In this unit designed for an integrated middle school science classroom, students investigate why athletes ice injuries. This leads students to wonder why actual bags of ice are used instead of the instant ice packs found in first aid kits. Students then investigate the chemical reaction occurring within an instant ice pack and work to develop a better design.

Anchoring Phenomenon: First aid care for musculoskeletal injuries using bags of ice instead of instant ice packs containing an endothermic chemical reaction.

NGSS PEs Addressed: MS-PS1-1; MS-PS1-2; MS-PS1-5; MS-PS1-6; MS-PS3-3; MS-LS1-8; MS-ETS1-1

Cover Image Source: https://www.stack.com/a/cryotherapy

In this unit, students start by observing a perplexing phenomenon. When a sewing needle taped to a cone is dragged over the surface of a plastic disc that is spun underneath it, it produces voices and musical notes. This leads students to start wondering about other sound-related phenomena, which in turn leads to wealth of new questions about 1) What causes different sounds? 2) What is traveling from a sound source to our ears? 3) How do we hear and why do we hear things differently in different places? and 4) How do electronic devices (digital sound sources) produce and detect sounds?

This first-grade unit on light starts with students exploring how many shapes they can see on different pieces of paper at various locations around their classroom when the lights are turned off. They are surprised to find that some of the shapes are not visible in these conditions. This leads students to start wondering about other phenomena related to seeing in the dark, which in turn leads to new questions and design problems related to how they can make their room completely dark.

"How It Works" After-School Club
By: Katharina Dvorak Follow this and additional works at: https://digitalcommons.unl.edu/honorshelc Part of the Higher Education Commons

NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: How It Works

Age/Grade Level: 3rd - 5th

Number of Attendees: 4-8

Goal of the Club: (learning objectives/outcomes) This club will help students put their science learning in context by discussing how science (biology, chemistry, and physics) is important to our everyday lives.

Content Areas: (check all that apply)

☐ Arts (Visual, Music, Theater &Performance)
☐ Literacy
☒ STEM (Science, Technology, Engineering &Math)
☐ Social Studies
☐ Wellness (Physical Education, Health, Nutrition &Character Education)

Use the Sound Grapher to create visualizations of sound and learn about the frequency, wavelength, amplitude and velocity of sound waves.

This How To Do Research Unit Guide provides a lesson-to-lesson foundation for teaching:● What primary sources are● Real vs. fake information (evaluating sources)● Document analysis● Different ways to obtain information● How to formulate research questions● How to find answers to research questions● The hows and whys of citations (annotated bibliography)By the time students get to high school, they should have a basic understanding of how to effectively do research. Considering that there are so many steps involved in the research process, the earlier these necessary skills are taught, the more time students will be able to devote to theiractual projects. Moreover, in today’s world, information literacy needs to be achieved at an earlier age, so students can learn to be smart consumers, responsible sharers, and presenters of information. Throughout the research process, students will learn that there will be dead ends, questions that are too broad or too narrow, questions that do not have answers. This is an accurate reflection of what their experiences will continue to be as they move into higher level research projects in their educational careers. 

How to Create a Vision Board

A Copyrighted Activity Created by and Re-posted with Permission from
Louise Gale http://www.louisegale.com

Objectives:
The participants will:
1. Reflect on goals for themselves for a set point in the future
2. Use the art form of collage to manipulate materials and create artwork that symbolizes those goals and visions

Audiences:
This activity can be used by any age group. Counselors/therapists may adapt this activity for those who are battling depression, addiction, PTSD or other issues.

What is a Vision Board and Why is it Important?
A vision board is simply a board of any size which has pictures, words and other items collaged onto it. The purpose is to create a picture or vision of what you want to attract into your life—this could be where you’d like to visit or live, changes you’d like to make to your existing environment or life, or how you’d like to feel. Displaying your vision board where you will see it every day will help you “tune your brain”, similar to a radio signal, to remind yourself of the goals you have set as you go about your busy life! Visuals are powerful as they tap into your subconscious more than words. I really like to use a combination of visuals and words as the words will also help increase the emotional response. I usually keep my vision board in my bedroom so I wake up to it every day. Remember you don’t have to do this alone. You can invite your family and close friends to take part.

This lesson was created from a variety of online resources and questions related to Thomas Foster's book How to Read Literature Like a Professor. Although this lesson was created for a semester-long dual credit literature course for 11th and 12th graders, it could also be used for any advanced language arts class.This lesson was created by Janelle Coady as part of the 2020 OER English Language Arts Workshop by NDE. It is expected that this plan will take approximately two weeks to complete, including the presentations. Students are expected to follow the guidelines and cite all sources used and adhere to the time constraints as well. "Book Cover" by Mariam Sargsyan 17, Wikimedia Commons is licensed under CC BY-NC-SA 4.0

This lesson plan was created by Stefanie Green as part of the 2020 NDE ELA OER Project. This lesson plan is designed for sophomore students and would most effectively be taught in collaboration between an English teacher and a school librarian. The lesson will take approximately 60 minutes. View the Google Slides presentation here: https://tinyurl.com/yxjz2zpu

How to Set Up An Art Cart
A Copyrighted Article Re-posted with Permission from Shelley Klammer

http://www.expressiveartworkshops.com/how-to-start-your-own-art-program/how-to-set-up-an-art-cart/

The following is a list of items that you may want to use when setting up an art cart for institutional and medical settings such as hospitals and care homes. I work in a hospital setting with the older adults so I include a variety of pre- prepared projects on my cart, as well as materials for spontaneous art making. Some elders with dementia need a great deal of assistance and some like to paint within pre-drawn lines. Others prefer to work utterly spontaneously. Your art cart will look different than mine but I will share some of the materials and projects that I use with you here.

How to Use Microsoft Excel: The Careers in Practice Series is an textbook appropriate for a course covering Microsoft Excel at a beginner to intermediate level. It is geared toward and will be accommodating for students and instructors with little to no experience in using Microsoft Excel. However, the approach is not at the expense of relevance.

This Integrated Performance Assessment (IPA) is designed to assess students at an intermediate proficiency level. It includes tasks to assess students in the three modes of communication: interpretive, interpersonal, and presentational. The authentic resources included in this IPA address the themes of travel and geography.Suggested rubrics can be found in ACTFL Implementing Integrated Performance Assessment (2013) by Bonnie Adair-Hauck, Eileen W. Glisan, Francis J. Troyan.  Adapted from Howard County Public SchoolsImage source: "Luggage" by stux on Pixabay.com

Ice-Dying is a twist on the classic tie-dye of the mid-1960s. In this lab, students will be combining the tie-dyeing techniques with the properties of slow melting ice. As the ice melts, the melted water carries the dye into the fabric, distributing the colors.  This is ideally a 3-period lab (52-minute classes). Day 1 consists of instructions, a teacher demo, and planning. Day 2 is when the students get to tie, dye, and prep their designs. Day 3 students get to rinse out their fabric and wash it.

This activity guides students through an ‘idea storm’ where they practice identifying a pain point, or opportunity, in the context of exploring business ownership, entrepreneurship, and Supervised Agricultural Experiences as part of agricultural education.  Developed by Engler Entrepreneurship Program, University of Nebraska - Lincoln

This Lesson Plan was created by Molly Simpson. The attached Lesson Plan is designed for Grade 3 English Language Arts students. Students will be able to identify cause and effect relationships in text using the definitions of cause and effect and the signal words learned. This module can be used for remote learning by the student as well as an in-classroom lesson plan. The Lesson Plan addresses the following NDE Standards: NE.LA 3.1.3.C and NE.LA 3.1.5.D. It is expected that this Lesson Plan will take students about 50 minutes to complete.

 The attached lesson is designed for Grade 5 English Language Arts students. Students will analyze and evaluate the elements of informational text, identify and apply knowledge of organizational patterns to comprehend informational texts. This lesson addresses the following NDE Standard: NE LA 5.1.6.jIt is expected that this lesson will take students 120 minutes to complete.

Students will identify nutrient deficiencies in crops to determine plant nutrient requirements for optimum growth. Lesson plan from the New Mexico Animal, Plant, and Soil Science Lesson Plan Library.

For this lesson, your attention will be focused on text features. You will walk away from this lesson with a better understanding of text features and how they assist in understanding information. You will develop your skills of gathering data, as well as an understanding of the importance of accuracy. You will be asked to read or watch related content, and you will have the opportunity to create slides, board games, writings, and posters, etc., to show your understanding of text features.StandardsLA 3.1.6.f Use text features to locate information and explain how the information contributes to an understanding of print and digital text.

This is a lesson plan, student worksheet, and teacher answer key to introduce identifying text structures and using appropriate graphic organizers (GO) for each text structure. There is an introduction with a video lecture from which students can get basic information and examples on 6 text structures. There is a link to more guided and independent work in this area.

This is designed to take a student 45 minutes to complete.