As diseases become stronger in nature, currently available antibiotics are no longer strong enough to suppress and cure said diseases. Therefore, what factors contribute to diseases becoming resistant to drugs and what public policies should be developed around them? In this problem-based learning module, students will work with partners or in groups to first assess the increasing problem of drug-resistant diseases and the toll they are taking on the American public. Additionally, students will work to investigate what hospitals and lawmakers are doing to address this problem. Once students understand and are familiar with the current state of affairs, they will then work to further understand and research exactly why this issue needs to be brought to the attention of the general public, in order to promote change to current hospital procedures and policies. Further, students will determine the current political climate and support (or lack thereof) for policy, and will analyze the interest in keeping, changing or removing said policies altogether. Once the group has a full understanding, students will then work to determine their position on the issues surrounding antibiotic resistant diseases and the policies associated with these diseases. As soon as the group reaches a consensus, students will work to research and determine a professional way in which to present their goals and objectives for curbing the issue of drug-resistant diseases.

In this forensic science lesson, students take on the role of investigators to solve a fictional break-in using a single shoe print as evidence. They work in groups to analyze the print, deduce the suspect's characteristics, and compare findings with provided profiles to identify the most likely culprit. The lesson fosters critical thinking, problem-solving, and collaboration, concluding with group presentations where students share their evidence-based conclusions.Objectives:Apply forensic techniques to analyze and interpret evidence.Develop critical thinking and teamwork skills.Present clear, logical conclusions based on evidence.This lesson aligns with NGSS Standards HS-PS2-1, HS-PS2-5, MS-PS2-1, and MS-PS2-5, providing an engaging way for students to connect science with real-world problem-solving.

In first grade students begin learning about basic nutrition and how to grow plants in a cup or small planter. In this lesson, the students will take it a step further and students will learn how to create a community garden and share the food. The students will use brainstorming apps to plan the garden and create a poster to advertise the garden.

Padlet is an online post-it-like board that you can use as an easy collaboration platform for students. Padlets can be created by you or students. Once created, student can share ideas and comment on other students as well.

The students are going to have their own chance to participate in a continuous story. One student starts the story and is given a certain amount of time for telling it. Another student will continue the story and each student will have a chance to add to it. The teacher will use ePals and submit their idea to find another classroom to collaborate together in the story. The students will learn about each other's cultures and lives through the storytelling.

Creating a story is not an easy task. What should I write about? Who will the characters be in my story? What will happen? These are all questions that every author needs to answer before their story can take shape. Storybird is an online community that provides original artwork to inspire students. The artwork sparks their imagination and supports story creation. Collaboration can take place when students invite others to work on their story with them.

PenPal Schools is a global learning community where teachers can foster global awareness and understanding of a variety of cultures. Students are able to practice reading and writing skills, learn more about digital literacy, and gain social and emotional learning skills. PenPal Schools connects students from over 144 countries to learn together through collaborative online projects! The website is a safe environment that only registered students and teachers can take part in.

This document is an evidence-based guide that outlines the practical and policy supports needed to enable K-12 school librarians to take on leadership roles around OER, and to support OER curation efforts by librarians and all educators.

This guide is based on a study led by ISKME (iskme.org) in collaboration with Florida State University's School of Information. The study is titled “Exploring OER Curation and the Role of School Librarians". ISKME designs guides and toolkits that help educators navigate and implement new teaching and learning practices. Grounded in research, our evidence-based guides and toolkits help articulate what actually works in real education settings—and are tailored to the unique professional learning needs of our clients and their stakeholders.

The study was made possible in part by the Institute of Museum and Library Services (www.imls.gov), under grant number LG-86-17-0035-17. The findings and recommendations expressed in this document do not necessarily represent those of the Institute of Museum and Library Services.

Throughout this OER Community Course space, we have talked about the benefits that OER bring to students, faculty, and institutions as a whole. Research shows us that the most direct positive impacts are reduced costs of a college education, improved student success rates, and increased student retention.

As you work to integrate OER into your practice, keep in mind the ways you can share the OER you create, as well as your own personal stories which can help promote the adoption, adaption, customization, creation, and sharing of OER by others.