Students identify and draw slices through an ice cream cone, a pyramid, and a beverage six-pack.

Students identify and draw slices through cylinders and partial cylinders, and use gestures to visualize slicing planes. This practice with visualizing slices through idealized geometric shapes is preparation for visualizing slices through geological features.

Students identify and draw slices through fruit, as practice for drawing slices through more complex features.

Algebra students need practice determining equations of lines given a pair of points, or the line parallel or perpendicular to a given line through a given point. This Demonstration, along with guiding worksheets or a teacher presentation, gives students a chance to see the relationships between these lines and points.

 Students will be reviewing and learning points/lines, slope formula, slope-intercept form, and standard form. over four days. Day five will be an accumulation of everything learned where students will use GeoGebra, an assistive technology tool, to graph linear models they create and will represent the linear model in both slope-intercept and standard form.*This work was made possible by the generous support of the National Science Foundation, grant #1755631, and the University of St. Francis Noyce STEM Educators Program

Within this collection you will find lessons, videos, handouts, and teacher guides you can use in your classroom.  You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.

This lesson introduces principles of small animal health care with research to identify and describe common diseases or parasites, symptoms and causes, treatment, and prevention.

This course introduces Entrepreneurship and Business Planning. Upon successful completion of this course, students will be able to: analyze the entrepreneurial process through which business ideas are evaluated; identify the characteristics of successful entrepreneurs; demonstrate an awareness of strategies supporting entrepreneurship; distinguish between business ideas and opportunities; write a formalized business plan; write a marketing plan; examine their personal entrepreneurial potentials; know how to finance their business ventures; demonstrate an understanding of team-building dynamics. (Business Administration 305)

In this lesson, students will learn about the safety hazards associated with the small engines shop. Students will learn how to avoid those safety hazards to operate the safest learning environment.

This unit, in this course, is done at the end of the term as class teams prepare their presentations during finals week (the final project is a summative assignment). Students will view YouTube videos in and/or out of class to prepare for this in-person lesson. Student presenters will be required to practice group presentation skills. Students in the audience will be required to internalize the presenter’s information from a marginalized identity perspective to ask the presenters questions.
Note: I have found including humor-related activities, such as this one, at the end of the term to be stress-relieving for students and less conducive to students’ public speaking apprehension.

Goals:
*Practice generic presentation skills (e.g., the structure of the presentation, audience analysis, using credible sources)
*Practice presentation skills specific to group presentation (e.g., speaker transitions, group Q&A)
*The presenter’s voice/perspective is usually privileged, just naturally how we think - this assignment requires the presenter to check their assumptions.
*Check the audience privilege: Think in terms of how information is expressed and how audience members from diverse backgrounds will interrupt and be impacted differently.

This document is set up in a step-by-step process for the whole unit and/or lesson - depending on how much time is dedicated to it.

Hi all! Attached is a presentation that goes in preeminent detail about the Smart Board. I hope you enjoy and are able to take away a thing or two :)

In this project, students will think about the meaning of history by describing and illustrating several events from their own life, finding a witness to provide another description of one of those events, and thinking about the similarities and differences between the two descriptions. 

In this activity, students have to select the most convenient backcountry ski route to climb a peak located near Brighton ski resort (Utah). In order to select the route, they have to evaluate the information provided by the Utah Avalanche Center and to calculate distances and slope angles from a topographic map of the area.

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. 

This course examines the nature of attitudes, beliefs, and values, and the influences which indiviudals' attitudes have upon their behavior. Various theories of attitude organization and attitude change are discussed, and the development of social attitudes is explored by examining the differential impact of the family, the educational system, the mass media, and the general social environment. The changing content of public opinion over time and its relationship to the political system are also discussed.

Social-Emotional Learning is essential for work and school environments. Since it is the transition to high school, this is very important at the middle school level. Students will learn how to be self-aware and build healthy relationship skills. Once the entire social-emotional lesson is completed, the students learn how to: work with others, build resiliency, achieve goals, reduce bullying, and prevent risky behaviours. Vanessa Matthiessen, Parker Eklund, and Sarra Choucair