Activity Description: This activity is actually three different discussion-based activities to be used in a station rotation discussion day format.  It does require some prework with the double journal note-taking graphic organizer included in the resources.  This station rotation discussion format could be used with each chapter, a grouping of chapters, or at the end of the book.  If you are encompassing the entire book, this activity will most likely take several days.Time needed for activity: 30-45 (10ish minutes per station)Resources needed for activity: student notes using the double journal note-taking graphic organizer (linked here and as a PDF in the resources) paper for timelines or internet access to https://time.graphics/ or another online timeline maker, internet access to an online discussion tool like https://pinup.com/ or a discussion forum on your LMS.Assessment strategies:  See the attached rubrics for possible assessment methods.

Activity Description: This activity is actually four different discussion-based activities to be used in a station rotation discussion day format.  It does require some prework with the double journal note-taking graphic organizer included in the resources.  Time needed for activity: 45-60 minutesResources needed for activity: student notes using the double journal note-taking graphic organizer; paper, sticky notes, and markers for timelines, and internet access to LMS. Assessment:  Rubrics   "Of Mice and Men End of the Novel Project" by Raeanna Carlson is licensed under CC BY-NC 4.0 / A derivative from the original work

This uses the video, Small Group Writing, as a basis for a reflection essay for Of Mice and Men.

The Chemistry Capstone Essay is a way to introduce or assess students' knowledge and understanding of a variety of science texts and their understanding of chemical theories and applications taught during the year. Students demonstrate knowledge by having to be concise and distill down complex ideas and connections from a variety of different texts.

The Online Macromolecular Museum (OMM) is a site for the display and study of macromolecules. Macromolecular structures, as discovered by crystallographic or NMR methods, are scientific objects in much the same sense as fossil bones or dried specimens: they can be archived, studied, and displayed in aesthetically pleasing, educational exhibits. Hence, a museum seems an appropriate designation for the collection of displays that we are assembling. The OMM's exhibits are interactive tutorials on individual molecules in which hypertextual explanations of important biochemical features are linked to illustrative renderings of the molecule at hand.

Why devote a site to detailed visualizations of different macromolecules? In learning about the intricacies of life processes at the molecular level, it is important to understand how natural selection has fashioned the structure and chemistry of macromolecular machines to suit them for particular functions. This understanding is greatly facilitated by the visualization of 3-dimensional structure, when known. So, if static views of molecules (even in stereo) are worth a thousand words, then interactive animations of molecules should be worth much more. Indeed, we have found the types of displays represented here invaluable in gaining an appreciation for the details of key biochemical processes.

As Carl Brandon and John Tooze stated in their classic text, Introduction to Protein Structure:
"Molecular biology began some 40 years ago with the realization that structure was crucial for a proper understanding of function. Paradoxically, the dazzling achievements of molecular genetics and biochemistry led to the eclipse of structural studies. We believe the wheel has now come full circle, and those very achievements have increased the need for structural analysis at the same time that they have provided the means for it."

It is our opinion that structural analysis should extend into the classroom: as students learn about cellular mechanisms it is important that they study the chemistry of the molecular machines involved. These considerations have motivated the construction of the OMM.

The OMM is part of a collaborative effort by faculty and students interested in macromolecular structure-function relationships. The primary authors of some tutorials are students of David Marcey and he serves as author, co-author and site editor, and assumes all responsibility for content. Any criticisms, suggestions, comments, or questions should be sent to him at: marcey@callutheran.edu. All tutorials are copyrighted.

The OMM was started in 1996 for a Molecular Biology class at Kenyon College, where DM was a professor in the Biology Department (1990-1999). The OMM is now developed and housed at California Lutheran University, where DM has been a professor since 1999.

This is an edited volume of chapters from copyright experts around the globe explaining complex copyright issues in a clear, concise way. The majority of the chapters are licensed CC-BY. 

This is an edited volume of chapters from copyright experts around the globe explaining complex copyright issues in a clear, concise way. The majority of the chapters are licensed CC-BY. 

This is the third day in a longer unit. Students will use two informational texts two analyze the theme of racism, especially in the context of interracial marriage and apply those concepts to Act I, Scene i of Othello. This lesson was created by Kristi Bose and is designed for Grade 9 English Language Arts students. Each student will analyze the theme of racism in Othello as a starting point for a discussion about racism in today’s society. This Remote Learning Plan addresses the following NDE Standard: NE LA 10.1.5d, NE LA 10.1.6d,  10.1.6i, 10.1.6.n, and NE LA 10.1.6o.

Because Shakespeare’s works were meant to be performed, students will be introduced to Shakespeare’s language in general and the plot and themes specifically of Othello through quoting lines. This is an introduction to a longer unit. This lesson was created by Kristi Bose and is designed for Grade 9 English Language Arts students. Each student will memorize one key quote from Othello, build background knowledge about Shakespeare’s language including iambic pentameter, and make predictions about the plot and themes of the play. This lesson plan addresses the following NDE Standard: NE LA 10.1.5c, NE LA 10.1.5e, and NE LA 10.1.6l.Approximate time: 50 minutes

This lesson invites students to use multiple forms of media, including their own Instagram accounts, to explore their on-line identities.  The lesson culminates in a personal, visual essay.  In the essay, students will use their own images as evidence. Then, students will reason about that evidence to compare what they see on their Instagram posts to their “real world” self. Using information from resources explored in class, students will include a discussion of “authenticity” and properly weave in quotes from those resources.

In this unit, students will read the novel, The Outsiders, while simultaneously working to analyze the text and time period of the novel.

Film study of historical fiction film, Pad Man: a fictionalized account of the quest of a real-life social entrepreneur from India who ultimately used the engineering design process to reverse-engineer series of mini-machines to manufacture affordable sanitary pads for women.

Food waste is a major contributor to greenhouse gas. Wasted food and the resources to produce that food are responsible for approximately 8% of global greenhouse gas emissions. In this storyline, students learn about the resources required to produce food through following the carbon cycle and discover how food waste contributes to climate change. They will also learn the farm to table transport chain as well as how to conduct a food waste assessment. Finally, the students will research solutions to the problem of food waste and, as a final project, present one solution that they have thoroughly researched that can be applicable to their community. For CTE teachers, this storyline provides the basic knowledge needed to develop a deep understanding of WHY reducing food waste is an important solution to climate change. There are several potential extensions that Family Consumer Science teachers can utilize as well as Ag teachers and even Business teachers. There is a partial list at the end of the learning progressions. 

The goal of the high school carbon sequestration in forests storyline is to build on the science of carbon sequestration from the middle school storyline. In this storyline, carbon sequestration refers to the removal of carbon (in the form of carbon dioxide) from the atmosphere through the process of photosynthesis. Carbon storage refers to the amount of carbon bound up in woody material above and below ground. High school students will develop an understanding of the variables and considerations that arise from managing forests for different purposes including carbon sequestration and other ecosystem services. 

Students will be learning about the practices of regenerative agriculture and how regenerative agriculture is a solution to climate change. Embedded in the storyline are scientific concepts relating to carbon cycling and soil microbial activity. The storyline culminates with students creating an infographic that is intended for educating the community about regenerative agricultural practices. 

As the climate is changing, one of the many consequences is sea level rise, which is not a standalone factor, but is closely related to erosion and extreme weather/storm conditions. The majority of coastal houses, recreational parks, and other coastal buildings were built as sturdy but stagnant structures that do not adjust well to the changing elements. Coastal homes have been collapsing into the ocean and restaurants have been destroyed by storm waves. The economic damage has been accumulating. In this storyline, students will explore the reasons behind sea level rise looking at thermal expansion, glacial ice melt, and sea ice melt. Students will examine real scenarios of coastal damage in Washington state and evaluate current city and tribal resilience plans. Finally, students will evaluate the constraints of existing challenges and propose strategies for solving these challenges.

Solar energy in the form of light is available to organisms on Earth in abundance. Natural systems and other organisms have structures that function in ways to manage the interaction with and use of this energy. Using these natural examples, humans have (in the past) and continue to design and construct homes which manage solar energy in passive and active ways to reduce the need for energy from other sources. In this storyline, students will explore passive and active solar energy management through examples in the natural world. Students will use knowledge gained to design a building that maximizes the free and abundant energy gifts of the sun.

This is a solutions-oriented storyline that leads students through a series of investigations to quantify and qualify the ecosystem and social benefits of an urban forest. At the end of the storyline, students will be able to design, evaluate and refine a chosen solution for urban forest ecosystem benefits.

Students will engage in learning about the function and benefits of coastal wetlands and their role in adapting and mitigating rising carbon levels and sea level rise. Spatial and interactive planning tools will support students in collaboratively designing solutions to enhance coastal wetlands.