The purpose of this unit is for students to develop their understanding of how to create art. This unit provides an opportunity to explore colour theory, Alberta-based artist Annora Brown and her connections to Indigenous cultures. Students will explore local art and wildlife, in addition to a brief dip into mindful awareness and how ultimately discover ways that we can connect the concepts of hands, images, and insights.

Word Count: 5326

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Most students entering university have some experience with trees growing in a forest ecology. Most student perspectives are that of a northern hemisphere chauvinist. Several other forest structures now exist but although the "present is key to the past," deep-time fossil forests have not always been the same. The goals of the activity are (1) to introduce quantitative ecological measures to fossil benthic (autochthonous)assemblages, (2) Test assemblage relationships using diversity measures, correlation coefficients, and simple multivariate statistical analyses, and (3)Reconstruct an autochthonous fossil community in space, demonstrating that ancient community structure differs from the Recent.

This module focuses on the description of different vetation types that may be of use as part of an introductory physical geography course (biogeography), or for a class focused on the study of plants and vegetation. All images were collected from travels to learn about vegetation over the past 40 years and I openly make them available through the OER site. The resources attached to the module include:I. Description of terms used to describe and distinguish among global vegetation types (biomes)- descriptive notes and imagesII. Tropical Vegetation Types- descriptive notes and powerpoint slide showIIIl Subtropical_Temperate_Arctic Vegetation Types- descriptive notes; powerpoint slide show; supportive lists for desert and montane species. 

A Curriculum for Enhancing Farmer Microbial Literacy

Short Description:
The primary purpose of this course is to render the invisible world of microbes visible to farmers. This course provides scientific-based instruction exploring how microbes can assist agriculture. Although the course is designed for farmers, this material can also help extension agents, curious citizen scientists, and other non-experts interested in enhancing their microbial literacy.

Long Description:
The invisibility, complexity, and general opaqueness of soil microbial life makes learning about the “black box of soil” difficult. To address this challenge, my project-based biology senior thesis endeavors to develop a biology-based curriculum for farmers to increase microbial literacy. A transition to a microbially centric agriculture necessitates the development of a new knowledge infrastructure. My senior thesis project aspires to contribute to this new, necessary, and expanding infrastructure. It is critical that farmers recognize their unique role as stewards of not only plants and animals but also as shepherds of an unfathomably complex, necessary, and wondrous herd of microbes.

Word Count: 10617

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Word Count: 21308
This eBook aims to support current and future plant genetic resource managers as they consider the impacts of climate change on plants, agriculture, agrobiodiversity, and plant collections. Our goal is to provide information for readers to learn, understand, plan, and anticipate climate change extremes and how they might impact plant conservation and ex situ collections. Developing plans and preparing management and decision-making processes for dealing with the effects of climate change aligns with many sustainability practices and brings forward skills and techniques for forecasting and adaptive resource management.

In this eBook, we focus on introducing broad ideas, tools, and tactics to support ex situ plant collection managers in building climate-ready collections. We summarize the impacts of climate change on agriculture and food systems, and present a series of chapters that highlight important considerations of a complex landscape, including:

Chapter 1 – Understanding how climate changes impacts agriculture and food systems
Chapter 2 – Identifying the importance of plants in both mitigating and adapting to climate change
Chapter 3 – Understanding the need and value of ex situ plant collections for providing solutions that address the effects of climate change
Chapter 4 – Understanding how climate change affects plant interactions with pollinators, pathogens, and pests
Chapter 5 – Describing methods and opportunities for plant breeding to respond to climate change
Chapter 6 – Considering climate change impacts on plant collections management
Chapter 7 – Learning to develop plans that address the vulnerabilities of climate change
This information serves as an overview of a complex subject that includes the impacts of climate change on agricultural productivity and the critical roles that plant collections have in mitigating and adapting to a changing climate. A greater understanding of these key topics will provide critical insights into the planning necessary to ensure that food plant genetic resources are conserved for current and future generations.

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Learners will be able to 1) describe different integrated pest management techniques for controlling agricultural pests and 2) identify environmental/economical advantages and disadvantages of different pest management methods

Short Description:
Originally edited by Samuel B. Green and published in 1897, this book is an inventory of apples from John S. Harris. Apples are described to include origin, hardiness, color, size, and disease. This 2019 edition includes the transcribed text and original line drawings, and has been expanded to include a biography of John S. Harris. Professor James Luby introduces 21st century readers to this historical document.

Word Count: 20069

ISBN: 978-1-946135-56-8

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Students are invited to submit an essay about invasive plants,  to a local newspaper is publishing student essays about important environmental topics. The essay will be based on the research conducted through reading two sources, a fact sheet, and a blog, and watching a video about invasiveplants. Includes teacher directions and scoring notes.

This activity uses Bristlecone pine tree-ring data to understand how tree growth is related to environmental variables. It can be used to test hypotheses about how tree growth has been increasing with increasing northern hemisphere temperature in the past 100 years. This activity was originally developed by Christine Hallman and Katie Hirschboeck at the Laboratory of Tree-Ring Research at the University of Arizona. This activity is used in a Global Change course for first year non-science majors.

O Manual intuitivo de pigmentos amazônicos é um produto educacional voltado para o ensino das ciências ambientais, tendo como público alvo docentes e discentes do ensino básico. Apresenta conteúdos e elementos da região amazônica presentes no contexto dos educandos como o açaí, o camu-camu, buriti, solos amazônicos, além de textos com referência aos ecossistemas locais (várzea, terra firme e igapó). A proposta visa contribuir nas diversas modalidades de ensino, podendo ser usado como material didático nas escolas e nos espaços não formais, sendo passível de adaptações conforme a necessidade, conteúdo e faixa etária do educando.

This Educator's Guide will provide the steps and materials you will need to create your own herbarium as part of the 4-H Honey Bee Project. 

This transect across northern Washington State was one of our most geologically and biologically diverse field trips. The trip started with a drive across the relatively uniform basalt flows of the Columbia plateau and then traversed the extremely geologically complex North Cascades accessible from a scenic route through the small, and relatively less-traveled, North Cascades National Park. Steep gradients in elevation annual precipitation and winter temperatures revealed equally dramatic changes in vegetation from cold desert shrub lands to temperate coastal rain forests. Like previous trips, this one allowed students to observe glacial processes up close and trace the history of plant succession as glaciers retreat.

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This resource is a publishing of 64 drawn illustrations. The images were initially created for an art installation by Kellie Bornhoft (kelliebornhoft.com). The artist wishes to share the images under CC BY-NC 4.0 for educational and non-commercial use. The intention is to bring awareness to these endangered species. 

These modules are designed to provide students with an understanding of local artist Annora Brown as a vessel to develop a process of creation for their own artworks.

Students will learn about where different types of food come from, why nutrition is important, and how to grow their own food. Students will also learn the basic conditions required for plants to grow, and the importance of human action in maintaining the availability of these conditions.

O jogo fora construído com base em dados disponíveis em base de dados diversos como o site da Agência Nacional de Águas, Agências de Meio Ambiente dos Estados, artigos científicos publicados em eventos, relatórios de gestão de comitê de bacias hidrográficas ou outras fontes que servissem como fieis disseminadores da informação que estava sendo buscada. No geral, essa foi a parte mais dificultosa do trabalho a coleta dos dados dos rios pela disseminação da informação em várias fontes, pela pouca padronização de informação. Destarte, priorizamos dados gerais e que pudessem ser comparados como extensão do rio e área da bacia hidrográfica, por exemplo.
A justificativa está na possibilidade de aplicação de conteúdos, conceitos e elementos de diferentes áreas do conhecimento como Geografia, Matemática e Biologia, permitindo a integração de diferentes ações entre professores de várias áreas de conhecimento, em meio às variações de possibilidade de interação pedagógica, mediada, portanto, pela aplicação de jogos didáticos em sala de aula.
Tendo em vista a proposta de trabalhar com alunos com deficiência o jogo fora pensado para responder às demandas de alunos com múltiplas deficiências usando princípios do Universal Design for Learning (UDL) ou Desenho Universal para Aprendizagem (DUA). O DUA se baseia então em três princípios genéricos: (i) proporcionar múltiplos meios de envolvimento, de forma que seja possível estimular o interesse dos alunos e motivá-los para a aprendizagem recorrendo a múltiplas formas; (ii) proporcionar múltiplos meios de representação de forma que seja possível apresentar a informação e o conteúdo em múltiplos formatos para que todos tenham acesso e; (iii) Proporcionar múltiplos meios de ação e expressão nas quais seja possível permitir formas alternativas de expressão e de demonstração das aprendizagens, por parte dos alunos (NUNES e MADUREIRA, 2015).
Essas ferramentas permitem possibilidades mais flexíveis em que seja possível “pensar na acessibilidade desde a concepção dos projetos [educacionais] […] [enquanto] uma solução mais atrativa e necessária à sociedade contemporânea” (RICARDO, SAÇO e FERREIRA, 2017, p. 1527). As barreiras que existirem para o processo educacional, serão reduzidas pela flexibilidade do currículo, por suporte aos docentes na melhoria do acesso ao conhecimento e à aprendizagem dentro da sala de aula.
Para esse produto técnico foi pensado em um Sistemas de Comunicação Alternativa e Ampliada (SCAA) que pode ser entendido como um recurso que codifica e transmite mensagens sem que seja necessário recrutar habilidades de escrita ou vocalização (GOMIDE, 2017). Os SCAA possuem uma variação expressiva que vai desde “o uso de gestos, língua de sinais, expressões faciais, o uso de pranchas de alfabeto, de símbolos pictográficos, ou ainda pelo uso de sistemas sofisticados de computador com voz sintetizada, por exemplo” (GOMIDE, 2017, p. 25).
Vários são os SCAA disponíveis no mercado, podendo os profissionais de optar por recursos de baixa tecnologia ou recursos de alta tecnologia (GOMIDE, 2017). Os Recursos de Baixa Tecnologia referem-se a recursos mais acessíveis que possibilitam a comunicação quando inexiste a linguagem oral e podem ser usados em Pranchas de Comunicações Alternativa (PCA).
Por ser um sistema de linguagem imagético e pictórico a PCA pode ser editada para contemplar a necessidade que se apresentar para cada aluno especificamente. Gomide (2017) aponta que é necessário ter em vista o nível cultural e escolar das pessoas que irão utilizar aquele sistema para que a linguagem usada possa ser acessível. A linguagem textual é útil para usuários alfabetizados e a linguagem imagética pode ser aplicada para qualquer usuário.

Can you pull a car with cordage made just from a plant? We put it to the test! This clip with Jefferson Patterson Park and Museum's Educator Nate Salzman provides a simple demonstration proving that a cell's microscopic structure affects its macroscopic properties. Included in the video is the very simple method needed to produce and test cordage from yucca leaves on your own.

If you're thinking of using this in a classroom, considering pairing this exploration of cells' structures with an engineering challenge! Yucca fiber can be made without boiling the leaves, if needed: students can either pound/mash leaves to isolate fibers or fibers can be peeled from wet leaves and used while still "green" (any cordage made from green fibers will loosen as it dries, however).

This resource is part of JPPM’s open educational resources project providing education content from our in-house educators, horticulturalists, curators, and conservationists at our 560 acre public park. The grounds have provided a home for different peoples for over 10,000 years and includes extensive archaeological sites, multiple ecosystems, and a 1930s farmstead designed by architect Gertrude Sawyer for the park’s namesake, Jefferson Patterson.

The goal of this class was to explore the natural history of the southern part of the Cascade Range in Oregon. We discussed the complex geologic setting of the range and focused primarily on volcanic features, geologic history and landscape evolution. Adaptation of organisms to desert, alpine and forest habitats were investigated, as well as the spatial and temporal factors that influenced plant species distribution. We spent most of our time exploring Crater Lake National Park and Newberry Volcano National Monument during this immersive field experience..

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