This lesson focuses on Microsoft Excel 2010. It includes YouTubes on the application's interfaces, demonstrates how to create, save, edit, insert graphics, and create and insert charts as well as user created worksheets for these skills. It concludes with a final assessment which can be used to evaluate the user's ability to use the aplication.

This lesson focuses on Microsoft Word 2010. It includes YouTubes on the application's interfaces, demonstrates how to create, save, edit, and e-mail documents and concludes with assessments to evaluate the learner's ability to use the application.

In this assignment, students will create a fictional person with a disability, describe how their needs could be met in a classroom setting, and work with a partner to discuss possible challenges and opportunities. There is an option to turn the material created in this assignment into an assignment as a practice of regenerative Open Educational Resources and Open Pedagogy.

This PhotoVoice assignment is what I use in my astronomy class to get students to prepare for the final exam. They need to find a photograph illustrating a concept covered in the course and then explain it in a paragraph. They post these on the discussion board so others in the class can read and comment as desired.

A quick lesson designed for PreK-2 on decision making. Specifically decision making using the stop, think, act model. 

Each group of three students must use topographic maps to try to answer three local geologic problems involving alluvial fans, alpine glaciers and coastal landscapes. The students must read background information, develop hypotheses, make measurements using topographic maps to test the hypotheses.
Designed for a geomorphology course
Addresses student fear of quantitative aspect and/or inadequate quantitative skills

(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.)

This lab uses a guided GIS worksheet to help new Geomorph students to investigate a basic problem about rivers: how do channels migrate.

This Learning Plan was created by Tessie Boudreau as part of the 2020 NDE OER Project. The attached Remote Learning Plan is designed for Grade 6 English Language Arts students. Students will set up and use a writer's notebook in prewriting activities. This Remote Learning Plan addresses the following NDE Standard: NE LA It is expected that this Learning Plan will take students 60-90 minutes to complete.  

This activity asks students who are soon to enter an introductory geology course at the college level to collect a local rock from their home, vacation locale, or elsewhere prior to the course start date and do a ROCKD local query (or MacroStrat search) on the bedrock unit description. Both the rock and the description from the mobile and web applications will be re-visited throughout the semester's course. Formal components of the activity will be an initial observation and writing assignment at the course's start, and then a more extensive writing and ROCKD and MacroStrat research assignment at the course's end.

Activity outcomes include:
Fluency in general rock descriptive terminology
Ability to read and use geologic maps
Ability to interpret geological sample details toward understanding earth history
Ability to identify geological sample details toward understanding economic value of rock types
Ability to identify geological sample details toward understanding surface landscape characteristics and local environmental issues

About every two weeks I ask each student in my introductory course to
write brief responses to questions I pose to them. They write these in
an e-Journal, a part of the blog function of BlackBoard. My laboratory
instructor and I use their responses to learn about the background and
interests of students in the class, to assess how well they are
learning, to determine if group work is going well, and to give us
ideas for improving the course.

The following two eJournal question sets are part of a course, Marine Environmental
Geology, a non-majors science course that has a significant service
learning component. The semester long service learning projects that
accompany this course require constant monitoring.

Assessing Service Learning Project Work The set of questions just below
is designed to have students think outside the group context about what
concrete steps need to be done to finish the work of their service
learning project. We read these and respond very quickly, supporting
good ideas. During the following week we encourage each group to come
together and share what they have written in Part 1. Writing their
thoughts down and having them supported by faculty helps some students
who normally don't express their ideas in a group to try out their
ideas with their peers.

The second question asks the student to reflect upon their own work and
work effort and helps us learn if there are any potential problems
within groups.

This week's e-journal is a follow-up to the presentations & lab we
did this week. The first part, goals & help needed, should be
written as a bulleted list with concrete objectives. The second part
should be answered in brief paragraph format.

The data collection phase of the projects is complete, or for some
groups, almost complete. While project work will carry on independently
through the end of the semester, we only have one more week in lab
devoted to it.

Part 1

After reviewing where you stood at the time of your presentation and
what you accomplished in lab this week, what do you intend to do with
the remaining lab period? What analyses do you hope to complete before
you present your results to the class in November? What help do you
need to meet these objectives?

Part 2

How do you feel about your project at this point? What do you feel you
did well? Are there any places you think you could have done better,
either personally or as a team?

Assessing Mastery of Content and Concepts

Last year I used this question to learn what specific problems students
were having with course material before an exam. By asking them to use
"use textbook vocabulary and to use it precisely" I am forcing them to
dig into material and be very specific about what they don't
understand. Sometimes students will write a very careful paragraph and
at the end say, "I understand it now." That doesn't always happen, so
for the most part I see what gets voted for most frequently and weave
that into the next lecture.

Critical Concepts Question

Thus far I have covered topics in my lectures which depend on the
following Critical Concepts sections in your textbook

CC1 Density

CC4 Particle size/sinking

CC6 Salinity, temp, etc

Read through these sections and write about the one that you had the
greatest difficulty understanding. Be specific about what you don't
understand. Be very careful to use textbook vocabulary and to use it
precisely. Write no more than three paragraphs

(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.)

The assignment will begin with teaching proper water collection and use of equipment for hydrochemical field work. Once the class is familiar with sample collecting technques, the class takes a field trip to several springs within the Madera Limestone, Sandia Mountains New Mexico. Collecting waters and obtaining hydrochemical field parameters for each spring location as well as collecting groundwater from one well in the same aquifer. Returning to the lab and preparing and running samples for ion analysis.

Spring waters will then be compared to well water and average precipitation data available from the USGS. Geochemical modeling will then be completed to understand the proportion of aquifer, precipitation and possible deeply sourced waters found in the spring waters.

The outcomes include 1) teaching proper sampling techniques 2) proper preparation of samples for ion analysis 3) Geochemical modeling to understand mixing

(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.)

Learning Objective: I can select a recent event I think will be worthy of remembering, recording, or interpreting, and make an argument for its potential historical significance.Assignment Overview: Students will choose from the provided current Utah event, read through the provided resources, and create a presentation showcasing what they learned and their interpration on the event's significance. 

Assingment Overview: Students will use their prior knowledge of Federal, State, and Local governments to work through the current Utah controversial topic of Bears Ears National Monument. The following resources below are used to help the student understand the different perspectives attached to the struggle of this Utah monument. They will then complete the assignment provided below the resources. There are different version of the assingment to help differentiate depending on student needs. 

Evidence Choice Matrix
HS Proficient

Performance Standard
VA:Pr6.1.HSI - Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.

This matrix can be used to provide students with some options as to the ways in which they can provide evidence of learning toward a grade level standard in art.

The v-UPGRATeS project aims to introduce a comprehensive program for the improvement of VET trainers and teachers’ digital skills through an ICT According to the TALIS 2013 (Teaching and Learning International Survey, OCED) there is a tremendous need for teachers to improve their knowledge and their skills in the field of Information and Communication Technologies (ICT). The interactive platform of the v-UPGRATeS team is one step in this direction.
V-UPGRATeS stands for the Erasmus+ funded project Validating and Upgrading VET Trainers' and Teachers' Digital Skills. The project consortium, consisting of experts from five countries (Cyprus, Romania, Spain, Greece and Germany) developed a platform, with which teachers can
- test their current knowledge (step 1)
- improve their skills by v-UPGRATES online-courses (step 2)
- check their increase of knowledge with practial tasks (step 3).
Teachers upgrade their digital skills (e.g. internet security; interactive teaching technologies, website publishing and editing etc.) in an autonomous process. Each participant gets a certificate at the end.
The V-UPGRATeS platform can be found here: upgrates.vupgrates.eu

This unit includes 5 lessons that culminate in students using scientific inquiry to create a group presentation discussing childhood vaccination. Using inquiry-focused reading, a video, and activities, students will learn how to formulate a conclusion based on scientific evidence. Students will research and choose additional texts to support their conclusions. When choosing additional sources, students are required to consider the questions: Is the information I am using good science? Is it a reliable source? The unit includes discussing the Wakefield Study as an example of poor scientific research and how poor research can spread inaccurate information. Students will need to include quoted information to support their conclusions and a MLA Works cited page

Students will watch a documentary, NOVA: Vaccines-Calling the Shots. Before viewing each section , students will read a supplementary essay. Students will answer and discuss the questions that accompany each video segment and essay. Using their discussions and answers, each group will devise their own set of two questions for each segment. They will answer and defend their conclusions using fact based research.

With the vast amount of information that can be found as quickly as a mouse click, it is easy to think that all information is free. However, information and access to it is paid for by someone and is not all created equally. In this lesson, students will explore the value and cost of information and learn how to make wise information decisions.

This is a text on elementary multivariable calculus, designed for students who have completed courses in single-variable calculus. The traditional topics are covered: basic vector algebra; lines, planes and surfaces; vector-valued functions; functions of 2 or 3 variables; partial derivatives; optimization; multiple integrals; line and surface integrals.