This activity is intended to fill the first part of a class period on mining and mining impacts. It is a hands-on activity in which students, in small groups, "mine" the blueberries or chocolate chips out of a muffin. This activity helps to review the reading materials and facilitate discussion about mining and mining methods, waste, beneficiation, landscape destruction, reclamation methods, and more.

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This activity focuses on the interrelationships of ore grades, economics, mining impacts/decisions, and other factors. It is intended as a small-group activity, where different groups of students work on one of three different parts, with classroom discussion as a follow-up.

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This document is an example of a CFT integrated plan for the CFT Foundation curriculum.

This document is an activity related to the CFT integrated plan for the CFT Foundation curriculum

Even though students will read about sedimentary processes and the mineral resources thus formed, they will need some practice in order to truly grasp the concepts.

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Students will analyze data and answer questions regarding the weathering, erosion, and deposition responsible for concentrating shoreline titanium placer deposits in Florida.

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Students will research two types of salt deposits: solar salt (e.g., facilities in Bahamas) and rock salt (e.g., Heber City, Utah). Students will be able to compare and contrast the two types of salt deposits by creating a concept map.

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Expressing understanding in multiple and varied ways helps build understanding and reveal possible gaps or misconceptions. This activity supports learners to use multiple forms of expression to show data collection, data analysis, and a claim (or hypothesis) that answers a focus question.Created as part of the OASIS Coaching Support research study at CAST.

The material in this lesson will help students become aware of the warning signs of financial difficulties. When difficulties arise, students should first contact their creditors. Next, efforts should be made to revise spending patterns. In addition, assistance from a Credit Counseling service agencies might be considered. What if these actions do not help?

For the Principles of Accounting: Volume 2 Managerial Accounting, this video focuses on Chapter 6 (Activity Based Costing) using the Musicality, Inc. problem, exploring the calculations differences between Single Plantwide Overhead rate vs. Activity Based Costing. Covering the cost per unit / gross profit per unit only.

Bubbles in the bathtub is a quick, easy, and anonymous way to find out what all students are thinking. You can use this activity for predictions, reflections, brainstorming ideas for future investigations, exit tickets, and more.

In Round 1, students learn to allocate their "20 bean salary" according to which options they want to spend their beans on. Round 2 forces the students to reduce their salary to 13 beans and make decisions about where they should make their "cuts". Round 3 includes some "life happens" challenges that allow students to make more decisions on where to move the beans in order to deal with the situations. This activity completes with some reflection questions on how this activity relates to budgeting with real income.

Different and varied perspectives leads to richer science and better inquiry. This activity helps provide varied ways for learners to express questions, ideas, and understanding. As a result, it provides opportunities for all students, including those reticent to speak in whole-group settings, to share insights and inform class thinking.Created as part of the OASIS Coaching Support research study at CAST.

Classroom practice has shown that this "Graffiti Wall" is a highly effective strategy that encourages multiple voices, and helps ideas to spread across groups of students and classes.

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.