This lesson was created to teach students what the main elements of a fable are. 

Mathematics:After completing this module, the student will able to: 1. Repeat the steps to solve for an equation2. Compute the numbers together3. Solve equations4. Breakdown the problems5. Create similar problems to solve6. Compare the problems to each other

Mathematics:After completing this module, the student will able to: 1. Repeat the steps to solve for an equation2. Compute the numbers together3. Solve equations4. Breakdown the problems5. Create similar problems to solve6. Compare the problems to each other

Overview: In this lesson, students will particpate in three separate learning activities. These activities are each made to help improve the students' knowledge of creating real-world problems to represent an addition and a subraction equation within 20. At the end of the lesson, there is an assessment in order to check the effectivenss of the learning activities

This Lesson Plan was created by Molly Simpson. The attached Lesson Plan is designed for Grade 1 English Language Arts students. Students will be able to understand and spell the words using their knowledge of the various spellings of the same sound: "oar, "or", and "ore". This Lesson Plan can be used with small group instruction or with a whole class. This lesson plan adresses the following NDE Standards: . It is expected that this Lesson Plan will take students 20 to 80 minutes to complete depending on the use of small group or large group instruction.

1st grade science key vocabulary English/Spanish translations (space to add drawing as well).

This lesson will help students understand how a shadow is created and allow them to experiment with creating shadows. 

This is complete workout for the first day of practice at Modesto Junior College.It gives the sets and the total yards for the workout.

Midterm examination for a class at MIT covering game theory and its applications to economics. The one-hour-and-twenty-minute open book examination asks open ended theoretical questions. The exam contains questions and solutions.

This is a problem-based learning (PBL) group jigsaw activity. The scenario is:
Students are employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and nongovernmental organizations (NGOs) working in the affected area.

Students are divided into Expert Groups (related to academic specialties such as Economics, Medicine, Political Science, Earth Science, etc.) and spend several days researching their topics. Students are then reassigned to one of seven or eight Country Groups, based on the countries most affected by the disaster. Each country group needs someone representing each expert group. In the scenario, these groups correspond to task forces that must determine what the situation is in each country and try to assess the current need for international assistance.

Students research their country, using internet resources, especially the CIA World Factbook and ReliefWeb, the information coordination website of the United Nations. At a large-group roundtable discussion, each group presents what it has found about its assigned country. As a final product, each student writes an individual report summarizing findings and making recommendations for disaster assistance.

(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.)

Students are employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and NGO (nongovernmental organizations) working in the affected area.

(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.)

In this multi-part activity, students study seismograms from 3 different seismic stations recording the magnitude 9.0 Sumatra earthquake of December 26th, 2004. By comparing the arrival times of the P and S waves on each seismogram, students determine the distance from the epicenter to each station. Using that data, they can accurately map the location of the epicenter and the precise time of the earthquake. After locating the epicenter, students calculate the position of the tsunami generated by the quake at one hour intervals. From those determinations, predictions are made about how much time people had before the tsunami crashed onto their shores. Finally, students investigate some of the ways people can lessen the impact of the next great tsunami.

(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.)

Deze vraagstukkenbundel is bedoeld als oefenmateriaal bij het bestuderen van de basiscolleges Fysische Transportverschijnselen, zoals die aan de TU Delft worden gegeven. De vraagstukken zijn afkomstig uit oude vraagstukkenbundels en uit recente tentamens. Wij hebben de formulering van veel van deze vraagstukken herzien.
Vooral door de vraagstukken in meerdere onderdelen te splitsen, hopen we aan te geven dat een stapsgewijze aanpak, veelal gebaseerd op één of meer balansen, een bruikbaar recept voor het oplossen van de opgaven is. Overigens is deze splitsing bij lang niet alle opgaven doorgevoerd om aan studenten de gelegenheid te geven juist dit moeilijke facet zelf te oefenen.

This activity uses data collected from DART (Deep-ocean Assessment and Reporting of Tsunamis) stations in the Pacific following the 2011 tsunami generated off the coast of Japan. Students are required to map the wave front after 5, 10, and 15 hours to better understand the speed and propagation of the tsunami wave.

(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.)

Material de apoyo y materiales utilizados en el curso «Teorías de la personalidad» a desarrollarse en el semestre académico 2012 - III, a cargo de Víctor MIranda Vargas.

This exercise uses the example of the March 28, 2014 M5.1 La Habra earthquake to teach about earthquake risk and resilience in southern California. Students will examine seismic waveforms recording during the earthquake, as well as read reports from scientific agencies and news outlets to answer basic questions regarding earthquake risk and resilience.

(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.)