European green crabs (Carcinus maenas) are considered to be one of the world’s worst invasive species. In 2021, the Washington Department of Fish and Wildlife (WDFW), tribes, and partners identified an exponential increase of invasive European green crabs in areas on Washington’s outer coast. The crabs' invasion poses a growing threat to Washington’s economic, environmental, and cultural resources. Unfortunately, experts believe European green crabs will never be fully eradicated due to large populations in neighboring states.

Throughout this unit, students will explore why European green crabs are such a concerning invasive species, how they may impact the biodiversity of Washington’s estuaries, and what options are available for controlling their population. Perhaps most importantly, students will understand how they can help by learning how to identify and report European green crabs to support efforts to control them and limit their harm.

In this unit students will:

Develop a model of how European green crabs are a threat to estuary ecosystems.
Describe what an estuary is and learn about other organisms who live there.
Make predictions of what will happen to an estuary food web with the introduction of European green crabs.
Observe normal population fluctuations in a healthy estuary ecosystem over time.
Simulate the effects of the introduction of European green crabs to a healthy estuary ecosystem.
Evaluate the methods considered to control the populations of European green crabs in Washington state.
This mini unit is designed to be able to stand alone, or to supplement OpenSci Ed unit 7.5 Ecosystem Dynamics: “How does changing an ecosystem affect what lives there?”. To ensure this unit is easily implemented, the unit has been designed to replicate the processes and procedures utilized by OpenSci Ed.

In this activity, students, working in small groups, respond to a series of questions asking them to analyze a diagram of the long-term, global average energy budgets for the atmosphere and the earth's surface (below). They then are asked to explain how the greenhouse effect works in terms of several basic physical principles applied to their analysis. Finally, they are asked to apply the same principles to the predict changes in global average atmospheric and surface temperatures as a result of adding greenhouse gases to the atmosphere.

Module: “the Greenhouse effect: a natural phenomenon that has been adversely affected by human activities”IntroductionThis module is about the Greenhouse effect and provides the basic concepts of this natural phenomenon as well as the repercussions on it by human activities. The intended group of learners is students of 10 to13 years of age and it is a module that may fit into a course about the Environment. The components that consist this module include videos, interactive models on the computer, experiments and measurements, analogies, the construction of a greenhouse and physical activities to illustrate the vibration of different elements.Set of goalsAfter the completion of this module, the students should be able to:- Recognize that the greenhouse effect is a natural phenomenon without which no life would exist on Earth and describe how it works- Compare and contrast the characteristics of other planets of our solar system and reach conclusions about their status- Name the main greenhouse gases and illustrate the way they react to absorbing energy-  Associate the concentration of the greenhouse gases in the atmosphere with the rising of the global temperature after using interactive simulations- Justify the analogy used for the greenhouse effect – simulating Earth to a greenhouse – and point out the discrepancies of this analogy- Conduct experiments about the greenhouse effect and draw conclusions about how temperature rises- Be aware of the adverse effects human activities have had on this natural phenomenonThe processTo initiate the first talk and to present the topic of the module we will show a 2’ video titled: Global Warming: The Physics of the Greenhouse Effect (https://www.oercommons.org/courses/global-warming-the-physics-of-the-greenhouse-effect/view )As soon as the video is finished we discuss with the students if they have ever heard of the terms “greenhouse effect” and “global warming” and ask them to share what they know.We make a short presentation of the components and processes of the Greenhouse gases, as they are found on https://wikieducator.org/Green_house_effect and https://www.windows2universe.org/?page=/earth/interior/greenhouse_effect.html and then show them the 6’ video by prof. Denning talking about the greenhouse effect and the greenhouse gases reaction to the absorbing of energy. The concept of infrared radiation emitted by the earth is not easily understood by students since it is not visible as the light from the Sun. There is an analogy we can use by showing them a reptile light lamp, where light is not visible but the thermoradiation emitted is felt when we feel the heat with our hand. This is an idea taken from http://denning.atmos.colostate.edu/videos/Climate/CO2.tips4teachers.mp4Then we ask them to play a game on how the different greenhouses vibrate when they absorb energy, so as to use their bodies and come to experience the whole process. The idea is taken by the “little shop of physics” video presenting an activity where students wear different colored hats that represent different chemical elements forming certain greenhouse gases and move their bodies to different directions simulating the vibration of these gases when they absorb the infrared radiation emitted from the earth. (http://denning.atmos.colostate.edu/videos/Climate/CO2.tips4teachers.mp4 )The next activity is based on an MIT resource found on https://ocw.mit.edu/courses/earth-atmospheric-and-planetary-sciences/12-340-global-warming-science-spring-2012/lecture-notes/MIT12_340S12_lec5.pdf where the idea about comparing the planets Earth’s, Mars’ and Venus’ atmospheres is introduced. The students are given facts about these planets and are asked to compare the components and thickness of their atmospheres and their temperature range. They are led to conclude that too much of CO2 in the atmosphere would result into the scorching temperatures of Venus, while too little CO2 in the atmosphere would result into the freezing temperatures of Mars (information taken by  http://www.kidsastronomy.com/venus.htm, http://www.kidsastronomy.com/mars.htm)Working on the analogy of the greenhouse, students can perform a series of experiments. They are given instructions on how to make a model greenhouse and by putting lamps over it we can simulate the whole process. There are also instructions given on how to take measurements and make graphs. They process the data and come to realize how a greenhouse works (https://authoring.concord.org/activities/1052/single_page/52db8f13-a8c5-4513-86b1-2428a8407c4b ). It is important that we point out what each object represents in the analogy (the sun is the lamp, the earth is the greenhouse and the greenhouse gases is the glass or plexiglass the greenhouse is made of) as well as the discrepancies there are between the model and the real phenomenon (e.g. the greenhouse gases absorb and emit back the infrared radiation emitted by Earth – they do not absorb the light coming from the Sun).Next, there are different kinds of interactive simulations the students can perform on the computers, so we ask them to take turns in front of the computers and interact with the data given in the simulations and record back how the changes in temperature occur. There is one simulation where you add and remove greenhouse gases on the interactive model and the temperature rises and falls accordingly. (https://authoring.concord.org/activities/1032/single_page/93da01c3-33cf-438e-bfa1-c211c1a7236b). Another simulation shows the infrared spectra of the greenhouse gases and how the vibrated and absorb energy and you can add and remove gases monitoring the changes (http://www.explainingclimatechange.ca/Climate%20Change/javascript/IR%20Windows/IRWindows.html). There is one more simulation on how temperature rises when there are more greenhouse gases in the atmosphere, without naming these gases separately (https://www.oercommons.org/courses/the-greenhouse-effect/view). After the students have played with these different interactive models we ask them to explain why we talk about global warming, what it means and what its connection is to the greenhouse gases. There is a 2’ video we can show, where a case is presented on how people are actually responsible for the deterioration of the greenhouse effect that leads to global warming (https://www.oercommons.org/courses/natural-cycle/view).Before closing the module we can revise every information presented and ask them to do a quiz to assess the knowledge gained during the whole procedure, found at http://www.sciencecourseware.org/eec/GlobalWarming/tutorials/greenhouse/ .There are two more resources that we can give as studying material for homework: https://science.howstuffworks.com/environmental/green-science/question746.htm andhttps://scied.ucar.edu/longcontent/greenhouse-effect.          

Greenway Motors is a useful exercise to introduce students to key negotiation concepts such as the best alternative to a negotiated agreement (BATNA); the worst alternative to a negotiated agreement (WATNA) and the zone of possible agreement (ZOPA). It can also be used to discuss the principled negotiation framework, which allows students to move from a positional approach towards creating opportunities for mutual gain and value creation. This simulation has a large ZOPA, allowing for a range of outcomes.

In this fascinating presentation, The Salk Institute's Terry Sejnowski explores how by its nature the human brain is susceptible to the effects of addictive substances. (59 minutes)

Formative assessment questions using a classroom response system ("clickers") can be used to reveal students' spatial understanding. Students are shown this diagram and told, "A storm event releases chemicals stored at the farm that end up in the groundwater. Click on the well that is most likely to be contaminated."

(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.)

Student teams locate a contaminant spill in a hypothetical site by measuring the pH of soil samples. Then they predict the direction of groundwater flow using mathematical modeling. They also use the engineering design process to come up with alternative treatments for the contaminated water.

This is a version of the Groundwater Lab (https://serc.carleton.edu/NAGTWorkshops/intro/activities/23416.html) previously shared as part of the Teaching Introductory Geology collection. It uses an online (https://pvw.kitware.com/sandtank/) version of an "ant farm" groundwater model to demonstrate groundwater flow and the behavior of wells. The lab is organized so that students have to predict the behavior of the model before observing it.

(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.)

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

This applied webinar explores best practices for communicating open educational data with a wide audience. Topics include different methods for encoding data, the use of color and considerations for color blindness, visual perception, common pitfalls, and methods for minimizing cognitive load. Dr. Daniel Anderson, from the University of Oregon, guides the audience through these topics, while also briefly discussing mediums for communication, including data dashboards to reach a larger and more diverse audience.

Students are presented with a scenario (problem) to recommend whether the Gulf Stream is responsible for keeping Europe warm and the potential effects if polar ice were to continue melting. The students work in small groups and discuss the problem and identify the issue. They then list everything they know about the issue and develop a problem statement. They then ask what they need to know to solve the problem and search the Internet data sites, etc., and analyze the information gathered. They complete the activity by preparing an individual report and PowerPoint presentation where they make a recommendation or other appropriate resolution of the problem based on the data, visualizations, and background information.

(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.)

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Currently, there is no cure for HIV-1, but thanks to antiretroviral therapy, viral loads can be kept low enough to prevent transmission. While patients generally cannot suppress HIV-1 replication without antiretroviral therapy, about 10-20% of people who start treatment early after HIV diagnosis can keep their viral numbers low even after a temporary pause in therapy. Studies suggest that this ability to control virus numbers could be linked to the gut microbiome. To explore that relationship, scientists compared the gut microbiome between three “viremic controllers” and nine “viremic non-controllers." After receiving an HIV vaccine, all patients were monitored over a 32-week period during which they paused antiretroviral therapy. Patients were predominantly Caucasian (92%) and men who have sex with men (92%). Viremic controllers showed significantly higher levels of bacteria of the order Bacteroidales and lower levels of bacteria of the order Clostridiales, which exhibit anti-inflammatory properties..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Antibiotic treatment affects the gut microbiomes of different individuals to varying degrees. Such personalized responses may arise from differences in pretreatment microbiomes among individuals, but this possibility hasn’t been directly assessed in humans. To test this hypothesis, a recent study used high-throughput 16S rRNA sequencing to analyze 260 stool samples from 39 patients with acute myeloid leukemia. Each patient received multiple antibiotics during an approximately 4-week hospital stay for chemotherapy, and the samples were collected twice weekly. The results revealed that the microbe communities were more similar among samples from the same patient than among samples from different patients, suggesting that the communities maintained some continuity despite the heavy antibiotic treatment. Statistical analyses showed that the antibiotic-induced microbiome changes were dependent on the pretreatment microbiome compositions and identified 6 taxa that predicted the extent of the changes..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Many metabolic diseases show clear differences in how they manifest between males and females. While gonadal steroid hormones have been suggested as the underlying cause, the gut microbiome could also play a critical role. A new study investigated how the makeup and function of the gut microbiome is related to sex, menopausal status, and circulating gonadal steroids in humans. Important differences in gut microbiota composition and functionality were found between (a) pre-menopausal women and (b) men and post-menopausal women. But obesity overrode those differences. In addition, microbiome profiles were associated with certain gonadal steroids, particularly circulating testosterone and serum progesterone. Interestingly, microbiome signatures could be transferred from human donors to microbiome-depleted male mice, with the microbiome of mice 4 weeks after transplantation predicting donors’ testosterone levels..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Dear readers,I am pleased to share the resources which were collected through the journey of studying module of MES6245_REMERA_2022 Integration of ICT in Mathematics and Science Teaching and Learning which has the following  principles of ICT integration in education are expressed here as seven specific learning objectives. Students should be able to:Critically engage the pedagogical principles of ICT integration in education.Critically engage the pedagogical principles of ICT integration in teaching and learningExplore, review, communicate, and use appropriate and varied software packages, multimedia tools, simulations and applets and online resources to teach and learn effectivelyUse efficiently ICT for personal professional developmentWe have Identified more practical works , self-assessments ,exercises and Online guidelines which are enriched in education and help others students and teachers for getting more information.By concluding it, I humbly appreciate  the intriguing contribution assigned to us by Professor MUKAMA Evode who is expreienced more in online and virtual classroom and sharing good resources. Dear readers, we need your inputs and good contribution to use those contents and to receive your feedbacks.Thank you so much 

Dear readers,I am pleased to share the resources which were collected through the journey of studying module of MES6245_REMERA_2022 Integration of ICT in Mathematics and Science Teaching and Learning which has the following  principles of ICT integration in education are expressed here as seven specific learning objectives. Students should be able to:Critically engage the pedagogical principles of ICT integration in education.Critically engage the pedagogical principles of ICT integration in teaching and learningExplore, review, communicate, and use appropriate and varied software packages, multimedia tools, simulations and applets and online resources to teach and learn effectivelyUse efficiently ICT for personal professional developmentWe have Identified more practical works , self-assessments ,exercises and Online guidelines which are enriched in education and help others students and teachers for getting more information.By concluding it, I humbly appreciate  the intriguing contribution assigned to us by Professor MUKAMA Evode who is expreienced more in online and virtual classroom and sharing good resources. Dear readers, we need your inputs and good contribution to use those contents and to receive your feedbacks.Thank you so much 

 Dear readers,I am pleased to share the resources which were collected through the journey of studying module of MES6245_REMERA_2022 Integration of ICT in Mathematics and Science Teaching and Learning which has the following  principles of ICT integration in education are expressed here as seven specific learning objectives. Students should be able to:Critically engage the pedagogical principles of ICT integration in education.Critically engage the pedagogical principles of ICT integration in teaching and learningExplore, review, communicate, and use appropriate and varied software packages, multimedia tools, simulations and applets and online resources to teach and learn effectivelyUse efficiently ICT for personal professional developmentWe have Identified more practical works , self-assessments ,exercises and Online guidelines which are enriched in education and help others students and teachers for getting more information.By concluding it, I humbly appreciate  the intriguing contribution assigned to us by Professor MUKAMA Evode who is expreienced more in online and virtual classroom and sharing good resources. Dear readers, we need your inputs and good contribution to use those contents and to receive your feedbacks.Thank you so much. HAGENIMANA Theoneste

The students will be exploring the concept of radioactive decay and half-life. They will be completing an activity, followed by discussion and and calculations. After discussion, the students will be completing a PHET simulation.

Tell your story and show it with data, using free and easy-to-learn tools on the web. This introductory book teaches you how to design interactive charts and customized maps for your website, beginning with easy drag-and-drop tools, such as Google Sheets, Datawrapper, and Tableau Public. You’ll also gradually learn how to edit open-source code templates built with Chart.js, Highcharts, and Leaflet on GitHub.

Hands-On Data Visualization takes you step-by-step through tutorials, real-world examples, and online resources. This book is ideal for students, educators, community activists, non-profit organizations, small business owners, local governments, journalists, researchers, or anyone who wants to take data out of spreadsheets and turn it into lively interactive stories. No coding experience is required.

Learn more about this open-access web edition, based on the book manuscript we submitted to our publisher, O’Reilly Media, Inc., which we have permission to freely share under the terms of our contract. Readers may purchase the publisher’s improved and copyedited version, in print or ebook editions. Figure numbering and other details vary between this open-access web edition and the publisher’s editions.