In this activity, students collect weather data over several days or weeks, graph temperature data, and compare the temperature data collected with long-term climate averages from where they live. Understanding the difference between weather and climate and interpreting local weather data are important first steps to understanding larger-scale global climate changes.

Using US Drought Monitor data and its classification system, this interactive tool tracks drought in the continental US by county, from 2000 to the present.

This interactive visualization adapted from NASA and the U.S. Geological Survey illustrates the concept of albedo, which is the measure of how much solar radiation is reflected from Earth's surface.

Students perform a lab to explore how the color of materials at Earth's surface affect the amount of warming. Topics covered include developing a hypothesis, collecting data, and making interpretations to explain why dark-colored materials become hotter.

This resource is designed as a module with a storybook or web story, and four activities. In the storybook, the GLOBE Kids investigate colors in the sky and learn how air pollution affects sky color and our health. Learning activities engage students in describing sky color and conditions in the atmosphere, creating a model to learn how sky color and visibility are affected by aerosols, using prisms to explore properties of light and colors, and collecting aerosol samples.

"I never knew a whole family to live together, till all were grown up, in my life," recalls Lewis Clarke of his twenty-five years enslaved in Kentucky.1 Families were separated due to sale, escape, early death from poor health, suicide, and murder by a slaveholder, overseer, slave patroller, or other dominant person. Separation also occurred within the plantation itself, e.g., by segregating "field slaves" from "house servants," removing children from parents to live together with a slave caretaker, or bringing children fathered by the slaveholder to live in the "Big House." How, then, did the slave family provide solace and identity? "What the family does, and what the family did for African Americans," writes historian Deborah White Gray, "was create a world outside of the world of work. It allowed for significant others. It allowed a male slave to be more than just a brute beast. It allowed him to be a father, to be a son. It allowed women to be mothers and to take on roles that were outside of that of a slave, of a servant."2 When did the enslaved child realize how his or her family life differed from the slave-holder's? How did enslaved adults cope with the forced disintegration of their families? Here we read a collection of texts—two letters, a memoir, and interview excerpts—to consider these questions. (See also Theme II: ENSLAVEMENT, #2, Sale.)

A unit of study for participants to find, summarise, and review appropriate resources available on websites. The objective is for participants to learn how to apply the skills and knowledge developed in order to search for educational websites and summarise the services available.

A unit of study for teachers to consider some of the challenges raised by adopting a PBL approach, and how these can be overcome.
The objective is to look at ways of dealing with the challenges and fears of PBL projects.

Explore how understanding the cultural perspectives of families can positively impact relationship-building and family engagement efforts. Use this resource to review the following:
- Family Engagement and Relationship-building
- Perspective-taking
- Strengths-based Attitudes
- Reflective Practice Opportunities
- Practice Scenario: Aisha’s Family
- Additional Resources and References
This guide is intended for professionals in the early childhood field. Individuals, groups of staff, and supervisors can use this tool as part of training and reflective practice and supervision.

In addition to making historical points about nineteenth-century attitudes toward slavery, race, and abolition, you can use this speech to teach formal rhetoric. We have divided the address into four sections according to the function of each one. This division follows the classic structure of argumentative writing:

paragraphs 1–3: introduction (exordium)
paragraphs 4–29: narrative or statement of fact (narratio)
paragraphs 30–70: arguments and counter-arguments (confirmatio and refutatio)
paragraph 71: conclusion (peroratio)
We have included notes that explain the function of each section as well as questions that invite discussion of the ways in which Douglass deploys rhetoric to make his case.

This lesson features five interactive activities, which can be accessed by clicking on this icon . The first explores the subtle way in which Douglass compares the patriots of 1776 with the abolitionists of 1852. The second challenges students to determine how Douglass supports his thesis. The third focuses on his use of syllogistic reasoning, while the fourth examines how he makes his case through emotion and the fifth through analogy.

We recommend assigning the entire text . For close reading we have analyzed eighteen of the speech’s seventy-one paragraphs through fine-grained questions, most of them text-dependent, that will enable students to explore rhetorical strategies and significant themes. The version below, designed for teachers, provides responses to those questions in the “Text Analysis” section. The classroom version , a printable worksheet for use with students, omits those responses and this “Teaching the Text” note. Terms that appear in blue are defined on hover and in a printable glossary on the last page of the classroom version. The student worksheet also includes links to the activities, indicated by this icon .

This is a long lesson. We recommend dividing students into groups and assigning each group a set of paragraphs to analyze.

Students describe the impact of technology on their learning. They share specific examples of accessibility tools and highlight how each has supported their engagement and learning in school in powerful ways. This video is a great tool for highlighting the importance of making sure that instructional materials are accessible to all students. It is easier to ask instructional material providers before adopting curriculum rather than trying to retrofit materials (if that is even possible) after adopting materials.

Learn about the benefits of EPUB, a standard for creating accessible publications, as well as how to find, use and create EPUB content.

A unit of study for learners to consolidate their PowerPoint skills and provide them with opportunities to learn how to insert graphic elements into their presentations. The objective is to learn how to integrate graphic elements into their presentations.

In this activity, students learn how people prepared for and then dealt during a hurricane by analyzing news headlines about Hurricane Florence (2018). Then they analyze data about the amount of damage that different categories of hurricanes cause, learning that even low category storms are able to cause damage.

The purpose of this unit of study is to provide an overview of the benefits of collaboration and some of the ICT collaboration tools that are available to teachers to facilitate collaboration.

The purpose of this unit of study is to provide an overview of some of the communication tools that are available to teachers to help improve communication and interaction with participants, fellow teachers and parents.

A unit of study to introduce participants to the idea that the effective integration of ICT into a learning environment (classroom and computer lab) requires careful thought and planning, particularly with regards to time and human resources, and that there are many ICT tools available to the teacher to assist with this process.

This course has been developed to support the training of teachers to integrate ICT into their teaching practices. The materials, guides and activities are strongly aligned with the UNESCO ICT Competency Framework for Teachers (CFT).
While the course embraces the role ICT can bring to the classroom it is also not held prisoner by the need for high end or sophisticated technology platforms. The course can be deployed in areas of limited or no connectivity via CD ROM or memory stick as most of the resources have been previously downloaded and collected. There are also web and paper based versions of the lessons and guides.
This course uses materials that are Open Education Resources (OER) or free to use for educational purposes, allowing the use and distribution, and in some instances the repurposing of the materials, at no additional cost. (See the Open License tab for more information).
But most importantly we hope the lessons are fun and engaging enough to introduce new possibilities and refresh the participant's passion for teaching and learning.

A unit of study of how ICT can offer a quality supplement to classroom teaching. The Objective is to learn how integrating ICT into daily learning activities can assist students learning individually or in groups.

A unit of study of the efficacy of a networked computer lab in providing an effective foundation for developing ICT capabilities. The objective is to investigate issues around setting up and teaching in a laboratory environment.