Step 3 - Inspire: Students create their own art project to share their emotions about the future of the planet.

Putting the I in Science
By: Naomi Kirkvold Copyright 2019 by Naomi Kirkvold under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.

NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Putting the I in Science

Age/Grade Level: 2nd - 5th Grade

Number of Attendees: (ideal number) 10 or less

Goal of the Club: (learning objectives/outcomes) Become interested in science by doing hands on experiments

Resources: (Information for club provided by) Pinterest

Content Areas: (check all that apply)

☐ Arts (Visual, Music, Theater &Performance)
☐ Literacy
☒ STEM (Science, Technology, Engineering &Math)
☐ Social Studies
☐ Wellness (Physical Education, Health, Nutrition &Character Education)
Outputs or final products: (Does the club have a final product/project to showcase to community?) N/A

Introducing your Club/Activities: This club gets kids interested in science in ways that they may not have experienced in a classroom.

General Directions: Perform a science experiment every week with assistance from the students and teach them about how it works.

Tips/Tricks: Keep track of which students have helped in the experiment so that everyone gets a chance to help. End each activity with an explanation of why the experiment worked. Always try to include a more relaxed activity for when the kids are too excitable.

Evaluating has been called one of the six most important reading comprehension strategies. In this article, it is also considered as a strategy for analyzing and interpreting data. This professional development article appears in the free, online magazine Beyond Weather and the Water Cycle, which integrates science education and literacy instruction for K-grade 5 teachers. Each issue examines one of the recognized essential principles of climate literacy and the climate sciences and one or more reading strategies for elementary teachers and their students.

This resource is a Hands-On course to teach Apps Development to students who may not have any programming knowledge. This course has no pre-requisites. It’s time to add the 4th R – Reading, wRiting, aRithmetic and algoRithmic thinking. In a world where the majority of new jobs require science, technology and math skills, it is time our Liberal Arts majors get IT (Information Technology)! While employers recognize and value the importance of liberal education and the liberal arts, they also want liberal arts graduates who are not digitally challenged. Many employers report a “skills gap” as they have trouble finding recent graduates qualified with ample digital skills to fill various positions. Meanwhile, a national educational movement in computer coding instruction is growing at lightning speeds in schools across the US and many consider coding more like a basic life skill (which might someday lead to a great job) rather than an extracurricular activity. App Inventor (AI) serves to narrow this skills gap and increase the versatility of students to become active creators of technology and “digitally” ready for the workplace rather than just being passive consumers of technology. Sales of hand-held devices (smartphones, tablets and phablets) are exploding. These on-line, social, and increasingly mobile computing devices are ubiquitous and offer visual, tactile and personal experiences as never before. Mobile devices in our education landscape are digital and portable - with multimedia capabilities to access the Internet, and are drastically changing the ways we teach and learn. Developing applications for such devices enables digital natives to experience mobile technology as active creators rather than just passive consumers of technology.
Learning Goals
Learn Apps Development
Learn Digital Skills (essential for a Liberal Arts major)

The target audience of this lesson are adult learners at basic level who may have reading difficulties or need to refresh or improve their reading fluency and who have an interest in agriculture or gardening.
The lesson can optionally be based upon principles of Systemic Functional Grammar and it is built around planning a small garden, with potential for tie-in to a hands on project. The lesson aims to help learners construct a mental model from a text; enable learners to answer 'what' and 'where' questions about key details in a text; and help learners develop reading skills and strategies which may later be useful in examinations like the GED.

This StageNotes® education guide includes lessons in History, Langauge Arts, Life Skills, Behavioral Studies, and the Arts to be used in conjunction with an exploration of the Broadway musical, Gypsy.

A new approach to interpretive writing

Short Description:
This free new guide is about interpretive writing, about practical ways to provoke our visitors to revelations about the works of art in our galleries.

Word Count: 8034

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This StageNotes® education guide includes lessons in History, Langauge Arts, Life Skills, Behavioral Studies, and the Arts to be used in conjunction with an exploration of the Broadway musical, Cats.

This article provides ideas, lessons and resources on how elementary teachers can integrate map skills, math, and art into lessons about the geography of the Arctic and Antarctica.

Students will listen to a familiar story with repetitive lines that the children can remember. They will make puppets and retell the story in small groups with an adult volunteer or an older child. Main Curriculum Tie: English Language Arts Kindergarten Reading: Literature Standard 2, With prompting and support, retell familiar stories, including key details. All children will participate in retelling a familiar story using puppets. This will help develop oral language and comprehension.

Stéphane Couturier examines the transformation of desert into suburb. Stéphane Couturier, Fenetre, Eastlake Greens, San Diego, edition 4/8, 2001, dye coupler print, 130.81 x 107.95 x 2.54 cm (LACMA, © Stéphane Couturier) With Elizabeth Gerber, Museum Educator, Los Angeles County Museum of Art and Steven Zucker This Seeing America video was made possible thanks to major grants from the Terra Foundation and the Alice L. Walton Foundation. Find learning related resources here: https://smarthistory.org/seeing-america-2/

Mad Scientists Club - Experiments
by Olivia Taylor Copyright 2019 by Olivia Taylor under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.

NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Mad Scientists

Age/Grade Level: varies; Grades 2 - 3rd and 4 - 5th

Number of Attendees: 12-15

Goal of the Club: The goal was to expand the children’s knowledge of basic science principles through demonstration and hands on experiments. Resources: University of Nebraska Lincoln Honors Program

Content Areas: (check all that apply)

☐ Arts (Visual, Music, Theater &Performance)
☐ Literacy
☒ STEM (Science, Technology, Engineering &Math)
☐ Social Studies
☐ Wellness (Physical Education, Health, Nutrition &Character Education)
Outputs or final products: The club did not have a final product, but during many of the weekly experiments we made items the children could take home to show their friends and family.

Introducing your Club/Activities: I led a science club to two groups of kids at separate times. Through experimentation I taught the kids basic natural science fundamentals. We did an experiment each week and a mini lesson to describe the experiment after.

General Directions: Each week once we got to the classroom I took attendance, introduced what we were doing that day, then performed either a demonstration or an experiment with the students. After the experiment was finished we cleaned up then I explained how and why the experiments worked the way they did.

Tips/Tricks: While working through the experiments it worked out best to perform each step with the students and all work at the same pace.

In this lesson Students individually consider a visual text and draw conclusions based on what they see. They write about their conclusions and explain the evidence used to make that determination. Students will be able to analyze a visual text. Students will be able to develop and support a claim about the visual text based on evidence found in the text.

Early in the Spring 2020 semester, University of Tennessee at Chattanooga students in my Ancient to Modern Latin American Visual Culture Art History course embarked upon an intensive first-hand visual analysis and research project that involved working directly with original artifacts from Ancient Latin America housed within the University of Tennessee at Chattanooga Library’s Special Collections. This unique opportunity and the publication of their findings were made possible thanks to the generous support and assistance of Special Collections Director Carolyn Runyon and her dedicated staff.

By examining the wide array of Pre-Columbian objects in the George and Louise Patten Salem Hyde Papers and Cultural Artifacts Collection, these upper division students formed small research groups dedicated to specific artifact types, such as human figurines, animal figurines, tools and lithics, vessels, anthropomorphic ceramics, replicas, and sherds. They carefully recorded their original observations of their selected objects of study in written field notes, photographs, and drawings. Later, they compared their initial observations with preliminary collection data developed independently by Archaeology students of Dr. Andrew Workinger, leading to further questions and insights surrounding these extraordinary pieces predominantly from pre-contact indigenous cultures of the Central and Intermediate regions of Latin America that today comprise Costa Rica, Ecuador, Panama and Colombia. Building upon their analysis, the Art History student research groups then re-examined their selected artifacts through analytical frameworks focused on Gender and the Body, Color, Pattern and Materiality, Spirituality and the Object, Form and Function, and Identity and Representation. In presenting their findings to their peers, students received feedback that allowed them to refine their analysis and develop the original individual and group catalog essays that comprise this exhibition publication. Their research sheds further light on the extraordinary value and diversity of the ancient artifacts of Latin America that uniquely form part of UTC’s Special Collections, as well as the innovative power of interdisciplinary research and collaboration.

Students study an object from antiquity that was found in the sea off the coast of Italy in order to understand how conservators remove and prevent corrosion on bronze statues. They derive meaning from analyzing the pose of the statue. Based on what they observe in the sculpture and what they read about the statue, students speculate about how the sculpture was lost at sea.