This 30 minute activity engages students in ordering and spacing geologic history events on a meter stick. Students engage in an inquiry cycle, individually first, then with a partner before receiving feedback on their model. This process scaffolds their temporal reasoning of the vastness of geologic time.

In the fall of 2021, students in Pseudoscience courses started creating this open educational resource (OER), which has been built upon by subsequent classes. Our intention is to create a free textbook for this course that might also be used by students of critical thinking elsewhere and of all ages, whether in a classroom or not. Our growing, interactive textbook employs the Paul-Elder Model and other critical-thinking resources, and is freely available to all, learners and educators alike.

The topic of pseudoscience offers a rewarding way for students to learn the value of thinking critically, even as they get to argue things, like Flat Earth Theory and astrology, that may seem trivial at first. At a time when truth is understood as largely subjective, we have, not surprisingly, seen a resurgence in the popularity of pseudosciences and conspiracy theories, which many consider to hold significant truth value, just as valid as physical evidence. It is our aim here to demonstrate the reasoned analysis process — weighing truth, belief, opinion, and fact — so that others may be able to replicate this process and reason through their own questions about vaccines, extra-terrestrials, genetic modification, or the first people to arrive in the Americas.

This is an activity in which students use their senses to describe their garden. This is a guided inquiry lesson.

Short Description:
Short guides in common research methodologies, created by doctoral students for doctoral students.

Word Count: 29950

(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 project is unique because English teachers and other faculty volunteered their time over two
years to create this comprehensive and free textbook for students and instructors. This textbook is
an English teacher’s version of a love letter to our students. We love the written word and strive to
infect our students with that shared love and appreciation of language. Also, we have dedicated our
professional lives to help others reach their academic goals, and this textbook is a testament to our
ongoing commitment to help our students succeed and flourish in college and beyond.

Using the C3 Inquiry Design Model format, high school social studies and English students learn to understand lynching in Virginia in the Jim Crow South and discuss ways of taking informed action to move towards racial healing. Each inquiry is supported by the Virginia Standards of Learning and the Common Core Standards and is expected to take three-four 50-minute class periods. The inquiry time frame can expand if teachers think their students need additional instructional experiences (e.g., historical context, formative performance tasks, featured sources, writing, etc.). Teachers are encouraged to adjust the inquiry to meet the needs and interests of their students and school/community contexts. The inquiries lend themselves to differentiation and modeling of historical thinking skills while assisting students in reading a wide variety of sources and writing in a wide variety of genres.Use the next button or the drop down menu to navigate between pages. Please note, Social studies lessons are found at the bottom of page 2 and English lesson are found at the bottom of page 3.  For more information and/or access to the primary sources used in the lesson plans, please visit the Racial Terror: Lynching in Virginia website.

SYNOPSIS: In this lesson, students learn about watersheds, how human activities impact watersheds, and what communities can do to keep the watershed healthy.

SCIENTIST NOTES: This lesson allows students to learn about watersheds, their spatial distribution, and the role they play in improving water quality. Students will also learn about ways of protecting their local watersheds from pollution and other harmful human activities. The materials, maps, and activities embedded in the lesson were thoroughly reviewed, and this lesson has passed our science credibility process.

POSITIVES:
-This lesson provides opportunities for social-emotional check-ins so that students can recognize and understand their feelings as they learn about human-caused problems in watersheds.
-Students will work effectively in small groups.
-Students will feel empowered as they learn how to protect their local watershed and educate others about the importance of keeping the watershed healthy.

ADDITIONAL PREREQUISITES:
-Students should be familiar with the water cycle. The following resources can help students who are unfamiliar with the topic:
-Drop: An Adventure Through the Water Cycle by Emily Kate Moon
-Coloring Page: The Water Cycle
-Students should be able to read a map.
-Teacher will need to gather the following items for each small group for the two Crumpled Paper Watershed activities:
-2 sheets of blank paper
-1 spray bottle filled with water
-A black, brown, red, and blue water-soluble marker

DIFFERENTIATION:
-Students can work on the two Crumpled Paper Watershed activities in mixed-ability groups, pairs, or individually.
-You can tailor the written response activity in the Inspire section to suit students’ needs. For example, stronger writers can be tasked with including three or more terms from the glossary in their response.
-In this lesson, students are required to share their written responses with their local watershed council. You can change how students share their written responses. Further, you can require that students share their responses in more than one way (e.g., watershed council, social media post, newspaper article, etc.)

In this lesson, students learn about watersheds, how human activities impact watersheds, and what communities can do to keep the watershed healthy.

Step 1 - Inquire: Students think about how they use water in their everyday life and the important role that their local watershed plays in their community.

Step 2 - Investigate: Students complete two hands-on activities to understand how watersheds work and the impact that human activities have on watersheds.

Step 3 - Inspire: Students write a poem, short story, or letter about the importance of watershed health and share it with their local watershed council.

Google Streetview image of Monument Valley. Image by Khashea N. Alnasrallah.

Provenance: Photo by Khashea N. Alnasrallah, accessed at https://www.google.com/maps/@37.0080155,-110.1880364,3a,90y,65.73h,76.64t/data=!3m8!1e1!3m6!1sAF1QipPAABHveLP_NZYyuXecNQ7yrcPXESv24W8ttQ_b!2e10!3e11!6shttps:%2F%2Flh5.googleusercontent.com%2Fp%2FAF1QipPAABHveLP_NZYyuXecNQ7yrcPXESv24W8ttQ_b%3Dw203-h100-k-no-pi0-ya298.5-ro-0-fo100!7i7168!8i3584?hl=en
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

This exercise uses Google Streetview, in combination with 360 degree immersive photographs, to show students real-world examples of the sedimentary rocks, sedimentary structures, and weathering processes that they are learning about in class.
Examples are taken from Parfrey's Glen (WI); Zion National Park; Glacier National Park; Starved Rock State Park (IL); Monument Valley; and Grand Staircase - Escalante National Monument.

(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.)

Web Writing (2023) by Dr. A Nicole Pfannenstiel is designed to provide a practical, rhetorical approach to web writing and content strategy analysis for students completing advanced writing courses. The eTextbook uses the rhetorical situation and key concepts to help readers/students understand how to write within specific web spaces for specific audiences drawing on appropriate discourse community conventions. It includes a chapter devoted to the rhetorical situation and key concepts to help students analyze and build their understanding of existing communication. It also includes a chapter outlining approaches to content strategy analysis, using the rhetorical situation and key concepts to understand the rich public data provided through social media accounts to support learners understanding effective web writing. The content analysis overview helps students build skills for analyzing writing, for collecting and analyzing qualitative and quantitative social media data, and for drawing conclusions about content strategy best practices.

For writing center and writing program scholars, administrators, and practitioners hungry for changing how we labor and how we teach writing, this book details several interventions, pedagogies, and programmatic approaches that place wellness, vulnerability, and anti-racist community care at the forefront of our work. For practitioners outside of the United States, I hope that this book generates meaningful conversations about wellness challenges and care opportunities and leads to interventions that are culturally-specific and site-specific. Of course, as I have detailed in my other work on wellness and labor, the pandemic has given new urgency to these conversations and has upped their stakes. This book, then, is an artifact of a pre-pandemic world. While subsequent revisions have woven in pandemic-specific reflections and information, we are still sorting through the wreckage of a harrowing year. In years to come, I hope that we will look back on this period of uncertainty and fear, and process how the pandemic reshaped us: our work, our tutoring and teaching practices, our attitudes about our institutions, our profession, our programmatic goals. I also hope we examine what the pandemic failed to reshape and the many aspects of the academy that the pandemic adversely shaped.

What Color is Your C.F.R.? is a problem-based law workbook with a colorful twist. Conceived and written by law librarians, it uses easy to understand plain language and is a light-hearted but helpful supplement to instruction on basic legal research. The book takes a non-traditional approach to legal research and uses short legal research exercises and coloring.

Students in this lesson will investigate the different aspects of agronomy through different videos and puzzles.  They will define what agronomy is, provide examples of the industry and describe what agronomic sciences entail.  

Rosen – schön, edel und sehr beliebt. Die mit Abstand meistgekaufte Blume in Deutschland stammt vor allem aus Kenia. In Kenia am Lake Naivasha werden zwei Drittel aller verkauften Rosen in Deutschland produziert. Die Region um den Naivashasee bietet zwar mehrere Standortvorteile, birgt allerdings auch einige Schattenseiten. Der Rosenanbau erfolgt unter enormem Wasserverbrauch – in einem Land mit Wasserknappheit. Durch die in den letzten Jahrzehnten drastische Expansion der Blumenfarmen kam es zu einer massiven Verschmutzung des Naivashasees und zu Seespiegelschwankungen. Die dortige Zuwanderung und das prognostizierte starke Bevölkerungswachstum verschärft diese Problematik.

Short Description:
An interactive, multimedia text that introduces students to reading and writing at the college level. Order a print copy: http://www.lulu.com/content/paperback-book/the-word-on-college-reading-and-writing/23481664

Long Description:
Written by five college reading and writing instructors, this interactive, multimedia text draws from decades of experience teaching students who are entering the college reading and writing environment for the first time. It includes examples, exercises, and definitions for just about every reading- and writing-related topic students will encounter in their college courses.

Order a print copy: http://www.lulu.com/content/paperback-book/the-word-on-college-reading-and-writing/23481664

Word Count: 61868

ISBN: 978-1-63635-027-1

(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.)

Written by five college reading and writing instructors, this interactive, multimedia text draws from decades of experience teaching students who are entering the college reading and writing environment for the first time. It includes examples, exercises, and definitions for just about every reading- and writing-related topic students will encounter in their college courses.