What can we expect our kids to learn if they're hungry or eating diets full of sugar and empty of nutrients? Former White House Chef and food policymaker Sam Kass discusses the role schools can play in nourishing students' bodies in addition to their minds.

Warm-ups are questions I assign on the reading. Students read the text, do the questions, and turn one copy of the answers at the beginning of every class. They also keep one copy. The questions range from very objective to extremely subjective, but I generally keep them more concrete and less speculative. In class, we will go over the answers at the point in the lecture they best apply. They make corrections (if needed) as we discuss the questions in class. At that point, I'm also very explicit about what a good answer entails and we even discuss how I might ask this on an exam. As the exam comes up, they know what questions are most important, because we've covered them in the warm-ups. If there was information that I could not cover in a warm-up but could only provide in lecture, I will point that out. In brief, Warm-ups help to accomplish the following things:

They help get students to read before class,

They provide another source of points based on rewarding them for
what they should already be doing,

They are the main source of exam questions,

They indicate to students what is most important to learn,

They provide students a format for assembling information and practicing answers for questions that will be on the exam, and

They help break my lecture into shorter segments interspersed with student interaction and feedback.

(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.)

Every spring, hundreds of people from all over Washington call customer service at the Washington Department of Fish and Wildlife (WDFW) because they find baby wildlife and want to know what to do with it. Many of these calls are for baby wildlife who are not hurt and are behaving normally, so why do people think they need help?

This is an integrated unit, teaching key English Language Arts standards through a science lens. Students will be presented with an anchoring phenomenon of a scenario where a community member found baby wildlife and wants to know what to do. As a class, students and their teacher
engage in a research project to determine:

What kind of baby wildlife the animal is,
Where they live,
Who their parents are and how the parents care for their young, and
If the baby wildlife needs help.
Finally, students will work in small groups to engage in a research project about another Washington wildlife species, and they will create a wildlife research poster that can be shared with WDFW! Our goal is to help inform communities about how and when people should engage with baby wildlife, and when wildlife babies are better left alone.

English:

In this lesson to accompany an online exhibit, students will:
• Review the different roles of government on the federal, state, tribal, and local level.
• Predict roles women have played in the government of Washington state and at the federal level.
• Analyze the growing impact women have had on Washington state governments.
• Engage in small and large-group discussions that use evidence-based arguments.

Before this activity the students will have heard about groundwater and water resources through lecture to give them a background on where our drinking water comes from. The activity involves a tour of the local wastewater treatment plant where the students told about the treatment processes and shown the treatment facility. They are also introduced to the water quality testing done at the plans and they learn about the energy usage/management at the plant. As part of the activity they write up a paper on the processes in the treatment process from the time water enters the plant until it exits. The students are encouraged before hand to ask questions to ensure that they gather the needed information. This always means that each tour has a slightly different content based on these questions.

(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 water cycle game helps you learn how water molecules move through various places including rivers, the ocean, the earth’s surface, the atmosphere and clouds. Actions such as evaporation, runoff, condensation, precipitation, soil absorption and ground water expansion move water from one zone to another.

This is a seven part module that deals with water development. The goal is to get students thinking about water development in terms of its appropriateness, and to get them to think about competing value systems. It is ultimately about ethics and philosophy,not about practicality or utility, but students -- especially undergraduate students -- sometimes have trouble figuring that out. If you you elect to use all seven modules, this is a multi-week project. But, individual parts will stand alone if need be.

(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 students will begin to learn about different forms of water such as, oceans, lakes, rivers, and waterfalls.

This take-home final exam asks students to demonstrate their improved skills in searching for sources (information literacy) and writing on freshwater science/society/policy intersections (science literacy), and author an essay themed on Water Optimism.

(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 is Experiment #4 in the Analytical Chemistry Lab sequence at MSU Denver. This experiment is divided into three parts.The standardization of sodium hydroxide and hydrochloric acidDetermining the alkalinity of a control and unknown sampleDetermining the total cation content of a control and unknown sample Students will master titrations by performing them until the required accuracy and precision tolerances are met. A spreadsheet is used to calculate these values. Then students will bring in a water sample from home to determine its alkalinity and total cation content. For these two parts students will perform a potentiometric analysis and learn to use a pH meter.

This exercise provides a basic introduction to volcanic hazards. Students learn about different types of volcanic hazards through researching examples from Alaskan eruptions. They also group the hazards as proximal and distal to consider how emergency response plans might differ. A recording of the KLM flight 867 flight that lost power to all four engines when it flew into an ash cloud from a 1989 Mt Redoubt eruption provides a compelling example of risk from volcanoes. (Note: the plane was ultimately able to regain enough power to land safely in Anchorage.) Students learn about the Volcano Hazards Alert-Notification System for both ground-based and aviation applications.

(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.)

Learn how important the honey bee's body structure is to survival in the hive.What if there were no bees? How would it affect our grassland animals? How would it affect humans? This learning module offers insight into the problems that countless animals and plants face with the potential loss of the bees. Discover just how important this tiny species is to the food web of this ecosystem.This module could be incorporated into a larger environmental science module.This lesson includes learning objectives, material and resource lists, background information, activities,  videos, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. Remix of: 1.Create a Bee Hummer, Science Snacks Exploratorium 2. What If There Were No Bees? A Bee Cause Project 3. Hive Alive! Bee Bodies

I gave this assignment so that students could relate real-time weather changes to mid-latitude cyclones and air mass movement. Basically, by the time I assigned the project, we have discussed all the necessary weather phenomena and this project gives the students a way to apply what we have discussed to "reality" by explaining why the weather occurred the way it did over a short time period. It also provides me with a way to assess how well they are able to tie all the major concepts together, which is one of the goals of the course.

(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 quiz evaluates the uses of Simple Present and Present Continuos in English to talk about the weather and clothes. It can be used for highschool students and above.

The identification of clay mineral assemblages in soils provides a unique opportunity to demonstrate how basic principles of petrology and geochemistry are applied to engineering design criteria in construction site preparation. Specifically, the problem investigates the conditions leading to the formation of smectite in soils and the resulting construction risk due to soil expansion. Students examine soils developed on igneous, metamorphic, and sedimentary rocks near Denver, Colorado. The field locations are areas of suburban growth and several have expansive soil problems. The 2-week exercise includes sample collection, description, and preparation, determining clay mineralogy by XRD, and measurement of Atterberg Plasticity Indices. This problem develops skills in X-ray diffraction analysis as applied to clay mineralogy, reinforces leacture material on the geochemistry of weathering, and demonstrates the role of petrologic characterization in site engineering.

(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 course will introduce fundamental concepts of geographic information science (GIScience), including geographic information systems (GIS), global positioning systems (GPS), cartography, remote sensing, and spatial statistics. Advanced geospatial application tools, such as Google Earth, Google Map, iPhone Applications, and the National Geographic Map Machine will be used to demonstrate these concepts. Students will learn how to use these geospatial technologies and tools in addressing human and environmental problems. Students will learn how to organize geospatial data, visualize spatial patterns, and conduct basic spatial query and map overlay functions.

This is a worksheet that helps students consider the websites that they are viewing.Students learn to: Evaluate websites using the following criteriaAuthorityPurposeCoverage AccuracyObjectivityCurrencyAppearanceCompare websites for accuracy and value