This resource includes three classroom-tested activities that were created using the ideas outlined in the article “Getting more out of animations” by Pruneski and Donovan (in press). The driving idea is that animations can be a powerful tool for learning complex biological processes, but when students are passive viewers, it limits their usefulness and may become simply another source of content to be memorized. Engaging students with animations can greatly increase the amount of information that can be extracted and can help students develop important learning skills that can be useful in the future.

These sample assignments help make the use of animations more effective and active by structuring student viewing using guiding questions. These questions focus on particular objects, features, or steps of the process to help students accomplish specific learning objectives for that topic. The assignments also help students think about animations as media objects that are created by scientists and animators using specific tools and conventions that affect how the process is depicted and the ways in which it should be viewed. Lastly, by comparing and contrasting multiple animations of the same process, students can extract more information, overcome the limitations of each individual animations, and generate a more complete view of the process.

What are your facet values when using software? What's one situation when your facet values might change? How did identifying your facet values affect your understanding of how you use software?

What are your facet values when using software? What's one situation when your facet values might change? How did identifying your facet values affect your understanding of how you use software?

What cognitive styles do you use to interact with technology? PRE-REQ: https://www.oercommons.org/courseware/lesson/87536 LAST UPDATE: Changed title

Reflection assignment about cognitive styles used to interact with technology. Includes reflection questions about relating to the GenderMag personas.

Reflection assignment about cognitive styles used to interact with technology. Includes reflection questions about relating to the SESMag personas.

An infographic can be used to display a concept graphically. For your final project, you will develop your personal and professional code of ethics. This "code" will include what you value and how you will conduct yourself in personal and professional relationships.

Your code of ethics infographic should have at least these three components:

- What does (or should) ethics mean in our society?
- What does ethics mean to you?
- How will you conduct yourself?

An example homework that runs students on the personas and how to use them in the GenderMag Walkthrough.

Here is a weekly activity log template to help students record their weekly physical activity.

This is an in-depth assignment to explore and write about the history of life as represented at the Museum of the Earth at the Paleontological Research Institution in Ithaca, New York. Students will examine several facets of paleontology: paleoecology, paleoclimate, geologic time, and mass extinctions.

This template supports faculty and staff as they interrogate their OER and iterate the resource. This template is part of a Canvas course titled Adapting OER to Incorporate UDL.  The initial course is offered by ISKME to California Community College faculty and staff and was created with support from the Michelson Foundatin's Spark Grant Program. 

Understanding adding and subtracting polynomials.StandardsCC.2.2.HS.D.3Extend the knowledge of arithmetic operations and apply to polynomials.

Students will practice adding and subtracting common denominators before advancing to adding and subtracting fractions that do not have common denominators.

This resource includes three tasks surrounding the Common Core Standard 5.NF.2 - Adding and Subtracting Mixed Numbers with Unlike Denominators Using an Open Number Line and Fraction Equivalence. The tasks involves looking at real Maryland snowstorm data and each task builds off the previous task.

This is a lesson for teaching 1st graders on how to use a number line to help them with number sense and understanding addition before they learn subtraction. Number lines can also aid in the concept of subraction. 

Students enrolled in an Adolescent and Adult Development Psychology course at Boise State University collaborated to create a blog answering this prompt: Summarize and integrate what we have learned so far in this course about the adolescent period of life, focusing particularly on the importance of family and friends as sources of socialization and as responders to the physical and mental changes that adolescents are undergoing.Authors: Heather Whittaker, Parker Rising Evans, Shyann Gambill, Jesse Peters, Brooklynn Adams, Maddie Blew, Chase Dreksler, Kyle Dumpel, Sophia Falsev, Hanah Hazel, Daddy Boy Huddy-Nahalea, Rael Jensen, Kylie Johnson, Alex Low, Carson Manning, Melissa Ness, Taylor Oxley, Jacqueline Reyes, Hailey Reynolds, Colin Shillingburg, Hannah Swenson, Austin Thompson, Julie Vasilyev, and Cooper Wilcox  

This resource is useful for students who can visit rare books in special collections libraries. Teachers and students of book history, literature, and art history might find this resource useful.

This activity is a Google Slide playlist that will introduce students to microbes that can be found in deep sea sediments, and what roles they play in their environment. This playlist is suitable for use in remote or in-person instruction and can easily be added to a Learning Management System.

Provenance: Molly Ludwick, Kings Mountain Middle School
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