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\n\"Interactive\n\n
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\nInteractive Tutorial on Inheritance Patterns Using Hypercard\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nStudents participate in an interactive tutorial program designed to directly observe a variety of inheritance patterns. They select problems relating to genetics. They perform a calculation and receive feedback to reinforce their skills.\n
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\n\"Use\n\n
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\nCurated OER\n
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\nUse of Hypercard to Create an Interactive Tutorial on Inheritance Patterns\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents use this interactive tutorial program to directly observe a variety of inheritance patterns. They develop mastery over the variety of genetics problems presented. This simulation is designed to promote the acquisition of skill...\n
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\n\"Adventures\n\n
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\nCurated OER\n
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\nAdventures in Creating Hypertext Stories\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nUse hypertext to make a multimedia choose-your-own adventure story! Young writers incorporate knowledge of story writing elements to write their own stories, and rewrite the adventure with various scenarios and endings. Use technology to...\n
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\n\"Genetics\n\n
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\nCurated OER\n
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\nGenetics and Hypermedia\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents use HyperCard and HyperStudio because it allows them to become more creative. They are exploring a new and different studying style and independence in their analysis and reporting of data. This is a great outlet for students...\n
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\n\"Genetics\n\n
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\nCurated OER\n
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\nGenetics and Hypermedia\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents view presentations created by HyperCard and HyperStudio. They observe the multimedia presentation regarding Genetics. They observe the information in regards to their current unit.\n
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\n\"Recipe\n\n
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\nCurated OER\n
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\nRecipe Planning, Meal Preparation and Service\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents examine how to plan, prepare, and serve a meal. They analyze the food pyramid, select five recipes, plan a dinner menu, create a HyperCard stack of the menu, and prepare the meal for their family.\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Is Your Explanation for the Evidence?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents encounter an interactive computer program activity designed as a diagnostic of student beliefs related to the theory of evolution. Students process the Hypercard cascades structured around a set of biological topics related to...\n
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\n\"Would\n\n
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\nWould You Like to Become a Millionaire?\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents answer questions written by other teams about literature in an attempt to become \"millionaires.\" In small groups they write a motivational introduction to their teams selected books, publish their questions as a HyperCard...\n
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\n\"Life\n\n
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\nCurated OER\n
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\nLife Inside Castle Walls\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents use their creativity with the knowledge learned about the Middle Ages. A.D.400-1500. They use their information and creativity to design a castle and a personal coat of arms, then plan a medieval feast.\n
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\n\"Where\n\n
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\nCurated OER\n
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\nWhere in the World is...?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents work in groups to locate an appropriate planet where inhabitants of a fictional place can be relocated. They create a PowerPoint presentation to introduce their relocation site, as well as ecosystem information about the site....\n
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\n\"Computer\n\n
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\nCurated OER\n
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\nComputer Mysteries\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nWho has been messing with my trampoline? Young writers choose local events as the basis for their own “Who Did It?” mystery. They then devise a plot, problem, and cast of characters and write an introduction explaining the problem and...\n
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\n\"Electronic\n\n
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\nCurated OER\n
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\nElectronic Geometry Notebook\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents examine the relationship between two and three dimensional shapes. They use their drawings to solve problems. They create a notebook of the formulas and how they relate to the real world.\n
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\n\"Students\n\n
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\nCurated OER\n
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\nStudents Exploring Cyberspace (SECs) Project\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents study AIDS and other current topics in a multinational, interdisciplinary fashion. They communicate with students from other countries throughout e-mail to find out how AIDS impacts other societies.\n
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\n\"Polygons\n\n
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\nCurated OER\n
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\nPolygons And Polyhedra\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents recognize and name two-dimensional and three-dimensional geometric figures. One group of students will extend the study of polygons to quadrilaterals while another group of students will extend the study of polygons to...\n
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\n\"CREATING\n\n
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\nCREATING A CLASSROOM HOLIDAY\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents invents a holiday for their classroom, including name, customs, songs, foods, and other defining characteristics based on the research they have conducted and the discussion in Lesson Three.\n
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\n\"Revising\n\n
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\nCurated OER\n
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\nRevising the Neoclassicism/Romanticism Project\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents revise the in-depth project based on the suggestions they receive from their peer editors and their N/R expert contacts for publication on a class Web page.\n
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\n\"Storytelling\n\n
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\nCurated OER\n
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\nStorytelling Electronically\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore the features of Microsoft PowerPoint. They use the advanced features to develop an electronic storybook. Students use a flatbed scanner and the Internet to develop their storybooks.\n
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\n\"Taxonomy\n\n
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\nCurated OER\n
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\nTaxonomy\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze the complexity of organism classifications based on certain criteria.  In this classifying organisms lesson students study taxonomy and gather information and leaves to do their own experiment on classification. \n
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\n\"Critiquing\n\n
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\nCritiquing the Neoclassicism/Romanticism Project\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents request feedback on their projects from Neoclassicist/Romanticist experts they have contacted via e-mail or other means. They work in pairs to critique each other's work.\n
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\n\"Production\n\n
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\nCurated OER\n
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\nProduction Time\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders identify terms related to computer-generated productions (e.g., desktop publishing, WYSIWYG, clip art, hypertext, multimedia, laserdisc, CD-ROM, VCR, scanners, camcorders).\n
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\n\"Pick\n\n
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\nCurated OER\n
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\nPick a Holiday\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents use the Internet resources provided and their own searches to select and investigate a holiday of interest to them. They present their findings to the rest of the class in a format of their choice.\n
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\n\"Pick\n\n
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\nCurated OER\n
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\nPick a Holiday\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents use the internet to research a holiday of interest to them. After researching the holiday, they research the country, culture and group who celebrates it and why. They create a presentation to share their information with the...\n
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\n\"Where\n\n
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\nWhere in the World is..?: An ecological study\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers analyze different ecosystems from the perspective of someone from another planet. They compare different ecosystems to determine which would be suitable to inhabit. This is an interdisciplinary activity.\n
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\n\"The\n\n
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\nThe Human Geonome Project\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore the Human Genome Project (HGP). Students research a fact situation, examine genetic data given, and discuss choices available for a solution. Students consider the ethical question and consequences of each choice.\n
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