SYNOPSIS: In this lesson, students will examine the 2020 Almeda Fire in Oregon and explore the disproportionate impacts of wildfires.

SCIENTIST NOTES: This engaging lesson helps students comprehend what wildfires are, the climatic factors that could start them and speed up their spread, and the potential losses and harm that they could do to vulnerable and marginalized populations. The wildfire simulator has been evaluated and is suitable for use by students. Additionally, the lesson's videos and other supporting resources have been examined, and this lesson has passed our science credibility process.

POSITIVES:
-This lesson clearly explains the connection between climate change and wildfires.
-This lesson allows students to realize how wildfires disproportionately impact different groups of people. It provides space for students to better understand the concept of climate justice.

ADDITIONAL PREREQUISITES:
-Be sensitive to the needs of your students if they have been personally impacted by wildfire. Depending on the circumstances, this lesson may not be appropriate or may need to be adapted for your class.
-This lesson assumes that students have prerequisite knowledge of climate change, including understanding the basic science behind climate change.
-Each student will need access to a device in order to play with the Wildfire Simulation. If each student does not have a device, students may share devices. If there are no devices for students, teacher can project and play with the Wildfire Simulation on an interactive whiteboard.

DIFFERENTIATION:
-Pay close attention to how student groups are formed in the jigsaw activity during the Investigate section. Students will be jointly constructing meaning from reading different parts of the article. Groups of students with varying reading levels will probably work best, as high-achieving peers can model meaning-making for students at lower reading levels.
-It may be best to steer students toward one or more options in the menu in the Inquire section, depending on their ability and preference for demonstrating their knowledge.
-In the Inquire section, it may not be possible for any or all of your students to create a wildfire emergency supply kit. Gathering and paying for all of those items is expensive. Be sensitive to your students. In some cases, it may be best to remove that option from the menu before sharing it with your students.

New homebuyers with aspirations to start a family have a tough task ahead: finding a suitable suburb to move to. Some suburbs in Australia are ostensibly more family-friendly than others. Those who plan on becoming parents soon would have many things to look for. Here are some of the factors you should pay attention to when house hunting for a family place: School Access For most homebuyers planning to have kids, the crucial factor for choosing a neighbourhood boil down to educational facilities. It’s best to research both public and private school options in an area. Choosing a suburb would also be a choice for schools. For example, if you are buying in Victoria, you might want to think about public and private schools Melbourne that the neighbourhood is close to. A suburb with a nationally-ranked private educational institution would be an immensely valuable option, both in terms of access to education as well as house value. There are several ways to research educational options in a neighbourhood. You can either start choosing neighbourhoods based on schools, or the other way around. However, read about the options available in newspapers, real estate agencies, and use recommendations. Don’t limit your choices when researching schools. Parks and Recreational Spaces Kids don’t like to stay indoors all day long. When you have kids, you might want to take them out on picnics, camping trips, or just to enjoy the outdoors once in a while away from the TV. Therefore, choose a neighbourhood with parks and similar recreational facilities like camping grounds nearby. Some greenery is great for adults too. Parks in a neighbourhood is also a sign that the area has high liveability ratings. Restaurants, Cafes and Entertainment Options Kids don’t stay kids forever. As your little ones grow older, they would want places to hang out. Adults too would want entertainment options not limited to the playground. To enjoy suburban life to the fullest, look for areas with facilities like restaurants and cafes at which the family can enjoy time together. You might also want to look at shopping facilities, theme parks, and similar entertainment options too. Ease of Access to Urban Areas Most families require easy access to urban areas, especially for working parents. A suburban with freeway access and public transportation options would offer convenient access to nearby cities and surrounding neighbourhoods. Price Range Finally, it all boils down to affordability. A suburb may have great schools, parks, and restaurants, but there will be little point in attending auctions if you can’t afford the average housing price in the area. You must pragmatically calculate the amount of mortgage your current income can afford before deciding on a house. Some homebuyers may prefer to buy on the expensive side, but too expensive won’t work. Go for a pre-mortgage review with the bank to understand how much you can realistically qualify for with a housing loan. Then start touring suburbs with houses within that particular price range.  In conclusion, look for a suburban area with great schools and high liveability ratings within your personal price range. It won’t be easy, but with the right amount of dedication and research, you will be able to find the perfect suburb to live at.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Genomics research has greatly increased understanding of the human gut microbiome, but the existing reference databases remain insufficient, failing to map up to half of the sequences obtained in human gut studies. To solve this problem, researchers recently created HumGut, a comprehensive global reference database for the genomes of gut microbes in healthy humans. The researchers built the database by comparing nearly half a million publicly available prokaryote genomes with over 3,500 gut metagenomes from healthy humans worldwide, and retaining the prokaryote genomes that closely matched the sequences in healthy human guts. HumGut was approximately the same size as the recently released UHGG collection and half the size of a standard reference database. However, HumGut outperformed both other databases in classifying metagenomic reads from human gut samples, resulting in a lower percentage of unclassified reads..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Students will be able to distinguish between the 3 types of Irony within a reading passage
Students will use close reading skills to identify literary elements within a text
Students will be able to assess the language within a passage to determine which type of irony is being used

Students will locate information within a text using close reading skills
Students will be able to support ideas with details and examples from the text
Students will be be able to identify the author’s tone in a work of literature

In this lesson students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.

Title: Information Literacy Throughout HistoryGrade: 11th Grade HistoryOverall Goal: This lesson will be for 11th grade U.S. History students. It will teach them how to analyze and understand documents and news sources. The students will play a board of the game will take students through different time periods of U.S. History, starting with the Pilgrim Era and ending with modern day. The student will draw a card and answer a question written on the card pertaining to the era of U.S. History they are in on the board. The questions will all involve the students being given a quote to analyze, or a QR code they can scan that will take them to a historical document that they must briefly examine. If they answer the question on the card correctly, the student will get to roll the die and advance that many spaces. The first student to get through the modern era will win the game. The students will write an essay at the end of the lesson plan. The goal of this lesson plan will be for the students to analyze documents based on the event that relates to the prompt they are given. They will also be assessed on their ability to correctly cite these sources, as well as being able to decipher between good and bad sources of information.  StandardsLearning ObjectivesAssessment3b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.Students will be able to analyze the quality and credibility of websites.Students will be able to critically analyze the intentions of commercial websites.Students will be to apply different search strategies to increase the accuracy and relevance of online search results.Students will be able to analyze the credibility of news sources and articlesPick a historical article to write an essay on and analyze the biases presented in that article.  Key Terms & Definitions: Information Literacy: The ability to identify, find, evaluate, and use information effectivelyBias: a belief held by the author of a document that might impact the information they presentViewpoint: a person’s point of viewRelevance: something that is closely connected or important to a topicCite: evidence for the argument or statement that a person is attempting to make.Era: a specific period of timeAmerican Revolution: 1765- 1783. The Thirteen Colonies gain independence from Great Britain.Civil War and Reconstruction: 1861- 1877. The South secedes from the Union and eventually loses the Civil War. Then, the nation rebuilds and restructures without slavery.World War II: 1939- 1945: Hitler creates the Axis Powers and starts the Holocaust. The Allied Powers get involved and eventually end the war with the United States dropping nuclear bombs on Japan.21st Century: the era that is currently taking place. 2000- present. Lesson Introduction (Hook, Grabber):https://www.youtube.com/watch?v=u8QMqNU9ShA This is a clip from a Jimmy Fallon skit about Donald Trump and “fake news”. This will get students engaged with the material because it’s funny and relates the content to things that are going on right now. The lesson will cover different sorts of news and historical documents throughout U.S. History, so getting students to see that this is still relevant and important for them to be able to recognize today is very important. Students will have a prior knowledge of who Donald Trump is and that he is obsessed with fake news, and they will know that fake, sensationalized news is a big problem for people nowadays because there are a lot of unreliable information and websites online. Students will also have a basic knowledge of U.S. History and they will know major eras in history, for example they will know about the Revolutionary War, the Progressive Era, World War II. etc. Lesson Main: The board game is a game where students will “travel through history”. The board is split into four sections which are the Revolutionary War, the Civil War, World War Two, and the 21st century. The students begin in the Revolutionary War era. Each era has 5 spaces they can land on. In each era they will have to answer questions about that era. A question could be something like “When did the Revolutionary War start?”. Questions could also be something where students are given a QR code to scan and it will take them to a political cartoon and they will have to answer the question “Do think this political cartoon was made by the British or the Americans?”. This will be the same throughout all sections of the board. Students will be given either a trivia question about the era or a document/political cartoon/quote from the era that they have to answer. If they answer correctly, the student can roll a dice and move forward that number of spaces. If they get the question wrong then they will stay at the same space. The game ends when a player gets to the finish spot first.This will be beneficial for students because most times, history is “written by the winner”. That means that a lot of groups throughout history have had their viewpoint erased and now we are only told the people in power’s perspective. This board game teaches students to skim a document or read a quote and try to understand what viewpoints and biases are represented in that document. These are our learning objectives so, the board game has students accomplish these learning objectives. Also, with the inclusion of the 21st century section, students will meet the ISTE objectives because they will analyzing documents and the reliability of news articles from our modern era. This not only meets the ISTE standard, but it also shows the students that what was taught in the board game is still important and relevant to them today, even though they mainly examined documents from the past.  Lesson Ending: At the end of the lesson, students will reconvene with the teacher and their assessment will be explained. The assessment will be an essay over a historical document of the students choosing. The document can be a piece of writing, political cartoon, or any other historical document written before 1970 that they believe they can write a 3 page essay about. The document should have been made before 1970 because that shows that the students can analyze historical documents and this is for a history class. The paper should be summarizing the document and then analyzing the viewpoint and biases of the document’s creator, then explaining how those biases impacted the way the author wrote the essay and the arguments the author presented. Additionally, since “history is usually written by the winner”, outstanding essays will also explain whose opinion or voice on their topic might be left out, or explain a person or group who might disagree with the author’s point of view. Assigning students an essay to show that they know how to analyze sources is very valuable because essays force them to provide their own opinions about how the topic of the essay is or is not reliable or biased. This makes it very easy to the teacher to ensure that the students fully understand how to analyze documents and how to coherently convey their analysis in writing. The essay assignment will be given in class but it should be written at home.  Assessment Rubric: 1234FormatThe essay is not in size 12 Times New Roman Font, not in MLA format, citations are totally incorrect or non-existent, there are many grammatical errors, the essay is not 3 pagesThey essay is not in size 12 Times New Roman font, there are errors in  MLA format, citations are mostly incorrect, there are many grammatical errors, the essay is not 3 pages longThe essay is in size 12 Times New Roman font, MLA format, citations are mostly correct, there are few grammatical errors, the essay is 3 pages longThe essay is in size 12 Times New Roman font, written in MLA format, citations are correct, there are no grammatical errors, the essay is 3 pages longSummaryStudents did not summarize their document, cited their source incorrectly, and their document was not written before 1970Students spent a paragraph or less summarizing their document, cited their source incorrectly, OR their document was not written before 1970Students summarized their article briefly, cited their source correctly, and their document was made before 1970Students accurately summarized their historical document, cited their source correctly, and their document was made before 1970AnalysisStudents do not analyze their documents viewpoint and biases or they completely misinterpret the documentStudents attempt to analyze their document’s viewpoint and biases  but get some facts wrongStudents correctly analyze their document’s viewpoint and biasesStudents correctly analyze their document’s viewpoint, biases, and explain whose opinion is left out of the document  Resources / Artifacts: These should link to things you’ve actually created in support of the lesson.  They should also be reference above during the lesson (as shown above). Each team member should create one artifact to support this lessons.  Examples could include: (Leah) Screencast: https://youtu.be/7VgNxagmXhI(Konnor) Infographic: https://create.piktochart.com/infographic/saved/28152960#(Konnor) Board game tutorial video: https://www.youtube.com/watch?v=LpRb_awf0-s  Differentiation: Scenario 1 Your class is composed of 30 students with a wide range of abilities and interests. Through careful assessment, you learn that your students range from those who read at or above grade level to those who struggle to read anything at all. The same goes for class discussions, you have students who are eagerly participate in classroom discussions, and a group of students who struggle to express their ideas orally. Also, you have 5 students whose native language is not English: they speak Spanish, Chinese, Korean, Arabic, and German at home. Two students do not have internet at home, and they usually have trouble completing their homework on time if it requires using online resources.  TaskIn your lesson plan, you are asked to address differentiation possibilities for ability levels, different language needs, and a diverse range of student learners.  Based on the given scenario, discuss and write up 4-5 ideas for differentiation, including certain technology tools or resources you can use to help your students learn the content of your DC lesson. Each student is provided with a school-owned iPad so if they don’t know english or have limited english abilities they can use a translation app like Google Translate to translate the question so they can understand it.Additionally, for the ESL or EFL students, the teacher can use Newsela to help them understand documents and articles they might be reading because Newsela will change sources to fit a student’s reading level.The iPads provided will also help the students who don’t have internet at home or don’t have access to smartphones because they will be able to scan QR codes in the board game and have a device that they can type an essay with.For the students who can’t read, the teacher can be available after class or after school to meet with them and go through the readings very in-depth to make sure the student gets the information they need. Additionally, the teacher can incorporate as many pictures and videos in the in-class presentation as possible to ensure that the student can follow along in class as well as they can.For the students who struggle to express themselves orally, the teacher can use Nearpod for presentations so the students can type out their answers instead of having to present them verbally. Anticipated Difficulties: One difficulty we anticipate is students not having access to their phones as this will take place during class so we will have iPads available for students to use to perform the webquests. Another difficulty we anticipate students having is not being able to get a QR code or some other piece of technology to work, so we made an excess of questions for each section of the board so students won’t run out of questions to ask.

This lesson unit is intended to help teachers assess how well students are able to use geometric properties to solve problems. In particular, it will help you identify and help students who have difficulty: decomposing complex shapes into simpler ones in order to solve a problem; bringing together several geometric concepts to solve a problem; and finding the relationship between radii of inscribed and circumscribed circles of right triangles.

This is a collection of complex literary texts and prompts which can be used to develop text dependent analysis skills.  This set is identified for grade 6 but can be used with other grades as determined by curriculum and the learners. The prompts are intended to be used as part of an instructional routine, but they can also be used as stand-alone benchmarks.  

This is a collection of complex texts, which can be used to develop text dependent analysis skills appropriate for grade 7.  For each text, there is at least one TDA prompt (in separate documents).  

My goal is to merge New York State standards with Common Core Standards and Integrated Algebra Regent Standards for our 8th grade curriculum.

Intermolecular attractions are responsible for everything from the temperatures at which substances boil to the power of your immune system in recognizing pathogens and the climbing ability of geckos! Feel the strength of London dispersion and dipole-dipole attractions, explore how intermolecular attractions affect boiling point and solubility, and investigate the special role of hydrogen bonds in DNA. Finally, design your own antibody based on intermolecular attractions.

This set of investigations focuses on the use of sedimentary facies (lithologies interpreted to record particular depositional environments) to interpret paleoenvironmental and paleoclimatic changes in Neogene sediment cores from the Antarctic margin. Particular attention is given to characteristics of settings close to the ice (ice-proximal) and far from the ice (ice-distal) in high-latitude settings. In Part 1, students build their knowledge of polar sediment lithologies and the corresponding facies through conceptual diagrams, geological reasoning, and use of core images and core logs (a graphical summary of the sediments). In Part 2, the core log for the entire 1285m ANDRILL 1-B core is presented. Students characterize each of the key lithostratigraphic subdivisions and use their knowledge of depositional facies to write a brief history of the Neogene climatic and environmental conditions in the Ross Sea region. In Part 3, students use their core log reading skills and facies knowledge to evaluate patterns in the Pliocene sediments from ANDRILL 1-B. They quantitatively correlate patterns in their dataset with cycles in insolation (incoming solar radiation), influenced by changes in the Earth's orbit during the Pliocene.

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Students will be introduced to annotation and practice whole group, small group, and individually using a close read passage.

This 1-2 hour module provides participants with an introduction to the key shifts required by the Common Core State Standards for ELA / Literacy.

Word Count: 169132

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This lesson uses an article from Science News for Students as a learning tool for introducing nanotechnology and incorporates a close reading activity.

The high cost of textbooks prevents many students from succeeding. Textbook prices have gone up 3 times the rate of inflation in the past 30 years. New textbook editions are a scam. Textbooks have become a way to shift the cost of teacher salaries onto the student. The change in Jurmain's Introduction to Biological Anthropology from 2009 to 2011 was to search and replace the word “hominid” for the word “hominin”, and raise the price 20%. Many students will not buy their textbooks (Kingkade 2013), and struggle through class, reading at the library. Other students will order cheap copies online but get the wrong edition, or discounted shipping where it arrives halfway through the semester. Textbooks have become a barrier to student success.

Assigning free online textbooks is one solution. Much of the high cost of textbooks comes from color printing, but black-and-white and text-heavy books are poor options for our predominantly visual learners. Online textbooks allow for unlimited, large, color graphics. For the price of a new textbook, a student can buy a text reader (kindle, ipad, tablet, surface, etc.) or a used laptop. There may still be problems with students' access to high speed internet. The monthly fee for a cable modem service is expensive, but free WiFi is becoming more and more widely available. The new downtown San Diego library is a good example.

Unfortunately, in 2011 when I started this, there were no free online textbook available for Introduction to Physical Anthropology. Probably the closest were Dennis O'Neil's Biological Anthropology Tutorials from Palomar College, Wikipedia's Biological Anthropology and Introduction to Paleoanthropology textbooks, and Augustín Fuentes primatology class notes (no longer available), and I borrowed from these, especially O'Neil. I found most of these sources written in the style of an encyclopedia, and tried to make the textbook more approachable by including my own voice whenever possible.

Some students may lack the necessary computer skills to use an online textbook. Hopefully, the recent increases in funding for basic skills will help. Gone are the good old days whence we scribed our homework on tablets of wet clay. Students must learn computer skills to survive academically and professionally, and the printed textbook is becoming a relic of a bygone age. Information Communication and Technology Literacy is a component of most institutional goals. The more students practice current electronic research techniques, the better prepared they will be for the rest of their academic and professional life.

I previously encouraged students to use their textbook as the main source for my take-home tests, but I found that many students start with the internet as their first source of answers, and then fall-back on the textbook if the info doesn't show up immediately in a search engine. I've come to realize that this is not always bad, as they often discover more current information than the textbook. For rapidly changing issues, such as how many genes are in the human genome, how closely we are related to Neandertals, Homo naledi, or the Cerruti Mastadon eaters, the information available on sites such as Wikipedia is often more accurate than the typical textbook written three to ten years ago.

This is opening and closing of the term materials for Introduction to Poetry.

Learning objectives/topics/skills:
*Students contribute to the course reading list, making their interests / values / perspectives central to the
content and work of the class.
*Students gain confidence in their ability to read poetry, and end the term wanting to read more.
*Students learn from a variety of perspectives other than my own.
*Students reflect on their learning throughout the course, specifically the way their own relationship with /
thinking about the poetry that matters to them may have developed or changed.