The Dot Bibliotherapy Guide,
2026
Minnesota State University Moorhead
The Dot Bibliotherapy Guide, David Wolff
OER Materials
The goal of this assignment was for preservice teachers to practice writing a chain of questions that focused on the social and/or emotional needs of young learners. Bibliotherapy is therapeutic in nature to help individuals understand themselves and the world around them through guided reading experiences (American Library Association, 2025; Delisle & Galbraith, 2002). Further, bibliotherapy allow individuals to identify a personal problem mirrored by a character in a book. As the reader connects with the character, the reader experiences the emotions expressed by the character. Finally, the reader applies the character’s experience to their own personal problem (American Library …
Data Culture's Influence On Instructional Change And Continuous School Improvement,
2026
Marshall University
Data Culture's Influence On Instructional Change And Continuous School Improvement, Sara Guth
Theses, Dissertations and Capstones
The use of data for decision making and taking an evidence-based approach to instruction has been the gold standard for schools and their continuous improvement efforts for many years in elementary education. The system of military-connected schools is no different. This unique system has taken steps to support the development of a data culture in its schools to include providing clear guidance in its Blueprint for Continuous Improvement, designating weekly release time for students so that educators may engage in Focused Collaboration time, and designing structures and resources to support teams with this practice such as the Focused Collaboration …
Adaptation In The Tallgrass Prairie: The Thirteen-Lined Ground Squirrel,
2026
Minnesota State University Moorhead
Adaptation In The Tallgrass Prairie: The Thirteen-Lined Ground Squirrel, Katherine Sikorski
OER Materials
The goal of this lesson was to design an immersive, place-based learning inquiry for students to observe and learn about animal adaptations influenced by the tallgrass prairie ecosystem. By exploring the MSUM Regional Science Center, students engage with the natural phenomenon of camouflage, specifically analyzing how the physical traits of the Thirteen-lined Ground Squirrel and the Prairie Pocket Gopher are influenced by their environment. Through a combination of hands-on "phenomenon walks" and argumentative journaling, this lesson empowers students to construct evidence-based arguments regarding how survival is tied to habitat-specific traits.
Shooting Star Flower: Place-Based Learning Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
Shooting Star Flower: Place-Based Learning Plan For The Msum Regional Science Center, Ava Bauch
OER Materials
The lesson plan engages fourth-grade students in a hands-on field experience at the MSUM Regional Science Center located in Moorhead, Minnesota focusing on the Shooting Star flower with the scientific name Dodecatheon meadia. Aligned with Minnesota Science Standard 4L.4.1.1.1, the lesson emphasizes how environmental conditions influence the traits and survival of living organisms. Students begin by observing an image of the flower and generating questions and predictions to spark curiosity. Then explore the natural environment to locate the plant and record observations about its surroundings, structure, and survival strategies. Through guided discussion, students learn how the Shooting Star adapts to …
Prairie Clover Phenomenon: Place-Based Learning Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
Prairie Clover Phenomenon: Place-Based Learning Plan For The Msum Regional Science Center, Emma Kress
OER Materials
This place-based learning lesson engages third grade students in scientific inquiry through direct observation of prairie clover at the MSUM Regional Science Center. Students participate in a curiosity/phenomenon walk where they explore a native prairie plant and its role within a tallgrass prairie ecosystem. By observing, recording, and generating questions, students practice thinking like scientists while developing an understanding of plant characteristics, pollinators, and ecosystem relationships. The lesson emphasizes inquiry-based learning aligned with Minnesota Science Standard 3.1.1.1 and supports student curiosity, critical thinking and environmental awareness. Differentiation strategies and formative assessments ensure accessibility for diverse learners while fostering engagement with …
How Plants Grow: Place-Based Learning Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
How Plants Grow: Place-Based Learning Plan For The Msum Regional Science Center, Regan Braun
OER Materials
The goal of this assignment was to design an immersive, place-based learning experience that is based on natural phenomenon in the Minnesota State Moorhead Regional Science Center. Placed-based learning is to establish the connection between the classroom to the local community and the environment. The natural phenomenon is focused on how plants grow in different environments. This will zero in on how the plants grow in reaction to different soil, water access, and direct or indirect sunlight. Students will then be on a phenomenon walk that will help them develop their own curiosities and wonderings. Developed in their own curiosity, …
Life Cycles Of Living Organisms: Place-Based Learning Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
Life Cycles Of Living Organisms: Place-Based Learning Plan For The Msum Regional Science Center, Thea Kunka
OER Materials
The goal of this assignment was to create an immersive, place-based learning experience centered on a natural phenomenon for the Minnesota State Moorhead Regional Science Center in Glyndon, MN. Place-based learning involves establishing a connection between the classroom and the local community or environment. The natural phenomenon focused on is life cycles in living organisms, emphasizing how, despite the variety of living organisms (e.g., birds, animals, plants), their life cycles are quite similar. Students will explore this by taking a phenomenon walk, making observations to spark curiosity and questions, and ultimately developing a model of life cycles. This also briefly …
Grasshoppers: Place-Based Learning Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
Grasshoppers: Place-Based Learning Plan For The Msum Regional Science Center, Brooklyn Partlow
OER Materials
This submission is a curiosity and place-based science lesson designed for elementary students. It centers on observing grasshoppers during a field experience at MSUM’s Regional Science Center. The lesson engages students by making observations, asking questions, and recording data through a structured curiosity walk. By interacting within a natural phenomenon, students develop a deeper understanding of habitats, ecosystems, and animal adaptations such as camouflage and movement. The significance of this lesson lies in its emphasis on experiential, inquiry-based learning which promotes curiosity and scientific thinking. Additionally, the lesson incorporates Indigenous ways of knowing. Including this into my submission teaches students …
How Plants Get Nutrients: Place-Based Learning Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
How Plants Get Nutrients: Place-Based Learning Plan For The Msum Regional Science Center, Cami Mayo
OER Materials
The goal of this lesson is to engage students in learning how plants get the nutrients they need in order to survive. Further, this lesson is focused on fifth grade students but can be adapted to other grades. This lesson takes a place-based learning approach. Place-based learning is an approach that uses locations, environments or topics that are related to the community and incorporates it with the curriculum that is being used in the classroom. Specifically, this lesson is based on Clay County in Minnesota and is supposed to be used in tandem with the Regional Science Center in Glyndon, …
Indian Grass: Place-Based Learning Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
Indian Grass: Place-Based Learning Plan For The Msum Regional Science Center, Michaela Barthel
OER Materials
This submission presents a 4th-grade science inquiry lesson focused on the role of Indian grass in preventing erosion, aligned with Minnesota Science Standard 4E.1.2.1.1. The lesson is designed to immerse students in a hands-on, field-based investigation in which they observe, sketch, and record measurements of Indian grass and surrounding soil conditions. Through direct engagement with a natural environment, students examine how vegetation contributes to reducing erosion caused by environmental forces such as wind and water, while also recognizing patterns within the landscape. Throughout the lesson, students are expected to make detailed observations and collect evidence, including soil stability, root depth …
Butterflies: Place-Based Learning Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
Butterflies: Place-Based Learning Plan For The Msum Regional Science Center, Cacee Danielson
OER Materials
This submission presents a 4th grade science inquiry lesson that is focused on the life cycle of a butterfly. The lesson is designed to challenge students to use hands-on learning, field-based investigation, in which they get to observe, sketch, and record observations like physical characteristics, and observations about their habitat. Students will observe how butterflies interact with plants and their surroundings. Throughout the lesson, students are expected to make observations and collect evidence of things that they notice. These activities give students a challenge to interpret, collect and analyze data, draw and write, and its giving them more of an …
Searching For Animal Evidence: Place-Based Learning Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
Searching For Animal Evidence: Place-Based Learning Plan For The Msum Regional Science Center, Ian Vedbraaten
OER Materials
The goal of this assignment was to design an immersive, place-based learning experience that helps pre-service teachers engage with primary sources connected to the history and culture of their region’s environment. In collaboration with the MSUM Regional Science Center, students visited the science center and went on a nature walk to examine animal evidence. They will analyze this evidence to learn about why animals do certain things. An example of this is why animals burrow underground.
Apple Trees Place Based Lesson Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
Apple Trees Place Based Lesson Plan For The Msum Regional Science Center, Brooke Kraft
OER Materials
This lesson plan presents an inquiry-based, experiential field trip to the Minnesota State Moorhead Regional Science Center. It is designed to engage fifth-grade students in exploring the natural phenomenon of apple trees and fruit development. The primary focus of the lesson is to foster curiosity and scientific thinking through direct interaction with real-world environments. Students investigate the structures and functions of apple trees by observing visible components such as trunks, branches, leaves, and fruit, while also considering unseen processes like root systems and growth beneath the ground. Through guided questioning and collaborative discussion, learners are encouraged to make predictions, share …
Animal Survival: Place Based Lesson Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
Animal Survival: Place Based Lesson Plan For The Msum Regional Science Center, Clara Paleen
OER Materials
The goal of this assignment was to design an immersive, place-based learning experience that helps preservice teachers engage with natural phenomena at the Minnesota State Moorhead Regional Science Center. Place based learning is to establish the connection between the classroom and the local community/environment. The natural phenomenon focused on is how animals survive the different seasons in Minnesota. Students will be on a phenomenon walk to develop their own curiosity and wonderings.
Literacy Professional Development: Evidence-Based Practices And Insights From Virginia,
2026
Virginia Commonwealth University
Literacy Professional Development: Evidence-Based Practices And Insights From Virginia, Meleah Ellison, Shelby Garofalo, Vanessa Sekinger, Joan A. Rhodes, Sharrie Merritte, Maggie Szydlowski, Meera Mehtaji, Valerie Robnolt, Thea Racelis
MERC Publications
This report is part of the MERC Literacy Study. It explores recently published research and publicly accessible professional development (PD) offerings frequently used across the Commonwealth to support the implementation of the Virginia Literacy Act (VLA). Findings from this report support the ongoing PD of school staff and relevant partners in the VLA’s purpose of improving literacy outcomes for students in grades K-8 across Virginia.
Why Do Communities Build Bridges? Social Studies: 5e Model Inquiry Lesson Plan,
2026
Minnesota State University Moorhead
Why Do Communities Build Bridges? Social Studies: 5e Model Inquiry Lesson Plan, Ryanna Thorson
OER Materials
This lesson plan presents a 5E inquiry-based social studies lesson designed for 5th-grade students to explore the compelling question, “How does a bridge change a community?” Through the analysis of primary sources (including historical photographs, maps, engineering diagrams), students investigate how bridges influence transportation, access, safety, and community development. The lesson integrates vocabulary supports, structured observation, and literacy connections to help students evaluate the significance of human-made structures in shaping community life. Grounded in constructivist learning theory, this word demonstrates how inquiry and evidence-based reasoning can deepen students’ understanding of social studies concepts.
Buffalo River: Place-Based Learning Plan For The Msum Regional Science Center,
2026
Minnesota State University Moorhead
Buffalo River: Place-Based Learning Plan For The Msum Regional Science Center, Ryanna Thorson
OER Materials
This submission presents a place-based curiosity walk lesson designed to engage 5th-grade students in investigating how the Buffalo River shapes the land and supports like through processes such as water flow, erosion, deposition, and riparian ecosystem interactions. Using the bridge as a safe observation platform, the lesson engages students in documenting seasonal indicators such as snowmelt runoff, rising water levels, sediment movement, and ice breakup; phenomena that parallel Minnesota’s long-standing practice of tracking lake “ice-out” dates. By integrating scientific observation with Indigenous ways of knowing, the lesson emphasizes the ecological and cultural significance of understanding river cycles and …
Literacy Intervention At The Middle Level: A Mixed-Methods Examination Of The Implementation Of Thinking Maps,
2026
Columbus State University
Literacy Intervention At The Middle Level: A Mixed-Methods Examination Of The Implementation Of Thinking Maps, Ashley Chantal Choice
Theses and Dissertations
This study examined the implementation of Thinking Maps® as a literacy instructional intervention for students in grades four and five. Using an explanatory sequential mixed-methods design, the study investigated the effect of Thinking Maps® on student achievement, changes in students’ literacy-related work products, and teachers’ perceptions of the strategy. The study was conducted at a rural Title I elementary school in the southeastern United States and included nine teachers and 150 students across English language arts, mathematics, science, and social studies during an eight-week intervention period. Quantitative data included unit pretest and posttest scores from standards-aligned assessments and teacher perception …
Hidden Gems Of Clay County: “Snap + Say Something” Inquiry Protocol,
2026
Minnesota State University Moorhead
Hidden Gems Of Clay County: “Snap + Say Something” Inquiry Protocol, David Wolff
OER Materials
The goal of this assignment was to design an immersive, place‑based learning experience that helps preservice teachers engage with primary sources connected to the history and culture of Clay County, Minnesota. In collaboration with the Historical and Cultural Society of Clay County, preservice teachers visited the Hjemkomst Center and used autophotography to document artifacts, exhibits, and moments that helped them understand what makes Moorhead and the wider Clay County community a unique and meaningful place. Alongside their photographs, they wrote reflections explaining why each image captures an aspect of Clay County as a “special place.” This approach is intended …
Seeking The Goodness In Culturally Responsive Practices Of New Jersey Suburban Public Elementary Teachers,
2026
Montclair State University
Seeking The Goodness In Culturally Responsive Practices Of New Jersey Suburban Public Elementary Teachers, Kimya S. Jackson
Theses, Dissertations and Culminating Projects
In the United States, suburban elementary schools continue to diversify, while teaching staff remain predominantly White, creating urgency for culturally responsive practices (CRP) in non-urban settings (Stanford, 2023). In this study, I examined CRP’s goodness enacted by four teachers in New Jersey suburban elementary schools, a context shaped by state mandates for diversity and inclusion (New Jersey Department of Education (NJDOE), 2022). The question guiding my research was: In what ways do New Jersey suburban elementary (kindergarten through fifth grade) schoolteachers engage in culturally responsive practices? Using Lawrence-Lightfoot and Hoffman Davis’s (1997) portraiture methodology, I developed portraits of four suburban …
