As our 5th grade students start the shift from childhood to adolescence, it is important for them to be equipped with the knowledge and skills needed to take care of their bodies by making healthy eating choices! This unit strives to engage students in the task of crafting a healthy and delicious snack for younger students in their building. Students master Physical Science performance expectations (5-PS1-1, 5-PS1-2, 5-PS1-3, 5-PS1-4), while learning about the properties of different foods that make them healthy or not! The unit culminates with students constructing a snack for their 1st grade buddies.

This short (15-25 min) writing activity asks students to respond to a series of prompts related to the content knowledge and societal issues explored in the "What's in the Water?" PFAS Contamination Unit". Students complete the activity twice- once before the start of the 7-lesson unit, and again at the end, to track their learning.

This lesson guides students to learn how to differentiate between primary and secondary sources. The lesson defines primary and secondary sources for students and then gives them the opportunity to look at examples of each and determine which category each falls into. At the end, students get to define what a primary and a secondary source are in their own words.

 The attached lesson is designed for Grade 5 English Language Arts students. Students will be able to define a homophone, give examples, and use homophones correctly according to their definition.  Students will practice differntiating between two homophones and using the correct one in a sentence. This lesson addresses the following NDE Standard: NE LA 5.1.5.b, NE LA 5.1.5.c, NE LA 5.1.5.d, and NE LA 5.1.5.e.It is expected that this lesson will take students 90 minutes to complete.

Students selected one of six stratigraphic units that nominally could contribute quartzite clasts to a Tertiary conglomerate in southern Nevada. They read Goetze and Lewis's (1994) paper on using trace element geochemistry on quartz sands then performed a literature search related to their unit and read relevant papers related to their unit. Students collected samples from their stratigraphic unit and prepared them for microprobe analysis. They reduced the data from their samples and then analyzed the data as a combined set to determine if their units geochemical signature was unique compared to other units. They then statistically compared their unit to the clasts of unknown origin from the Tertiary conglomerate. This project gave the students experience in finding conducting a literature search, collecting and preparing samples for analyses, manipulating data within Excel, comparing data statistically, explaining their data to other students int he class, and preparing talks and a poster.

(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.)

For this project, students read Goetze and Lewis (1994) paper on trace element geochemistry of quartz-rich sandstones. They then select one of six possible stratigraphic units, find relevant literature related to their unit, and formulate sampling strategies. In class they are provided microprobe geochemical and cathodoluminescence data and manipulate/interpret it in order to reach conclusions. They answer questions regarding both the provenance of clasts from a young conglomerate as well as commenting on the validity of the data. Students learn how to manipulate and analyze data, how to make a scientific poster, and how to prepare and give an oral presentation

(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.)

Created by NHPRC Teacher Participant/Creator Stephen Spear for AP World History Adaptable to other grades. Over the school year we worked together exploring the history of the world by analyzing the causes of events, the contexts in which they occurred, comparing events, and understanding general patterns of continuity and change over time. In our last unit, we will employ three of these methods of analysis to conduct individual research on the relationship of our families or ancestors to the events of world history.

This article points out that there is no one official definition for the Arctic. Then the author identifies definitions ranging from geography to climate to culture and more. Maps and other visuals illustrate the definitions. The author suggests that defining the Arctic can be an example for K-Grade 5 students of the nature and challenges of classification systems. The article appears in the free, online magazine Beyond Penguins and Polar Bears.

This is a critically appraised topic discussing the importance of bound and free morphemes.

This writing piece is an introductory writing assignment for 7-12 students to explore their strengths while demonstrating their writing abilities, as well as how to do basic MLA format and a citation.Although it is natural for humans to focus on their defects and become overly critical, this writing piece requires students to focus on their assets and celebrate them while supporting these traits with specific examples to bring them to life. This writing lesson was created by Janelle Coady as part of the 2020 OER English Language Arts Workshop by NDE. The attached plan is designed for Grade 9 English Language Arts students but could also be used for any students 7-12th.It is expected that this plan will take students 3-5 days to complete."This is Who I Am" by Wallpaper Flare is licensed under CC BY-NC-SA 4.0

With pressure to perform at the highest level, are athletes the only ones responsible for doping in sports?

With pressure to perform at the highest level, are athletes the only ones responsible for doping in sports?

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

A breif history of the American photographer Alfred Stieglitz and the people he influenced. 

This is an out of class exercise that allows students to explore biological molecules that contain heme like molecules with metals bound in them. The properties of these molecules give them different colors and functions, but all are related evolutionarily.

Created by NHPRC Teacher Participant/Creator Jennifer Stalec for AP World History Adaptable to other grades, and timelines. Four-part project (conducted over 4 weeks at the end of the year) that asks students to conduct individual oral history and secondary source research, reflect on research, creatively express and engagingly present family-history and world-history source materials.   .

In this page, self-motivation is discussed into parts and some tips provided to build self-motivation for musicians.

In this resource, self-motivation is discussed. An imagined "future self" activity is included.

In this page, self-motivation is discussed into parts and some tips provided to build self-motivation for musicians.