This OER course by Yavapai College instructor Gino Romeo is designed to be delivered in face-to-face modality. It incorporates content from Open Learning Initiative at Carnegie Melon University, Licensed CC BY 4.0, as well as other sources cited as relevant in the course.

This OER course by Yavapai College instructor Gino Romeo is designed to be delivered in face-to-face modality. It incorporates content from Open Learning Initiative at Carnegie Melon University, Licensed CC BY 4.0, as well as other sources cited as relevant in the course.

Students have spent a lot of time throughout the unit working on their Personal Website. In the final couple of days students finalize their websites. They work with peers to get feedback, put the finishing touches on the websites, review the rubric and reflect on their process. To cap off the unit, they will share their projects and also a overview of the process they took to get to that final design.

The CSforCA CS Equity Guide is designed for administrators interested in
implementing equity-minded computer science (CS) in K-12 schools, districts, or
counties.

Students can sometimes have emotional outbursts in school settings. This fact will not surprise many teachers, who have had repeated experience in responding to serious classroom episodes of student agitation. Such outbursts can be attributed in part to the relatively high incidence of mental health issues among children and youth. It is estimated, for example, that at least one in five students in American schools will experience a mental health disorder by adolescence (U.S. Department of Health and Human Services, 1999). But even students not identified as having behavioral or emotional disorders may occasionally have episodes of agitation triggered by situational factors such as peer bullying, frustration over poor academic performance, stressful family relationships, or perceived mistreatment by educators.

The lesson will begin with the teacher leading a discussion related to animal traits and the environment using a T-chart graphic organizer. The students will have the opportunity to discuss their ideas with a partner, and then the teacher will introduce the essential question of the lesson: "Can an animal's traits be influenced by the environment?" Next, the teacher will show students a video clip and nonfiction text related to the arctic fox, which is an animal that experiences a seasonal change in its fur color, and record information about the fox's traits and habitat on a T-chart graphic organizer. Then, students will research a different animal to determine how its traits can be influenced by its environment using digital or print sources and take brief notes. Lastly, students will develop an explanatory text in a claim-evidence-reasoning format that includes an illustration to help convey their scientific ideas clearly. This lesson results from the ALEX Resource Gap Project.

This is a Canvas Commons Module for WRI Technical Report Writing.

WRI 227

Focuses on techniques of gathering, organizing, and presenting technical information and graphics. Requires technical reports derived from realistic situations in the student’s major.

Two lessons and their associated activities explore cellular respiration and population growth in yeasts. Yeast cells are readily obtained and behave predictably, so they are very appropriate to use in middle school classrooms. In the first lesson, students are introduced to yeast respiration through its role in the production of bread and alcoholic beverages. A discussion of the effects of alcohol on the human body is used both as an attention-getting device, and as a means to convey important information at an impressionable age. In the associated activity, students set up a simple way to indirectly observe and quantify the amount of respiration occurring in yeast-molasses cultures. Based on questions that arise from this activity, in the second lesson students work in small groups as they design and execute their own experiments to determine how environmental factors affect yeast population growth.

Teachers will engage students in a discussion about what the Census Bureau does and what types of information it collects. Then students will read and annotate informational texts from the Census Bureau and work with a partner to answer questions about the texts. Students will also analyze an infographic of people with different professions to determine how each of those people might use the data gathered by the Census Bureau; students will be asked to use evidence from the infographic text to support their answers. Students will then complete a wireframe (similar to a graphic organizer) for an online resource about how census data can help their own community.

Using the landmark feminist short story "The Yellow Wall-paper," students will employ close reading concepts to analyze setting, narrative style, symbol, and characterization.

Checklist for students to use to ensure that all aspects of a constructed response math problem are answered and checked over before completion. 

Child welfare is a unique field of social work practice that requires the use of special interdisciplinary skills with attorneys, judges, and other member of the legal system. The skillful application of these interdisciplinary skills is extraordinarily difficult.
Fundamental differences between the value base, knowledge, and training of social workers and attorneys assure that the two professions will forever have an uneasy relationship. Nevertheless, the current and future direction of child welfare service delivery demands that this uneasy relationship continue and be improved. Historically, social workers coming into the profession are unprepared for interactions with the Juvenile Court. Graduate level university curriculum is generally silent on how to achieve positive client outcomes while working within the legal system. As a result, most new child welfare workers experience anxiety, fear, and frustration when confronted by the court. Without information on how to achieve positive client outcomes through the court process, social workers generally believe it is impossible to achieve positive outcomes in that setting. Interviews with social workers who have left child welfare to accept other social work positions regularly cite their frustration and discomfort with court-related interactions as a primary catalyst for their decision to leave this area of practice. This curriculum module, designed with that in mind, is intended for use with graduate students interested in child welfare practice and newly employed or inexperienced child welfare caseworkers.

This module offers classroom instruction with the opportunity for students to observe child welfare workers, judges and referees, and attorneys during actual court proceedings. It provides approximately six hours of classroom content and addresses competencies in ethnic sensitive and multicultural practice, core child welfare skills, social work skills and methods, and workplace management. The curriculum provides a history of the system; cultural insights; background on the differing roles of professionals in the juvenile court setting; a glossary of court terms; and guidelines for proving maltreatment, and for providing effective testimony. (50 pages)Foster, D., & Woods, B. (1995).

This lesson provides students with tools to analyze primary source newspaper articles about the Great War (1914"“1917) in order to understand public opinion regarding the U.S. entry into the war from multiple perspectives.

Here you’ll find extensive support for APA, MLA, and Chicago documentation styles. This section features instructional videos that show you how to set up your papers in APA, MLA, and Chicago formats, interactive checklists, and visual support for both in-text documenting and referencing at the end of your paper. If you’re new to documentation or just need a refresher, the Citations & Documentation area can help.

This lesson plan attempts to dissolve the artificial boundary between domestic and international affairs in the postwar period to show students how we choose to discuss history.

ClassMood App is a classroom tool that helps teachers create the mood for learning. It aims to help make teaching and learning more enjoyable. It provides teachers with mood changing activities for their classroom and works toward helping students take control of their moods.

ClassMood App is applicable to multiple educational contexts from primary school to higher education. It has been developed in a collaboration with experts from neuroscience, education and learning design and tested with students from upper primary to university.

How does it work?
When it’s too hot or too cold, it is hard to learn as we can’t stop thinking about how uncomfortable it is. But once we notice the temperature, we can adjust it as needed and free up space in our heads for thinking. Positive moods and states can free up space for thinking and learning. This is the concept of ClassMood App.

The technology is a responsive and free-to-use web-based tool. Teachers can simply create a mood measuring event and share the unique code with your students. Each student can anonymously select their current mood and add the cause of their mood.

The App provides teachers with real-time data via a teacher’s dashboard to identify the aggregate mood of a class and recommends classroom activities to help teachers guide learners to moods that are more conducive to learning. Activities include mindfulness breathing activities and social games involving movement.