This performance assessment aligns with NGSS Performance Expectation 5.ESS1.2 and is intended to be used as an interim assessment. These assessments can either be used summatively, as an end of learning activity, or formatively, utilizing student responses to identify next instructional steps.

We may be leaving out information or disregarding it because it doesn't conform with our own beliefs.  Students will learn about confirmation bias, different perspectives and how to avoid confirmation bias.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?". 

In this lesson, the electromagnetic spectrum is explained and students learn that visible light makes up only a portion of this wide spectrum. Students also learn that engineers use electromagnetic waves for many different applications.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

Así como se utilizan movimientos rígidos para definir la congruencia en el Módulo 1, se agregan dilataciones para definir la similitud en el Módulo 2. Para poder discutir la similitud, los estudiantes primero deben comprender claramente cómo se comportan las dilataciones. Esto se hace en dos partes, al estudiar cómo las dilataciones producen dibujos de escala y razonando por qué las propiedades de las dilataciones deben ser ciertas. Una vez que las dilataciones se establecen claramente, se definen transformaciones de similitud y se examinan las relaciones de longitud y ángulo, lo que produce criterios de similitud triangular. Sigue una mirada profunda a la similitud dentro de los triángulos rectos, y finalmente el módulo termina con un estudio de trigonometría del triángulo recto.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
Just as rigid motions are used to define congruence in Module 1, so dilations are added to define similarity in Module 2.  To be able to discuss similarity, students must first have a clear understanding of how dilations behave.  This is done in two parts, by studying how dilations yield scale drawings and reasoning why the properties of dilations must be true. Once dilations are clearly established, similarity transformations are defined and length and angle relationships are examined, yielding triangle similarity criteria.  An in-depth look at similarity within right triangles follows, and finally the module ends with a study of right triangle trigonometry.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Just as rigid motions are used to define congruence in Module 1, so dilations are added to define similarity in Module 2.  To be able to discuss similarity, students must first have a clear understanding of how dilations behave.  This is done in two parts, by studying how dilations yield scale drawings and reasoning why the properties of dilations must be true. Once dilations are clearly established, similarity transformations are defined and length and angle relationships are examined, yielding triangle similarity criteria.  An in-depth look at similarity within right triangles follows, and finally the module ends with a study of right triangle trigonometry.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Meaningful STEM learning can happen at home! Embark on a journey with your students to answer the driving question: How can we design a solution to prevent Washington’s coast from eroding?

SYNOPSIS: In this lesson, students reflect on their personal energy use, make a bar graph to analyze data from the class, and create a conservation poster for display.

SCIENTIST NOTES: This lesson is suitable to build the capacity of students to understand energy sources and what they can power, to compute and audit their daily energy consumption, to share their energy footprint in group activities, and to raise awareness on energy consumption to a wide audience by creating a conservation poster. This lesson has passed our science review process and is recommended for classroom use.

POSITIVES:
-This lesson includes using a spreadsheet to create a bar graph. This may be the first time students learn this skill.
-Creating a conservation poster is a great way for students to feel empowered to take immediate climate action.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 6 in our 3rd-5th grade Renewable Energy unit.
-When you are collecting data for the spreadsheets and graphs, some students may respond that they spent 1,440 minutes using energy (which is the total amount of minutes in a day) due to use of electricity for refrigerators or the heating and cooling of their homes. Although true, having multiple data points of 1,440 minutes is not useful. Have them come up with a lower estimate.

DIFFERENTIATION:
-Some students may have difficulty with data entry when adding numbers to their spreadsheet. It may be best to create groups of students so they can check each other's progress to make sure it is correct.
-It may be best to allow students to create conservation posters individually or with a partner.
-Some students may want to create conservation posters using digital tools like Canva or Adobe Spark.

This Website brings current science to the general public, informal learning centers, and classrooms. The three Science Bulletins -- Astro, Earth, and Bio - present ongoing research and recent discoveries in astrophysics, Earth science, and biodiversity. Each bulletin has three types of stories: features, data visualizations, and weekly news snapshots. The Astro Bulletins weekly update includes a sequence of current images of the Sun provided by NASA. The video and editorial crew follows scientists into the field to capture original video material and interview scientists about their work-in-progress for the feature stories, which are presented as high-definition videos for informal learning centers and as rich-media collections on the Web. Data visualizations, presented in high-resolution for informal learning centers and in interactive formats on the Web, are based on satellite data sets from NASA, NOAA, and other sources for Earth and Bio; while AstroViz draws from the Museum's Digital Universe project, a growing three-dimensional map/database of celestial objects which has been developed with NASA support to enable science visualizations for research and education purposes. A free Educator's guide and learning activities tailored to the changing content are provided for the Science Bulletins web site.

Number Talks are one of many Mathematically Productive Instructional Routines (MPIR). They are short (10ish minutes), daily exercises aimed at building number sense. This is one of six different MPIR covered in the Mathematically Productive Instructional Routines collection from the Washington Office of Public Instruction and the Washington Association of Educational Service Districts.

Students will examine ways declining bee population can impact day to day life, by considering how the cost of honey and pollination has been affected society Students will create real-world problems that relate to statistics on the declining bee population.

Affective domain assessment focuses on evaluating an individual's attitudes, values, beliefs, and emotions. It aims to measure the emotional and motivational aspects of learning, such as a person's level of interest, enthusiasm, empathy, or personal investment in a subject or task. Affective assessments often use self-reporting tools, surveys, interviews, or observations to gather information about an individual's affective responses, behavior, and personal growth in relation to a particular context or learning experience.AFFECTIVE_DOMAIN_ASSESSMENT.docx

This class brings anthropological concepts to bear on contemporary movements for justice for harms committed during European colonization in Africa. Over the course of the semester, we use critical readings on topics such as violence, human rights discourse, narrating and measuring harm, memory, and group identity formation to reflect on and contribute to the work of two groups of practitioners currently engaged in claims for justice and reparations for European colonialism in Africa: in Algeria (France), and in the Congo, Burundi, and Rwanda respectively (Belgium).

In this video segment, two students discuss the greenhouse effect and visit with research scientists at Biosphere 2 in Arizona, who research the effects of global climate change on organisms in a controlled facility. Their current research (as of 2002) focuses on the response to increased quantities of CO2 in a number of different model ecosystems.

Lecture for the course "CS 217 – Probability and Statistics for Computer Science" delivered at the City College of New York in Spring 2019 by Evan Agovino as part of the Tech-in-Residence Corps program.

One video clip, with embedded graphs, can be used to help students understand the mathematical relationships that describe simple harmonic motion.

Five-volume curriculum about open access for researchers, from UNESCO:

Module 1: Scholarly Communication
Contents: Introduction to Scholarly Communication; Communicating with Peer Review Journals; Electronic Journals and Databases; Serials Crisis
https://unesdoc.unesco.org/ark:/48223/pf0000231938.locale=en

Module 2: Concepts of Openness and Open Access
Contents: Introduction to Open Access; Routes to Open Access; Networks and Organizations Promotion Open Access; Open Access Mandates and Policies; Open Access Issues and Challenges
https://unesdoc.unesco.org/ark:/48223/pf0000232207.locale=en

Module 3: Intellectual Property Rights
Contents: Understanding Intellectual Property Rights; Copyright; Alternative to a Strict Copyright Regime
https://unesdoc.unesco.org/ark:/48223/pf0000232208.locale=en

Module 4: Research Evaluation Metrics
Contents: Introduction to Research Evaluation Metrics and Related Indicators; Innovations in Measuring Science and Scholarship; Article and Author Level Measurements; Online Citation and Reference Management Tools
https://unesdoc.unesco.org/ark:/48223/pf0000232210.locale=en

Module 5: Sharing Your Work in Open Access
Contents: The Publishing Process; Share Research Results in Open Access
https://unesdoc.unesco.org/ark:/48223/pf0000232211.locale=en

This webinar will demonstrate how to create more complex queries by combining the PDBe search API with numerous other calls. By introducing specific case studies, we will highlight the scope of PDBe programmatic access.

This webinar is part of a 6-part PDBe API webinar series, introducing different levels of programmatic access at PDBe.The series will range from basic data retrieval and search using the PDBe API to more advanced features, including access and reuse of PDBe data visualisation components.

Who is this course for?
This webinar is open to anyone who is interested in learning about the programmatic access of PDBe.

Outcomes
By the end of the webinar you will be able to:

Create complex queries by combining the PDBe search API with numerous other calls

Average inquiry level: Guided inquiry
In this laboratory exercise for introductory geology or environmental science courses, students use data to examine climate change in their local environment. They compare local changes to global data over different time scales. As an assessment, students create an infographic to demonstrate their understanding of how local climate change may affect their region and what people can do to be better prepared. This lab was originally designed for online instruction, but may be used in face-to-face instruction as well.

(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.)

Getting Started

Type of Unit: Introduction

Prior Knowledge

Students should be able to:

Understand ratio concepts and use ratios.
Use ratio and rate reasoning to solve real-world problems.
Identify and use the multiplication property of equality.

Lesson Flow

This unit introduces students to the routines that build a successful classroom math community, and it introduces the basic features of the digital course that students will use throughout the year.

An introductory card sort activity matches students with their partner for the week. Then over the course of the week, students learn about the routines of Opening, Work Time, Ways of Thinking, Apply the Learning (some lessons), Summary of the Math, Reflection, and Exercises. Students learn how to present their work to the class, the importance of students’ taking responsibility for their own learning, and how to effectively participate in the classroom math community.

Students then work on Gallery problems, to further explore the resources and tools and to learn how to organize their work.

The mathematical work of the unit focuses on ratios and rates, including card sort activities in which students identify equivalent ratios and match different representations of an equivalent ratio. Students use the multiplication property of equality to justify solutions to real-world ratio problems.