The information shared within this website was carefully curated and designed to promote quality online teaching and learning experiences for Calculus faculty and students within the University of North Carolina System.
Software Carpentry lesson on how to use the shell to navigate the filesystem and write simple loops and scripts. The Unix shell has been around longer than most of its users have been alive. It has survived so long because it’s a power tool that allows people to do complex things with just a few keystrokes. More importantly, it helps them combine existing programs in new ways and automate repetitive tasks so they aren’t typing the same things over and over again. Use of the shell is fundamental to using a wide range of other powerful tools and computing resources (including “high-performance computing†supercomputers). These lessons will start you on a path towards using these resources effectively.
ESL lesson plan for use in orientation to videconferencing platforms such as Zoom and Google Meet. Students practice using microphone mute/unmute and the chatbox to report about the poeple in their homes and read about their classmates' homes using the present progressive tense.
SYNOPSIS: This lesson introduces African environmentalist Wangari Maathai and links deforestation with the concepts of governance, poverty, and income opportunities for women in Kenya.
SCIENTIST NOTES: This lesson introduces students to the Nobel Peace Prize-winning Wangari Maathai and deforestation. The Global Forest Watch resource is continually updated. This lesson has passed the science quality assessment.
POSITIVES:
-Learning Wangari Maathai’s story is empowering for students because it emphasizes the fact that nobody is too small to make a difference. Maathai grew up in poverty in rural Kenya. Now she is remembered as one of the most powerful voices for environmental conservation, proper governance, and peace.
-This lesson can inspire students to take direct action, just like Wangari Maathai.
-This lesson is excellent for teaching the interdependence of environmental conservation, proper governance, poverty, income opportunities, and women's rights.
-Global Forest Watch is an incredible resource. It has beautiful, detailed data. Students may want to continue exploring on their own time.
ADDITIONAL PREREQUISITES:Wangari Maathai (1940-2011) was an environmental and political activist and the first African woman to win the Nobel Peace Prize.
-In 1977, she founded the Green Belt Movement, an environmental organization focused on planting trees and promoting gender equality.
DIFFERENTIATION:
-Making the connection between deforestation and other topics (governance, poverty, income opportunities, and women’s rights) might be difficult for some concrete thinkers.
-You could frame these topics using the UN’s Sustainable Development Goals.
-Goal 1: No Poverty
-Goal 5: Gender Equality
-Goal 8: Decent Work and Economic Growth
-Goal 15: Peace, Justice, and Strong Institutions
The student created, student managed Kiski Area Veterans Website, established in 2016, showcases local veterans stories while honing Biographical Research skills. Combining Gigapan Technology with the power of G-Suite, photos of local monuments are uploaded to our site, serving as the foundation bringing students closer to local Veterans while encouraging community involvement in our curriculum.
This activity is a field investigation where students investigate the water quality of a local stream or pond.
SYNOPSIS: In this lesson, students learn about climate change, choose one solution to climate change, and write a claim-evidence-reasoning paragraph explaining why they believe it is the best solution to climate change.
SCIENTIST NOTES: Although there is no silver bullet to addressing climate change, combining multiple solutions and prioritizing the best ones are important strategies to combat present and future climate risk. This lesson introduces students to explore the best solutions to address climate change. Data in the resources, accompanying materials, and videos are accurate. Accordingly, this lesson has passed our science review.
POSITIVES:
-This lesson is terrific for teaching paragraph structure.
-The color coding of the sentences in the paragraph is really helpful, especially for concrete thinkers.
ADDITIONAL PREREQUISITES:
-Project Drawdown is an excellent organization that quantifies solutions to climate change. This is great background reading before the lesson. If you sort the solutions by scenario 1 (2°C temperature rise by 2100, then reduced food waste is the #1 solution. If you sort the solutions by scenario 2 (1.5°C temperature rise by 2100), then onshore wind turbines are the #1 solution. These two solutions (food waste and renewable energy) are two of the four solutions presented in this lesson.
-Encourage the students to use as many hard facts as possible in their supporting sentences. These include dates, names, places, and specific events.
-You can use 2-3 videos of solutions to climate change if you do not want to use all of them.
-This lesson can be paired with the StC Lesson Plan What's the Worst Impact of Climate Change?
DIFFERENTIATION:
-Most students will benefit from color coding their sentences. Encourage them to keep their text highlighted as they write. They can even keep their paragraphs highlighted after they finish.
-Weaker students may write only five sentences. Stronger students may expand more in their supporting sentences.
-If students are struggling with their closing sentences, ask them to read their claim sentences aloud. Sometimes this helps guide their thinking.
-Stronger students who finish early can read their paragraphs to one another, discuss the writing process, and discuss the climate crisis.
SYNOPSIS: In this lesson, students learn about climate change, choose one impact of climate change, and write a claim-evidence-reasoning paragraph explaining why they believe it is the worst impact of climate change.
SCIENTIST NOTES: Understanding the key drivers of climate change and weather extremes, including the carbon cycle and processes and changes in the earth-atmosphere-ocean systems, have been discussed in this lesson. This is important for students to learn and prepare for future climate risk. This lesson has passed our science review process.
POSITIVES:
-This lesson is terrific for teaching paragraph structure.
-The color coding of the sentences in the paragraph is really helpful, especially for concrete thinkers.
ADDITIONAL PREREQUISITES:
-This lesson shows some of the impacts of climate change. Some of these might be difficult to hear. Students may feel anger, sadness, anxiety, or grief after hearing about some of these devastating impacts. Encourage them to share their emotions.
-This lesson will naturally lead into the discussion of solutions to the climate crisis. Lean into that discussion.
-There is, of course, no right answer to "What's the worst impact of climate change?" These impacts of climate change are all catastrophic in their own right.
-Encourage the students to use as many hard facts as possible in their supporting sentences. These include dates, names, places, and specific events.
-You can use 2-3 videos of impacts of climate change if you do not want to use all of them.
-This lesson can be paired with the StC Lesson Plan What's the Best Solution to Climate Change?
DIFFERENTIATION:
-Most students will benefit from color coding their sentences. Encourage them to keep their text highlighted as they write. They can even keep their paragraphs highlighted after they finish.
-Weaker students may write only five sentences. Stronger students may expand more in their supporting sentences.
-If students are struggling with their closing sentences, ask them to read their claim sentences aloud. Sometimes this helps guide their thinking.
-Stronger students who finish early can read their paragraphs to one another, discuss the writing process, and discuss the climate crisis.
SYNOPSIS: In this lesson, students learn about climate change, choose one impact of climate change affecting New Jersey, and write a claim-evidence-reasoning paragraph explaining why they believe it is the worst impact of climate change in New Jersey.
SCIENTIST NOTES: This lesson illustrates the impacts of climate change in New Jersey. Five video resources are presented that provide background information, answer skepticism, and explore four key implications of climate change in New Jersey. The four climate impact videos are well-sourced and address local concerns with scientists from Rutgers and the New Jersey Department of Environmental Protection. Students are tasked with deciding which is the worst impact of climate change and then writing a paragraph to support their claim. This lesson is recommended for teaching.
POSITIVES:
-This lesson is terrific for teaching paragraph structure.
-The color coding of the sentences in the paragraph is really helpful, especially for concrete thinkers.
ADDITIONAL PREREQUISITES:
-This lesson shows some of the impacts of climate change. Some of these might be difficult to hear. Students may feel anger, sadness, anxiety, or grief after hearing about some of these devastating impacts. Encourage them to share their emotions.
-There is, of course, no right answer to “What’s the worst impact of climate change?” These impacts of climate change are all catastrophic in their own right.
-Encourage the students to use as many hard facts as possible in their supporting sentences. These include dates, names, places, and specific events.
-You can use 2-3 videos of impacts of climate change if you do not want to use all of them.
-Make sure students know that there are many other impacts of climate change aside from the four impacts in the four videos. Other impacts of climate change include extreme weather events, mass extinction, climate migration, etc. The goal of this lesson is to choose one of those four impacts of climate change.
DIFFERENTIATION:
-Most students will benefit from color coding their sentences. Encourage them to keep their text highlighted as they write. They can even keep their paragraphs highlighted after they finish.
-Weaker students may write only five sentences. Stronger students may expand more in their supporting sentences.
-If students are struggling with their closing sentences, ask them to read their claim sentences aloud. Sometimes this helps guide their thinking.
-Stronger students who finish early can read their paragraphs to one another, discuss the writing process, and discuss possible solutions to climate change.
This resource is a high quality video with a an engaging narrative discussing the need to cut carbon dioxide emissions in order to reduce the concentration in the atmosphere.
SYNOPSIS: This lesson features powerful imagery from the climate crisis. Students choose one photograph and write an ekphrastic poem about that photograph.
SCIENTIST NOTES: This lesson introduces students to social-emotional learning and how to use ekphrastic poetry to write about an artwork. It also contains photography depicting impacts of pollution, environmental degradation, and the climate crisis for students to analyze, share their thoughts, and communicate their climate solutions. This lesson has satisfied the science review process, and it is recommended for teaching.
POSITIVES:
-This lesson features stunning images of the impacts of the climate crisis as well as climate solutions.
-There is a sense of mystery because students will write their poems before knowing the context of their chosen photograph.
ADDITIONAL PREREQUISITES:
-Before teaching the lesson, type your students' names into Slide 19 of the Student Slideshow.
-Make sure that all students have viewing access to the Student Slideshow and editing access to the Student Poetry Anthology Slideshow.
-Students may feel anger, anxiety, sadness, despair, fear, hope, or even excitement when viewing these pictures, writing their poems, or hearing their classmates’ poems. These emotions are normal and natural. Make sure students know it is OK to feel and express these emotions when confronted with the realities of the climate crisis.
-The information available for each image is varied. There is a lot of information about some of the photographs, but others do not have that much information.
DIFFERENTIATION:
-Be sensitive to the emotions of your students. Some of these photographs may remind them of personal loss or some other specific connection to the climate crisis.
-Students can use the "Ideas For Your Poem" on the slideshow if they have trouble starting.
-Some students may know of other climate-related photos that they'd like to use. Encourage students to use those photographs if they make sense in the context of the lesson.
I intend this book to be, firstly, a introduction to calculus based on the hyperreal number system. In other words, I will use infinitesimal and infinite numbers freely. Just as most beginning calculus books provide no logical justification for the real number system, I will provide none for the hyperreals. The reader interested in questions of foundations should consult books such as Abraham Robinson's Non-standard Analysis or Robert Goldblatt's Lectures on the Hyperreals. Secondly, I have aimed the text primarily at readers who already have some familiarity with calculus. Although the book does not explicitly assume any prerequisites beyond basic algebra and trigonometry, in practice the pace is too fast for most of those without some acquaintance with the basic notions of calculus.
Prior to this exercise, I introduce some fundamental concepts regarding systematics and phylogenetic reconstruction. I do it early in the semester because I like to have the students thinking about these things while we are discussing the major fossil groups later in the semester. The exercise is simple: students construct a phenogram using a collection of objects -- could be fossils, or toy animals, or whatever. I use about ten things. At first, students think it'll be easy. They soon realize how difficult it is to identify characters that group some taxa but exclude others. Obviously, the particular taxa you choose can make the exercise more or less difficult. I should also mention that I require the students to produce a dendrogram with strictly dichotomous branching. I explicitly refer to it as a phenogram because I allow students to use whatever characters they wish, and it isn't even necessary that they be able to recognize the organisms. Inevitably, this exercise leads to discussions about the importance of phylogenetically informative characters.
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