In this place-based lesson, students will dissect an apple fruit to learn more about its different parts. Includes activity instructions, extension activities, songs and rhymes, anatomy of an apple student worksheet, and sink or float student worksheet.

NGSS: K-ESS3-1, 1-LS1-1

Time: 30 minutes

Materials: "Apples Grow on Trees" or other book about apples, knife, cutting board, at least three apples, apple parts tray, and apple dissection worksheet.

This design challenge moves your students from passive to active learners through a cross-curricular, hands-on team challenge in direct correlation to real-world issues of water conservation. Through this lesson,  students in grades 6-8 will create a model of an aquifer to understand the structure of aquifers, how aquifers impact our freshwater supply and groundwater in regards to the water cycle.

• List the structures that make up the respiratory system
• Distinguish between the upper respiratory tract and the lower respiratory tract
• Explain the difference between the conducting zone and the respiratory zone, listing the anatomical structures that are a part of each

The Anchoring Phenomenon Routine is the launch to student investigation around the anchoring phenomenon. This phenomenon will be the one that students will describe and explain, using disciplinary core ideas, science and engineering practices and crosscutting concepts in investigations. The Anchoring Phenomenon Routine will encourage thoughtful consideration of the phenomenon, initial models, connections to related phenomenon, discussions about the phenomenon and the creation of the KLEWS chart used for documenting student learning. In an Anchoring Phenomenon Routine, ​students​:
● Are presented with a phenomenon or design problem
● Write and discuss what they notice and wonder about from the initial presentation
● Create and compare initial models of the phenomenon or problem
● Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem
● Construct a KLEWS Chart
● Identify potential investigations to answer the questions on the KLEWS Chart, adding the questions to the chart

The Anchoring Phenomenon Routine is the launch to student investigation around the anchoring phenomenon. This phenomenon will be the one that students will describe and explain, using disciplinary core ideas, science and engineering practices and crosscutting concepts in investigations. The Anchoring Phenomenon Routine will encourage thoughtful consideration of the phenomenon, initial models, connections to related phenomenon, discussions about the phenomenon and the creation of the KLEWS chart used for documenting student learning. In an Anchoring Phenomenon Routine, ​students​:
● ​Are presented with a phenomenon or design problem
● ​Write and discuss what they notice and wonder about from the initial presentation
● ​Create and compare initial models of the phenomenon or problem
● ​Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem
● ​Construct a KLEWS Chart
● ​Identify potential investigations to answer the questions on the KLEWS Chart, adding the questions to the chart

The Anchoring Phenomenon Routine is the launch to student investigation around the anchoring phenomenon. This phenomenon will be the one that students will describe and explain, using disciplinary core ideas, science and engineering practices and crosscutting concepts in investigations. The Anchoring Phenomenon Routine will encourage thoughtful consideration of the phenomenon, initial models, connections to related phenomenon, discussions about the phenomenon and the creation of the KLEWS chart used for documenting student learning. In an Anchoring Phenomenon Routine, ​students​:
● ​Are presented with a phenomenon or design problem
● ​Write and discuss what they notice and wonder about from the initial presentation
● ​Create and compare initial models of the phenomenon or problem
● ​Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem
● ​Construct a KLEWS Chart
● ​Identify potential investigations to answer the questions on the KLEWS Chart, adding the questions to the chart

The Anchoring Phenomenon Routine is the launch to student investigation around the anchoring phenomenon. This phenomenon will be the one that students will describe and explain, using disciplinary core ideas, science and engineering practices and crosscutting concepts in investigations. The Anchoring Phenomenon Routine will encourage thoughtful consideration of the phenomenon, initial models, connections to related phenomenon, discussions about the phenomenon and the creation of the KLEWS chart used for documenting student learning. In an Anchoring Phenomenon Routine, ​students​:
● ​Are presented with a phenomenon or design problem
● ​Write and discuss what they notice and wonder about from the initial presentation
● ​Create and compare initial models of the phenomenon or problem
● ​Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem
● ​Construct a KLEWS Chart
● ​Identify potential investigations to answer the questions on the KLEWS Chart, adding the questions to the chart

The Anchoring Phenomenon Routine is the launch to student investigation around the anchoring phenomenon. This phenomenon will be the one that students will describe and explain, using disciplinary core ideas, science and engineering practices and crosscutting concepts in investigations. The Anchoring Phenomenon Routine will encourage thoughtful consideration of the phenomenon, initial models, connections to related phenomenon, discussions about the phenomenon and the creation of the KLEWS chart used for documenting student learning.
In an Anchoring Phenomenon Routine, ​students​:
● Are presented with a phenomenon or design problem
● Write and discuss what they notice and wonder about from the initial presentation
● Create and compare initial models of the phenomenon or problem
● Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem
● Construct a KLEWS Chart
● Identify potential investigations to answer the questions on the KLEWS Chart, adding the questions to the chart

The Anchoring Phenomenon Routine is the launch to student investigation around the anchoring phenomenon. This phenomenon will be the one that students will describe and explain, using disciplinary core ideas, science and engineering practices and crosscutting concepts in investigations. The Anchoring Phenomenon Routine will encourage thoughtful consideration of the phenomenon, initial models, connections to related phenomenon, discussions about the phenomenon and the creation of the KLEWS chart used for documenting student learning.
In an Anchoring Phenomenon Routine, ​students​:
● Are presented with a phenomenon or design problem
● Write and discuss what they notice and wonder about from the initial presentation
● Create and compare initial models of the phenomenon or problem
● Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem
● Construct a KLEWS Chart
● Identify potential investigations to answer the questions on the KLEWS Chart, adding the questions to the chart

In this activity, students discover the relationship between an object's mass and the amount of space it takes up (its volume). Students learn about the concept of displacement and how an object can float if it displaces enough water, and the concept of density and its relationship to mass and volume.

This open course with a new set of ancillary materials for OpenStax Chemistry was created under a Round Eleven Mini-Grant for Ancillary Materials Creation and Revision. The materials created in order to support faculty implementing OpenStax Psychology in the classroom include:

Lecture Slides
Chapter Checklists
Practice Problems
Newly-Created Videos

Along with these resources, the open course also contains a laboratory section with new instructional videos, a laboratory notebook and a sample notebook with responses, and experiments for each course.

Introduction to Biotechnology II (BIOL1415), provides learners with a practical exploration of a regulated biotechnology workplace. This course is a continuation of Introduction to Biotechnology I (BIOL 1414), and the cornerstone for the Biotechnology Level-One Certificate, as it provides students ample opportunity to master entry-level laboratory workforce skills. This course builds on knowledge in biotechnology, chemistry, & biology, and provides workforce training in areas of regulatory documentation, equipment validation, and teamwork. The goals of this course are to develop core laboratory skills needed in a bioscience lab job; critical thinking and multitasking, teamwork and accountability, accuracy in calculations and experimental analysis, and demonstrate skills associated with working in a regulated laboratory workplace.

In Spring 2019, students at The State University of New York College at Plattsburgh (SUNY Plattsburgh) researched, designed, and built And Still We Rise: Celebrating Plattsburgh’s (Re)Discovery of Iconic Black Visitors (ASWR), an exhibit in the Feinberg Library on prominent Black political and cultural figures who had visited the college since the 1960s. The thirteen students in African-American Political Thought (Political Science 371), taught by Dr. John McMahon, researched in the college’s archives and secondary sources to curate photos, text and multimedia for physical and virtual exhibits.

Androgoji ve pedagoji arasındaki temel farkların yer aldığı bulmaca yetişkin eğitimi modülü içerisinde eğitimciler tarafından etkinlik ya da ödev olarak kullanılabilir.

Students develop an app for an Android device that utilizes its built-in internal sensors, specifically the accelerometer. The goal of this activity is to teach programming design and skills using MIT's App Inventor software (free to download from the Internet) as the vehicle for learning. The activity should be exciting for students who are interested in applying what they learn to writing other applications for Android devices. Students learn the steps of the engineering design process as they identify the problem, develop solutions, select and implement a possible solution, test the solution and redesign, as needed, to accomplish the design requirements.

This resource is a Hands-On course to teach Apps Development to students who may not have any programming knowledge. This course has no pre-requisites. It’s time to add the 4th R – Reading, wRiting, aRithmetic and algoRithmic thinking. In a world where the majority of new jobs require science, technology and math skills, it is time our Liberal Arts majors get IT (Information Technology)! While employers recognize and value the importance of liberal education and the liberal arts, they also want liberal arts graduates who are not digitally challenged. Many employers report a “skills gap” as they have trouble finding recent graduates qualified with ample digital skills to fill various positions. Meanwhile, a national educational movement in computer coding instruction is growing at lightning speeds in schools across the US and many consider coding more like a basic life skill (which might someday lead to a great job) rather than an extracurricular activity. App Inventor (AI) serves to narrow this skills gap and increase the versatility of students to become active creators of technology and “digitally” ready for the workplace rather than just being passive consumers of technology. Sales of hand-held devices (smartphones, tablets and phablets) are exploding. These on-line, social, and increasingly mobile computing devices are ubiquitous and offer visual, tactile and personal experiences as never before. Mobile devices in our education landscape are digital and portable - with multimedia capabilities to access the Internet, and are drastically changing the ways we teach and learn. Developing applications for such devices enables digital natives to experience mobile technology as active creators rather than just passive consumers of technology.
Learning Goals
Learn Apps Development
Learn Digital Skills (essential for a Liberal Arts major)

Students investigate the motion of a simple pendulum through direct observation and data collection using Android® devices. First, student groups create pendulums that hang from the classroom ceiling, using Android smartphones or tablets as the bobs, taking advantage of their built-in accelerometers. With the Android devices loaded with the (provided) AccelDataCapture app, groups explore the periodic motion of the pendulums, changing variables (amplitude, mass, length) to see what happens, by visual observation and via the app-generated graphs. Then teams conduct formal experiments to alter one variable while keeping all other parameters constant, performing numerous trials, identifying independent/dependent variables, collecting data and using the simple pendulum equation. Through these experiments, students investigate how pendulums move and the changing forces they experience, better understanding the relationship between a pendulum's motion and its amplitude, length and mass. They analyze the data, either on paper or by importing into a spreadsheet application. As an extension, students may also develop their own algorithms in a provided App Inventor framework in order to automatically note the time of each period.

This course is intended for people who aspire to learn android programming and develop android applications. The learners needs to have the basic knowledge of computers, Internet and java programming for this course.