This is a compilation of SAE for All resources, including informational materials and videos and teacher created resources.  Many more additional resources can be found at https://saeforall.org/educator-resources/

This is a REVIEW for South Carolina Biology EOC Test - Mitosis and The Cell Cycle. The human body is composed of trillions of cells. Each cell has a specific purpose to help carry out life. Many of these trillions of cells will wear out and need replaced. This essential process for life is called mitosis. In this seminar you will explore, compare, and reflect on how cells reproduce and make copies of themselves. 

This unit includes four lessons and two student working days that culminate in students designing an interactive audio and visual display using emaze. The purpose of this visual display is to document their journey throughout the process of becoming familiar with the traceability (and sometimes lack thereof) of beef, produce, and seafood regulations. With their visual displays, they will be able to educate their family, peers, and the public about food consumption choices and provide background knowledge about its origins.

Using inquiry-based reading and reading apprenticeship strategies, students will explore an anchor text as well as two supplemental texts which they will use to develop their own essential and supporting questions to guide their research. AP Environmental students will explore a variety of texts and resources to increase their knowledge and awareness of where our food (seafood, beef, and produce) in the United States originally is located, how it was obtained, and the laws that govern the process behind the scenes.

Summary: Students are given information about SMART Goals. The SMART Goal process is defined, an example of each step is provided, and the student is provided a blank sheet to develop their own SMART Goals.

This resource is built for teacher reference. Each of the units links to the design plan for each lesson of the SMII course.Inside each of the lessons, there are links to lesson resources, practice resources, and assessment resources. There is also a link to the Desmos collections as there is a Desmos activity designed to accompany each of the lessons of each unit. 

Ethnic and racial groups in the U.S. and social factors leading to prejudice, discrimination, and stereotypes. Four major ethnic groups (Blacks, Asians, Native Americans, and Latinos) examined with emphasis placed on historical experiences, contemporary circumstances and future trends.

Contemporary sociological approaches to racism center on explaining the well-documented persistence of racial inequality and racial discrimination in an era of declining overtly racist attitudes. This assignment provides students an opportunity to teach classmates about the manifestations of racism in some of the most pressing social problems of our times. Furthermore, students can share the most effective ways of combatting racism when it shows up in these pervasive but often less visible ways.

This is a book written by a prior community college Spanish instructor who currently works as an Instructional Designer at Texas A&M University at the Mays Business School. The text contains explanations, examples, fill-in-the-blank activities, reading activities, writing activities, and speaking activities. The grammar and vocabulary covered in this book are in line with the state-wide accepted goals and objectives for grammar at the 101 level in Arizona. If you would like an editable version of the book, or learn how to make this type of book, feel free to contact the author at jreyn001@tamu.edu.

This two-part assignment introduces students to spectrogram reading by asking them (1) to explore a set of spectrograms representing the days of the week, and then (2) record their own spectrogram and add a picture of it to a common "Mystery Spectrograms" folder for use in a subsequent assignment (and also in classroom activities).
NOTE: by the time this assignment is introduced, the students have already learned how to record themselves and save sound files using the Praat software for acoustic analysis. If they are not familiar with the procedure, this tutorial will help:
Making a recording in PRAAT

This assignment is asking students to collaboratively create a database of "good" and "bad" voices for subsequent analysis.

This assignment is asking students to collaboratively create a database with videos illustrating differences in the speech production of young children compared to that of adults.

Erskine Caldwell was a Georgia novelist. He published his controversial work, "God's Little Acre," in 1933 about the 1920's in Georgia. This is an excerpt and writing prompt aligned to the SS8H8 standard and the Social Studies Literary Standards.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Using the acronym STEAL, students will practice analyzing a character. This lesson includes an explanation of the STEAL strategy, a video demonstration, and two options for student practice or assessment.

This learning tool will guide students through the process of understanding real-world applications of drug delivery and how drug delivery is applied to treating infectious diseases. Students using this module should find success in self-directed learning, though they may use additional resources in the community, the guidance of teachers, the advice of scientists or biomedical professionals at DDF, or the knowledge presented in scientific literature to help them achieve their goal; though this module should provide most of the tools they will need for guidance.