This short video and interactive assessment activity is designed to give fourth graders an overview of time conversion between words and numbers.

This resource contains links to two sets of slides and a blank pdf weekly schedule.The first set of slides focusses on getting students to reflect on how they use their time and what might be expected of them at the college level.The second set of slides gets into specific strategies for how to manage time.  It is helpful to have students track their time while working through these presentations or in between the first and the second so that they can better relate to what they are reading to their own experience. 

This short video and interactive assessment activity is designed to teach third graders an overview of time patterns.

This short video and interactive assessment activity is designed to teach second graders an overview of time patterns.

This short video and interactive assessment activity is designed to give fourth graders an overview of telling time to quarter and hour.

This art history video discussion looks at Jacopo Tintoretto's "The Origin of the Milky Way", c. 1575, oil on canvas (The National Gallery, London).

How is it that all cells in our body have the same genes, yet cells in different tissues express different genes? A basic notion in biology that most high school students fail to conceptualize is the fact that all cells in the animal or human body contain the same DNA, yet different cells in different tissues express, on the one hand, a set of common genes, and on the other, express another set of genes that vary depending on the type of tissue and the stage of development. In this video lesson, the student will be reminded that genes in a cell/tissue are expressed when certain conditions in the nucleus are met. Interestingly, the system utilized by the cell to ensure tissue specific gene expression is rather simple. Among other factors - all discussed fully in the lesson - the cells make use of a tiny scaffold known as the “Nuclear Matrix or Nucleo-Skeleton”. This video lesson spans 20 minutes and provides 5 exercises for students to work out in groups and in consultation with their classroom teacher. The entire duration of the video demonstration and exercises should take about 45-50 minutes, or equivalent to one classroom session. There are no supplies needed for students’ participation in the provided exercises. They will only need their notebooks and pens. However, the teacher may wish to emulate the demonstrations used in the video lesson by the presenter and in this case simple material can be used as those used in the video. These include play dough, pencils, rubber bands (to construct the nuclear matrix model), a tennis ball and 2-3 Meters worth of shoe laces. The students should be aware of basic information about DNA folding in the nucleus, DNA replication, gene transcription, translation and protein synthesis.

In this Smarthistory video Dr. Steven Zucker and Dr. Beth Harris discuss Titian's "Assumption of the Virgin," c. 1516-18, oil on wood, at the Santa Maria Gloriosa dei Frari in Venice.

This art history video discussion looks at Titian's "Bacchus and Ariadne", 1523-24, oil on canvas now atop board (National Gallery, London). Part of a mythological cycle painted by Titian and Giovanni Bellini and commissioned by Alfonso d'Este, Duke of Ferrara that includes The Feast of the Gods and the Andrians. Originally hung in the studiolo or Camerini d'Alabastro of the Duke's Ferranese castle.

This art history video discussion considers Titian's "Christ Crowned with Thorns" c. 1570–76, oil on canvas. Alte Pinakothek, Munich.

In this Smarthistory video Dr. Beth Harris & Dr. Steven Zucker discuss Titian's "Madonna of the Pesaro Family" 1519-26, oil on canvas, at the Santa Maria Gloriosa dei Frari in Venice.

This art history video discussion looks at Titian's "Noli me Tangere", c. 1514, oil on canvas (The National Gallery, London).

This art history video discussion looks at Titian's "Venus of Urbino" 1538, oil on canvas (Galleria degli Uffizi, Florence).

This short video and interactive assessment activity is designed to teach fourth graders about number riddles (numbers up to 100,000).

This short video and interactive assessment activity is designed to teach fourth graders about total length in compound units (english units).

This art history video discussion looks at Henri de Toulouse-Lautrec "At the Moulin Rouge", 1893-95, oil on canvas (Art Institute of Chicago).

This art history video discussion examines Verrocchio's (with Leonardo) "Baptism of Christ", 1470-75.

This course discusses fundamental traffic flow characteristics and traffic flow variables. Their definitions are presented, and visualization/analysis techniques are discussed and empirical facts are presented. The empirical relation between the flow variables and the bottleneck capacity analysis are discussed. Shockwave analysis and a review of macroscopic traffic flow models are presented. Traffic flow stability issues are discussed as well as numerical solution approaches. The lectures also show how macroscopic models are derived from microscopic principles. This course provides an overview of human factors relevant for the behavior of drivers. The car-following model and other approaches to describe the lateral driving task will be discussed. The lectures also pertains to general gap acceptance modeling and lane changing. Microscopic models for pedestrian flow behavior are discussed and an in depth discussion of microscopic simulation models will be presented. The study goals of this course are to gain insight into theory and modeling of traffic flow operations, to learn to apply theory and mathematical models to solve practical problems and to gain experience with using simulation programs for ex-ante assessment studies.

This lesson introduces students to the “Tragedy of the Commons,” an extended metaphor for problems of shared environmental or man-made resources that are overused and eventually depleted. In this metaphor, shared resources are compared to a common grazing pasture, or “commons,” on which any dairy farmer can graze as many cows as he/she wishes. If too many cows are added to the commons, they will overeat the grass in the pasture and the shared resource will become depleted – a disadvantage to everyone. In this lesson, students will be inspired to think about possible solutions to this problem. To get there, they will use basic math to frame the problem and will discover how useful this can be in considering consequences of various actions. Most importantly, they will become comfortable with the concept of problems of shared resources – and will learn to recognize, and seek out, examples all around them. An exposure to algebra 1 and basic functions is the only math prerequisite necessary. The lesson will take around 50 minutes to complete and the required materials for this lesson are paper and pens or pencils, as well as some sort of prize to provide the winning team with in the final activity. For all five activities, students are asked to work in groups of 4, but groups of 3 or 5 would also be okay. Students will work with their groups to discuss the logic behind the tragedy of the commons, to consider some options for preventing this tragedy and to examine examples of problems of shared resources that are relevant to them. They will also come up with functions that fit behavior described in the video, and be asked to think about the behavior of functions provided in the video and accompanying materials.

This short video and interactive assessment activity is designed to give fourth graders an overview of the sum of the angles of a triangle.