Congratulations! You are about to improve pollinator habitats in your own space! Did you know that pollinators are responsible for one in three bites of food that you eat? Bees, hummingbirds, butterflies, beetles, and flies, to name a few, are responsible for so many delicious foods we enjoy. From chocolate and coffee to apples and watermelons, we need these vital creatures to pollinate 80% of all flowering species and 35% of the world’s crops! And you can do your part to help the pollinators with a few simple steps. View Resource to learn more! 

This is a Proposed Schema of 21st Century Skills Flexible Learning Approach. The Discover, Learn, Practice, Collaborate and Assess (DLPCA) strategy was conceptualized for this blended learning technique with the goal of integrating the instructors, students, and readily available technologies to meet the challenges of higher education during this pandemic.

As a class, students work through an example showing how DNA provides the "recipe" for making our body proteins. They see how the pattern of nucleotide bases (adenine, thymine, guanine, cytosine) forms the double helix ladder shape of DNA, and serves as the code for the steps required to make genes. They also learn some ways that engineers and scientists are applying their understanding of DNA in our world.

In this resource, all of Charlotte Danielson's rubrics on her four domains have been compiled into one document.

CODAP (Common Online Data Analysis Platform) is an open-source data visualization and analysis tool made available by the Concord Consortium. It's available at https://codap.concord.org/. CODAP can be used across the curriculum to help students summarize, visualize, and interpret data, advancing their skills to use data as evidence to support a claim.

This professional learning resource includes guides to get started, tutorials that demonstrate the features and functionality of CODAP, sample lessons, and links to online forum sites.

This resource was created by the Washington Office of Superintendent of Public Instruction. 

Data talks are short 5-10 minute classroom discussions to help students develop data literacy. This pedagogical strategy is similar in structure to a number talk, but instead of numbers students are shown a data visual and asked what interests them.

Archived session from the 2024 Arizona Regional OER Conference. Session Title: Day one welcome and keynote. This resource includes the session abstract, presenters information, and recording. 

Archived session from the 2024 Arizona Regional OER Conference. Session Title: Day 2 welcome and keynote. This resource includes the session abstract, presenter(s) information, and recording. 

This resource from the Washington Center for Deaf and Hard of Hearing Youth  provides guiding questions and resources to help student reach their full potential as they work towards their post high school and transition goals.

This website guidance document describes the Debt Slapped project, produced by Consumer Education and Training Services. Debt Slapped provides videos and helpful resource links to help people smartly finance their education.  

Students will use a combination of writing and using their bodies to represent numbers at different place values from 1000 down to 1/1000. They will multiply and divide by powers of 10, adding and removing zeros as appropriate.

The purpose of this study was to determine the decision-making and problem-solving approaches most frequently used by school superintendents in two mid-western states when confronted with district dilemmas. The research replicated a study conducted by Polka, Litchka, Caizi, Denig and Mete (2011) in five Mid-Atlantic states. The survey used in both studies was based on the work of Tarter and Hoy (1998). Results between the two regions were compared and significant differences were found in how superintendents manage dilemmas and their preferences for making decisions. In addition, significant differences were found between male and female superintendents in the mid-western states.

Students learn about the controversial history of a mural in Anacortes, WA, and consider what it would take to create a more inclusive and accurate mural in Anacortes today. Then students learn about the tribes, immigrants, and settlers in the region where they live and how their stories are represented in local murals in public spaces. Students draw on what they have learned to respond to the unit driving question: What decisions and whose stories define Washington state? Then, drawing on local resources such as tribal members, historical societies, and museums, students work in teams to propose a new mural that tells an inclusive story of the people and place where they live.

"Decolonizing Social Work" is a course taught at Humboldt State University in California. These resources provide an introduction to the topic of decolonizing social work, an example syllabus, suggested textbook, suggested approach for an introductory lesson and links to additional resources. This material was provided by Humboldt State University.

This module fosters a careful understanding of the Common Core State Standards math shifts. Participants take a deep dive into the major work of grades K-8, build a deeper understanding of the coherence of the Standards, and work through sample problems that reflect the "rigor" expected by the Standards.

This online gallery of photos, illustrations, and videos provides a snapshot of deep sea vents and the ancient forms of life that can be found within them. Transcripts of the videos are provided, and the photos and illustrations are accompanied by explanatory texts.

Deliberately pausing is a skill that supports and maintains positive student behaviour. A deliberate pause breaks the flow of verbal communication to gain students’ attention, emphasise a point, or give students’ time to process information, follow a direction or correct disengaged or disruptive behaviours.

Since determinants of supply and demand other than the price of the goods in question are not explicitly represented in the supply-demand diagram, changes in the values of these variables are represented by moving the supply and demand curves (often described as "shifts" in the curves). By contrast, responses to changes in the price of the good are represented as movements along unchanged supply and demand curves.