This resource folder provides an adaptation to two units in the OpenSciEd Curriculum: P.1 Energy Flow from Earth's Systems and P.5 Electromagnetic Rdition.  Included is a varation on the student workbook that allows more space for student work to be completed, and embeds readings and activites. Also included in the folder are teacher resources pages that keep all important ideas, links, and other resources handy for each lesson.  Materials created by OpenSciEd are shareable under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.  More information can be found at: https://www.openscied.org/openscied-terms-of-use-and-privacy-policies/

All organisms live in ecosystems where they depend on each other and the natural resources of the environment.  Learn how living and non-living things interact, survive, and change over time.

This lesson focuses on the current business trend of adapting to change and how this trend impacts the workplace. First, use the report to teach your students about this concept and to find classroom implications of this trend. Then, lead the class in a discussion and an activity. A downloadable document of the action brief can be found in the Resource Library. For more action briefs such as this one, visit mbastatesconnection.mbaresearch.org and select "Action Briefs" under "Curriculum/Instruction."

This 20-minute video, produced by the UN Framework Convention on Climate Change, describes adaptation strategies undertaken by several groups and nations in response to rising sea level and other aspects of climate change.

In this activity, students assess individual and national opinions on climate change and explore strategies that communities are employing to adapt to aspects of climate change already affecting them in addition to those likely to affect them in the future.

This video uses Bangladesh as a case study by describing climate change adaptation strategies being implemented in Bangladeshi communities as well as in other countries.

"The 16 lectures in this course cover the topics of adaptive antennas and phased arrays. Both theory and experiments are covered in the lectures. Part one (lectures 1 to 7) covers adaptive antennas. Part two (lectures 8 to 16) covers phased arrays. Parts one and two can be studied independently (in either order). The intended audience for this course is primarily practicing engineers and students in electrical engineering. This course is presented by Dr. Alan J. Fenn, senior staff member at MIT Lincoln Laboratory. Online Publication"

This resource can be used to present to students how to add fractions with  unlike denominators by using area models to represent the fractions.

Go to: https://chrome.google.com/webstore/detail/screencastify-screen-vide/mmeijimgabbpbgpdklnllpncmdofkcpn/related?hl=en-US&authuser=1add ScreenCastify extension to your Google Chromebook.  Once it is added students are able to easily create a video with the screen and themselves using the camera to detail what they have learned on any particular subject or software usage. 

Learners follow steps to add fractions with different denominators. They also review fraction concepts, do a drag-and-drop exercise involving fraction terms, and add fractions with common denominators.

People using crutches have their hands occupied, which makes it difficult to carry books and other items they want to have handy. Student teams are challenged to design assistive devices that modify crutches to help people carry things such as books and school supplies. Given a list of constraints, including a device weight limit and minimum load capacity, groups brainstorm ideas and then make detailed plans for their best solutions. They create prototypes and then test for functionality by loading them and using them, making improvements with each iteration. At a concluding design expo, teams present their concepts and demonstrate their final prototype devices.

This Desmos activity walks students through the addition of integers by starting with balancing values.  The activity is interactive and allows students to work at their own pace.  About half way through there's a reflection question which encourages math discourse.  This was a great introductory lesson that encouraged my students to think without reaching levels of frustration.  Towards the end it also challenges students to analyze statements made by the Desmos characters, reaching a new level on the depths of knowledge wheel.

This module guides educators through five methods for adding local phenomena to existing units. It includes rationale for adding local phenomena and cautions for using it. It emphasizes the importance of knowing and surveying students and the community in order to make these local connections and equitably engage students.

I use this tool with students who are struggling with adding and subtracting fractions with unlike denominators.  In the beginning this can be an overwhelming task for many students.  I have found that this tool can help those struggling students build their confidence.At this point there are students who need help generating their equivalent fractions, this tool can help.  Students often struggle in keeping their thinking or work organized, again this tool can help.  The work on the tool is also set up to help students see that they need to multiply the numerator and denominator by the same number.  Students will see that the multiplier is 2/2, 5/5, or 7/7.  So the tool also helps reinforce the idea that these fractions are equivalent because they are multiplying them by 1, 2/2 = 1.Laminate the worksheet so students can use it as often as they need it.

This educational song/video helps young children to understand that adding means to 'put together' and subracting means to 'take away' and also includes a story problem as an example for each.

This resource is a teaching video for students to watch to learn how to add integers using a number line.  The video relates adding integers to real world problems during the lessons.  

Students will solve contextual word problems and explain why the sum of any number and zero is the nonzero number. Some students have the misconception that since you are adding then the sum must be larger than the start. Using context problems and concrete manipulatives can help students visualize the reationship.***Note: Purposefully choose values for the context problems that are accessible for the student. The focus of the lesson should be on the Additive Identity Property.

This lesson is intended to help students begin to transition away from a one-to-one correspondence. Students at this point should be able to use concrete ojects to identify values.Goal: Students will be able to use a number line to "Count On from Greater"