This lesson is a pre-lesson to 'Human Skeleton'. The lesson is interactive and uses PowerPoint and other embedded links to evoke students' (Teacher-Education) prior- knowledge. It uses Problem-Based Learning (PBL) as a methodology.
This lesson is expected to bring out the tenets of Constructivism, such as students working: collaboratively; as active agents; owning the learning; being interactive; exploiting their prior knowledge and their lecturer functioning as a facilitator (teacher autonomy).
This is expected to be an approach that the teachers to be may try with their pupils.

This unit consists of five lessons covering buoyancy and engineering boats. Each lesson includes goals, anticipatory set, learner objectives, guided practice, procedure instructions, closing activities, and extensions. Student handouts and worksheets are also included.

Lesson 1: Intro to Buoyancy
Lesson 2: Engineer a Barge
Lesson 3: Intro to Sails & Motion
Lesson 4: Engineer a Sailboat
Lesson 5: Final Vessel

NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

Lesson 1 materials: empty 2-liter bottles with tops cut off, pennies or other coins, marble, modeling clay, crap wood, rocks, pingpong ball, golf ball, popsicle stick, paper clip, scale, other object for floating or sinking
Lesson 2 materials: for each student - 12" x 12" piece of aluminum foil, 4 popsicle sticks, 2 straws, 12" masking tape; teacher pre-setup - enough pennies for testing (500 pennies per group), pool filled 2/3 with water
Lesson 3 materials: string/yarn, 1/2 straw for each student, 2 different types of paper (tissue & white copy paper), tape, scissors, fan, wooden skewers, 2 popsicle sticks per student, rulers, protractors, stencils.
Lesson 4 materials: 8 popsicle sticks, 1 wooden skewer, 1 straw, masking tape or duct tape, tissue paper or copy paper
Lesson 5 materials: same as Lesson 2

This problem-based learning module is designed to master the Ohio Learning standard of Science in Earth and Space Science number 2, Cycles and Patterns of Earth and the Moon. Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns. Students will be exploring the various factors affecting the climate patterns we experience due to thermal energy. Students will work independently as well as with a partner. The final product is expected to be presented to their peers and teachers. This blended module includes teacher-led instruction, student-led stations, real world data analysis and technology integrated investigations.

Business Administration: Eco-Innovation & Social Entrepreneurship Course Materials and Syllabus

BA 278. Eco-Innovation and Social Entrepreneurship.

Introduces the social, economic and environmental pillars of sustainability, and social entrepreneurship within the business environment with a focus on global, domestic and internal business methods, practices and policies. Investigates sustainable business, social innovation and intrapreneurship evolution and trends. Includes opportunities to interact with local social entrepreneurs, analyze initiatives, and develop market-based solutions to social problems. Examines individual and corporate decision-making and best practices. Includes team projects and a community-based service learning experience.

COURSE OUTCOMES
Upon successful completion of BA 278, the student will be able to:
1. Understand the fundamental definitions, concepts and methods of corporate social responsibility,
environmental sustainability, social entrepreneurism and intrapreneurism.
2. Critically examine the complex and interconnected relationship between human economic behavior and
the environment through a lens of sustainability and “the triple bottom line” (people, planet, profit).
3. Build an awareness of the impacts of environmental sustainability issues and policies on communities of
diverse backgrounds, on the local, regional, national and international level, in order to interact with
sensitivity, respect and a sense of responsibility to others and to the future.
4. Analyze claims about sustainable business and social entrepreneurial practices and policies critically.
5. Develop and apply writing, systems-thinking and analytical thinking skills effectively in the workplace.

The COVID-19 Pandemic is a clear example of how science and society are connected. This unit explores how different communities are differentially impacted by the virus through the lens of historical inequities in society. In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

In this lesson, students will be introduced to the boolean (logic) operators NOT, AND, and OR as tools for creating compound boolean conditions in if statements. Students will learn how to more efficiently express complex logic using AND and OR, rather than deeply nested or chained conditionals. Students will work through a worksheet that covers the basics and a few problems with evaluating logical expressions, then write code in App Lab to practice using && and || in if statements. Finally, students will improve the Movie Bot so it can respond to multiple keywords and provide recommendations based on both the genre and rating provided by the user.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

The CUNY HSE Curriculum Framework provides direction, structure and materials for teaching math, science and social studies (integrated with reading and writing) in the new era of HSE instruction. The complete framework is available for free download.

The framework was written by the CUNY Adult Literacy PD Team to respond to the challenges facing high school equivalency (HSE) teachers and their students. It is a guide for planning your instruction – including topic recommendations, model lessons, guiding questions, readings, and problems. The framework prioritizes depth over breadth. It does not address all of the content that might potentially be included on an HSE exam, but instead models a focused and coherent study of high priority topics within each content area.

As teachers in adult literacy and HSE education, our work has always been demanding. Now that our students face a new and more challenging HSE test, the demands on teachers are even greater. Teaching students to read, write and do math at the HSE level is no longer enough. Students need specific, deep and coherent content knowledge, as well as the capacity to apply this content knowledge to analysis and problem solving.

As the demands on our students and teachers are increasing, it is important that we don’t lose sight of one of our greatest strengths — our practice of starting from where students are and our serious respect for their learning processes. As a student of ours once said, “You can’t make a plant grow by pulling on it, you only make it rootless.”

The Social Studies section integrates reading and writing through a focus on U.S. history, with extensions to civics, economics and geography. This section has a curriculum map, 12 unit descriptions, six model lesson plans and additional resources.

The Science section provides an introduction to matter and basic chemistry with extensions to science/math connections. This section includes a curriculum map with 23 topic descriptions and key questions, and three complete inquiry-based model lesson plans.

The Math section focuses on problem-solving in functions and algebra. It integrates problem-solving strategies, productive struggle, perseverance and mathematical discussion into content learning. This section includes a curriculum map, model lessons, rich engaging math problems, samples of student work, powerful routines for math classrooms, classroom videos, and more.

In this video segment from Cyberchase, Inez and Lucky figure out how to keep track of the number of clones as they continue to multiply.

Calculus is about the very large, the very small, and how things change—the surprise is that something seemingly so abstract ends up explaining the real world.

This course is a first and friendly introduction to calculus, suitable for someone who has never seen the subject before, or for someone who has seen some calculus but wants to review the concepts and practice applying those concepts to solve problems. One learns calculus by doing calculus, and so this course is based around doing practice problems.

In this problem-based learning module, students will use their knowledge of the ancient Roman Empire and will work to analyze critical theories historians agree contributed to the fall of Rome. Students will then work to compare the problems faced by the Romans with problems citizens of the United States still largely face today. Through this investigation, students should recognize how modern technology, government agencies, laws and resources help to solve societal problems that could have once destroyed an empire. With this new understanding, students should work to present a solution to a major problem that plagued the Roman Empire during the years leading up to its collapse.

In this problem-based learning module, students will use their knowledge of the ancient Roman Empire and will work to analyze critical theories historians agree contributed to the fall of Rome. Students will then work to compare the problems faced by the Romans with problems citizens of the United States still largely face today. Through this investigation, students should recognize how modern technology, government agencies, laws and resources help to solve societal problems that could have once destroyed an empire. With this new understanding, students should work to present a solution to a major problem that plagued the Roman Empire during the years leading up to its collapse.Remix Resource uses key South Carolina standards for 6th Grade Social Studies and Language ArtsOriginal Resource uses key Ohio standards for 7th Grade Social Studies and Language ArtsAuthor: Blended Learning Teacher Practice Network Date Added: 07/23/2018License: Creative Commons Attribution-NonCommercial 4.0  Language: English Media Format: Audio, Downloadable docs, Graphics/Photos, Text/HTML

Students are introduced to the concept of energy cycles by learning about the carbon cycle. They will learn how carbon atoms travel through the geological (ancient) carbon cycle and the biological/physical carbon cycle. Students will consider how human activities have disturbed the carbon cycle by emitting carbon dioxide into the atmosphere. They will discuss how engineers and scientists are working to reduce carbon dioxide emissions. Lastly, students will consider how they can help the world through simple energy conservation measures.

In this video segment adapted from NOVA, find out how cars made of a material stronger than steel and half the weight can help combat climate change.

Students learn how the aerodynamics and rolling resistance of a car affect its energy efficiency through designing and constructing model cars out of simple materials. As the little cars are raced down a tilted track (powered by gravity) and propelled off a ramp, students come to understand the need to maximize the energy efficiency of their cars. The most energy-efficient cars roll down the track the fastest and the most aerodynamic cars jump the farthest. Students also work with variables and plot how a car's speed changes with the track angle.

STUDENT ACTIVITY - 5th - TX/NCThis is a distance-learning lesson students can complete at home.In this lesson, the student will formulate and interpret cause-and-effect relationships using a 3-column chart to organize their ideas. The student will apply the concept of "cause" as something that always happens first, and the effect as the resulting outcome (or what happens second).This activity was created by Out Teach (out-teach.org), a nonprofit providing outdoor experiential learning to transform Science education for students in under-served communities.

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