Make your survey fun by gamifying it! This resource provides a tutorial on how to gamify survey questions and how to incorporate a game quest to make it more engaging and meaningful to the learners.

Este conteúdo aborda sobre a garantia de qualidade para caso de testes unitários.

This chemistry activity was created to enhance student learning around the gas laws. It guides students through PhET simulations, the creation of graphs from collected data, and then asks comprehension questions afterward.chemistr

This is a one-day close reading activity that would go well with a unit on The Great Gatsby or the American Dream.

This resource is an ordered outline for teachers who need guidance on what to cover for the geometry portion of the GED math test. Downloadable links are embedded in the outline as well as emphasis suggestions. The outline lists concepts to cover in a logical order for success on the geometry portion of the GED.

This survey chemistry course is designed to introduce students to the world of chemistry. In this course, we will study chemistry from the ground up, learning the basics of the atom and its behavior. We will apply this knowledge to understand the chemical properties of matter and the changes and reactions that take place in all types of matter. Upon successful completion of this course, students will be able to: Define the general term 'chemistry.' Distinguish between the physical and chemical properties of matter. Distinguish between mixtures and pure substances. Describe the arrangement of the periodic table. Perform mathematical operations involving significant figures. Convert measurements into scientific notation. Explain the law of conservation of mass, the law of definite composition, and the law of multiple proportions. Summarize the essential points of Dalton's atomic theory. Define the term 'atom.' Describe electron configurations. Draw Lewis structures for molecules. Name ionic and covalent compounds using the rules for nomenclature of inorganic compounds. Explain the relationship between enthalpy change and a reaction's tendency to occur. (Chemistry 101; See also: Biology 105. Mechanical Engineering 004)

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Lección sencilla para orientar a estudiantes de maestría en artes, para la elaboración del Resumen de su Informe Final de tesis o trabajo de graduación.

This is a great handout to complete in class with your students as an in-class activity or assign as out-of-class work. This handout helps students generate speech topics. 

Students will use effective research skills to find and select appropriate information to create a "poster" to inform others about a genetic disorder.  They will use their research to create a single PowerPoint slide to be used as a poster or fact sheet that presents information about the genetic disorder they select.  The slide will be graded on the information presented, neatness, and legibility.  Students will then share their research in a Gallery Walk to learn about the genetic disorders researched by their classmates.  As they read/listen to the information presented for each project, they will take notes and provide comments.

this was a flipped classroom assignment for a Biology class. It has a few starter questions and a video to watch. The students will watch the video and take Cornell Style notes.

This fully digital Common Core Standards aligned middle and high school curriculum can be used with GeoGebra tools for interactive and engaging instruction. You can monitor all student progress in real time for in person, remote, or hybrid settings.

Students view the documentary "Taking Root: the Vision of Wangari Maathai." They also are required to read Dr. Maathai's "The Greenbelt Movement: Sharing the Approach and Experience." The students must write an essay describing the geo-politics inherent within the Greenbelt Movement, specifically as it relates to environmental security. The students must next examine the potential for a similar social movement to be effective in Myanmar.

Students geocode the locations of the "big box stores" Walmart and Target from addresses that they download. They then compare the spatial distribution of stores at the state level by performing a spatial join with a shapefile of US states, and comparing the distribution of stores with the population of each state. Finally, they write a report of their results as a recommendation for future action, either by an environmental group or a development group.

The Keystone Pipeline is a complex project that raises important environmental, economic, and international policy issues. Tar sands from Alberta Canada will be mined and processed and transported on a ~1700 mile pipeline to refineries in the United States. How should decisions be made responsibly and ethically to balance societal energy needs with anticipated environmental impacts related to mining and processing the tar sands and the ultimate impacts on climate change.

(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.)

Basic physical, cultural and economic elements and their integration on a world and regional basis.

Geography Remote Sensing Class Activities

GEOG 286 : REMOTE SENSING

DESCRIPTION
Introduces students to the theory and methods of remote sensing through use of satellite imagery. Practical exercises involve use of SPOT, LANDSAT and Quickbird images with ArcGIS/Imagine Analysis software. Digital analysis is discussed and performed including preprocessing, image classification and image evaluation. Intended for students enrolled in the second year of GIS or UAS programs, or similar academic preparation (see program director for details).

LEARNING OUTCOMES
1. Demonstrate knowledge and apply skills essential to the discipline.
2. Apply GIS skills necessary to provide geospatial and thematic data.
3. Apply critical thinking and problem solving skill that reflect best practice.
4. Coordinate and manage the delivery of reliable, valid, GIS data including analysis and specialized user needs products.
5. Communicate effectively and appropriately within a professional setting in both written and oral form.