You are preparing your family’s emergency kits in case there is a need to leave your home quickly, or stay in your home without electricity or water. You need to be able to create an emergency supply kit that includes a lightweight water filtration device that is low cost. This will provide you with clean water regardless of your water source.

In this project, you will gain knowledge of natural disaster preparedness through the Red Cross Pillowcase project. You will research and experiment with the water cycle to learn how water is naturally filtered. You will then design and build a water filtration device that could filter water in an emergency situation.

What if students could see the relevance of their school curriculum to real-world, interesting, STEM-related careers? Let's help them create a great future!

In this activity, students construct their own pinhole camera to observe the behavior of light.

Students learn about the role engineers and mathematicians play in developing the perfect bungee cord length by simulating and experimenting with bungee jumping using washers and rubber bands. Working as if they are engineers for a (hypothetical) amusement park, students are challenged to develop a show-stopping bungee jumping ride that is safe. To do this, they must find the maximum length of the bungee cord that permits jumpers (such as brave Washy!) to get as close to the ground as possible without going "splat"! This requires them to learn about force and displacement and run an experiment. Student teams collect and plot displacement data and calculate the slope, linear equation of the line of best fit and spring constant using Hooke's law. Students make hypotheses, interpret scatter plots looking for correlations, and consider possible sources of error. An activity worksheet, pre/post quizzes and a PowerPoint® presentation are included.

Student teams investigate the properties of electromagnets. They create their own small electromagnet and experiment with ways to change its strength to pick up more paper clips. Students learn about ways that engineers use electromagnets in everyday applications.

This is a learner workbook for students to learn Scratch that links the Computer Science standards as identified by the Harvard Graduate School of Education

Students are introduced to the world of creative engineering product design. Through six activities, teams work through the steps of the engineering design process (or loop) by completing an actual design challenge presented in six steps. The project challenge is left up to the teacher or class to determine; it might be one decided by the teacher, brainstormed with the class, or the example provided (to design a prosthetic arm that can perform a mechanical function). As students begin by defining the problem, they learn to recognize the need, identify a target population, relate to the project, and identify its requirements and constraints. Then they conduct research, brainstorm alternative solutions, evaluate possible solutions, create and test prototypes, and consider issues for manufacturing. See the Unit Schedule section for a list of example design project topics.

Used as an introductory activity in an Exploratory Makerspace and STEAM class, this project is designed to be an introduction to using all steps of the Design Process. Students will work through these steps to identify the problem, imagine a solution, create a plan, build (an island), test and evaluate their solutions.After we talk about these six steps, students are encouraged to solve the simple problem of building an island.  As an instructor, I emphasize that this can be any type of island using any materials we have available, encouraging strong personal choice.  

Students learn about viscoelastic material behavior, such as strain rate dependence and creep, by using silly putty, an easy-to-make polymer material. They learn how to make silly putty, observe its behavior with different strain rates, and then measure the creep time of different formulations of silly putty. By seeing the viscoelastic behavior of silly putty, students start to gain an understanding of how biological materials function. Students gain experience in data collection, graph interpretation, and comparison of material properties to elucidate material behavior. It is recommended that students perform Part 1of the activity first (making and playing with silly putty), then receive the content and concept information in the associated lesson, and then complete Part 2 of the activity (experimenting and making measurements with silly putty).

This stormy first draft of workshops commingles my learning design practices with two OERs, Hybrid-Flex Course Design and Critical Friend Review. What I know is missing in this wireframe is all the bits and pieces that bring life to a learning design: videos, images, emergent stories, and organizational narratives. At times like these, I appreciate the 5Rs of Open Educational Resources (OERs). I look forward to discovering how this draft moves forward in the community.

Building textual evidence through close reading of texts is a core proficiency addressed by the Common Core State Standards. This template is intended to support two or more educators in working collaboratively to create a cross-curricular lesson that supports students in honing their close reading skills, making inferences from texts, and constructing logical, evidence-based arguments. The toolkit was written for collaborative teams of ELA, Math and Social Studies or Science teachers, but can be used by other subject area configurations as well. The toolkit was developed by ISKME in collaboration with educators from 8 different states, who possessed varied subject area expertise.

These materials are generalizable to any STEM class. They were developed for Introductory Astronomy at Lane Community College. These assignments were developed with the Equity and Open Education Faculty Cohort, hosted by Open Oregon Educational Resources.

The overarching goal is to broaden participation in STEM and increase student success by using creative portfolio assignments which connect course content with various dimensions of students’ lives.

ASTR 121 - Astronomy of the Solar System
4 Credit(s)

ASTR 121, 122 and 123, may be taken out of sequence. This sequence provides an in-depth and comprehensive introduction to the science of astronomy. These courses are designed to serve non-science majors, but also offer a good introduction for prospective science majors interested in Astrophysics or Space Science. These courses have a significant lab component. ASTR 121 focuses on naked-eye astronomy and the science of astronomy focused primarily on our solar system and comparative planetology, the Earth and its Moon, detailed consideration of the individual planets, solar system debris including comets and asteroids, and modeling the origin of our solar system. Lab included.

Prerequisite: MTH 052 or MTH 060 or MTH 065 or MTH 070 or MTH 095 or MTH 111 or placement test.
Learning Outcomes
Upon successful completion of this course, students will be able to:

1. Think and communicate based on familiarity with a wide variety of physical phenomena involving the solar system and the means by which it is described and explained.

2. Think and communicate based on familiarity, in part through direct practice, with observational tools, chains of reasoning and exploration and knowledge of scientific methods that are part of the practice of this area of astronomy.

3. Correctly use scientific reasoning regarding the formation of the solar system, and think and communicate with significant basic conceptual understanding of systems involved in present-day terrestrial and Jovian planets.

4. Converse and comprehend making use of elementary descriptions and laws of mechanical motion and gravity applied to the motion of objects in our solar system.

5. Engage this area of astronomy with an active scientific literacy, which includes use of public resources widely available as part of large scale astronomy investigation.

6. Think and communicate based on an elementary understanding of exploration of the solar system, drawing conclusions from experimental data about possible explanations of physical mechanisms of the solar system and its constituent parts.

7. Formulate questions to move their thinking forward concerning the subject matter of the class.

8. Think and communicate with a familiarity with elementary applications of basic physics underlying the formation and structure of the solar system, as well as interplay of planetary systems such as plate tectonics, volcanic activity and atmospheric evolution.

8. Reflect and communicate on possible uses and impacts of this physics knowledge regarding the solar system.

9. Converse and write about the nature of science with increased sophistication and see physics/astronomy as a science, rather than a body of knowledge.

10. Appreciate that the insights provided by Classical Mechanics and Newtonian Gravity are valuable and useful even though physics has developed beyond Newtonian Gravity and Classical Mechanics and beyond mechanical theories - of which Classical Mechanics is a premier example.

11. Appreciate current efforts to create new insights in this area of astronomy and have a sense of currently open questions within the astrophysics community.

Using a website simulation tool, students build on their understanding of random processes on networks to interact with the graph of a social network of individuals and simulate the spread of a disease. They decide which two individuals on the network are the best to vaccinate in an attempt to minimize the number of people infected and "curb the epidemic." Since the results are random, they run multiple simulations and compute the average number of infected individuals before analyzing the results and assessing the effectiveness of their vaccination strategies.

Students learn about biomedical engineering while designing, building and testing prototype surgical tools to treat cancer. Students also learn that if cancer cells are not removed quickly enough during testing, a cancerous tumor may grow exponentially and become more challenging to eliminate. Students practice iterative design as they improve their surgical tools during the activity.

Students gain experience with the software/system design process, closely related to the engineering design process, to solve a problem. First, they learn about the Mars Curiosity rover and its mission, including the difficulties that engineers must consider and overcome to operate a rover remotely. Students observe a simulation of a robot being controlled remotely. These experiences guide discussion on how the design process is applied in these scenarios. The lesson culminates in a hands-on experience with the design process as students simulate the remote control of a rover. In the associated activity, students gain further experience with the design process by creating an Android application using App Inventor to control one aspect of a remotely controlled vehicle. (Note: The lesson requires a LEGO® MINDSTORMS® Education NXT base set.)

It’s a new VET curricula, aimed to help VET students to take advantage of the huge opportunities created by Industry 4.0, through the adaption of drone technology, in order to start a new business or to expand already existing companies.

The document is available in 5 languages (EN, RO, PL, GR, IT). All language versions are available for download on www.edudrone-project.eu

Collection development, a foundational component of the library program, is the formal, professional process of selecting, with the aid of appropriate evaluation tools and knowledge of the school, comprehensive and balanced materials  to meet the diverse needs of the community.Rather than using a comprehensive and balanced acquisitions procedure, curriculum curation is a tightly targeted selection process to meet the knowledge and/or cognitive goals of instruction in service of student learning.  Rather than generalized pointers to resources, curation will identify a specific section or element within each resource. Therefore, curriculum curation requires co-planning with faculty and using professional discernment, adding value to the chosen resources.  Dialogue between librarian and instructor must be part of the curation process In order to surface student learning goals. Such negotiated curation shines a light on the expertise that each educator brings to the conversation about the thinking tasks and relevant experiences that will augment student learning. This module scaffolds and models curating an interdependent set of OER sources and tools to support the instructional core of a unit.Granite State Learning Outcomes3.    Demonstrate the ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner (and) make the discipline(s) accessible and meaningful for learners;6.    Design and implement instructional strategies that engage students’ interests and develop their ability to: inquire; think both critically and creatively; and ethically gain and share knowledge;15.  Complete a narrative reflection on the course and personal growth.AASL CompetenciesAASL Standard 1.2 a: Implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning.AASL Standard 1.2 b: Make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators.AASL Standard 1.3 a: Model, share, and promote effective principles of teaching and learning as collaborative partners with other educators.AASL Standard 1.4 c: Integrate the use of technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes.PSEL Standard 4 a:  Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive.PSEL Standard 4 e:  Promote the effective use of technology in the service of teaching and learning. 

Students pretend they are agricultural engineers during the colonial period and design a miniature plow that cuts through a "field" of soil. They are introduced to the engineering design process and learn of several famous historical figures who contributed to plow design.