This series of resources includes a lecture and activities to define what makes a plant a weed, classify weeds according to life cycles and as monocotyledons or dicotyledons, compare morphological characteristics and functions of different types of leaves, and identify local major weeds.

Students will review skills on borrowing across zeroes and then practice.

Students will review skills on multiplying large numbers and then practice.

Students will review skills on completing long division problems and then practice.

About once a week, which approximately corresponds to each chapter covered, students are required to write a 2-3 paragraph reflection on the material covered in class. They may use information found in the book, or their experiences during lecture and lab, but they need to discuss their thoughts on the material. This written assignment encourages students to think more deeply about the material discussed, as well as to become more comfortable with the writing process.

Lately everyone has been talking about AI. Don't believe me, just ask Siri and Alexa they will tell you! The current generation has grown up with AI and it is time to really get on board. Not sure where to start? This is the perfect place. Welcome to AI in OER! In this module participants will learn how to embrace AI in education, use AI to improve accessibility, and check out resources that are available. This will help with understanding the world of AI and what it means for education now and in the future. Please make sure you join the group and participate in the discussions! 

Students read one of two articles (the "cases") from High Country News, a bi-weekly periodical that covers environmental issues in the western North America. Both articles are about situations in which the use of ground water by irrigators has decreased the amount of surface water available for users with senior water rights. I divide the class into groups representing 1) surface water users, 2) ground water users, and 3) a regulatory board. The groups read and discuss each article and prepare a case to present to the regulatory board. After each group has prepared their case, we gather for a hearing, where groups of consultants present their cases and are questioned by the regulatory board. At the end, the regulatory board makes "decisions" on each "case". The decision isn't the focus of the exercise. The most valuable part is the subsequent discussion about the cases and the common issues in them that get the students to recognize the connection between surface and ground water and how humans have come up with confusing and sometimes scientifically conflicting sets of laws to regulate each.

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Students will practice using the United States Fish and Wildlife Service Wetland Mapper to locate local wetlands and gather data on one.

Students have learned throughout the course how paleontologists make interpretations about fossils. As we covered the various dinosaur groups we covered what interpretations have been made about their growth rates, eating habits, speeds, and etc. There is also a discussion of how paleontologists have made these interpretations. This activity is associated with the Taphonomy chapter and allows students to use the tools that they have acquired throughout the course to make interpretation about a modern animal and an extinct animal. Each student receives a packet of information on a modern animal and an extinct animal. This packet includes various pictures of the skeleton, foot prints, teeth, skull, and etc. To complete the assignment each student must synthesize the knowledge they learned throughout the course and make supported conclusions about each animal. They also must complete a write up of the locality of the extinct animal and what is known about the paleoecology.

(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.)

Students consult primary and secondary sources to identify the events leading to Abraham Lincoln's assassination and consider whether his assassination was avoidable.

This lesson address the questions:
1. What did the Republic of Korea mean to the US during the US occupation?
2. How did the relationship between the US and the Republic of Korea change during the Korean conflict?
3. What has the Republic of Korea meant to the US since the Korean conflict?

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What Will I Be When I Grow Up? A matching activity for students to learn about life cycles.

This lesson presents an overview of careers in the Agriculture, Food, and Natural Resources (AFNR) field.  Learners then complete a career report over one career in the AFNR Field.

Updated Original Text to incorporate (highlight and, in some cases, add) target vocabulary for the UNA AEP Online course Reading 4.

In this lesson, students will learn about subatomic particles, where they are located and how to count them for individual atoms. This lesson includes using a PhET Simulation (Build an Atom) to learn about how to draw an atom.

Created by NHPRC Teacher Participant/Creator Deirdre H. Tuite for US History; Adaptable to other grades. Throughout this year we study how the United States came to fruition. We evaluate the reasons behind the establishment of the United States and the key figures in our history. However, it is important to remember that students too are part of America’s history. The student's history is our nation’s history. As we progress through the year, these assignments have students documenting their own history, through various projects: an interview, a community snapshot, and family artifact, ending with a personal essay.

Created by NHPRC Teacher Participant/Creator Melissa Banks for her Global History; with modifications for English Language Learners. The assignment asks students to investigate their own immigration story, and to create a storybook that connect the to push-pull factors in their own immigration story to world history events.