Una soluzione è una miscela omogenea di due sostanze, omogenea perché possiede le stesse caratteristiche intensive (temperatura, pressione, densità) in ognuna delle sue parti. La soluzione è composta da due parti: il solvente e il soluto.Un metodo pratico per riuscire a identificarle è considerare il solvente come la componente in maggiore quantità e il soluto come quella in minore quantità. In un bicchiere d'acqua con sale, il soluto è NaCl (cloruro di sodio, ovvero il sale) mentre l’acqua è il solvente in cui il sale è sciolto. L’acqua è il solvente più comune ma, ovviamente, non è l’unico: solventi molto comuni sono, per esempio, l'acetone, l'etanolo e diversi composti derivanti dal benzene.Il processo di unione solvente-soluto si chiama solvatazione ​(e nel caso dell'acqua si parla di idratazione).Quando si parla di soluzioni, tendenzialmente si pensa allo stato liquido. In realtà le soluzioni possono essere non solo liquide, ma anche gassose, come l’aria che respiriamo, e solide, come alcune leghe metalliche.I soluti si sciolgono all’interno della soluzione poiché il solvente è in grado di vincere le forze che mantengono unite le molecole, dissolvendo il soluto.In una soluzione acquosa, un solido ionico come il sale, in cui il sodio e il cloro esistono già in forma di ioni, si scioglie molto facilmente. Ciò accade perché gli ioni vengono immediatamente “accerchiati” da molecole d’acqua proprio grazie alla polarità di quest’ultima che è in grado di interagire sia con cationi sia con anioni. Ciò causa l’allontanamento dei due ioni, che quindi non possono esistere più come solido.Esegui la seguente verifica:https://docs.google.com/document/d/1RNU6MuypdGIRPvOVCKfVNCudLTGh9jvl3-md6OBICik/edDopo aver seguito il video esegui la verifica cliccando sul link di seguito indicato:https://goo.gl/forms/wAIcL4H3A3oOrNx33  Le soluzioni 

Les ondes, comme phénomène, sont omniprésentes et familières, mais leur constitution comme phénomène physique pose des difficultés bien connues. dues à leur nature pour ainsi dire insaisissable : quelque chose se déplace, qui contient de l'information et de l'énergie,mais ce n'est pas de la matière. Comment le caractériser?Quelles grandeurs physiques lui associe-t-on?Quels sont les comportements génériques des ondes? dans cette  première approche du phénomène.    

Students learn about saving, savings goals, interest, borrowing and opportunity cost by reading Less Than Zero. Students use a number line and a line graph to track spending and borrowing in the story.

Students share their project to a class Scratch Studio, and then they try out each other’s projects.
Each group provides specific feedback to other groups.
The class discusses how to give constructive feedback, what non-constructive feedback looks like, and how to comment on others’ projects using the Scratch interface.
Students end the session by seeing the feedback from others and reflecting on what they might change or add to their projects.

INTRODUCTIONAuthor: Leanne BoltonPurpose of the course: The purpose of this course is to teach elementary teachers about technology in regards to information literacy and school libraries. Intended audience: Elementary teachersTime investment: 1 hour for each lesson. (3 hours total)

This lesson helps students understand why Earth is considered the "water planet." Students analyze how much of Earth's water is available for humans to use for life-sustaining purposes, and they explore the concept of water scarcity in both physical and economic terms. They look at the many ways that humans use water and investigate international trends in agricultural, industrial, and household water consumption. The lesson also sets up the focus of this course: the concept of water footprints. Students explore how water footprints are an invaluable tool for identifying patterns of water use so that individuals, businesses, and even nations can more effectively manage their use of one of the most precious resources on Earth: water. Critical to this exploration is a visit to Watercalculator.org, where students calculate their personal water usage, analyze the results, and set a base point for tracking and conserving their water use.

This is the first of the three-part Lessons for Understanding Our Water Footprint: High School Lesson Plans.

(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 lesson helps students understand why Earth is considered the "water planet." Students analyze how much of Earth's water is available for humans to use for life-sustaining purposes, and they explore the concept of water scarcity in both physical and economic terms. They look at the many ways that humans use water and investigate international trends in agricultural, industrial, and household water consumption. The lesson also sets up the focus of this course: the concept of water footprints. Students explore how water footprints are an invaluable tool for identifying patterns of water use so that individuals, businesses, and even nations can more effectively manage their use of one of the most precious resources on Earth: water. Critical to this exploration is a visit to Watercalculator.org, where students calculate their personal water usage, analyze the results, and set a base point for tracking and conserving their water use.

This is the first of the three-part Lessons for Understanding Our Water Footprint: Middle School Lesson Plans.

(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 lesson centers on a deeper exploration of the water footprint associated with food. Students learned in Lesson 1 that virtual water, especially as it relates to food, typically makes up the majority of their water footprint. In this lesson, they find out why. First, they see an attention-grabbing demonstration of how much water is needed for three food products. Second, they break into groups to do research, and then they teach their classmates about key aspects of water use related to food and agriculture. Next, they think about how their diet is influenced by social groups, advertising, and structures in place at home and at school that encourage them to potentially eat food with large water footprints. Finally, they brainstorm ways they might be able to influence change in those areas. The lesson concludes with students sharing their ideas and providing one another with constructive feedback.

This is the second of the three-part Lessons for Understanding Our Water Footprint: High School Lesson Plans.

(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 lesson centers on a deeper exploration of the water footprint associated with food. Students learned in Lesson 1 that virtual water, especially as it relates to food, typically makes up the majority of their water footprint. In this lesson, they find out why. First, they see an attention-grabbing demonstration of how much water is needed for three food products. Second, they break into groups to do research, and then they teach their classmates about key aspects of water use related to food and agriculture. Next, they think about how their diet is influenced by social groups, advertising, and structures in place at home and at school that encourage them to potentially eat food with large water footprints. Finally, they brainstorm ways they might be able to influence change in those areas. The lesson concludes with students sharing their ideas and providing one another with constructive feedback.

This is the second of the three-part Lessons for Understanding Our Water Footprint: Middle School Lesson Plans.

(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.)

Session 1 of this lesson begins with a quick activity to get students thinking about their direct and virtual water use. It introduces a few new ideas for virtual water use that may surprise students, including the virtual water required for the products we buy and use. Then students form marketing teams to explore five categories of water use (indoor, outdoor, diet, electricity, and buying habits) and create infographic posters to share what they learn. Then, in Session 2, students remain in five teams to audit the school's indoor and outdoor direct water use as well as several categories of virtual water use: food, energy, and electronics. They use what they learn to create a strategic conservation action plan that incorporates their How to Save Water awareness campaign in an effort to decrease the school's overall virtual water use. The lesson can be conducted as a short project or a more comprehensive capstone project.

This is the third of the three-part Lessons for Understanding Our Water Footprint: High School Lesson Plans.

(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.)

Session 1 of this lesson begins with a quick activity to get students thinking about their direct and virtual water use. It introduces a few new ideas for virtual water use that may surprise students, including the virtual water required for the products we buy and use. Then students form marketing teams to explore five categories of water use (indoor, outdoor, diet, electricity, and buying habits) and create infographic posters to share what they learn. Then, in Session 2, students remain in five teams to audit the school's indoor and outdoor direct water use as well as several categories of virtual water use: food, energy, and electronics. They use what they learn to create a strategic conservation action plan that incorporates their How to Save Water awareness campaign in an effort to decrease the school's overall virtual water use. The lesson can be conducted as a short project or a more comprehensive capstone project.

This is the third of the three-part Lessons for Understanding Our Water Footprint: Middle School Lesson Plans.

(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.)

The "Music of the Future" is a lesson activity that combines STEAM/Maker Education, programming with Scratch, and MakeyMakey. This lesson activity aims to develop 21st-century skills, which are the basics of product design, block-based programming, electronic programming, and collaboration skills. Here, we present the overview of this lesson activity, the comprehensive lesson plan for the teachers, and instruction for the students. 

Students will be able to identify methods used by predatory lenders for prevention, comprehend basic consumer rights, and demonstrate knowledge of filing complaints when these rights are violated. Additionally, students will understand tactics employed by predatory lenders and be equipped with the skills to avoid falling victim to them.

In this lesson, students will learn about retirement plan options such as 401K plans, Roth IRA's and pensions.
Class Time Needed: Approx. 45-60 min.

Students will actively assess their career aspirations, critically evaluate and compare diverse career opportunities aligned with their aptitudes and interests, and strategically plan their career path while gaining insight into the income potential associated with their chosen careers.

Money Stories is a series of 8 lessons dealing with financial matters of everyday life. The Money Stories Program originated when Elders at the Aboriginal Seniors Resource Centre (in Winnipeg, MB) had the idea that money management training should be taught to Indigenous youth with a focus on Indigenous values, culture, and traditional teachings. The Money Stories Curriculum was then developed and tweaked by current and past SEED Winnipeg Inc. staff.

Everyone is welcome to review the Money Stories Curriculum presented here. Note: the attached materials are read-only. SEED Winnipeg Inc. kindly requests that organizations contact them directly via email or phone to request a printable version of the instructor’s manual and to order printed versions of the workbook (there will be a fee to recover costs for the workbook). Interested organizations should have like-minded goals and values that support individuals in any of these areas: financial empowerment, education, job readiness, or life skills training. Someone with facilitation experience is an asset.