This activity guides students through making a simple circuit and writing a simple Arduino sketch (code) to make some LEDs blink. It precedes a lab where students build a temperature sensor, and could be used prior to any lab that has students build Arduino-based environmental sensors. Instructions are complete enough so an instructor with no previous Arduino experience can implement this activity.

Data Carpentry lesson to learn to navigate your file system, create, copy, move, and remove files and directories, and automate repetitive tasks using scripts and wildcards with genomics data. Command line interface (OS shell) and graphic user interface (GUI) are different ways of interacting with a computer’s operating system. The shell is a program that presents a command line interface which allows you to control your computer using commands entered with a keyboard instead of controlling graphical user interfaces (GUIs) with a mouse/keyboard combination. There are quite a few reasons to start learning about the shell: For most bioinformatics tools, you have to use the shell. There is no graphical interface. If you want to work in metagenomics or genomics you’re going to need to use the shell. The shell gives you power. The command line gives you the power to do your work more efficiently and more quickly. When you need to do things tens to hundreds of times, knowing how to use the shell is transformative. To use remote computers or cloud computing, you need to use the shell.

Students will be introduced to a variety of cooking oils and examine their nutritional values, costs, and uses.

Students will examine Hazard Analysis Critical Control Point principles as implemented in food production. Students will take a field trip to a food production center to investigate the value and challenges of implementation.

Students will understand mise en place by collecting and displaying necessary items for today’s recipe preparation.

Students will demonstrate an understanding of mise en place by collecting and displaying the necessary items for preparing today's recipe of creme brulee.

Students will examine the history of food regulations, research current challenges involving OHSA's regulation of the food industry, and draw conclusions as to the impact on consumers.

Students will examine recipe adaptations that improve the nutritional value and/or meet the needs of a special dietary restriction.

Students will collect and display research of symptoms and prevention of foodborne illness.

This activity is an investigation of what colors make up white light. Students will explore through two different hands-on activities.

The Los Angeles and the Future of Mono Lake WebQuest leads students in a guided exploration of Mono Lake's extreme environment and asks them to consider the preservation of this environment in relation to the needs of humans.

(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.)

This activity will give kindergartner the chance to see what happend when they paint an iodine solution over a lemon juice message. They get to make thier own invisible message!

These series of lesson are designed to help students understand the theory of plate tectonics. This content could easily be adapted to reach younger or older audiences.

Discover the island cultures of the South Pacific and their musical expressions with songs, crafts, and games. Uses recordings of Hawaiian slack key guitar, rhythmic game songs from the Solomon Islands, and Papua New Guinea flute playing.

This lab allows students to look at variety of data from the North Anatolian fault in Turkey. Specifically, students have the oportunity to:

interpret seismograms from the Izmit earthquake in 1999 (while accessing some seismograph station information from IRIS)
make and interpret an earthquake focal mechanism solution based on these seismograms
locate the earthquake epicenter
calculate the moment magnitude of the earthquake using published data showing epicenter locations and displacement measurements
intepret historical data from the North Anatolian fault and tectonic-scale plate motion information to see what patterns occur in the regional seismicity.

(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.)

            Jordan Barta and Sarah Pinet Lesson Plan Date:          January 24, 2018                            Grade Level: 2nd GradeConcept: Math addition with powers Objectives:The students will be able to add numbers of 5. The students will also learn how to be able to count from 10 up to 100 by 10. The students will also be able in the end to show me they understand numbers of 10 and 5. I will also teach the students how to add with problems that have place values or powers. Criteria: To meet the criteria the students will demonstrate on the worksheet that I provided them that they understand addition with powers. Before I allow the students to take the quiz they have to get all the answer on the worksheet correct to demonstrate understanding. The students will also take a quiz at the end of the week to demonstrate their understanding. Introduction:1. Gather students together in a group.2. Ask if the students have ever been taught to add numbers or if they know what adding is.3. Show students how to add on the board.4. Have the student’s show they have learned what I am teaching by showing the skills on the board by adding numbers. Vocabulary:Numbers, know the plus sign, knowing equations, know the powers.     Body of Lesson:1. I will let the students know what we are learning for the week.2. Show the students problems on the board to show them what they will be working on for the week.3. I will give the students a paper with problems on them and help the student complete it in the class.4. Send the student home with problems and have them work on their own and show what they have learned.5. On Friday we will take a test to see if the students understand what we were working on this week.     Accommodations/Modifications:Accommodations and Modifications will be determined by the IEP team but could include oral presentation of the math problems, larger print handouts, and extra time to complete work.  Multiple Intelligence(s) Addressed: We will use the Logical intelligence. Where the students will think about the problems and find out what they love about the math we are learning and then the reason we need to learn these problems for the rest of their life.  Assessment:The Assessment I will give the students is Formative. I will give the students a 5 question quiz at the end of the week. This will allow me to see how much the students understand the concept and what I need to go back over. After I grade the quiz I will put on one side of the board the strengths of the students and on the other side of the board their weakness and what we need to work on. Materials:The students will need a piece of paper and pencil and will be given a worksheet with problems that teach addition.   Standards:1. The students will extend their learning on base-ten problems.2. The students will extend their learning on base-5 problems.3. The students will gain fluency on addition.4. The students will also understand addition will numbers that have place units.5. Understand Place value.MA 2.1.1.aMA 2.1.1.bMA 2.1.1.cMA 2.1.1.dMA 2.1.1.e MA 2.1.2.a.MA 2.1.2.bMA 2.1.2.cMA 2.1.2. dMA 2.1.2.eMA 2.1.2.f                                                 Worksheet Problems 1. 5+1=2. 10+10=3. 10^2+5=4. 5+115. 5+5=6. 10+20=7. 5^3+6=8. 5, 10, 15. ,25,30,35, ,45, 509. 10,20, , 40,50,60, , 80, 90, 10010. 10+5=Answers1. 6                                  2. 20                                        3. 1054. 16                                5. 10                                       6. 307. 131                               8. 20, 40                               9. 30, 7010. 15  Test Question.1. 5+5=2. 10^1+5=3. 10+10=4. 5,10 15,20, ,30,35, , 45,505. 10,20,,40,50,,70,,90,100Answers1. 102. 153. 204. 25, 405. 30, 60, 80

This curriculum was designed for high school students with no prior coding experience who are interested in learning Python programming for data science. However, this course material would be useful for anyone interested in teaching or learning basic programming for data analysis.

The curriculum features short lessons to deliver course material in “bite sized” chunks, followed by practices to solidify the learners' understanding. Pre-recorded videos of lessons enable effective virtual learning and flipped classroom approaches.

The learning objectives of this curriculum are:

1. Write code in Python with correct syntax and following best practices.
2. Implement fundamental programming concepts when presented with a programmatic problem set.
3. Apply data analysis to real world data to answer scientific questions.
4. Create informative summary statistics and data visualizations in Python.
5. These skills provide a solid foundation for basic data analysis in Python. Participation in our program exposes students to the many ways coding and data science can be impactful across many disciplines.

Our curriculum design consists of 27 lessons broken up into 5 modules that cover Jupyter notebook setup, Python coding fundamentals, use of essential data science packages including pandas and numpy, basic statistical analyses, and plotting using seaborn and matplotlib. Each lesson consists of a lesson notebook, used for teaching the concept via live coding, and a practice notebook containing similar exercises for the student to complete on their own following the lesson. Each lesson builds on those before it, beginning with relevant content reminders from the previous lessons and ending with a concise summary of the skills presented within.

This open-access anthology features short texts that can be read in a single class period and are designed to spark deep conversations. Organized around themes of being, love, land, world, and futures, these poems, essays, and flash fiction offer inclusive and affirming perspectives to align with junior high and high school English language arts (ELA) curriculum. With contributions from acclaimed young adult authors, flash fiction writers, and teacher-poets, Just YA provides educators with contemporary texts that resonate with and inspire today’s students to write their own stories.