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https://oercommons.org/courseware/lesson/67996/overview	Digital Age Skills: Add and Subtract Fractions and Mixed Numbers With Like Denominators Overview This resource was created by Eric Uher in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for 4th grade math. Lesson Participant Name: Eric Uher Coach Name: Karen Dux Student Grade Level: 4 Content Area: Math List Content Area Standard (Link to NDE Standards): MA 4.1.2.f Add and subtract fractions and mixed numbers with like denominators. List Digital Age Skill (Link to ISTE Standards): 1c: Students use technology to seek feedback that informs and improves their practice to demonstrate their learning in a variety of ways. Brief Description of what Students might do to show mastery of both Content & Digital Skills: The content standard will show mastery when they can answer the variety of questions, including open responses. The digital age skill will be mastered because they will be able to look at what they answered and if they got it wrong why. They will also be able to check on their time spent and review the lesson if they choose on the site. Investigate (Link to Toolkit): Compare / Contrast 2 Tools students could use to accomplish the goal: \| Criteria (Link) \| Tool: IXL \| Tool: Study Island \| \| Criteria 1- Relevance \| 3- IXL is great in terms of getting students to answer questions, but the questions are not very deep. It doesn’t relate as well to the NSCAS test as it did to the old NeSA test. \| 4- What is great about Study Island is it pulls questions from the NSCAS practice bank. The types of questions that have multiple levels to it are also on Study Island and the students are able to practice them It also pulls in their scores from NWEA and they practice where they are low. \| \| Criteria 2- Feedback \| 4- IXL does show the student what the answer is and how to work it. Kids do show some frustration when there “Smart Score” takes a dip. \| 4- Study Island has different types of tests. One form tells them what they got wrong immediately, one lets them go through the lesson, and one also treats it like a true test and doesn’t tell them answers until after the test. \| \| Criteria 3- Usability \| 4-IXL is very user friendly and the students have an easy time of logging in. For younger grades, the view of all the different practice that can be offered to the students in the course of the year can be overwhelming for younger. \| Study Island is easy for the students to use because it only shows the students what is assigned to them. \| Which Tool have you selected? Why? I have selected Study Island because of how versatile it is for the students. I like that I can decide what type of tests to give them, the students like the blue ribbon count, and it even has a Kahoot type of function which the students absolutely love. I think the real game changer for me though is the fact that it asks questions that are just like what the students see on the state test. I also really like the fact that it is able to pull in their NWEA information and the students are able to work on those standard specific problems. I do wish there was an easier way for students that scored really high in the NWEA to answer harder questions, but still be in their grade level. However, I have been very impressed by how it has been enjoyed by the students. Description: What will students do? Study Island says that students need to spend 30 min/week on the site to make a positive impact. I have the option to build my own test with questions from their bank or I can make my own. The students will login and click on the class they are in (math, language arts, science, NWEA, etc). Then it gives them their list of things to work on. Rubric Assessment: How will you grade student work? (Include link to rubric) I don’t need to do a rubric for the students work because it shows me the information about the test. It will tell me what they missed and how they missed it. It will also tell me how long they spent trying to complete it. Link to Exemplary student work: Recommendations: What went well / What would you do differently? Now that I know how this works, I would try to implement this more into a lesson, but it doesn’t need to be done every day. This gives me some wiggle room on when to give it and when they need extra practice. I am also wanting to try and make more built tests on my own and not just what the site is generating.	oercommons	2025-03-18T00:34:41.003796	06/02/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67996/overview", "title": "Digital Age Skills: Add and Subtract Fractions and Mixed Numbers With Like Denominators", "author": "Karen Dux" }
https://oercommons.org/courseware/lesson/119222/overview	1st Grade Social Emotional Learning - Classroom Rules Overview Objective: In this lesson students will apply knowledge of classroom rules and safety; determining appropriate behaviors. Gaining this skill will allow students to recognize the importance of following directions, safety rules, and how to treat their peers. In turn, students will be able to adapt to these skills and use them within the classroom setting. improving their social and academic performance. Many students lack the ability to have self-control at this age, so during the lesson we will integrate ways of developing self-control through role-play activities. The activities will be both a fun, engaging, and realistic approach to developing self-control skills. 1st Grade Social Emotional Learning within the Classroom Objective: In this lesson students will apply knowledge of classroom rules and safety; determining appropriate behaviors. Gaining this skill will allow students to recognize the importance of following directions, safety rules, and how to treat their peers. In turn, students will be able to adapt to these skills and use them within the classroom setting. improving their social and academic performance. Many students lack the ability to have self-control at this age, so during the lesson we will integrate ways of developing self-control through role-play activities. The activities will be both a fun, engaging, and realistic approach to developing self-control skills.	oercommons	2025-03-18T00:34:41.020947	Dylan Schouweiler	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/119222/overview", "title": "1st Grade Social Emotional Learning - Classroom Rules", "author": "Lesson" }
https://oercommons.org/courseware/lesson/28863/overview	Practical Problems with Discretionary Fiscal Policy Overview By the end of this section, you will be able to: - Understand how fiscal policy and monetary policy are interconnected - Explain the three lag times that often occur when solving economic problems - Identify the legal and political challenges of responding to an economic problem In the early 1960s, many leading economists believed that the problem of the business cycle, and the swings between cyclical unemployment and inflation, were a thing of the past. On the cover of its December 31, 1965, issue, Time magazine, then the premier news magazine in the United States, ran a picture of John Maynard Keynes, and the story inside identified Keynesian theories as “the prime influence on the world’s economies.” The article reported that policymakers have “used Keynesian principles not only to avoid the violent [business] cycles of prewar days but to produce phenomenal economic growth and to achieve remarkably stable prices.” This happy consensus, however, did not last. The U.S. economy suffered one recession from December 1969 to November 1970, a deeper recession from November 1973 to March 1975, and then double-dip recessions from January to June 1980 and from July 1981 to November 1982. At various times, inflation and unemployment both soared. Clearly, the problems of macroeconomic policy had not been completely solved. As economists began to consider what had gone wrong, they identified a number of issues that make discretionary fiscal policy more difficult than it had seemed in the rosy optimism of the mid-1960s. Fiscal Policy and Interest Rates Because fiscal policy affects the quantity that the government borrows in financial capital markets, it not only affects aggregate demand—it can also affect interest rates. In Figure, the original equilibrium (E0) in the financial capital market occurs at a quantity of $800 billion and an interest rate of 6%. However, an increase in government budget deficits shifts the demand for financial capital from D0 to D1. The new equilibrium (E1) occurs at a quantity of $900 billion and an interest rate of 7%. A consensus estimate based on a number of studies is that an increase in budget deficits (or a fall in budget surplus) by 1% of GDP will cause an increase of 0.5–1.0% in the long-term interest rate. A problem arises here. An expansionary fiscal policy, with tax cuts or spending increases, is intended to increase aggregate demand. If an expansionary fiscal policy also causes higher interest rates, then firms and households are discouraged from borrowing and spending (as occurs with tight monetary policy), thus reducing aggregate demand. Even if the direct effect of expansionary fiscal policy on increasing demand is not totally offset by lower aggregate demand from higher interest rates, fiscal policy can end up less powerful than was originally expected. We refer to this as crowding out, where government borrowing and spending results in higher interest rates, which reduces business investment and household consumption. The broader lesson is that the government must coordinate fiscal and monetary policy. If expansionary fiscal policy is to work well, then the central bank can also reduce or keep short-term interest rates low. Conversely, monetary policy can also help to ensure that contractionary fiscal policy does not lead to a recession. Long and Variable Time Lags The government can change monetary policy several times each year, but it takes much longer to enact fiscal policy. Imagine that the economy starts to slow down. It often takes some months before the economic statistics signal clearly that a downturn has started, and a few months more to confirm that it is truly a recession and not just a one- or two-month blip. Economists often call the time it takes to determine that a recession has occurred the recognition lag. After this lag, policymakers become aware of the problem and propose fiscal policy bills. The bills go into various congressional committees for hearings, negotiations, votes, and then, if passed, eventually for the president’s signature. Many fiscal policy bills about spending or taxes propose changes that would start in the next budget year or would be phased in gradually over time. Economists often refer to the time it takes to pass a bill as the legislative lag. Finally, once the government passes the bill it takes some time to disperse the funds to the appropriate agencies to implement the programs. Economists call the time it takes to start the projects the implementation lag. Moreover, the exact level of fiscal policy that the government should implement is never completely clear. Should it increase the budget deficit by 0.5% of GDP? By 1% of GDP? By 2% of GDP? In an AD/AS diagram, it is straightforward to sketch an aggregate demand curve shifting to the potential GDP level of output. In the real world, we only know roughly, not precisely, the actual level of potential output, and exactly how a spending cut or tax increase will affect aggregate demand is always somewhat controversial. Also unknown is the state of the economy at any point in time. During the early days of the Obama administration, for example, no one knew the true extent of the economy's deficit. During the 2008-2009 financial crisis, the rapid collapse of the banking system and automotive sector made it difficult to assess how quickly the economy was collapsing. Thus, it can take many months or even more than a year to begin an expansionary fiscal policy after a recession has started—and even then, uncertainty will remain over exactly how much to expand or contract taxes and spending. When politicians attempt to use countercyclical fiscal policy to fight recession or inflation, they run the risk of responding to the macroeconomic situation of two or three years ago, in a way that may be exactly wrong for the economy at that time. George P. Schultz, a professor of economics, former Secretary of the Treasury, and Director of the Office of Management and Budget, once wrote: “While the economist is accustomed to the concept of lags, the politician likes instant results. The tension comes because, as I have seen on many occasions, the economist’s lag is the politician’s nightmare.” Temporary and Permanent Fiscal Policy A temporary tax cut or spending increase will explicitly last only for a year or two, and then revert to its original level. A permanent tax cut or spending increase is expected to stay in place for the foreseeable future. The effect of temporary and permanent fiscal policies on aggregate demand can be very different. Consider how you would react if the government announced a tax cut that would last one year and then be repealed, in comparison with how you would react if the government announced a permanent tax cut. Most people and firms will react more strongly to a permanent policy change than a temporary one. This fact creates an unavoidable difficulty for countercyclical fiscal policy. The appropriate policy may be to have an expansionary fiscal policy with large budget deficits during a recession, and then a contractionary fiscal policy with budget surpluses when the economy is growing well. However, if both policies are explicitly temporary ones, they will have a less powerful effect than a permanent policy. Structural Economic Change Takes Time When an economy recovers from a recession, it does not usually revert to its exact earlier shape. Instead, the economy's internal structure evolves and changes and this process can take time. For example, much of the economic growth of the mid-2000s was in the construction sector (especially of housing) and finance. However, when housing prices started falling in 2007 and the resulting financial crunch led into recession (as we discussed in Monetary Policy and Bank Regulation), both sectors contracted. The manufacturing sector of the U.S. economy has been losing jobs in recent years as well, under pressure from technological change and foreign competition. Many of the people who lost work from these sectors in the 2008-2009 Great Recession will never return to the same jobs in the same sectors of the economy. Instead, the economy will need to grow in new and different directions, as the following Clear It Up feature shows. Fiscal policy can increase overall demand, but the process of structural economic change—the expansion of a new set of industries and the movement of workers to those industries—inevitably takes time. Why do jobs vanish? People can lose jobs for a variety of reasons: because of a recession, but also because of longer-run changes in the economy, such as new technology. Productivity improvements in auto manufacturing, for example, can reduce the number of workers needed, and eliminate these jobs in the long run. The internet has created jobs but also caused job loss, from travel agents to book store clerks. Many of these jobs may never come back. Short-run fiscal policy to reduce unemployment can create jobs, but it cannot replace jobs that will never return. The Limitations of Fiscal Policy Fiscal policy can help an economy that is producing below its potential GDP to expand aggregate demand so that it produces closer to potential GDP, thus lowering unemployment. However, fiscal policy cannot help an economy produce at an output level above potential GDP without causing inflation At this point, unemployment becomes so low that workers become scarce and wages rise rapidly. Visit this website to read about how fiscal policies are affecting the recovery. Political Realties and Discretionary Fiscal Policy A final problem for discretionary fiscal policy arises out of the difficulties of explaining to politicians how countercyclical fiscal policy that runs against the tide of the business cycle should work. Some politicians have a gut-level belief that when the economy and tax revenues slow down, it is time to hunker down, pinch pennies, and trim expenses. Countercyclical policy, however, says that when the economy has slowed, it is time for the government to stimulate the economy, raising spending, and cutting taxes. This offsets the drop in the economy in the other sectors. Conversely, when economic times are good and tax revenues are rolling in, politicians often feel that it is time for tax cuts and new spending. However, countercyclical policy says that this economic boom should be an appropriate time for keeping taxes high and restraining spending. Politicians tend to prefer expansionary fiscal policy over contractionary policy. There is rarely a shortage of proposals for tax cuts and spending increases, especially during recessions. However, politicians are less willing to hear the message that in good economic times, they should propose tax increases and spending limits. In the economic upswing of the late 1990s and early 2000s, for example, the U.S. GDP grew rapidly. Estimates from respected government economic forecasters like the nonpartisan Congressional Budget Office and the Office of Management and Budget stated that the GDP was above potential GDP, and that unemployment rates were unsustainably low. However, no mainstream politician took the lead in saying that the booming economic times might be an appropriate time for spending cuts or tax increases. As of February 2017, President Trump has expressed plans to increase spending on national defense by 10% or $54 billion, increase infrastructure investment by $1 trillion, cut corporate and personal income taxes, all while maintaining the existing spending on Social Security and Medicare. The only way this math adds up is with a sizeable increase in the Federal budget deficit. Discretionary Fiscal Policy: Summing Up Expansionary fiscal policy can help to end recessions and contractionary fiscal policy can help to reduce inflation. Given the uncertainties over interest rate effects, time lags, temporary and permanent policies, and unpredictable political behavior, many economists and knowledgeable policymakers had concluded by the mid-1990s that discretionary fiscal policy was a blunt instrument, more like a club than a scalpel. It might still make sense to use it in extreme economic situations, like an especially deep or long recession. For less extreme situations, it was often preferable to let fiscal policy work through the automatic stabilizers and focus on monetary policy to steer short-term countercyclical efforts. Key Concepts and Summary Because fiscal policy affects the quantity of money that the government borrows in financial capital markets, it not only affects aggregate demand—it can also affect interest rates. If an expansionary fiscal policy also causes higher interest rates, then firms and households are discouraged from borrowing and spending, reducing aggregate demand in a situation called crowding out. Given the uncertainties over interest rate effects, time lags (implementation lag, legislative lag, and recognition lag), temporary and permanent policies, and unpredictable political behavior, many economists and knowledgeable policymakers have concluded that discretionary fiscal policy is a blunt instrument and better used only in extreme situations. Self-Check Questions What would happen if expansionary fiscal policy was implemented in a recession but, due to lag, did not actually take effect until after the economy was back to potential GDP? Hint: Prices would be pushed up as a result of too much spending. What would happen if contractionary fiscal policy were implemented during an economic boom but, due to lag, it did not take effect until the economy slipped into recession? Hint: Employment would suffer as a result of too little spending. Do you think the typical time lag for fiscal policy is likely to be longer or shorter than the time lag for monetary policy? Explain your answer? Hint: Monetary policy probably has shorter time lags than fiscal policy. Imagine that the data becomes fairly clear that an economy is in or near a recession. Expansionary monetary policy can be carried out through open market operations, which can be done fairly quickly, since the Federal Reserve’s Open Market Committee meets six times a year. Also, monetary policy takes effect through interest rates, which can change fairly quickly. However, fiscal policy is carried out through acts of Congress that need to be signed into law by the president. Negotiating such laws often takes months, and even after the laws are negotiated, it takes more months for spending programs or tax cuts to have an effect on the macroeconomy. Review Questions What are some practical weaknesses of discretionary fiscal policy? Critical Thinking Questions What is a potential problem with a temporary tax increase designed to increase aggregate demand if people know that it is temporary? If the government gives a $300 tax cut to everyone in the country, explain the mechanism by which this will cause interest rates to rise. References Leduc, Sylvain, and Daniel Wilson. Federal Reserve Bank of San Francisco: Working Paper Series. “Are State Governments Roadblocks to Federal Stimulus? Evidence from Highway Grants in the 2009 Recovery Act. (Working Paper 2013-16).” Last modified July 2013. http://www.frbsf.org/economic-research/files/wp2013-16.pdf. Lucking, Brian, and Daniel Wilson. “FRBSF Economic Letter-Fiscal Headwinds: Is the Other Shoe About to Drop?” Federal Reserve Bank of San Francisco. Last modified June 3, 2013. http://www.frbsf.org/economic-research/publications/economic-letter/2013/june/fiscal-headwinds-federal-budget-policy/. Recovery.gov. “Track the Money.” http://www.recovery.gov/Pages/default.aspx. Bastagli, Francesca, David Coady, and Sanjeev Gupta. International Monetary Fund. “IMF Staff Discussion Note: Income Inequality and Fiscal Policy.” Last modified June 28, 2012. http://www.imf.org/external/pubs/ft/sdn/2012/sdn1208.pdf.	oercommons	2025-03-18T00:34:41.049662	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28863/overview", "title": "Principles of Macroeconomics 2e, Government Budgets and Fiscal Policy, Practical Problems with Discretionary Fiscal Policy", "author": null }
https://oercommons.org/courseware/lesson/28868/overview	How Government Borrowing Affects Private Saving Overview By the end of this section, you will be able to: - Apply Ricardian equivalence to evaluate how government borrowing affects private saving - Interpret a graphic representation of Ricardian equivalence A change in government budgets may impact private saving. Imagine that people watch government budgets and adjust their savings accordingly. For example, whenever the government runs a budget deficit, people might reason: “Well, a higher budget deficit means that I’m just going to owe more taxes in the future to pay off all that government borrowing, so I’ll start saving now.” If the government runs budget surpluses, people might reason: “With these budget surpluses (or lower budget deficits), interest rates are falling, so that saving is less attractive. Moreover, with a budget surplus the country will be able to afford a tax cut sometime in the future. I won’t bother saving as much now.” The theory that rational private households might shift their saving to offset government saving or borrowing is known as Ricardian equivalence because the idea has intellectual roots in the writings of the early nineteenth-century economist David Ricardo (1772–1823). If Ricardian equivalence holds completely true, then in the national saving and investment identity, any change in budget deficits or budget surpluses would be completely offset by a corresponding change in private saving. As a result, changes in government borrowing would have no effect at all on either physical capital investment or trade balances. In practice, the private sector only sometimes and partially adjusts its savings behavior to offset government budget deficits and surpluses. Figure shows the patterns of U.S. government budget deficits and surpluses and the rate of private saving—which includes saving by both households and firms—since 1980. The connection between the two is not at all obvious. In the mid-1980s, for example, government budget deficits were quite large, but there is no corresponding surge of private saving. However, when budget deficits turn to surpluses in the late 1990s, there is a simultaneous decline in private saving. When budget deficits get very large in 2008 and 2009, there is some sign of a rise in saving. A variety of statistical studies based on the U.S. experience suggests that when government borrowing increases by $1, private saving rises by about 30 cents. A World Bank study from the late 1990s, looking at government budgets and private saving behavior in countries around the world, found a similar result. Private saving does increase to some extent when governments run large budget deficits, and private saving falls when governments reduce deficits or run large budget surpluses. However, the offsetting effects of private saving compared to government borrowing are much less than one-to-one. In addition, this effect can vary a great deal from country to country, from time to time, and over the short and the long run. If the funding for a larger budget deficit comes from international financial investors, then a trade deficit may accompany a budget deficit. In some countries, this pattern of twin deficits has set the stage for international financial investors first to send their funds to a country and cause an appreciation of its exchange rate and then to pull their funds out and cause a depreciation of the exchange rate and a financial crisis as well. It depends on whether funding comes from international financial investors. Key Concepts and Summary The theory of Ricardian equivalence holds that changes in private saving will offset changes in government borrowing or saving. Thus, greater private saving will offset higher budget deficits, while greater private borrowing will offset larger budget surpluses. If the theory holds true, then changes in government borrowing or saving would have no effect on private investment in physical capital or on the trade balance. However, empirical evidence suggests that the theory holds true only partially. Self-Check Questions Imagine an economy in which Ricardian equivalence holds. This economy has a budget deficit of 50, a trade deficit of 20, private savings of 130, and investment of 100. If the budget deficit rises to 70, how are the other terms in the national saving and investment identity affected? Hint: Ricardian equivalence means that private saving changes to offset exactly any changes in the government budget. So, if the deficit increases by 20, private saving increases by 20 as well, and the trade deficit and the budget deficit will not change from their original levels. The original national saving and investment identity is written below. Notice that if any change in the (G – T) term is offset by a change in the S term, then the other terms do not change. So if (G – T) rises by 20, then S must also increase by 20. Review Questions What is the theory of Ricardian equivalence? What does the concept of rationality have to do with Ricardian equivalence? Critical Thinking Questions Explain whether or not you agree with the premise of the Ricardian equivalence theory that rational people might reason: “Well, a higher budget deficit (surplus) means that I’m just going to owe more (less) taxes in the future to pay off all that government borrowing, so I’ll start saving (spending) now.” Why or why not? Problems Illustrate the concept of Ricardian equivalence using the demand and supply of financial capital graph.	oercommons	2025-03-18T00:34:41.069893	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28868/overview", "title": "Principles of Macroeconomics 2e, The Impacts of Government Borrowing, How Government Borrowing Affects Private Saving", "author": null }
https://oercommons.org/courseware/lesson/28850/overview	Monetary Policy and Economic Outcomes Overview By the end of this section, you will be able to: - Contrast expansionary monetary policy and contractionary monetary policy - Explain how monetary policy impacts interest rates and aggregate demand - Evaluate Federal Reserve decisions over the last forty years - Explain the significance of quantitative easing (QE) A monetary policy that lowers interest rates and stimulates borrowing is an expansionary monetary policy or loose monetary policy. Conversely, a monetary policy that raises interest rates and reduces borrowing in the economy is a contractionary monetary policy or tight monetary policy. This module will discuss how expansionary and contractionary monetary policies affect interest rates and aggregate demand, and how such policies will affect macroeconomic goals like unemployment and inflation. We will conclude with a look at the Fed’s monetary policy practice in recent decades. The Effect of Monetary Policy on Interest Rates Consider the market for loanable bank funds in Figure. The original equilibrium (E0) occurs at an 8% interest rate and a quantity of funds loaned and borrowed of $10 billion. An expansionary monetary policy will shift the supply of loanable funds to the right from the original supply curve (S0) to S1, leading to an equilibrium (E1) with a lower 6% interest rate and a quantity $14 billion in loaned funds. Conversely, a contractionary monetary policy will shift the supply of loanable funds to the left from the original supply curve (S0) to S2, leading to an equilibrium (E2) with a higher 10% interest rate and a quantity of $8 billion in loaned funds. How does a central bank “raise” interest rates? When describing the central bank's monetary policy actions, it is common to hear that the central bank “raised interest rates” or “lowered interest rates.” We need to be clear about this: more precisely, through open market operations the central bank changes bank reserves in a way which affects the supply curve of loanable funds. As a result, Figure shows that interest rates change. If they do not meet the Fed’s target, the Fed can supply more or less reserves until interest rates do. Recall that the specific interest rate the Fed targets is the federal funds rate. The Federal Reserve has, since 1995, established its target federal funds rate in advance of any open market operations. Of course, financial markets display a wide range of interest rates, representing borrowers with different risk premiums and loans that they must repay over different periods of time. In general, when the federal funds rate drops substantially, other interest rates drop, too, and when the federal funds rate rises, other interest rates rise. However, a fall or rise of one percentage point in the federal funds rate—which remember is for borrowing overnight—will typically have an effect of less than one percentage point on a 30-year loan to purchase a house or a three-year loan to purchase a car. Monetary policy can push the entire spectrum of interest rates higher or lower, but the forces of supply and demand in those specific markets for lending and borrowing set the specific interest rates. The Effect of Monetary Policy on Aggregate Demand Monetary policy affects interest rates and the available quantity of loanable funds, which in turn affects several components of aggregate demand. Tight or contractionary monetary policy that leads to higher interest rates and a reduced quantity of loanable funds will reduce two components of aggregate demand. Business investment will decline because it is less attractive for firms to borrow money, and even firms that have money will notice that, with higher interest rates, it is relatively more attractive to put those funds in a financial investment than to make an investment in physical capital. In addition, higher interest rates will discourage consumer borrowing for big-ticket items like houses and cars. Conversely, loose or expansionary monetary policy that leads to lower interest rates and a higher quantity of loanable funds will tend to increase business investment and consumer borrowing for big-ticket items. If the economy is suffering a recession and high unemployment, with output below potential GDP, expansionary monetary policy can help the economy return to potential GDP. Figure (a) illustrates this situation. This example uses a short-run upward-sloping Keynesian aggregate supply curve (SRAS). The original equilibrium during a recession of E0 occurs at an output level of 600. An expansionary monetary policy will reduce interest rates and stimulate investment and consumption spending, causing the original aggregate demand curve (AD0) to shift right to AD1, so that the new equilibrium (E1) occurs at the potential GDP level of 700. Conversely, if an economy is producing at a quantity of output above its potential GDP, a contractionary monetary policy can reduce the inflationary pressures for a rising price level. In Figure (b), the original equilibrium (E0) occurs at an output of 750, which is above potential GDP. A contractionary monetary policy will raise interest rates, discourage borrowing for investment and consumption spending, and cause the original demand curve (AD0) to shift left to AD1, so that the new equilibrium (E1) occurs at the potential GDP level of 700. These examples suggest that monetary policy should be countercyclical; that is, it should act to counterbalance the business cycles of economic downturns and upswings. The Fed should loosen monetary policy when a recession has caused unemployment to increase and tighten it when inflation threatens. Of course, countercyclical policy does pose a danger of overreaction. If loose monetary policy seeking to end a recession goes too far, it may push aggregate demand so far to the right that it triggers inflation. If tight monetary policy seeking to reduce inflation goes too far, it may push aggregate demand so far to the left that a recession begins. Figure (a) summarizes the chain of effects that connect loose and tight monetary policy to changes in output and the price level. Federal Reserve Actions Over Last Four Decades For the period from the mid-1970s up through the end of 2007, we can summarize Federal Reserve monetary policy by looking at how it targeted the federal funds interest rate using open market operations. Of course, telling the story of the U.S. economy since 1975 in terms of Federal Reserve actions leaves out many other macroeconomic factors that were influencing unemployment, recession, economic growth, and inflation over this time. The nine episodes of Federal Reserve action outlined in the sections below also demonstrate that we should consider the central bank as one of the leading actors influencing the macro economy. As we noted earlier, the single person with the greatest power to influence the U.S. economy is probably the Federal Reserve chairperson. Figure shows how the Federal Reserve has carried out monetary policy by targeting the federal funds interest rate in the last few decades. The graph shows the federal funds interest rate (remember, this interest rate is set through open market operations), the unemployment rate, and the inflation rate since 1975. Different episodes of monetary policy during this period are indicated in the figure. Episode 1 Consider Episode 1 in the late 1970s. The rate of inflation was very high, exceeding 10% in 1979 and 1980, so the Federal Reserve used tight monetary policy to raise interest rates, with the federal funds rate rising from 5.5% in 1977 to 16.4% in 1981. By 1983, inflation was down to 3.2%, but aggregate demand contracted sharply enough that back-to-back recessions occurred in 1980 and in 1981–1982, and the unemployment rate rose from 5.8% in 1979 to 9.7% in 1982. Episode 2 In Episode 2, when economists persuaded the Federal Reserve in the early 1980s that inflation was declining, the Fed began slashing interest rates to reduce unemployment. The federal funds interest rate fell from 16.4% in 1981 to 6.8% in 1986. By 1986 or so, inflation had fallen to about 2% and the unemployment rate had come down to 7%, and was still falling. Episode 3 However, in Episode 3 in the late 1980s, inflation appeared to be creeping up again, rising from 2% in 1986 up toward 5% by 1989. In response, the Federal Reserve used contractionary monetary policy to raise the federal funds rates from 6.6% in 1987 to 9.2% in 1989. The tighter monetary policy stopped inflation, which fell from above 5% in 1990 to under 3% in 1992, but it also helped to cause the 1990-1991 recession, and the unemployment rate rose from 5.3% in 1989 to 7.5% by 1992. Episode 4 In Episode 4, in the early 1990s, when the Federal Reserve was confident that inflation was back under control, it reduced interest rates, with the federal funds interest rate falling from 8.1% in 1990 to 3.5% in 1992. As the economy expanded, the unemployment rate declined from 7.5% in 1992 to less than 5% by 1997. Episodes 5 and 6 In Episodes 5 and 6, the Federal Reserve perceived a risk of inflation and raised the federal funds rate from 3% to 5.8% from 1993 to 1995. Inflation did not rise, and the period of economic growth during the 1990s continued. Then in 1999 and 2000, the Fed was concerned that inflation seemed to be creeping up so it raised the federal funds interest rate from 4.6% in December 1998 to 6.5% in June 2000. By early 2001, inflation was declining again, but a recession occurred in 2001. Between 2000 and 2002, the unemployment rate rose from 4.0% to 5.8%. Episodes 7 and 8 In Episodes 7 and 8, the Federal Reserve conducted a loose monetary policy and slashed the federal funds rate from 6.2% in 2000 to just 1.7% in 2002, and then again to 1% in 2003. They actually did this because of fear of Japan-style deflation. This persuaded them to lower the Fed funds further than they otherwise would have. The recession ended, but, unemployment rates were slow to decline in the early 2000s. Finally, in 2004, the unemployment rate declined and the Federal Reserve began to raise the federal funds rate until it reached 5% by 2007. Episode 9 In Episode 9, as the Great Recession took hold in 2008, the Federal Reserve was quick to slash interest rates, taking them down to 2% in 2008 and to nearly 0% in 2009. When the Fed had taken interest rates down to near-zero by December 2008, the economy was still deep in recession. Open market operations could not make the interest rate turn negative. The Federal Reserve had to think “outside the box.” Quantitative Easing The most powerful and commonly used of the three traditional tools of monetary policy—open market operations—works by expanding or contracting the money supply in a way that influences the interest rate. In late 2008, as the U.S. economy struggled with recession, the Federal Reserve had already reduced the interest rate to near-zero. With the recession still ongoing, the Fed decided to adopt an innovative and nontraditional policy known as quantitative easing (QE). This is the purchase of long-term government and private mortgage-backed securities by central banks to make credit available so as to stimulate aggregate demand. Quantitative easing differed from traditional monetary policy in several key ways. First, it involved the Fed purchasing long term Treasury bonds, rather than short term Treasury bills. In 2008, however, it was impossible to stimulate the economy any further by lowering short term rates because they were already as low as they could get. (Read the closing Bring it Home feature for more on this.) Therefore, Chairman Bernanke sought to lower long-term rates utilizing quantitative easing. This leads to a second way QE is different from traditional monetary policy. Instead of purchasing Treasury securities, the Fed also began purchasing private mortgage-backed securities, something it had never done before. During the financial crisis, which precipitated the recession, mortgage-backed securities were termed “toxic assets,” because when the housing market collapsed, no one knew what these securities were worth, which put the financial institutions which were holding those securities on very shaky ground. By offering to purchase mortgage-backed securities, the Fed was both pushing long term interest rates down and also removing possibly “toxic assets” from the balance sheets of private financial firms, which would strengthen the financial system. Quantitative easing (QE) occurred in three episodes: - During QE1, which began in November 2008, the Fed purchased $600 billion in mortgage-backed securities from government enterprises Fannie Mae and Freddie Mac. - In November 2010, the Fed began QE2, in which it purchased $600 billion in U.S. Treasury bonds. - QE3, began in September 2012 when the Fed commenced purchasing $40 billion of additional mortgage-backed securities per month. This amount was increased in December 2012 to $85 billion per month. The Fed stated that, when economic conditions permit, it will begin tapering (or reducing the monthly purchases). By October 2014, the Fed had announced the final $15 billion bond purchase, ending Quantitative Easing. We usually think of the quantitative easing policies that the Federal Reserve adopted (as did other central banks around the world) as temporary emergency measures. If these steps are to be temporary, then the Federal Reserve will need to stop making these additional loans and sell off the financial securities it has accumulated. The concern is that the process of quantitative easing may prove more difficult to reverse than it was to enact. The evidence suggests that QE1 was somewhat successful, but that QE2 and QE3 have been less so. Key Concepts and Summary An expansionary (or loose) monetary policy raises the quantity of money and credit above what it otherwise would have been and reduces interest rates, boosting aggregate demand, and thus countering recession. A contractionary monetary policy, also called a tight monetary policy, reduces the quantity of money and credit below what it otherwise would have been and raises interest rates, seeking to hold down inflation. During the 2008–2009 recession, central banks around the world also used quantitative easing to expand the supply of credit. Self-Check Questions Why does contractionary monetary policy cause interest rates to rise? Hint: Contractionary policy reduces the amount of loanable funds in the economy. As with all goods, greater scarcity leads a greater price, so the interest rate, or the price of borrowing money, rises. Why does expansionary monetary policy causes interest rates to drop? Hint: An increase in the amount of available loanable funds means that there are more people who want to lend. They, therefore, bid the price of borrowing (the interest rate) down. Review Questions How do the expansionary and contractionary monetary policy affect the quantity of money? How do tight and loose monetary policy affect interest rates? How do expansionary, tight, contractionary, and loose monetary policy affect aggregate demand? Which kind of monetary policy would you expect in response to high inflation: expansionary or contractionary? Why? Explain how to use quantitative easing to stimulate aggregate demand. Critical Thinking Question A well-known economic model called the Phillips Curve (discussed in The Keynesian Perspective chapter) describes the short run tradeoff typically observed between inflation and unemployment. Based on the discussion of expansionary and contractionary monetary policy, explain why one of these variables usually falls when the other rises.	oercommons	2025-03-18T00:34:41.099657	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28850/overview", "title": "Principles of Macroeconomics 2e, Monetary Policy and Bank Regulation, Monetary Policy and Economic Outcomes", "author": null }
https://oercommons.org/courseware/lesson/28856/overview	Exchange Rate Policies Overview By the end of this section, you will be able to: - Differentiate among a floating exchange rate, a soft peg, a hard peg, and a merged currency - Identify the tradeoffs that come with a floating exchange rate, a soft peg, a hard peg, and a merged currency Exchange rate policies come in a range of different forms listed in Figure: let the foreign exchange market determine the exchange rate; let the market set the value of the exchange rate most of the time, but have the central bank sometimes intervene to prevent fluctuations that seem too large; have the central bank guarantee a specific exchange rate; or share a currency with other countries. Let’s discuss each type of exchange rate policy and its tradeoffs. Floating Exchange Rates We refer to a policy which allows the foreign exchange market to set exchange rates as a floating exchange rate. The U.S. dollar is a floating exchange rate, as are the currencies of about 40% of the countries in the world economy. The major concern with this policy is that exchange rates can move a great deal in a short time. Consider the U.S. exchange rate expressed in terms of another fairly stable currency, the Japanese yen, as Figure shows. On January 1, 2002, the exchange rate was 133 yen/dollar. On January 1, 2005, it was 103 yen/dollar. On June 1, 2007, it was 122 yen/dollar, on January 1, 2012, it was 77 yen per dollar, and on March 1, 2015, it was 120 yen per dollar. As investor sentiment swings back and forth, driving exchange rates up and down, exporters, importers, and banks involved in international lending are all affected. At worst, large movements in exchange rates can drive companies into bankruptcy or trigger a nationwide banking collapse. However, even in the moderate case of the yen/dollar exchange rate, these movements of roughly 30 percent back and forth impose stress on both economies as firms must alter their export and import plans to take the new exchange rates into account. Especially in smaller countries where international trade is a relatively large share of GDP, exchange rate movements can rattle their economies. However, movements of floating exchange rates have advantages, too. After all, prices of goods and services rise and fall throughout a market economy, as demand and supply shift. If an economy experiences strong inflows or outflows of international financial capital, or has relatively high inflation, or if it experiences strong productivity growth so that purchasing power changes relative to other economies, then it makes economic sense for the exchange rate to shift as well. Floating exchange rate advocates often argue that if government policies were more predictable and stable, then inflation rates and interest rates would be more predictable and stable. Exchange rates would bounce around less, too. The economist Milton Friedman (1912–2006), for example, wrote a defense of floating exchange rates in 1962 in his book Capitalism and Freedom: Being in favor of floating exchange rates does not mean being in favor of unstable exchange rates. When we support a free price system [for goods and services] at home, this does not imply that we favor a system in which prices fluctuate wildly up and down. What we want is a system in which prices are free to fluctuate but in which the forces determining them are sufficiently stable so that in fact prices move within moderate ranges. This is equally true in a system of floating exchange rates. The ultimate objective is a world in which exchange rates, while free to vary, are, in fact, highly stable because basic economic policies and conditions are stable. Advocates of floating exchange rates admit that, yes, exchange rates may sometimes fluctuate. They point out, however, that if a central bank focuses on preventing either high inflation or deep recession, with low and reasonably steady interest rates, then exchange rates will have less reason to vary. Using Soft Pegs and Hard Pegs When a government intervenes in the foreign exchange market so that the currency's exchange rate is different from what the market would have produced, it establishes a “peg” for its currency. A soft peg is the name for an exchange rate policy where the government usually allows the market to set exchange rate, but in some cases, especially if the exchange rate seems to be moving rapidly in one direction, the central bank will intervene in the market. With a hard peg exchange rate policy, the central bank sets a fixed and unchanging value for the exchange rate. A central bank can implement soft peg and hard peg policies. Suppose the market exchange rate for the Brazilian currency, the real, would be 35 cents/real with a daily quantity of 15 billion real traded in the market, as the equilibrium E0 in Figure (a) and Figure (b) show. However, Brazil's government decides that the exchange rate should be 30 cents/real, as Figure (a) shows. Perhaps Brazil sets this lower exchange rate to benefit its export industries. Perhaps it is an attempt to stimulate aggregate demand by stimulating exports. Perhaps Brazil believes that the current market exchange rate is higher than the long-term purchasing power parity value of the real, so it is minimizing fluctuations in the real by keeping it at this lower rate. Perhaps the government set the target exchange rate sometime in the past, and it is now maintaining it for the sake of stability. Whatever the reason, if Brazil’s central bank wishes to keep the exchange rate below the market level, it must face the reality that at this weaker exchange rate of 30 cents/real, the quantity demanded of its currency at 17 billion reals is greater than the quantity supplied of 13 billion reals in the foreign exchange market. The Brazilian central bank could weaken its exchange rate in two ways. One approach is to use an expansionary monetary policy that leads to lower interest rates. In foreign exchange markets, the lower interest rates will reduce demand and increase supply of the real and lead to depreciation. Central banks do not use this technique often because lowering interest rates to weaken the currency may be in conflict with the country’s monetary policy goals. Alternatively, Brazil’s central bank could trade directly in the foreign exchange market. The central bank can expand the money supply by creating reals, use the reals to purchase foreign currencies, and avoid selling any of its own currency. In this way, it can fill the gap between quantity demanded and quantity supplied of its currency. Figure (b) shows the opposite situation. Here, the Brazilian government desires a stronger exchange rate of 40 cents/real than the market rate of 35 cents/real. Perhaps Brazil desires the stronger currency to reduce aggregate demand and to fight inflation, or perhaps Brazil believes that that current market exchange rate is temporarily lower than the long-term rate. Whatever the reason, at the higher desired exchange rate, the quantity supplied of 16 billion reals exceeds the quantity demanded of 14 billion reals. Brazil’s central bank can use a contractionary monetary policy to raise interest rates, which will increase demand and reduce currency supply on foreign exchange markets, and lead to an appreciation. Alternatively, Brazil’s central bank can trade directly in the foreign exchange market. In this case, with an excess supply of its own currency in foreign exchange markets, the central bank must use reserves of foreign currency, like U.S. dollars, to demand its own currency and thus cause an appreciation of its exchange rate. Both a soft peg and a hard peg policy require that the central bank intervene in the foreign exchange market. However, a hard peg policy attempts to preserve a fixed exchange rate at all times. A soft peg policy typically allows the exchange rate to move up and down by relatively small amounts in the short run of several months or a year, and to move by larger amounts over time, but seeks to avoid extreme short-term fluctuations. Tradeoffs of Soft Pegs and Hard Pegs When a country decides to alter the market exchange rate, it faces a number of tradeoffs. If it uses monetary policy to alter the exchange rate, it then cannot at the same time use monetary policy to address issues of inflation or recession. If it uses direct purchases and sales of foreign currencies in exchange rates, then it must face the issue of how it will handle its reserves of foreign currency. Finally, a pegged exchange rate can even create additional movements of the exchange rate. For example, even the possibility of government intervention in exchange rate markets will lead to rumors about whether and when the government will intervene, and dealers in the foreign exchange market will react to those rumors. Let’s consider these issues in turn. One concern with pegged exchange rate policies is that they imply a country’s monetary policy is no longer focused on controlling inflation or shortening recessions, but now must also take the exchange rate into account. For example, when a country pegs its exchange rate, it will sometimes face economic situations where it would like to have an expansionary monetary policy to fight recession—but it cannot do so because that policy would depreciate its exchange rate and break its hard peg. With a soft peg exchange rate policy, the central bank can sometimes ignore the exchange rate and focus on domestic inflation or recession—but in other cases the central bank may ignore inflation or recession and instead focus on its soft peg exchange rate. With a hard peg policy, domestic monetary policy is effectively no longer determined by domestic inflation or unemployment, but only by what monetary policy is needed to keep the exchange rate at the hard peg. Another issue arises when a central bank intervenes directly in the exchange rate market. If a central bank ends up in a situation where it is perpetually creating and selling its own currency on foreign exchange markets, it will be buying the currency of other countries, like U.S. dollars or euros, to hold as reserves. Holding large reserves of other currencies has an opportunity cost, and central banks will not wish to boost such reserves without limit. In addition, a central bank that causes a large increase in the supply of money is also risking an inflationary surge in aggregate demand. Conversely, when a central bank wishes to buy its own currency, it can do so by using its reserves of international currency like the U.S. dollar or the euro. However, if the central bank runs out of such reserves, it can no longer use this method to strengthen its currency. Thus, buying foreign currencies in exchange rate markets can be expensive and inflationary, while selling foreign currencies can work only until a central bank runs out of reserves. Yet another issue is that when a government pegs its exchange rate, it may unintentionally create another reason for additional fluctuation. With a soft peg policy, foreign exchange dealers and international investors react to every rumor about how or when the central bank is likely to intervene to influence the exchange rate, and as they react to rumors the exchange rate will shift up and down. Thus, even though the goal of a soft peg policy is to reduce short-term fluctuations of the exchange rate, the existence of the policy—when anticipated in the foreign exchange market—may sometimes increase short-term fluctuations as international investors try to anticipate how and when the central bank will act. The following Clear It Up feature discusses the effects of international capital flows—capital that flows across national boundaries as either portfolio investment or direct investment. How do Tobin taxes control the flow of capital? Some countries like Chile and Malaysia have sought to reduce movements in exchange rates by limiting international financial capital inflows and outflows. The government can enact this policy either through targeted taxes or by regulations. Taxes on international capital flows are sometimes known as Tobin taxes, named after James Tobin, the 1981 Nobel laureate in economics who proposed such a tax in a 1972 lecture. For example, a government might tax all foreign exchange transactions, or attempt to tax short-term portfolio investment while exempting long-term foreign direct investment. Countries can also use regulation to forbid certain kinds of foreign investment in the first place or to make it difficult for international financial investors to withdraw their funds from a country. The goal of such policies is to reduce international capital flows, especially short-term portfolio flows, in the hope that doing so will reduce the chance of large movements in exchange rates that can bring macroeconomic disaster. However, proposals to limit international financial flows have severe practical difficulties. National governments impose taxes, not international ones. If one government imposes a Tobin tax on exchange rate transactions carried out within its territory, a firm based someplace like the Grand Caymans, an island nation in the Caribbean well-known for allowing some financial wheeling and dealing might easily operate the exchange rate market. In an interconnected global economy, if goods and services are allowed to flow across national borders, then payments need to flow across borders, too. It is very difficult—in fact close to impossible—for a nation to allow only the flows of payments that relate to goods and services, while clamping down or taxing other flows of financial capital. If a nation participates in international trade, it must also participate in international capital movements. Finally, countries all over the world, especially low-income countries, are crying out for foreign investment to help develop their economies. Policies that discourage international financial investment may prevent some possible harm, but they rule out potentially substantial economic benefits as well. A hard peg exchange rate policy will not allow short-term fluctuations in the exchange rate. If the government first announces a hard peg and then later changes its mind—perhaps the government becomes unwilling to keep interest rates high or to hold high levels of foreign exchange reserves—then the result of abandoning a hard peg could be a dramatic shift in the exchange rate. In the mid-2000s, about one-third of the countries in the world used a soft peg approach and about one-quarter used a hard peg approach. The general trend in the 1990s was to shift away from a soft peg approach in favor of either floating rates or a hard peg. The concern is that a successful soft peg policy may, for a time, lead to very little variation in exchange rates, so that firms and banks in the economy begin to act as if a hard peg exists. When the exchange rate does move, the effects are especially painful because firms and banks have not planned and hedged against a possible change. Thus, the argument went, it is better either to be clear that the exchange rate is always flexible, or that it is fixed, but choosing an in-between soft peg option may end up being worst of all. A Merged Currency A final approach to exchange rate policy is for a nation to choose a common currency shared with one or more nations is also called a merged currency. A merged currency approach eliminates foreign exchange risk altogether. Just as no one worries about exchange rate movements when buying and selling between New York and California, Europeans know that the value of the euro will be the same in Germany and France and other European nations that have adopted the euro. However, a merged currency also poses problems. Like a hard peg, a merged currency means that a nation has given up altogether on domestic monetary policy, and instead has put its interest rate policies in other hands. When Ecuador uses the U.S. dollar as its currency, it has no voice in whether the Federal Reserve raises or lowers interest rates. The European Central Bank that determines monetary policy for the euro has representatives from all the euro nations. However, from the standpoint of, say, Portugal, there will be times when the decisions of the European Central Bank about monetary policy do not match the decisions that a Portuguese central bank would have made. The lines between these four different exchange rate policies can blend into each other. For example, a soft peg exchange rate policy in which the government almost never acts to intervene in the exchange rate market will look a great deal like a floating exchange rate. Conversely, a soft peg policy in which the government intervenes often to keep the exchange rate near a specific level will look a lot like a hard peg. A decision to merge currencies with another country is, in effect, a decision to have a permanently fixed exchange rate with those countries, which is like a very hard exchange rate peg. Table summarizes the range of exchange rates policy choices, with their advantages and disadvantages. \| Situation \| Floating Exchange Rates \| Soft Peg \| Hard Peg \| Merged Currency \| \|---\|---\|---\|---\|---\| \| Large short-run fluctuations in exchange rates? \| Often considerable in the short term \| Maybe less in the short run, but still large changes over time \| None, unless a change in the fixed rate \| None \| \| Large long-term fluctuations in exchange rates? \| Can often happen \| Can often happen \| Cannot happen unless hard peg changes, in which case substantial volatility can occur \| Cannot happen \| \| Power of central bank to conduct countercyclical monetary policy? \| Flexible exchange rates make monetary policy stronger \| Some power, although conflicts may arise between exchange rate policy and countercyclical policy \| Very little; central bank must keep exchange rate fixed \| None; nation does not have its own currency \| \| Costs of holding foreign exchange reserves? \| Do not need to hold reserves \| Hold moderate reserves that rise and fall over time \| Hold large reserves \| No need to hold reserves \| \| Risk of ending up with an exchange rate that causes a large trade imbalance and very high inflows or outflows of financial capital? \| Adjusts often \| Adjusts over the medium term, if not the short term \| May end up over time either far above or below the market level \| Cannot adjust \| Global macroeconomics would be easier if the whole world had one currency and one central bank. The exchange rates between different currencies complicate the picture. If financial markets solely set exchange rates, they fluctuate substantially as short-term portfolio investors try to anticipate tomorrow’s news. If the government attempts to intervene in exchange rate markets through soft pegs or hard pegs, it gives up at least some of the power to use monetary policy to focus on domestic inflations and recessions, and it risks causing even greater fluctuations in foreign exchange markets. There is no consensus among economists about which exchange rate policies are best: floating, soft peg, hard peg, or merged currencies. The choice depends both on how well a nation’s central bank can implement a specific exchange rate policy and on how well a nation’s firms and banks can adapt to different exchange rate policies. A national economy that does a fairly good job at achieving the four main economic goals of growth, low inflation, low unemployment, and a sustainable balance of trade will probably do just fine most of the time with any exchange rate policy. Conversely, no exchange rate policy is likely to save an economy that consistently fails at achieving these goals. Alternatively, a merged currency applied across wide geographic and cultural areas carries with it its own set of problems, such as the ability for countries to conduct their own independent monetary policies. Is a Stronger Dollar Good for the U.S. Economy? The foreign exchange value of the dollar is a price and whether a higher price is good or bad depends on where you are standing: sellers benefit from higher prices and buyers are harmed. A stronger dollar is good for U.S. imports (and people working for U.S. importers) and U.S. investment abroad. It is also good for U.S. tourists going to other countries, since their dollar goes further. However, a stronger dollar is bad for U.S. exports (and people working in U.S. export industries); it is bad for foreign investment in the United States (leading, for example, to higher U.S. interest rates); and it is bad for foreign tourists (as well as U.S hotels, restaurants, and others in the tourist industry). In short, whether the U.S. dollar is good or bad is a more complex question than you may have thought. The economic answer is “it depends.” Key Concepts and Summary In a floating exchange rate policy, a government determines its country’s exchange rate in the foreign exchange market. In a soft peg exchange rate policy, the foreign exchange market usually determines a country's exchange rate, but the government sometimes intervenes to strengthen or weaken it. In a hard peg exchange rate policy, the government chooses an exchange rate. A central bank can intervene in exchange markets in two ways. It can raise or lower interest rates to make the currency stronger or weaker. It also can directly purchase or sell its currency in foreign exchange markets. All exchange rates policies face tradeoffs. A hard peg exchange rate policy will reduce exchange rate fluctuations, but means that a country must focus its monetary policy on the exchange rate, not on fighting recession or controlling inflation. When a nation merges its currency with another nation, it gives up on nationally oriented monetary policy altogether. A soft peg exchange rate may create additional volatility as exchange rate markets try to anticipate when and how the government will intervene. A flexible exchange rate policy allows monetary policy to focus on inflation and unemployment, and allows the exchange rate to change with inflation and rates of return, but also raises a risk that exchange rates may sometimes make large and abrupt movements. The spectrum of exchange rate policies includes: (a) a floating exchange rate, (b) a pegged exchange rate, soft or hard, and (c) a merged currency. Monetary policy can focus on a variety of goals: (a) inflation; (b) inflation or unemployment, depending on which is the most dangerous obstacle; and (c) a long-term rule based policy designed to keep the money supply stable and predictable. Self-Check Questions How would a contractionary monetary policy affect the exchange rate, net exports, aggregate demand, and aggregate supply? Hint: A contractionary monetary policy, by driving up domestic interest rates, would cause the currency to appreciate. The higher value of the currency in foreign exchange markets would reduce exports, since from the perspective of foreign buyers, they are now more expensive. The higher value of the currency would similarly stimulate imports, since they would now be cheaper from the perspective of domestic buyers. Lower exports and higher imports cause net exports (EX – IM) to fall, which causes aggregate demand to fall. The result would be a decrease in GDP working through the exchange rate mechanism reinforcing the effect contractionary monetary policy has on domestic investment expenditure. However, cheaper imports would stimulate aggregate supply, bringing GDP back to potential, though at a lower price level. A central bank can allow its currency to fall indefinitely, but it cannot allow its currency to rise indefinitely. Why not? Hint: For a currency to fall, a central bank need only supply more of its currency in foreign exchange markets. It can print as much domestic currency as it likes. For a currency to rise, a central bank needs to buy its currency in foreign exchange markets, paying with foreign currency. Since no central bank has an infinite amount of foreign currency reserves, it cannot buy its currency indefinitely. Is a country for which imports and exports comprise a large fraction of the GDP more likely to adopt a flexible exchange rate or a fixed (hard peg) exchange rate? Hint: Variations in exchange rates, because they change import and export prices, disturb international trade flows. When trade is a large part of a nation’s economic activity, government will find it more advantageous to fix exchange rates to minimize disruptions of trade flows. Review Questions What is the difference between a floating exchange rate, a soft peg, a hard peg, and dollarization? List some advantages and disadvantages of the different exchange rate policies. Critical Thinking Questions Many developing countries, like Mexico, have moderate to high rates of inflation. At the same time, international trade plays an important role in their economies. What type of exchange rate regime would be best for such a country’s currency vis à vis the U.S. dollar? What would make a country decide to change from a common currency, like the euro, back to its own currency? References Friedman, Milton. Capitalism and Freedom. Chicago: University of Chicago Press, 1962.	oercommons	2025-03-18T00:34:41.135071	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28856/overview", "title": "Principles of Macroeconomics 2e, Exchange Rates and International Capital Flows, Exchange Rate Policies", "author": null }
https://oercommons.org/courseware/lesson/28848/overview	Bank Regulation Overview By the end of this section, you will be able to: - Discuss the relationship between bank regulation and monetary policy - Explain bank supervision - Explain how deposit insurance and lender of last resort are two strategies to protect against bank runs A safe and stable national financial system is a critical concern of the Federal Reserve. The goal is not only to protect individuals’ savings, but to protect the integrity of the financial system itself. This esoteric task is usually behind the scenes, but came into view during the 2008–2009 financial crisis, when for a brief period of time, critical parts of the financial system failed and firms became unable to obtain financing for ordinary parts of their business. Imagine if suddenly you were unable to access the money in your bank accounts because your checks were not accepted for payment and your debit cards were declined. This gives an idea of a failure of the payments/financial system. Bank regulation is intended to maintain banks' solvency by avoiding excessive risk. Regulation falls into a number of categories, including reserve requirements, capital requirements, and restrictions on the types of investments banks may make. In Money and Banking, we learned that banks are required to hold a minimum percentage of their deposits on hand as reserves. “On hand” is a bit of a misnomer because, while a portion of bank reserves are held as cash in the bank, the majority are held in the bank’s account at the Federal Reserve, and their purpose is to cover desired withdrawals by depositors. Another part of bank regulation is restrictions on the types of investments banks are allowed to make. Banks are permitted to make loans to businesses, individuals, and other banks. They can purchase U.S. Treasury securities but, to protect depositors, they are not permitted to invest in the stock market or other assets that are perceived as too risky. Bank capital is the difference between a bank’s assets and its liabilities. In other words, it is a bank’s net worth. A bank must have positive net worth; otherwise it is insolvent or bankrupt, meaning it would not have enough assets to pay back its liabilities. Regulation requires that banks maintain a minimum net worth, usually expressed as a percent of their assets, to protect their depositors and other creditors. Visit this website to read the brief article, “Stop Confusing Monetary Policy and Bank Regulation.” Bank Supervision Several government agencies monitor banks' balance sheets to make sure they have positive net worth and are not taking too high a level of risk. Within the U.S. Department of the Treasury, the Office of the Comptroller of the Currency has a national staff of bank examiners who conduct on-site reviews of the 1,500 or so of the largest national banks. The bank examiners also review any foreign banks that have branches in the United States. The Office of the Comptroller of the Currency also monitors and regulates about 800 savings and loan institutions. The National Credit Union Administration (NCUA) supervises credit unions, which are nonprofit banks that their members run and own. There are over 6,000 credit unions in the U.S. economy, although the typical credit union is small compared to most banks. The Federal Reserve also has some responsibility for supervising financial institutions. For example, we call conglomerate firms that own banks and other businesses “bank holding companies.” While other regulators like the Office of the Comptroller of the Currency supervises the banks, the Federal Reserve supervises the holding companies. When bank supervision (and bank-like institutions such as savings and loans and credit unions) works well, most banks will remain financially healthy most of the time. If the bank supervisors find that a bank has low or negative net worth, or is making too high a proportion of risky loans, they can require that the bank change its behavior—or, in extreme cases, even force the bank to close or be sold to a financially healthy bank. Bank supervision can run into both practical and political questions. The practical question is that measuring the value of a bank’s assets is not always straightforward. As we discussed in Money and Banking, a bank’s assets are its loans, and the value of these assets depends on estimates about the risk that customers will not repay these loans. These issues can become even more complex when a bank makes loans to banks or firms in other countries, or arranges financial deals that are much more complex than a basic loan. The political question arises because a bank supervisor's decision to require a bank to close or to change its financial investments is often controversial, and the bank supervisor often comes under political pressure from the bank's owners and the local politicians to keep quiet and back off. For example, many observers have pointed out that Japan’s banks were in deep financial trouble through most of the 1990s; however, nothing substantial had been done about it by the early 2000s. A similar unwillingness to confront problems with struggling banks is visible across the rest of the world, in East Asia, Latin America, Eastern Europe, Russia, and elsewhere. In the United States, the government passed laws in the 1990s requiring that bank supervisors make their findings open and public, and that they act as soon as they identify a problem. However, as many U.S. banks were staggered by the 2008-2009 recession, critics of the bank regulators asked pointed questions about why the regulators had not foreseen the banks' financial shakiness earlier, before such large losses had a chance to accumulate. Bank Runs Back in the nineteenth century and during the first few decades of the twentieth century (around and during the Great Depression), putting your money in a bank could be nerve-wracking. Imagine that the net worth of your bank became negative, so that the bank’s assets were not enough to cover its liabilities. In this situation, whoever withdrew their deposits first received all of their money, and those who did not rush to the bank quickly enough, lost their money. We call depositors racing to the bank to withdraw their deposits, as Figure shows a bank run. In the movie It’s a Wonderful Life, the bank manager, played by Jimmy Stewart, faces a mob of worried bank depositors who want to withdraw their money, but manages to allay their fears by allowing some of them to withdraw a portion of their deposits—using the money from his own pocket that was supposed to pay for his honeymoon. The risk of bank runs created instability in the banking system. Even a rumor that a bank might experience negative net worth could trigger a bank run and, in a bank run, even healthy banks could be destroyed. Because a bank loans out most of the money it receives, and because it keeps only limited reserves on hand, a bank run of any size would quickly drain any of the bank’s available cash. When the bank had no cash remaining, it only intensified the fears of remaining depositors that they could lose their money. Moreover, a bank run at one bank often triggered a chain reaction of runs on other banks. In the late nineteenth and early twentieth century, bank runs were typically not the original cause of a recession—but they could make a recession much worse. Deposit Insurance To protect against bank runs, Congress has put two strategies into place: deposit insurance and the lender of last resort. Deposit insurance is an insurance system that makes sure depositors in a bank do not lose their money, even if the bank goes bankrupt. About 70 countries around the world, including all of the major economies, have deposit insurance programs. In the United States, the Federal Deposit Insurance Corporation (FDIC) is responsible for deposit insurance. Banks pay an insurance premium to the FDIC. The insurance premium is based on the bank’s level of deposits, and then adjusted according to the riskiness of a bank’s financial situation. In 2009, for example, a fairly safe bank with a high net worth might have paid 10–20 cents in insurance premiums for every $100 in bank deposits, while a risky bank with very low net worth might have paid 50–60 cents for every $100 in bank deposits. Bank examiners from the FDIC evaluate the banks' balance sheets, looking at the asset and liability values to determine the risk level. The FDIC provides deposit insurance for about 5,898 banks (as of the end of February 2017). Even if a bank fails, the government guarantees that depositors will receive up to $250,000 of their money in each account, which is enough for almost all individuals, although not sufficient for many businesses. Since the United States enacted deposit insurance in the 1930s, no one has lost any of their insured deposits. Bank runs no longer happen at insured banks. Lender of Last Resort The problem with bank runs is not that insolvent banks will fail; they are, after all, bankrupt and need to be shut down. The problem is that bank runs can cause solvent banks to fail and spread to the rest of the financial system. To prevent this, the Fed stands ready to lend to banks and other financial institutions when they cannot obtain funds from anywhere else. This is known as the lender of last resort role. For banks, the central bank acting as a lender of last resort helps to reinforce the effect of deposit insurance and to reassure bank customers that they will not lose their money. The lender of last resort task can arise in other financial crises, as well. During the 1987 stock market crash panic, when U.S. stock values fell by 25% in a single day, the Federal Reserve made a number of short-term emergency loans so that the financial system could keep functioning. During the 2008-2009 recession, we can interpret the Fed's “quantitative easing” policies (discussed below) as a willingness to make short-term credit available as needed in a time when the banking and financial system was under stress. Key Concepts and Summary A bank run occurs when there are rumors (possibly true, possibly false) that a bank is at financial risk of having negative net worth. As a result, depositors rush to the bank to withdraw their money and put it someplace safer. Even false rumors, if they cause a bank run, can force a healthy bank to lose its deposits and be forced to close. Deposit insurance guarantees bank depositors that, even if the bank has negative net worth, their deposits will be protected. In the United States, the Federal Deposit Insurance Corporation (FDIC) collects deposit insurance premiums from banks and guarantees bank deposits up to $250,000. Bank supervision involves inspecting the balance sheets of banks to make sure that they have positive net worth and that their assets are not too risky. In the United States, the Office of the Comptroller of the Currency (OCC) is responsible for supervising banks and inspecting savings and loans and the National Credit Union Administration (NCUA) is responsible for inspecting credit unions. The FDIC and the Federal Reserve also play a role in bank supervision. When a central bank acts as a lender of last resort, it makes short-term loans available in situations of severe financial panic or stress. The failure of a single bank can be treated like any other business failure. Yet if many banks fail, it can reduce aggregate demand in a way that can bring on or deepen a recession. The combination of deposit insurance, bank supervision, and lender of last resort policies help to prevent weaknesses in the banking system from causing recessions. Self-Check Questions Given the danger of bank runs, why do banks not keep the majority of deposits on hand to meet the demands of depositors? Hint: Banks make their money from issuing loans and charging interest. The more money that is stored in the bank’s vault, the less is available for lending and the less money the bank stands to make. Bank runs are often described as “self-fulfilling prophecies.” Why is this phrase appropriate to bank runs? Hint: The fear and uncertainty created by the suggestion that a bank might fail can lead depositors to withdraw their money. If many depositors do this at the same time, the bank may not be able to meet their demands and will, indeed, fail. Review Questions How is bank regulation linked to the conduct of monetary policy? What is a bank run? In a program of deposit insurance as it is operated in the United States, what is being insured and who pays the insurance premiums? In government programs of bank supervision, what is being supervised? What is the lender of last resort? Name and briefly describe the responsibilities of each of the following agencies: FDIC, NCUA, and OCC. Critical Thinking Question The term “moral hazard” describes increases in risky behavior resulting from efforts to make that behavior safer. How does the concept of moral hazard apply to deposit insurance and other bank regulations? References U.S. Department of the Treasury. “Office of the Comptroller of the Currency.” Accessed November 2013. http://www.occ.gov/. National Credit Union Administration. “About NCUA.” Accessed November 2013. http://www.ncua.gov/about/Pages/default.aspx.	oercommons	2025-03-18T00:34:41.164767	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28848/overview", "title": "Principles of Macroeconomics 2e, Monetary Policy and Bank Regulation, Bank Regulation", "author": null }
https://oercommons.org/courseware/lesson/80211/overview	Resume Template Sample Resume PDF What to Put on a Resume Nearpod Resumes Overview This unit is given after the Google Doc units in Word Processing. What to Put on a Resume (Nearpod) What to Put on a Resume (Nearpod) Carefully work through the Nearpod lesson below using your real first and last name when you join the session. Be sure to pay attention to the different interactive prompts on the slides! Your responses will not be graded. ASSIGNMENT: Resume Brainstorm Worksheet Resume Brainstorm Worksheet (10 points) Learning Objective: I understand what goes on a resume. For this assignment, you will be brainstorming what you will write on your final resume for next week by filling out this Resume Brainstorm worksheet. Once you click on the link, the worksheet will pop up. Go up to "File" and press "Make a copy" to create a copy of the worksheet to your own google docs account. You will now have the worksheet to fill out in your own Google Docs. Fill out your answers below each section. ASSIGNMENT: Final Resume Final Resume (15 points) Learning Objective: I will create my final resume. For this assignment, you will be creating your final resume based on your Resume Brainstorm worksheet you completed last week. Instructions: Step 1. Go to your Google Drive and open your Resume Brainstorm worksheet you completed last week. Review any feedback provided by your instructor so you can make sure your resume is professional and well-written this week. Step 2. Make a copy of this Student Resume Template and name it "LastName, FirstName Resume" OR find another template online you would like to use. Just make sure your final resume has all of the following sections: - Contact Information (you can make up your address or just write your city and state) - Summary Statement (this is where you state why YOU would be a good fit for this job, not why you would like the job) - Education (with school, the year you will graduate, and GPA) - Experience/Employment History (think about at least 1 experience that you've had even if you've never had a job) - Skills that go along with the job that you chose to apply for (write these in a bulleted list) - Awards and Achievements (think of at least 1 award or achievement you've had in your lifetime) Step 3. Fill out the resume template based on the specific job you chose last week. Make sure you delete the examples. Step 4. Make the resume your own and choose a different traditional font (not cursive) that is easy to read and a different color for the text that is in blue. Don't forget this step so you don't miss points! Step 5. Check to make sure your resume has the following general formatting rules: - 1-inch margins (File > Page setup > 1 inch margins > OK) - Use a traditional font (not cursive) such as Times New Roman or Tahoma - 11-12 point font for descriptions - No more than 2 colors - Needs to all fit on one page (get rid of any unnecessary wording or extra skills that don't really go along with the job you are applying for) - Easy to read, not overly crowded - Proofread for grammar and spelling Step 6. Get organized by moving your document into your “Word Processing Assignments” folder (File > Move > Word Processing Assignments > Move > Move).	oercommons	2025-03-18T00:34:41.189284	05/11/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80211/overview", "title": "Resumes", "author": "Laura Bishop" }
https://oercommons.org/courseware/lesson/113278/overview	Best Practices: Inquiry Science Overview Learn more about the best practices for inquiry science, a question-based method of learning science which is proven to motivate and help students understand science concepts more thoroughly. Inquiry Science: Overview Inquiry science is a question-based method of learning science which is proven to motivate and help students understand science concepts more thoroughly. From the National Science Teachers Association Position Statement: - Scientific Inquiry is how “scientists study the natural world, and propose explanations based on evidence.” - It's also how students “develop knowledge of scientific ideas and an understanding of how scientists study the world.” - Finally, “inquiry science is a powerful way of understanding science content - students learn to ask questions and use evidence to answer them.” The digital science notebook, SNUDLE focuses on 6 Steps of scientific inquiry: - Focus question - Collect data - Analyze data - Build explanations - Connect with and reflect on science concepts - Present findings to the community Your science notebook or curricula may have fewer, or more steps. That's OK! Science inquiry is the process of asking engaging, authentic questions and then planning, gathering data, and then analyzing and organizaing that data to answer, with evidence, that initial question. And then asking more questions, based on the findings! Why is inquiry science important? The challenge: - Many students struggle to learn science. A 2009 national report card found that only 34% of 4th graders scored at levels of proficient or above in science (NAEP, 2009). - Building explanations is challenging. While one of the most important parts of learning inquiry science is learning how to build strong explanations using data, this is particularly hard for students. Studies on middle school students found: - Students struggled to understand what evidence is. - Students often ignore evidence that goes against their current theory. - When reasoning, students focus almost entirely on claims instead of being able to explain the evidence that supports their claim (McNeil et al., 2006). What does the research say? - Inquiry-based teaching increases science understanding. A 2009 look-back at almost twenty years of research found a “clear trend” that inquiry-based teaching increases student understanding in science (Minner, Levy, & Century 2009). - Active, inquiry-based learning is highly effective. Teaching through investigations, emphasizing active thinking and drawing data-based conclusions are most likely to help students achieve. (Minner, Levy, & Century 2009). - Student explanations are key: The quality of a student explanations is tied to their science performance overall. Best Practices: encourage strong explanations and reflections - Teach the difference between data and evidence. - Model, model, model: show your students how to gather precise data, discover patterns and trends, and how to build strong explanations. - Encourage scientific argumentation based on evidence to support strong explanations. - Model and guide productive argumentation. Use supports like sentence starters or the “stoplight method” to help students productively argue with each other. (See Scientific Argumentation for more. - Model good discussion techniques in whole-class discussions (see Developing a Scientific Argument for some suggestions) and encourage students to talk to each other rather than just answering teacher questions for a “right” or “wrong” answer. - Teach good discussion norms including body language, respectful turn-taking, etc. How to use SNUDLE to support the inquiry science process Although sections of the inquiry process and building good explanations can be challenging for students, SNUDLE has many built-in tools to encourage students to use data to create strong explanations. - Sentence starters: Encourage students to use and modify sentence starters. SNUDLE’s default sentence starters are aligned with the critical skills scientists practice at each stage of science inquiry. - Did you… checklists: Model and encourage students to use the “Did you…” checklists. The embedded checklists are designed to support developing key science skills and practices. - Sortable tables: Demonstrate and model how to use SNUDLE table features. SNUDLE tables have a sort button at the top of each column that allows users to sort and organize data. This is a great way to help discover patterns or trends in data! - Drawing: Model, or have students model, how to use the SNUDLE drawing tool features, including freehand drawing, shape stamps, clipart, and text labeling. Model creating an image description, making clear the key information you want students to include in the descriptions of the drawings they create. Have students practice and give each other feedback on their images and descriptions. - Uploading drawing files: Sometimes you or students may want to add a photo or worksheet image to SNUDLE. Model how to take a picture and then use the upload feature to add that to any response area. Learn more about the research Research on the importance of building scientific explanations and science comprehension - Supporting Students’ Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials . McNeil et al. (2006) study the power of scaffolded, or fading, to prepare students to construct scientific explanations. - Testing one premise of scientific inquiry in science classrooms: Examining students' scientific explanations and student learning . Maria Araceli Ruiz-Primo, Min Li, Shin-Ping Tsai, Julie Schneider (2010) investigate the relationship of student use of science notebooks, building scientific explanations, and students' science learning. Research on the impact of inquiry science on learning and engagement - Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 Daphne D. Minner, Abigail Jurist Levy, Jeanne Century	oercommons	2025-03-18T00:34:41.209520	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113278/overview", "title": "Best Practices: Inquiry Science", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/103649/overview	Helen Keller Rubric Sensory Details The Story of My Life Writing Using Descriptive Sense Details, 4th Grade Overview This lesson is about writing with vivid, descriptive sense words. It is aligned with Iowa Writing Standard 3. A rubric is provided. The lesson uses a passage from Helen Keller's autobiography, The Story of My Life, to illustrate the use of effective, descriptive narrative. The added uniqueness of the students will be that Helen Keller wrote of her experiences, even though she could not see or hear. The lesson includes links to the autobiography, an online interactive site on Keller's life, a video of American Sign Language being used, a video on writing with sense words, and some writing samples. Iowa Writing Standard This unit focuses on the "showing not tell" concept, which fits well with the third writing standard. A rubric is attached to this section. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. Writing Using Sense Details The OER Commons file Helen Keller is available at the link in this sentence. This is an interactive site. For this activity, open the “Growing Up” section and find the short biography with the photo of Keller and her dog. Discuss with the students that in the photo, Helen could not see or hear. Then open the video in the interactive “Growing Up” section. The video is of a young woman telling about Helen Keller’s early life, using American Sign Language. Have the students watch the video for a while, and then have them close their eyes. That would have been Helen Keller’s experience of the video. The video Sensory Details will introduce students to the idea of showing rather than telling. After watching the video, connect the ideas in the video with the writing standard. Then move on to having the students write a bit about the lightning storm. Below is a sample of more vivid writing, using sense detail. Lightning cracked across the sky in jagged bursts of light, followed by booms that rattled the bones. For a moment, we were blinded by the flash, and then the rain pounded against the window, each drop like a tiny fist demanding entry. The storm had arrived, and we were glad to be inside, safe and dry. This unit is about writing with more powerful and vivid words. We will learn how to write using descriptive words called “sense detail”--words that connect with our five senses: seeing, hearing, touching, tasting, and smelling. First, though, let’s learn about a special person named Helen Keller, who was born in 1880 in Tuscumbia, Alabama. Your teacher will lead you through this presentation, and you’ll have a chance to explore more later. Now let’s watch a video about writing with sensory details. It explains how to write more vividly. Open the link below Now let’s watch a video about writing with sensory details. It explains how to write more vividly. In case you didn't find the video using American Sign Language, here is a link, Summary of Helen Keller's Early Life in ASL Listen to the silence as you watch the video. Now close your eyes for a moment. This is how Helen Keller would have experienced this video in terms of seeing and hearing. It would be how she would "see and hear" the computer and the room it was in. Now let’s watch a video about writing with sensory details. It explains how to write more vividly, "Sensory Details." Your teacher will lead you through some of the practice writing in the video. Now, look at the sentence below. There was a big lightning storm. Can you write a few sentences that show the storm rather than just telling that a storm happened? The Story of My Life, by Helen Keller Having created some sense of an experience outside of their normal daily lives, now we are in a position to explore sense detail and to address the possibilities of describing our lives in words by using sense details, by showing, not telling. This leads to the next section where students try their hands at descriptive writing in narration. Possible sentences to add to the description, using hearing and seeing words could be as follows: A bright flash of lightning seared my eyes, and I felt as if some giant were taking a photograph of the tiny earth. The loud boon of the thunder was an explosion of sound that drowned out the howling of the wind. Ask: Do you feel that Helen's description of the storm was lacking or less because there were no sight or hearing descriptions, or was she able to use language to describe here personal experience is a new and exciting way? Even though Helen Keller grew up blind and deaf, she accomplished many things that you can learn about later in the interactive website. She even wrote her autobiography, The Story of My Life. In the book, she describes how one day she got caught in a tree and had to stay up there during a thunderstorm. She describes the storm without using sight or sound words! Let’s read her vivid showing rather than telling writing. The Story of My Life, by Helen Keller, from Chapter V One day my teacher and I were returning from a long ramble. The morning had been fine, but it was growing warm and sultry when at last we turned our faces homeward. Two or three times we stopped to rest under a tree by the wayside. Our last halt was under a wild cherry tree a short distance from the house. The shade was grateful, and the tree was so easy to climb that with my teacher's assistance I was able to scramble to a seat in the branches. It was so cool up in the tree that Miss Sullivan proposed that we have our luncheon there. I promised to keep still while she went to the house to fetch it. Suddenly a change passed over the tree. All the sun's warmth left the air. I knew the sky was black, because all the heat, which meant light to me, had died out of the atmosphere. A strange odour came up from the earth. I knew it, it was the odour that always precedes a thunderstorm, and a nameless fear clutched at my heart. I felt absolutely alone, cut off from my friends and the firm earth. The immense, the unknown, enfolded me. I remained still and expectant; a chilling terror crept over me. I longed for my teacher's return; but above all things I wanted to get down from that tree. There was a moment of sinister silence, then a multitudinous stirring of the leaves. A shiver ran through the tree, and the wind sent forth a blast that would have knocked me off had I not clung to the branch with might and main. The tree swayed and strained. The small twigs snapped and fell about me in showers. A wild impulse to jump seized me, but terror held me fast. I crouched down in the fork of the tree. The branches lashed about me. I felt the intermittent jarring that came now and then, as if something heavy had fallen and the shock had traveled up till it reached the limb I sat on. It worked my suspense up to the highest point, and just as I was thinking the tree and I should fall together, my teacher seized my hand and helped me down. I clung to her, trembling with joy to feel the earth under my feet once more. I had learned a new lesson—that nature "wages open war against her children, and under softest touch hides treacherous claws." What words describe the storm using touch? Remember that touch is not just about our fingers but also is about our skin, our whole body. Were there any movement words or temperature words, which are also touch? Were there any smell words? Taste words? Isn’t it amazing how well Helen Keller showed the storm without describing what could be seen or heard? If we were going to add any sight or sound description what would we show? Writing about a personal experience In this section, set up the writing assignment, perhaps just having them write the beginning. Once they’ve written for 10 minutes or so, as a whole class have the students share what they think is their most “showing” sentence. Ask the class which senses were used in the description. The earlier videos and discussion should prompt the students to try writing some vivid personal experience narrative. Lead the students through the writing prompt set-up, let them write, and then have them share. Point out how their writing already better meets the writing standard. Depending on the teacher’s individual objectives, the student’s can write just the beginning or can continue to write the complete personal experience. A rubric is included with this activity, limited to two aspects of the writing standard. More standards could be added, of course, including mechanics. Write about some experience you have had. Here is a short list of writing ideas below. Riding an amusement park ride Jumping into the cold water when swimming Getting a hit in baseball (or getting hit by a pitch in baseball!) What the dentist’s chair and equipment looks like (you can add some mood with words!) Your pet doing something funny (let us see and hear it) Hint: Don’t start with “I woke up . . .” For instance, if you’re writing about the first time you rode a bike without training wheels, maybe you could begin with the following: “The handlebars felt cold on my hands, and the seat seemed too hard and uncomfortable. I swallowed nervously.” That’s a much better place to begin than “I woke up, feeling nervous about riding my new bike without training wheels.”	oercommons	2025-03-18T00:34:41.240479	05/09/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103649/overview", "title": "Writing Using Descriptive Sense Details, 4th Grade", "author": "Thomas Kepler" }
https://oercommons.org/courseware/lesson/116134/overview	Preschool Choice Board Overview This Preschool Choice Board includes 16 activites including numbers, colors, shapes, letters, and names as a review for the year. This choice board could be used as a review lesson or as a homework option. Preschool Choice Board Planning: In preparation for the lesson, I will make copies of the choice board for each student. I will write out groups that I will divide the students into for the small group portion of the lesson. Standards: SC-ELS MTE-1t Count up to 10 objects in a variety of ways (for example, left to right,right to left, in stacks, etc.). SC-ELS MTE-1w Match numerals 1-10 to sets of objects, with guidance and support. SC-ELS MTE-1aa Tellwhat number comes next or what number came before another number when counting 1-5. SC-ELS MTE-2d Use observation and counting with increasing accuracy to answer questions such as “How many do we need?” and “How many more do we need?” during play and other daily activities (count new children to see how many more plates are needed for snack; return extra drinks to cooler at picnic to arrive at the correct number). SC-ELS MTE-4n Identify basic 2- and 3-dimensional shapes (square, circle, triangle) in the environment. SC-ELS MTE-6e Use drawing, writing, and concrete materials to represent and communicate a variety of mathematical ideas (draw shapes to represent pattern; stack different-colored blocks to represent classmates’ answers to a survey question). SC-ELS LDC-7p Repeat familiar songs, chants, or rhymes. SC-ELS LDC-9p Identify their name and the names of some friends when they see them in print. SC-ELS LDC-12e Demonstrate an interest in learning the alphabet. SC-ELS LDC12h Make some sound-to-letter matches, using letter name knowledge (notice the letter B with picture of ball and say, “Ball”; say, “A-a-apple.”). SC-ELS LDC14d Use known letters and approximations of letters to write their own name and some familiar words. Implementation: To begin the lesson, I will introduce the Preschool Choice Board to the students. We will go over the different activities that the students will have to choose from when we are using the Choice Board. We will discuss that all of the activities are reviewing different things we have already learned. As a whole class, we will complete the counting and hopping activity. I will have all the students stand up and together, we will hop up and down and count to 8. We will do it again, hopping up and down and count to 5 and 10. Then, I will ask the students to find a partner and with their partner pick a number to count to and hop up and down. If there is an uneven number, I will partner with the odd student. We will then switch partners and pick another number to count to and hop up and down. I will initial on each student’s Choice Board that they completed that activity. While the students do learning stations, I will call up the small groups that I divided them into during my preparation. Each small group will choose an activity from the Choice Board to complete with me. This will allow me to assess the students as they complete the activity and see which students may need some extra review of the activities. I will then initial on the Choice Board the activity that each small group completed. The Preschool Choice Board also serves as a Parent-Teacher Communication piece. The parents are able to see the skills that their student has learned and is working on in class, and I will be able to see what the student is working on at home. Reflection: Once the lesson is complete, I will be able to reflect upon the flow of the lesson, the engagement of the students, and the students' success. I will then be able to review the lesson and make modifications and accommodations as needed to any parts of the lesson. Special Considerations: Activities may need to be modified for students with physical disabilities, developmental delays, or learning disabilities.	oercommons	2025-03-18T00:34:41.260467	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116134/overview", "title": "Preschool Choice Board", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/102335/overview	MICROSPHERE-BASED MULTIPLEXING FOR THE DETECTION OF SEROTYPE-SPECIFIC PNEUMOCOCCAL ANTIBODIES Overview Streptococcus pneumoniae remains one of the most significant causes of morbidity and mortality worldwide . Vaccination against pneumococcal infection has been highly effective in reducing the incidence of disease and mortality. However, the efficacy of pneumococcal vaccines varies depending on the serotype of the infecting strain, making serotype-specific detection of antibodies crucial in evaluating vaccine efficacy . The principle of xMAP technology is based on the concept of a liquid (suspension) array. the xMAP technology uses different sets of microspheres in a liquid suspension to determine the analyte specificity. Beads are colored internally with two different fluorescent dyes (red and infrared). Different concentrations of red and infrared dyes are used to generate up to 100 distinct bead regions. Each microsphere contains functional carboxyl groups which can be used to covalently conjugate an analyte, antibody or probe to the microsphere.(a) followed by binding with a biotinylated detection antibody (b) and a reporter dye, streptavidin-conjugated phycoerythrin (c). The analysis of beads is performed by two lasers. The red classification laser/LED (635 nm) excites the inner fluorescent dyes of the microspheres, thus identifying a specific microsphere set according to its spectral signature. If the analyte of interest is present, the green reporter laser/LED (525–532 nm) recognizes the fluorescent reporter bound to the captured analyte on the microsphere surface. INTRODUCTION: Streptococcus pneumoniae remains one of the most significant causes of morbidity and mortality worldwide (1). Vaccination against pneumococcal infection has been highly effective in reducing the incidence of disease and mortality (2). However, the efficacy of pneumococcal vaccines varies depending on the serotype of the infecting strain (3,4), making serotype-specific detection of antibodies crucial in evaluating vaccine efficacy (5). METHODS FOR THE DETECTION OF PNEUMOCOCCAL ANTIBODY Serological assay, Enzyme-linked immunosorbent assay (ELISA) is the “gold standard” for quantifying the concentrations of antibodies to pneumococcal serotype-specific polysaccharides and has largely replaced earlier radioimmunoassay technology (6). However, ELISA has limitations, including low sensitivity and cross-reactivity, which can lead to inaccurate results, is suited for screening the samples against a single analyte, needs a long duration of up to 72 hours for completion, and require a greater volume of serum, which is already limited, with additional infrastructure, manpower, and consumables (7). To overcome these limitations, Microsphere-based Luminex immunoassay has been developed and is gaining popularity in the field of serological testing (8,9). This assay involves the use of microspheres, or beads, coated with antigens specific to a particular serotype of pneumococcus. The microspheres are labelled with a fluorescent dye, allowing for the quantitation of antibody binding (10,11). FACTORS \| ELISA \| MULTIPLEXING \| Cost (Multiple analytes) \| Expensive \| Less expensive \| Time required \| Time consuming \| Minimal hands on time \| Labor \| High intensive \| Efficient: simultaneous readout \| Analytes(estimate) \| 1 \| Upto 100 \| Sample required \| 10-100μl per analyte \| 25μl for >40 analytes \| Reagent needs \| Significant volumes \| minimal \| Reporter technique \| Spectrophotometer \| Laser \| Time to read \| Several hours \| 45 minutes \| - There are different types of microspheres commercially available and their selection is generally determined by the type of instrumentation used for detection and the particular analyte of interest. - beads are composed of polystyrene, divinyl benzene, and methacrylic acid, which provide surface carboxylate functionalities for covalent attachment of polysaccharides. - Basic microspheres are 5.6 µm polystyrene beads whose surface is covered by approximately 10to the power 8 carboxyl groups (COOH) for covalent coupling of capture reagents - Magnetic microspheres differ in size and structure through the addition of a magnetite layer., The usage of magnetic beads improves washing efficiency as the magnetic separation step enables the elimination of unwanted sample constituents. Ref: Reslova, N., Michna, V., Kasny, M., Mikel, P., & Kralik, P. (2017). xMAP Technology: Applications in Detection of Pathogens. Frontiers in microbiology, 8, 55. https://doi.org/10.3389/fmicb.2017.00055 HOW DOES THE MICROSPHERE-BASED IMMUNOASSAY WORK? The microsphere-based immunoassay for the detection of serotype-specific pneumococcal antibodies is a highly sensitive and specific method that utilizes the Luminex xMAP technology. This assay allows for the simultaneous detection of multiple antibodies against pneumococcal serotypes in a single sample, making it a highly efficient and cost-effective tool for serotyping pneumococcal infections. - X = Biomarker or disease panel to be tested - M = Multiple - A = Analyte - P = Profiling The assay involves the following steps: - Coating of Microspheres: Microspheres are coated with specific pneumococcal serotype-specific antigens, which are known to elicit an antibody response in humans. - Incubation with Serum: The coated microspheres are incubated with human serum samples. Antibodies in the serum will bind to the corresponding pneumococcal serotype-specific antigens on the microspheres. - Detection of Bound Antibodies: Unbound serum components are washed away, and a secondary antibody that recognizes human IgG is added. This secondary antibody is labeled with a fluorescent dye, allowing for detection by a flow cytometer. - Analysis: The microspheres are analyzed in a flow cytometer, which quantifies the amount of fluorescent signal associated with each microsphere. The amount of signal corresponds to the amount of bound antibodies in the serum sample. WORK FLOW CONCLUSION: Microsphere-based immunoassays are a promising tool for the rapid and specific detection of serotype-specific pneumococcal antigens in clinical specimens. They offer several advantages over traditional methods of pneumococcal serotyping, including high specificity, rapid turnaround time, and multiplexing capability. As such, they have the potential to improve the diagnosis and management of pneumococcal disease, ultimately reducing its burden on public health.	oercommons	2025-03-18T00:34:41.308875	03/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102335/overview", "title": "MICROSPHERE-BASED MULTIPLEXING FOR THE DETECTION OF SEROTYPE-SPECIFIC PNEUMOCOCCAL ANTIBODIES", "author": "Shincy M R" }
https://oercommons.org/courseware/lesson/20143/overview	Education Standards Object at Rest - Lab worksheet Newton's First Law of Motion - Investigations Overview In this lab students will investigate Newton's first law of motion or the Law of Inertia. The first lab investigates an object at rest, and the effects of friction on motion. The second lab investigates an object in motion. Students will experiment with this law by varying their speed, while trying to drop a tennis ball in a given target zone. Although intended for seventh grade students this lab can be adjusted to fit the educational needs of each student. Definitions adapted from cK-12 Newton's First Law of Motion Object at Rest - Lab Begin with discussion of the word inertia. (See cK-12 resources). Explain how inertia is dependent upon mass. Then allow students to investigate an object at rest through this simple lab demonstration. They will also experiment with friction through different surfaces. Click HERE to open the lab worksheet - An Object at Rest Discuss - how the same principles of inertia apply to an object in motion. Allow students to experiment with this principle through the following lab investigation. Click HERE to open up lab worksheet - An Object in Motion	oercommons	2025-03-18T00:34:41.332868	01/17/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20143/overview", "title": "Newton's First Law of Motion - Investigations", "author": "Lora Gibbons" }
https://oercommons.org/courseware/lesson/87335/overview	اجابة اسئلة الاستشعار للصف الثامن Overview اجابات اسئلة الوحدة الاولى في تكنولوجيا الثامن "الاستشعار" اجابات اسئلة الاستشعار يحتوي الملف على اجابات اسئلة دروس الاستشعار للصف الثامن في مادة التكنولوجيا	oercommons	2025-03-18T00:34:41.354798	11/01/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87335/overview", "title": "اجابة اسئلة الاستشعار للصف الثامن", "author": "mohammad bassam alloush" }
https://oercommons.org/courseware/lesson/75068/overview	Bhopal gas tragedy Overview The image was made by canva app which describes about when and how did the Bhopal gas tragedy occur and how many people were affected. It also describes about the magnitude of the gas leak and it's causes and also the measures taken to avoid the disaster.	oercommons	2025-03-18T00:34:41.370423	11/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75068/overview", "title": "Bhopal gas tragedy", "author": "yashswiny rathore" }
https://oercommons.org/courseware/lesson/71294/overview	Unit 1: Quadratic Functions Overview This resource is geared for teacher use. It is loosely linked to the Secondary Math II, Mathematics Vision Project curriculum. Unit 1: Quadratic Functions Each of the Units in our Secondary Math II course is loosely tied to the corresponding unit of the Mathematics Vision Project curriculum. Unit 1 Design Document- Contains links to each of the Unit Resources, Lesson Resources, and Assessment Resources for the Secondary Math II unit on Quadratic Functions.	oercommons	2025-03-18T00:34:41.387804	08/18/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71294/overview", "title": "Unit 1: Quadratic Functions", "author": "Mindy Branson" }
https://oercommons.org/courseware/lesson/28825/overview	Introduction to the Aggregate Supply–Aggregate Demand Model Overview - Macroeconomic Perspectives on Demand and Supply - Building a Model of Aggregate Demand and Aggregate Supply - Shifts in Aggregate Supply - Shifts in Aggregate Demand - How the AD/AS Model Incorporates Growth, Unemployment, and Inflation - Keynes’ Law and Say’s Law in the AD/AS Model From Housing Bubble to Housing Bust The United States experienced rising home ownership rates for most of the last two decades. Between 1990 and 2006, the U.S. housing market grew. Homeownership rates grew from 64% to a high of over 69% between 2004 and 2005. For many people, this was a period in which they could either buy first homes or buy a larger and more expensive home. During this time mortgage values tripled. Housing became more accessible to Americans and was considered to be a safe financial investment. Figure shows how new single family home sales peaked in 2005 at 107,000 units. The housing bubble began to show signs of bursting in 2005, as delinquency and late payments began to grow and an oversupply of new homes on the market became apparent. Dropping home values contributed to a decrease in the overall wealth of the household sector and caused homeowners to pull back on spending. Several mortgage lenders were forced to file for bankruptcy because homeowners were not making their payments, and by 2008 the problem had spread throughout the financial markets. Lenders clamped down on credit and the housing bubble burst. Financial markets were now in crisis and unable or unwilling to even extend credit to credit-worthy customers. The housing bubble and the crisis in the financial markets were major contributors to the Great Recession that led to unemployment rates over 10% and falling GDP. While the United States is still recovering from the impact of the Great Recession, it has made substantial progress in restoring financial market stability through implementing aggressive fiscal and monetary policy. The economic history of the United States is cyclical in nature with recessions and expansions. Some of these fluctuations are severe, such as the economic downturn that occurred during the Great Depression in the 1930s which lasted several years. Why does the economy grow at different rates in different years? What are the causes of the cyclical behavior of the economy? This chapter will introduce an important model, the aggregate demand–aggregate supply model, to begin our understanding of why economies expand and contract over time. Introduction to the Aggregate Supply–Aggregate Demand Model In this chapter, you will learn about: - Macroeconomic Perspectives on Demand and Supply - Building a Model of Aggregate Supply and Aggregate Demand - Shifts in Aggregate Supply - Shifts in Aggregate Demand - How the AS–AD Model Incorporates Growth, Unemployment, and Inflation - Keynes’ Law and Say’s Law in the AS–AD Model A key part of macroeconomics is the use of models to analyze macro issues and problems. How is the rate of economic growth connected to changes in the unemployment rate? Is there a reason why unemployment and inflation seem to move in opposite directions: lower unemployment and higher inflation from 1997 to 2000, higher unemployment and lower inflation in the early 2000s, lower unemployment and higher inflation in the mid-2000s, and then higher unemployment and lower inflation in 2009? Why did the current account deficit rise so high, but then decline in 2009? To analyze questions like these, we must move beyond discussing macroeconomic issues one at a time, and begin building economic models that will capture the relationships and interconnections between them. The next three chapters take up this task. This chapter introduces the macroeconomic model of aggregate supply and aggregate demand, how the two interact to reach a macroeconomic equilibrium, and how shifts in aggregate demand or aggregate supply will affect that equilibrium. This chapter also relates the model of aggregate supply and aggregate demand to the three goals of economic policy (growth, unemployment, and inflation), and provides a framework for thinking about many of the connections and tradeoffs between these goals. The chapter on The Keynesian Perspective focuses on the macroeconomy in the short run, where aggregate demand plays a crucial role. The chapter on The Neoclassical Perspective explores the macroeconomy in the long run, where aggregate supply plays a crucial role.	oercommons	2025-03-18T00:34:41.405123	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28825/overview", "title": "Principles of Macroeconomics 2e, The Aggregate Demand/Aggregate Supply Model, Introduction to the Aggregate Supply–Aggregate Demand Model", "author": null }
https://oercommons.org/courseware/lesson/28831/overview	Keynes’ Law and Say’s Law in the AD/AS Model Overview - Identify the neoclassical zone, the intermediate zone, and the Keynesian zone in the aggregate demand/aggregate supply model - Use an aggregate demand/aggregate supply model as a diagnostic test to understand the current state of the economy We can use the AD/AS model to illustrate both Say’s law that supply creates its own demand and Keynes’ law that demand creates its own supply. Consider the SRAS curve's three zones which Figure identifies: the Keynesian zone, the neoclassical zone, and the intermediate zone. Focus first on the Keynesian zone, that portion of the SRAS curve on the far left which is relatively flat. If the AD curve crosses this portion of the SRAS curve at an equilibrium point like Ek, then certain statements about the economic situation will follow. In the Keynesian zone, the equilibrium level of real GDP is far below potential GDP, the economy is in recession, and cyclical unemployment is high. If aggregate demand shifted to the right or left in the Keynesian zone, it will determine the resulting level of output (and thus unemployment). However, inflationary price pressure is not much of a worry in the Keynesian zone, since the price level does not vary much in this zone. Now, focus your attention on the neoclassical zone of the SRAS curve, which is the near-vertical portion on the right-hand side. If the AD curve crosses this portion of the SRAS curve at an equilibrium point like En where output is at or near potential GDP, then the size of potential GDP pretty much determines the level of output in the economy. Since the equilibrium is near potential GDP, cyclical unemployment is low in this economy, although structural unemployment may remain an issue. In the neoclassical zone, shifts of aggregate demand to the right or the left have little effect on the level of output or employment. The only way to increase the size of the real GDP in the neoclassical zone is for AS to shift to the right. However, shifts in AD in the neoclassical zone will create pressures to change the price level. Finally, consider the SRAS curve's intermediate zone in Figure. If the AD curve crosses this portion of the SRAS curve at an equilibrium point like Ei, then we might expect unemployment and inflation to move in opposing directions. For instance, a shift of AD to the right will move output closer to potential GDP and thus reduce unemployment, but will also lead to a higher price level and upward pressure on inflation. Conversely, a shift of AD to the left will move output further from potential GDP and raise unemployment, but will also lead to a lower price level and downward pressure on inflation. This approach of dividing the SRAS curve into different zones works as a diagnostic test that we can apply to an economy, like a doctor checking a patient for symptoms. First, figure out in what zone the economy is. This will clarify the economic issues, tradeoffs, and policy choices. Some economists believe that the economy is strongly predisposed to be in one zone or another. Thus, hard-line Keynesian economists believe that the economies are in the Keynesian zone most of the time, and so they view the neoclassical zone as a theoretical abstraction. Conversely, hard-line neoclassical economists argue that economies are in the neoclassical zone most of the time and that the Keynesian zone is a distraction. The Keynesian Perspective and The Neoclassical Perspective should help to clarify the underpinnings and consequences of these contrasting views of the macroeconomy. From Housing Bubble to Housing Bust We can explain economic fluctuations, whether those experienced during the 1930s Great Depression, the 1970s stagflation, or the 2008-2009 Great Recession, can be explained using the AD/AS diagram. Short-run fluctuations in output occur due to shifts of the SRAS curve, the AD curve, or both. In the case of the housing bubble, rising home values caused the AD curve to shift to the right as more people felt that rising home values increased their overall wealth. Many homeowners took on mortgages that exceeded their ability to pay because, as home values continued to rise, the increased value would pay off any debt outstanding. Increased wealth due to rising home values lead to increased home equity loans and increased spending. All these activities pushed AD to the right, contributing to low unemployment rates and economic growth in the United States. When the housing bubble burst, overall wealth dropped dramatically, wiping out the recent gains. This drop in home values was a demand shock to the U.S. economy because of its impact directly on the wealth of the household sector, and its contagion into the financial that essentially locked up new credit. The AD curve shifted to the left as evidenced by the Great Recession's rising unemployment. Understanding the source of these macroeconomic fluctuations provided monetary and fiscal policy makers with insight about what policy actions to take to mitigate the impact of the housing crisis. From a monetary policy perspective, the Federal Reserve lowered short-term interest rates to between 0% and 0.25 %, to loosen up credit throughout the financial system. Discretionary fiscal policy measures included the passage of the Emergency Economic Stabilization Act of 2008 that allowed for the purchase of troubled assets, such as mortgages, from financial institutions and the American Recovery and Reinvestment Act of 2009 that increased government spending on infrastructure, provided for tax cuts, and increased transfer payments. In combination, both monetary and fiscal policy measures were designed to help stimulate aggregate demand in the U.S. economy, pushing the AD curve to the right. While most economists agree on the usefulness of the AD/AS diagram in analyzing the sources of these fluctuations, there is still some disagreement about the effectiveness of policy decisions that are useful in stabilizing these fluctuations. We discuss the possible policy actions and the differences among economists about their effectiveness in more detail in The Keynesian Perspective, Monetary Policy and Bank Regulation, and Government Budgets and Fiscal Policy. Key Concepts and Summary We can divide the SRAS curve into three zones. Keynes’ law says demand creates its own supply, so that changes in aggregate demand cause changes in real GDP and employment. We can show Keynes’ law on the horizontal Keynesian zone of the aggregate supply curve. The Keynesian zone occurs at the left of the SRAS curve where it is fairly flat, so movements in AD will affect output, but have little effect on the price level. Say’s law says supply creates its own demand. Changes in aggregate demand have no effect on real GDP and employment, only on the price level. We can show Say’s law on the vertical neoclassical zone of the aggregate supply curve. The neoclassical zone occurs at the right of the SRAS curve where it is fairly vertical, and so movements in AD will affect the price level, but have little impact on output. The intermediate zone in the middle of the SRAS curve is upward-sloping, so a rise in AD will cause higher output and price level, while a fall in AD will lead to a lower output and price level. Self-Check Questions If the economy is operating in the neoclassical zone of the SRAS curve and aggregate demand falls, what is likely to happen to real GDP? Hint: Since the SRAS curve is vertical in the neoclassical zone, unless the economy is bordering the intermediate zone, a decrease in AS will cause a decrease in the price level, but no effect on real economic activity (for example, real GDP or employment). If the economy is operating in the Keynesian zone of the SRAS curve and aggregate demand falls, what is likely to happen to real GDP? Hint: Because the SRAS curve is horizontal in the Keynesian zone, a decrease in AD should depress real economic activity but have no effect on prices. Review Questions What is the Keynesian zone of the SRAS curve? How much is the price level likely to change in the Keynesian zone? What is the neoclassical zone of the SRAS curve? How much is the output level likely to change in the neoclassical zone? What is the intermediate zone of the SRAS curve? Will a rise in output be accompanied by a rise or a fall in the price level in this zone? Critical Thinking Questions Explain why the short-run aggregate supply curve might be fairly flat in the Keynesian zone of the SRAS curve. How might we tell if we are in the Keynesian zone of the AS? Explain why the short-run aggregate supply curve might be vertical in the neoclassical zone of the SRAS curve. How might we tell if we are in the neoclassical zone of the AS? Why might it be important for policymakers to know which in zone of the SRAS curve the economy is? In your view, is the economy currently operating in the Keynesian, intermediate or neoclassical portion of the economy’s aggregate supply curve? Are Say’s law and Keynes’ law necessarily mutually exclusive?	oercommons	2025-03-18T00:34:41.428779	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28831/overview", "title": "Principles of Macroeconomics 2e, The Aggregate Demand/Aggregate Supply Model, Keynes’ Law and Say’s Law in the AD/AS Model", "author": null }
https://oercommons.org/courseware/lesson/28846/overview	Introduction to Monetary Policy and Bank Regulation The Problem of the Zero Percent Interest Rate Lower Bound Most economists believe that monetary policy (the manipulation of interest rates and credit conditions by a nation’s central bank) has a powerful influence on a nation’s economy. Monetary policy works when the central bank reduces interest rates and makes credit more available. As a result, business investment and other types of spending increase, causing GDP and employment to grow. However, what if the interest rates banks pay are close to zero already? They cannot be made negative, can they? That would mean that lenders pay borrowers for the privilege of taking their money. Yet, this was the situation the U.S. Federal Reserve found itself in at the end of the 2008–2009 recession. The federal funds rate, which is the interest rate for banks that the Federal Reserve targets with its monetary policy, was slightly above 5% in 2007. By 2009, it had fallen to 0.16%. The Federal Reserve’s situation was further complicated because fiscal policy, the other major tool for managing the economy, was constrained by fears that the federal budget deficit and the public debt were already too high. What were the Federal Reserve’s options? How could the Federal Reserve use monetary policy to stimulate the economy? The answer, as we will see in this chapter, was to change the rules of the game. Introduction to Monetary Policy and Bank Regulation In this chapter, you will learn about: - The Federal Reserve Banking System and Central Banks - Bank Regulation - How a Central Bank Executes Monetary Policy - Monetary Policy and Economic Outcomes - Pitfalls for Monetary Policy Money, loans, and banks are all interconnected. Money is deposited in bank accounts, which is then loaned to businesses, individuals, and other banks. When the interlocking system of money, loans, and banks works well, economic transactions smoothly occur in goods and labor markets and savers are connected with borrowers. If the money and banking system does not operate smoothly, the economy can either fall into recession or suffer prolonged inflation. The government of every country has public policies that support the system of money, loans, and banking. However, these policies do not always work perfectly. This chapter discusses how monetary policy works and what may prevent it from working perfectly.	oercommons	2025-03-18T00:34:41.445131	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28846/overview", "title": "Principles of Macroeconomics 2e, Monetary Policy and Bank Regulation, Introduction to Monetary Policy and Bank Regulation", "author": null }
https://oercommons.org/courseware/lesson/28828/overview	Shifts in Aggregate Supply Overview - Explain how productivity growth changes the aggregate supply curve - Explain how changes in input prices change the aggregate supply curve The original equilibrium in the AD/AS diagram will shift to a new equilibrium if the AS or AD curve shifts. When the aggregate supply curve shifts to the right, then at every price level, producers supply a greater quantity of real GDP. When the AS curve shifts to the left, then at every price level, producers supply a lower quantity of real GDP. This module discusses two of the most important factors that can lead to shifts in the AS curve: productivity growth and changes in input prices. How Productivity Growth Shifts the AS Curve In the long run, the most important factor shifting the AS curve is productivity growth. Productivity means how much output can be produced with a given quantity of labor. One measure of this is output per worker or GDP per capita. Over time, productivity grows so that the same quantity of labor can produce more output. Historically, the real growth in GDP per capita in an advanced economy like the United States has averaged about 2% to 3% per year, but productivity growth has been faster during certain extended periods like the 1960s and the late 1990s through the early 2000s, or slower during periods like the 1970s. A higher level of productivity shifts the AS curve to the right, because with improved productivity, firms can produce a greater quantity of output at every price level. Figure (a) shows an outward shift in productivity over two time periods. The AS curve shifts out from SRAS0 to SRAS1 to SRAS2, and the equilibrium shifts from E0 to E1 to E2. Note that with increased productivity, workers can produce more GDP. Thus, full employment corresponds to a higher level of potential GDP, which we show as a rightward shift in LRAS from LRAS0 to LRAS1 to LRAS2. A shift in the SRAS curve to the right will result in a greater real GDP and downward pressure on the price level, if aggregate demand remains unchanged. However, if this shift in SRAS results from gains in productivity growth, which we typically measure in terms of a few percentage points per year, the effect will be relatively small over a few months or even a couple of years. Recall how in Choice in a World of Scarcity, we said that a nation's production possibilities frontier is fixed in the short run, but shifts out in the long run? This is the same phenomenon using a different model. How Changes in Input Prices Shift the AS Curve Higher prices for inputs that are widely used across the entire economy can have a macroeconomic impact on aggregate supply. Examples of such widely used inputs include labor and energy products. Increases in the price of such inputs will cause the SRAS curve to shift to the left, which means that at each given price level for outputs, a higher price for inputs will discourage production because it will reduce the possibilities for earning profits. Figure (b) shows the aggregate supply curve shifting to the left, from SRAS0 to SRAS1, causing the equilibrium to move from E0 to E1. The movement from the original equilibrium of E0 to the new equilibrium of E1 will bring a nasty set of effects: reduced GDP or recession, higher unemployment because the economy is now further away from potential GDP, and an inflationary higher price level as well. For example, the U.S. economy experienced recessions in 1974–1975, 1980–1982, 1990–91, 2001, and 2007–2009 that were each preceded or accompanied by a rise in the key input of oil prices. In the 1970s, this pattern of a shift to the left in SRAS leading to a stagnant economy with high unemployment and inflation was nicknamed stagflation. Conversely, a decline in the price of a key input like oil will shift the SRAS curve to the right, providing an incentive for more to be produced at every given price level for outputs. From 1985 to 1986, for example, the average price of crude oil fell by almost half, from $24 a barrel to $12 a barrel. Similarly, from 1997 to 1998, the price of a barrel of crude oil dropped from $17 per barrel to $11 per barrel. In both cases, the plummeting oil price led to a situation like that which we presented earlier in Figure (a), where the outward shift of SRAS to the right allowed the economy to expand, unemployment to fall, and inflation to decline. Along with energy prices, two other key inputs that may shift the SRAS curve are the cost of labor, or wages, and the cost of imported goods that we use as inputs for other products. In these cases as well, the lesson is that lower prices for inputs cause SRAS to shift to the right, while higher prices cause it to shift back to the left. Note that, unlike changes in productivity, changes in input prices do not generally cause LRAS to shift, only SRAS. Other Supply Shocks The aggregate supply curve can also shift due to shocks to input goods or labor. For example, an unexpected early freeze could destroy a large number of agricultural crops, a shock that would shift the AS curve to the left since there would be fewer agricultural products available at any given price. Similarly, shocks to the labor market can affect aggregate supply. An extreme example might be an overseas war that required a large number of workers to cease their ordinary production in order to go fight for their country. In this case, SRAS and LRAS would both shift to the left because there would be fewer workers available to produce goods at any given price. Key Concepts and Summary The aggregate demand/aggregate supply (AD/AS) diagram shows how AD and AS interact. The intersection of the AD and AS curves shows the equilibrium output and price level in the economy. Movements of either AS or AD will result in a different equilibrium output and price level. The aggregate supply curve will shift out to the right as productivity increases. It will shift back to the left as the price of key inputs rises, and will shift out to the right if the price of key inputs falls. If the AS curve shifts back to the left, the combination of lower output, higher unemployment, and higher inflation, called stagflation, occurs. If AS shifts out to the right, a combination of lower inflation, higher output, and lower unemployment is possible. Self-Check Questions Suppose the U.S. Congress passes significant immigration reform that makes it more difficult for foreigners to come to the United States to work. Use the AD/AS model to explain how this would affect the equilibrium level of GDP and the price level. Hint: Immigration reform as described should increase the labor supply, shifting SRAS to the right, leading to a higher equilibrium GDP and a lower price level. Suppose concerns about the size of the federal budget deficit lead the U.S. Congress to cut all funding for research and development for ten years. Assuming this has an impact on technology growth, what does the AD/AS model predict would be the likely effect on equilibrium GDP and the price level? Hint: Given the assumptions made here, the cuts in R&D funding should reduce productivity growth. The model would show this as a leftward shift in the SRAS curve, leading to a lower equilibrium GDP and a higher price level. Review Questions Name some factors that could cause the SRAS curve to shift, and say whether they would shift SRAS to the right or to the left. Will the shift of SRAS to the right tend to make the equilibrium quantity and price level higher or lower? What about a shift of SRAS to the left? What is stagflation? Critical Thinking Questions Economists expect that as the labor market continues to tighten going into the latter part of 2015 that workers should begin to expect wage increases in 2015 and 2016. Assuming this occurs and it was the only development in the labor market that year, how would this affect the AS curve? What if it was also accompanied by an increase in worker productivity? If new government regulations require firms to use a cleaner technology that is also less efficient than what they previously used, what would the effect be on output, the price level, and employment using the AD/AS diagram? During spring 2016 the Midwestern United States, which has a large agricultural base, experiences above-average rainfall. Using the AD/AS diagram, what is the effect on output, the price level, and employment? Hydraulic fracturing (fracking) has the potential to significantly increase the amount of natural gas produced in the United States. If a large percentage of factories and utility companies use natural gas, what will happen to output, the price level, and employment as fracking becomes more widely used? Some politicians have suggested tying the minimum wage to the consumer price index (CPI). Using the AD/AS diagram, what effects would this policy most likely have on output, the price level, and employment?	oercommons	2025-03-18T00:34:41.469745	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28828/overview", "title": "Principles of Macroeconomics 2e, The Aggregate Demand/Aggregate Supply Model, Shifts in Aggregate Supply", "author": null }
https://oercommons.org/courseware/lesson/28810/overview	What Causes Changes in Unemployment over the Short Run Overview By the end of this section, you will be able to: - Analyze cyclical unemployment - Explain the relationship between sticky wages and employment using various economic arguments - Apply supply and demand models to unemployment and wages We have seen that unemployment varies across times and places. What causes changes in unemployment? There are different answers in the short run and in the long run. Let's look at the short run first. Cyclical Unemployment Let’s make the plausible assumption that in the short run, from a few months to a few years, the quantity of hours that the average person is willing to work for a given wage does not change much, so the labor supply curve does not shift much. In addition, make the standard ceteris paribus assumption that there is no substantial short-term change in the age structure of the labor force, institutions and laws affecting the labor market, or other possibly relevant factors. One primary determinant of the demand for labor from firms is how they perceive the state of the macro economy. If firms believe that business is expanding, then at any given wage they will desire to hire a greater quantity of labor, and the labor demand curve shifts to the right. Conversely, if firms perceive that the economy is slowing down or entering a recession, then they will wish to hire a lower quantity of labor at any given wage, and the labor demand curve will shift to the left. Economists call the variation in unemployment that the economy causes moving from expansion to recession or from recession to expansion (i.e. the business cycle) cyclical unemployment. From the standpoint of the supply-and-demand model of competitive and flexible labor markets, unemployment represents something of a puzzle. In a supply-and-demand model of a labor market, as Figure illustrates, the labor market should move toward an equilibrium wage and quantity. At the equilibrium wage (We), the equilibrium quantity (Qe) of labor supplied by workers should be equal to the quantity of labor demanded by employers. One possibility for unemployment is that people who are unemployed are those who are not willing to work at the current equilibrium wage, say $10 an hour, but would be willing to work at a higher wage, like $20 per hour. The monthly Current Population Survey would count these people as unemployed, because they say they are ready and looking for work (at $20 per hour). However, from an economist’s perspective, these people are choosing to be unemployed. Probably a few people are unemployed because of unrealistic expectations about wages, but they do not represent the majority of the unemployed. Instead, unemployed people often have friends or acquaintances of similar skill levels who are employed, and the unemployed would be willing to work at the jobs and wages similar to what those people are receiving. However, the employers of their friends and acquaintances do not seem to be hiring. In other words, these people are involuntarily unemployed. What causes involuntary unemployment? Why Wages Might Be Sticky Downward If a labor market model with flexible wages does not describe unemployment very well—because it predicts that anyone willing to work at the going wage can always find a job—then it may prove useful to consider economic models in which wages are not flexible or adjust only very slowly. In particular, even though wage increases may occur with relative ease, wage decreases are few and far between. One set of reasons why wages may be “sticky downward,” as economists put it, involves economic laws and institutions. For low-skilled workers receiving minimum wage, it is illegal to reduce their wages. For union workers operating under a multiyear contract with a company, wage cuts might violate the contract and create a labor dispute or a strike. However, minimum wages and union contracts are not a sufficient reason why wages would be sticky downward for the U.S. economy as a whole. After all, out of the 150 million or so employed workers in the U.S. economy, only about 2.6 million—less than 2% of the total—do not receive compensation above the minimum wage. Similarly, labor unions represent only about 11% of American wage and salary workers. In other high-income countries, more workers may have their wages determined by unions or the minimum wage may be set at a level that applies to a larger share of workers. However, for the United States, these two factors combined affect only about 15% or less of the labor force. Economists looking for reasons why wages might be sticky downwards have focused on factors that may characterize most labor relationships in the economy, not just a few. Many have proposed a number of different theories, but they share a common tone. One argument is that even employees who are not union members often work under an implicit contract, which is that the employer will try to keep wages from falling when the economy is weak or the business is having trouble, and the employee will not expect huge salary increases when the economy or the business is strong. This wage-setting behavior acts like a form of insurance: the employee has some protection against wage declines in bad times, but pays for that protection with lower wages in good times. Clearly, this sort of implicit contract means that firms will be hesitant to cut wages, lest workers feel betrayed and work less hard or even leave the firm. Efficiency wage theory argues that workers' productivity depends on their pay, and so employers will often find it worthwhile to pay their employees somewhat more than market conditions might dictate. One reason is that employees who receive better pay than others will be more productive because they recognize that if they were to lose their current jobs, they would suffer a decline in salary. As a result, they are motivated to work harder and to stay with the current employer. In addition, employers know that it is costly and time-consuming to hire and train new employees, so they would prefer to pay workers a little extra now rather than to lose them and have to hire and train new workers. Thus, by avoiding wage cuts, the employer minimizes costs of training and hiring new workers, and reaps the benefits of well-motivated employees. The adverse selection of wage cuts argument points out that if an employer reacts to poor business conditions by reducing wages for all workers, then the best workers, those with the best employment alternatives at other firms, are the most likely to leave. The least attractive workers, with fewer employment alternatives, are more likely to stay. Consequently, firms are more likely to choose which workers should depart, through layoffs and firings, rather than trimming wages across the board. Sometimes companies that are experiencing difficult times can persuade workers to take a pay cut for the short term, and still retain most of the firm’s workers. However, it is far more typical for companies to lay off some workers, rather than to cut wages for everyone. The insider-outsider model of the labor force, in simple terms, argues that those already working for firms are “insiders,” while new employees, at least for a time, are “outsiders.” A firm depends on its insiders to keep the organization running smoothly, to be familiar with routine procedures, and to train new employees. However, cutting wages will alienate the insiders and damage the firm’s productivity and prospects. Finally, the relative wage coordination argument points out that even if most workers were hypothetically willing to see a decline in their own wages in bad economic times as long as everyone else also experiences such a decline, there is no obvious way for a decentralized economy to implement such a plan. Instead, workers confronted with the possibility of a wage cut will worry that other workers will not have such a wage cut, and so a wage cut means being worse off both in absolute terms and relative to others. As a result, workers fight hard against wage cuts. These theories of why wages tend not to move downward differ in their logic and their implications, and figuring out the strengths and weaknesses of each theory is an ongoing subject of research and controversy among economists. All tend to imply that wages will decline only very slowly, if at all, even when the economy or a business is having tough times. When wages are inflexible and unlikely to fall, then either short-run or long-run unemployment can result. Figure illustrates this. Figure shows the interaction between shifts in labor demand and wages that are sticky downward. Figure (a) illustrates the situation in which the demand for labor shifts to the right from D0 to D1. In this case, the equilibrium wage rises from W0 to W1 and the equilibrium quantity of labor hired increases from Q0 to Q1. It does not hurt employee morale at all for wages to rise. Figure (b) shows the situation in which the demand for labor shifts to the left, from D0 to D1, as it would tend to do in a recession. Because wages are sticky downward, they do not adjust toward what would have been the new equilibrium wage (W1), at least not in the short run. Instead, after the shift in the labor demand curve, the same quantity of workers is willing to work at that wage as before; however, the quantity of workers demanded at that wage has declined from the original equilibrium (Q0) to Q2. The gap between the original equilibrium quantity (Q0) and the new quantity demanded of labor (Q2) represents workers who would be willing to work at the going wage but cannot find jobs. The gap represents the economic meaning of unemployment. This analysis helps to explain the connection that we noted earlier: that unemployment tends to rise in recessions and to decline during expansions. The overall state of the economy shifts the labor demand curve and, combined with wages that are sticky downwards, unemployment changes. The rise in unemployment that occurs because of a recession is cyclical unemployment. The St. Louis Federal Reserve Bank is the best resource for macroeconomic time series data, known as the Federal Reserve Economic Data (FRED). FRED provides complete data sets on various measures of the unemployment rate as well as the monthly Bureau of Labor Statistics report on the results of the household and employment surveys. Key Concepts and Summary Cyclical unemployment rises and falls with the business cycle. In a labor market with flexible wages, wages will adjust in such a market so that quantity demanded of labor always equals the quantity supplied of labor at the equilibrium wage. Economists have proposed many theories for why wages might not be flexible, but instead may adjust only in a “sticky” way, especially when it comes to downward adjustments: implicit contracts, efficiency wage theory, adverse selection of wage cuts, insider-outsider model, and relative wage coordination. Self-Check Questions Beginning in the 1970s and continuing for three decades, women entered the U.S. labor force in a big way. If we assume that wages are sticky in a downward direction, but that around 1970 the demand for labor equaled the supply of labor at the current wage rate, what do you imagine happened to the wage rate, employment, and unemployment as a result of increased labor force participation? Hint: Because of the influx of women into the labor market, the supply of labor shifts to the right. Since wages are sticky downward, the increased supply of labor causes an increase in people looking for jobs (Qs), but no change in the number of jobs available (Qe). As a result, unemployment increases by the amount of the increase in the labor supply. This can be seen in the following figure. Over time, as labor demand grows, the unemployment will decline and eventually wages will begin to increase again. But this increase in labor demand goes beyond the scope of this problem. Review Questions When would you expect cyclical unemployment to be rising? Falling? Why is there unemployment in a labor market with flexible wages? Name and explain some of the reasons why wages are likely to be sticky, especially in downward adjustments. Critical Thinking Questions Do you think it is rational for workers to prefer sticky wages to wage cuts, when the consequence of sticky wages is unemployment for some workers? Why or why not? How do the reasons for sticky wages explained in this section apply to your argument? Problems A government passes a family-friendly law that no companies can have evening, nighttime, or weekend hours, so that everyone can be home with their families during these times. Analyze the effect of this law using a demand and supply diagram for the labor market: first assuming that wages are flexible, and then assuming that wages are sticky downward.	oercommons	2025-03-18T00:34:41.496745	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28810/overview", "title": "Principles of Macroeconomics 2e, Unemployment, What Causes Changes in Unemployment over the Short Run", "author": null }
https://oercommons.org/courseware/lesson/28819/overview	Measuring Trade Balances Overview By the end of this section, you will be able to: - Explain merchandise trade balance, current account balance, and unilateral transfers - Identify components of the U.S. current account balance - Calculate the merchandise trade balance and current account balance using import and export data for a country A few decades ago, it was common to track the solid or physical items that planes, trains, and trucks transported between countries as a way of measuring the balance of trade. Economists call this measurement is called the merchandise trade balance. In most high-income economies, including the United States, goods comprise less than half of a country’s total production, while services comprise more than half. The last two decades have seen a surge in international trade in services, powered by technological advances in telecommunications and computers that have made it possible to export or import customer services, finance, law, advertising, management consulting, software, construction engineering, and product design. Most global trade still takes the form of goods rather than services, and the government announces and the media prominently report the merchandise trade balance. Old habits are hard to break. Economists, however, typically rely on broader measures such as the balance of trade or the current account balance which includes other international flows of income and foreign aid. Components of the U.S. Current Account Balance Table breaks down the four main components of the U.S. current account balance for the last quarter of 2015 (seasonally adjusted). The first line shows the merchandise trade balance; that is, exports and imports of goods. Because imports exceed exports, the trade balance in the final column is negative, showing a merchandise trade deficit. We can explain how the government collects this trade information in the following Clear It Up feature. \| Value of Exports (money flowing into the United States) \| Value of Imports (money flowing out of the United States) \| Balance \| \| \|---\|---\|---\|---\| \| Goods \| $410.0 \| $595.5 \| –$185.3 \| \| Services \| $180.4 \| $122.3 \| $58.1 \| \| Income receipts and payments \| $203.0 \| $152.4 \| $50.6 \| \| Unilateral transfers \| $27.3 \| $64.4 \| –$37.1 \| \| Current account balance \| $820.7 \| $934.4 \| –$113.7 \| How does the U.S. government collect trade statistics? Do not confuse the balance of trade (which tracks imports and exports), with the current account balance, which includes not just exports and imports, but also income from investment and transfers. The Bureau of Economic Analysis (BEA) within the U.S. Department of Commerce compiles statistics on the balance of trade using a variety of different sources. Merchandise importers and exporters must file monthly documents with the Census Bureau, which provides the basic data for tracking trade. To measure international trade in services—which can happen over a telephone line or computer network without shipping any physical goods—the BEA carries out a set of surveys. Another set of BEA surveys tracks investment flows, and there are even specific surveys to collect travel information from U.S. residents visiting Canada and Mexico. For measuring unilateral transfers, the BEA has access to official U.S. government spending on aid, and then also carries out a survey of charitable organizations that make foreign donations. The BEA then cross-checks this information on international flows of goods and capital against other available data. For example, the Census Bureau also collects data from the shipping industry, which it can use to check the data on trade in goods. All companies involved in international flows of capital—including banks and companies making financial investments like stocks—must file reports, which the U.S. Department of the Treasury ultimately checks. The BEA also can cross check information on foreign trade by looking at data collected by other countries on their foreign trade with the United States, and also at the data collected by various international organizations. Take these data sources, stir carefully, and you have the U.S. balance of trade statistics. Much of the statistics that we cite in this chapter come from these sources. The second row of Table provides data on trade in services. Here, the U.S. economy is running a surplus. Although the level of trade in services is still relatively small compared to trade in goods, the importance of services has expanded substantially over the last few decades. For example, U.S. exports of services were equal to about one-half of U.S. exports of goods in 2015, compared to one-fifth in 1980. The third component of the current account balance, labeled “income payments,” refers to money that U.S. financial investors received on their foreign investments (money flowing into the United States) and payments to foreign investors who had invested their funds here (money flowing out of the United States). The reason for including this money on foreign investment in the overall measure of trade, along with goods and services, is that, from an economic perspective, income is just as much an economic transaction as car, wheat, or oil shipments: it is just trade that is happening in the financial capital market. The final category of the current account balance is unilateral transfers, which are payments that government, private charities, or individuals make in which they send money abroad without receiving any direct good or service. Economic or military assistance from the U.S. government to other countries fits into this category, as does spending abroad by charities to address poverty or social inequalities. When an individual in the United States sends money overseas, as is the case with some immigrants, it is also counted in this category. The current account balance treats these unilateral payments like imports, because they also involve a stream of payments leaving the country. For the U.S. economy, unilateral transfers are almost always negative. This pattern, however, does not always hold. In 1991, for example, when the United States led an international coalition against Saddam Hussein’s Iraq in the Gulf War, many other nations agreed that they would make payments to the United States to offset the U.S. war expenses. These payments were large enough that, in 1991, the overall U.S. balance on unilateral transfers was a positive $10 billion. The following Work It Out feature steps you through the process of using the values for goods, services, and income payments to calculate the merchandise balance and the current account balance. Calculating the Merchandise Balance and the Current Account Balance \| Exports (in $ billions) \| Imports (in $ billions) \| Balance \| \| \|---\|---\|---\|---\| \| Goods \| \|\|\| \| Services \| \|\|\| \| Income payments \| \|\|\| \| Unilateral transfers \| \|\|\| \| Current account balance \| Use the information given below to fill in Table, and then calculate: - The merchandise balance - The current account balance Known information: - Unilateral transfers: $130 - Exports in goods: $1,046 - Exports in services: $509 - Imports in goods: $1,562 - Imports in services: $371 - Income received by U.S. investors on foreign stocks and bonds: $561 - Income received by foreign investors on U.S. assets: $472 Step 1. Focus on goods and services first. Enter the dollar amount of exports of both goods and services under the Export column. Step 2. Enter imports of goods and services under the Import column. Step 3. Under the Export column and in the row for Income payments, enter the financial flows of money coming back to the United States. U.S. investors are earning this income from abroad. Step 4. Under the Import column and in the row for Income payments, enter the financial flows of money going out of the United States to foreign investors. Foreign investors are earning this money on U.S. assets, like stocks. Step 5. Unilateral transfers are money flowing out of the United States in the form of, for example, military aid, foreign aid, and global charities. Because the money leaves the country, enter it under Imports and in the final column as well, as a negative. Step 6. Calculate the trade balance by subtracting imports from exports in both goods and services. Enter this in the final Balance column. This can be positive or negative. Step 7. Subtract the income payments flowing out of the country (under Imports) from the money coming back to the United States (under Exports) and enter this amount under the Balance column. Step 8. Enter unilateral transfers as a negative amount under the Balance column. Step 9. The merchandise trade balance is the difference between exports of goods and imports of goods—the first number under Balance. Step 10. Now sum up your columns for Exports, Imports, and Balance. The final balance number is the current account balance. The merchandise balance of trade is the difference between exports and imports. In this case, it is equal to $1,046 – $1,562, a trade deficit of –$516 billion. The current account balance is –$419 billion. See the completed Table. \| Value of Exports (money flowing into the United States) \| Value of Imports (money flowing out of the United States) \| Balance \| \| \|---\|---\|---\|---\| \| Goods \| $1,510.3 \| $2,272.9 \| –$762.6 \| \| Services \| $750.9 \| $488.7 \| $262.2 \| \| Income receipts and payments \| $782.9 \| $600.5 \| $182.4 \| \| Unilateral transfers \| $128.6 \| $273.6 \| –$145.0 \| \| Current account balance \| $3,172.7 \| $3,635.7 \| –$463.0 \| Key Concepts and Summary The trade balance measures the gap between a country’s exports and its imports. In most high-income economies, goods comprise less than half of a country’s total production, while services comprise more than half. The last two decades have seen a surge in international trade in services; however, most global trade still takes the form of goods rather than services. The current account balance includes the trade in goods, services, and money flowing into and out of a country from investments and unilateral transfers. Self-Check Questions If foreign investors buy more U.S. stocks and bonds, how would that show up in the current account balance? Hint: The stock and bond values will not show up in the current account. However, the dividends from the stocks and the interest from the bonds show up as an import to income in the current account. If the trade deficit of the United States increases, how is the current account balance affected? Hint: It becomes more negative as imports, which are a negative to the current account, are growing faster than exports, which are a positive. State whether each of the following events involves a financial flow to the Mexican economy or a financial flow out of the Mexican economy: - Mexico imports services from Japan - Mexico exports goods to Canada - U.S. investors receive a return from past financial investments in Mexico Hint: - Money flows out of the Mexican economy. - Money flows into the Mexican economy. - Money flows out of the Mexican economy. Review Questions If imports exceed exports, is it a trade deficit or a trade surplus? What about if exports exceed imports? What is included in the current account balance? Critical Thinking Questions Occasionally, a government official will argue that a country should strive for both a trade surplus and a healthy inflow of capital from abroad. Explain why such a statement is economically impossible. A government official announces a new policy. The country wishes to eliminate its trade deficit, but will strongly encourage financial investment from foreign firms. Explain why such a statement is contradictory. Problems In 2001, the United Kingdom's economy exported goods worth £192 billion and services worth another £77 billion. It imported goods worth £225 billion and services worth £66 billion. Receipts of income from abroad were £140 billion while income payments going abroad were £131 billion. Government transfers from the United Kingdom to the rest of the world were £23 billion, while various U.K government agencies received payments of £16 billion from the rest of the world. - Calculate the U.K. merchandise trade deficit for 2001. - Calculate the current account balance for 2001. - Explain how you decided whether payments on foreign investment and government transfers counted on the positive or the negative side of the current account balance for the United Kingdom in 2001. References Central Intelligence Agency. “The World Factbook.” Last modified October 31, 2013. https://www.cia.gov/library/publications/the-world-factbook/geos/gm.html. U.S. Department of Commerce. “Bureau of Economic Analysis.” Last modified December 1, 2013. http://www.bea.gov/. U.S. Department of Commerce. “United States Census Bureau.” http://www.census.gov/.	oercommons	2025-03-18T00:34:41.530463	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28819/overview", "title": "Principles of Macroeconomics 2e, The International Trade and Capital Flows, Measuring Trade Balances", "author": null }
https://oercommons.org/courseware/lesson/28809/overview	Patterns of Unemployment Overview By the end of this section, you will be able to: - Explain historical patterns of unemployment in the U.S. - Identify trends of unemployment based on demographics - Evaluate global unemployment rates Let’s look at how unemployment rates have changed over time and how various groups of people are affected by unemployment differently. The Historical U.S. Unemployment Rate Figure shows the historical pattern of U.S. unemployment since 1955. As we look at this data, several patterns stand out: - Unemployment rates do fluctuate over time. During the deep recessions of the early 1980s and of 2007–2009, unemployment reached roughly 10%. For comparison, during the 1930s Great Depression, the unemployment rate reached almost 25% of the labor force. - Unemployment rates in the late 1990s and into the mid-2000s were rather low by historical standards. The unemployment rate was below 5% from 1997 to 2000, and near 5% during almost all of 2006–2007, and 5% or slightly less from September 2015 through January 2017 (the latest date for which data are available as of this writing). The previous time unemployment had been less than 5% for three consecutive years was three decades earlier, from 1968 to 1970. - The unemployment rate never falls all the way to zero. It almost never seems to get below 3%—and it stays that low only for very short periods. (We discuss reasons why this is the case later in this chapter.) - The timing of rises and falls in unemployment matches fairly well with the timing of upswings and downswings in the overall economy, except that unemployment tends to lag changes in economic activity, and especially so during upswings of the economy following a recession. During periods of recession and depression, unemployment is high. During periods of economic growth, unemployment tends to be lower. - No significant upward or downward trend in unemployment rates is apparent. This point is especially worth noting because the U.S. population more than quadrupled from 76 million in 1900 to over 324 million by 2017. Moreover, a higher proportion of U.S. adults are now in the paid workforce, because women have entered the paid labor force in significant numbers in recent decades. Women comprised 18% of the paid workforce in 1900 and nearly half of the paid workforce in 2017. However, despite the increased number of workers, as well as other economic events like globalization and the continuous invention of new technologies, the economy has provided jobs without causing any long-term upward or downward trend in unemployment rates. Unemployment Rates by Group Unemployment is not distributed evenly across the U.S. population. Figure shows unemployment rates broken down in various ways: by gender, age, and race/ethnicity. The unemployment rate for women had historically tended to be higher than the unemployment rate for men, perhaps reflecting the historical pattern that women were seen as “secondary” earners. By about 1980, however, the unemployment rate for women was essentially the same as that for men, as Figure (a) shows. During the 2008-2009 recession and in the immediate aftermath, the unemployment rate for men exceeded the unemployment rate for women. Subsequently, however, the gap has narrowed. Read this report for detailed information on the 2008–2009 recession. It also provides some very useful information on the statistics of unemployment. Younger workers tend to have higher unemployment, while middle-aged workers tend to have lower unemployment, probably because the middle-aged workers feel the responsibility of needing to have a job more heavily. Younger workers move in and out of jobs more than middle-aged workers, as part of the process of matching of workers and jobs, and this contributes to their higher unemployment rates. In addition, middle-aged workers are more likely to feel the responsibility of needing to have a job more heavily. Elderly workers have extremely low rates of unemployment, because those who do not have jobs often exit the labor force by retiring, and thus are not counted in the unemployment statistics. Figure (b) shows unemployment rates for women divided by age. The pattern for men is similar. The unemployment rate for African-Americans is substantially higher than the rate for other racial or ethnic groups, a fact that surely reflects, to some extent, a pattern of discrimination that has constrained blacks’ labor market opportunities. However, the gaps between unemployment rates for whites and for blacks and Hispanics diminished in the 1990s, as Figure (c) shows. In fact, unemployment rates for blacks and Hispanics were at the lowest levels for several decades in the mid-2000s before rising during the recent Great Recession. Finally, those with less education typically suffer higher unemployment. In January 2017, for example, the unemployment rate for those with a college degree was 2.5%; for those with some college but not a four year degree, the unemployment rate was 3.8%; for high school graduates with no additional degree, the unemployment rate was 5.3%; and for those without a high school diploma, the unemployment rate was 7.7%. This pattern arises because additional education typically offers better connections to the labor market and higher demand. With less attractive labor market opportunities for low-skilled workers compared to the opportunities for the more highly-skilled, including lower pay, low-skilled workers may be less motivated to find jobs. Breaking Down Unemployment in Other Ways The Bureau of Labor Statistics also gives information about the reasons for unemployment, as well as the length of time individuals have been unemployed. Table, for example, shows the four reasons for unemployment and the percentages of the currently unemployed that fall into each category. Table shows the length of unemployment. For both of these, the data is from January 2017.(bls.gov) \| Reason \| Percentage \| \|---\|---\| \| New Entrants \| 10.8% \| \| Re-entrants \| 28.7% \| \| Job Leavers \| 11.4% \| \| Job Losers: Temporary \| 14.0% \| \| Job Losers: Non Temporary \| 35.1% \| \| Length of Time \| Percentage \| \|---\|---\| \| Under 5 weeks \| 32.5% \| \| 5 to 14 weeks \| 27.5% \| \| 15 to 26 weeks \| 15.7% \| \| Over 27 weeks \| 27.4% \| Watch this speech on the impact of droids on the labor market. International Unemployment Comparisons From an international perspective, the U.S. unemployment rate typically has looked a little better than average. Table compares unemployment rates for 1991, 1996, 2001, 2006 (just before the recession), and 2012 (somewhat after the recession) from several other high-income countries. \| Country \| 1991 \| 1996 \| 2001 \| 2006 \| 2012 \| \|---\|---\|---\|---\|---\|---\| \| United States \| 6.8% \| 5.4% \| 4.8% \| 4.4% \| 8.1% \| \| Canada \| 9.8% \| 8.8% \| 6.4% \| 6.2% \| 6.3% \| \| Japan \| 2.1% \| 3.4% \| 5.1% \| 4.5% \| 3.9% \| \| France \| 9.5% \| 12.5% \| 8.7% \| 10.1% \| 10.0% \| \| Germany \| 5.6% \| 9.0% \| 8.9% \| 9.8% \| 5.5% \| \| Italy \| 6.9% \| 11.7% \| 9.6% \| 7.8% \| 10.8% \| \| Sweden \| 3.1% \| 9.9% \| 5.0% \| 5.2% \| 7.9% \| \| United Kingdom \| 8.8% \| 8.1% \| 5.1% \| 5.5% \| 8.0% \| However, we need to treat cross-country comparisons of unemployment rates with care, because each country has slightly different definitions of unemployment, survey tools for measuring unemployment, and also different labor markets. For example, Japan’s unemployment rates appear quite low, but Japan’s economy has been mired in slow growth and recession since the late 1980s, and Japan’s unemployment rate probably paints too rosy a picture of its labor market. In Japan, workers who lose their jobs are often quick to exit the labor force and not look for a new job, in which case they are not counted as unemployed. In addition, Japanese firms are often quite reluctant to fire workers, and so firms have substantial numbers of workers who are on reduced hours or officially employed, but doing very little. We can view this Japanese pattern as an unusual method for society to provide support for the unemployed, rather than a sign of a healthy economy. We hear about the Chinese economy in the news all the time. The value of the Chinese yuan in comparison to the U.S. dollar is likely to be part of the nightly business report, so why is the Chinese economy not included in this discussion of international unemployment? The lack of reliable statistics is the reason. This article explains why. Comparing unemployment rates in the United States and other high-income economies with unemployment rates in Latin America, Africa, Eastern Europe, and Asia is very difficult. One reason is that the statistical agencies in many poorer countries lack the resources and technical capabilities of the U.S. Bureau of the Census. However, a more difficult problem with international comparisons is that in many low-income countries, most workers are not involved in the labor market through an employer who pays them regularly. Instead, workers in these countries are engaged in short-term work, subsistence activities, and barter. Moreover, the effect of unemployment is very different in high-income and low-income countries. Unemployed workers in the developed economies have access to various government programs like unemployment insurance, welfare, and food stamps. Such programs may barely exist in poorer countries. Although unemployment is a serious problem in many low-income countries, it manifests itself in a different way than in high-income countries. Key Concepts and Summary The U.S. unemployment rate rises during periods of recession and depression, but falls back to the range of 4% to 6% when the economy is strong. The unemployment rate never falls to zero. Despite enormous growth in the size of the U.S. population and labor force in the twentieth century, along with other major trends like globalization and new technology, the unemployment rate shows no long-term rising trend. Unemployment rates differ by group: higher for African-Americans and Hispanics than for whites; higher for less educated than more educated; higher for the young than the middle-aged. Women’s unemployment rates used to be higher than men’s, but in recent years men’s and women’s unemployment rates have been very similar. In recent years, unemployment rates in the United States have compared favorably with unemployment rates in most other high-income economies. Self-Check Questions Over the long term, has the U.S. unemployment rate generally trended up, trended down, or remained at basically the same level? Hint: Over the long term, the U.S. unemployment rate has remained basically the same level. Whose unemployment rates are commonly higher in the U.S. economy: - Whites or nonwhites? - The young or the middle-aged? - College graduates or high school graduates? Hint: - Nonwhites - The young - High school graduates Review Questions Are U.S. unemployment rates typically higher, lower, or about the same as unemployment rates in other high-income countries? Are U.S. unemployment rates distributed evenly across the population? Critical Thinking Questions Is the higher unemployment rates for minority workers necessarily an indication of discrimination? What could be some other reasons for the higher unemployment rate? While unemployment is highly negatively correlated with the level of economic activity, in the real world it responds with a lag. In other words, firms do not immediately lay off workers in response to a sales decline. They wait a while before responding. Similarly, firms do not immediately hire workers when sales pick up. What do you think accounts for the lag in response time? Why do you think that unemployment rates are lower for individuals with more education?	oercommons	2025-03-18T00:34:41.562019	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28809/overview", "title": "Principles of Macroeconomics 2e, Unemployment, Patterns of Unemployment", "author": null }
https://oercommons.org/courseware/lesson/92177/overview	https://sites.google.com/view/220017301e-portfolio/week3 https://sites.google.com/view/220017301e-portfolio/week4 https://sites.https://sites.google.com/view/220017301e-portfolio/week-5google.com/view/220017301e-portfolio/week-5 ICT IN EDUCATION WORK1 PRESENTATION TV BROAD CASTING1 Resources of week1 Topic: The role of introducing Computer-aided drug design in chemical drug design and development in Rwanda. WEEK1 Overview ok WEEK1 RESOURCES Those are resources of week1 WEEK2 RESOURCES The week 2 lesson learnt is composed by: - / Week 1 ICT-based policy environments / Week 2.2 Quiz - Week 1 ICT-based policy environments / Week 2.1 Quiz - DISSCUSSION ON LEARNING THEORIES WEEK3 RESOURCES The resources are embeded in Assignment number Three called: - Read carefully Chapter 4: Bates, T (2019). Teaching in a digital age – Second edition. Chapter 4: Methods of teaching with an online focus. https://pressbooks.bccampus.ca/teachinginadigitalagev2/.Then, compare the proposed methods of teaching with an online focus with respects to the items proposed in the table below. WEEK4 RESOURCES Please open each link to access the content are embeded in. Week four Resources is embeded in the following topics : - Teaching lesson plan on periodic Tables. - Power Point presentation of https group 13 elements of Periodic Table of the elements Week 5 resources The main content of this week is compossed by : - Week 5 Quiz: Creative Commons Licenses This is the Chemistry Quiz /30 Marks WEEK6RESOURCES The Work of the Week 6 Is composed by Topic: The role of introducing Computer-aided drug design in chemical drug design and development in Rwanda. BY HAGENIMANA Theoneste, UR Student in Masters of Education in Chemistry Education.	oercommons	2025-03-18T00:34:41.590398	04/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92177/overview", "title": "WEEK1", "author": "Theoneste HAGENIMANA" }
https://oercommons.org/courseware/lesson/91291/overview	Restorative Teaching Practices - Gamification Lesson Plan 2 Lesson Plan: Gamification & Restorative Teaching Practices Overview The provided resource contains two lesson plans and supplementary materials focused on teaching Restorative Practices to students in grades 4-6 based on the Alberta K to 12 Instruction Supports. The lesson plans and additional materials were created by Erynn Ginther and Reid Contreras Woelfle. Lesson Plan #1: Using Restorative Practices to Build Conflict Resolution Skills The following resources are provided for the first lesson: - Google Slides Template: https://docs.google.com/presentation/d/1u74Qmy6wtXHzZSaUX_AoOW0jFKfAxp6D6yC3fI0Iupo/edit?usp=sharing - Google Form: https://forms.gle/Lht7mpaf4FxPVAmp6 The following resources will be required to properly execute the first lesson: - Epson Board - Large Sheets of Paper - Drawing/Writing Utensils - Dice - Player Pieces - Blank Paper Cards Description of Lesson Plan 1: Provided are two lesson plans focused on teaching Restorative Practices based on the Alberta K to 12 Instructional Supports, to students in grades 4-6. This first lesson is focused on implementing gamification to teach conflict resolution strategies with the use of a board game activity. In the process of creating their games students will have opportunities to consolidate all the new information, and as they play their games they will also have plenty of opportunities to retrieve the new information. Students will also be tasked with ranking the conflict resolution strategies to a specific criteria and justifying their decisions. Lesson Plan Objectives: - Students will be able to identify which conflict resolution strategies are most effective in a given scenario. - Students will be able to rank order a list of strategies against a criteria. Lesson Plan #2: Reducing Social Barriers to Learning with Restorative Practices The following resources are provided for the second lesson: - Google Slides Template: https://docs.google.com/presentation/d/1HAqiZUc0--6l6ghFemrPTxXZQEPlpldTUUDGSJ3yT6I/edit?usp=sharing - Padlet: https://padlet.com/ginthere/2vkjkrxmgubx60n9 - Quizizz: https://quizizz.com/admin/quiz/62285d2b121fd8001dbc1551/restorative-practices-to-reduce-social-barriers-to-learning The following resources will be required to properly execute the second lesson: - Paper - Staplers - Glue Sticks - Scissors - Tokens Description of Lesson Plan 2: The second lesson focuses on teaching students how resorative practices can reduce social barriers towards learning with the use of a paper chain activity. To start, students will be asked to contribute towards a Padlet where they will collectively draft a list of barriers that they think would impede learning. Next, the students will begin the paper chain activity. The first objective of the paper chain activity will be providing students with the opportunity to personally experience or witness barriers that prevent them from achieving a certain goal. After the activity, based on the students findings during the activity, they will brainstorm ways to bypass barriers when trying to achieve goals for future projects. Lesson Plan Objectives: - Students will be able to identify social barriers to learning. - Students will be able to explain restorative practices to reduce the impact of social barriers on learning	oercommons	2025-03-18T00:34:41.612578	Game	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91291/overview", "title": "Lesson Plan: Gamification & Restorative Teaching Practices", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/73383/overview	Weather, Weather Everywhere! Overview Interacting with weather - level Kindergarten Weather All Around the World Students will explore how weather affects different people all across the world. Resources: * curriculum.eleducation.org/curriculum/ela/grade-k/module-2#labs * "On the Same Day in March: A Tour of the World's Weather" by Marilyn Singer * twinkl.com/resource/t-t-4837-weather-display-photos-powerpoint Tasks: * Read the book by Marilyn Singer * Students will dress up as weather from the story representing all different kinds of weather from across the world.	oercommons	2025-03-18T00:34:41.625070	Laura Randall	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73383/overview", "title": "Weather, Weather Everywhere!", "author": "Interactive" }
https://oercommons.org/courseware/lesson/28792/overview	Price Elasticity of Demand and Price Elasticity of Supply Overview - Calculate the price elasticity of demand - Calculate the price elasticity of supply Both the demand and supply curve show the relationship between price and the number of units demanded or supplied. Price elasticity is the ratio between the percentage change in the quantity demanded (Qd) or supplied (Qs) and the corresponding percent change in price. The price elasticity of demand is the percentage change in the quantity demanded of a good or service divided by the percentage change in the price. The price elasticity of supply is the percentage change in quantity supplied divided by the percentage change in price. We can usefully divide elasticities into three broad categories: elastic, inelastic, and unitary. An elastic demand or elastic supply is one in which the elasticity is greater than one, indicating a high responsiveness to changes in price. Elasticities that are less than one indicate low responsiveness to price changes and correspond to inelastic demand or inelastic supply. Unitary elasticities indicate proportional responsiveness of either demand or supply, as Table summarizes. \| If . . . \| Then . . . \| And It Is Called . . . \| \|---\|---\|---\| \| Elastic \| \|\| \| Unitary \| \|\| \| Inelastic \| Before we delve into the details of elasticity, enjoy this article on elasticity and ticket prices at the Super Bowl. To calculate elasticity along a demand or supply curve economists use the average percent change in both quantity and price. This is called the Midpoint Method for Elasticity, and is represented in the following equations: The advantage of the Midpoint Method is that one obtains the same elasticity between two price points whether there is a price increase or decrease. This is because the formula uses the same base (average quantity and average price) for both cases. Calculating Price Elasticity of Demand Let’s calculate the elasticity between points A and B and between points G and H as Figure shows. First, apply the formula to calculate the elasticity as price decreases from $70 at point B to $60 at point A: Therefore, the elasticity of demand between these two points is which is 0.45, an amount smaller than one, showing that the demand is inelastic in this interval. Price elasticities of demand are always negative since price and quantity demanded always move in opposite directions (on the demand curve). By convention, we always talk about elasticities as positive numbers. Mathematically, we take the absolute value of the result. We will ignore this detail from now on, while remembering to interpret elasticities as positive numbers. This means that, along the demand curve between point B and A, if the price changes by 1%, the quantity demanded will change by 0.45%. A change in the price will result in a smaller percentage change in the quantity demanded. For example, a 10% increase in the price will result in only a 4.5% decrease in quantity demanded. A 10% decrease in the price will result in only a 4.5% increase in the quantity demanded. Price elasticities of demand are negative numbers indicating that the demand curve is downward sloping, but we read them as absolute values. The following Work It Out feature will walk you through calculating the price elasticity of demand. Finding the Price Elasticity of Demand Calculate the price elasticity of demand using the data in Figure for an increase in price from G to H. Has the elasticity increased or decreased? Step 1. We know that: Step 2. From the Midpoint Formula we know that: Step 3. So we can use the values provided in the figure in each equation: Step 4. Then, we can use those values to determine the price elasticity of demand: Therefore, the elasticity of demand from G to is H 1.47. The magnitude of the elasticity has increased (in absolute value) as we moved up along the demand curve from points A to B. Recall that the elasticity between these two points was 0.45. Demand was inelastic between points A and B and elastic between points G and H. This shows us that price elasticity of demand changes at different points along a straight-line demand curve. Calculating the Price Elasticity of Supply Assume that an apartment rents for $650 per month and at that price the landlord rents 10,000 units are rented as Figure shows. When the price increases to $700 per month, the landlord supplies 13,000 units into the market. By what percentage does apartment supply increase? What is the price sensitivity? Using the Midpoint Method, Again, as with the elasticity of demand, the elasticity of supply is not followed by any units. Elasticity is a ratio of one percentage change to another percentage change—nothing more—and we read it as an absolute value. In this case, a 1% rise in price causes an increase in quantity supplied of 3.5%. The greater than one elasticity of supply means that the percentage change in quantity supplied will be greater than a one percent price change. If you're starting to wonder if the concept of slope fits into this calculation, read the following Clear It Up box. Is the elasticity the slope? It is a common mistake to confuse the slope of either the supply or demand curve with its elasticity. The slope is the rate of change in units along the curve, or the rise/run (change in y over the change in x). For example, in Figure, at each point shown on the demand curve, price drops by $10 and the number of units demanded increases by 200 compared to the point to its left. The slope is –10/200 along the entire demand curve and does not change. The price elasticity, however, changes along the curve. Elasticity between points A and B was 0.45 and increased to 1.47 between points G and H. Elasticity is the percentage change, which is a different calculation from the slope and has a different meaning. When we are at the upper end of a demand curve, where price is high and the quantity demanded is low, a small change in the quantity demanded, even in, say, one unit, is pretty big in percentage terms. A change in price of, say, a dollar, is going to be much less important in percentage terms than it would have been at the bottom of the demand curve. Likewise, at the bottom of the demand curve, that one unit change when the quantity demanded is high will be small as a percentage. Thus, at one end of the demand curve, where we have a large percentage change in quantity demanded over a small percentage change in price, the elasticity value would be high, or demand would be relatively elastic. Even with the same change in the price and the same change in the quantity demanded, at the other end of the demand curve the quantity is much higher, and the price is much lower, so the percentage change in quantity demanded is smaller and the percentage change in price is much higher. That means at the bottom of the curve we'd have a small numerator over a large denominator, so the elasticity measure would be much lower, or inelastic. As we move along the demand curve, the values for quantity and price go up or down, depending on which way we are moving, so the percentages for, say, a $1 difference in price or a one unit difference in quantity, will change as well, which means the ratios of those percentages and hence the elasticity will change. Key Concepts and Summary Price elasticity measures the responsiveness of the quantity demanded or supplied of a good to a change in its price. We compute it as the percentage change in quantity demanded (or supplied) divided by the percentage change in price. We can describe elasticity as elastic (or very responsive), unit elastic, or inelastic (not very responsive). Elastic demand or supply curves indicate that quantity demanded or supplied respond to price changes in a greater than proportional manner. An inelastic demand or supply curve is one where a given percentage change in price will cause a smaller percentage change in quantity demanded or supplied. A unitary elasticity means that a given percentage change in price leads to an equal percentage change in quantity demanded or supplied. Self-Check Questions From the data in Table about demand for smart phones, calculate the price elasticity of demand from: point B to point C, point D to point E, and point G to point H. Classify the elasticity at each point as elastic, inelastic, or unit elastic. \| Points \| P \| Q \| \|---\|---\|---\| \| A \| 60 \| 3,000 \| \| B \| 70 \| 2,800 \| \| C \| 80 \| 2,600 \| \| D \| 90 \| 2,400 \| \| E \| 100 \| 2,200 \| \| F \| 110 \| 2,000 \| \| G \| 120 \| 1,800 \| \| H \| 130 \| 1,600 \| Hint: From point B to point C, price rises from $70 to $80, and Qd decreases from 2,800 to 2,600. So: The demand curve is inelastic in this area; that is, its elasticity value is less than one. Answer from Point D to point E: The demand curve is inelastic in this area; that is, its elasticity value is less than one. Answer from Point G to point H: The demand curve is elastic in this interval. From the data in Table about supply of alarm clocks, calculate the price elasticity of supply from: point J to point K, point L to point M, and point N to point P. Classify the elasticity at each point as elastic, inelastic, or unit elastic. \| Point \| Price \| Quantity Supplied \| \|---\|---\|---\| \| J \| $8 \| 50 \| \| K \| $9 \| 70 \| \| L \| $10 \| 80 \| \| M \| $11 \| 88 \| \| N \| $12 \| 95 \| \| P \| $13 \| 100 \| Hint: From point J to point K, price rises from $8 to $9, and quantity rises from 50 to 70. So: The supply curve is elastic in this area; that is, its elasticity value is greater than one. From point L to point M, the price rises from $10 to $11, while the Qs rises from 80 to 88: The supply curve has unitary elasticity in this area. From point N to point P, the price rises from $12 to $13, and Qs rises from 95 to 100: The supply curve is inelastic in this region of the supply curve. Review Questions What is the formula for calculating elasticity? What is the price elasticity of demand? Can you explain it in your own words? What is the price elasticity of supply? Can you explain it in your own words? Critical Thinking Questions Transatlantic air travel in business class has an estimated elasticity of demand of 0.62, while transatlantic air travel in economy class has an estimated price elasticity of 0.12. Why do you think this is the case? What is the relationship between price elasticity and position on the demand curve? For example, as you move up the demand curve to higher prices and lower quantities, what happens to the measured elasticity? How would you explain that? Problems The equation for a demand curve is P = 48 – 3Q. What is the elasticity in moving from a quantity of 5 to a quantity of 6? The equation for a demand curve is P = 2/Q. What is the elasticity of demand as price falls from 5 to 4? What is the elasticity of demand as the price falls from 9 to 8? Would you expect these answers to be the same? The equation for a supply curve is 4P = Q. What is the elasticity of supply as price rises from 3 to 4? What is the elasticity of supply as the price rises from 7 to 8? Would you expect these answers to be the same? The equation for a supply curve is P = 3Q – 8. What is the elasticity in moving from a price of 4 to a price of 7?	oercommons	2025-03-18T00:34:41.661127	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28792/overview", "title": "Principles of Macroeconomics 2e, Elasticity, Price Elasticity of Demand and Price Elasticity of Supply", "author": null }
https://oercommons.org/courseware/lesson/28786/overview	Demand, Supply, and Efficiency Overview - Contrast consumer surplus, producer surplus, and social surplus - Explain why price floors and price ceilings can be inefficient - Analyze demand and supply as a social adjustment mechanism The familiar demand and supply diagram holds within it the concept of economic efficiency. One typical way that economists define efficiency is when it is impossible to improve the situation of one party without imposing a cost on another. Conversely, if a situation is inefficient, it becomes possible to benefit at least one party without imposing costs on others. Efficiency in the demand and supply model has the same basic meaning: The economy is getting as much benefit as possible from its scarce resources and all the possible gains from trade have been achieved. In other words, the optimal amount of each good and service is produced and consumed. Consumer Surplus, Producer Surplus, Social Surplus Consider a market for tablet computers, as Figure shows. The equilibrium price is $80 and the equilibrium quantity is 28 million. To see the benefits to consumers, look at the segment of the demand curve above the equilibrium point and to the left. This portion of the demand curve shows that at least some demanders would have been willing to pay more than $80 for a tablet. For example, point J shows that if the price were $90, 20 million tablets would be sold. Those consumers who would have been willing to pay $90 for a tablet based on the utility they expect to receive from it, but who were able to pay the equilibrium price of $80, clearly received a benefit beyond what they had to pay. Remember, the demand curve traces consumers’ willingness to pay for different quantities. The amount that individuals would have been willing to pay, minus the amount that they actually paid, is called consumer surplus. Consumer surplus is the area labeled F—that is, the area above the market price and below the demand curve. The supply curve shows the quantity that firms are willing to supply at each price. For example, point K in Figure illustrates that, at $45, firms would still have been willing to supply a quantity of 14 million. Those producers who would have been willing to supply the tablets at $45, but who were instead able to charge the equilibrium price of $80, clearly received an extra benefit beyond what they required to supply the product. The amount that a seller is paid for a good minus the seller’s actual cost is called producer surplus. In Figure, producer surplus is the area labeled G—that is, the area between the market price and the segment of the supply curve below the equilibrium. The sum of consumer surplus and producer surplus is social surplus, also referred to as economic surplus or total surplus. In Figure we show social surplus as the area F + G. Social surplus is larger at equilibrium quantity and price than it would be at any other quantity. This demonstrates the economic efficiency of the market equilibrium. In addition, at the efficient level of output, it is impossible to produce greater consumer surplus without reducing producer surplus, and it is impossible to produce greater producer surplus without reducing consumer surplus. Inefficiency of Price Floors and Price Ceilings The imposition of a price floor or a price ceiling will prevent a market from adjusting to its equilibrium price and quantity, and thus will create an inefficient outcome. However, there is an additional twist here. Along with creating inefficiency, price floors and ceilings will also transfer some consumer surplus to producers, or some producer surplus to consumers. Imagine that several firms develop a promising but expensive new drug for treating back pain. If this therapy is left to the market, the equilibrium price will be $600 per month and 20,000 people will use the drug, as shown in Figure (a). The original level of consumer surplus is T + U and producer surplus is V + W + X. However, the government decides to impose a price ceiling of $400 to make the drug more affordable. At this price ceiling, firms in the market now produce only 15,000. As a result, two changes occur. First, an inefficient outcome occurs and the total surplus of society is reduced. The loss in social surplus that occurs when the economy produces at an inefficient quantity is called deadweight loss. In a very real sense, it is like money thrown away that benefits no one. In Figure (a), the deadweight loss is the area U + W. When deadweight loss exists, it is possible for both consumer and producer surplus to be higher, in this case because the price control is blocking some suppliers and demanders from transactions they would both be willing to make. A second change from the price ceiling is that some of the producer surplus is transferred to consumers. After the price ceiling is imposed, the new consumer surplus is T + V, while the new producer surplus is X. In other words, the price ceiling transfers the area of surplus (V) from producers to consumers. Note that the gain to consumers is less than the loss to producers, which is just another way of seeing the deadweight loss. Figure (b) shows a price floor example using a string of struggling movie theaters, all in the same city. The current equilibrium is $8 per movie ticket, with 1,800 people attending movies. The original consumer surplus is G + H + J, and producer surplus is I + K. The city government is worried that movie theaters will go out of business, reducing the entertainment options available to citizens, so it decides to impose a price floor of $12 per ticket. As a result, the quantity demanded of movie tickets falls to 1,400. The new consumer surplus is G, and the new producer surplus is H + I. In effect, the price floor causes the area H to be transferred from consumer to producer surplus, but also causes a deadweight loss of J + K. This analysis shows that a price ceiling, like a law establishing rent controls, will transfer some producer surplus to consumers—which helps to explain why consumers often favor them. Conversely, a price floor like a guarantee that farmers will receive a certain price for their crops will transfer some consumer surplus to producers, which explains why producers often favor them. However, both price floors and price ceilings block some transactions that buyers and sellers would have been willing to make, and creates deadweight loss. Removing such barriers, so that prices and quantities can adjust to their equilibrium level, will increase the economy’s social surplus. Demand and Supply as a Social Adjustment Mechanism The demand and supply model emphasizes that prices are not set only by demand or only by supply, but by the interaction between the two. In 1890, the famous economist Alfred Marshall wrote that asking whether supply or demand determined a price was like arguing “whether it is the upper or the under blade of a pair of scissors that cuts a piece of paper.” The answer is that both blades of the demand and supply scissors are always involved. The adjustments of equilibrium price and quantity in a market-oriented economy often occur without much government direction or oversight. If the coffee crop in Brazil suffers a terrible frost, then the supply curve of coffee shifts to the left and the price of coffee rises. Some people—call them the coffee addicts—continue to drink coffee and pay the higher price. Others switch to tea or soft drinks. No government commission is needed to figure out how to adjust coffee prices, which companies will be allowed to process the remaining supply, which supermarkets in which cities will get how much coffee to sell, or which consumers will ultimately be allowed to drink the brew. Such adjustments in response to price changes happen all the time in a market economy, often so smoothly and rapidly that we barely notice them. Think for a moment of all the seasonal foods that are available and inexpensive at certain times of the year, like fresh corn in midsummer, but more expensive at other times of the year. People alter their diets and restaurants alter their menus in response to these fluctuations in prices without fuss or fanfare. For both the U.S. economy and the world economy as a whole, markets—that is, demand and supply—are the primary social mechanism for answering the basic questions about what is produced, how it is produced, and for whom it is produced. Why Can We Not Get Enough of Organic? Organic food is grown without synthetic pesticides, chemical fertilizers or genetically modified seeds. In recent decades, the demand for organic products has increased dramatically. The Organic Trade Association reported sales increased from $1 billion in 1990 to $35.1 billion in 2013, more than 90% of which were sales of food products. Why, then, are organic foods more expensive than their conventional counterparts? The answer is a clear application of the theories of supply and demand. As people have learned more about the harmful effects of chemical fertilizers, growth hormones, pesticides and the like from large-scale factory farming, our tastes and preferences for safer, organic foods have increased. This change in tastes has been reinforced by increases in income, which allow people to purchase pricier products, and has made organic foods more mainstream. This has led to an increased demand for organic foods. Graphically, the demand curve has shifted right, and we have moved up the supply curve as producers have responded to the higher prices by supplying a greater quantity. In addition to the movement along the supply curve, we have also had an increase in the number of farmers converting to organic farming over time. This is represented by a shift to the right of the supply curve. Since both demand and supply have shifted to the right, the resulting equilibrium quantity of organic foods is definitely higher, but the price will only fall when the increase in supply is larger than the increase in demand. We may need more time before we see lower prices in organic foods. Since the production costs of these foods may remain higher than conventional farming, because organic fertilizers and pest management techniques are more expensive, they may never fully catch up with the lower prices of non-organic foods. As a final, specific example: The Environmental Working Group’s “Dirty Dozen” list of fruits and vegetables, which test high for pesticide residue even after washing, was released in April 2013. The inclusion of strawberries on the list has led to an increase in demand for organic strawberries, resulting in both a higher equilibrium price and quantity of sales. Consumer surplus is the gap between the price that consumers are willing to pay, based on their preferences, and the market equilibrium price. Producer surplus is the gap between the price for which producers are willing to sell a product, based on their costs, and the market equilibrium price. Social surplus is the sum of consumer surplus and producer surplus. Total surplus is larger at the equilibrium quantity and price than it will be at any other quantity and price. Deadweight loss is loss in total surplus that occurs when the economy produces at an inefficient quantity. Does a price ceiling increase or decrease the number of transactions in a market? Why? What about a price floor? Hint: Assuming that people obey the price ceiling, the market price will be below equilibrium, which means that Qd will be more than Qs. Buyers can only buy what is offered for sale, so the number of transactions will fall to Qs. This is easy to see graphically. By analogous reasoning, with a price floor the market price will be above the equilibrium price, so Qd will be less than Qs. Since the limit on transactions here is demand, the number of transactions will fall to Qd. Note that because both price floors and price ceilings reduce the number of transactions, social surplus is less. If a price floor benefits producers, why does a price floor reduce social surplus? Hint: Because the losses to consumers are greater than the benefits to producers, so the net effect is negative. Since the lost consumer surplus is greater than the additional producer surplus, social surplus falls. What is consumer surplus? How is it illustrated on a demand and supply diagram? What is producer surplus? How is it illustrated on a demand and supply diagram? What is total surplus? How is it illustrated on a demand and supply diagram? What is the relationship between total surplus and economic efficiency? What is deadweight loss? What term would an economist use to describe what happens when a shopper gets a “good deal” on a product? Explain why voluntary transactions improve social welfare. Why would a free market never operate at a quantity greater than the equilibrium quantity? Hint: What would be required for a transaction to occur at that quantity?	oercommons	2025-03-18T00:34:41.688465	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28786/overview", "title": "Principles of Macroeconomics 2e, Demand and Supply, Demand, Supply, and Efficiency", "author": null }
https://oercommons.org/courseware/lesson/80761/overview	Four Course Gluten Free Meal Overview Recipes and techniques for gluten free cooking Arugula and Fennel Salad with Dijon Vinaigrette Zucchini Fritters with Charmoula Sauce Roasted Chicken with a Sweet Potato, Poblano Gratin Chocolate Chestnut Truffle Cake Arugula Fennel Salad with citrus, pumpkin seeds and a Dijon Vinaigrette 1-2 bunches arugula or a package of baby arugula 1 fennel bulb sliced thin 2 citrus (oranges, grapefruit) segmented as shown in class Salt and pepper to taste Vinaigrette (you’ll have enough for multiple salads) In a jar mix together the following ingredients: 1 cup of grape seed oil ½ cup of your favorite light vinegar (champagne or apple cider vinegar works great) ¼ cup agave or maple syrup 2 Tbsp. Dijon mustard Salt and pepper to taste Procedure: In a large bowl spoon a few spoonfuls of vinaigrette and toss with arugula and fennel. Zucchini Fritters 3 zucchini grated 3 sprigs green onions thinly sliced 2 cloves garlic minced 6-7 leaves of fresh herbs of your choice minced 3-4 Tbs rice flour 1 tsp baking powder Salt and pepper to taste Enough oil for frying (grapeseed or safflower oil works well) 1 egg, whisked to bind the fritter together Procedure: - Sprinkle the grated zucchini lightly with salt and let stand for a few minutes. Squeeze the excess water out in a strainer. Set aside. - Combine the rest of the ingredients with the drained zucchini. - Coat a sauté pan with enough oil to cover the bottom of the pan and heat up until the oil dances in the pan when you test with a wooden spoon. - Spoon fritters into the pan, making sure not to overcrowd the pan. Fry on each side until golden brown. - Serve with Charmoula sauce. Charmoula Sauce ½ bunch fresh cilantro chopped ½ bunch fresh Italian parsley chopped 5 garlic cloves ½ lemon juiced 2 tsp. salt 1 ½ tsp. ground cumin ¼ tsp. cayenne ½ cup Olive Oil Procedure: 1.Purée all sauce ingredients except oil in a food processor or blender. With motor running, add oil in a slow stream. Serve over steamed fish. Roasted Chicken 1 whole bird 2 Tbsp butter room temperature 3-4 sprigs of your favorite herbs minced and mixed into butter Salt and pepper to taste Grapeseed oil for spreading on bird 1 lemon quarted 1 onion quartered Butcher twine Procedure: - Separate the skin from the breast meat gently and put herb butter under the skin of bird. - Rub oil on outside of bird and salt and pepper, place lemon and onion in the body cavity. - Truss the bird as shown in class. - Place bird on a rack in a sheet pan and roast on 375 for about 1 ½ hours or until temperature reads 165 degrees in the thick part of the thigh. Sweet Potato Gratin with Poblanos 2 large poblanos roasted 4-5 sweet potatoes peeled and sliced ½ cup grapeseed oil 6-7 sprigs fresh thyme, coarsely chopped 1 onion thinly sliced 4 cloves garlic minced 2 sprigs fresh oregano coarsely chopped ½ cup heavy cream ¾ cup sour cream 8 ounces goat cheese (optional) Procedure: - Roast poblanos over an open flame to char, then put in a metal bowl and cover with plastic wrap. - On a sheet pan, oil the sliced sweet potatoes lightly and put in a 400 degree oven for 20 minutes. Set aside - In a sauté pan, combine the onions, garlic, thyme and oregano and cook over moderate heat, stirring occasionally until the onions have softened. Add the poblanos and cook for about 5 more minutes. Add the heavy cream and let thicken slightly. Remove from heat and add the sour cream, salt and pepper. - In a baking dish or casserole pan, layer cream mixture, dollops of goat cheese and sweet potato in layers. Finish with goat cheese on top. - Put back in the oven and cook on 400 until bubbling…about 20 minutes. Chestnut and Chocolate Truffle Cake Serves 12-14 ½ pound fresh peeled chestnuts (you can find frozen and vacuum packed) 1 cup whole milk 1 tsp vanilla extract ½ pound bittersweet chocolate, chopped 10 ounces (2 ¼ sticks) unsalted butter ½ cups superfine sugar 4 large eggs, separated 3 Tbsp brandy Procedure: - Simmer the chestnuts in the milk over low heat for about 10 minutes, until they are soft. Remove from the heat and stir in the vanilla - Melt the chocolate and butter in a double boiler or in a heatproof bowl placed over a pan of gently boiling water. - Blend the chestnuts and mild to a puree in a food processor. Add the sugar, melted chocolate and butter, egg yolks and brandy and blend until smooth. - In a mixer, beat the egg whites in a large bowl until they form stiff peaks. Fold into the egg whites, the chocolate and chestnut mixture. - Line a 9-inch spring form pan with foil and butter the foil, then pour in the batter. - Bake in a pre-heated 325 oven for 30-35 minutes, until just set but still slightly wobbly in the center. The cake with firm as it cools - Serve with whipped cream on top or with ice-cream.	oercommons	2025-03-18T00:34:41.727662	05/24/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80761/overview", "title": "Four Course Gluten Free Meal", "author": "Melinda Casady" }
https://oercommons.org/courseware/lesson/78474/overview	Basic Engineering Overview This is a great hands on exersize that students can use. I use it in my High School Engineering class. Students make supports to hold up weight or a stack of books. I use it in the first days of school as an ice breaker. This is great hands on project that middle school all the way to high school students enjoy. I use it as a fist days of school ice breaker with my students. Text books can be used instaed of MDF boards.	oercommons	2025-03-18T00:34:41.744448	James Baxley	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78474/overview", "title": "Basic Engineering", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/103535/overview	Creating Health Goals Overview Today we are going to focus on creating a health goal. You will be learning how to create and follow a health plan, how to create a journal, update the journal weekly, and why these things are important. Overview Indiana Academic Standards for Physical Education and/ or Health 2.6.1 Identify the benefits of planning and setting personal health goals. 2.W.2.1 Write legibly by forming letters correctly and spacing words and sentences properly. 2.W.4 Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise writing, using appropriate reference materials, by adding details (e.g., organization, sentence structure, word choice); edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation). Materials & Resources needed: Journal notebooks Pencil Scrap paper Essential Vocabulary Words and Phrases of Focus for this Lesson: Health Goals Achieving Assessments: Formative Assessment: Help students come up with ideas of a health goal and have them write down 3. Summative Assessment: Students will keep track of their progress on their health goal. They will be filling in a journal and submitting for grading. This lesson focuses on creating health goals. The students will learn to create a health plan to follow. They will also be learning why it is important. The lesson has a whole group component and a leveled independent practice component. Whole Group Lesson - The teaching strategy will be project-based learning. - have the class watch YouTube video linked. - hand out scrap paper for discussion. - discuss with children’s what goals are. - provide examples of your own self goals - have students write 5 goals they would like to meet. - hand out goal journals. - have students grab pencils. - allow students to select the top goal they would like to meet. - Class discussion - share each other's goals. - Why is this goal important to you? - Do you think there will be any challenges? - What should we do if we can’t complete the goal for a day? - Do we quit or try again? - keep journals in the classroom. - every other day have students fill in the journal. - after one week takes the first weeks, log in the journal for a grade - continue weekly grading for 3 weeks. - share as a class on what happened, how they felt, and the struggles they may have faced during the 3 weeks of maintaining the goals. SPED: One-on-one help and reading it out loud with them. Will allow text-to-speech for individuals on Chromebook. ELL: Provide pictures and have dictionaries needed to accommodate ELL students. High Ability: Will be doing a power-point or slides on their presentations and submitting them. Objective: Today we are going to focus on creating a health goal. You will be learning how to create and follow a health plan, how to create a journal, update the journal weekly, and why these things are important. Watch the link provided to review health goals. https://www.youtube.com/watch?v=BAii6YG-nps Let's Get Ready: Pose the questions: What is a health goal? Allow students to discuss what they believe a health goal is. How can we achieve this goal? Come up with ideas as a class and create a draft on the board. When should I start? Allow the students a few minutes to discuss together their answers. Do you think there will be many challenges for this assignment? Discussion: This will be a project-based assignment. Everyone will be filling out a health journal over the next 3 weeks providing if you met the goals, why you weren't able to meet the goals, and an overall check-in. At the end of the 3 weeks, you will be sharing with the class how your weeks went, how you felt afterward if you faced any struggles, and what struggles.	oercommons	2025-03-18T00:34:41.767673	05/04/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103535/overview", "title": "Creating Health Goals", "author": "Brittany Chapman" }
https://oercommons.org/courseware/lesson/72052/overview	An Introduction to Research Methodology Overview "An Introduction to Research Methodology" contain fundamantal concepts like meaning of research, characteristics of Research, Types of Research, difference between method & methodology, process of Research and sampling methods. Meaning, Definition and types of Research Research Methodology is a scientific invistigation. As per the dictionary definition it is a careful investigation or enquiry especially through search for new facts in any branch of knowledge It is always Search for Knowledge Its moves from Known to known Systematic and careful inquiry It has the Logic reason and evidence It should fallow the scientific methods (Inductive & Deductive) It will formulate the generalisations & theories	oercommons	2025-03-18T00:34:41.787610	09/04/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72052/overview", "title": "An Introduction to Research Methodology", "author": "Jaganmohana Rao Gurugubelli" }
https://oercommons.org/courseware/lesson/77623/overview	Say, Mean, Matter Graphic Organizer Overview This graphic organize is designed to help students to better understand historical documents. Overview This graphic organizer is designed to help students to better understand historical documents. I myself have used an expanded version of this organizer to analyze the Declaration of Independence, although, it could be utilized for virtually any document.	oercommons	2025-03-18T00:34:41.804294	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77623/overview", "title": "Say, Mean, Matter Graphic Organizer", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/61266/overview	Post Secondary Education Vs Employment - Richelle Montgomery Overview Students will apply research skills in searching for a job. Students will design a budgeting plan, based on average pricing for the city in which they live. This will include mortgage rates (with 0% down) vs. renting, health insurance, car loans, gasoline, car maintenance, student loans, utilities (gas, electric, water & sewer, phone, cable, gas), groceries, medical expenses, child care, miscellaneous, emergency fund, savings account. Students will be able to analyze, compare, and contrast the pros and cons to two different post secondary plans. Post Secondary Education:, including school of choice, rate of student loans based on income, and research in desired profession (using the low average income to average income as a reference point). Subject: English 10-12 Time Required: 2 weeks / 10 45minute class periods Lesson Overview - Students will apply research skills in searching for a job. - Students will design a budgeting plan, based on average pricing for the city in which they live. This will include mortgage rates (with 0% down) vs. renting, health insurance, car loans, gasoline, car maintenance, student loans, utilities (gas, electric, water & sewer, phone, cable, gas), groceries, medical expenses, child care, miscellaneous, emergency fund, savings account. - Students will be able to analyze, compare, and contrast the pros and cons to two different post secondary plans. - Post Secondary Education:, including school of choice, rate of student loans based on income, and research in desired profession (using the low average income to average income as a reference point). - Employment: option will be to research a local company that hires direct from high school (ex. Manufacturing companies). This can be done after completing a transition tour of the facility, or may be done independently. A choice between local companies may be assigned by the teacher. Students may research company with information on starting salary, benefits, room for growth, additional education provided by the company, etc. PA Core Standards Career Education & Work Standards CEW 13.1.11.F Analyze the relationship between career choices and career preparation opportunities, such as, but not limited to: - Associate degree - Baccalaureate degree - Certificate/licensure - Entrepreneurship - Immediate part/full time employment - Industry training - Military training - Professional degree - Registered apprenticeship - Tech Prep - Vocational Rehabilitation Centers 13.1.11H. Review personal high school plan against current personal career goals and select postsecondary opportunities based upon personal career interests. 13.2.11. B. Apply research skills in searching for a job. Essential Questions - What are the pros & cons of obtaining employment directly after graduation? - What are current statics of post secondary education? Pros & cons? Students Will Know \| Students Will Be Doing \| \| \| Instructional Process (i.e., Lesson Delivery) Introduction Video Day 1 & 2 - Show introduction video (15min) - Class discussion on the Education Paradigm - Begin, review & complete life blueprint attachment Day 3 - Begin Research with Budget Calculator, based on average city cost of living. Day 4 - Research post secondary employment, universities, student loan rates, etc. - Fill in budget sheet with included numbers from research - Complete Pros & Cons list Day 5 - Transitional Tour (if able) local manufacturing facility - OR Complete Research one 1 of 3 (local) companies provided by teacher Day 6 - Complete research one 1 of 3 (local) companies provided by teacher - Fill in employment budget sheet with included numbers from research Day 7 - Break into small groups (3-4 students) to compare findings. Have students collaborate together to put together 5 pros & 5 cons for post secondary education, and 5 pros & 5 cons for employment options. Day 8 - Group presentations of pros & Cons Day 9 - Active & Engaged student discussion from presentations Day 10 - Write Final Reflection Differentiation & Enrichment Lower Achieving Students \| Higher Achieving Students \| \| \| Assessment / Demonstration & Monitoring of Student Progress Assessments (Formative and Summative): \| Performance Task(s) \| \| \| Resources / Links / Materials \| Presentations \| Materials \| \| Introduction Video Budget Calculator Life Blueprint \|	oercommons	2025-03-18T00:34:41.861641	01/07/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61266/overview", "title": "Post Secondary Education Vs Employment - Richelle Montgomery", "author": "Larissa Mallon" }
https://oercommons.org/courseware/lesson/72787/overview	Basics of Writing a Cover Letter Overview Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year. Title of Lesson: Basics of Writing a Cover Letter Course Name: 7th grade ELA Grade Level: 7th grade Author’s Name: Jessica Huber Author’s School District: Palmyra Area Middle School \| PA Academic Standards for English Language Arts \| \| CC.1.4.7 Writing CC.1.4.7.E - Write with an awareness of the stylistic aspects of composition. CC.1.4.7.T - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. \| \| \| PA Academic Standards for Career Education and Work \| \| 13.2.8 Career Acquisition 13.2.8.C - Prepare a draft of career acquisition documents, such as, but not limited to: \| \| \| Learning Objectives \| \| \| In bulleted format, list your student learning objectives for this lesson. \| \| \| \| \| Conceptual Background \| \| \| While 7th grade students are not necessarily old enough to begin applying for part-time jobs, most will be before they leave middle school.In a world where text-speech runs rampid, it is important for students to learn how to write a formal letter. Students also need to learn how to present themselves in a positive light for a job, without the use of instagram, snapchat, or TikTok. This lesson will help students to establish the basic formatting for a formal letter as well as the purpose of the letter and each section it contains.It is important for students to understand that the purpose of a piece of writing can dictate the style of writing. \| \| \| Instructional Procedure \| \| \| Pacing \| Instructional Procedure \| \| Day 1 - 10 minutes \| Teacher poses the following question:What part time job would you like to have once you turn 15/16/18?Students respond verbally \| \| Day 1 - 5 minutes \| Discussion:How do you go about getting that job that you said?Students responses varyFollow up question: who has heard of a cover letter/what is a cover letter?What is the purpose of a cover letter?Answer: To present yourself in a positive light in order to gain a desired job/ position. \| \| Day 1 - 15 minutes \| Think back to that job you want. What are 3 (2-4) characteristics or skills that someone would need in order to be successful in that position?As a class, brainstorm experiences that middle school students may have that could develop/show these traits as examplesExamples: \| \| Day 1 - 5 minutes \| So how do we do this/where do we start??Show PowToon Video on how to write a cover letterHave students summarize with a partner what they learned from the videoHave students share out what they learned from the video \| \| Day 1 - 10 minutes \| Open a new google docLet’s begin with formatting:Write the following at the top of the page in the left corner: \| \| Day 1 - 5 minutes \| Salutation:After you’ve written the address you are sending the letter to, hit return so there is a space before the next lineThen type the “salutation” or opening.It can begin with “Dear” or “To” followed by the person’s name.If you don’t know the person’s name, you can write “Sir or Madam” or the department/job title you are sending the letter to “Director of HR at the Hershey Company”After the name what do you put?Answer: a colonWhy don’t we use a comma?Answer: because this is a formal letter, not a friendly letter \| \| Day 2 - 15 minutes \| Identifying characteristics and examplesNow that we have the salutation completed, let’s decide what qualities/characteristics you want to emphasize about yourself.Think back to those characteristics that you felt are necessary for your desired position. Pick the two or three that you feel that you inhabit.Type those in a list below your salutation on your letter. You will delete these later, but they will help keep you focused as you write your letter.Hit return twice to start a new paragraph.This is the introduction paragraph. In this paragraph you need to state: \| \| Day 2 - 15 minutes \| Hit return twice to start a new paragraph.This is the first paragraph where you will highlight your strengths or characteristics that you can bring to the position.Start this paragraph with a transition. Examples include but are not limited to: \| \| Day 2 - 10 minutes \| After these two paragraphs are completed, there is one more that needs to be written.Hit return twice to start a new paragraph.This paragraph would include any additional skills or relevant information that would help you in this position. This could include: good grades, honor roll, other languages, work ethic, technology skills, etc.End the paragraph with a statement about how these skills make you a great candidate for the position.Give the students 5 minutes to write this paragraph.Provide students with the example should they need it. \| \| Day 2 - 5 minutes \| Hit return twice to start a new paragraph (but it won’t be a whole paragraph).Write a 1-2 sentence statement thanking them for their time and encouraging them to reach out.For example: \| \| Day 2 - 5 minutes \| ClosingHit return twice and time an appropriate closing. Examples include (but are not limited to): \| \| Day 2 - follow up/homework \| Finish whatever paragraphs have not been completed and bring it back for submission tomorrow. \| \| Formative Assessment \| \| \| Students will submit a FIRST DRAFT of a cover letter for a hypothetical position they would like to have. \| \| \| Materials Needed \| \| \| PowToon VideoIntro paragraph exampleCharacteristic paragraphs exampleAdditional skills paragraph example \| \| \| References \| \|	oercommons	2025-03-18T00:34:41.889390	Jessica Huber	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72787/overview", "title": "Basics of Writing a Cover Letter", "author": "Rachael Haverstick" }
https://oercommons.org/courseware/lesson/70956/overview	Education Standards Ribbon Technique Soil Ribbon Method - Brandy Soil Skeleton Notes Texture worksheet Video - Soil/Dirt Difference What is Soil - pptx Soil Types and Texture Overview This Lesson will examine the definition of Soil using written and video references. The lesson will also demonstrate how to identify different soil types by examining the texture of different soil samples. The lab portion will allow students to collect, evaluate and determine soil texture and type using the hands-on ribbon method. The lesson is meant to be conducted over a period of two to three days depending on class period length. What is Soil? Class will begin with an inquisitive discussion about what students think soil is and if there is a difference between dirt and soil. Watch youtube video over the difference between dirt and soil. The PowerPoint will be viewable to the class and we will discuss and fill out skeleton notes as we go. Students may also pick 1 fact from each slide to write on their "The more you Know" index cards. Information on these cards is used for entry/exit tickets each day. This lesson will serve as a predecessor for examining soil types and texture. MAIN IDEA: What is soil, how did it form and what does it do that is important to human life on earth? The term "soil" should not be hard to define. It is what you find in fields and gardens where crops are grown. However, the most accurate definition of soil should cover both what it is and what it does. - A soil scientist defines soil based on what it is, as "organized natural bodies similar to different types of ecosystems." - A plant scientist, or agronomist, defines soil in terms of what it does, as "the unconsolidated upper part of the earth's crust capable of supporting terrestrial plant life." WHAT SOIL INCLUDES Soil is a very complex mixture of mineral matter, air, water, decaying organic matter and living organisms. All of these are necessary for soil to support the growth of plants and trees. - Minerals found in soil are inorganic compounds in the earth's crust. Most rocks from which soils were formed are a mixture of minerals. - Organic matter is material of plant or animal origin that decays in the soil. When dead plants and animals decompose, they become humus. Humus is a gelatin-like substance that binds soil particles together. - The living organisms found in soil include decomposer microorganisms that break down organic matter and convert nutrients into forms plants can use. - Air and water are extremely important elements of soil, and should make up about half of the soil mixture on a volume basis. For ideal plant growth, a soil will be made up of about 45% minerals, 25% air, 25% water and five% organic matter. HOW SOIL IS FORMED The soils found on earth were formed over millions of years. In practical terms, lost topsoil is impossible to replace. Soil formation takes place by a process known as weathering. This process includes the decomposition of minerals and organic matter by rain, heat, cold, freezing, thawing, glaciers and landslides. Many different types of soil are formed by this process. The type of soil and rate at which it is formed is influenced by: - The type of original or parent material, such as limestone, glacial deposits or from alluvial deposits. - The climate, including average temperatures and rainfall. - The type of organisms that live on and in the land, including plants, humans and animals. - The topography of the land, whether it is steep or flat. - The length of time that parent material has been weathered. Given time, the weathering process is a powerful force. It can break up huge rocks and grind them down into a rich soil mixture. The process starts when water collects in tiny cracks found on a rock. When water freezes, it expands, causing the crack to get larger. When thawing occurs, more water enters the crack, it freezes, and the crack is again enlarged. Freezing and thawing over time break rocks apart. More cracks are formed and more freezing and thawing continues to break rocks into smaller parts. As weathering takes place, plants begin to play a role in the processes. Small cracks in rocks begin to collect soil and seeds. Once the seeds start to grow, the roots of the plants further break down the rocks. In some cases, the seed itself aids in the breaking of rocks. This takes place when a seed falls into the crack in a rock. Once there is enough water for it to start to grow, it pushes against the rocks and breaks them. As soil is blown, some will land on the growing seed, allowing it to continue to grow. Frequently you may see a tree growing out of the cracks in rocks. As the tree grows, the roots continue to break apart the rocks, making a place for other plants to grow. THE FUNCTIONS AND PURPOSE OF SOIL The main purpose of soil is to provide a way for plants to grow. To do this, soil must provide four functions: - Soil serves as an anchor for plant roots. - Soil supplies water to plants. - Soil provides air for plant roots to breathe. - Soil furnishes plants with nutrients they need to grow. Soil is also used for a number of other purposes in addition to supporting plants. As a geologic substance, soil serves as a roadbed, an aggregate for concrete and asphalt, a foundation for structures and bodies of water, and is used in landfills. Soil is vital to human life. All of the crops we grow and the livestock we raise depend on soil and soil fertility. All terrestrial life, including wildlife, prairies and forests, depends on soil and the products of soil. In addition, soil acts as a filtration system for earth's hydrologic cycle. This makes it possible for fish and other life to exist in lakes and streams. BOTTOM LINE: Soil is a key factor in what makes life on earth possible. Exploring Soil Texture We will use the PowerPoint to discuss and use as a reference to fill out the worksheet, however this section will focus mainly on the LAB. We will start the lab by collecting soil samples from 3 different areas using a soil probe. We will use 1 sample that has been collected from eastern Nebraska. Students will have access to the video on the "Ribbon Method" on location. The lab will be conducted on the sample site. Samples will also be taken back to the classroom and the students will conduct the ribbon method to determine the makeup of the different soil types and determine what type of soil it is. Our focus will be primarily on the soil's structure. It may take a while to get the hang of ribboning the soil so we will spend most of the class period practicing in groups of 2. Supplies needed for the lab: 1. Soil probe or probes for each group 2. Straw, squirt bottles of water for moistening the soil. Plastic baggies and sharpie markers for containing and labeling the soil samples for future use. MAIN IDEA: What is meant by soil texture and soil structure, and why are they important? Texture of soil is determined by the size of soil particles. Many times you can feel those differences by rubbing soil between your thumb and fingers. Sand has larger particles and feels coarse. Clay has fine particles and feeds smooth. In most cases, a soil is made up of a combination of larger and smaller particles. The texture is then based upon the proportion of various particle sizes, such as sand, silt and clay, which are included in the mix. Soil particle sizes are usually grouped into four size classes. - Gravel particles are 2.0 mm or larger - Sand particles are 2.0 mm to .05 mm - Silt particles are .05 mm to .002 mm - Clay particles are .002 mm and smaller Notice that the largest sand particles are 1,000 times as large as the largest clay particles. It would require 40 large silt particles to equal one large sand particle. Classes of soil based on texture include: - Sandy soils contain 70% or more sand. - Silt soils contain 80% or more silt. - Clay soils contain 40% or more clay. - Loam soils contain an intermediate mixture of sand, silt and clay. WHY SOIL TEXTURE IS IMPORTANT Soil texture determines the soil's ability to hold nutrients, store water and provide for plant root growth and development. All of these are related to particle size. That is because particle size determines the total amount of particle surface area in a given volume of soil. Imagine filling a large cup with golf balls. It would not take many. Fill another cup with marbles and a third with BB shot. If you then filled each one with water, which do you imagine would have the most surface area in contact with the water? The BB shot will easily win. The same is true with soil particles. The surface area of the particles in a soil is important in determining the water-holding capacity of the soil. Water in soil is held as a film on the surface of individual particles. Thus, the more surface, the more water and plant nutrients the soil is able to hold. The difference can be dramatic. A handful of sand may have the surface area of a ping-pong table, while the surface area of the same size handful of clay would be closer to a football field. At the same time, water can soak into sand very rapidly, while it soaks into clay very slowly. This is referred to as the "permeability" of the soil. Permeability is also important. It is the ease with which gases, liquids or plant roots can penetrate or pass through the soil. - Clay soils tend to have a high ability to hold water and nutrients; however, they are very low in permeability. - Sandy soils tend to be very low in ability to hold nutrients; however, they are very high in permeability. - Silty soils are moderate in both ability to hold nutrients and permeability. WHY SOIL STRUCTURE IS IMPORTANT Soil structure is defined as the arrangement of soil particles into aggregates, also called peds. Soil gets structure when soil particles are cemented together by some natural cementing agent such as clay, organic matter or iron and aluminum oxides. Soil aggregates that occur naturally in soil are called peds, while clumps of soil caused by tillage are called clods. Some peds are quite large. They range in size from as small as a large grain of sand to several inches in size. Space between clay particles is tiny, because the particles are so small. Because of this, clay is sometimes called a "tight" soil which lacks permeability. Drainage is poor. However, spaces between the peds may be large, which greatly improves a tight soil such as clay for plant growth. Good structure improves air and water movement and makes it easier for roots to grow. The spaces between the peds also improves the water-holding capacity. COLOR AND SMELL You can learn a lot about a soil by the way it looks and how it smells. Black to brown soil: Black to brown soils get their color from organic matter or from dark parent materials. You can learn more about their history from their smell. - Organic soils are often produced by waterlogged conditions, such as a lowland or marsh. These soils have a sour, oily smell. - Organic matter can also be high in well-aerated soil. These soils have the earthy smell of good soil. - Soil from dark parent material often has a faint chalky odor. White to light gray soil: White to light gray color may indicate a soil that has been leached, removing chemicals and organic matter. Often these are sandy soils. White color also may be due to accumulations of lime, gypsum or other salts. Yellow to red soil: Yellow to red soils, often seen in warmer climates, get their color from iron oxide. This is the same compound found on rusty metal. The red color indicates good drainage because air with oxygen is required to form the oxide. Yellow is from an iron oxide that includes some water, producing the mineral limonite. Yellow means the soil is slightly less well-drained than red soil. Bluish-gray soil: Bluish-gray color is produced by unoxidized iron and indicates a lack of oxygen in the soil. This often is the result of waterlogging caused by poor drainage. This condition is sometimes called "greying" of soil. Mottled soil: Mottled soils show patches of different colors, often including spots of rust, yellow and gray. This mottled condition suggests a soil that is waterlogged for part, but not all, of the year. SELECTING THE BEST SOILS You can observe the condition of a soil in a number of ways. Color and smell are obvious conditions you can observe by going out to a plowed or cultivated field. Texture and structure are a little more difficult to determine. Measuring soil texture: An accurate measurement of soil texture requires the use of a graduated cylinder. Dry soil is filtered down through several screens which sort the soil particles by size, taking out the sand first, followed by silt, and allowing the finest clay particles to settle to the bottom. You also can make an estimate of soil texture by kneading it in your hand and feeling it between your fingers. This is called the "ribbon test" or "feel method" of determining soil structure. Observing soil structure: Soil structure is more difficult to determine. It is best observed through a microscope. You also may be able to see the results of poor structure or good structure in a field. Rain soaks rapidly into soil with good structure and poorly into tight soil. Poor crop growth on end rows where there has been more tractor traffic is an indication of compaction or a breakdown of soil structure. Ideal agricultural soil: The ideal soil for agricultural purposes contains 10-20% clay, 40% sand and 40% silt. This is called a loam soil. The color should be dark brown or black indicating a fair amount of organic matter produced under conditions of good aeration. It also should have a good open, granular, or crumb structure that provides aeration and water-holding capacity.	oercommons	2025-03-18T00:34:41.941632	08/06/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70956/overview", "title": "Soil Types and Texture", "author": "Kristin Rut" }
https://oercommons.org/courseware/lesson/68348/overview	Information Technology Overview Article On Information Technology:- IT In this Generation,Technology Is the most important part for everyone.it's the part of new generation in which generation we are living. During whole day we need help of technology. Information Technology Is specially based on computer science.It is a wonderful invention of modern science. Besides computers, it also includes telephone,television,radio,wireless,email,fax,the internet etc. The Internet is a giant member information technology. It is the source of news and information. There is no information but is available in the internet. Thus, internet fulfills the demand of every individual. In Old generation if we want to contact anyone we have to write a letter and it goes too late.but now,we can contact anyone with video from our house.all are the gift of technology. But information technology is not free from demerits. Social and anti-social movement, hijacking, fraudulence and many other crimes can take place for the misuse of information technology. Just a notice for everyone,plz don't use technology for any bad works.use the innovation for good works and help to grow the human civilization.	oercommons	2025-03-18T00:34:41.954634	06/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68348/overview", "title": "Information Technology", "author": "satish kumar" }
https://oercommons.org/courseware/lesson/90343/overview	Music Theory Work Book Overview A collection of PDF fillable worksheets aligned with most common instrumental music method books. These can be attached to an LMS so students can access, complete, and submit electronically. Instrumental Music: Music Workbook Supplemental Material The attached folder contains short work sheets in a fillable PDF format. These worksheets are designed to be used regularly as a short formative assessments of music theory terminology and concepts. The intent is for a music educator to have the ability to attach these fillable forms to an LMS of some kind so students can access, complete, and submit with their devices. These particular worksheets were created and aligned with the "Sound Innovations: Book 1" band method book, but will most likely align with most instrumental music methods out there.	oercommons	2025-03-18T00:34:41.972824	Scott Maack	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90343/overview", "title": "Music Theory Work Book", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/123629/overview	Managing Station Rotation- Slides Overview This workshop, designed for administrators or facilitators to use with K-12 educators, focuses on strategies for effectively managing the station rotation framework in classrooms. Participants will learn techniques for organizing groups, setting expectations, and ensuring accountability across direct, independent, and collaborative stations. Introduction This workshop, designed for administrators or facilitators to use with K-12 educators, focuses on managing the station rotation framework to maximize its effectiveness in classrooms. Participants will explore key strategies for organizing and managing groups, setting expectations, and ensuring accountability in direct, independent, and collaborative stations. Practical tools such as visual timers, learner reflection activities, and differentiated content planning will be highlighted. Special thanks to the Lancaster-Lebanon IU13 team for their invaluable resources and support in making this professional development available! To preview, open the attached PDF. To get your own copy of the slides, use this link.	oercommons	2025-03-18T00:34:41.989878	Tracy Rains	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123629/overview", "title": "Managing Station Rotation- Slides", "author": "Kendy Schiffert" }
https://oercommons.org/courseware/lesson/106443/overview	OREGON MATH STANDARDS (2021): [3.OA] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: 3.OA.A.1 Cluster: 3.OA.A - Represent and solve problems involving multiplication and division. STANDARD: 3.OA.A.1 Standards Statement (2021): Represent and interpret multiplication of two factors as repeated addition of equal groups. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 2.OA.C.3, 2.OA.C.4 \| 3.OA.B.5, 3.OA.A.3, 3.OA.B.6, 3.OA.A.2, 5.NF.B.4 \| 5.NF.B.5, 5.NF.B.6 \| 3.OA.A.1 3.OA.A Crosswalk \| Standards Guidance: Boundaries: - Interpret the factors as representing the number of equal groups and the number of objects in each group. Describe a context in which a total number of objects can be expressed as __ x __. - This standard does not include calculating products. It is about understanding the meaning of each of the factors in 5 x 7, not the product of 5 x 7. Progressions - The equation 3 x 6 = ? means how many are in 3 groups of 6 things each: three sixes. But in many other countries the equation 3 x 6 = ? means how many are 3 things taken 6 times (6 groups of 3 things each): six threes. Some students bring this interpretation of multiplication equations into the classroom. So it is useful to discuss the different interpretations and allow students to use whichever is used in their home. (Please reference page 25 in the Progression document). Examples - Student Achievement Partners: 2021 Oregon Math Guidance: 3.OA.A.2 Cluster: 3.OA.A - Represent and solve problems involving multiplication and division. STANDARD: 3.OA.A.2 Standards Statement (2021): Represent and interpret whole-number quotients as dividing an amount into equal sized groups. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 3.OA.A.1, 3.OA.A.3, 3.OA.B.6 \| 3.OA.B.5 \| 5.NF.B.3, 5.NF.B.5, 5.NF.B.6 \| 3.OA.A.2 3.OA.A Crosswalk \| Standards Guidance: Clarifications - Students should solve multiplication problems including single-digit factors and division problems including single- digit divisors and quotients. Terminology - This standard focuses on two models of division: partition models and measurement (repeated subtraction) models. - Partition models focus on "How many in each equal-sized group?" - Measurement (repeated subtraction) models focus on "How many groups can you make?". - This standard does not include calculating. It is about understanding the meaning of what does 56 ÷ 8 mean, not the quotient of what does 56 ÷ 8 equal. Boundaries - Students should be able to use numerical reasoning to learn multiplication and division facts through playing games and solving contextual, mathematical problems. - Fluency does not lend itself to timed tests or speed. Students should be given opportunities to choose flexibly among strategies to solve mathematical problems accurately and efficiently. Teaching Strategies - Multiplication strategies may include repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Multiplication tables may be used to help students discover patterns and relationships. - Division strategies may include repeated subtraction, equal sharing, and forming equal groups. Progressions - In Equal Groups, the roles of the factors differ. One factor is the number of objects in a group (like any quantity in addition and subtraction situations), and the other is a multiplier that indicates the number of groups. So, for example, 4 groups of 3 objects is arranged differently than 3 groups of 4 objects. Thus there are two kinds of division situations depending on which factor is the unknown (the number of objects in each group or the number of groups). (Please reference page 24 in the Progression document). Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: 3.OA.A.3 Cluster: 3.OA.A - Represent and solve problems involving multiplication and division. STANDARD: 3.OA.A.3 Standards Statement (2021): Use multiplication and division within 100 to solve problems in authentic contexts involving equal groups, arrays, and/or measurement quantities. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 3.OA.A.1, 3.OA.A.2 \| 3.OA.A.4, 3.OA.D.8, 4.OA.A.1, 4.OA.A.2 \| 3.OA.A.3 3.OA.A Crosswalk \| Standards Guidance: Clarifications - Students should be able to solve practical, real-life division problems including “how many in each group” and “how many groups” using efficient and flexible strategies. - 7 x 3 is known, then 3 x 7 is also known (Commutative Property) - 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or 5 x 2 = 10, then 3 x 10 = 30 (Associative Property) - Knowing 8 x 5 = 40 and 8 x 2 = 16, 8 x 7 can be found as the sum of these partial products: 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (Distributive Property) Boundaries - Solve multiplication word problems with factors up to and including 10. - Solve division word problems with a divisor and quotient up to and including 10. - Students at this grade level are not expected to formally name or identify the specific properties (e.g. commutative, associative, and distributive). Teaching Strategies - Students should use a variety of representations for creating and solving one-step word problems, including using drawings and equations with a symbol for the unknown number. - Some problems should include reading bar graphs, pictographs, and dot plots, as well as measurements in grams, kilograms, liters. Dot plots and line plots can be used interchangeably. Progressions - Relating Equal Group situations to Arrays, and indicating rows or columns within arrays, can help students see that a corner object in an array (or a corner square in an area model) is not double counted: at a given time, it is counted as part of a row or as a part of a column but not both. - Problems in terms of “rows” and “columns,” e.g., “The apples in the grocery window are in 3 rows and 6 columns,” are difficult because of the distinction between the number of things in a row and the number of rows. There are 3 rows but the number of columns (6) tells how many are in each row. There are 6 columns but the number of rows (3) tells how many are in each column. (Please reference page 24 in the Progression document). Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 3.OA.A.4 Cluster: 3.OA.A - Represent and solve problems involving multiplication and division. STANDARD: 3.OA.A.4 Standards Statement (2021): Determine the unknown number in a multiplication or division equation relating three whole numbers by applying the understanding of the inverse relationship of multiplication and division. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 3.OA.A.3 \| N/A \| 4.NBT.B.6, 4.GM.B.6 \| 3.OA.A.4 3.OA.A Crosswalk \| Standards Guidance: Boundaries - The focus of 3.OA.4 goes beyond the traditional notion of fact families by having students explore the inverse relationship of multiplication and division. Examples - Determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 3.OA.B.5 Cluster: 3.OA.B - Understand properties of multiplication and the relationship between multiplication and division. STANDARD: 3.OA.B.5 Standards Statement (2021): Apply properties of operations as strategies to multiply and divide. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 3.OA.A.1, 3.OA.A.2 \| 3.OA.C.7, 3.OA.D.9 \| 4.NBT.B.5, 4.NBT.B.6 \| 3.OA.B.5 3.OA.B Crosswalk \| Standards Guidance: Boundaries - Students need not use formal terms for these properties. Progressions - In the Array situations, the roles of the factors do not differ. One factor tells the number of rows in the array, and the other factor tells the number of columns in the situation. But rows and columns depend on the orientation of the array. If an array is rotated 90º, the rows become columns and the columns become rows. This is useful for seeing the commutative property for multiplication in rectangular arrays and areas. (Please reference page 24 in the Progression document). Examples - If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) - If 3 × 5 × 2 can be found by 3 × 5 = 15 then 15 × 2 = 30, or by 5 × 2 = 10 then 3 × 10 = 30. (Associative property of multiplication.) - Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 3.OA.B.6 Cluster: 3.OA.B - Understand properties of multiplication and the relationship between multiplication and division. STANDARD: 3.OA.B.6 Standards Statement (2021): Understand division as an unknown-factor in a multiplication problem. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 3.OA.A.1 \| 3.OA.C.7, 3.OA.A.2 \| 4.NBT.B.6, 5.NF.B.3, 5.NF.B.7 \| 3.OA.B.6 3.OA.B Crosswalk \| Standards Guidance: Boundaries - Solve an unknown factor problem, by using division strategies or changing the division problem to an equivalent multiplication problem. - Since multiplication and division are inverse operations, students are expected to solve problems and explain their processes of solving division problems that can also be represented as unknown factor multiplication problems. Examples - Divide 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. (8 x ? = 32) - Student Achievement Partners: 2021 Oregon Math Guidance: 3.OA.C.7 Cluster: 3.OA.C - Multiply and divide within 100. STANDARD: 3.OA.C.7 Standards Statement (2021): Fluently multiply and divide within 100 using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 3.OA.B.5, 3.OA.B.6 \| 4.OA.B.4 \| 4.NBT.B.5, 4.NBT.B.6, 4.GM.B.4 \| 3.OA.C.7 3.OA.C Crosswalk \| Standards Guidance: Terminology - This standard uses the word fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property). - Fluently/Fluency – To achieve fluency, students should be able to choose flexibly among methods and strategies to solve mathematical problems accurately and efficiently. Boundaries - By the end of Grade 3, know from memory all products of one-digit numbers. “Know from memory” should not focus only on timed tests and repetitive practice. - This standard does not require timed assessments. Ample opportunity to develop efficient, accurate, and flexible strategies is essential. - Students should be allowed to choose an appropriate strategy to demonstrate fluency. - Finding and using key words is not an appropriate strategy. Teaching Strategies - Ample experiences working with manipulatives, pictures, arrays, word problems, and numbers to internalize the basic facts (up to 9 x 9). - Some problems should include reading bar graphs, pictographs, and dot plots. Some problems should involve grams, kilograms, and liters. Dot plots and line plots can be used interchangeably. Progressions - All of the understandings of multiplication and division situations, of the levels of representation and solving, and of patterns need to culminate by the end of Grade 3 in fluent multiplying and dividing of all single-digit numbers and 10. - Organizing practice so that it focuses most heavily on understood but not yet fluent products and unknown factors can speed learning. To achieve this by the end of Grade 3, students must begin working toward fluency for the easy numbers as early as possible. (Please reference pages 26 & 27 in the Progression document) Examples - Student Achievement Partners: 2021 Oregon Math Guidance: 3.OA.D.8 Cluster: 3.OA.D - Solve problems involving the four operations, and identify and explain patterns in arithmetic. STANDARD: 3.OA.D.8 Standards Statement (2021): Solve two-step problems in authentic contexts that use addition, subtraction, multiplication, and division in equations with a letter standing for the unknown quantity. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 2.OA.A.1, 3.OA.A.3 \| 4.OA.A.3 \| 3.GM.B.4 \| 3.OA.D.8 3.OA.D Crosswalk \| Standards Guidance: Clarifications - Students should represent problems using equations with a variable standing for the unknown quantity and justify their answers. Boundaries - This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). - This is limited to problems posed with whole numbers and having whole-number answers. Situations involving money should not include decimal numbers. Teaching Strategies - Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. - Some problems should include reading bar graphs, pictographs, and dot plots, as well as measurements in grams, kilograms, liters. Dot plots and line plots can be used interchangeably. - Represent these problems using equations with a letter standing for the unknown quantity. - Students should use numerical reasoning to assess the reasonableness of answers. Progressions - Use of two-step problems involving easy or middle difficulty adding and subtracting within 1,000 or one such adding or subtracting with one step of multiplication or division can help to maintain fluency with addition and subtraction while giving the needed time to the major Grade 3 multiplication and division standards. (Please reference page 28 in the Progression document). Examples - At the movies, tickets cost $11 each, popcorn costs $7 each, and drinks costs $4 each. If I have $25, do I have enough to purchase 1 ticket, 1 popcorn, and 2 drinks? - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 3.OA.D.9 Cluster: 3.OA.D - Solve problems involving the four operations, and identify and explain patterns in arithmetic. STANDARD: 3.OA.D.9 Standards Statement (2021): Identify and explain arithmetic patterns using properties of operations, including patterns in the addition table or multiplication table. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 2.OA.C.3, 3.OA.B.5 \| 4.OA.C.5 \| N/A \| 3.OA.D.9 3.OA.D Crosswalk \| Standards Guidance: Boundaries - Identifying patterns can help students derive and automatize multiplication facts. - Multiplication tables may be used to help students discover patterns and relationships. - A student looking at a multiplication table may discover that multiples of even numbers (2, 4, 6, and 8) are always even; the products in each row and column increase by the same amount (skip counting); the multiples of 6 are double the multiples of 3; the multiples of any number fall on a horizontal and a vertical line due to the commutative property, etc. - Patterns may include exposure to even and odd extending from previous work in 2nd grade. Teaching Strategies - Opportunities for students to examine numerical patterns. - The ability to recognize and explain patterns in mathematics leads students to developing the ability to make generalizations, a foundational concept in algebraic thinking. - Students investigate multiplication tables in search of patterns and explain why these patterns make sense mathematically. - The multiples of 4, 6, 8, and 10 are all even because they can all be decomposed into two equal groups. - The doubles (multiples of 2) in a multiplication table fall on horizontal and vertical lines. - On a multiplication chart, the products in each row and column increase by the same amount (skip counting). - All the multiples of 5 end in a 0 or 5 while all the multiples of 10 end with 0. Every other multiple of 5 is a multiple of 10. Examples - Observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. - A student highlighting the multiples of 9 on a hundreds chart might notice 2 x 9 is 2 away from 20, 3 x 9 is 3 away from 30, and so forth. - Illustrative Mathematics:	oercommons	2025-03-18T00:34:42.121069	07/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106443/overview", "title": "OREGON MATH STANDARDS (2021): [3.OA]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/73188/overview	CUENTOS Overview La historia presentada tiene la finalidad de mostrar parate las videncias del escritor. LEYENDO CUENTOS En torno a la ciudad de Huánuco existen tres cerros o jircas: Marabamba, Rondos y Paucarbamba. Una leyenda lugareña, de origen prehispánico, contaba el origen de esos nombres: eran de tres guerreros antiguos, venidos de lejos en busca del amor de una hermosa doncella. El autor recoge esta leyenda y la recrea de manera magistral. El curaca de esa región, llamado Pillco-Rumi, tenía una hermosísima hija única, Cori Huayta (Flor de Oro). El padre no quería que su adorada hija se casara porque para él no existía en su reino un hombre perfecto y capaz de hacerla feliz. Pero al actuar así iba contra las leyes del reino, que obligaban a toda mujer adulta a contraer matrimonio. Varios pretendientes se dispusieron a pelear para conseguir la mano de la bella Cori Huayta, entre ellos tres guerreros famosos: Maray, Runtus y Páucar, venidos de la puna, del mar y de la selva, respectivamente, al frente de numerosos ejércitos. Al verse rodeado, Pillco-Rumi implora desesperadamente la ayuda del dios Pachacámac; este interviene matando a los pretendientes y convirtiéndoles en cerros. Luego, el dios va en busca a Cori-Huayta, a la que toma para sí, fulminándola con un rayo. Es en ese instante en que se escucha la voz del dios que decía «huañucuy» (¡muérete!); los pobladores, asustados, abandonan el lugar y fundan otra población, a la que bautizan Huánuco, en alusión a la voz divina. López Albújar, Enrique. Cuentos andinos. Lima, Peisa, 1986, p. 7.	oercommons	2025-03-18T00:34:42.136413	10/05/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73188/overview", "title": "CUENTOS", "author": "Ronald Ramos" }
https://oercommons.org/courseware/lesson/123391/overview	Evaluation of Information Retrieval System Overview Evaluation is very crucial and tedious task in information retrieval system. There are many retrieval models, algorithms and systems in literature so in order to proclaim the best among many, choose one to use and improve there is need to evaluate them. Evaluation of Information Retrieval System Introduction: In the discipline of library science, Information Retrieval (IR) encompasses the systematic process of searching for, identifying, and obtaining pertinent information from a variety of resources, including books, articles, digital records, and multimedia materials. As the volume of both physical and digital content continues to expand, the implementation of IR techniques becomes crucial for assisting library patrons in navigating extensive and varied collections to find the information they require. Libraries utilize a range of IR systems, such as cataloguing databases, digital repositories, and online search engines, to systematically organize and facilitate access to information. The rise of digital technologies and the internet has significantly altered traditional library methodologies, leading to the adoption of more sophisticated techniques like full-text indexing, metadata tagging, and semantic search. Within library science, IR prioritizes not only the precision and relevance of search outcomes but also the enhancement of user experience through personalized, efficient, and effective retrieval strategies, thereby fostering research, learning, and knowledge acquisition in an increasingly information-saturated environment. One of the significant challenges in contemporary information retrieval is the effective evaluation of Information Retrieval Systems (IRS) to predict their future performance within a specific application domain. Here I will discusses how visual and scalar evaluation methods can work in tandem to provide a comprehensive evaluation of information retrieval systems. Visual evaluation methods can demonstrate whether one IRS outperforms another, either completely or partially. In contrast, scalar evaluation methods reveal the overall performance of the IRS. Employing both evaluation types offers a clearer understanding of the performance of various IRSs. The Receiver Operating Characteristic (ROC) curve and the Precision-Recall (P-R) curve serve as examples of visual evaluation methods, while scalar methods such as precision, recall, Area Under Curve (AUC), and F measure are also utilized. Evaluation plays a vital role in information retrieval systems. There are so many retrieval models, algorithms, and systems documented in the literature, it is essential to evaluate these options in order to identify the most effective one for implementation and enhancement. I n Information Retreival system we want to see which system performs better and how level of performane of any system is improved. There are two basic parameter to measure the level of performance – effectiveness and efficiency. Effectiveness in Information Retrieval means how it gives relevant information. In efficiency, we mean how economically the system is archiving its objective or with what minimal cost the system work effectively. Lancaster states that we can evaluate an information retrieval system by considering three issues- - How well the system is satisfying its objectives, that is how well it is satisfying the demands place upon it. - How efficiently it is satisfying its objectives - Whether the system justifies its existence. Need and purpose of evaluation: Keen (1971) gives three major purposes of evaluating an information retrieval system as follows: a. The need for measures with which to make merit comparison within a single test situation. In other words, evaluation studies are conducted to compare the merits (or demerits) of two or more systems b. The need for measures with which to make comparisons between results obtained in different test situations, and c. The need for assessing the merit of real-life system. Swanson (1971) states that evaluation studies have one or more of the following purposes: a. To assess a set of goals, a program plan, or a design prior to implementation. b. To determine whether and how well goals or performance expectations are being fulfilled. c. To determine specific reasons for successes and failures. d. To uncover principles underlying a successful program. e. To explore techniques for increasing program effectiveness. f. To establish a foundation of further research on the reasons for the relative success of alternative techniques, and g.To improve the means employed for attaining objectives or to redefine sub goals or goals in view of research findings. Evaluation Criteria: The evaluation of Information Retrieval is approached from two distinct perspectives. 1. Managerial perspective: When the evaluation is carried out from a managerial standpoint, it is referred to as managerial-oriented evaluation. 2. User perspective: When the evaluation is performed from the user's standpoint, it is termed user-oriented evaluation. Cleverdon (1962) says that a user oriented evaluation should try to answer the following questions which are quite relevant in modern context too: • To what extent does the system meet both the expressed and latent needs of its users’ community? • What are the reasons for the failure of the system to meet the users’ needs? • What is the cost-effectiveness of the searches made by the users themselves as against those made by the intermediaries? • What basic changes are required to improve the output? • Can the costs be reduced while maintaining the same level of performance? • What would be the possible effect if some new services were introduced or an existing service were withdrawn? In 1966, Cleverdon identified six criteria for the evaluation of an information retrieval system. These are: • recall, i.e., the ability of the system to present all the relevant items • precision, i.e., the ability of the system to present only those item that are relevant • time lag, i.e. the average interval between the time the search request is made and the time an answer is provided • effort, intellectual as well as physical, required from the user in obtaining answers to the search requests • form of presentation of the search output, which affects the user’s ability to make use of the retrieved items, and • coverage of the collection, i.e. the extent to which the system includes relevant matter. Vickery (1970) identifies six criteria, grouped into two sets as follows: Set 1 • Coverage = the proportion of the total potentially useful literature that has been analysed • recall – the proportion of such references that are retrieved in a search, and • Response time – the average time needed to obtain a response from the system. These three criteria are related to the availability of information, while the following three are related to the selectivity of output. Set 2 • precision – the ability of the system to screen out irrelevant references • usability – the value of the references retrieved, in terms of such factors as their reliability, comprehensibility, currency, etc., and • Presentation – the form in which search results are presented to the user. In 1971, Lancaster proposed five evaluation criteria: • coverage of the system • ability of the system to retrieve wanted items (i.e. recall); • ability of the system to avoid retrieval of unwanted items (i.e. precision) • the response time of the system, and • The amount of effort required by the user. All these factors are related to the system parameters, and thus in order to identify the role played by each of the performance criteria mentioned above, each must be tagged with one or more system parameters. Recall and Precision: The concept of recall pertains to the evaluationof whether a specific item can be retrieved, as well as the degree to which the retrieval of desired items takes place. When a user submits a query, it is the system's duty to extract all items pertinent to that query. However, in practice, it may not be feasible to retrieve every relevant item from a large collection. Consequently, a system may only manage to retrieve a fraction of the total relevant documents in response to a particular query. The effectiveness of a system is frequently evaluated using the recall ratio, which indicates the percentage of relevant items retrieved in a specific context. The general formulas for calculating recall and precision can be expressed as follows: Recall = (Number of relevant items retrieved / Total number of relevant items in the collection) × 100 Precision = (Number of relevant items retrieved / Total number of items retrieved) × 100 Recall is thus associated with the system's capability to retrieve relevant documents, while precision pertains to its ability to avoid retrieving non-relevant documents. An ideal system aims for both 100% recall and 100% precision, meaning it strives to retrieve all relevant documents and only relevant documents. However, achieving this in practice is not feasible, as an increase in recall often leads to a decrease in precision. These two metrics are inversely related. The following example illustrates the relationship between recall and precision for a specific search scenario. In a hypothetical scenario, consider a system that retrieves a total of ‘a+b’ documents, where ‘a’ represents the number of relevant documents and ‘b’ denotes the number of non-relevant documents. For instance, let us assume that ‘c+d’ documents remain in the collection after the search process is completed. This figure is expected to be substantial, as it reflects the entire collection excluding the documents that were retrieved. Among the ‘c+d’ documents, it can be posited that ‘c’ documents are relevant to the query but were not retrieved, while ‘d’ documents are non-relevant and have been accurately excluded. In the context of a large collection, the value of ‘d’ is likely to be significantly greater than that of ‘c’, as it accounts for all non-relevant documents minus those that were incorrectly retrieved (represented by ‘b’). Lancaster proposes that these statistics can be illustrated in the following table. Recall-precision Matrix \| \| Relevant \| Non-relevant \| Total \| Retrieved \| a(hits) \| b(noise) \| a+b \| Non retrieved \| c(misses) \| d(rejected) \| c+d \| Total \| a+c \| b+d \| a+b+c+d \| If the system mises documents then that should be retrieved and d should be rejected as it is not relevant to the given query. The recall will be calculated as- R=[a/(a+c)] x 100 P=[a/(a+b)] x 100 The value of recall will be increased if value a is increased. This only happens when there is a increasing number of retrieved item is present. When the number of retrieved documents increased , the number of non relevant item is also increased and value of b will fluctuate the value of precision. Key Differences: - Recall is about retrieving all relevant documents, even if it means retrieving some irrelevant documents. - Precision is about retrieving only relevant documents, even if it means missing some relevant ones. Trade-off Between Recall and Precision: In practice, there is often a trade-off between recall and precision: - Increasing recall (by retrieving more documents) often results in lower precision because irrelevant documents may be retrieved as well. - Increasing precision (by being more selective in retrieval) can often result in lower recall because some relevant documents may not be retrieved. For example, if a system retrieves 100 documents and most of them are relevant, the recall will be high but the precision may be low if it also retrieves a few irrelevant documents. On the other hand, if the system retrieves only a few documents, but they are all highly relevant, the precision will be high, but recall may be low because many relevant documents weren't retrieved. F1-Score (Harmonic Mean of Precision and Recall): To balance precision and recall, a combined metric called the F1-score is often used. The F1-score is the harmonic mean of precision and recall and provides a single measure that balances both aspects. - Formula: F1-score=2×Precision×RecallPrecision+RecallF1\text{-score} = 2 \times \frac{\text{Precision} \times \text{Recall}}{\text{Precision} + \text{Recall}}F1-score=2×Precision+RecallPrecision×Recall - Interpretation: The F1-score ranges from 0 to 1, with 1 being the best performance (perfect precision and recall). It is especially useful when you need to balance both precision and recall. Example: If: - Precision = 0.8 - Recall = 0.8 Then, the F1-score is: F1=2×0.8×0.80.8+0.8=2×0.641.6=0.8F1 = 2 \times \frac{0.8 \times 0.8}{0.8 + 0.8} = 2 \times \frac{0.64}{1.6} = 0.8F1=2×0.8+0.80.8×0.8=2×1.60.64=0.8 High precision mainly useful for saving users time and effort. Most of the time, recall and precision level are set around 60% as most of the users want a few documents. Fallout and generality: In Information Retrieval (IR), assessing the effectiveness of a search system includes a variety of measurements that degree how well the framework recovers relevant documents in reaction to a user's inquiry. Among the foremost commonly used metrics are review and accuracy, which assess the completeness and exactness of the recovered comes about, separately. Recall focuses on the capacity of the framework to discover all significant records, whereas precision measures how many of the recovered reports are significant. Past these, there are extra measurements that offer more profound bits of knowledge into the behavior of an IR framework. Fall-out measures the extent of unimportant archives that are erroneously recovered by the framework, highlighting its propensity to create untrue positives. On the other hand, simplification looks at the breadth of the reports recovered, assessing how well the framework covers a wide run of themes or categories, hence giving a more comprehensive set of comes about. Together, these measurements give a comprehensive system for understanding the execution of an IR framework. Whereas review and accuracy offer a coordinate evaluationof pertinence, fall-out and sweeping statement encourage improve this examination by highlighting how the framework handles unimportant data and how broadly it looks for pertinent substance over assorted regions. Adjusting these components is fundamental for building successful and proficient look frameworks that cater to a wide array of user. Cut-off= (a+b)/(a+b+c+d) Cut-off is made through the document collection to distinguish received items from non-retreived ones. Whenever it is difficult to assess the relevance of documents, it is needed to use relevance feedback method which utilizes user relevance judgements. Recall and precision can combined in a single measure called effectiveness. E=100×[1- 1+β2PRβ2 P+R ] Where P = precision and R= recall, β=0.5 corresponds to attaching half as much importance to recall as precision. SYMBOL \| EVALUATION MEASURE \| FORMULA \| EXPLANATION \| R \| RECALL \| a/(a+c) \| Proportion of relevant items retrieved \| P \| PRECISION \| a/(a+b) \| Proportion of retrieved items that are relevant \| F \| FALLOUT \| b/(b+d) \| Proportion of non-relevant items retrieved \| G \| GENERALITY \| (a+c)/(a+b+c+d) \| Proportion of relevant items per query. \| Table: Retrieval Measures The Steps of evaluation: The process of evaluation in Information Retrieval (IR) is a systematic approach used to assess how effectively an IR system retrieves relevant documents in response to user queries. This evaluation is crucial for improving the quality of search results and ensuring that the system meets the needs of its users. Below are the typical steps involved in evaluating an Information Retrieval system: 1. Define the Evaluation Goals - Purpose: Establish the specific objectives of the evaluation. This can include assessing the system’s overall effectiveness, comparing multiple systems or algorithms, or testing specific components (e.g., indexing, ranking algorithms). - Scope: Determine the scope of the evaluation—whether it will cover all types of queries (broad/general queries) or focus on specific types of information needs (e.g., fact-based, exploratory). - Evaluation Context: Define the context, such as whether the evaluation is being conducted in an offline or online environment. Offline evaluation uses pre-collected data, while online evaluation involves real-time user interaction. 2. Select Evaluation Measurements Select the suitable evaluationmeasurements that adjust with the objectives. A few common IR measurements incorporate: Accuracy: The extent of recovered archives that are important. Review: The extent of important archives that are recovered. F1-Score: The consonant cruel of exactness and review. Cruel Normal Exactness (Outline): The cruel of accuracy at each important record recovered, found the middle value of over questions. Normalized Marked down Aggregate Pick up (NDCG): A metric utilized to assess positioned comes about, considering both pertinence and the position of significant archives. Client Fulfillment: Measured through overviews or client behavior, reflecting how well the framework meets client desires. Time to Data: The time it takes clients to discover the important data. 3. Get ready the Test Collection Archive Collection: Gather a agent test of the archive corpus that the IR framework will look through. This might incorporate both organized and unstructured information (e.g., books, articles, web pages). Inquiry Set: Create a set of inquiries that speak to commonplace client data needs. These questions can be real-world questions or produced physically to cover a extend of points. Pertinence Judgments: Human assessors must assess which reports are important or unimportant for each inquiry. These judgments are basic for calculating measurements like review and accuracy. 4. Run the IR Framework Execute Inquiries: Input the questions into the IR framework and recover comes about. This includes utilizing the system's look interface or backend calculation to return a list of reports based on pertinence to the inquiry. Capture Comes about: Record the documents retrieved by the framework for each inquiry. These comes about will be utilized for advance. 5. Calculate Evaluation Measurements Degree Exactness and Review: Calculate the extent of important records recovered (accuracy) and the extent of add up to significant archives recovered (review). Other Measurements: Calculate other important measurements based on the test set, such as F1-score, Outline, or NDCG, depending on the evaluationgoals. Comparison: On the off chance that different frameworks are being assessed, compare the comes about over frameworks based on these measurements. 6. Analyze Comes about Decipher the Information: Look at the comes about of the assessment. Tall accuracy implies the framework recovers generally important reports, whereas tall review demonstrates the framework recovers most of the significant records accessible. Distinguish Qualities and Shortcomings: Analyze the system's qualities (e.g., tall exactness) and shortcomings (e.g., moo review or tall fall-out). This makes a difference to recognize ranges where the framework can be progressed. Client Encounter: In case client fulfillment is portion of the assessment, evaluate how well clients are able to discover pertinent reports, considering components like ease of utilize, interface plan, and inquiry definition. 7. Refine and Move forward the Framework Recognize Change Regions: Based on the evaluationcomes about, make alterations to the framework. This seem incorporate: Calculation Tuning: Altering positioning calculations to move forward accuracy or review. Ordering and Metadata: Making strides how archives are ordered or how metadata is utilized to superior coordinate client questions. Client Interface Upgrades: Adjusting the look interface for way better client encounter, such as including channels or progressing inquiry recommendations. Re-test: Once enhancements are made, re-run the evaluationto decide in case the changes have progressed framework execution. 8. Client Input and Testing Conduct Client Testing: On the off chance that conceivable, include genuine clients within the assessment. This might be done through studies, center bunches, or A/B testing to get it their encounters with the framework. Criticism Instruments: Collect input from users with respect to look result significance, ease of route, and in general fulfillment. This could give experiences that are not captured by formal evaluationmeasurements alone. 9. Report and Archive Discoveries Record Comes about: Summarize the evaluation process, metrics utilized, discoveries, and experiences. A clear report ought to incorporate an examination of qualities and shortcomings, in conjunction with recommended enhancements. Proposals: Based on the comes about, offer significant proposals to progress the IR framework. This seem include specialized changes or plan changes. Ceaseless Evaluation: Evaluation ought to be an continuous prepare. As the framework advances, ceaseless checking and occasional assessments guarantee that the framework adjusts to changing client needs and innovative propels. Conclusion: The evaluationof Information Retrieval (IR) systems is an essential undertaking that guarantees the efficiency of search engines, databases, and various retrieval mechanisms in delivering pertinent and precise results to users. This process follows a structured methodology, beginning with the clear articulation of evaluation objectives, the selection of suitable metrics, the preparation of a test collection, and the analysis of outcomes to evaluate the system's performance. Widely used evaluation metrics, including precision, recall, and F1-score, offer quantitative insights into a system's capability to retrieve relevant documents, while user satisfaction and other qualitative indicators reflect the overall user experience. Through evaluation, it becomes possible to pinpoint the strengths and weaknesses of an IR system, facilitating ongoing enhancements and refinements. These enhancements may involve modifications to algorithms, improved indexing, or upgrades to the user interface, all designed to provide a more accurate and user-friendly search experience. Ultimately, a thoroughly evaluated IR system not only fulfills the information requirements of its users but also adapts to changing needs and technological progress. In summary, the regular and thorough evaluation of IR systems is vital for sustaining their relevance and effectiveness. By emphasizing both quantitative and qualitative metrics and engaging users in the evaluation process, libraries, search engines, and other organizations can ensure that their IR systems consistently deliver high-quality, dependable, and user-focused information retrieval experiences. References 1.Chowdhury, G. G. (2010). Introduction to modern information retrieval. Facet Publishing. 2. Lancaster, F. W. (1968). Information retrieval systems: Characteristics, Testing, and Evaluation. John Wiley & Sons. 3.Zuva, K. (2012). Evaluation of information retrieval systems. International Journal of Computer Science and Information Technology, 4(3), 35–43. https://doi.org/10.5121/ijcsit.2012.4304 4.Zuva, K. (2012). Evaluation of information retrieval systems. International Journal of Computer Science and Information Technology, 4(3), 35–43. https://doi.org/10.5121/ijcsit.2012.4304 5.Evaluation in information retrieval. (2009). In Online edition (pp. 151–153). Cambridge University Press. https://nlp.stanford.edu/IR-book/pdf/08eval.pdf 6.Evaluation and measurement of Information Retrieval System – Information Storage and Retrieval. (n.d.). https://ebooks.inflibnet.ac.in/lisp7/chapter/evaluation-and-measurement-of-information-retrieval-system/	oercommons	2025-03-18T00:34:42.224494	12/26/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123391/overview", "title": "Evaluation of Information Retrieval System", "author": "RUMKI AKHTAR" }
https://oercommons.org/courseware/lesson/109843/overview	Education Standards The Washington State Social Studies Learning Standards High School Nisei Soldiers in World War II Overview This is an accompanying teacher's guide to the graphic novel "Fighting for America: Nisei Soldiers. The book is a compilation of 6 Nisei, second-generation Japanese Americans, veteran's oral histories. These emotional first-person accounts are visceral and graphically moving. These veterans take us on the journey into intelligence units, into the life of a medic, and into gripping and pivotal moments of the Second World War. The books are available in multiple bookstores and library systems. For more information on where to find this novel, contact education@wingluke.org. Historical Background On February 19, 1942, US President Franklin Roosevelt signed Executive Order 9066, authorizing the military to incarcerate people who may pose a threat to the security of the United States of America. With this authority in hand, the American military carried out the forced incarceration of 120,000 Japanese and Japanese Americans in ten American concentration camps. These facilities were officially labeled “War Relocation Centers” and administered by the War Relocation Authority (WRA). Although they were called “Relocation Centers” they were in fact concentration camps. Approximately one-half of the inmates were children and approximately two-thirds were American citizens. The prisoners were not charged with a specific crime and were held under harsh circumstances for an unspecified time. “Due process of law” – guaranteed by the US Constitution – was conspicuously vacated. Approximately 40 years later, President Regan in his letter of apology cited the reasons as: “race discrimination, wartime hysteria and failed leadership.” Nevertheless, young Japanese Americans volunteered in the camps to fight for America in Europe and the Pacific. Anti-Asian Agitation The 1942 forced incarceration of 120,000 Japanese and Japanese Americans predominantly from the West Coast of the United States into concentration camps was the culmination of years of anti-Japanese and anti-Asian agitation. In order to better understand the Incarceration, it must be viewed in the context of historic anti-Asian racism and discrimination on the West Coast. As the West was expanding in the 1800s, the Chinese were exploited as a source of cheap labor to build the transcontinental and Central Pacific railroads. They also provided labor for other major projects such as mining and construction. For example, Chinese laborers dug the Lake Washington ship canal in Seattle. They were assigned dangerous jobs that most white laborers would not perform, including dynamiting cliffs for the railroad. But when the railroad was finished, their labor was no longer needed at the same time an economic downturn hit the US. The Chinese became scapegoats, blamed for taking jobs away from whites. In the Pacific Northwest, there were anti-Chinese riots and mob violence, spurred by white laborer organizers and carried out by the general public. In 1885, Tacoma residents herded up the Chinese and shipped them off to Portland in railway boxcars. In 1886, Seattle residents attempted to force the Chinese community onto a steamship but were stopped by local law officers at the pier. When one white person was shot and killed by the University Guard, his death caused the crowd to disperse. Federal martial law held sway for two weeks. Because of the hostile attitudes, many Chinese left Seattle. In addition, various local and state laws were passed to exclude, restrict, and disenfranchise the Chinese. For example, during the California gold rush, Chinese claims were stolen with impunity by white miners. Court testimony by the Chinese was not admissible since the court regarded them as “heathens” and therefore rejected their sworn testimony on a bible. The phrase “Didn’t have a Chinaman’s Chance” was coined to recognize how unfairly the Chinese were treated legally and how low the odds of survival were for jobs that they were given such as dynamiting cliffs for the railroad. In 1882 Congress passed the Chinese Exclusion Act, which was the first US law that prevented immigration solely on the basis of race. It effectively stopped Chinese immigration for ten years, after which time it was renewed in 1892 and made permanent in 1902. As the economy improved and a need for cheap labor arose again and since Chinese immigrants could no longer fill the need, the US turned to Japanese labor to meet the demand. Japanese worked in the pineapple fields in Hawai‘i, fish canneries in Alaska, forests of the Pacific Northwest, farms along the West, and commercial fishing up and down the coast, among others. Like the Chinese, they suffered from racist acts and policies. When the economy declined, the federal government responded by passing anti-Japanese immigration laws in 1924. Like the Chinese, the Japanese had other restrictive laws passed against them. Federal laws made it impossible for Japanese nationals to become naturalized American citizens. Various Western states including Washington State passed “Alien Land” laws that prevented non-citizens from owning land. Given that Japanese nationals had no route to becoming citizens, they were classified as aliens, and therefore ineligible to own land. US female citizens who married male Japanese immigrants lost their US citizenship. However, if the marriage was terminated through death or divorce, a white woman would have her US citizenship restored, while a woman of Japanese descent (a Nisei, the second generation) was not given her citizenship back. Other states had laws that prevented intermarriage with whites. Although the marriage laws were not necessarily passed against Japanese specifically, nevertheless, they reflected the policies of exclusion that impacted Japanese and other non-white groups as well. With Chinese immigration effectively stopped and Japanese populations emerging in the early 20th century, white Americans passed on the mantel of the “Yellow Peril” from the Chinese to the Japanese. This race-based concept propagated the idea that the “yellow races” would multiply until they squeezed out white Americans, thus preventing whites from obtaining a good life. It was a fear-based approach that portrayed Japanese Americans as a threat to the health, safety, and economic well-being of whites. The Japanese were also were regarded as a potential unsavory foreign influence on white women and children. These unfounded notions were too often taken seriously by some white Americans – either feeding beliefs about maintaining the purity of the white race or as a convenient means to gain monetary profit. Depending on the time period, groups such as the Native Sons of the Golden West, Hearst Newspapers, the Oriental Exclusion League, Ban the Japs Committee, Hollywood producers, Elk, Moose, and Eagles fraternal clubs, various chambers of commerce and many more acted against the Japanese for their own self-interests. Hearst Newspapers fanned the flames of “Yellow Peril” to increase its circulation and profits. Evil Asian villains appeared in Hollywood movies stereotyped as “sly, sneaky, and inscrutable.” By eliminating and stifling Japanese competition, white farmers and other businessmen could increase profits and market share. Within the context of historic anti-Asian discrimination, the attack on Pearl Harbor and the declaration of war with Japan in 1941 exacerbated the already precarious situation for Japanese immigrant and Japanese Americans. Almost immediately, the FBI removed influential Japanese leaders from the community and held them in secured areas and camps. Simultaneously the military, citizens and newspapers exerted pressure to address the “Japanese problem.” Henry McLemore, a Hearst newspaper columnist, wrote in a January 29, 1942 column: I am for immediate removal of every Japanese on the West Coast to a point deep in the interior… Herd ’em up, pack ’em off and give them the inside room in the badlands. Let ’em be pinched, hurt, hungry and dead up against it. Personally I hate the Japanese and that goes for all of them." On February 14, 1942, General John L. DeWitt, wartime commanding general of the Western Defense Command and the Fourth Army, formally recommended that all Japanese nationals and American citizens be removed from strategic areas of the West Coast, even though no crimes of sabotage were committed. DeWitt’s position was that, “A Jap is a Jap and giving him a scrap of paper does not make any difference.” Executive Order 9066 and Concentration Camps On February 19, 1942, President Franklin Roosevelt signed Executive Order 9066, which resulted in the forced removal of 120,000 Japanese aliens and non-aliens predominantly from the West Coast. “Non-Aliens” was a term used to describe American citizens of Japanese ancestry. The term clearly disassociated them 1from their status as American citizens. The very next day, the Tolan Congressional Committee began its hearings on incarcerating aliens and others in San Francisco. During testimony, California Governor Culbert Olson, Oregon Governor Charles A. Sprague, Washington Governor Arthur B. Langlie and Seattle Mayor Earl Milliken expressed support for the incarceration of the Japanese and Japanese Americans. The committee, however, made a distinction between handling Italian and German citizens and non-citizens compared to the Japanese. The fact that the father of Yankee baseball hero, Joe DiMaggio, was an Italian alien may have influenced the Committee to be more lenient in the cases of Italians. General Dwight D. Eisenhower, who later became the 34th President of the United States, was of German descent. Longstanding, racial prejudice became the major deciding factor for the Japanese and Japanese American incarceration. In April 1942, the forced incarceration began. Japanese populations on the West Coast were removed and taken under armed guard to temporary detention centers and long-term concentration camps. The government claimed the Japanese and Japanese Americans presented a military threat even though approximately two-thirds were American citizens and one-half were children. The Bainbridge Island, Washington Japanese and Japanese American community was the first to experience the forced incarceration after Pearl Harbor. They were sent to the Manzanar camp in California, which was a concentration camp in the desert with barbed wire, armed soldiers, guard towers and machine gun nests with the guns pointed into the camp. Because the Japanese could only take what they could carry, they were forced to sell, liquidate, store, lease or secure all their worldly possessions within a matter of days. Aside from the Bainbridge group which went straight to Manazanar, other communities were taken to temporary detention centers or assembly centers. These camps were holding areas until the final concentration camps were completed. In San Francisco, the Japanese and Japanese Americans spent months living in the vacant horse stalls of the Tanforan Race Tracks. In Washington State, they were taken to the Puyallup Fair Grounds, renamed “Camp Harmony.” Approximately 120,000 prisoners were incarcerated in ten permanent concentration camps: Minidoka, Idaho Tule Lake, California Manzanar, California Topaz, Utah Amache, Colorado Rohwer, Arkansas Jerome, Arkansas Heart Mountain, Wyoming Poston, Arizona Gila River, Arizona The permanent camps were usually located in desolate and or semi-arid or arid regions. Before the war, the government attempted to give Minidoka homestead land grants to citizens, but the land was so harsh and undesirable that the program was discontinued. Nevertheless, Poston had a 20,000-person capacity; Tule Lake 16,000; Gila River 15,000; and the remaining seven camps were in the 8,000 to 10,000 range. The ten camps were physically patterned after US Army camps with rows of barracks, mess halls, canteens or stores, washing areas and toilet facilities. All had barbed wire fences, machine gun placements aimed towards the residents and armed guards. Normal life was impossible for the prisoners. They ate meals in the mess hall and lived in small “apartments,” which were areas sectioned off by hanging army blankets or dividers. Lines were an ever-present part of life. There were lines for the mess hall, canteens, and sometimes latrines. Getting lost was commonplace, since all the barracks looked alike. It was not unusual to find a stranger wandering through a barracks at night trying to get home. Socially, the family structure began to break down as children played and ate with their friends instead of their family. Above all, the Japanese suffered from the loss of productive lives in exchange for life behind barbed wire. Beyond the tangible hardships, the intangible losses were devastating, from the loss of liberty, personal power, dignity, and hopes for the future. Many inmates became volunteers to help make the incarceration more liveable. First generation parents, the Issei, did their best to make camp more bearable for the children. Some created gardens and produced crafts items and art. For young people, there were camp dances, school and socializing with friends. Sporting events were organized for all ages, scouting groups were established, talent shows took place regularly. At Minidoka , huge efforts were made to provide a Christmas gift from Santa for every child in camp to bring some sense of normalcy for the children. The 442nd Regimental Combat Team, 100th Battalion, Cadet Nurse Corps and Military Intelligence Service (MIS) Young men and women volunteered from the concentration camps when the US Army created opportunities for Japanese Americans to join the military. Approximately 900 volunteered from Minidoka alone to serve in the all-Japanese American 442nd Regimental Combat Team (RCT) or the Military Intelligence Service (MIS) in the Pacific. Young women joined the US Army cadet nurse corps to work in US hospitals and tend the wounded. The 442nd RCT joined the 100th Battalion from Hawai‘i to train at Camp Shelby, Mississippi, and fought in Italy and France. Their motto was “Go for Broke,” which was the Hawaiian dice shooters phrase for “Shoot the works.” Because they fought heroically on dangerous assignments time and time again, they became the most decorated unit for their size and length of service in US history. The 442nd was famous for rescuing the Texas “Lost Battalion” that was surrounded and pinned down by Germans for days. During the rescue, the 442nd took more casualties than Texans they saved. They also broke the German Gothic Line after other American units failed. The 442nd and 100th were so successful that the US government implemented a military draft at the camps to replenish the losses. In the Pacific, Japanese Americans served in the MIS as translators and intercepted Japanese messages in support of US troops. 442nd/100th Awards Decorations received by the 442nd Regimental Combat Team and 100th Infantry Battalion include: 21 Medals of Honor (20 awarded on June 1, 2000) 29 Distinguished Service Crosses (including 19 Distinguished Service Crosses that were upgraded to Medals of Honor in June 2000) 1 Distinguished Service Medal Over 334 Silver Stars with 28 Oak Leaf Clusters (in lieu of second Silver Star; one Silver Star was upgraded to a Medal of Honor in June 2000) 17 Legion of Merit Medals 15 Soldier’s Medals 1 Air Medal Over 848 Bronze Stars with 1,200 Oak Leaf Clusters (in lieu of second Bronze Star) Over 4,000 Purple Hearts 7 Presidential Unit Citations 36 Army Commendations 87 Division Commendations Over 20 French Croix de Guerre with 2 Palms (in lieu of a second award) 2 Italian Crosses for Military Valor (Croce Al Merito Di Guerra) 2 Italian Medals for Military Valor (Medaglia De Bronzo Al Valor Militaire) 1 Soldier’s Medal (Great Britain) Decorations received by the Military Intelligence Service (MIS) include: 1 Distinguished Service Cross 1 Distinguished Service Medal 18 Silver Stars 3 Legion of Merit Medals 2 Soldier’s Medal 2 Air Medals 132 Bronze Star Medals 7 Purple Hearts 98 Letters of Commendation 6 Presidential Unit Citation (to individuals) 2 Distinguished Unit Citations 35 Combat Infantrymen’s Badges 1 British Empire Medal 10 Military Intelligence Hall of Fame 3 Ranger Hall of Fame The 442nd Regimental Combat Team, 100th Infantry Battalion and Military Intelligence Service were awarded the Congressional Gold Medal on November 2, 2011. To learn more about the inspiring stories of Go For Broke veterans, including the world’s largest oral history collection, visit the Go For Broke National Education Center’s website at www.goforbroke.org. Those Who Challenged the Forced Incarceration Not all Japanese Americans believed that “proving their loyalty” meant volunteering for the armed service. Some believed that their loyalty should be assumed and some also rejected the idea of joining a segregated military unit. Incarcerees who answered “No-No” instead of “Yes-Yes” on the government’s “loyalty questionnaire” were subsequently sent to the Tule Lake concentration camp which became the segregation camp for “disloyals”. A number also resisted military service and were sent to federal penitentiaries. Jimmy Mirikitani, a young man in Tule Lake, not only refused to serve in the Army but also renounced his US citizenship. Since he was not a Japanese citizen, he effectively became a man without a country. Still, others challenged the forced incarceration and detention in the courts. In 1942, University of Washington student Gordon Hirabayashi intentionally violated the military curfew, contending that martial law had not been declared and that all citizens should be subject to the curfew, not just Japanese Americans. The US Supreme Court upheld the lower court decision and the appropriateness of the curfew. It was not until 1983 that it was revealed that the government intentionally withheld vital information from the proceedings and the original ruling was challenged. The Ninth Circuit Court in San Francisco effectively reversed Hirabayashi’s convictions for curfew violations and failure to report to the camps over 40 years later, after his initial conviction. In the 1944 Korematsu v. United States case, Fred Korematsu argued that the forced incarceration order was unconstitutional. The US Supreme Court upheld the lower court ruling and ruled that the forced incarceration was justified due to military necessity. In 1983, Korematsu’s conviction was overturned, citing key documents that showed Japanese Americans had committed no acts of treason, information the US government intentionally withheld from the original Supreme Court case. A third case was brought by Mitsuye Endo. She demanded her release from the Tule Lake concentration camp, based on habeas corpus or the right to receive a trial, since the 1942 incarceration was implemented without the commission of a crime or trial proceedings. In 1944, the Supreme Court ruled on her behalf. They concluded that the War Relocation Authority did not have the right to detain her and other loyal citizens. This ruling granted Japanese Americans their freedom from the concentration camps. Soldiers Return Home The Japanese and Japanese Americans were given $25 and a train ticket when they left camp. Some returned to their hometowns and others re-located elsewhere. In some cases, the return home was almost as stressful as the initial forced incarceration. Many tried to rebuild their lives where anti-Japanese sentiments by the general population still existed. In Hood River, Oregon, petitions circulated protesting the return of the Japanese. In other towns, anti-Japanese signs and banners were openly displayed. The heroism and valor of the 442nd and 100th helped create a better public image for Japanese Americans as loyal and trustworthy citizens. It took much time and persistence for laws to change: Isseis or first generation Japanese could become naturalized citizens (1952 Immigration and Nationality Act (McCarran-Walter Act)), and Isseis could own land in various states (Alien Land laws in Washington State were repealed in1966). 1988 Reparations In 1988, President Ronald Reagan publicly apologized for the forced incarceration of Japanese and Japanese Americans. Each formerly incarcerated person who was alive in 1988 when reparations were passed received $20,000 with an accompanying letter of apology from either President Reagan, Bush, or Clinton. Three US Presidents Cite the Causes of the WWII Forced Incarceration as Part of Reparations The 1988 Civil Liberties Act authorized redress and reparations. Presidents Reagan, Bush Sr., and Clinton stated the causes of the incarceration in their letters of apology that accompanied a $20,000 check to eligible Japanese Americans. They identified the causes as Race discrimination, wartime hysteria, and failed leadership. These forces are still alive today. Racial prejudice is evidenced by anti-Asian hate crimes related to COVID and Black Lives Matter. Wartime hysteria was called propaganda during WWII and it is now called fake news, alternate facts, or lies. Failed leadership is evidenced today by the number of state/national initiatives promoted by some politicians to curtail civil and voter rights. Fighting for America: Nisei Soldiers (FFANS) Graphic Novel--Relationship to State Social Studies Enduring Understandings The Fighting for America Nisei Soldiers graphic novel addresses and explicates all of the historical causes stated by the three presidents through the content, illustrations, and online information/resources. Studying and researching the content will require thought, emotion, and reflection by students as they link historic pathways to relevant personal and larger societal issues today. In addition, the materials support critical/formal thinking with an emphasis on the creation of knowledge by students. This critical thinking approach emphasis aligns with the OSPI Social Studies Skills-Enduring Understandings and Standards. For example: Social studies skills include the formation of questions, the ability to apply disciplinary knowledge and concepts, gather and evaluate sources, and develop claims and use evidence to support those claims. Source OSPI Social Studies Standards Grade 9-2, page 78. One desired FFANS project outcome is that the students walk in the shoes of selected Japanese Americans and Nisei soldiers at a critical time in history and explore/assess the circumstances and create a simulated path to move from darkness to light while not falling victim to despair. This activity will be within the context of dealing with an environment filled with prejudice/wartime hysteria and failed leadership. In the process, it is hoped that they will learn lessons that can apply to their own lives, the current world, and national settings from the Nisei soldiers. Also, the FFANS graphic novel supports implementing a learner-centered environment where students are knowledge-independent and knowledge is not the sole domain of teachers to dispense. This approach is similar to the Constructivist theory which encourages students to reflect on facts, concepts, and findings, and create knowledge. To do so they must be allowed to take control, collaborate, and take ownership of their learning. The FFANS graphic novel encourages and invites students into the lives of notable Japanese Americans at critical historic times. Through words and original art, they will find meaning, make connections and comparisons, and draw conclusions regarding American ideals and values in the light of racial discrimination, wartime hysteria, and failed leadership during WWII and today. Also, the project is based on a heuristic research approach which involves positing internal questions followed by self-discovery. Therefore, one recommended teacher evaluation method aligned with this design is: The “Head, Heart and Hand” paradigm. “Head”, concerns whether the students understood and comprehended the information. “Heart”, did the information touch their emotions and “Heart”? Finally, with their understanding (Head) and heartfelt emotions (Heart), were they motivated to do someone constructive (Hand)? If yes, what? Possible Culminating Student Projects and Outcomes Students can represent their findings and emotional content as charts, dioramas, illustrations, art/art pieces, mind maps etc. The findings can represent the end result of the inquiry or serve as a springboard to more rigorous research. In addition, the research could generate products and or group presentations to showcase their hypotheses, causation findings, research facts, conclusions and relevance of the information to today. Hopefully the students would recognize the role that facts and the scientific method play in generating knowledge. This is critical because in a democracy a well-informed and educated public is necessary in order for the democratic process to function. In dictatorships a well-informed public is not a top priority. In addition, as part of their research, hopefully the students would recognize the role euphemisms played to undercut and normalize the forced incarceration. The government used the following euphemisms regarding concentration camps and incarceration experience: War Relocation Centers instead of concentration camps, evacuation instead of forced incarceration, assembly centers for temporary camps (one was named Camp Harmony), colonists instead of prisoners, evacuees instead of prisoners, non-aliens instead of American citizens, etc. A desired outcome is that students can identify current day euphemisms that normalize inappropriate behavior and strategies to combat lies and unfounded conspiracy theories. Instructions for Teachers The following sections contain the Washington State Social Studies Learning Standards for middle and high school. Accompanying the state sample questions are the Japanese American Poster Project (FFANS) question/suggestions in italics which align with the state standards. The FFANS questions and statements are springboards for further discussion, research, and project development. As a result, the suggestions are not to be followed slavishly but are meant to stimulate thought and discussion leading to student discovery, a desired student outcome, or a culminating individual/group project. Washington State standards for grades 7-12 are attached. Sources and Resources BIBLIOGRAPHY Elementary/Jr. High Reading Level K-8 Bunting, Eve. So Far from the Sea. New York: Clarion Books, 1998. Print. (Ages 8-12) Cooper, Michael. Remembering Manzanar. New York: Clarion Books, 2002. Print. (Ages 9-12) Denenberg, Barry. The Journal of Ben Uchida. New York: Scholastic Books, 1999. Print. (Ages 9-12) Funke, Teresa R. The No-No Boys. Fort Collins: Victory House Press, 2008. Print. (Ages 9-12) Kadohata, Cynthia. Weedflower. New York: Athenneum Books for Young Readers, 2006. Print. (Ages 12+) Larson, Kirby. Dash. New York: Scholastic Press, 2014. Print. (Grades 3-7) Larson, Kirby. Fences Between Us. New York: Scholastic Press, 2010. Print. (Grades 5-8) Lee-Tai, Amy. A Place Where Sunflowers Grow. New York: Children’s Book Press, 2012. Print. (Ages 7-11) Mochizuki, Ken. Baseball Saved Us. New York: Lee and Low Books, 1993. Print. (Ages 8-12) Mochizuki, Ken. Heroes. New York: Lee and Low Books, 1997. Print. (Ages 4+) Salisbury, Graham. Under the Blood-Red Sun. New York: Delacourt Press, 1994. Print. (Ages 12+) Shigekawa, Marlene. Blue Jay in the Desert. Chicago: Polychrome Publishing, 1993. Print (Grades K-5) Shigekawa, Marlene. Welcome Home Swallows. Chicago: Polychrome Publishing, 2001. Print (Grades K-5) Stanley, Jerry. I Am An American. New York: Crown Publishing, 1994. Print. (Ages 9-12) Uchida, Yoshiko. A Jar of Dreams. New York: Aladdin, 1993. Print. (Ages 10-14) Uchida, Yoshiko. The Bracelet. New York: PaperStar Books, 1993. Print. (Ages 8-12) Uchida, Yoshiko. The Invisible Thread. Englewood Cliffs: J. Messner, 1991. Print. (Ages 8-12) Uchida, Yoshiko. Journey to Topaz. New York: Turtleback Books, 2005. Print. (Ages 9-12) Yabu, Shigeru. Hello Maggie. Camarillo: Yabitoon Books, 2007. Print. (Grades 2-4) High School/Adult Reading Level And Then There Were Eight: The Men of I Company, 442nd Regimental Combat Team, World War II. Honolulu: Item Chapter, 442nd Veterans Club, 2003. Print. Asahina, Robert. Just Americans. New York: Penguin Group USA, 2007. Print. Bosworth, Allan R. America’s Concentration Camps. New York: Norton, 1967. Print. Conrat, Maisie, Richard Conrat, and Dorothea Lange. Executive Order 9066; The Internment of 110,000 Japanese Americans. San Francisco: California Historical Society, 1972. Print. Crost, Lyn. Honor By Fire: Japanese Americans at War in Europe and the Pacific. Novato: Presidio, 1994. Print. Daniels, Rogers, Sandra C. Taylor, and Harry H.L. Kitano, eds. Japanese Americans from Relocation to Redress. Seattle: University of Washington Press, 1991. Print. Fiset, Louis. Imprisoned Apart: The World War II Correspondence of An Issei Couple. Seattle: University of Washington Press, 1997. Print. Ford, Jamie. Hotel On the Corner of Bitter and Sweet. New York: Ballantine Books, 2009. Print. Chang, Thelma. I Can Never Forget: Men of the 100th/442nd. Honolulu: Sigi Productions, 1991. Print. Gruenewald, Mary Matsuda. Looking Like the Enemy: My Story of Imprisonment in Japanese-American Internment Camps. Troutdale: NewSage Press, 2005. Print. Hayami, Stanley, Joanne Oppenheim, and Daniel K. Inouye. Stanley Hayami, Nisei Son: His Diary, Letters, and Story from an American Concentration Camp to Battlefield, 1942-1945. New York: Brick Tower, 2008. Print. Hosokawa, Bill. Nisei: The Quiet Americans. New York: W. Morrow, 1969. Print. Houston, Jeanne Wakatsuki. Farewell to Manzanar. Boston: Houghton Mifflin, 1973. Print. Cooper, Michael L. Fighting for Honor: Japanese Americans and World War II. New York: Clarion Books, 2000. Print. Kaneko, Lonnie. Coming Home from Camp & Other Poems. Burton, Washington: Endicott & Hugh, 2015. Kitagawa, Daisuke. Issei and Nisei/The Internment Years. New York: Seabury Press, 1967. Print. Lorella, Teresa. Japanese Roses. Seattle: Lorella Rose Publishing, 2013. Print. Masuda, Minoru. Letters from the 442nd. Seattle: University of Washington Press, 2008. Print. Matsuda, Lawrence. A Cold Wind From Idaho: Poems. New York: Black Lawrence Press, 2010. Print. Matsuda, Lawrence and Roger Shimomura. Glimpses of a Forever Foreigner: Poetry & Artwork Inspired by Japanese American Experiences. Charleston: CreateSpace, 2014. Print. Matsuda, Lawrence. My Name is Not Viola. Endicott and Hugh Press, 2019. Matsuda, Lawrence. Shapeshifter, Minidoka Concentration Camp Legacy, Endicott and Hugh Press, 2022. Mochizuki, Ken. Meet Me at Higo: An Enduring Story of a Japanese American Family. Seattle: Wing Luke Museum, 2011. Print. Oppenheim, Joanne. Dear Miss Breed: True Stories of the Japanese American Incarceration During World War II and a Librarian Who Made a Difference. New York: Scholastic Books, 2006. Print. Sone, Monica. Nisei Daughter. Seattle: University of Washington Press, 1979. Print. Takami, David. Divided Destiny: A History of Japanese Americans in Seattle. Seattle: Wing Luke Museum, 1998. Print. Graphic Novels/Comics Abe, Frank & Nimura, Tamiko. We Hereby Refuse. Seattle: Wing Luke Museum, 2021. Hayashi, Stacey. Journey of Heroes: The Story of the 100th Infantry Battalion and 442nd Regimental Combat Team. Hawai‘i: 442 Comic Book LLC, 2012. Print. (Grades 3-7) Hughes, Kiku. Displacement. New York: First Second, 2020. Matsuda, Lawrence. Fighting for America: Nisei Soldiers. Seattle: Wing Luke Museum, 2015. Mochizuki, Ken. Those Who Helped Us. Seattle: Wing Luke Museum, 2022. Pyle, Kevin. Take What You Can Carry. New York: Henry Hold Co., 2012. Takei, George. They Called Us Enemy. Marietta, Georgia: Top Shelf Productions, 2019. Tucci, Billy. The Lost Battalion (Sgt. Rock). New York: DC Comics, 2009. Websites 442nd/100th Rose Parade Float. http://www.cityofalhambra.org/news/read/149/2015_tournament_of_roses_parade_float/ Densho Oral History Project. www.densho.org Discover Nikkei. “Concentration Camp” or “Relocation Center” – What’s in a Name? James Hirabayashi. http://www.discovernikkei.org/en/journal/2008/4/24/enduring-communities/ Friends of Minidoka. https://www.minidoka.org Go For Broke National Education Center. www.goforbroke.org Gordon Hirabayashi. www.youtube.com/watch?v=qwBcj3DgtyE Japanese American Citizens League. Power of Words. https://jacl.org/education/power-of-words/ Jimmie Kanaya’s Story, WWII Dog Tag Experience. http://www.dogtagexperience.org/ (use the number 0000081a13 and click his picture). Minidoka Pilgrimage. www.minidokapilgrimage.org Tsuru for Solidarity, tsuruforsolidarity.org US Army Center of Military History. President William J. Clinton’s Comments Honoring Asian American Medal of Honor Recipients. http://www.history.army.mil/html/moh/clinton_apmoh.html Videos/Movies The Cats of Mirikitani. Prod./Dir. Linda Hattendorf. Prod. Masa Yoshikawa. Ed. Keiko Deguchi. Cinedigm Entertainment. 2009. DVD. Going for Broke. Ed. William Mallek. Daniel K. Inouye and George Takei. Questar, 2005. DVD. Come See the Paradise. Dir. Alan Parker. Perf. Dennis Quaid, Tamlyn Tomita. Twentieth Century Fox Home Entertainment, 2006. DVD. Honor Bound: A Personal Journey. Prod. Wendy Hanamura. Filmakers Library. DVD. Honor and Sacrifice: The Roy Matsumoto Story. Prod. Don Sellers and Lucy Ostrander. Stourwater Pictures. 2014. DVD. Kash: The Legend and Legacy of Shiro Kashino. Dir. Vince Matsudaira. E-Shadow Productions, 2011. DVD. Acknowledgements The author and artist wish to acknowledge and thank each Nisei hero and their families for sharing their stories. Special thanks to the Graphic Novel Curriculum committee: Cassie Chinn, Debbie Kashino, Louise Kashino, Larry Matsuda, Karen Matsumoto, Paul Murakami, Mako Nakagawa, Matt Sasaki, May Sasaki and David Yamashita. With additional thanks to Mary Hoy, Cindy Nomura, Erica Swanson, and Jordan Wong. Special thanks to Vince Matsudaira for his assistance with the Shiro Kashino chapter and information from his DVD, Kash: The Legend of Shiro Kashino. Thanks also to the Wing Luke Museum, Nisei Veterans Committee (NVC) Foundation, and the US Department of the Interior, National Park Service for the funding and project administration. Note: The stories are inspired by the experiences of real-life people and events. In the process of adapting the stories, the author and artist took some liberties in terms of drama, sequence, setting, physical appearance, and chronology. This curriculum guide, the full graphic novel and accompanying publication, produced by the Seattle NVC Foundation and the Wing Luke Museum of the Asian Pacific American Experience, is based upon work assisted by a grant from the US Department of the Interior, National Park Service. Any opinions, findings conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the US Department of the Interior. This material received Federal financial assistance for the preservation and interpretation of US confinement sites where Japanese Americans were detained during World War II. Under Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of 1975, as amended, the US Department of Interior prohibits discrimination on the basis of race, color, national origin, disability or age in its federally funded assisted projects. If you believe you have been discriminated against in any program, activity, or facility as described above, or if you desire further information, please write to: Chief, Office of Equal Opportunity Programs US Department of the Interior National Park Service 1201 Eye Street, NW (2740) Washington, DC 20005 AUTHOR/ARTIST BIOS Lawrence Matsuda was born in the Minidoka, Idaho Concentration Camp during World War II. He and his family were among the approximately 120,000 Japanese Americans and Japanese held without due process for approximately three years or more. Matsuda has a Ph.D. in education from the University of Washington and was: a secondary teacher, university counselor, state-level administrator, school principal, assistant superintendent, educational consultant, and visiting professor at Seattle University (SU). In 2005, he and two SU colleagues co-edited the book, Community and difference: teaching, pluralism and social justice, Peter Lang Publishing, New York. It won the 2006 National Association of Multicultural Education Philip Chinn Book Award. In July 2010, his book of poetry entitled, A Cold Wind from Idaho, was published by Black Lawrence Press in New York. His poems appear in Ambush Review, Raven Chronicles, New Orleans Review, Floating Bridge Review, Black Lawrence Press website, Poets Against the War website, Cerise Press, Nostalgia Magazine, Plumepoetry, Malpais Review, Zero Ducats, Surviving Minidoka (book), Meet Me at Higo (book), Minidoka: An American Concentration Camp (book and photographs), Tidepools Magazine, and the Seattle Journal for Social Justice. In addition, eight of his poems were the subject of a 60-minute dance presentation entitled, Minidoka, performed by Whitman College students in Walla Walla, Washington (2011). His new book, Glimpses of a Forever Foreigner, published by CreateSpace was released in August 2014. It is collection of Matsuda’s poetry and Roger Shimomura’s art. Artist Matt Sasaki Matt Sasaki was born in Seattle, Washington, the only boy amongst three sisters. He and his siblings grew up in the neighborhood of Beacon Hill. His father was a pharmacist and mother a schoolteacher. As a child, Matt channeled his youthful energy into drawing bizarre characters and creating storylines for the little ballpoint pen books he created out of scraps of paper and staples. Soon little Matty discovered that if he did art projects for his teachers, he could get out of doing real schoolwork. In his young adult years, Matt worked nights stocking shelves in a neighborhood grocery story while taking classes at the Art Institute of Seattle. After he graduated, he could not find work in the commercial art field, so he took classes in automobile collision repair and found a job in a local bodyshop. Later, Matt started painting signs. During this time, he went back to school to study digital art and computer graphics at the Lake Washington Institute of Technology. Matt lives with his wife, their serial killer cat and a very sweet old dog in a Zen-like home surrounded by a peaceful stand of tall evergreen trees north of Seattle. Samples of his work can be found at: mattsasaki.com.	oercommons	2025-03-18T00:34:42.337694	Module	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109843/overview", "title": "Nisei Soldiers in World War II", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/117230/overview	Education Standards Energy Explorers Presentation Energy Explorers Overview This lesson enables students to see where their energy comes from and the future of renewable energy. In partnership with the Washington State Office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Institute for Climate, Water, and the Environment has created the Climate Literacy Fellows program. Energy Explorers Lesson Overview Lesson Title: Energy Explorers Grade Level: 4th Grade Disciplinary Area: Energy Conversion Duration: 45-60 minutes Big Question: What are the different kinds of energy and how is energy transferred? Learning Objectives: - Students will be given a definition of energy and will identify several sources of energy. They will learn the diffrences between renewable and nonrenewable energy. - Students will visibly see how energy is transferred from one source to another. - Students will draw connections between the activity they did and how renewable energy can help power cities. Key Terms: Energy, Energy Coversion, Renewable Energy, Non-Renewable Energy Standards: Next Generation Science Standards - 4-PS3-2 Energy: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. - 4-PS3-4 Energy: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. Materials: \| Material: \| Link for Purchasing: \| \| Energy Conversion Set \| Carolina Energy Conversion Set \| \| AA Rechargeable Batteries \| Rechargeable Batteries \| \| Fan \| Desk Fan \| \| 1500 Lumens Flashlight \| Flashlight \| \| Sunglasses \| Tinted Safety Glasses \| \| Extension Cords \| Surge Protector Power Strip \| Authors: Jordan Cruz, Gonzaga Class of 2022 Revised by Kali Natarajan, Climate Literacy Outreach Specialist, 2024	oercommons	2025-03-18T00:34:42.367816	Environmental Studies	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117230/overview", "title": "Energy Explorers", "author": "Engineering" }
https://oercommons.org/courseware/lesson/117268/overview	Education Standards Biomagnification Presentation Biomagnification in the Food Web Overview This lesson aims to teach students the difference between food webs and food chains, as well as how toxins in our environment affect large predators through biomagnification. In partnership with the Washington State Office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Institute for Climate, Water, and the Environment has created the Climate Literacy Fellows program. Biomagnification in the Food Web Lesson Overview Lesson Title: Biomagnification in the Food Web Grade Level: 5th Disciplinary Area: Ecosystems: Interactions, Energy, and Dynamics Duration: 45 minutes Learning Objectives: - Students will be given a definition of food chains and food webs and how they are different. They will learn about the different trophic levels and will work with peers to build a food chain. - Students will visualize a food web that they would find in Spokane's local ecosystems and they will visualize biomagnification of toxins up a food web. - Students will draw connections between biomagnification, bioaccumulation, and climate change and learn how it affects animals and us. Key Terms: Food Chain, Food Web, Producer, Primary Consumer, Secondary Consumer, Tertiary Consumer Standards: Next Generation Science Standards - 5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Materials: \| Material: \| Link for Purchasing: \| \| Ecosystem Food Web Template \| Included in Lesson PDF \| \| Animal/Plant Cutouts for Food Chain Activity \| Included in Lesson PDF \| \| Animal/Plant Cutouts for Food Web Actvity \| Included in Lesson PDF \| \| Red Beads \| Red Pony Beads \| \| PowerPoint \| Included \| \| Student Exit Tickets \| Included in Lesson PDF \| Authors: Zoe Driml, Gonzaga Class of 2023 Revised by Georgia LaPlante, Gonzaga Class of 2026	oercommons	2025-03-18T00:34:42.392521	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117268/overview", "title": "Biomagnification in the Food Web", "author": "Life Science" }
https://oercommons.org/courseware/lesson/117266/overview	Education Standards Invaders! Presentation Invaders! Overview This lesson aims to teach students about invasive species, native species, and non-native species. The lesson also covers the potential damages that an invasive species can cause to an ecosystem. In partnership with the Washington State Office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Institute for Climate, Water, and the Environment has created the Climate Literacy Fellows program. Invaders! Lesson Overview Lesson Title: Invaders! Grade Level: 5th-6th Grade Disciplinary Area: Ecosystems: Interactions, Energy, and Dynamics Duration: 45 minutes Big Question: What is an invasive species and why are they dangerous to ecosystems they are not native to? Learning Objectives: - Students will learn the difference between a native species, invasive species, and non-native species. - Students will learn how a changing climate impacts ecosystems and the organisms that inhabit them. - Students will learn how to identify invasive species in their region and ways they can help prevent the spread of invasives. Key Terms: Invasive Species, Native Species, Nonnative Species, Climate Change Standards: Next Generation Science Standards - MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Materials: \| Material: \| Link for Purchasing: \| \| Game Board \| Included in Lesson PDF \| \| Game Pieces \| Mice Game Pieces, Rabbit Game Pieces \| \| Expo Markers \| Pack of Markers \| \| Score Card \| Included in Lesson PDF \| \| Dice \| Dice \| Authors: Grant Plotner, Gonzaga Class of 2023 Revised by Holly Fijolek, Gonzaga Class of 2025	oercommons	2025-03-18T00:34:42.426291	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117266/overview", "title": "Invaders!", "author": "Life Science" }
https://oercommons.org/courseware/lesson/116292/overview	Education Standards ClimeTime - Ecosystem Restoration (pdf) Fifth Grade Elementary Science and Integrated Subjects: Local Ecosystem Restoration Overview This Fifth Grade Elementary Framework for Science and Integrated Subjects - Local Ecosystem Restoration, includes detailed lesson plans, materials, and activities for students to understand the big ideas of: - What impact do invasive species have on an ecosystem? - How can humans create riparian areas within an ecosystem in order to return the ecosystem to healthier state? It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among Washington Educational Service Districts ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. Introduction: Integrated Content Standards Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning. Washington Learning Standards Washington State Science and Learning Standards 5th Grade Disciplinary Core Ideas include Physical Science, Life Science, Earth’s Systems, and Earth and Human Activity For Local Ecosystem Restoration, students are expected to develop an understanding of: - PS3.D: Energy in Chemical Processes and Everyday Life - LS1.C: Organization for Matter and Energy Flow in Organisms - LS2.A: Interdependent Relationships in Ecosystems - LS2.B: Cycles of Matter and Energy Transfer in Ecosystems - ESS2.A: Earth Materials and Systems - ESS3.C: Human Impacts on Earth Systems - ETS1.A: Defining and Delimiting Engineering Problems - ETS1.B: Developing Possible Solutions Crosscutting Concepts: - Energy and Matter - Systems and System Models - Scale, Proportion, and Quantity - Cause and Effect Science and Engineering Practices: - Asking Questions and Defining Problems - Developing and Using Models - Planning and Carrying Out Investigations - Analyzing and Interpreting Data - Using Mathematics and Computational Thinking - Constructing Explanations and Designing Solutions - Engaging in Argument from Evidence - Obtaining, Evaluating, and Communicating Performance Expectations: Identify Performance Expectation(s) from Next Generation Science Standards that will be your focus (Climate Science related PEs preferred but not mandatory). Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic. 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.] 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. Science and Engineering Practices Which SEPs will be a focus for investigating this topic/phenomenon? Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions. (5-LS2-1) Develop a model to describe phenomena. Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. (5-ESS2-1) Develop a model using an example to describe a scientific principle. Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. (5-ESS3-1) Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. Crosscutting Concepts Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon? (5-LS1-2) Systems and System Models - A system can be described in terms of its components and their interactions. (5-ESS3-1) Systems and System Models - A system can be described in terms of its components and their interactions. English Language Arts (ELA) Standards How will I Integrate ELA Standards (which standard, what strategy…?) RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS3-1) RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS3-1) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1) Mathematics Standards How will I Integrate Mathematics Standards? MP.2 Reason abstractly and quantitatively. (5-ESS2-1) MP.4 Model with mathematics. (5-ESS2-1) 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1) Phenomena and Routines Phenomena - What is an invasive species? - Why are native plants not thriving in the restoration area? - What do different plants need to thrive? Phenomena Resources: Communicating in Scientific Ways \| OpenSciEd Big Ideas What impact do invasive species have on an ecosystem? - They disrupt native species, often by outcompeting them or disrupting ecological processes (e.g. pollination and availability of nutrients) - They may disrupt local economies by negatively affecting flora and fauna related to local agriculture How can humans create riparian areas within an ecosystem in order to return the ecosystem to a healthier state? - Remove invasive species and pollutants from the riparian zone - Plant native vegetation along riverbanks to stabilize soil and prevent erosion. Open Sci Ed Routines Routine \| Description of Routine \| \|---\|---\| Anchoring Phenomenon Routine \| Develop curiosity to drive learning throughout the suite of lessons or unit based on a common experience of a phenomenon \| Navigation Routine \| Establish and reinforce the connections between what we have previously done in a unit, what we are about to do, what we will do in the future, and what our driving purpose is in the contexts of the suite of lessons or unit. \| Investigation Routine \| Use scientific practices to investigate and make sense of a phenomenon. \| Putting Pieces Together Routine \| Take the pieces of ideas we have developed across multiple lessons and figure out how they can be connected to account for the phenomenon we have been working on. \| Problematizing Routine \| Evaluate the adequacy of our scientific ideas to explain and phenomenon in order to identify what we still need to understand. \| Lesson 1: Invasive Versus Native Species This lesson includes both a classroom component and two field experiences. It can be spread over three sessions. Anchoring Phenomenon Routine; Investigation Routine Teacher Materials - Invasive vs. Native Species Slides presentation Student Materials - Science Journal - Student handouts (1 per student) - Macroinvertebrate groups - Key to Macroinvertebrate Life in the River - Key to Life in the Pond - Water Sample Collection Materials (One for every group of four students) - Turkey basters - Ice cube trays - Magnifying glass - Small net - My Soil Soil Test Kit (2 per class) Preparation - Gather necessary materials - Create groups of 4 students - Locate a previously restored riparian site - Locate a site in need of restoration - Arrange transportation - Acquire parent permission Vocabulary - Native species - Invasive species - Macroinvertebrate - Water quality - Ecosystem - Organism Procedures Session 1 (Classroom) - Use the Slides presentation to deliver information about native species within your local area. - Insert handouts and data tables into science notebooks. Session 2 (Field Experience #1) - Arrive at the previously restored riparian site and make observations of the native species that have been planted in the established riparian zone. Record observations in science notebooks. - Distribute water sample materials to groups of students - Students will collect water samples directly from the water source. Immediately observe, identify, and record the macroinvertebrates found in their water samples. - Use the collected data to determine the quality of the water samples as an indicator of the health of the ecosystem. - Collect soil samples, following the provided directions that come with the kit. - Student observation of riparian site - Instruct students to spread out around the site and silently observe their surroundings, recording their observations in their journals Session 3 (Field Experience #2) - Arrive at the restoration site and make observations of the native and invasive species. Record observations in science notebooks. - Distribute water sample materials to groups of students - Students will collect water samples directly from the water source. Immediately observe, identify, and record the macroinvertebrates found in their water samples. - Use the collected data to determine the quality of the water samples as an indicator of the health of the ecosystem. - Collect soil samples, following the provided directions that come with the kit. - Student observation of restoration site - Instruct students to spread out around the site and silently observe their surroundings, recording their observations in their journals Lesson 2: Why is Soil Important This lesson includes two classroom components and a field experience. It can be spread over three sessions. Anchoring Phenomenon Routine; Navigation Routine; Investigation Routine; Putting Pieces Together Routine Teacher Materials - Why is Soil Important Slides presentation - Site Plan Slides Presentation - “Every Tree for Itself” game instruction - Poker Chips Student Materials - Science Journal - Student handouts (1 per student) - Map of the restoration site - List of native plants to be planted - Planting Materials - Native plants - Chokecherry; Water birch; Gray rabbbitbrush; Snowberry; Kinnikinnick; Indian Blanketflower; Columbine; Mock Orange - Shovels (approximately one for every two students) - Rakes (two for the entire class) - Flagging Materials (colored plastic ribbon) - Mixture of water and plant fertilizer based on the needs of the soil - Native plants Preparation - Gather necessary materials - Determine appropriate native plants and order them - Create a list of native plants that students will be planting for student use (list must include plant name, sun requirements, planting directions, quantity of plants to be planted, and color of flagging material to be used) - Label poker chips according to the “Every Tree for Itself” teacher instructions - Create a map of the restoration site - Arrange transportation - Acquire parent permission Vocabulary - Soil - Clay - Sand - Silt - Nutrients - Weathering - Erosion - Property - Restoration Procedures Session 1 (Classroom) - Use the Why is Soil Important? Slides presentation to deliver information about different types of soil and the impact soil has on an ecosystem. - Insert soil data table handouts and soil analysis questions into science notebooks. - After guided discussion of soil test results, students work in groups to answer analysis questions. - Students play “Every Tree for Itself” Session 2 (Classroom) - Use the Homeowners Guide to Riparian Buffers to identify existing problems in the restoration site and propose solutions to those problems. - Insert native plant information sheets into science notebooks for plants that will be available for planting. - Model how to use native plant information to determine planting locations to label on the site map. - Students create their own restoration plan for their site using the data collected. Session 3 (Field Experience #3) - Assign students locations on the site map and plants that will be planted there - Transport students to the site - Provide a demonstration of proper planting techniques - Distribute planting supplies to groups - Plants - Shovels - Rakes - Flagging - Students will plant and flag their plants according to the site plan - After planting and flagging is complete, apply the mixture of water and fertilizer Appendix: Lesson Resources Presenter Slides: Lesson 1, Session 1 Lesson 1 Slides: Invasive vs. Native Species \| Alison Crowley, WWCCD Presenter Slides: Lesson 2, Session 1 Lesson 2 Slides: Why Is Soil Important \| Alison Crowley, WWCCD Video 1: What Are Invasive Species (Lesson 1, Session 1) What Are Invasive Species? \| Explore Nature \| YouTube Video 2: Why Plant Native Trees? (Lesson 1, Session 1) Why Plant Native Trees? \| The Right Green \| YouTube Video 3: Types of Soil (Lesson 2, Session 1) Types of Soil \| Next Generation Science \| YouTube Handout 1: Aquatic Macroinvertebrates (Lesson 1, Session 1) Aquatic Macroinvertebrates \| National Park Service Handout 2: Key to Macroinvertebrate Life (Lesson 1, Session 1) Key to Macroinvertebrate Life in the River \| University of Wisconsin-Extension Handout 3: Key to Life in the Pond (Lesson 1, Session 1) Key to Life in the Pond \| University of Wisconsin-Extension Handout 4: Homeowner’s Guide to Riparian Buffers (Lesson 2, Session 2) Homeowner's Guide to Riparian Buffers\| Creating Urban Riparian Buffers (CURB) Attribution and License Attribution NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press \| Public License Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved \| Public License Cover image by congerdesign from Pixabay License Except where otherwise noted, this work developed for ClimeTime is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring. If this work is adapted, note the substantive changes and re-title, removing any ClimeTime logos. Provide the following attribution: This resource was adapted from How do Plants Grow and Survive? by ClimeTime and licensed under a Creative Commons Attribution 4.0 International License. Access the original work for free in the ClimeTime group on the OER Commons Washington Hub. This resource was made possible by funding from the ClimeTime initiative, a state-led network for climate science learning that helps teachers and their students understand climate science issues affecting Washington communities.	oercommons	2025-03-18T00:34:42.537617	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116292/overview", "title": "Fifth Grade Elementary Science and Integrated Subjects: Local Ecosystem Restoration", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/92733/overview	Direct vs. Indirect Characteristics Video Clips Jenny Grogan Scar Character Analysis Overview This lesson is designed for a sixth or seventh-grade English Language Arts class; however, can be used in other classes where character analysis is necessary such as a drama class, history class, etc. Learners will work through a series of tasks incorporating text, pictures, and videos to define character analysis, compare and contrast direct and indirect characteristics, describe character traits using direct characterization, and analyze characters using indirect characterization. This lesson can be tailored to fit individual students’ interests and hobbies by changing the pictures they are describing in the introduction activity. The resources used to create this lesson are a hybrid of resources—online videos are used to capture the learners’ attention and interests and a Word document with a chart identifying direct and indirect characteristics that will need to be printed out for each student and a piece of paper will be necessary for students to complete the first activity as well. Students will also have extra practice with analyzing characters by completing the activity in the “Challenge Yourself” section. This section ensures that students are transferring their learning of character analysis from video to literature selections. Introduction Pictures can be changed to match students' interests or favorite characters. For each of the pictures below, write three adjectives describing what you can see from the character in the picture. Learning Objectives After this lesson you will be able to: - Define character analysis. - Compare and contrast direct and indirect characterization. - Describe character traits using direct characterization. - Analyze characters using indirect characterization. What is Character Analysis? What does character analysis do? Character analysis helps the reader or audience to understand the character based on their traits, emotions, actions, etc. How do we analyze characters? Actions and Words OR Direct and Indirect Characteristics Direct vs. Indirect Characteristics \| Direct \| Indirect \| \| External \| Internal \| \| Words tell you what a character is like \| A character's actions show what they are like \| \| No guesswork- You are told by the author/writer what the character is like \| You decide what the character is like based on their actions: \| Go back to your introduction activity and decide whether the adjectives you wrote are direct or indirect characteristics. CIRCLE the direct characteristics and UNDERLINE the indirect characteristics. Once you have identified all of your adjectives as direct or indirect characteristics, continue on to the next section of the lesson. Using Direct Characterization Watch the attached video clips. As you watch each clip, use the attached chart to describe ONLY the DIRECT characteristics we are told about each of the characters listed on the chart. Using Indirect Characterization Watch the attached video clips again. This time as you watch each clip, use the attached chart to describe the INDIRECT characteristics you are given clues to. After watching the clips, use the space below your chart to write one to two sentences about each character that you can infer from their actions. Learning Objective Check Now that you have finished the lesson, can you: - Define character analysis? - Compare and contrast direct and indirect characterization? - Describe character traits using direct characterization? - Analyze characters using indirect characterization?	oercommons	2025-03-18T00:34:42.568532	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92733/overview", "title": "Character Analysis", "author": "Reading Literature" }
https://oercommons.org/courseware/lesson/123398/overview	Different searching mechanism in Information Retrieval Overview In Information Retrieval (IR), there are a few sorts of search mechanisms used to discover and recover significant data from a collection of records. Each component changes in how it translates and forms inquiries, positions comes about, and returns data. Different searching mechanism in Information Retrieval In Information Retrieval (IR), there are a few sorts of search mechanisms used to discover and recover significant data from a collection of records. Each component changes in how it translates and forms inquiries, positions comes about, and returns data. Below are the most look components utilized in information retrieval: 1. Boolean Search Mechanism: The Boolean search model uses Boolean operators like AND, OR, and NOT to combine look terms in a inquiry. It works on correct matches between the inquiry and the recorded reports. How It Works: AND: Retrieves documents that contain all the desired terms. OR: Retrieves records that contain at slightest one of the required terms. NOT: Avoids records that contain a specified term. Case: Inquiry: "apple AND orange" retrieves records containing both "apple" and "orange". Inquiry: "apple OR orange" retrieves reports containing either "apple" or "orange". Restrictions: Does not rank results by relevance. Can lead to as well numerous or as well few comes about. No flexibility in dealing with fractional matches or equivalent words. 2. Vector Space Model (VSM) Instrument: In this demonstrate, both inquiries and reports are spoken to as vectors in a multi-dimensional space, where each dimension compares to a term within the collection. The significance of a report is determined by the cosine similitude between the document vector and the inquiry vector. How It Works: Reports and inquiries are changed over into term recurrence vectors. TF-IDF (Term Frequency-Inverse Record Recurrence) is regularly used to weight terms within the vector. The framework calculates the cosine of the point between the inquiry vector and document vectors to degree closeness. Case: A document vector for the term "apple" may well be spoken to as [0, 0.5, 0, 0] (appearing its nearness and recurrence within the report). Restrictions: Comes about may be influenced by the vector's measure and weightings. Does not handle synonyms or contextual meaning well. 3. Probabilistic Demonstrate Mechanism: The probabilistic model expect that each document encompasses a certain probability of being important to a given query. The objective is to assess this probability and rank records appropriately. This demonstrate is based on the probability of relevance. How It Works: Given a inquiry, the framework calculates the likelihood of a record being pertinent using statistical models. BM25 (Best Coordinating 25) could be a well-known probabilistic positioning work, where archive significance is scored based on term recurrence and report length. Example: A document's relevance score is calculated based on the presence and recurrence of terms within the inquiry, altering for variables like archive length. Limitations: Requires modern measurable strategies. May not be as successful in little datasets. 4. Latent Semantic Indexing (LSI) Component: LSI is based on Singular Value Decomposition (SVD) and points to find the latent structure between terms in a corpus. It employments a network decay approach to reduce dimensionality and reveal covered up connections between terms and documents. How It Works: The term-document matrix is deteriorated to discover designs and latent factors (semantic structures) that clarify the term-document connections. This makes a difference overcome issues like synonymy (words with distinctive implications) and polysemy (one word having numerous implications). Case: Words like "car" and "vehicle" could be assembled beneath the same latent semantic concept indeed on the off chance that they do not show up within the same records regularly. Limitations: Computationally intensive. Difficult to translate the reduced dimensions. May not scale well with exceptionally expansive datasets. 5. Machine Learning-based (Learning to Rank) Mechanism: In this approach, machine learning calculations are utilized to memorize the positioning of reports based on a set of highlights, such as significance input, tap information, and document properties. The framework is prepared on labeled information (significant vs. non-relevant archives) to anticipate the foremost pertinent records for future inquiries. How It Works: Features like term frequency, record length, and client interaction information are extracted. A learning algorithm (e.g., SVM (Back Vector Machine), Neural Systems) is prepared to rank records based on these features. Example: In the event that a client frequently clicks on records containing certain keywords, the framework will learn to rank those sorts of records higher for comparative future inquiries. Restrictions: Requires labeled preparing information, Can be computationally expensive , May overfit to specific patterns in the training data. 6. Fuzzy Search Mechanism: Fuzzy search is utilized to find approximate matches to the query. This method permits for slight mismatches, such as incorrect spellings, equivalent words, or comparable terms, making it more adaptable than correct coordinating frameworks like Boolean search. How It Works: The system employments alter separate (Levenshtein distance) to discover terms that are comparative to the look query. It can coordinate terms that have a comparable spelling or are varieties of the inquiry terms. Case: Searching for "color" may return comes about with "colour", or a incorrectly spelled word like "acolor" might still return relevant results. Limitations: May return irrelevant comes about due to approximations. Can be slower for huge datasets. 7. Natural Language Processing (NLP)-based Search Mechanism: NLP-based search mechanisms utilize progressed procedures to handle and get it human dialect more normally. These frameworks are planned to handle complex inquiries, counting those with characteristic dialect language structure, setting, and ambiguity. How It Works: Methods such as named entity recognition (NER), part-of-speech labeling, and reliance parsing offer assistance the framework get it the structure and meaning of the inquiry. The framework may moreover utilize semantic examination to translate inquiries in a way that goes beyond simple keyword matching. Case: A inquiry like "Best Italian restaurants near me" is interpreted not fair as catchphrase coordinating ("best", "Italian", "eateries"), but with an understanding of area and client aim. Limitations: Requires sophisticated models. Can be computationally costly and complex. 8. Conceptual Search Instrument: Conceptual look points to coordinate the meaning of the inquiry with the content of the reports, indeed in case the particular terms utilized within the query don't appear within the archives. It regularly includes utilizing ontologies, thesauri, or semantic systems to decipher the user's aim. How It Works: The system identifies the concepts related to the inquiry and recovers records that are related to those concepts, even on the off chance that they utilize distinctive phrasing. This will be accomplished through semantic coordinating or utilizing outside assets like a information base. Case: Looking for "how to grow roses" may retrieve comes about related to "growing flowers" or "cultivating plants" based on the semantic meaning of the inquiry. Limitations: Requires high-quality ontologies or knowledge bases. May not always return highly relevant results. Summary - Boolean search is rigid and exact, using logical operators. - Vector Space Model calculates relevance based on term frequency and cosine similarity. - Probabilistic models estimate the likelihood of relevance, with BM25 being a popular example. - Latent Semantic Indexing (LSI) uncovers hidden semantic structures in documents. - Machine learning-based ranking learns from features to improve document ranking. - Fuzzy search finds approximate matches and handles misspellings or variations. - NLP-based search uses advanced language understanding to interpret and process queries more naturally. - Conceptual search focuses on matching the meaning behind the query, not just the words. Each search mechanism has strengths and weaknesses, and the choice of mechanism depends on the complexity of the query, the data set, and the desired level of precision and recall in the search results. References: 1. Vabatista. (2021, October 18). Introduction to information retrieval. Kaggle. https://www.kaggle.com/code/vabatista/introduction-to-information-retrieval 2. Wikipedia contributors. (2024, September 9). Boolean model of information retrieval. Wikipedia. https://en.wikipedia.org/wiki/Boolean_model_of_information_retrieval 3. LibGuides: Boolean Searching: Basic & Advanced Searching with Boolean. (n.d.). https://uscupstate.libguides.com/Boolean_Searching 4. Shin, R. U. (2024, September 17). Top Information Retrieval Techniques and Algorithms - AI Search blog. AI Search Blog. https://www.coveo.com/blog/top-information-retrieval-techniques-and-algorithms/	oercommons	2025-03-18T00:34:42.595736	12/26/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123398/overview", "title": "Different searching mechanism in Information Retrieval", "author": "RUMKI AKHTAR" }
https://oercommons.org/courseware/lesson/105033/overview	Alabama Laws and Prescription Medications Alabama Laws and Prescription Medications Assignment Med Error Route of Administration Activity Pharmacology for Patient Care Technicians Overview This course is an introduction to basic pharmacology. You will learn about classifications, indications, contraindications, desired effects, and side effects of medications used during diagnostic procedures and the prevention and treatment of common illnesses. Upon completion of the course, the you should be able to relate basic pharmacological concepts to the maintenance of health. HPS114 Pharmacology for Healthcare This course is an introduction to basic pharmacology. You will learn about classifications, indications, contraindications, desired effects, and side effects of medications used during diagnostic procedures and the prevention and treatment of common illnesses. Upon completion of the course, the you should be able to relate basic pharmacological concepts to the maintenance of health.	oercommons	2025-03-18T00:34:42.616361	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105033/overview", "title": "Pharmacology for Patient Care Technicians", "author": "Assessment" }
https://oercommons.org/courseware/lesson/102680/overview	Art Education - Performing arts Visual art and Theater Overview For Art Teachers, By Art Teachers Art educators deserve support at every stage of their careers. Discover a rich K-12 visual arts curriculum, professional development, relevant resources, online graduate courses, and a rigorous master’s degree program. Art Education Art Integration and Bridging the Gap Between Arts and Education Art integration is a pedagogical approach that incorporates various art forms—such as music, dance, theatre, and visual arts—into the teaching and learning process across disciplines. It emphasizes experiential learning, creativity, and critical thinking, making education more engaging and holistic. Importance of Art Integration 1. Holistic Development: Arts stimulate emotional, social, and cognitive growth, nurturing both creativity and analytical skills. 2. Engaged Learning: Students connect better with concepts when they explore them through artistic expression, leading to deeper understanding and retention. 3. Inclusivity: Art provides alternative modes of learning, accommodating diverse learning styles and abilities. Bridging the Gap Between Arts and Education Historically, arts and education have often been seen as separate domains. However, bridging this gap is essential to create a well-rounded educational framework. This involves: Interdisciplinary Learning: Using arts as a medium to teach core subjects like mathematics, science, and history fosters innovative thinking. For instance, drama can be used to explore historical events or music to understand mathematical patterns. Teacher Training: Equipping educators with skills in arts integration ensures that they can effectively incorporate artistic methodologies into their teaching practices. Curriculum Design: Developing curricula that embed arts in academic subjects makes learning dynamic and culturally rich. Policy Support: Governments and educational institutions must prioritize arts in education policies to provide adequate resources and infrastructure. Benefits of Bridging the Gap Enhanced Creativity: Students learn to think outside the box and approach problems innovatively. Cultural Awareness: Arts expose learners to diverse traditions and histories, fostering empathy and global awareness. Lifelong Skills: Skills like collaboration, communication, and emotional intelligence are developed through artistic practices. Art integration transforms education from mere knowledge acquisition to a journey of exploration, creativity, and self-expression. By bridging the gap between arts and education, we not only preserve cultural heritage but also prepare students for a future that values innovation and adaptability.	oercommons	2025-03-18T00:34:42.635678	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102680/overview", "title": "Art Education - Performing arts Visual art and Theater", "author": "Performing Arts" }
https://oercommons.org/courseware/lesson/110086/overview	Khan Academy: Light and Shadow Khan Academy: Line Khan Academy: Shape and Form Khan Academy: Space Khan Academy: Texture The Elements of Art Overview This is a resource for research purposes in the classroom. Students are studying the elements of art.	oercommons	2025-03-18T00:34:42.663174	Hannah Wehrmann	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110086/overview", "title": "The Elements of Art", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/93513/overview	Education Standards Sentence Frames and Transition Words Summary Paraphrase Graphic Organizer Romeo & Juliet - Paraphrase and Summary Activity Overview Students will paraphrase and summarize a key scene from Romeo & Juliet in writing, working both in groups and individually. \| LESSON DESCRIPTION [Romeo & Juliet - Paraphrase & Summary Activity] Author of the Lesson: Hilary Reed Lesson Summary/Overview: Students will paraphrase and summarize a key scene from Romeo & Juliet in writing, working both in groups and individually. LESSON GOALS AND OBJECTIVES Alignment and Objectives Content Standards: W.9-10.4 produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience RL.9-10.4 determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone SL.9-10.1 initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively L.9-10.3 apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening (extension activity) L.9-10.4 determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies Content Objectives: - Determine the meaning of Act III, scene i through reading and discussion - Put a scene from Shakespeare into your own words through group work and discussion - Summarize Act III, scene i individually in writing ELP Standards: 9-10.7 adapt language choices to purpose, task, and audience when speaking and writing Language (ELP) Objectives: - Determine the meaning of words and phrases and put them into their own words - Identify main ideas from a passage of text and construct a written summary Supporting Academic Language Language Functions: Paraphrase, Summarize Language Modalities: Summary, Paraphrase Reading - allowing students access to print and digital versions; allowing students access to digital resources (summaries, alternate versions of texts) Writing - graphic organizer; slideshow with definitions and reminders Speaking - structured talk routines Listening - structured talk routines, volunteers and cold calling for whole group discussion Vocabulary: summary, paraphrase, modernize Syntax or Sentence Structure(s): possible sentence frames for writing warm-up; list of transition words for summaries Discourse: Paraphrase, Summary LESSON PREPARATION Considerations Prerequisite Knowledge and Skills: This lesson takes place in the middle of a unit about Romeo & Juliet and in the second semester of the year. Students have had ample opportunity to work together on a variety of tasks in class and all play an active role in the academic community we’ve constructed. Specifically, students have already practiced summarizing and paraphrasing texts of various lengths, styles, and complexities. They have watched me paraphrase, summarize, and then modernize a previous scene from the play (Act II, scene ii - “The Balcony Scene”) and have access to that work in their Google Classroom. They have also watched two different film versions of Romeo & Juliet (with subtitles) and thus have a strong foundational understanding of the play so far. Students also have experience with structured talk routines where they share in a prescribed order with a predetermined talk partner. They are used to cold calling to report out what their partner has shared. For homework, students read Act III, scene i of Romeo & Juliet. Though most of them read the version from our textbook, they know about multiple resources to help them. They are encouraged to read in their home language if they would like. In addition, No Fear Shakespeare offers graphic novel versions of each scene along with modernizations and summaries. Students have practiced using the textbook notes to help guide their reading comprehension. Instructional Materials - Physical copy of Romeo & Juliet - Internet connection - Chromebook with access to Google Classroom and Google Docs - Physical copies of Summary/Paraphrase Graphic Organizer Learning Supports Socio-emotional supports: peer-to-peer connections; teacher connection; structured routines Cultural & Linguistic Responsiveness: Heterogeneous seating in table groups; students paired to support each other; extension activity allows for alternative representations (home language, cultural context, gender reimaginings, etc). Accessibility: bank of transition words; access to paraphrase and summary models; slides with directions; graphic organizer Instructional Supports Differentiation: L1 Supports: allow students to paraphrase in home language, graphic organizers partially filled in, key words highlighted and defined, some translations provided, audio version and/or version in home language provided L2 Development (by level): graphic organizers partially filled in, key words highlighted and defined, some translations provided, audio version provided LESSON PROCEDURES Anticipatory Set/Motivation/Hook Time: First 15 minutes of class, in student notebooks (with computer option if needed) Teacher Does/Students Do: Teacher projects Warm-Up Question on the slideshow which also has a timer. Slides are available in Google Classroom if students need to see it more closely. Warm-Up Question: Have you ever made a hasty decision and then later regretted it? What happened? In general, do you tend to be impulsive or think things through? Do you think this quality is changeable over time? Have a student read the slide aloud. Discuss the definitions of hasty and impulsive and write them on the board, having another student repeat them back. Start the timer for 10 minutes. Teacher circles the class, prompting students to get started. Teacher checks in with students who might need support, offering sentence starters (either verbally or in writing in their notebooks) when needed. At the end of the 10 minutes, students turn to their talk partner and talk for 1 minute about what they wrote. They can say exactly what they wrote or can paraphrase. Partners switch after one minute. At the end, the teacher calls on 1 student from each table group to report what their partner said (8 students total, or fewer if the day is rushed). Focused Instruction (Teacher-as-Model) Time: 10 minutes Teacher Does/Students Do: Teacher already modeled how to paraphrase and summarize a scene in a previous lesson, using Act II, scene ii (“The Balcony Scene”) as a guide. Teacher will put that modernization back up on the screen and do a review of the process for students who may have missed it. Teacher will pass out the Act III, scene i Paraphrase, Summarize, Adapt Activity graphic organizer, but students will also have access to a digital copy if preferred. Teacher will have a student read the top of the graphic organizer aloud (what does it mean to paraphrase?). Teacher will then go over instructions for the activity (listed in next section). Group Application (Student-to-Student Joint Responsibility) Time: 40 minutes Teacher Does/Students Do: Students sit in heterogeneous table groups of 4 and have lettered desks. Students will work together on all paraphrases, but each student will be responsible for leading and reporting out on their assigned lines. Teacher will circulate throughout the activity, helping students who are stuck. After the 30 minute mark, students will report out their paraphrased lines to the class so that they can compare their ideas to those of their classmates and fill in any holes in their comprehension. Individual Learning (Independent Practice and Application) Time: 15 minutes Teacher Does/Students Do: Teacher will ask for student volunteers to recall what the qualities are of an effective summary. Teacher will project reminder slides based on previous lessons. Students will have the rest of the class period to complete Step Two: Summary of the scene they read. Students will have access to a list of transition words and phrases during the activity (projected on the slideshow). Teacher will project “I Can” Statements for the activity and have students read them aloud. Teacher will identify students who may need to demonstrate understanding in an alternative way - options include but not limited to a verbal summary (given to teacher in a one-on-one setting), drawing (sequence of events), or summary in an alternate language (with a verbal explanation to teacher). Closure Time: 5-7 minutes Teacher Does/Students Do: Students will read their summaries to their table talk partners. If time allows, the teacher will ask a few students to read their summaries. Students will turn in documents on their way out. ASSESSMENTS Formative Assessment Content: Writing Warm-Up, Paraphrase, Summary Language: ability to understand the words “hasty” and “impulsive” in context; ability to define and practice paraphrase; ability to define and practice summary Plans for Summative Assessments Content: timed quote analysis paragraph, continued summary/paraphrase practice, modernization, acting out (as whole unit) Language: varies EXTENSIONS Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments: One key extension for this lesson is to turn the paraphrased scene into an adaptation, set in a different time period, language, or cultural context. Examples could include: cowboys vs. aliens; a fight over a girl at her quinceanera; high school musical; etc. This is a prime opportunity for translanguaging. Students could work in table groups for increased collaboration time or could work solo so as to best represent their linguistic/cultural contexts. If working in groups, students could act out their scenes as an additional extension. As I have students in an Advanced English class, I extended the lesson and spent another two class periods doing the adaptation, which was highly successful and the students’ favorite part. Students incorporated their own cultural contexts and languages into their scripts, and it was very rewarding to watch and experience their collaborative process.	oercommons	2025-03-18T00:34:42.710941	Hilary Reed	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93513/overview", "title": "Romeo & Juliet - Paraphrase and Summary Activity", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/84521/overview	Introduction to History of Floral Design Overview An overview of introduction to floral design. Covers the Ancient Egyptian period of floral design and leads into an assignment of making an ancient inspired floral design. Floral Design - Define floral design: what is it? A creative form of expression using flowers, foliage and accessories Usually in a container – not always Any colors, any size, any shapes - Arrangements are ALWAYS one of a kind! - When did we start using floral desing? Dates back to ancient civilizations Discovered through excavation of artifacts that show flowers in everyday life Flowers also used for special events Each period of history has its own style which is easy to identify History: Important periods include: Ancient, European, Oriental, American, Modern Ancient: Egyptian Era Cut flowers and foliage used as everyday decor for: special events religious ceremonies personal adornment everyday life Style of design in Egyptian era: Simplistic Repetitious Arranged patterns Exact flower placement Arrangements: Many flowers used Large vases or urns, wide mouthed bowls, baskets, basins Wreaths or chaplets were worn Garlands hung/draped on structures Egyptian era flowers include: Acacia Gladiolus Jasmine Lily Lupine Narcissus Rose Violet Water lily Lotus Morning glory Poppy Bachelor button Strawflower Activity for the day: Use classroom safety rules and information about ancient Egyptian floral design to design your own floral design!	oercommons	2025-03-18T00:34:42.732564	Madison Clark	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84521/overview", "title": "Introduction to History of Floral Design", "author": "Lecture" }
https://oercommons.org/courseware/lesson/106307/overview	Education Standards Telling Time Powerpoint Telling Time Song Video 2nd Grade Telling Time Overview Overview: This lesson includes instructions, a video, a short story, PowerPoint, and an image. The students will practice with the teacher using the PowerPoint to go over the analog clock, minute hand, hour hand, and practice telling time. After completing the PowerPoint, the students will practice with a small analog clock. Math Overview: This lesson includes instructions, a video, a short story, PowerPoint, and an image. The students will practice with the teacher using the PowerPoint to go over the analog clock, minute hand, hour hand, and practice telling time. After completing the PowerPoint, the students will practice with a small analog clock. Instructions: - Watch video about clocks - Read short story about clocks - Complete powerpoint as a whole class of examples of reading a clock - Distribute clocks. - Have the students show various times on their clocks. (Have them do times that are part of their day. Example: recess, lunch, computer time, etc. The students will be sitting at the carpet. The teacher will play the video about clocks. Once the video is complete, the teacher will then read the short story about telling time. This will get their minds working and thinking about time. The teacher will go over the important characteristics of a clock using the PowerPoint. Then, the teacher can call up students to complete the examples on the PowerPoint for practice. They will go over it whole group. After the PowerPoint is complete, the teacher will pass out individual clocks to each student. They will practice going over parts of their day by moving the minute hand and hour hand on their clock. Resources used on OERCommons: - https://oercommons.org/courseware/lesson/100536/overview - https://www.uen.org/lessonplan/view/5693	oercommons	2025-03-18T00:34:42.756004	07/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106307/overview", "title": "2nd Grade Telling Time", "author": "Kelsie Laird" }
https://oercommons.org/courseware/lesson/84881/overview	Education Standards 00- Slide Deck - Virtual Orientation to the Resources 0-Kindergarten NGSS Topic Unit Resources 0-Kindergarten NGSS Topic Unit Resources pdf 1st Grade NGSS Topic Unit Resources 1st Grade NGSS Topic Unit Resources pdf 2nd Grade NGSS Topic Unit Resources 2nd Grade NGSS Topic Unit Resources pdf 3rd Grade NGSS Topic Unit Resources 3rd Grade NGSS Topic Unit Resources pdf 4th Grade NGSS Topic Unit Resources 4th Grade NGSS Topic Unit Resources pdf 5th Grade NGSS Topic Unit Resources 5th Grade NGSS Topic Unit Resources pdf Integrating Science with ELA and Math Wakelet Learning Design for NGSS Wakelet NGSS Toolkit Wakelet K-5 NGSS Resource Sets for Teaching Science and Integrating with ELA Overview This OSPI resource provides curated collections of free activities, lessons, units, and informational "texts" (articles, passages, e-books, videos, podcasts) to support every NGSS Performance Expectation (standard) in grades K-5. This resource is intended to support teachers with teaching science while also integrating science and ELA to grow student knowledge, thinking, application, and skills in both content areas. Materials are organized into units based on the topics and essential questions in each grade. Resources listed are all freely available online, with some requiring teachers to create free accounts to access. Some trade books are also listed that might be accessed through a library system. Gratitude is expressed to the Washington State Science Fellows, Science Fellows Emeriti, and ELA Fellows who contributed to curating the informational texts. For questions or comments contact OSPI Elementary Science at Kimberley.Astle@k12.wa.us. Viewing the Resource on This Site To easily view the resources by grade level without clicking through all the pages, you can either: 1. Click the drop down arrow next to 2 of 14, which allows you to then choose a grade level. or 2. Click "See Old Layout" in the corner, which displays the page with all the grade level resources listed on the right side of the page. Slides from the Virtual Orientation to this Resource and from NSTA Session Here is the slide deck from the one hour virtual orientation from OSPI on this resource with some tips for integrating content. Also linked is my NSTA Portland Conference Presentation Slidedeck , "Integrating Science and ELA, It's the Perfrect Match!" Background and Purpose Curated activities, lessons, units, and informational "texts" (passages, articles, e-books, videos, podcasts) to support every K-5 NGSS Performance Expectation. Background and Purpose This resource guide is provided as a support, supplement, and encouragement for teachers for design learning for their Next Generation Science Standards and to integrate science learning with English Language Arts. Each grade level’s standards are organized by the Topic Arrangement of the Next Generation Science Standards (NGSS), which bundles the Performance Expectations for each grade into several thematic units, each one driven by one or more overarching essential questions. The essential questions for each grade encompass the performance expectations and can be used to coherently focus the instructional lens and activities on big ideas at the heart of the grade level learning. The Topic Arrangement also provides a defined thematic lens that invites meaningful integration with English Language Arts, Mathematics, and Social Studies, an important strategy for designing learning to make optimal use of limited instructional minutes in the elementary grades. To anchor each unit, a possible driving phenomenon is suggested as an example, knowing that teachers might instead leverage local phenomena or those based on student interest to personalize unit anchors specific to their area and learners. A selection of freely available learning resources at the activity, lesson, unit, and whole year level are provided, knowing that teachers will choose, use and revise to best provide for the situation and needs of their students, whether that is in-person, virtual, or hybrid. Some materials will require adaptation to best work for your class. In addition, a variety of freely available reading and listening resources (“texts”) are provided in order for teachers to select what best suits the needs and interests of their students. These listings are not meant to be comprehensive, but rather to offer support and connections to freely available resources that can help students more deeply understand the science content and concepts in each standard. Some will require teacher registration to access the free materials. Listed text resources were curated by WA State Science Fellows, WA State Science Fellow Emeriti, WA State ELA Fellows, and Washington Office of Superintendent of Public Instruction Associate Director of Elementary Science- Kimberley Astle. We welcome collaboration and invite educators to provide feedback on the listed resources as well as sharing additional freely available materials they feel may be helpful to other teachers. Please email kimberley.astle@k12.wa.us at the OSPI Elementary Science Department with ideas, feedback, questions, resources, or concerns. Disclaimer: Potential learning resources are listed, but teachers should be sure and preview all materials before use with students to ensure they are appropriate for their own students and families. Learning Design and Integrating Informational Texts with Science Learning Experiences Learning Design and Integrating Informational Texts with Science Learning Experiences In NGSS, informational “texts” (articles, passages, videos, podcasts, images, photographs, diagrams, maps, tables, graphs etc.…) that introduce a phenomenon or problem without explaining it for students can be used early in the unit or lesson. Texts that explain phenomena or problems should be saved until later in the learning sequence after students have had ample opportunities to observe, ask questions, investigate, make sense collaboratively, figure out, and explain as much of the phenomenon and science concepts as they can through engaging in scientific behaviors, modeling, talk, and thinking. Engaging with explanatory resources too soon in the learning process robs students of the learning opportunities that allow them to develop scientific literacy. The 5E Model developed by BSCS provides a useful structure to ensure students have a complete cycle of science learning experiences that are student-centered, inquiry-based, and investigative in nature, while at the same time engaging deeply in reading, writing, speaking, listening, and academic vocabulary development. Note that informational texts/videos that introduce phenomena might be used in the engagement or exploration stages and texts/videos that explain phenomena or science concepts are best used in the explanation and elaboration stages to fill in, cement, and extend student learnings. STAGES OF THE 5E MODEL - Engagement: Students' prior knowledge is accessed, and their interest is engaged in the phenomenon. The teacher does not explain or confirm student ideas in this stage. - Exploration: Students participate in activities that allows them to interact with phenomena and begin developing ideas, asking questions, and developing early explanations. - Explanation: Students generate an explanation of the phenomenon. - Elaboration: Students' understanding of the phenomenon is challenged and deepened as they apply and test their explanation in related situations. - Evaluation: Students demonstrate their understanding of the phenomenon. RESOURCES FOR UNDERSTANDING THE 5E MODEL - 5E Model of Instruction \| San Diego County Office of Education Science Resource Center -all rights reserved-free online. Article - Inquiry Science: The 5E Model \| Primary Connections- Linking Science with Literacy- all rights reserved-free online. 4:58 minute video - 5E Instructional Model of Science \| -all rights reserved-free online. 3P Learning- article - Planning Science Lessons Using the 5E Model \| Karagand A University- all rights reserved-free online. Chart showing teacher and students roles in each stage Additional Resources on NGSS Learning Design and on Integrating Content - Learning Design for NGSS Wakelet Collection of various resources supporting NGSS learning design. - Integrating Science with ELA and Math Wakelet Collection of various resources on integration research, instructional strategies, examples, etc… - NGSS Toolkit Wakelet Collection of resources collections on every NGSS topic. Free Online Informational Text Sources TEXT ONLY RESOURCES Readworks K-12 (English) - High-interest reading passages, articles, ebooks, fiction, non-fiction, and poetry. - Teacher will need to make a free account. - You can assign students passages. Create a class and roster student accounts. To avoid using student data for their accounts, use each student’s class number as their name, 1, 2, 3 etc.…. - You can also print materials to a pdf and save it or print to paper. - Students can click to have the passage read to them. - Includes comprehension questions (multiple choice and written answer). Newsela K-12 (English, some Spanish) - High-interest news articles. - Teacher will need to make a free account. - For teacher read-aloud or whole class reading, you can choose “present mode” then highlight and annotate text together. - You cannot assign students passages online with the free version, but you can print articles to a pdf and save it or print to paper. - Includes multiple choice quiz questions and writing prompts. - Students can click to have the passage read to them. - They also have a paid “PRO” version. This allows you to assign articles online to students, track progress (e.g., quiz scores), and access teacher created resources (to pair with the texts). Wonderopolis K-8 (English) - High-interest science passages. - No log in or account needed - Each passage is paired with video clips, photos, vocabulary words, questions, and related activities to try. - Text is not an independent level for very young students. - Students can click to have the passage read to them - You can print passages to a pdf and save it or print to paper. National Geographic Kids K-12 (English) - High-interest animal-related science articles, fact lists, and how to passages. - Site access is free online with no log ins or account needed. Science for Kids: National Geographic UK K-12 (English) - High-interest animal-related fact lists with photos. - Site access is free online with no log-ins or account needed. Teaching Kids News 2-8 (English) - High-interest news articles for kids. - Site access is free online with no log ins or account needed. - Articles can be printed to pdf or paper. - Each article includes a writing/discussion prompt and a reading prompt. PODCAST AND VIDEO SOURCES PBS Learning Media K-12 (English, Spanish) Videos, Lessons, Interactives - This excellent free education site offers lessons, videos, interactives, interactive lessons, other media, and collections. - Teachers will need to make a free account to assign. - Materials often include instructional supports for teachers. - Some resources are aligned to NGSS, but other would need to be adapted to provide the appropriate student interactions with the Science and Engineering Practices and the Crosscutting Concepts. Science Friday 3-12 (English) Podcasts, Stories, Videos - High-interest podcasts, stories, and short videos. - Classes might read the short video introductions together and write/share their questions about the topic, their connections and background knowledge, and predictions for what they will learn in the video. Students can then listen carefully during the video for answers to their questions and information that supports their claims. Teacher can pause the video for discussions along the way. The Kid Should See This K-12 (English) Videos - Short, high-interest videos paired with a transcript of the first part of the video. - Classes might read the text transcript introductions together and write/share their questions about the topic, their connections and background knowledge, and predictions for what they will learn in the video. Students can then listen carefully during the video for answers to their questions and information that supports their claims. Teacher can pause the video for discussions along the way. - Site access is free online with no log ins or account needed. Brains On K-5 (English) Podcasts - Very kid-friendly podcasts on science topics with a kid guest host and a science expert, sometimes answering kid-submitted questions. - 30-40 minute podcasts. Classes might just listen to selected exerpts or listen to the entire podcast in segments over time. - Site access is free online with no log ins or account needed. Ask Dr. Universe K-8 (English) Informational Text Articles, Videos, Podcasts - Very kid-friendly articles, videos, and podcasts on science topics with a kid guest host and a science expert, sometimes answering kid-submitted questions. - Texts are in narrative format, with Dr. Universe answering a student question and explaining the topic. - Site access is free online with no log ins or account needed. Tumble 2-5 (English, Spanish) Podcasts - Kid-friendly podcasts on science topics. - 15-20 minute podcasts. - Site access is free online with no log ins or account needed. - Podcasts have short commercials at the beginning to skip past. NGSS RESOURCES NGSS Toolkit – If you are interested in learning more about the Next Generation Science Standards (NGSS), this is a collection of resources addressing all areas of NGSS. NSTA Daily Dos K-5+ (English) Lessons and Activities - Quality NGSS-aligned activities and lessons from NSTA (the National Science Teaching Association) - For limited access to materials, go to this site, then click on the “Create a Free User Account” link. Creating a Guest Account gives you access to many free resources and up to 3 resources per month that are normally paid, such as the NSTA Daily Dos. - For full, unlimited access to all NSTA resources, sign up for one of the paid memberships. Going 3D with GRC K-5+ (English) Lessons and Activities - Lesson sketches for each NGSS PE developed by teachers. - Instructional moves are suggested, but not fully fleshed out. - More lessons are available on their site. Kindergarten NGSS Resource Sets Curated activities, lessons, units, and informational "texts" (passages, articles, e-books, videos, podcasts) to support every Kindergarten NGSS Performance Expectation. Please be sure that students engage with explanatory texts AFTER they have had ample opportunity to observe, explore, and explain phenomena and problems as far as they are able themselves. Providing explanatory texts too early in the science learning process prevents students from engaging as scientists and developing science, engineering, thinking, and reasoning skills. Kindergarten Science Through the Essential Questions “The performance expectations in Kindergarten help students formulate answers to grade level essential questions such as: What happens if you push or pull an object harder? Where do animals live and why do they live there? What is the weather like today? How is it different from yesterday?” - Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. - Students are expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live. - Students are also expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. The crosscutting concepts of patterns; cause and effect; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the kindergarten performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.” Kindergarten NGSS Front Matter: Topic Arrangement First Grade NGSS Resource Sets Curated activities, lessons, units, and informational "texts" (passages, articles, e-books, videos, podcasts) to support every First Grade NGSS Performance Expectation. Please be sure that students engage with explanatory texts AFTER they have had ample opportunity to observe, explore, and explain phenomena and problems as far as they are able themselves. Providing explanatory texts too early in the science learning process prevents students from engaging as scientists and developing science, engineering, thinking, and reasoning skills. First Grade Through the Essential Questions “The performance expectations in First Grade help students formulate answers to grade level essential questions such as: What happens when materials vibrate? What happens when there is no light? What are some ways plants and animals meet their needs so that they can survive and grow? How are parents and their children similar and different? What objects are in the sky and how do they seem to move? - Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light. - Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. - Students are able to observe, describe, and predict some patterns of the movement of objects in the sky. The crosscutting concepts of patterns; cause and effect; structure and function; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the first grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.” First Grade NGSS Front Matter: Topic Arrangement Second Grade NGSS Resource Sets Curated activities, lessons, units, and informational "texts" (passages, articles, e-books, videos, podcasts) to support every Second Grade NGSS Performance Expectation. Please be sure that students engage with explanatory texts AFTER they have had ample opportunity to observe, explore, and explain phenomena and problems as far as they are able themselves. Providing explanatory texts too early in the science learning process prevents students from engaging as scientists and developing science, engineering, thinking, and reasoning skills. Second Grade Through the Essential Questions “The performance expectations in Second Grade help students formulate answers to grade level essential questions such as: How does land change and what are some things that cause it to change? What are the different kinds of land and bodies of water? How are materials similar and different from one another, and how do the properties of the materials relate to their use? What do plants need to grow? How many types of living things live in a place?” - Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. - An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. - Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth. The crosscutting concepts of patterns; cause and effect; energy and matter; structure and function; stability and change; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the second grade performance expectations, students are expected to demonstrate grade appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, valuating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. Second Grade NGSS Front Matter: Topic Arrangement Third Grade NGSS Resource Sets Curated activities, lessons, units, and informational "texts" (passages, articles, e-books, videos, podcasts) to support everyThird Grade NGSS Performance Expectation. Please be sure that students engage with explanatory texts AFTER they have had ample opportunity to observe, explore, and explain phenomena and problems as far as they are able themselves. Providing explanatory texts too early in the science learning process prevents students from engaging as scientists and developing science, engineering, thinking, and reasoning skills. Third Grade Through the Essential Questions “The performance expectations in Third Grade help students formulate answers to grade level essential questions such as: “What is typical weather in different parts of the world and during different times of the year? How can the impact of weather-related hazards be reduced? How do organisms vary in their traits? How are plants, animals, and environments of the past similar or different from current plants, animals, and environments? What happens to organisms when their environment changes? How do equal and unequal forces on an object affect the object? How can magnets be used?” - Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. - Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. Also, that organisms have different inherited traits, and that the environment can affect the traits that an organism develops. - In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. - Students are expected to develop an understanding of types of organisms that lived long ago and about the nature of their environments. - Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. - Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding to define a simple design problem that can be solved with magnets. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the third grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions and defining problems; developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. Third Grade NGSS Front Matter: Topic Arrangement Fourth Grade NGSS Resource Sets Curated activities, lessons, units, and informational "texts" (passages, articles, e-books, videos, podcasts) to support every Fourth Grade NGSS Performance Expectation. Please be sure that students engage with explanatory texts AFTER they have had ample opportunity to observe, explore, and explain phenomena and problems as far as they are able themselves. Providing explanatory texts too early in the science learning process prevents students from engaging as scientists and developing science, engineering, thinking, and reasoning skills. Fourth Grade Through the Essential Questions “The performance expectations in Fourth Grade help students formulate answers to grade level essential questions such as: “What are waves and what are some things they can do? How can water, ice, wind, and vegetation change the land? What patterns of Earth’s features can be determined with the use of maps? How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals? What is energy and how is it related to motion? How is energy transferred? How can energy be used to solve a problem? - Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. - Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. - Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. - Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the fourth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. Fourth Grade NGSS Front Matter: Topic Arrangement Fifth Grade NGSS Resource Sets Curated activities, lessons, units, and informational "texts" (passages, articles, e-books, videos, podcasts) to support every Fifth Grade NGSS Performance Expectation. Please be sure that students engage with explanatory texts AFTER they have had ample opportunity to observe, explore, and explain phenomena and problems as far as they are able themselves. Providing explanatory texts too early in the science learning process prevents students from engaging as scientists and developing science, engineering, thinking, and reasoning skills. Fifth Grade Through the Essential Questions “The performance expectations in Fifth Grade help students formulate answers to grade level essential questions such as: When matter changes, does its weight change? How much water can be found in different places on Earth? Can new substances be created by combining other substances? How does matter cycle through ecosystems? Where does the energy in food come from and what is it used for? How do lengths and directions of shadows or relative lengths of day and night change from day to day? How does the appearance of some stars change in different seasons?” - Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. - Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. - Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. - Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of stars in the night sky. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and systems and systems models are called out as organizing concepts for these disciplinary core ideas. In the fifth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information; and to use these practices to demonstrate understanding of the core ideas. Fifth Grade NGSS Front Matter: Topic Arrangement Attributions NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press \| Public License Icons from The Noun Project - text by Kudicon from the Noun Project - video by i cons from the Noun Project - podcast by Larea from the Noun Project - stage by Nithinan Tatah from the Noun Project - cogs by Milinda Courey from the Noun Project - questions by Gregor Cresnar from the Noun Project Science books photo by Kimberley Astle \| CC BY NC (book cover images copyright of their respective owners and used pursuant to fair use) License Except where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.	oercommons	2025-03-18T00:34:42.923193	Physical Geography	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84881/overview", "title": "K-5 NGSS Resource Sets for Teaching Science and Integrating with ELA", "author": "Literature" }
https://oercommons.org/courseware/lesson/82564/overview	- - 3-5 grades - 3-5-grades - ClimeTime - Structure and Function - Washington Office of Superintendent of Public Instruction - climetime - dandelion - diversity and equity - diversity-and-equity - field investigation - field-investigation - flow of matter and energy - flow-of-matter-and-energy - invasive plant species - invasive-plant-species - investigation - modeling - needs of plants - needs-of-plants - observation - patterns in nature - patterns-in-nature - plant parts - plant-parts - plants - structure-and-function - wa-ela - wa-science - License: - Creative Commons Attribution - Language: - English - Media Formats: - Text/HTML Education Standards Learning Domain: Engineering, Technology, & Applications of Science Standard: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Learning Domain: Earth's Systems Standard: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Learning Domain: Biological Evolution: Unity and Diversity Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Learning Domain: Earth's Systems Standard: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. Learning Domain: From Molecules to Organisms: Structures & Processes Standard: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Learning Domain: Earth's Systems Standard: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Learning Domain: Earth and Human Activity Standard: Obtain and combine information about ways individual communities use science ideas to conserve Earth's resources and environment. Learning Domain: From Molecules to Organisms: Structures & Processes Standard: Support an argument that plants get the materials they need for growth primarily from air and water. Learning Domain: Energy Standard: Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. Learning Domain: Reading for Informational Text Standard: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Learning Domain: Reading for Informational Text Standard: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Learning Domain: Speaking and Listening Standard: Explain their own ideas and understanding in light of the discussion. Learning Domain: Speaking and Listening Standard: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Learning Domain: Speaking and Listening Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Learning Domain: Speaking and Listening Standard: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Learning Domain: Reading for Informational Text Standard: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Learning Domain: Reading for Informational Text Standard: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others�۪ ideas and expressing their own clearly. Maryland College and Career Ready English Language Arts Standards Grade 3Learning Domain: Speaking and Listening Standard: Explain their own ideas and understanding in light of the discussion. Learning Domain: Speaking and Listening Standard: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others�۪ ideas and expressing their own clearly. Maryland College and Career Ready English Language Arts Standards Grade 4Learning Domain: Speaking and Listening Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Learning Domain: Speaking and Listening Standard: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Science Domain: Earth and Space Sciences Topic: Weather and Climate Standard: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.] Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.] Science Domain: Earth and Space Sciences Topic: Earth's Systems: Processes that Shape the Earth Standard: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.] Science Domain: Life Sciences Topic: Structure, Function, and Information Processing Standard: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.] Science Domain: Earth and Space Sciences Topic: Earth's Systems: Processes that Shape the Earth Standard: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] Science Domain: Earth and Space Sciences Topic: Earth's Systems: Processes that Shape the Earth Standard: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. Science Domain: Life Sciences Topic: Matter and Energy in Organisms and Ecosystems Standard: Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.] Science Domain: Physical Sciences Topic: Matter and Energy in Organisms and Ecosystems Standard: Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.] Cluster: Comprehension and Collaboration. Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Cluster: Comprehension and Collaboration. Standard: Explain their own ideas and understanding in light of the discussion. Cluster: Comprehension and Collaboration. Standard: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Cluster: Comprehension and Collaboration. Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Cluster: Comprehension and Collaboration. Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Cluster: Comprehension and Collaboration. Standard: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Cluster: Integration of Knowledge and Ideas. Standard: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Cluster: Key Ideas and Details. Standard: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Lesson 1_Phenomenal Observations Lesson 2_Explanatory Model Lesson 3_Family Interview Lesson 4A_Habitat Comparison Investigation Lesson 4B_Plant Structures Investigation Lesson 4C_Plant Needs Investigation Lesson 5_Seed Dispersal Lesson 6_Global Origins & Uses Lesson 7_Rubric for Explanatory Model Related DCIs Related SEPs and CCCs Slide Deck What Makes a Weed a Weed? (for 3-5 Educators) Overview This professional development course consists of a series of workshops focused on NGSS-aligned & local phenomenon-centered curriculum, developed by IslandWood with funding from the OSPI ClimeTime Grant. It is currently structured to be delivered online and for Upper Elementary (3-5) educators. A slide deck and accompanying handouts are available to complement the course outline. Unlocking wonder with the nature in our communities provides endless opportunities for rich learning. This course guides teachers in using a simple clump of dandelions to anchor a Next Generation Science Standards-aligned storyline that will get students outside and engaged with science learning. Includes activities to implement in the classroom and a chance to debrief and adapt with other 3-5 grade teachers. All shared activities can be used in the schoolyard or by students who are learning remotely.	oercommons	2025-03-18T00:34:43.017825	Environmental Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82564/overview", "title": "What Makes a Weed a Weed? (for 3-5 Educators)", "author": "English Language Arts" }
https://oercommons.org/courseware/lesson/68637/overview	- - Climate Science - ClimeTime - Forestry - Middle School Science - Wildfire - wa-ela - License: - Creative Commons Attribution - Language: - English Education Standards Learning Domain: Earth and Human Activity Standard: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Learning Domain: Earth and Human Activity Standard: Apply scientific principles to design a method for monitoring, evaluating, and managing a human impact on the environment. Learning Domain: Matter and Its Interactions Standard: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. Maryland College and Career Ready English Language Arts Standards Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6��8 texts and topics. Maryland College and Career Ready English Language Arts Standards Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Maryland College and Career Ready English Language Arts Standards Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Maryland College and Career Ready English Language Arts Standards Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Maryland College and Career Ready English Language Arts Standards Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Maryland College and Career Ready English Language Arts Standards Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Science Domain: Earth and Space Sciences Topic: Human Impacts Standard: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).] Science Domain: Earth and Space Sciences Topic: Human Impacts Standard: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).] Science Domain: Physical Sciences Topic: Structure and Properties of Matter Standard: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. Cluster: Key Ideas and Details. Standard: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. Cluster: Craft and Structure. Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. Cluster: Integration of Knowledge and Ideas. Standard: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Cluster: Text Types and Purposes. Standard: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Cluster: Text Types and Purposes. Standard: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Cluster: Research to Build and Present Knowledge. Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. PEI SOLS MS Fire: Forest Management Overview Wildfires are a contributing factor to greenhouse gas emissions. Scientists estimate that wildfires emitted 8 billion tons of CO2 per year for the past 20 years. Wildfires have risks and benefits that humans are impacted by. In this storyline, students will learn about the risks and benefits of wildfires, the science behind how fire occurs and the conditions that make a fire catastrophic. Students will evaluate local/regional fires to determine how human activities contribute to wildfires. Students will research how forest management decisions are made to decrease the negative impacts of wildfires and to decrease the amount of CO2 that is emitted from those fires.	oercommons	2025-03-18T00:34:43.078774	Pacific Education Institute	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68637/overview", "title": "PEI SOLS MS Fire: Forest Management", "author": "Unit of Study" }
https://oercommons.org/courseware/lesson/82621/overview	MS Wetlands_ Ecosystem Services (PDF) PEI SOLS Middle School Wetlands: Ecosystem Services Overview Coastal wetlands bring many benefits to ecosystems including their ability to sequester carbon and mitigate fluctuations in sea levels. Students will understand the ecosystem benefits of coastal wetlands with a focus on the potential of estuaries for climate related planning.	oercommons	2025-03-18T00:34:43.095614	06/21/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82621/overview", "title": "PEI SOLS Middle School Wetlands: Ecosystem Services", "author": "Pacific Education Institute" }
https://oercommons.org/courseware/lesson/82686/overview	Learning Domain: Earth and Human Activity Standard: Apply scientific principles to design a method for monitoring, evaluating, and managing a human impact on the environment. Learning Domain: Engineering, Technology, and Applications of Science Standard: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. WY.SCI.MS.LS2.5 Wyoming Science Content and Performance Standards Grades 6-8 Learning Domain: Ecosystems: Interactions, Energy, and Dynamics Standard: Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Science Domain: Earth and Space Sciences Topic: Human Impacts Standard: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).] Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems Standard: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]	oercommons	2025-03-18T00:34:43.121698	06/22/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82686/overview", "title": "PEI SOLS Middle School Urban Forestry: Ecosystem Benefits of an Urban Forest", "author": "Pacific Education Institute" }
https://oercommons.org/courseware/lesson/83626/overview	0-What Happened at Dry Falls? Google Slides A.-Elementary Framework Template B.-WA OER Fourth Grade What Happened at Dry Falls Lesson Plan C.-WA OER Fourth Grade What Happened at Dry Falls Lesson Plan D.-WA OER Dry Falls Lesson 1_ I noticed.... E. WA OER Dry Falls Lesson 1- I wonder Science notebook F.-Power of Water for Kids: How Erosion By Water Shapes Landforms G.-WA OER Dry Falls Lesson 2 - The Power of Water H. Look for video: Erosion Experiment Video in Google Drive Folder I.-WA OER Lesson 2- Erosion Experiment J.-WA OER Lesson 3 Mega Floods Initial Model -Dry Falls K.-Dry Falls Floodscape L.-Ice Age Floods Simulation Video M.-PBS Nova Mystery of the Mega Flood N. Niagara Falls Video O.-Making the Flood Simulation from Nick on the Rocks P.-WA OER Lesson 4 Dry Falls on Google Earth Directions Q.-Google Earth Dry Falls WA link R.-Native Lands, Languages and Treaties Maps S.-WA OER Lesson 4 Indigenous legend T-chart T.-WA OER Lesson 4 Indigenous People's coyote story of Dry Falls U.-WA OER Lesson 5 Gotta Have It Checklist Fourth Grade Elementary Science and Integrated Subjects-What Happened at Dry Falls? Overview The Fourth Grade Elementary Framework for Science and Integrated Subjects, What Happened at Dry Falls?, uses the phenomena of a local Washington landform to explore erosion from the Ice Age Floods. It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards. Standards, Phenomena, Big Ideas and Routines Development Team: Teresa Mendoza-Casby, Cynthia Mahler, Yessenia Garcia-4th grade EFSIS Team and Georgia Boatman, ClimeTime EFSIS Facilitator Fourth Grade Slow and Fast Changes to the Earth Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning Fourth Grade Disciplinary Core Ideas include PS3, PS4, LS1, ESS1, ESS2, ESS3, and ETS1 For Fourth Grade, students are expected to develop an understanding of: - How to apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. - Patterns of Earth’s features - How to analyze and interpret data from maps. The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas. Crosscutting Concepts: - Patterns - Cause and Effect - Systems and system models Students are expected to use the practices to demonstrate understanding of the core ideas. Science and Engineering Practices: - Constructing explanations and designing solutions - Planning and carrying out investigations - Analyzing and interpreting data - Obtaining, evaluating and communicating information Performance Expectation(s) Identify Performance Expectation(s) from Next Generation Science Standards that will be your focus (Climate Science related PEs preferred but not mandatory). Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic. 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.] 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.] 4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.] Science and Engineering Practices Which SEPs will be a focus for investigating this topic/phenomenon? Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. (4-ESS2-1) Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. (4-ESS2-2) Analyze and interpret data to make sense of phenomena using logical reasoning. Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. (4-ESS1-1) Identify the evidence that supports particular points in an explanation. Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluate the merit and accuracy of ideas and methods. (4-ESS3-1) Obtain and combine information from books and other reliable media to explain phenomena. Crosscutting Concepts Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon? (4-ESS1-1) (4-ESS2-2) Patterns - Patterns can be used as evidence to support an explanation. (4-ESS2-1) Cause and Effect-Cause and effect relationships are routinely identified, tested, and used to explain change. English Language Arts (ELA) Standards How will I Integrate ELA Standards (which standard, what strategy…?) RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4-ESS3-2) RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (4-ESS2-2) W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources. (4-ESS1-1) (4-ESS2-1) (4-ESS3-1) W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS1-1) SL.4.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts building on others’ ideas and expressing their own clearly. L4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Mathematics Standards How will I Integrate Mathematics Standards? MP.2 Reason abstractly and quantitatively. (4-ESS1-1) (4-ESS2-1) MP.5 Use appropriate tools strategically. (4-ESS2-1) Social Studies GI.4.2 Investigate the physical and cultural characteristics of place, region, and people of the Northwest. Phenomena Students observe pictures and video of Dry Falls in Central Washington and begin to address these questions: “How did Dry Falls get here? Why are these steep rocky cliffs and little pools here?” How did they form? Examples of regional place-based questions teachers might consider: - What caused these high cliffs in the middle of the Washington landscape? - Why are there large boulders in the field made of different materials? - Why are there deep potholes created in the ground surrounding this area? - What would cause the land to look like ripples when seen from above? Phenomena Resources: Communicating in Scientific Ways \| OpenSciEd Big Ideas Which one of the ideas from the curriculum and the Standards now seems the most central - meaning they might help explain other ideas you’ve listed and explain a wide range of natural phenomena? You must use more than a name to express your idea, express it as a set of relationships. Explain your choice clearly enough so a colleague could understand why you made the choice you did. - The effect of water on the landscape. - The way areas such as Dry Falls look now may be very different from the way they looked long ago. - The difference between slow water flow and massive water flow? Lesson 1: What’s happening at Dry Falls? Lesson 1: What’s happening at Dry Falls? Anchoring Phenomenon Routine Materials - pear deck slides ________for student check-ins if wanted/needed - pear deck/Google Slides “What Happened at Dry Falls? 1-5 - Science Notebooks or... - I noticed.... recording sheet - I wonder... recording sheet - Chart Paper for class Noticings and Wonderings or digital whiteboard such as Jamboard Preparation - Set the clear learning target for the lesson and students will reach the goal: I understand how water shapes and changes the landscape. (You may choose to display the Learning Target Slide found at the end of the slide deck or create a chart displaying the target). - Create a Noticing and Wonderings class chart or digital whiteboard such as Jamboard - Create a chart to develop the Initial Class Consensus Model for the question: “How did Dry Falls get here? Why are these steep rocky cliffs and little pools here?” How did they form? - Make 2 copies of each individual student “I noticed…” and “I wonder…” recording sheet for each student if you will use the sheets in lieu of science notebook pages Vocabulary - wonder-curious to know or understand something - observe-to look at carefully and make note of everything we can see, hear, smell, taste or touch. - notice-observing or paying attention to something Integration Points - Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue. Procedures Procedure 1 - If using slides 80-81 have students check in with social emotional learning using the pictures of the dogs. Then the students will determine if they are in the present, past or future. A check in with students emotionally about their day and readiness to learn can allow them to prepare to learn and can provide the teacher with useful information about their ability to process information. - Go over the learning target and how to reach the learning target. The students will have a self-reflection after each lesson to determine how they are doing. - Show the Anchor Phenomena question on slide 3: What Happened at Dry Falls? Generate interest by saying something like, “I saw this place in Washington recently and I just couldn’t understand how in the world this deep gouge with such steep rocky cliffs was just there right in the middle of our state...in an otherwise flat part of the landscape and how did that water get at the bottom?” - Use Slide 4, either in the Pear Deck, where students can write observations digitally or, downloaded as a Powerpoint or use as Google slides. Remind students that when we observe we look carefully at or notice everything we can see, hear, smell, taste or feel about it. Today they will mostly observe by seeing what they can. Remind them that they will also be writing what they wonder about what they see. They will be writing their questions about what they observe. - Engage students in observing the picture on Slide 4 and have them write individually what they notice and wonder about either digitally using the Pear Deck, on a science notebook page, or on the “I noticed….”recording sheet and the “I wonder…” provided. A simple Noticings and Wonderings T-Chart in Science notebooks can also work. (W.4.8) - Allow time for students to share their noticings and wonderings with an elbow partner and add to their ideas by placing a line of learning below their writing and adding partner ideas below the line of learning. Procedure 2 - Then proceed to slide 5 and engage students in observing the picture on the slide. Don’t reveal that this is a picture of the same place as the current day Dry Falls picture. Again have them write individually what they notice and wonder about either digitally using the Pear Deck, on a science notebook page, or on the “I noticed….”recording sheet and the “I wonder…” provided. (W.4.8) - Allow time for students to share their noticings and wonderings for this picture with an elbow partner and add to their ideas by placing a line of learning below their writing and adding partner ideas below the line of learning. - Then engage in a class discussion about what they noticed and wondered for each picture and record their ideas on a class chart or digital whiteboard such as Jamboard. (SL.4.1) Formative Assessment Opportunity: note what students notice about the two pictures. Elevate ideas about: - the pools and reasons why they might be there - the cliffs being high and sharp - the glaciers in picture 2 - the water appearing to move fast or strong Record all wonderings and note wonderings with the class, as future questions that the class might reasonably be able to answer and perhaps ways we might find out answers. Student Noticings and Wonderings might include: Noticing Wondering -I notice that there is water. -I wonder if that is snow - I notice that there is land. - I wonder why there isn’t more water -The sky is blue. in the second picture -The land looks carved -I wonder why there are cliffs in the first picture -The first picture has only puddles of water, -second picture has lots of moving water and not the second -ledges of rocks in the first picture and no -I wonder if there is a stream making the ledges in the second picture pools -Is this the same place? -I see an island in the river on the second one -is all the water coming from that snow melting? The water is rushing fast. -what made the cliffs in the first picture? Good place to break if time dictates breaking the lesson into two days Procedure 3 - Have students individually create an initial model of their thinking about how the steep cliffs and the deep pools may have formed in the center of Washington State. They can record this model in their Science Notebook. Encourage them to use words and pictures as they try to explain the phenomena. - Give students time to share their models and thinking with elbow partners or table groups and encourage students to ask questions to clarify their partners’ thinking. Procedure 4 - Convene the class in a Scientist Circle. Be sure they bring their individual models with them. - Ask students to share their model and their thinking, explaining what caused the phenomena of the cliffs and pools at Dry Falls. - Ask the Scientist Circle for what they feel should be in the class Initial Consensus Model and draw and write ideas as the discussion progresses. (if you printed the two Dry Falls pictures from Lesson 1 Resources, you may choose to paste them on the Initial Consensus Model Chart ahead of time and record whatever comments, symbols and explanations to surround the pictures. - Check with the group frequently to see if students agree or disagree with whatever you record on the chart. Use question marks if there is some question about inclusion of various elements on the chart but you record those ideas anyway as this can be important for future lessons to confirm or exclude ideas. - Listen for, but don’t confirm that the pictures are the same place many years apart. Note if any of the students come to the conclusion that they are actually the same place many years apart and acknowledge that that is an interesting idea. Formative Assessment Opportunity: note the following during the consensus discussion and consider how to address these things in future lessons: - ideas about things that might have changed the landscape such as the “snow”-glaciers in the second picture - how water might affect the landscape - where did the water come from and why isn’t it there now - ideas or use of the word erosion that can be addressed in future lessons. Students may not have this word firmly or correctly in their vocabulary yet. Student Samples for Lesson 1 Noticings and Wonderings: Lesson 2: The Power of Water Navigation and Investigation Routine Materials Day 1 of Lesson 2 - pear deck/Google Slides “What Happened at Dry Falls? Slides 6-11 - Chart paper for class Vocabulary or Word Wall or digital whiteboard such as Jamboard - Chart Paper for class Driving Questions Board or digital whiteboard such as Jamboard - Yellow stickies or same color slips of paper to write Driving Questions on - Erosion Video: The Power of Water for Kids: How Erosion by Water Shapes Landforms for Children - FreeSchool (linked in slide deck) - Science Notebook or - copies of the WA OER Lesson 2 Erosion-The Power of Water handout https://docs.google.com/document/d/17p15qbwIfAazbrx5BmfvTlSvbQ1DG7ewTAIxJa6x90g/Copy Day 2 of Lesson 2 - A small meat or lunchmeat type tray with sides for each group of 3 or 4 students - 15-20 sugar cubes for each group of 3 or 4 students - about a tablespoon of sugar or dirt for each group of 3 or 4 students - a pipette/eyedropper for each group - A turkey baster for each group (if turkey basters are unavailable students can just pour water from a small Dixie type cup all at once on the mode after dripping the water slowly to see what happens with a little slow water first - 3 or 4 basalt or other solid rocks that kids could “wrap their hand around size” that students find and bring in (show them the size of the tray so they can see what will be too big - Science notebook to record experiment observations, or Erosion Experiment recording sheet https://docs.google.com/document/d/14z3rQ-zAY_onThhC45SXzv3eN_72vwRD/copy Preparation - Create a class Vocabulary or Word Wall chart on paper or with a digital Whiteboard such as Jamboard. Place the vocabulary from the last lesson with a brief definition for each on the chart. Observe-what we can find out using our senses, Notice-observing, paying attention to, Wonder-questions we have about something that is unexpected, unfamiliar, or inexplicable to us. (L.4.4) - Create a chart or a digital Whiteboard such as Jamboard where the class's Driving Questions can be posted. Leave room to add to the Driving Question Board throughout the lessons. - Check video to see that it runs properly - Run a copy for each student of Erosion-The Power of Water handout if not have students write in their science notebooks - For Day 2 of Lesson 2 arrange a distribution line of the plastic trays, sugar cubes, tablespoons of sugar or dirt in little cups or baggies - For Day 2 of Lesson 2 have students each bring in a rock that they can fit in their closed hand for their group. - Have turkey basters ready or Dixie cups of water but withhold those until students have done the slow drip and faster squirt with the pipette. This will prevent a race to blast the model! - Make student copy for each student , if using of Erosion Experiment recording sheet WA OER Lesson 2- Erosion Experiment.docx - For teacher background purposes you may view the Erosion Experiment video to see how the Erosion Experiment might go. Vocabulary - landform-a natural feature of the surface of Earth created by forces that originate within Earth. - landscape- all the visible features of an area of countryside or land. - erosion-the wearing away and movement of rock, dirt, earth materials by natural forces such as water. Integration Points - Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue. Procedures Procedure 1 - View the Lesson 2 slide (slide 6) Ask students to brainstorm with an elbow partner what they think the word landform might mean. Have them offer up their partner ideas to the whole group. - Share with them the definition of the word LANDFORM: A landform is a natural feature of the surface of Earth created by forces that originate within Earth. - Ask them to brainstorm some landforms they know about where they live and in the state. They should come up with a list that includes common landforms such as: mountains, plateaus, valleys, canyons, hills, volcanic cones. They might also include rivers, lakes, deserts which is fine, although these are technically a feature of a landform. It is enough for them to understand that landforms are natural features of the land. - Place the word on the Vocabulary or Word Wall along with the simple definition above. Ask students to notice that you have added some words from yesterday: Observe-what we can find out using our senses, Notice-observing, paying attention to, Wonder-questions we have about something that is unexpected, unfamiliar, or inexplicable to us. (L.4.4) Let students know that they will be using these words in their scientific work again today. Procedure 2 - Tell students that we need to assemble our questions from the last lesson so that we can start to investigate to find answers to why this landform we are wondering about exists. - Show slide 7 and give students the following directions: - work with a partner or a table group to share questions they have from their noticings and wonderings as well as from the Scientists Circle/Initial Consensus Model discussion and find questions they have in common as well as one-of-a-kind questions - on same-colored stickies or slips of paper record one question per stickie - and no need to write the same questions multiple times. - teams should record as many questions as they can in the time allowed - Let them read their questions from their discussion to the whole class in round robin style and then post them on a physical chart or alternately, use a digital Whiteboard such as Jamboard. with the students participating, decide on categories that question might fall into such as “About the rocks/cliffs”, “the water in the bottom”, “the rushing river water”, “the white stuff/snow” Sample Driving Question Board: Procedure 3 - Have students draw a quick notice and wonder T-chart on the next clean left side page of their Science Notebook. Tell them that in a moment they will watch a video about erosion. At the end of the video they should have ideas about what erosion is. - Then Show Slide 8 and Watch video about erosion and discuss the content of the video. - After a discussion, have the students use their noticings and the class discussion to write about what they have learned from the video. - Have them record the sentence starters in their Science Notebooks leaving space between each sentence starter or pass out the Erosion-The Power of Water handout. Use either the digital version or print out the paper version Formative Assessment Opportunity: Use this writing as a formative assessment to have students show what they know about erosion. Look for: - look for a beginning 4th grade explanation of what erosion is: The wearing away and movement of rock, dirt, earth materials by natural forces such as water. (wind also causes erosion but is not the focus of this unit) - ice, water, tides, rivers, floods, or other water events that cause erosion Good place to break if time dictates break for Day 2 of Lesson 2 Procedure 4 - Show slide 9 as you talk through the directions. - Have student groups of 3 or 4 pick up a plastic tray (1 per group), sugar cubes (15-20 per group) and the sugar or dirt (1 baggie of about a tablespoon per group) and have them get their rocks so that each group has 3 or 4 rocks. - Tell them that today the class will work in groups to see how a small amount of water affects the materials in the experiment when it travels slowly, a bit faster and how a large amount of water might affect the materials when it travels at a great speed. Tell them that in our model the rocks represent the basalt rocks at Dry Falls, the sugar cubes represent other types of rocks that are not as strong, and the sugar/soil represents soil at Dry Falls. - Have students set up their model similarly to the picture below, allowing for other arrangements of the materials if they choose. Erosion Experiment Model Set-up - Show slide 10 and ask them to record what they observe for each water condition in pictures and worlds. This can be done in the Lesson 2 - When groups are ready, have them take the pipette full of water and first drip water slowly onto the rocks, the sugar cubes and then the sugar/dirt in the model. Ask them to discuss what they observe. - Then have them squirt a pipette full of water a bit faster onto the rocks, sugar cubes and sugar/dirt and then discuss what they observe. - Pass out the turkey basters or Dixie cup of water to each group. Now ask them to gush a baster of water on the model, once or twice and observe and discuss what happens. For teacher background purposes you may view this video to see how the Erosion Experiment might go. Procedure 5 - Clean up the models and display slide 10 again and ask students to return to their science notebooks and write about what they observed in each condition with the rocks, the sugar cubes and the sugar/dirt. Ask them to write about how this might be different or similar to erosion they saw in the video. (W.4.8) - Have a partner group discussion about what they observed in each condition with the rocks, the sugar cubes and the sugar/dirt. Ask them to discuss together about how this might be different or similar to erosion they saw in the video. Allow them to return to their initial written explanation and make additions and changes to their thinking. (SL4.1) Formative Assessment Opportunity: Use this writing as a formative assessment to have students show what they know about erosion. Look for: - look for them to add to their beginning 4th grade explanation of what erosion is: The wearing away and movement of rock, dirt, earth materials by natural forces such as water. (wind also causes erosion but is not the focus of this unit) - ideas about how the speed and amount of water can affect the amount of erosion - ideas about different materials behaving differently and eroding at different speeds Student Samples for Lesson 2 Erosion Experiment: Procedure 6 - Return to the Vocabulary/Word Wall and post the word erosion. Ask students to participate in a discussion to define erosion-The wearing away and movement of rock, dirt, earth materials by natural forces such as water. (L.4.4) Home Learning Opportunity or for Centers/Stations - Show slide 11 and let students know that they will have a chance to investigate more about erosion by viewing one of the videos from the slide. Make the linked slide available to students to use at home or, if face to face in a centers/stations format. Lesson 3 The Ice Age Mega Floods Navigation, Investigation, Putting the Pieces Together, Problematizing Routines Materials Day 1 of Lesson 3 - pear deck/Google Slides “What Happened at Dry Falls? Slides 12-19 - Science Notebook or... - Wa OER Mega Floods Initial Model Handout - Aerial Views of Dry Falls: Dry Falls Floodscape by Bruce Bjornstad Dry Falls Floodscape (linked in slide 15) - Ice Age Flood Simulation video: simulation video https://tinyurl.com/Ice-Age-Floods Day 2 of Lesson 3 - Video “Questions and Thoughts” Class Chart - Video PBS Nova S33E01 Mystery of the Megaflood - Full Episode (https://vimeo.com/331335155 ) Preparation - Copy the handout for each student if not doing it directly in the science notebook WA OER Mega Floods Initial Model Handout - Queue up video Aerial Views of Dry Falls: Dry Falls Floodscape by Bruce Bjornstad Dry Falls Floodscape (linked in slide 15) - Create a class chart of questions for the Nova Mystery of the Megaflood video as seen below. Only make the middle column, the orange and green columns are for teacher reference - Queue up video PBS Nova S33E01 Mystery of the Megaflood - Full Episode (https://vimeo.com/331335155 ) Class chart: Copy only the center column: Questions and Thoughts. Do not record the timestamp column (orange) or the Answer Ideas column (green). Those are for teacher reference purposes. Stop at Timestamp \| Questions and Thoughts \| Key: Answer Ideas (don’t record ahead of time) \| \|---\|---\|---\| Start Stop at 10:10 \| Why should rivers be ruled out as a way that the scablands were formed? \| Rivers would have had to move fast and be deep to carve out the wide deep canyons and also be slow at the same time to deposit layers of soil Rivers could not make such big potholes Rivers could not move such giant rocks \| Start at 10:10 Stop at 14:05 \| How could the boulders get here? Why did the evidence point to glaciers? What was wrong with the glacier theory? \| Glaciers usually carry big boulders like this Thes boulders were very large the rocks were not from the Dry Falls area Glaciers did not go as far south as Dry Falls \| Fast Forward to timestamp 21:29 and start Stop at 26:35 \| What were the clues that showed that Lake Missoula existed? \| marks on rocks ripple marks 10/20 feet high looks like bottom of river/ gravel bar rocks in strange places ripples point to the scablands \| Fast Forward to 34:33 and start Stop at 36:55 \| What Made Lake Missoula form? What caused it to flow over Washington? \| A glacier made an ice dam and the water backed up behind it The ice dam cracked and broke apart releasing huge amounts of fast moving water \| Start at 35:55 Stop at 45:00 \| How could potholes this big have formed? How did the giant boulders, erratics, get all over the landscape? \| Tornadoes of bubbles in the flood dug the holes in rock and soil The rocks were carried by chunks of glacier ice that was carried by the flood water \| Vocabulary - scattered -spread across an area in a non-pattern way - scablands -area of Washington that has had soil scraped off leaving rock formations visible - forces -push or pull on an object - geologists -scientists that study rocks, minerals, and landforms - evidence - observations, information, data that support a claim - erosion-geological process in which earthen materials are worn away and transported by natural forces such as wind or water. - glacier -a slowly moving mass or river of ice formed by the accumulation and compaction of snow - flood-an overflowing of a large amount of water beyond what is normal - fracture-a break or a crack - collapse-fall down - pressure-continuous physical force exerted on or against an object by something in contact with it. Continue to add words with definitions to the Vocabulary/Word Wall as they are used in the lesson and videos. (L.4.4) Integration Points - Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue. Procedures Procedure 1: - Remind students that we have been trying to find out what happened at Dry Falls that formed the area in such an interesting way. We also investigated erosion to see how water affects land and we found out that more water, moving fast can erode more quickly than less water or water moving slowly. Ask if there is anything more they want to add about erosion after viewing the videos for home learning. Procedure 2: - Say, “it seems like we need to find out if there was a lot of fast-moving water that eroded the landscape at Dry Falls.” Let students know that we can get some good information from video sources and observe things that we might not be able to see by doing an experiment. - Have students prepare a page in their Science Notebooks like the WA OER Mega Floods Initial Model Handout or hand out a copy of the handout to each student. Tell students that modeling can really help us to think about what happened at Dry Falls. - Show slide 13 so that students can examine each picture. Let them know that this is what most of the landscape in Central/Eastern Washington looks like today. Procedure 3: - Show Slide 14 and ask students to draw a model using pictures and words in the first box to show how they think Dry Falls might have looked before all of the erosion changed the landscape. - Give students the opportunity to share their models and thinking with an elbow partner and add to their models if they want to. - Say, “ and here is what it looks like now.” Then show the brief video Aerial Views of Dry Falls: Dry Falls Floodscape by Bruce Bjornstad Dry Falls Floodscape (linked in slide 15). “What could cause that much erosion?” Procedure 4: - Have students put their initial model aside and tell them that we are going to watch a short video that has a really interesting simulation that might help us. - Explain that the simulation shows Washington State and something that happened thousands of years ago. Point out where Dry Falls is located on the map on Slide 16 and then show slide 17 with the simulation video https://tinyurl.com/Ice-Age-Floods and point out that approximate area on the video. - Tell students to draw a quick Noticing and Wondering T-chart. Then play the video on Slide 17 to timestamp :28 seconds, 1:07 seconds, the end stopping at each of those timestamps so students can write their noticings and wonderings. Be sure to read the yellow box comments as they pop up on the screen and to have the class read through them all together at the end of the video. Good place to break if time dictates break for Day 2 of Lesson 3 Procedure 5: - Share with students that we are going to watch a video that might help us see some of these answers because we can’t observe them ourselves. We will stop the video from time to time to talk about what we all are seeing and record it on a class chart and point out the video Class Chart with questions recorded. - Start the video and Start stop it at timestamp 10:10. Read the question and record student ideas. Elevate the answers that elevate ideas that reflect the Key answer ideas from the chart. (W.4.8) - Proceed the same way through the video stopping at the timings indicated in the chart, skipping parts of the video as indicated. The entire video is very interesting but is around 50 minutes long, so skip those portions indicated in the chart as they aren’t as relevant to the understanding of the Mega Floods and how they eroded Dry Falls. - Have students return to their models and complete the middle and final sections drawing and writing on their models. - Give students the opportunity to share their models and thinking with an elbow partner and add to their models if they want to. - Have students write their best explanation for right now at the bottom of the model handout. (W.4.8) Formative Assessment: This student model can serve as a formative or summative assessment when each step is completed, and the explanation is written. Look for: - The initial model to show a flatter landscape without so much rock, cliffs or perhaps even the lakes - Then revised with new information learned during the video and discussion. Such as lots of water rushing over the area and eroding away rocks and soil and finally, the landscape we see today. - They should include the idea of lots of water, rushing fast over the Dry Falls area and carrying away rocks and soil. They should include the idea that harder rocks remained as did the lakes at the bottom. They could include the idea of lots of water being stored at Lake Missoula because it backed up behind a glacier ice dam. Student Samples for Lesson 3 Model: Lesson 4 Maps Navigation Routine, Investigation Routine, Putting the Pieces Together Routine Materials: Day 1 of Lesson 4 - slides 20-26 - Niagara Falls video https://www.youtube.com/watch?v=kTOHJZY2VRE&t=86s - The making of the mega floods simulation for Nick on the Rocks https://www.youtube.com/watch?v=xhUenP-BjZw&t=1s - Google Earth Link to Dry Falls Washington. - Dry Falls on Google Earth directions handout https://tinyurl.com/Google-Earth-procedure Day 2 of Lesson 4 - Native Lands, Laguages & Treaties Map \| Native-Land.ca \| Our home on native land - WA OER Indigenous Peoples’ Legend T-Chart https://docs.google.com/document/d/17j5jEe79eQSi7vaiIpCdsrTUQW_lQJy8/copy - Indigenous Peoples’ Legend: Tsi-Laan (Deep Waters) from the Yakama People Preparation - Practice with Google Earth using the directions handout to be prepared to guide and trouble shoot students’ work. Decide if this is best as a demonstration, individual or partner activity. - Queue up the Niagara Falls and mega flood videos to be sure they will run. - Explore and practice with the Native Lands, languages and Treaties Map to understand what to highlight for students as you demonstrate. - Make copies for each student of the Indigenous Peoples’ Legend T-Chart (if using instead of a science notebook page) and make copies for each student of the Indigenous Peoples’ Legend: Tsi-Laan (Deep Waters) reading. Vocabulary - Simulation- a computer model of something, especially for the purpose of study - Indigenous-originally from a place; native Continue to add words with definitions to the Vocabulary/Word Wall as they are used in the lesson and videos. (L.4.4) Integration Points - Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue. Procedures Procedure 1: - Show Slide 21. Remind students that in our last few days we have learned a lot about the Ice Age Mega Floods and how they eroded the land of central and eastern Washington. Tell them that you have a couple of videos that are short but might give them an idea of the amount of water that we’re talking about. - Show the Niagara Falls Video just up to timestamp 2:40. Explain that Niagara Falls is still flowing today in upper New York State. (if a map of the U.S. is available point out how far away Niagara Falls is by pointing to upper New York State. - Ask students to talk with elbow or table partners about what they observed in the video. They should be mentioning the sound, the amount and speed of water, the spray from the Falls, the force or power of the water, etc. Procedure 2: - Say, “That’s a lot of water, isn’t it? And it seems to move pretty fast and with a lot of force. Now let’s look at a simulation of what the Ice Age Floods might have looked like” - Show, The making of the mega floods simulation for Nick on the Rocks. you could just watch the last part of the video from timestamp 3:13, however, the discussion of the making of the simulation can spark a great discussion about the job of computer programmers viable and useful career. Highlight those kids who really enjoy computer work could do this kind of work. - Ask students to again discuss with an elbow or table partners what they observed from the video. They should be mentioning the amount of the water, the speed of the water, etc. Procedure 3: - Show Slide 22 and explain to students that the class will do a little more learning about the Dry Falls area. The slide shows a map from the simulation of the Ice Age Floods seen previously. It could certainly be played again but the focus is on the fact that it is a map. - Tell students that we will be using maps to understand the landscape in the Ice Age Floods area. The second map on Slide 22 is different, It shows us some of the landforms but also shows manmade features such as towns and dams. It also shows tribal lands. You can see the Confederated Tribes of the Yakama Nations, The Confederated Tribes of the Colville Reservation and the Spokane Tribe of Indians. All indigenous people who lived and traveled through the Dry Falls and Scabland areas. - A third type of map seen on Slide 22 is Google Earth. Ask students to indicate if they have ever seen or used Google Earth. It is an interactive, computer map that can help us see the landscape in lots of different ways. Procedure 4: - Click on Slide 23. The spinning Earth picture is linked to Google Earth Link to Dry Falls Washington. Hand out the Dry Falls on Google Earth directions handout. Students can use this to navigate the Google Earth procedure, or the teacher can use it to do the step-by-step procedure as a demonstration or with students following along on computers. - Demonstrate for students what they will see as they click or enter the link. Then work through the directions step by step or allow students to do that, to observe the Dry Falls and Scabland features and to have Google Earth calculate mileages. - Engage students in some questions like the following as they work: - “If you were to plan a trip to Dry Falls How long would it take you to get there?” “How far away is it from where you live?” - “How far would it be to Niagara Falls?” “Could you get there as fast as you can to Dry Falls?” - “Other places where erosion happened are the Grand Canyon, Arches National Park, John Day Oregon. What do those places look like on Google Earth?” Formative Assessment: Observe students as they navigate Google Earth and provide direct assistance until they feel confident. Can they navigate to other areas such as those where erosion happens with ease? If not, it might be helpful to demonstrate for the class as they work, and verbally narrating your procedure to ensure they are seeing the various things on Google Earth. Good place to break if time dictates break for Day 2 of Lesson 4 Procedure 4: - Show students Slide 24 and remind them that we saw this map yesterday and talked about the tribal areas we might see in the Dry Falls area of Washington. Tell them that actually it can be challenging to put boundaries on tribal areas as Indigenous People moved throughout central and eastern Washington and didn’t identify just one area as their home like we might do today. Even though this map shows us an area for the Yakama that does not include Dry Falls, we know that they traveled and lived all over this part of Washington. - Show Slide 25 and tell students that this map can maybe help us understand the traditional areas where Indigenous people lived a little better. Use the link to navigate to the interactive Native Lands, Laguages & Treaties Map \| Native-Land.ca \| Our home on native land. This probably works best as a demonstration as the map can be a little confusing. To focus the map on Dry Falls type in Dry Falls Visitor Center, Route 17, Coulee City, Washington 99115, United State in the search box in the upper left of the map. ( the map will zoom in to just Dry Falls/Coulee City so you will need to use the minus icon to zoom out. You will no longer see “Dry Falls” labeled but you will see “Coulee City” and that is very close by.) - Click on the various colored areas and discuss with students that they overlap because Indigenous People lived in and moved about in areas with other tribes and groups of Indigenous People. The main tribes you should see are those shown on the slide: Moses/Columbia, Nespelem, Yakama , Syilx tmixʷ (Okanagan). These are linked on the slide, and each can lead you to more information about that group if you want to explore more. - Now show Slide 26 and tell students that Indigenous People have other ways of knowing or understanding the landscape around where they lived. One story from the Yakama Nation is their explanation of how Coyote, created Dry Falls. - Go through the directions from the slide to have students connect the legend to the landscape from the Ice Age Floods: - Make a T-chart in your science notebook (or use the handout) - Label the columns: - Part of the landscape from the legend - Where this is at Dry Falls/Scablands - Read the Indigenous Peoples’ Legend: Tsi-Laan (Deep Water). You may want students to partner read or do a guided reading with the class depending on your students’ reading abilities and needs. - Stop after each colored paragraph of the legend and ask students to note landscape features and what they might correlate to in the Dry Falls or Scablands landscape. These could be rocks, cliffs, rivers, pools/lakes, the great falls, etc. As the class works through the legend, making notes have them discuss with partners, table groups or as a whole class what things they think correlate. (RL4.1) Lesson 5 Written Assessment Putting the Pieces Together Routine Materials: - slides 27-28 - Gotta Have It Checklist: https://docs.google.com/document/d/1tmko8TIFdW-3jnE8Xh9m2zN68-puu2NY/copy - Science Notebook or paper for writing explanation Preparation - Make copies of the Gotta Have It Checklist for each student. Copy half as many sheets as students and cut the sheets in two as they are two per sheet. Vocabulary Make the Vocabulary/Word Wall available for students to reference as they do their writing. Remind them to use the words we’ve earned to remind them of what they want to write about. Integration Points - Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue. Procedures Procedure 1: - Show Slide 27 and remind students that when we started to study Dry Falls, we were trying to find out what caused this unique landform in the middle of Washington state. - Show Slide 28. Let students know that today they will be writing their explanation of what happened at Dry Falls that formed it. Remind them of the two pictures that we first saw and thought about when we began to think about the phenomena of Dry Falls. - Show students the Gotta Have It checklist and review each item on the checklist. - Remind students that they should use what they have learned so far to write a two-paragraph paper/essay about “What happened at Dry Falls?” using their notes in Noticing and Wondering charts, models, other notes they have written, as well as the class charts and Vocabulary/Word Wall in writing their explanation. - Give students some sentence starters that could be helpful in their writing to transition from one idea to another, such as: - I used to think but now I think….. - The evidence that changed my mind is…… - This evidence supports my claim…… - The reason why I think Dry Falls was formed by… - Both pictures show.... - Give students time to write the explanation about what formed Dry Falls and the Scablands. (W.4.8) (W.4.9) Summative Assessment: This final lesson provides a summative assessment opportunity. Possible Rubric: - The writing has a topic sentence that introduces the subject of your writing. It makes a claim about what happened to form Dry Falls that includes the idea that : - Dry Falls was formed by the process of erosion. - The erosion was fast and caused by Ice Age floods - include at least three examples of supporting evidence from videos, maps, pictures and experiments/investigations such as: - sugar cubes dissolved/fell apart quickly with lots of water moving fast - the video about Mega floods showed how all that water came down across Washington to make the Scablands including Dry Falls when an ice dam broke letting water out of Lake Missoula - tornadoes in the water carved potholes with tiny bubbles - On Google Earth the Scablands showed that erosion washed away soil and rocks - the pictures of Dry Falls show bare rock cliffs and small lakes at the bottom and this must have happened suddenly with lots of water - the erosion video showing what happens with water erosion - in your explanation be sure to talk about erosion, Scablands, water and other factors that the evidence showed you, - include your reasons for thinking that the evidence supports the claim you made, - write your concluding statement (summarize your claim and reasoning in one sentence. For example: “In conclusion……..” or “As you can see….”) Appendix: Lesson Resources Pear Deck/Google Slides for Unit: https://docs.google.com/presentation/d/1_SpnFg4YKZ9xT2uGv6IIoRDGhm1iZ-bL3JMGrHR0V2g/copy Unit Resources For Student Self-Assessment: The slides below are Slides 30-34 at the end of the slide deck and may be used for students to self assess emotional status and readiness to learn in each lesson. Insert them where you choose in your copy of the slide deck. Lesson 1 Resources Lesson 1, Resource 1: Dry Falls picture for Noticing and Wondering Lesson 1, Resource 2: Dry Falls Artist Painting from Dry Falls Visitor Center Sun Lake-Dry Falls State Park Lesson 1, Resource 3: I noticed….recording sheet Name _____________________________ Date _______________________________ SCIENCE NOTEBOOK PAGE -I noticed ……. Draw or write what you notice about the pictures in the space below \| I noticed _________________________________________________ _________________________________________________________ _________________________________________________________. Lesson 1 , Resource 4: I wonder….recording sheet Name ______________________________ Date _______________________________ SCIENCE NOTEBOOK PAGE - I wonder……. Draw or write what you wonder about in the space below \| I wonder _________________________________________________ _________________________________________________________ _________________________________________________________. Lesson 2 Resources Lesson 2, Resource 1 Erosion Video: The Power of Water for Kids: How Erosion by Water Shapes Landforms for Children - FreeSchool (linked in slide deck) Lesson 2, Resource 2 Erosion-Power of Water recording sheet link What Happened at Dry Falls? Lesson 2 Name: ___________________________ Date: ___________________ Erosion - The Power of Water Erosion is: ___________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ One fact I learned about erosion is ________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Another fact I learned about erosion is _____________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Finally, the most interesting thing I learned about erosion is ____________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Lesson 2, Resource 3 Erosion Experiment Recording Sheet link What Happened at Dry Falls Lesson 2 Erosion Experiment Name _____________________ Date ______________________ “What happened to the materials?” Slow erosion \| Fast erosion \| Combination \| Explain what you observed happening to the rock, sugar cubes and sugar or dirt in each scenario? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Lesson 3 Resources Lesson 3, Resource 1 WA OER Mega Floods Initial Model Handout Initial Model Name: _____________________________ Date:_____________________________ Develop an initial model to explain “What effects of erosion by water or ice changed the landscape of the scablands over time? - Show what you think was happening to the land ( How did the potholes form?) - Use pictures, symbols, and words to help explain what caused these changes to happen over time. What do you think happened in this system that would help explain what caused this kind of event? \| \| \| \| \| How Dry Falls Looked before Erosion \| During the Ice Age Megaflood \| After the Ice age Megaflood \| What do you think happened at Dry Falls that would help explain what caused the landscape to look the way it does? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Lesson 3, Resource 2 Aerial Views of Dry Falls: Dry Falls Floodscape by Bruce Bjornstad Dry Falls Floodscape https://youtu.be/cfR-T-ZOKvo (linked in slide 15) Lesson 3, Resource 3 Ice Age Flood Simulation video: simulation video https://tinyurl.com/Ice-Age-Floods Lesson 3, Resource 4 (https://vimeo.com/331335155 ) Lesson 4 Resources Lesson 4, Resource 1 Niagara Falls video https://www.youtube.com/watch?v=kTOHJZY2VRE&t=86s Lesson 4, Resource 2 The making of the mega floods simulation for Nick on the Rocks https://www.youtube.com/watch?v=xhUenP-BjZw&t=1s Lesson 4, Resource 3 https://docs.google.com/document/d/1fzJLWu27fHh_aonew0JqrYe7jBQyuYdAdKNkk2RA8Cw/copy Lesson 4 Resource 4 WA OER Indigenous Peoples’ T-Chart https://docs.google.com/document/d/17j5jEe79eQSi7vaiIpCdsrTUQW_lQJy8/copy Lesson 4, Resource 5 Indigenous Peoples’ Legend TSI-LANN (Deep Water) Lesson 5 Resources Lesson 5, Resource 1 Name: ____________________ Date: _____________________ Gotta Have It Checklist What Happened at Dry Falls? Write an explanation of what happened to form Dry Falls. Be sure you: --have a topic sentence that introduces the subject of your writing and states your claim about what happened to form Dry Falls, --include at least three examples of supporting evidence from videos, maps, pictures and experiments/investigations, -- in your explanation be sure to talk about erosion, Scablands, water and other factors that the evidence showed you, -- include your reasons for thinking that the evidence supports the claim you made, --write your concluding statement (summarize your claim and reasoning in one sentence. For example: “In conclusion……..) \|	oercommons	2025-03-18T00:34:43.437368	Environmental Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83626/overview", "title": "Fourth Grade Elementary Science and Integrated Subjects-What Happened at Dry Falls?", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/123297/overview	Osteopenia vs. Osteoporosis: Pathophysiology and Treatment Modalities Overview Osteopenia is a silent disease that develops in primarily seniors who may live healthy lifestyles, and have few risk factors. If left untreated osteopenia can progress into osteoporosis. This article addresses the pathophysiology and treatment modalities of osteoporosis. Christine Johns DNP, MSN, MBA-NEA-BC, RN, PHN Deirdre Jones MSN, MPH, RN, PHN, CIC Meg Lyskawa MSN, RN, PHN Osteopenia vs. Osteoporosis: Pathophysiology, Social determinants, and Treatment Modalities Osteopenia is a silent disease that develops in primarily seniors who may live healthy lifestyles, and have few risk factors. Over 200,000 people worldwide are living with Osteoporosis, the later stage of Osteopenia. Osteopenia typically does not show symptoms until it becomes Osteoporosis. At that point, back pain caused by collapse of vertebrae, stooped posture, shortened height, and fractures from low impact indicate Osteoporosis has developed. A case study analyzing a postmenopausal woman with osteopenia was chosen out of interest in a common condition that seems to be a probability-based diagnosis for our team to consider as we grow older. The case presented shows that although one can live a healthy lifestyle, anyone can fall victim to osteopenia and the potential complications that can follow. Social Determinants of Health and Epidemiology There are social determinants of health that correlate to risk of developing osteopenia and osteoporosis, as well as access to the required scans and treatments can be limited as they are highly specialized. When affected patients have difficulty accessing DEXA scan locations, they can lack the treatment they need to improve their quality of life and lower their fracture risk. Socioeconomic Status (SES) in relation to current statistics of people living with osteopenia and osteoporosis in the United States is summarized as follows: Approximately 50% are female, 80-90% identify as white/European American, 23% identify as Hispanic, and approximately 10% identify as Black/African American, (Gough, Roberts, & Godde, 2023). Pathophysiology of Osteopenia and Osteoporosis Osteopenia refers to the early stages of bone loss, characterized by bone density that is below normal but not low enough to be classified as osteoporosis. This condition is typically asymptomatic and is often diagnosed through bone density tests (Reid et al, 2024). It is important to note that when Osteopenia is not treated it can develop into Osteoporosis. Osteoporosis is a more advanced stage of bone loss that significantly increases the risk of fractures. The primary mechanism behind osteoporosis is an imbalance in bone remodeling, where bone resorption by osteoclasts outpaces bone formation by osteoblasts (Föger-Samwald et al., 2020). This results in progressive bone disease, with structural integrity becoming compromised. Bone remodeling involves a complex interplay of the endocrine, immune, and nervous systems. Genetic factors can also influence this process, and certain conditions such as menopause, being underweight, lack of exercise, and specific medications contribute to its progression. Osteoporosis is a multifactorial disease that often develops silently, progressively weakening bones without symptoms until a fracture occurs. Cortical bone, the dense outer layer, becomes thinner and more brittle, while trabecular bone, the spongy inner layer, loses density and structural connectivity (McCance & Huether, 2023). Bone Resorption Osteoporosis arises from increased bone resorption, which can be caused by estrogen deficiency and age-related factors. In postmenopausal women, decreased estrogen levels lead to heightened bone loss, as estrogen plays a critical role in preventing the secretion of RANKL (Receptor Activator of Nuclear Factor-kappa B Ligand) while promoting osteoclast-inhibiting fa ctors such as osteoprotegerin (OPG), GLP-1, and growth hormone (Liang et al., 2022). The reduction in these protective mechanisms accelerates bone resorption. Additionally, aging contributes to increased bone loss due to a natural decline in hormones like estrogen, testosterone, and growth hormone. This hormonal decline impairs the regulatory function of osteocytes, the cells responsible for overseeing bone remodeling, further exacerbating bone resorption and contributing to the development of osteoporosis (Liang et al., 2022). Decreased Bone Formation Decreased bone formation is a key contributor to osteoporosis, particularly as aging reduces the number and activity of osteoblasts, the cells responsible for bone formation. Aging also impairs the differentiation of mesenchymal stem cells into osteoblasts, further diminishing bone production. Additionally, osteocytes, the mechanosensing cells embedded within bone, become less responsive with age, reducing their ability to repair microdamage (Föger-Samwald et al., 2020). This results in an imbalance in bone remodeling, where the bone resorption phase surpasses the bone formation phase, leading to progressive thinning and increased fragility of the bones. Changes in bone structure also play a significant role in osteoporosis. The cortical bone, which forms the outer layer, becomes thinner and more porous, compromising its strength (Liang et al.,2022). Similarly, the trabecular bone, the spongy inner layer, loses density and connectivity, greatly reducing its ability to withstand mechanical stress (Liang et al., 2022). These structural changes exacerbate bone fragility. Role of Cytokines and Hormones Cytokines and hormones further regulate bone health through pathways such as the RANK/RANKL/OPG system. RANKL binds to RANK receptors on osteoclast precursors, promoting their maturation and increasing bone resorption (Föger-Samwald et al., 2020). OPG counteracts this by inhibiting RANKL binding, serving as a protective factor. Imbalances in this pathway that favor RANKL activity lead to excessive bone breakdown (Föger-Samwald et al., 2020). Other hormonal factors, such as chronically elevated parathyroid hormone (PTH) levels in primary hyperparathyroidism, also contribute to bone resorption. Additionally, vitamin D deficiency reduces calcium absorption, resulting in secondary hyperparathyroidism and further bone loss. These complex mechanisms collectively drive the progression of osteoporosis. Risk Factors Contributing to Osteoporosis Genetics: A family history of osteoporosis may predispose individuals to lower bone density. Nutritional Deficiencies: Insufficient calcium and vitamin D intake reduces bone mineralization. Chronic Diseases: Conditions such as rheumatoid arthritis, hyperthyroidism, and chronic corticosteroid use accelerate bone loss. Postmenopausal estrogen loss. Smoking. Pharmacological Treatments Alendronate, commonly known by the brand name Fosamax®, decreases the rate bone cells are absorbed. This reduced absorption allows the body to increase bone density, which in turn reduces the risk of fracture. Alendronate belongs to the class of bisphosphonate medications. On a molecular level, alendronate works binding to hydroxyapatite crystals within bone and then downregulates osteoclast-mediated bone resorption, thereby leading to a reduction in bone matrix breakdown. Both of these mechanisms collectively contribute to regulating the reabsorption and turnover of minerals. Alendronate differs from other bone-modifying supplements by its ability to suppress bone formation without modifying bone mineral accrual in endocortical or intracortical bone. The bioavailability of alendronate is limited to 0.64% in fasting women and 0.59% in fasting men. However, this bioavailability diminishes by as much as 60% when the drug is taken with food.; hence why dosing instructions require the patient to take on an empty stomach. Alendronate exhibits a notably protracted terminal half-life of approximately 10 years within bone tissues. Alendronate is primarily excreted through urine, accounting for 50% of elimination, with unabsorbed drugs appearing in the feces (Wilkins P., Preuss C., 2024). The dosing recommendations are based on whether the patient’s goal is to treat or prevent osteoporosis. Dosing Osteoporosis treatment of Fosamax dosing is recommended to be: one 70 mg tablet once weekly - or - one bottle of 70 mg oral solution once weekly - or - one 10 mg tablet once daily. Osteoporosis prevention dosing is essentially half of the treatment dose: One 35 mg tablet once weekly or one 5 mg tablet once daily. Calcium and Vitamin D Calcium and vitamin D are essential nutrients for maintaining bone health and preventing osteoporosis. These nutrients complement each other. Calcium is a mineral that builds and maintains strong bones. The recommended daily intake for adults with osteoporosis: 1,200 mg. Sources of calcium include dairy products, leafy green vegetables, and fortified foods. Calcium supplements may be necessary for individuals who cannot meet their dietary needs. Vitamin D helps the body absorb calcium. The recommended daily intake for adults with osteoporosis: 800 IU. Sources of vitamin D include sunlight exposure, fatty fish, and fortified foods. Vitamin D supplements may be necessary for individuals with limited sun exposure or dietary intake. Because Calcium and Vitamin D work in tandem, the benefits of having the recommended daily intake helps osteoporosis patients, reduce bone loss, lower the risk of fractures, improve bone mineral density, hence overall bone health. In conclusion, calcium and vitamin D are crucial nutrients for preventing and managing osteoporosis. By consuming adequate amounts of these nutrients through diet or supplementation, individuals with osteoporosis can improve their bone health and reduce their risk of fractures. Non-Steroidal Anti Inflammatories While ibuprofen (Advil, Motrin) is a common pain reliever, it's not typically recommended for long-term use due to potential side effects such as stomach ulcers, kidney issues, and increased risk of cardiovascular problems (Rosen, H., 2024). Suggested alternatives like prescription NSAIDs like celecoxib (Celebrex), acetaminophen (Tylenol), or depending on the severity, even specific muscle relaxants or nerve pain medications (Rosen, H., 2024). According to researchers (Rosen, H., 2024) when NSAIDs are used regularly over an extended period of time, as is often the case with chronic pain, the potential for side effects increases. Evidence suggests that the potential for NSAID-associated complications increases as you get older.3 Some more common side effects include: Stomach irritation and ulcers Gastrointestinal (GI) bleeding Increased potential for bruising Exacerbation of asthma symptoms Increased risk of stroke, heart attack, and blood clots Kidney damage The potential for NSAID complications may be increased for patients who: Smoke Drink alcohol regularly Are a senior Have a history of heart disease Have high blood pressure Have ever had any GI problems Have kidney or liver disease All NSAIDs, both prescription and over-the-counter, now sport warning labels thanks to a ruling by the Food and Drug Administration. Despite the warnings, using NSAIDs remains one of the most popular ways to relieve pain (Rosen, H., 2024). Potential alternatives for long-term pain: Prescription NSAIDs: Some prescription NSAIDs like celecoxib (Celebrex) may be considered safer for long-term use due to a lower risk of stomach irritation compared to other NSAIDs. Acetaminophen (Tylenol): This is often considered a safer option for long-term pain relief compared to most NSAIDs, but can still have side effects if taken in high doses. Topical pain relievers: Creams or gels containing capsaicin can be helpful for localized pain. Muscle relaxants: Depending on the source of pain, muscle relaxants may be prescribed. Nerve pain medications: If the pain is related to nerve damage, specific medications like gabapentin or pregabalin may be prescribed. Non - Pharmacological Treatment Alongside medication, consider non-pharmacological pain management strategies like exercise, physical therapy, stress management, and weight management. Nonpharmacological therapies for osteoporosis emphasize lifestyle changes, dietary improvements, and physical activity to maintain bone health, prevent fractures, and enhance quality of life. Nutritional interventions are critical, including adequate calcium and vitamin D intake from sources like dairy products, leafy greens, fortified foods, and sunlight. A balanced diet rich in fruits, vegetables, lean protein, and whole grains supports overall bone health, while excessive salt, caffeine, and alcohol should be limited. Other nutrients, such as magnesium and phosphorus from nuts, seeds, legumes, and whole grains, also play essential roles in bone mineralization. Physical activity is a cornerstone of osteoporosis management, with weight-bearing exercises like walking, dancing, and jogging stimulating bone formation. Resistance training strengthens muscles and enhances bone density, while balance and flexibility exercises, such as yoga and Tai Chi, reduce fall risks by improving stability. Lifestyle modifications further contribute to bone health; quitting smoking and limiting alcohol intake help minimize bone loss. Fall prevention measures, including using supportive footwear, removing tripping hazards, and installing grab bars at home, are also vital to reducing fracture risks. Physical therapy can play a role by offering postural training to strengthen core muscles and customized exercise programs tailored to an individual’s needs. Mind-body approaches, such as mindfulness meditation and stress management, indirectly support bone health by mitigating stress-related hormonal changes that could impact bone density. Sunlight exposure is another critical component, as it helps maintain adequate vitamin D levels necessary for calcium absorption and bone strength. Assistive devices like orthopedic braces or supports may provide additional stabilization for fractures or weak bones. Regular bone density monitoring using tools such as DEXA scans is essential to evaluate bone health and guide both non pharmacological and pharmacological interventions. Together, these strategies form a comprehensive approach to preventing and managing osteoporosis, reducing fracture risks, and improving overall well-being. Consultation with healthcare providers, including dietitians, physical therapists, and doctors, ensures an individualized plan tailored to specific needs and goals. Epidemiology The World Health Organization (WHO) estimates that osteoporosis affects 200 million women worldwide (International Osteoporosis Foundation, n.d.). According to the WHO criteria, “30% of postmenopausal women have Osteoporosis and 54% have Osteopenia” (Bellantoni, , n.d., para. 2). Osteoporosis is a “ major non-communicable disease and the most common bone disease, affecting one in three women and one in five men over the age of 50 worldwide” (International Osteoporosis Foundation, n.d). Worldwide in 2019, fractures accounted for 25.8 million years lived with disability (YLDs), an increase of 65.3% of the absolute YLDs since 1990. The prevalence of Osteopenia among males and females of all age groups is roughly 40.5% and 7.93% for Osteoporosis. For adults over age 50, Osteopenia is at a 42.3% rate and Osteoporosis at a 8.96% prevalence which accounts for the majority, (Fan, et. al, 2024). Physical assessment A Dexa (dual x-ray absorptiometry) scan post-exam is recommended for identifying potential for fractures and assessing overall bone density. This is conducted by “passing a high and low energy XRay beam through the body…[to] diagnose specific conditions such as bone thinning” (CDC, 2024). The CDC also teaches that the amount of radiation is very low and is generally considered for women aged 65 and older, or for women between ages 50-64 if they have certain risk factors, such as family history. Upon physical examination of each limb and joint, the patient will be instructed to provide feedback on pain, stiffness, spasms, and instability. Range of motion (ROM) will be measured using a goniometer, which assists in calculating the angular degrees of motion for abnormal findings (increased or decreased ROM). In an example case where a postmenopausal patient reports having experienced a hyperextension of one of her lower legs and has limited range of motion as a result with a history of bilateral knee tendonitis would primarily be examined with passive ROM assessments on the injured leg, as recommended by Ball, et. al (2023). Given the state of her knee and lower leg injury, the following addresses the method of examination. While the patient is supine, the practitioner would ask the patient to flex the non-injured knee up to 130 degrees (using a goniometer) and extend it up to 15 degrees - keeping in ming that she had tendonitis in both knees. Documentation would likely show: Active ROM: Non-injured left knee flexion: 90 degrees, Extension: 10 degrees. Pain level 2/10. Passive ROM: Non-injured left knee flexion: 130 degrees, Extension: 10 degrees. Pain level 2/10. Following this process, the same would be assessed on the injured leg. Documentation would likely show: Active ROM: Injured right knee flexion: 10 degrees, Extension: 0 degrees. Pain level 6/10. Passive ROM: Injured right knee flexion: 45 degrees, Extension: 0 degrees. Pain level 6/10. Upon examination and palpation, tenderness at a localized, specific point on the body (also known as point tenderness) is a likely identifier of a location that has sustained a fracture and may be accompanied by slight deformities (Campagne, 2024). Pertinent positives include deformity, severe pain, swelling, decreased or no mobility, bruising, and crepitus, confirmed with the appropriate radiographic scans. Negative indicators would be mobility intact, no swelling, and unremarkable XRay and may instead suggest a sprain or non-fracture skeletal injury. The main difference between a skeletal injury and a muscular injury lies in the structures involved. A skeletal injury refers to damage to the bones, such as a fracture and a muscular injury affects the muscles, tendons, ligaments, or other soft tissues of the musculoskeletal system (Fernades et al., 2015). If a patient reports hyperextension of the knee, it would be safe to suspect ligament, tendon, or soft tissue damage around the patellar and lower leg with consideration of possible fracture around the tibial head. This could be ruled out with imaging to see if there is damage to the proximal tibiofibular joint. One aspect to note is the healing for a muscular injury involves repair process and a bone injury involves a regeneration of bone tissue (Fernades et al., 2015). The treatment of osteoporosis aims to reduce the risk of fractures, enhance bone strength, and improve overall quality of life. By combining medications, lifestyle changes, and preventive measures, patients can effectively manage the condition and maintain independence. Regular monitoring and close collaboration with healthcare professionals are essential to ensure optimal treatment outcomes. Early intervention and consistent adherence to the treatment plan are key to preserving bone health and preventing complications. References Ball, J., Dains, J., Flynn, J., Solomon, B., & Stewart, R. (2023). Seidel’s Guide to Physical Examination: an Interprofessional Approach. Bellantoni, M. F. (n.d.). Osteoporosis information. Johns Hopkins Arthritis Center. Retrieved from https://www.hopkinsarthritis.org/arthritis-info/osteoporosis-info/ Campagne, D. (2024). Overview of Fractures. MERCK Manuals, Professional Version. Retrieved from https://www.merckmanuals.com/professional/injuries-poisoning/fractures/overview-of-fractures CDC. (2024). Facts about Bone Density (DEXA Scan). Retrieved from: https://www.cdc.gov/radiation-health/data-research/facts-stats/dexa-scan.html Fan, Y., Li, Q., Liu, Y., Miao, J., Zhao, T., Cai, J., Liu, M., Cao, J., Xu, H., Wei, L., Li, M., & Shen, C. (2024). Sex- and Age-Specific Prevalence of Osteopenia and Osteoporosis: Sampling Survey. JMIR public health and surveillance, 10, e48947. https://doi.org/10.2196/48947 Fernandes, T. L., Pedrinelli, A., & Hernandez, A. J. (2015). MUSCLE INJURY - PHYSIOPATHOLOGY, DIAGNOSIS, TREATMENT AND CLINICAL PRESENTATION. Revista brasileira de ortopedia, 46(3), 247–255. https://doi.org/10.1016/S2255-4971(15)30190-7 Föger-Samwald, U., Dovjak, P., Azizi-Semrad, U., Kerschan-Schindl, K., & Pietschmann, P. (2020). Osteoporosis: Pathophysiology and therapeutic options. EXCLI journal, 19, 1017–1037. https://doi.org/10.17179/excli2020-2591 Gough Courtney, M., Roberts, J., & Godde, K. (2023). Structural Inequity and Socioeconomic Status Link to Osteoporosis Diagnosis in a Population-Based Cohort of Middle-Older-Age Americans. Inquiry : a journal of medical care organization, provision and financing, 60, 469580231155719. https://doi.org/10.1177/00469580231155719 Harvard Health. (2021). Osteopenia:When you have weak bones, but not osteoporosis. https://www.health.harvard.edu/womens-health/osteopenia-when-you-have-weak-bones-but-not-osteoporosis Hou, X., Tian, F. (2023). STAT3 hints at therapeutic targets for treating osteoporosis, 15 April 2023, PREPRINT (Version 1) available at Research Square [https://doi.org/10.21203/rs.3.rs-2818836/v1] International Osteoporosis Foundation. (n.d.). Epidemiology. Retrieved from https://www.osteoporosis.foundation/health-professionals/about-osteoporosis/epidemiology#:~:text=Worldwide%2C%20osteoporosis%20is%20estimated%20to,WHO%20Scientific%20Group%20Technical%20Report. Katz, J. N., Arant, K. R., & Loeser, R. F. (2021). Diagnosis and Treatment of Hip and Knee Osteoarthritis: A Review. JAMA, 325(6), 568–578. https://doi.org/10.1001/jama.2020.22171 Liang, B., Burley, G., Lin, S. et al. Osteoporosis pathogenesis and treatment: existing and emerging avenues. Cell Mol Biol Lett 27, 72 (2022). https://doi.org/10.1186/s11658-022-00371-3 McCance, K. L., & Huether, S. E. (2023). Pathophysiology: The Biologic Basis for Disease in Adults and Children (9th ed.). Elsevier, St. Louis, MO. Reid, I. R., & colleagues. (2024). Osteopenia: A key target for fracture prevention. The Lancet Diabetes & Endocrinology, 12(11), 856–864. https://doi.org/10.1016/S2213-8587(24)00211-8 Rosen, H., 2024. Calcium and Vitamin D Supplementation in Osteoporosis. https://www.uptodate.com/contents/calcium-and-vitamin-d-supplementation-in-osteoporosis. Ward, K. A., Pearse, C. M., Madanhire, T., Wade, A. N., Fabian, J., Micklesfield, L. K., & Gregson, C. L. (2023). Disparities in the Prevalence of Osteoporosis and Osteopenia in Men and Women Living in Sub-Saharan Africa, the UK, and the USA. Current osteoporosis reports, 21(4), 360–371. https://doi.org/10.1007/s11914-023-00801-x Wilkins Parker LR, Preuss CV. Alendronate. [Updated 2023 Nov 12]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK526073/	oercommons	2025-03-18T00:34:43.479489	Meg Lyskawa	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123297/overview", "title": "Osteopenia vs. Osteoporosis: Pathophysiology and Treatment Modalities", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/65113/overview	Gender Stereotypes Overview This is an activity that leads students to reflect on how some gender stereotypes can affect their lives which are either held by people of their society or by themselves. For that, they can manifest their opinion about them in a poem. Gender Stereotypes This is an activity that aims at getting students to reflect on some of the stereotypes held in their society, as well as those held by students themselves. In order to do so, students are to write a poem to denote what it's like being a girl or a boy in their society, and try to prove that right or wrong. Ce(tte) œuvre de Zineb Lakkaichi est mise à disposition selon les termes de la licence Creative Commons Attribution 4.0 International.	oercommons	2025-03-18T00:34:43.497045	04/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65113/overview", "title": "Gender Stereotypes", "author": "Zineb Lakkaichi" }
https://oercommons.org/courseware/lesson/35140/overview	Education Standards The Language of Advertising: 9 persuasive techniques Overview Engage students in the analysis of the persuasive written language of advertisements. Students will have to recognize some language techniques used in advertising, match the techniques to some printed ads and create slogans, using such techniques. Subject: English Language, Reading Foundational Skills, Writing Foundational Skills Level: secondary education Material Type: Classroom Activity Provider:Terezinha Marcondes Diniz Biazi - State University of Campinas -UNICAMP/BRAZIL Midwest State University –UNICENTRO/BRAZIL Matching techniques to ads The nine techniques are presented below. Which are the techniques that best match to the following 16 ads (slides 15 to 31) ? Discuss. Production of slogans Students have to produce slogans for the two printed ads (slides 33 to 38). They have to take into account the nine language techniques. Discussion of the students’ production (slogans and technique(s) used).	oercommons	2025-03-18T00:34:43.526364	Educational Technology	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/35140/overview", "title": "The Language of Advertising: 9 persuasive techniques", "author": "Education" }
https://oercommons.org/courseware/lesson/87132/overview	original-2001694-1 1st Grade Reading Overview Teaching students how to retell a story to their peers or teachers. Retelling the story What does it mean when the teacher ask you to retell the story ? Answers When the teacher ask you to retell the story, She wants to know who the main characters are? what is the setting of the story? and what are the order of events? Key Words When telling the order of events make sure your using key words like, First Next Then Last Finally	oercommons	2025-03-18T00:34:43.545678	10/27/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87132/overview", "title": "1st Grade Reading", "author": "Kelsey Blue" }
https://oercommons.org/courseware/lesson/96285/overview	Learning Domain: Standard 3: Accessing Information Standard: Describe ways to locate school and community health helpers. Learning Domain: Earth and Human Activity Standard: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. OR.SS.1.3 Oregon Social Sciences Standards Grade 1 Learning Domain: Economics Standard: Identify sources of income (some examples could be gifts, borrowing, allowance, work wages, government assistance). OR.SS.2.24 Oregon Social Sciences Standards Grade 2 Learning Domain: Social Science Analysis Standard: Compare and contrast past and present situations, people, and events in neighborhoods and communities. Learning Domain: Reading for Informational Text Standard: Describe the connection between two individuals, events, ideas, or pieces of information in a text. Learning Domain: Reading for Informational Text Standard: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Learning Domain: Reading for Informational Text Standard: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Learning Domain: Reading for Informational Text Standard: Use the illustrations and details in a text to describe its key ideas. Learning Domain: Reading for Informational Text Standard: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Learning Domain: Reading for Informational Text Standard: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Learning Domain: Reading for Informational Text Standard: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Learning Domain: Reading for Literature Standard: With prompting and support, ask and answer questions about key details in a text. Learning Domain: Reading for Literature Standard: Actively engage in group reading activities with purpose and understanding. Learning Domain: Reading for Literature Standard: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Learning Domain: Reading for Informational Text Standard: Describe the connection between two individuals, events, ideas, or pieces of information in a text. Learning Domain: Reading for Informational Text Standard: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Learning Domain: Reading for Informational Text Standard: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Learning Domain: Reading for Informational Text Standard: Use the illustrations and details in a text to describe its key ideas. Learning Domain: Reading for Informational Text Standard: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2��3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Learning Domain: Reading for Informational Text Standard: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Learning Domain: Reading for Informational Text Standard: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Learning Domain: Reading Literature Standard: With prompting and support, ask and answer questions about key details in a text. Learning Domain: Reading Literature Standard: Actively engage in group reading activities with purpose and understanding. Learning Domain: Reading Literature Standard: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Cluster: Key Ideas and Details. Standard: With prompting and support, ask and answer questions about key details in a text. Cluster: Range of Reading and Level of Text Complexity. Standard: Actively engage in group reading activities with purpose and understanding. Cluster: Craft and Structure. Standard: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Cluster: Key Ideas and Details. Standard: Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster: Craft and Structure. Standard: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Cluster: Craft and Structure. Standard: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Cluster: Integration of Knowledge and Ideas. Standard: Use the illustrations and details in a text to describe its key ideas. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Cluster: Craft and Structure. Standard: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Cluster: Craft and Structure. Standard: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.	oercommons	2025-03-18T00:34:43.604738	Elementary Education	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96285/overview", "title": "Elementary K-2 Career Unit", "author": "Business and Communication" }
https://oercommons.org/courseware/lesson/124338/overview	Worksheet Idea Archaeology in a Box - Middle School Social Studies Overview Lesson plan supporting middle-school aged students. Background Information Objective Students will learn to identify and explain what each 3D printed manipulative is and its historical function and the human connection in a 40–45-minute period. Standards Career Readiness Standards: 13.1.1-5.E Using school resources to learn about various jobs. 12.1.6-8.E meeting and talking to community members to learn about jobs. History Standards: 8.2.7.B Identify the role of local community as related to significant historical documents, artifacts, and places critical to Pennsylvania history. 8.3.7.B Examine the importance of significant historical documents, artifacts, and places critical to United States History. Process - Ask students, - What is an Artifact? - What is an archaeologist? - What do archaeologist look for? (Size shape material) - Split students into 5-6 groups. - Give each group 1 artifact. - Provide students with questions worksheet. - Student answer questions on worksheet. - Pass artifacts clockwise. - Repeat 5 –6 for all artifacts. - Explain artifacts and what we know about the articles. - Explain were archologist able to figure out about the artifact and the people who used them. - Student are expected to follow along filling out their worksheet. - Ask students if they remember Otzi the Icemen? What was he found with? If you remember Otzi the Iceman and the artifacts that were found with him now it is your turn to create a story about the person who once owned the artifact in front of you. - Then share with the group around you. - If wanted; share with the class.	oercommons	2025-03-18T00:34:43.630369	Thomas McClain	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/124338/overview", "title": "Archaeology in a Box - Middle School Social Studies", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/122085/overview	Education Standards Kindergarten Lesson 2: I Am Me! (Part Two) Overview In the second part of this two-part lesson, students share the drawings they completed during the last class on some of what makes them who they are. The class then discusses how to celebrate differences rather than making others feel embarrassed or bad for being unique in a variety of ways. Kindergarten Lesson 2: I Am Me! (Part Two) In the second part of this two-part lesson, students share the drawings they completed during the last class on some of what makes them who they are. The class then discusses how to celebrate differences rather than making others feel embarrassed or bad for being unique in a variety of ways.	oercommons	2025-03-18T00:34:43.649102	11/22/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122085/overview", "title": "Kindergarten Lesson 2: I Am Me! (Part Two)", "author": "Elizabeth Schroeder" }
https://oercommons.org/courseware/lesson/84292/overview	Budgeting Overview Brief explanation of a budgeting warm up exercise leading into the lesson. Introduction to budgeting Lesson Grade 9-12 (all other material is linked) SWBAT create a realistic budget. Vocab: Budget, Deduction, Fringe benefits Gross Pay, Expenditure, Discretionary Income Hook/ Intro activity: Create a Powerpoint with different peoples houses, their vehicles, and "toys". Label the houses with numbers and vehicles/toys with letters. Have the students get out a peice of paper and group the house they think belongs with the vehicle & "toys". (I am using my real families houses and toys so that I have real knowledge to backup the situations) Talk to a couple groups and ask them what they grouped together and why. Then show the kids the real answers. Ask the students if they were surprised. Then talk about how the 3 families have different budgets and priorities which is why their possetions are all in different conditions and some have more than others. Groups of 2 Pictures: (I am not including my pictures because I think it is way more affective for you to use people that you have background knowledge about. However, below are the 3 situations that I will be talking about.) My in laws house-(2 incomes no kids at home) (Fram income, and Mail carrier) boat-rzr-pickup... 1800's house not in great shape, F350 Jacked up Dually with Road Armor Bumpers & custom paint job, 1 of 1 speed boat, 2018 two seater RZR- house paid off, truck paid off, boat paid off, RZR not paid off, (50ish) My house- (2 incomes 3 young kids) (Teacher and salaried employee) my car-husbands truck- our rzr... Nicer house, Large shop, Medium sized shop, 2015 Ford Expedition, 2001 F150, 2019 four seater RZR - House not paid off, 2015 not paid off, rzr not paid off (30's) My moms- (1 income No kids at home) (Nurse) House, Truck, and car, Nicer small house, 2012 F150 basic model- House paid off, car paid off (50's) Activities in the unit: (Got a lot of resources below for NGPF) (Large gropu) Priorities: What Does the Average Household Spend Money On? Analyze the image on the worksheet to answer the questions on this Data Crunch. -Discuss how these differences in what we spend our money on relate to those pictures earlier. -What is wealth Video - Needs Vs Wants Video Worksheet Work through page 1 and 2 together and give the rest for homework. Discussion question: ( Choose one of the following to respond to with a minimum of 3 sentences) -Why is it important to create a budget? -What is wealth and how does it relate to budgeting? -What are my needs and wants and how do they fit into my budget? -What would you need to know in order to tell if this classmate’s family is actually wealthy? How do you think keeping a budget can impact your overall wealth? -When deciding if you should buy something, what can you ask yourself to determine if the item is a need or want? -Why do you think people spend so much money on their wants despite the financial costs? I am utilizing the McGraw Hill Personal Finance book by Kooper Dlabay and Hughes!	oercommons	2025-03-18T00:34:43.664634	07/28/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84292/overview", "title": "Budgeting", "author": "Brittney Patterson" }
https://oercommons.org/courseware/lesson/80764/overview	Education Standards Media Literacy Portfolio Overview This project would consist of students learning that their digital footprint can be used to assess their learning, ethics and habits. Students will be analyzing social media types and incidents that have occurred with social media. This includes social media's impact on news, research and above all personal choices and representation. Each student will be creating a digital portfolio with a technology representation of themselves that they would want others to see them as. This portfolio would include goal setting charts, goal planning, examples of quality work areas of education and areas of interest that they are curious about or would like to learn from. This portfolio would follow the students through middle school and continue to the high school level as part of their senior portfolio and graduation requirements from the Eatonville School District. This piece is intended to demonstrate that media placed in digital format is a representation of you and your work. Students can use this for their benefit and to be taken as a 21st century learner. Media Literacy / Digital Citizenship Portfolio Lesson Plan and Resources Social media has become more than just a tool for teenagers to communicate with each other or parents to communicate about their children's exploits. We see now more than ever, that media silos, public officials, educational institutions and more use social media to communicate philosophy, information and more. Today potential employers, colleges and other establishments use social media to preview candidates, Individuals use social media to target others for advertising, or other intentions. In short, social media and the presence or lack thereof is now the calling card or new personalized business card in the 21st century. This project will plant the roots of a digital footprint and its potential uses in a safe environment where mistakes and evaluation can occur. Middle school age students begin to establish their identities in various ways. As educators we can help them by guiding them into a proper and safe way to communicate that identity both with private and friend to friend communication and public communication. This project is essential to other educators as well. In a world where the career opportunities for the modern student will change at a faster rate than ever, the skills to have a personal and professional presence, to identify misinformation from others, and navigate digital media will be essential. Many school related learning experiences focus on knowledge that needs to be gained, so that it can be applied. This project allows students to demonstrate their knowledge and market themselves to the world on their merits, interests, and goals. Summary: This project would consist of students learning that their digital footprint can be used to assess their learning, ethics and habits. Students will be analyzing social media types and incidents that have occurred with social media. This includes social media's impact on news, research and above all personal choices and representation. Each student will be creating a digital portfolio with a technology representation of themselves that they would want others to see them as. This portfolio would include goal setting charts, goal planning, examples of quality work areas of education and areas of interest that they are curious about or would like to learn from. This portfolio would follow the students through middle school and continue to the high school level as part of their senior portfolio and graduation requirements from the Eatonville School District. This piece is intended to demonstrate that media placed in digital format is a representation of you and your work. Students can use this for their benefit and to be taken as a 21st century learner. Summary Sheets of Lessons: Estimated timeline. \| Lesson \| Tech Component \| \| \| 1 \| Goal Setting--What do you want to accomplish?https://docs.google.com/document/d/1F1y2VNeTPq2inDFJaZJG2iBHCYRGSJGjKvTcruo-XKU/https://share.nearpod.com/4bufE1GnuebFolder: https://drive.google.com/drive/folders/1KMPCeqeWA1BZayd4TgKvLezuB7Gu4WXz?usp=sharing \| Portfolio Lesson one Video:How to make / Name / Turn in Portfolio \| \| 2 \| Social Media and Its Impact on Teen Mental Healthhttps://docs.google.com/document/d/1mnRBQ2OURXT4hJU8zVZq0o17Be3jfMKjkqsfHBiwg7Ihttps://share.nearpod.com/rKIg4e5Jbfb \| Portfolio Lesson Two Linking Pages / Creating New ones \| \| 3 \| Sextinghttps://share.nearpod.com/cXtB6yOtrfb \| Portfolio Lesson Three: Adding Content \| \| 4 \| Digital Media and Your Brainhttps://share.nearpod.com/2vJV4DLYsfb \| Portfolio Lesson Four: Final touches and turn in \| \| 5 \| Cyberbullying & Hate Speechhttps://share.nearpod.com/aI5mkvDatfb \| Portfolio Final ExampleClick Here Use for kids to look at. \| \| 6 \| Your Digital Footprinthttps://share.nearpod.com/PjpMjxbYsfb \| \| \| 10 \| Finalize Portfolio For Review \| Counselor Crossover Support: A process from learning to practice with multiple levels of support for students in an MTSS model distinctly wide. Outline / Interventions / Lessons: https://docs.google.com/document/d/1ba2mJwQCTEd_ox7oVdVKR8qqskPiB4Rjy9HoCQOn4WI/edit?usp=sharing Folder of Resources: https://drive.google.com/drive/folders/1GHlOJGGV8JXy0MESSt-JCbhqD4PVVzPL?usp=sharing	oercommons	2025-03-18T00:34:43.693111	Travis RUsh	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80764/overview", "title": "Media Literacy Portfolio", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/109623/overview	Forensic Science Overview Just try your best Forensic Science Assignment PPTX King Arthur_ Fact or Fiction Download	oercommons	2025-03-18T00:34:43.720696	10/25/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109623/overview", "title": "Forensic Science", "author": "Michael Acosta" }
https://oercommons.org/courseware/lesson/78969/overview	Learning Domain: Mathematical Practices Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Learning Domain: Mathematical Practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Learning Domain: Mathematical Practices Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and"Óif there is a flaw in an argument"Óexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Learning Domain: Mathematical Practices Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Learning Domain: Mathematical Practices Standard: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Learning Domain: Mathematical Practices Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Learning Domain: Mathematical Practices Standard: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 - 3(x - y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Learning Domain: Mathematical Practices Standard: Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y - 2)/(x -1) = 3. Noticing the regularity in the way terms cancel when expanding (x - 1)(x + 1), (x - 1)(x^2 + x + 1), and (x - 1)(x^3 + x^2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Cluster: Mathematical practices Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Cluster: Mathematical practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Cluster: Mathematical practices Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Cluster: Mathematical practices Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Cluster: Mathematical practices Standard: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Cluster: Mathematical practices Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Cluster: Mathematical practices Standard: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Cluster: Mathematical practices Standard: Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x –1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x^2 + x + 1), and (x – 1)(x^3 + x^2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.	oercommons	2025-03-18T00:34:43.757695	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78969/overview", "title": "Mathematically Productive Instructional Routines (MPIR)", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/72115/overview	DIGESTIVE SYSTEM Overview Human Digestive system includes Gastrointestinal Tract and other accessory parts like the liver, intestines, glands, mouth, stomach, gallbladder. There are 6 main functions of the Human Digestive System Process: Ingestion, Motility, Secretion, Digestion, Absorption, Excretion. The food that you eat gives you not only the required energy and nutrients to the body but also is used for cell growth and repair. PROCESS Human digestive system, the system used in the human body for the process of digestion. The human digestive system consists primarily of the digestive tract, or the series of structures and organs through which food and liquids pass during their processing into forms absorbable into the bloodstream. The system also consists of the structures through which wastes pass in the process of elimination and other organs that contribute juices necessary for the digestive process. Structures And Functions Of The Human Digestive System The digestive tract begins at the lips and ends at the anus. It consists of the mouth, or oral cavity, with its teeth, for grinding the food, and its tongue, which serves to knead food and mix it with saliva; the throat, or pharynx; the esophagus; the stomach; the small intestine, consisting of the duodenum, the jejunum, and the ileum; and the large intestine, consisting of the cecum, a closed-end sac connecting with the ileum, the ascending colon, the transverse colon, the descending colon, and the sigmoid colon, which terminates in the rectum. Glands contributing digestive juices include the salivary glands, the gastric glands in the stomach lining, the pancreas, and the liver and its adjuncts—the gallbladder and bile ducts. All of these organs and glands contribute to the physical and chemical breaking down of ingested food and to the eventual elimination of nondigestible wastes. Their structures and functions are described step by step in this section. Mouth and oral structures Little digestion of food actually takes place in the mouth. However, through the process of mastication, or chewing, food is prepared in the mouth for transport through the upper digestive tract into the stomach and small intestine, where the principal digestive processes take place. Chewing is the first mechanical process to which food is subjected. Movements of the lower jaw in chewing are brought about by the muscles of mastication (the masseter, the temporal, the medial and lateral pterygoids, and the buccinator). The sensitivity of the periodontal membrane that surrounds and supports the teeth, rather than the power of the muscles of mastication, determines the force of the bite. Mastication is not essential for adequate digestion. Chewing does aid digestion, however, by reducing food to small particles and mixing it with the saliva secreted by the salivary glands. The saliva lubricates and moistens dry food, while chewing distributes the saliva throughout the food mass. The movement of the tongue against the hard palate and the cheeks helps to form a rounded mass, or bolus, of food. Get exclusive access to content from our 1768 First Edition with your subscription.Subscribe today The lips and cheeks The lips, two fleshy folds that surround the mouth, are composed externally of skin and internally of mucous membrane, or mucosa. The mucosa is rich in mucus-secreting glands, which together with saliva ensure adequate lubrication for the purposes of speech and mastication. The cheeks, the sides of the mouth, are continuous with the lips and have a similar structure. A distinct fat pad is found in the subcutaneous tissue (the tissue beneath the skin) of the cheek; this pad is especially large in infants and is known as the sucking pad. On the inner surface of each cheek, opposite the second upper molar tooth, is a slight elevation that marks the opening of the parotid duct, leading from the parotid salivary gland, which is located in front of the ear. Just behind this gland are four to five mucus-secreting glands, the ducts of which open opposite the last molar tooth. The roof of the mouth The roof of the mouth is concave and is formed by the hard and soft palate. The hard palate is formed by the horizontal portions of the two palatine bones and the palatine portions of the maxillae, or upper jaws. The hard palate is covered by a thick, somewhat pale mucous membrane that is continuous with that of the gums and is bound to the upper jaw and palate bones by firm fibrous tissue. The soft palate is continuous with the hard palate in front. Posteriorly it is continuous with the mucous membrane covering the floor of the nasal cavity. The soft palate is composed of a strong, thin, fibrous sheet, the palatine aponeurosis, and the glossopalatine and pharyngopalatine muscles. A small projection called the uvula hangs free from the posterior of the soft palate. The floor of the mouth The floor of the mouth can be seen only when the tongue is raised. In the midline is a prominent, elevated fold of mucous membrane (frenulum linguae) that binds each lip to the gums, and on each side of this is a slight fold called a sublingual papilla, from which the ducts of the submandibular salivary glands open. Running outward and backward from each sublingual papilla is a ridge (the plica sublingualis) that marks the upper edge of the sublingual (under the tongue) salivary gland and onto which most of the ducts of that gland open. The gums The gums consist of mucous membranes connected by thick fibrous tissue to the membrane surrounding the bones of the jaw. The gum membrane rises to form a collar around the base of the crown (exposed portion) of each tooth. Rich in blood vessels, the gum tissues receive branches from the alveolar arteries; these vessels, called alveolar because of their relationship to the alveoli dentales, or tooth sockets, also supply the teeth and the spongy bone of the upper and lower jaws, in which the teeth are lodged.	oercommons	2025-03-18T00:34:43.776837	09/05/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72115/overview", "title": "DIGESTIVE SYSTEM", "author": "Mrs.NIVETHA. B" }
https://oercommons.org/courseware/lesson/53493/overview	IO2- English course - behavioral interrventions IO2 - Italian course - ABA - FBA_en IO2 - Italian course - school-laws_en IO2_Italian_course SEBD IO2 - Portugal course - Evidence-based interventions - BIP_en IO2 - Romania course - PBIS - challenging behaviours_en IO2 - Romania course - school-laws_en Behave Learning Materials Overview Learning Materials for the Teachers Training Course of the Behave project Short Term Mobility Program in Italy Learning materials of the Short Term Mobility in Italy for the Behave project During the BEHAVE project, 5 learning course in mobility for teachers has been held about Behavior Management Models. The course held in Italy was focused on the following topics: - Applied Behaviour Analysis (ABA): stimulus, response, operant and respondent behavior - Behaviour, Environment, Context - Consequences control behaviour - Assessment in Applied Behaviour Analysis (ABA) - Operational definition of behaviour - Direct observation and behavior measurement - Functional Behaviour Assessment The file contains all the materials used during the training course released as Open Educational Resources. Moreover, an overview of the educational system in Italy describing the full inclusion system and how the Italian school addresses the diversity of needs of all learners is also provided in a separate file. The third file includes an examination of the meaning of the term "social, emotional, and behavioural difficulties" (SEBD) and of the related intervention models. Short Term Mobility Program in Portugal Resources used during the learning activities of the BEHAVE project in Portugal. The file contains the following topics covered during the course: - Legislative framework in Portugal - Instructional Planning and Strategies: antecedent-based approach, consequence-based approach, or by teaching replacement behaviours. - Evidenced-based interventions: specific strategies to address behaviours of concern in classroom - Creating positive learning environments - Development Behavioral Intervention Plan (BIP) Short Term Mobility Program in UK Resources used during the learning activities of the BEHAVE project in United Kingdom. The file contains the following topics covered during the course: - behavioural interventions for students with challenging/disruptive behaviours; - projection of negative feelings - counter-transference - projective identification - executive functions - defence or flight and fight mode - top ten teaching strategies Short Term Mobility Program in Romania Resources used during the learning activities of the BEHAVE project in Romania. The main file contains the following topics covered during the course: - Positive Behavioral Interventions and Supports (PBIS) - Challenging behavior - Rules for defining behavior to be operationally defined - Functional Behavioral Assessment - Most common functions of behavior - Competing Behavior Analysis - An overview of the educational system in Romania is also provided in a separate file. Short Term Mobility Program in Belgium Due to the Corona virus outbreak, the partnership provided teachers with an online course offered in asynchronous mode via Moodle instead of the face-to-face course in Belgium. The course is accessible from the address: https://md.pa.itd.cnr.it/. It offers the following 4 required educational videos and 1 optional: - Belgian Educational System: a video about the educational system in Belgium, including compulsory and special education made by UCLL (Melane Van-Oort Hall and Dima Bou Mosleh); - Behavioral Assessment: a video about the Social Emotional Behavioral Difficulties, Applied Behavior Analysis and behavior assessment made by Istituto Tolman (Federica Compagno); - Single Case Design and Effect Size of a Treatment: a video explaining the main concepts about the single case research design methodology implemented in the BEHAVE application made by UNIPA (Isabella Giammusso); - The BEHAVE application: a video describing the main features of the BEHAVE application made by ITD (Gianluca Merlo and Antonella Chifari) - Bonus track: why a child (and adults) misbehaves? This video, made by ADDISS, unveils the main psychological processes underneath the occurrence of problem behaviors (Colin McGee).	oercommons	2025-03-18T00:34:43.807202	Special Education	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/53493/overview", "title": "Behave Learning Materials", "author": "Social Science" }
https://oercommons.org/courseware/lesson/64440/overview	Education Standards Understanding Geological Time Overview This leson in intended as an inroduction to the following standard: MS–LS4–1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Understanding Geological Time It should be made clear that there are many different ways that students can take this assignment in many different ways. This is a free learning oprotunity for students to investigate and figure out what changes Earth has expeienced over it's vast hisory. This assignment does not focus on the specific changes in life, but rather how life and environments have changed. The end goal, is that students will understand that as environments changes, llife will change in response. Pick one of the websites below. Each site is listed with a short description. You will need to decide which site will better help you understand the Geological Timescale that scientists use to illustrate the vast history of Earth and the types life that has evolved over millions of years. Your Goal for this Exploration: You should be able to answer the following questions regardless of which site you choose. - Write, “Precamrian” at the top of the next blank page in your journal. - Look at the Precambrian Era. Describe four events that took place during this era. - Pick three examples of plant or animal life from the Precambrian Era. One from the beginning, one from the middle, and one from the end. Describe the three types of animal/plant life that developed during the Precambrian Era. What are they and what characteristics did they have? - Look over the information you have from the Precambrian Era. How has life changed over time? What reasons can you give for these changes? - Repeat steps 2 through 4 for the Paleozoic, Mesozoic, and Cenozoic eras. - What have you learned about mass extinctions? How have they changed our planet over the past 4.6 billion years? Here is an example of what your journal can look like. You will use four pages in your journal. Title the fist page "Understanding Geological Time" Then start with Precambrian. Uncovering Earth's Vast History You will use these sites to conduct your research. Your main goal is to learn about how environments and life has changed over Earth's history. Using this information, you will try to figure out how the two are connected and what events may have caused those changes. When done, you will be communicating/sharing your results with your peers. Assessing The Standard Now that you have a fairly good understanding of Earth's Geological History, we are going to take a look at proving what you know. The first assessment we have is a simple Jepordy game. This assessment is meant to be played in class setting and can be editited to fit your classroom needs. It is a great way to formativly assess what you students know, and if they are ready to move on on the final assessment. The secord type of assessment is more of a sumative assessment. In this assessment students are tasked with create a new future environment of Earth. More information about predicted future environments can be found here: Future Is Wild By now, students should have learned that environments have changed, the events that can cause these changes, and how life responds to these changes. These main ideas for the basis of this sumative assessment project.	oercommons	2025-03-18T00:34:43.832528	03/26/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64440/overview", "title": "Understanding Geological Time", "author": "John Newman" }
https://oercommons.org/courseware/lesson/80290/overview	Fashion Design: Sketching Basics Overview Through this lesson, students will learn the basics of fashion sketching (illustration) and how to create a croquis sloper. This lesson contains interactive H5P videos, teacher demonstration videos, and 2 assignment examples. This lesson was written in accordance with Utah State Standards for Fashion Design Studio. Sketching Basics Lesson This lesson includes resources and assignments used to teach how to create a croquis sloper and how to create a basic fashion illustration. This lesson was written in accordance with Utah State Standards for Fashion Design Studio. Croquis Sloper Assignment Make Your Own Croquis Sloper Learning Objective: Students will create a croquis sloper The word croquis in French means simply "sketch". In fashion, the term refers to a quick sketch of a figure. A Basic Croquis can and should be the template by which you base & trace all of your sketches as a beginning illustrator. For this assignment, you will be watching the videos below that show you how to draw a croquis and then sketching your own design of a croquis (either a woman or a male version). You do not need to complete both genders, just choose one. You were provided with printed croquis slopers in your fashion kits. However, I would also like you to expand your skillset & create one that you can also use as a template throughout the semester. All you will need is paper, a pencil, a ruler, and a sharpie. Women's Croquis Men's Croquis To turn in this assignment: - Take a picture of your finished croquis using the built-in camera on your computer or you may also use a cell phone/camera and load your picture to your computer. - Click Add Submission - Drag and drop the image file into the File Submissions box - Click Save Changes Sketching Basic Demo Video Sketching Basics Watch this video as your teacher walks you through how to use all of the supplies in your kit to create an awesome fashion illustration. Click Here if you need to access the Croquis templates that were in your kit and the video. Click Here if you need to access the Design Details templates that were in your kit and the video. Practice Sketch Assignment Practice Sketch Assignment Learning Objective: Students will Identify why we wear clothes and explore the fundamentals of fashion. For this assignment, you will be using the croquis templates from your kit, the croquis you created this week, and the design details templates found in your kit to create your first practice fashion sketch. You are free to sketch your model wearing whatever you would like. You must follow these rules: - The sketch must be completed on tracing paper provided in your kit - The sketch must be colored using the colored pencils provided in your kit. No crayon or marker allowed. - Remember that you are a beginner and your sketches won't be perfect. Just try your best! Here are a few examples of practice sketches: CLICK HERE to see the example portfolio if needed To turn in this assignment: - Take a picture of your finished sketch using the built-in camera on your computer or you may also use a cell phone/camera and load your picture to your computer. - Insert your picture into your Google Site under the "Sketches" Page. - Create a label for your picture that says "Practice Sketch Week 1" - Click Publish in the upper right-hand corner of your Google Site. Remember, you must re-publish each time you edit your site - Click on the Paperclip copy icon in the upper right-hand corner - Click Copy link - To submit your assignment, return to this page and click Add Submission - Paste the link to your Google Site into the Online Text box (ctrl+v) - Click Save Changes	oercommons	2025-03-18T00:34:43.851327	05/12/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80290/overview", "title": "Fashion Design: Sketching Basics", "author": "Shanna Haws" }
https://oercommons.org/courseware/lesson/87689/overview	Code of Best Practices in Fair Use for OER The Educator's OER Development Anthology Overview This brief anthology was created to partially satisfy a certification course project requirement. Nonetheless, this resource may be useful to education practitioners seeking quick guidance on creating and using open educational resources in their instructional practices. It contains handbooks and guides on intellectual property rights and OER development practices that should provide some insights into this developing area of instructional support. Introduction Over the last 20 years, open educational resources (OER) have grown in prominence and stature across the international education landscape. Despite their growing acceptance, many professional educators are still unaware of OER. Even those who profess an awareness of their existence, few are able to explain how they benefit classroom learning and fewer still are able to articulate what challenges, issues, concerns, and best practices are involved in implementing OER in their courses. This anthology seeks to address these professional competency gaps by gathering together a handful of useful resources into a single collection for easy access and use. The sections are independent of each other, so readers are not restricted to a serial reading of the contents to build their understanding, but instead may jump from one part to another as they wish. The Educator's OER Development Anthology by Kenneth L. Carriveau, Jr. licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. Faculty OER Toolkit (2017) Faculty OER Toolkit Faculty OER Toolkit Shannon Moist Simon Fraser University Library and Simon Fraser University Teaching & Learning Centre BCcampus Victoria, B.C. Faculty OER Toolkit by Shannon Moist is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. The CC licence permits you to retain, reuse, copy, redistribute, and revise this book — in whole or in part — for free, providing the author is attributed as follows: Faculty OER Toolkit by Shannon Moist is used under a CC BY 4.0 licence. If you redistribute all or part of this book, it is recommended the following statement be added to the copyright page so readers can access the original book at no cost: Download this book for free at http://open.bccampus.ca This textbook can be referenced. In APA style, it should appear as follows: Moist, S. (2017). Faculty OER Toolkit. Victoria, BC: BCcampus. Retrieved from https://opentextbc.ca/facultyoertoolkit/ Visit BCcampus Open Education to learn about open education in British Columbia. Ebook ISBN: 978-1-77420-044-5 Print ISBN: 978-1-77420-043-8 Contents - Introduction - What is OER? - OER definition CC BY (Attribution) - Why use OER? - Types of OER (and where to find them) - Adopt/Adapt vs Creation - Adopt/Adapt vs Creation - Adaptation - Adoption - Evaluating OER - Licensing and Copyright - Copyright - Creative Commons Licensing - Combining CC Licenses - Creative Commons Alternatives - Attribution Statements - Keeping Track of Changes - Appendix - Accessibility and Usability - Versioning History 1 Introduction Introduction The Faculty OER Toolkit is intended as an introductory guide for faculty interested in incorporating Open Educational Resources (OER) into their teaching practice. Beginning with a definition of OER, reasons to use OER, and online collections of OER to use, the Toolkit also covers basic information about adapting, adopting, and evaluating OER. Additionally, there is information about licensing and copyright, including an explanation of Creative Commons licenses and attribution statements. Throughout the Toolkit, links are provided to more in-depth resources on topics including adopting open textbooks, adapting open textbooks, and ensuring OER are truly accessible for all users. Acknowledgments Thank you to Lauri Aesoph at BCcampus for authoring the B.C. Open Textbook Adaptation Guide and the B.C. Open Textbook Adoption Guide, both of which have been invaluable tools while compiling this resource. I What is OER? 1 OER definition Definition The term OER (Open Educational Resources) was first defined by UNESCO in 2002 as “any type of educational materials that are in the public domain or introduced with an open license” and can “range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.” Creative Commons created the table below to compare different definitions of OER from various sources. Although many people think of OER and Open Education as generally referring to online-only material and courses, this is not the case. Many open textbooks, for example, are also available in hard copy, or can be printed if a user prefers. The 5 Rs of Openness As seen in the table above, OER differ from traditional educational resources in their licensing and permissions. Namely, the “open” aspect of OER can be defined by David Wiley’s 5R Framework. Retain the right to make, own, and control copies of the content Reuse the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video) Revise the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language) Remix the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup) Redistribute the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend) This material was created by David Wiley and published freely under a Creative Commons Attribution 4.0 license at: http://opencontent.org/blog/archives/3221 OER Myth busting Think OER are too difficult to find or complicated to use? Worried that they will take too much time and effort to implement? Concerned about copyright and intellectual property protection? The OER Policy for Europe has addressed many of these concerns on their OER Myth busting! site. Attributions The OER table at the top of this page has been copied from Creative Commons and is used under a CC BY 4.0 license. The 5R Framework on this page was retrieved from SFU’s Open Educational Resources research guide and is used under a CC BY 4.0 license. 2 Why use OER? Benefits of using OER As can be seen in the BCOEL (formerly BCOER) infographic below, there are many reasons to use OER, including increasing student retention and providing more relevant materials for your classes. Why Open Education matters The following video explains why the move to Open Education (and the use of OER) is so important. An interactive or media element has been excluded from this version of the text. You can view it online here: https://pressbooks.bccampus.ca/facultyoertoolkit/?p=87 Why Open Education Matters from Blink Tower on Vimeo. Faculty Perspectives on Open Textbooks In the following two videos, you will hear from faculty who are using open textbooks and some of the reasons why. An interactive or media element has been excluded from this version of the text. You can view it online here: https://pressbooks.bccampus.ca/facultyoertoolkit/?p=87 Why use open textbooks? Benefits for students from BCcampus on Vimeo. An interactive or media element has been excluded from this version of the text. You can view it online here: https://pressbooks.bccampus.ca/facultyoertoolkit/?p=87 What instructors say about open textbooks from BCcampus on Vimeo. Attributions The Faculty Perspectives on Open Textbooks section above from the BC Open Textbook Adaptation Guide by BCcampus and is used under a CC BY 4.0 international license. Download this book for free at http://open.bccampus.ca. 3 Types of OER (and where to find them) There are a multitude of OER out there to choose from, including textbooks, courses, multimedia, data, and supplementary materials. These can be found by searching regular search engines (like Google) by using certain keywords but it is much easier to find them through dedicated OER repositories or websites. The examples below are just a sampling of such repositories and websites. Repositories SOLR (Shareable Online Learning Resources) – This is BCcampus’ OER respository. Creative Commons Search – A repository of various types of media, including images, music, and videos. OER Commons – A large collection of a variety of types of OER, including textbooks, courses, and ancillary materials. MERLOT – “a curated collection of free and open online teaching, learning, and faculty development services contributed and used by an international education community.” OER Handbook for Educators – “a guide for those who are just getting started in the creation of open educational resources (OER).” Textbooks BCcampus’s BC OpenEd Resources page is a good place to start to find both general information about OER and a list of textbooks that have been “created…or…re-created from existing [OER] by BC post-secondary faculty, reviewed by B.C. faculty and made available under a Creative Commons license.” OpenStax – Supported by Rice University, OpenStax has a huge collection of open, peer-reviewed textbooks on a large variety of subjects. Project Gutenberg – A collection of tens of thousands of digitized books available for download; audiobooks are also available. AU Press – Athabasca University’s AU Press publishes open access journals and books with a focus on Canada, the North American West, and the Circumpolar North. Courses Khan Academy – A collection of instructional videos and practice exercises on topics including math, science, programming, history, English, economics, and standardized test prep. MIT OpenCourseWare – offers free access to almost all MIT course content Saylor Academy – a non-profit organization committed to providing free and open online courses Coursera – an educational platform partnered with dozens of prestigious universities and institutions (including MoMA, Stanford, Yale, the University of Toronto, and the University of London) Multimedia Creative Commons Search – A repository of various types of media, including images, music, and videos Vimeo – Videos with a CC license can be found through Advanced Search options Flickr: Creative Commons – Flickr is an “online photo management and sharing application” and many photos are available under CC licenses; Flickr allows searching by type of license. Supplemental materials Supplemental, or ancillary, OER materials can include lecture notes, lesson plans, PowerPoint presentations, assignments, and activities. PhET – Interactive math and science simulations with lesson plans and activities OER Commons – A large collection of a variety of types of OER, including textbooks, courses, and ancillary materials Other OER lists Many universities have research guides related to finding OER and that provide lists of various repositories and resources, so be sure to check your home institution. University of British Columbia Kwantlen Polytechnic University British Columbia Institute of Technology University of Northern British Columbia II Adopt/Adapt vs Creation 4 Adopt/Adapt vs Creation Why adaptation or adoption? Many educators feel driven to create the “perfect” resources for their classes and it can be difficult put aside that perfection and use other people’s creations. However, the number, variety, and quality of OER available freely is such that any educator should be able to find resources they can readily (with or without adaptations) put to use within their classrooms. And adaptation or adoption of OER will almost always be more efficient than creating teaching materials from scratch. Jan M. Pawlowski addressed one of the reasons behind this reluctance in his article, Emotional Ownership as the Key to OER Adoption. More resources For more complete information about and instructions on how to adapt an open textbook, please visit the BC Open Textbook Adaptation Guide by BCcampus. For more complete information about and instruction on how to adopt an open textbook, please visit the BC Open Textbook Adoption Guide by BCcampus. For a list of open textbooks that have been evaluated and are available for adoption and adaptation, please visit BCcampus’ OpenEd. 5 Adaptation For more complete information about and instructions on how to adapt an open textbook, please visit the BC Open Textbook Adaptation Guide by BCcampus. Adaptation The term “adaptation” is commonly used to describe the process of making changes to an existing work. Though we can also replace “adapt” with revise, modify, alter, customize, or other synonym that describes the act of making a change. The example below refers to adapting an open textbook but any OER (assignments, videos, lecture notes, diagrams, etc) can be adapted. In addition to cost savings to students, one of the biggest advantages of choosing an open textbook is it gives faculty the legal right to add to, adapt, or delete the content of the textbook to fit their specific course without obtaining permission from the copyright holder. This is possible because the copyright holder has already granted permission by releasing their work using an open — or Creative Commons — license. This type of license gives users permission to use and reuse, share, copy, retain and modify the textbook without consulting the author. Below are some examples of how an open textbook can be adapted by adding in your own Learning Objectives, Exercises, and Key Takeaways. Learning Objectives Type your learning objectives here. - First - Second Exercises Type your exercises here. - First - Second Key Takeaways Type your key takeaways here. - First - Second Reasons to adapt an open textbook One of the benefits of using an openly licensed textbook or other educational resource is that you are free to adapt it to fit your needs. In other words, you can adjust the educational resources to fit your course curriculum, not the other way around. Below are 10 more reasons adapting an open textbook might be for you: - Address a particular teaching style or learning style - Adjust for a different grade or course level - Address diversity needs - Meet a cultural, regional, or national preference - Make the material more accessible for people with disabilities - Add material contributed by students or material suggested by students - Translate the material into another language - Correct errors or inaccuracies - Update the book with current information - Add more media or links to other resources Attributions This chapter contains material from the B.C. Open Textbook Adaptation Guide by BCcampus is used under a CC BY 4.0 International license. Download this book from free from http://open.bccampus.ca. The “Reasons” above are adapted from fromWikiEducator. “Adapt” in OER Handbook for Educators (http://wikieducator.org/OER_Handbook/educator_version_one/Adapt) and Why Remix Open Educational Resources? created by Liam Green-Hughes, both used under a CC BY license. 6 Adoption The information in this chapter refers to adopting an open textbook but any OER (assignments, videos, lecture notes, diagrams, et cetera) can be adopted for classroom use (using many of the steps below). For more complete information about and instruction on how to adopt an open textbook, please visit the BC Open Textbook Adoption Guide by BCcampus. Adopt an open textbook If you are an instructor looking for an open textbook to assign to your class, here are some suggested ways to go about using a textbook from the BCcampus Open Textbook collection. First, we often get questions from people outside of British Columbia about whether or not they can use textbooks in our collection. The answer is yes. You don’t have to be from British Columbia to use our open textbooks. Open textbooks are not geographically limited. Anyone from Canada, the United States, or any other country in the world can use these resources. Using an open textbook for your class - Find the right textbook. Search the B.C. Open Textbook collection (http://open.bccampus.ca) - Review and evaluate to see if it matches your criteria and based on content, presentation, online accessibility, production options, platform compatibility, delivery options, interactivity, consistency between online and printed versions, and available ancillary material (test banks, PowerPoints, etc.) Suggested source for evaluating an OER: http://open.bccampus.ca/files/2014/07/Faculty-Guide-22-Apr-15.pdf - Decide if you want to use as is or modify it. One of the benefits of open textbooks is flexibility to modify and customize them for specific course designs as much or as little as you desire. If you want to make edits or append content, make sure the Creative Commons license allows for that (every CC license except the non-derivative license allows for modifications). If you are interested in modifying an open textbook, check out our section on how to modify an open textbook (http://open.bccampus.ca/open-textbook-101/adapting-an-open-textbook/) - Distribute to your students. There are a number of ways in which you can do this. - If you’re using a textbook from this site, provide the link to the textbook to your students. They will have the option to select which file type they would like to download, or they can purchase a low cost printed version from the BCcampus print on demand service. - Alternatively, you can download copies of the book and put them on another site. Some examples of where you could put your own copies of the book files are: - Your institutional LMS (Learning Management System). Load the book files into your Moodle, Desire2Learn, Blackboard or Canvas site and make the books available to your students via the LMS. - Use an online file sharing service like Dropbox or Google Docs. Upload a copy of the book files to Dropbox or Google Docs and send your student the link to that copy. - If you have a faculty website, put copies of the files on that website and send students to your website to download your copy of the textbook. - Approach your local institutional bookstore or print shop to see if they can make printed copies of the books available for your students. Many institutional print shops can create low cost printed versions of textbooks and make them available to students. Keep in mind that textbooks that have a specific non-commercial clause (CC-BY-NC) cannot be sold with a markup or at a profit. However, charging a modest cost-recovery fee for physical textbooks is considered reasonable. - Let us know. If you adopt an open textbook from this site, tell us about it. (https://open.bccampus.ca/adoption-of-an-open-textbook/) Faculty adoption information is important to the long term viability of the open textbook project. Plus we will add you to a mailing list to inform you of when the textbook is being modified or additional resources are available for it. Attribution This chapter contains material from the B.C. Open Textbook Adoption Guide by BCcampus is used under a CC BY 4.0 International license. Download this book from free from http://open.bccampus.ca. 7 Evaluating OER Evaluating OER The BCOEL Librarians have developed a useful guide to assist faculty with the open textbook and OER evaluation process. This Faculty Guide for Evaluating Open Education Resources has been released under a CC BY 4.0 International license. For more complete information about and instructions on how to adapt an open textbook, please visit the BC Open Textbook Adaptation Guide by BCcampus. For more complete information about and instruction on how to adopt an open textbook, please visit the BC Open Textbook Adoption Guide by BCcampus. For a list of open textbooks that have been evaluated and are available for adoption and adaptation, please visit BCcampus’ OpenEd. This list of textbooks has been reviewed by BC post-secondary faculty. III Licensing and Copyright 8 Copyright Copyright definition In Canada, copyright is defined as “sole right to produce or reproduce a work or a substantial part of it in any form” and it “provides protection for literary, artistic, dramatic or musical works (including computer programs) and other subject-matter known as performer’s performances, sound recordings and communication signals.” For more information about copyright, please contact your institution’s Copyright Office or Copyright Librarian. Copyright and Creative Commons Using a Creative Commons license does not negate copyright – it modifies the terms of copyright, allowing others to use a work with attribution, that is, while recognizing the intellectual property of the copyright holder(s). As Creative Commons states, “CC licenses are copyright licenses, and depend on the existence of copyright to work. CC licenses are legal tools that creators and other rights holders can use to offer certain usage rights to the public, while reserving other rights.” The video below discusses how Creative Commons licenses allow creators to modify copyright terms. An interactive or media element has been excluded from this version of the text. You can view it online here: https://pressbooks.bccampus.ca/facultyoertoolkit/?p=59 Creative Commons Kiwi from Creative Commons Aotearoa NZ on Vimeo. 9 Creative Commons Licensing Choose a license If you are adapting an existing open textbook, the adaptations you make will be released with whatever open license you choose, while the rest of the book will be released under the license of the original book. In other words, you need to respect the license of the original work. You cannot license what you do not create. You can only attach a CC BY (Creative Commons Attribution), or other open license to the parts of the book that you have created and are new. However, there is a “catch.” If the textbook you are adapting has a Share-Alike condition (CC BY-SA 4.0) stipulated, then you must release the entire book using the same license as the original book. Below are the symbols and definitions of each of the Creative Commons licenses. If you are unsure which CC license you would like to use, you can use the Creative Commons Choose a License tool. Attribution: CC BY This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials. Attribution-ShareAlike: CC BY-SA This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. Attribution-NoDerivs: CC BY-ND This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you. Attribution-NonCommercial: CC BY-NC This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms. Attribution-NonCommercial-ShareAlike: CC BY-NC-SA This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms. Attribution-NonCommercial-NoDerivs: CC BY-NC-ND This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially. Attributions The Creative Commons license definitions and images listed on this page have been copied from Creative Commons and are used under a CC BY 4.0 license. 10 Combining CC Licenses Combining CC licenses When adapting an open textbook (or other OER), you may want to incorporate other people’s works into your adaptation. In order to do that, you must ensure that any existing licenses on the work you’re adapting or including are compatible with each other. For example, as explained in Chapter 9, the CC BY license is the least restrictive and is compatible with all of the other CC licenses. However, if you want to include a work that has a CC BY-SA license, you must use that same license with your adaptation (which may conflict with other licenses already attached to the work). Creative Commons provides more information about CC BY-SA license compatibility on this page. The Orange Grove repository’s video below further explains how CC licenses can be combined. An interactive or media element has been excluded from this version of the text. You can view it online here: https://pressbooks.bccampus.ca/facultyoertoolkit/?p=25 For further help, you can use the use the Creative Commons Choose a License tool or the Wiki/cc license compatibility chart, or contact your institution’s Library or Teaching & Learning Centre. Attribution The Creative Commons license definitions and images listed on this page have been copied from Creative Commons and are used under a CC BY 4.0 license. 11 Creative Commons Alternatives Alternative licenses While Creative Commons licensing is a well-recognized, straight-forward, flexible type of licensing that is strongly associated with OER, there are other types of open licensing available. GNU The GNU General Public License is a “free, copyleft license for software and other kinds of works.” Copyleft Copyleft is comparable to the Share Alike aspect of a Creative Commons license. Public Domain Works in the public domain are not copyrighted. Different countries have different copyright laws and lengths, however, which must be carefully checked. Creative Commons has tools that allow users to place their works in the public domain. Attributions The GNU General Public License version 3 logo is in the Public Domain. The Copyleft symbol by Zscout370 is in the Public Domain. The Public Domain logo has been copied from Creative Commons and is used under a CC BY license. 12 Attribution Statements Attributions Regardless of the Creative Commons license you choose for your OER, all CC licenses require at least an attribution to the original creator of the work (the “BY” part of a CC license). Below are some examples of how to create attribution statements for text and media. This attribution generator from Open Washington can also be a useful tool. Creative Commons also has advice about and examples of giving attribution. Examples of attribution statements All Creative Commons licenses contain an attribution (BY) clause. This means that you must include a statement that gives credit to, or attributes, the creator of the work from which you have borrowed, whether it’s text, an image, a video, or other item. If you have made a change, indicate that in your attribution statement. As far as how and where to place attribution statements for text or media taken from another source or sources, best practices state that you should place them at the bottom of each affected web page. Clearly mark all of these with a heading called: “Attributions”. Several attribution statements can be listed under this heading. Here are examples. Example of an attribution statement for adapted text This chapter is an adaptation of Natural Disasters and Human Impacts (on Open Geography Education) by R. Adam Dastrup and Maura Hahnenberger, and is used under a CC BY-SA 4.0 International license. Note: - The statement is clear, simple, and contains all elements required for a complete attribution: title of the work used, author(s), and license type. A link is provided to the original work, the home page of the website (this is optional), and the license type. - There is no need to name the adapting author in this statement. This information should either be included on the Book Info page as a main author OR if you want to indicate which author wrote/adapted which chapter, you can use the Chapter Author option at the bottom of each chapter/web page in Pressbooks. - If the book is to be CC BY licensed, then you will need to address the conditions dictated by the license for each resource you are using in your adaptation. At the bottom of the Chapter page in Pressbooks, there is an option to set the license type for that page which will override, for this page only, the overarching license chosen for the book on the Book Info page. - If the chapter contains some original material AND some material from another source, then rather than saying “This chapter is an adaptation of….”, say “This chapter contains material taken from….”. Example of an attribution statement for an adapted image Figure 1.2 Dog by David Locke is used under a CC BY 2.0 license. Modifications to this photo include cropping. Note: - The statement is clear, simple and contains all elements required for a complete attribution: title of the image, photographer, and license type, as well as a note of the changes made. A link is provided to the original work, the home page of the photographer (if available), and the license type. Attributions This chapter contains material from the BC Open Textbook Adaptation Guide by BCcampus and is used under a CC BY 4.0 international license. Download this book for free at http://open.bccampus.ca. 13 Keeping Track of Changes Provenance When adapting or adopting OER, it is imperative to track the provenance of the resources as they are modified and remixed. Keep a record of all changes and additions As the author, you retain copyright of all new material you create. This means that even if the new material you create is released under an open license, as the author, you will receive attribution for your contribution. As you edit and make changes (text and images) and/or add new material, such as a chapter or section within a chapter, keep a list so these additions/changes: - Can be included as part of the Copyright Notice - Can be accurately attributed to you, the author Minor changes, such as fixing grammatical or spelling mistakes, don’t need to be documented. If you add material from another openly licensed work to your adaptation, especially text, record the source and where it is used in your adapted version. This information is needed for the wording and placement of each attribution statement required for each open CC BY (Creative Commons Attribution) licensed work you use. For more information, see Attribution Statements. Provenance document examples Below are examples of provenance documents that could be used to track changes and attributions when adapting OER. The term “Collegial collections” can refer to resources adopted/adapted from a colleague or inter-departmentally – these resources are often openly shared within a faculty team (or department) but are not openly shared in an OER repository. \| File type \| OER \| “Collegial collections” \| \| OER provenance document \| Collegial Collections provenance document \| \| \| Word \| OER provenance document \| Collegial Collections provenance document \| Attribution This chapter contains material from the B.C. Open Textbook Adaptation Guide by BCcampus is used under a CC BY 4.0 International license. Download this book from free from http://open.bccampus.ca. “OER provenance document” by BCcampus is licensed under CC BY 4.0. “Collegial Collections provenance document” by BCcampus is licensed under CC BY 4.0. 1 Appendix - Accessibility and Usability The BC Open Textbook Accessibility Toolkit is a valuable resource for those who want to ensure that their OER are truly accessible for all students. Attributions B.C. Open Textbook Accessibility Toolkit by Amanda Coolidge, Sue Doner, and Tara Robertson used under a CC-BY 4.0 international license. Download this book for free at http://open.bccampus.ca 2 Versioning History This page provides a record of changes made to this toolkit. Each set of edits is acknowledged with a 0.01 increase in the version number. The exported files for this toolkit reflect the most recent version. If you find an error in this toolkit, please fill out the Report an Open Textbook Error form. \| Version \| Date \| Details \| \| 1.0 \| March 8, 2017 \| Toolkit is published. \| \| 1.01 \| June 27, 2019 \| Changed from Open Textbook theme to Clarke theme. \| \| 1.02 \| October 1, 2019 \| ISBNs added: Print and eBook. \| \| 1.03 \| February 18, 2020 \| Replaced incorrect link to AU Press in Types of OER (and where to find them). \| \| 1.04 \| June 10, 2020 \| Replaced outdated link to UBC OER LibGuide in Types of OER (and where to find them). \| Code of Best Practices in Fair Use for Open Educational Resources: A Guide for Authors, Adapters & Adopters of Openly Licensed Teaching and Learning Materials (2021) “Code of Best Practices in Fair Use for OER, available at auw.cl/oer is licensed under CC BY 4.0” This report developed by the Program on Information Justice and Intellectual Property at the American University College of Law is intended to assist authors and educational professionals assess how fair use exceptions allowed by U.S. Copyright Law can facilitate the use of copyrighted materials in open educational resources and similar no- and low-cost course materials. Authoring Open Textbooks Authoring Open Textbooks by Open Education Network is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. Authors: Melissa Falldin and Karen Lauritsen This guide is for faculty authors, librarians, project managers and others who are involved in the production of open textbooks in higher education and K-12. It includes a checklist for getting started, publishing program case studies, textbook organization and elements, writing resources and an overview of useful tools.	oercommons	2025-03-18T00:34:43.922359	11/10/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87689/overview", "title": "The Educator's OER Development Anthology", "author": "Kenneth Carriveau" }
https://oercommons.org/courseware/lesson/122473/overview	Notation,,,,,,Name-Rimpa paul,,Roll-11 (1) Notation and canons Overview Notation and canons Notation and canons Notation and canons	oercommons	2025-03-18T00:34:43.942875	12/03/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122473/overview", "title": "Notation and canons", "author": "Rimpa Paul" }
https://oercommons.org/courseware/lesson/122044/overview	Measles Overview This is an informational poster on Measles the symptoms, treatment and resources.	oercommons	2025-03-18T00:34:43.958697	11/19/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122044/overview", "title": "Measles", "author": "Nicholas Burgess" }
https://oercommons.org/courseware/lesson/82788/overview	Education Standards Digital Citizenship Lesson Repository (pdf) Digital Citizenship K-5th Grade Scope & Sequence Overview This sequenced collection, curated by Seattle Public School educators, contains openly-licensed Digital Citizenship resources for K-5 educators. Introduction As elementary teachers of library and technology, we recognize our students’ need to learn and apply positive digital citizenship. Especially now, more interactive online, we found ourselves wishing for a one-stop shop for a Digital Citizenship scope and sequence. We did not recreate the wheel: we researched and aggregated what we deemed the best lessons for Digital Citizenship, aligned them with current Washington State and ISTE standards, and sequenced them. In some instances, educators may choose from a few lessons on a single topic. Following our progression, students will be introduced to and revisit Digital Citizenship concepts via different contexts. In sum, elementary students, starting in kindergarten and ending in fifth grade, will explore and practice different aspects of digital citizenship in age-appropriate activities. Understanding that Best Practices underscore an interdisciplinary approach, we designed this lesson collection to enable collaboration among a school’s educators; we would neither expect nor recommend a single educator to teach these in isolation. K-5 Digital Citizenship Key Concepts and Scope and Sequence Digital Citizenship Key Concepts K-5 \| WA State Tech Standard \| Key Concepts \| Kindergarten - 5th Grade \| \| 2a \| Digital Footprint \| What you express online can be permanent \| \| 2a \| Digital Well-Being &Balance \| Balance with digital with non-digital activitie \| \| 2b \| Onlne Safety/Smarts \| Navigate safely and smartly online \| \| 2b \| Online Interactions \| Practice kindness for self and community \| \| 2c \| Respecting Intellectual Property \| Recognize and respect the creations/contributions of others \| \| 2d \| Privacy \| Personal versus private information \| Washington Educational Technology K–12 Learning Standards Digital Citizenship K-5 Scope and Sequence This chart shows content covered by the curated lessons for each of the concept areas. Note the progression of standards across the grade levels. \| K \| 1st Grade \| 2nd Grade \| 3rd Grade \| 4th Grade \| 5th Grade \| Digital Footprint \| What are digital footprints? \| Safety, responsibility, and respect online \| Our digital trail \| Online reputation \| Share information responsibly Data collection \| How posts affect reputation Positive footprints \| Digital Well-Being & Balance \| Media balance basics Managing choices in Digital Age \| How technology makes you feel \| Device free moments \| Balance digital life \| Informed media choices \| Personalized media plans \| Online Safety Smarts \| Practice safety on virtual fieldtrip Spotting advertising online \| Five online safety basics “Just Right” websites and apps Safe searching online Online reliability \| Positive digital citizenship Fact-checking the internet \| Seek help \| Bravery online Anti-phishing \| Report abuse \| Online Interactions \| Empathy \| Responsibility and respect \| Differentiate between positive and negative comments \| Positive words Tone online \| Navigate online bullying \| Say it nicely Recognize gender bias online \| Respecting Intellectual Property \| Take and give credit \| Explore fairness and credit \| Why and how to credit Credit those who inspire us \| Copyright and Fair Use Altering digital content \| Copyright and responsibility Respect ownership \| Identify copyright Fair Use concepts Citing sources \| Privacy \| Online “strangers” Three basic privacy and security rules Personal info basics \| Connect online safely Handle requests for personal info \| What to keep private Identify, analyze, and synthesize basic internet safety \| Private information Passwords \| Password security Personal vs private Privacy solutions \| Avoid clickbait Customize privacy settings \| Digital Citizenship K-5 Curated Lessons To view all lessons, download our editable Microsoft Word doc or PDF. Where provided by our sources, we include the following learning standards. Attribution and License Attribution Authors/Curators Anne Aliverti, Teacher Librarian, Seattle Public Schools Kristi Leland, Teacher Librarian, Seattle Public Schools LeAnn Miller, Teacher Librarian, Seattle Public Schools Nuzhat Mustafa, Technology Teacher, Seattle Public Schools Alicia Nygard, Teacher Librarian, Seattle Public Schools Amy Young, Teacher Librarian, Seattle Public Schools The Washington Educational Technology K–12 Learning Standards by the Washington Office of Superintendent of Public Instruction are licensed under a Creative Commons Attribution Non-Commercial 4.0 International License. The Washington Social Studies Learning Standards by the Washington Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License. Digital Citizenship logo by Kim Love \| CC BY License Except where otherwise noted, this resource collection by Seattle Public Schools is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by Seattle Public Schools. This resource was made possible by funding from the Washington State Legislature and administered through the Washington Office of Superintendent of Public Instruction.	oercommons	2025-03-18T00:34:44.025705	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82788/overview", "title": "Digital Citizenship K-5th Grade Scope & Sequence", "author": "Anne Aliverti" }
https://oercommons.org/courseware/lesson/83611/overview	Hurricane STEM challenge Overview Students will be helping to design various pieces of preventing, or to help save others during a hurricane! Design Challenge Title: Hurricane STEM Challenge Author(s): Carlie Sartiano, Karla Jelonek, Marissa Armstrong \| Background and Question/Challenge:During this lesson, students will gain an understanding of the color-coded warning system used for natural disaster awareness and learn about the possible causes of flooding. They will discover action steps to prepare for natural disasters and prevent some of the possible negative effects afterward. Students will integrate and exhibit learning by creating a flood barrier and warning system as a model to protect a community from flooding. \| \| \| SDG Goal: 13: Climate Action - Take Urgent Action to Combat Climate Change and its Impacts. \| Why is this challenge relevant to students? This lesson is relevant to students because it covers a variety of geographic areas and topics. First, it covers the topic of weather. This could be adapted for younger and older grades. For younger grades, you can discuss the different types of weather. For older grades, you can discuss how the different types of weather affect areas and how you can help these areas. Students and their families will be better prepared to handle weather situations. \| \| Constraints/Criteria: Prior Knowledge of Students: Some groups may need more knowledge explained to them before completing a task. For example, some students may not have seen what a hurricane is or can do. These videos will provide examples hurricanes and show the effects that it can do in an area:Some students may also need vocabulary explained to them before completing a task. There is a list of vocabulary below in the section titled “Literature Connections.”Group students into 3 groups based on skill level. First group would attempt to design a house to withstand the winds of a hurricane. Second group would create a flood barrier and warning system. Third group would do the rain gauge and color coded warning system with the microserver. \| Materials: Operation Hurricane: https://samlabs.com/us/content/creators/creators-steam-kit/grades-2-3-k12-curriculum/operation-hurricane/ \| \| Math, Science, T&E, CS Standards:Math - Standard - CC.2.4.2.A.4Represent and interpret data using line plots, picture graphs, and bar graphsScience - Standard - 3.3.4.A5 Describe basic weather elements. Identify weather patterns over time. Technology and Engineering - Standard - 3.6.4.BKnow that information technologies involve encoding, transmitting, receiving, storing, retrieving and decoding. • Identify electronic communication methods that exist in the community (e.g., digital cameras, telephone, internet, television, fiber optics). • Identify graphic reproduction methods. • Describe appropriate image generating techniques (e.g., photography, video). • Demonstrate the ability to communicate an idea by applying basic sketching and drawing techniques. CSTA Standard - 1B-AP-16Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.Collaborative computing is the process of performing a computational task by working in pairs or on teams. Because it involves asking for the contributions and feedback of others, effective collaboration can lead to better outcomes than working independently. Students should take turns in different roles during program development, such as note taker, facilitator, program tester, or “driver” of the computer. \| \| Problem Solving Practice(s)/Process(s): \| Coding Activities/Lessons: Introduction: Hurricane in a Bottlehttps://sciencing.com/make-hurricane-science-project-5373251.html Warm Up Slides:https://docs.google.com/presentation/d/1T1ePwT_EzH5Hu2_seWSoZ8tJBrdKLUusaVnq1k18Cuc/edit#slide=id.g527f0c10cf_0_0 Operation Hurricane Steps:https://docs.google.com/document/d/15S4WXHFw6ty3tQtu8Gt7I_Q1TIT8xl1VBCEZZ6IbYbI/edit (Pictures Included in Link)Create a system with a rain gauge and a color-coded, turning sign to keep track of rainfall in your region: \| STEM Career Connections: \| Literature Connections: \| \| Attachments/Student Handouts: Operation Hurricane Handouts: https://docs.google.com/document/d/1QZ-m9DLGSjsvkXEhQu3C3IZuiF8ch1FzV-cECzmobss/edit Hurricane Worksheets:https://www.superteacherworksheets.com/reading-comp/5th-hurricanes_WMWFT.pdf Hurricane STEM activity-https://carlyandadam.com/thecarlyandadam/hurricane-stem-challenge \| \| Additional Resources/Notes: \|	oercommons	2025-03-18T00:34:44.052317	Rachael Haverstick	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83611/overview", "title": "Hurricane STEM challenge", "author": "Carlie Sartiano" }
https://oercommons.org/courseware/lesson/122451/overview	Notation and canons Overview Notation and canons Notation and canons	oercommons	2025-03-18T00:34:44.071357	12/03/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122451/overview", "title": "Notation and canons", "author": "Rana Saha" }
https://oercommons.org/courseware/lesson/43651/overview	Themes in Mary Shelley's Frankenstien Overview Image from Public Domain. No attribution required. Section 1 Image from Public Domain. No attribution required.	oercommons	2025-03-18T00:34:44.086957	01/11/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/43651/overview", "title": "Themes in Mary Shelley's Frankenstien", "author": "Faith Rechtenbach" }
https://oercommons.org/courseware/lesson/122565/overview	Notation Overview Notation Library classification Notation and canons	oercommons	2025-03-18T00:34:44.102694	12/04/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122565/overview", "title": "Notation", "author": "Joydip Besra" }
https://oercommons.org/courseware/lesson/121729/overview	Corgi Cycles of Matter and Energy Transfer in Ecosystems Overview In this 3-lesson unit, students will explore how cycles of matter and energy transfer. They will understand how matter cycles through living and nonliving parts in an ecosystem, explore how energy flows, and understand the characteristics of matter cycles and energy flows in an ecosystem. Corgi Co-organize your learning CorgiCo-organize your learning \| Unit & Lesson Plans Cycles of Matter and Energy Transfer in Ecosystems Subject: Science Grade level: Middle School Guides: Question Exploration, Comparison Standards: NGSS, Common Core - ELA Introduction Thank you for your interest in Unit & Lesson Plans for the Corgi application! The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning (UDL). Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards. Each lesson utilizes the 5E Instructional Model to guide implementation. Table of Contents What is included in this Unit? Universal Design for Learning (UDL) Suggestions Lesson 1: Movement of Matter and Energy in an Ecosystem Universal Design for Learning (UDL) Suggestions Lesson 2: Energy Flow Within and Outside of an Ecosystem Universal Design for Learning (UDL) Suggestions Lesson 3: Matter Cycles in an Ecosystem Universal Design for Learning (UDL) Suggestions Unit Plan Unit Synopsis In this 3-lesson unit, students will explore how cycles of matter and energy transfer. They will understand how matter cycles through living and nonliving parts in an ecosystem, explore how energy flows, and understand the characteristics of matter cycles and energy flows in an ecosystem. Learning Goal Students will understand how cycles of matter and energy transfer from producers to consumers, and decomposers. They will also understand the key elements of energy flow within and outside of an ecosystem and how the food chain is impacted. Finally, students will understand the similarities and differences in the movement of matter and energy through the ecosystem. Main Ideas - Atoms and molecules of matter cycle between the living and nonliving parts of ecosystems by transferring between producers, consumers, and decomposers. - Energy flow within and outside of an ecosystem occurs at every level. - Matter cycles within an ecosystem and energy flows through an ecosystem. Both move through an ecosystem via the same pathway, but are different in how they enter and exit a food chain. Standards Next Generation Science Standards: MS-LS2. Students who demonstrate understanding can develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Disciplinary Core Ideas: LS2.B: Cycle of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3) Common Core State Standards: ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. What is included in this Unit? Several key pieces are included to help you build your own unit or support a unit you have already created. Each lesson in this unit contains: - Essential question for students - Key terms - Resources - Corgi guide - Universal Design for Learning (UDL) suggestions If you are interested in more structured units, you can explore the Corgi Unit library. Some of the other units contain the above mentioned components as well as a step by step scaffolding that follows the 5E model of science instruction. Please note that we do our best to maintain correct links to resources and materials. If a specific link is no longer working, please don't hesitate to contact us at corgi@cast.org. Lesson Plans \| Lesson 1 \| Movement of Matter and Energy in an Ecosystem \| Comparison Guide \| \| Lesson 2 \| Energy Flow Within and Outside of an Ecosystem \| Question Exploration Guide \| \| Lesson 3 \| Matter Cycles in an Ecosystem \| Question Exploration Guide \| Methods of Assessment Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Suggestions Universal Design for Learning (UDL) is a framework for teaching and learning that guides the design of inclusive, accessible, and challenging learning environments. The framework is grounded in three principles: - Design multiple means of engagement - Design multiple means of representation - Design multiple means of action and expression CAST’s UDL Guidelines were developed to support practitioners to apply these three principles to practice. While this unit was not explicitly designed through a UDL lens, UDL can be used as a tool to reduce existing barriers and increase access to the unit learning goal as well as to individual lesson goals. Below is an overview of how UDL might be applied to this unit. We’ll also offer more specific ideas for applying UDL at the end of each of the lessons associated with this unit. Anticipate Potential Barriers The UDL framework can support educators to reframe their understanding of barriers: from locating barriers within individual students to locating barriers within the design of the learning environment. Here we brainstorm potential barriers that learners may encounter in the design of the unit. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.) The design of the unit/lessons may need to do more to spark students’ curiosity based on their unique interests, goals, and contexts. The design may need to better emphasize why the topics are meaningful and important to explore. The design may also need to more fully support students to make connections to their own lives, communities, and questions they care about. Are there barriers to the representation of content? (oral, written, etc.) These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions, or some captions don’t turn on automatically. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. Further, the content shares mathematical and scientific notation and complex mathematical relationships that may also act as barriers to students engaging with the ideas. Finally, several of the lessons contain non-interactive PDFs that do not allow students to highlight or make comments. Are there barriers to action and expression? (writing, speaking, planning, etc.) While the Corgi guides embed multiple options for students to share their ideas (text, images, and speech-to-text), it is important to anticipate barriers to students being able to express their ideas in other associated activities. Address Learner Variability Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access to the learning goals are just examples to get you thinking. We know that every context is unique. How will you address barriers to engagement? The Engagement Guidelines prompt us to consider the following questions when addressing barriers to engagement: - Are there options for choice, relevancy, and minimizing distractions? - Are there options for sustaining effort and persistence? - Are there options for supporting and developing self-regulation and self-assessment? Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson. With regard to the anticipated barriers around supporting students to find meaning and relevance, consider creating spaces for students to make connections to their own lives, their communities, and issues that they care about. For example, students could explore the school yard to find examples of producers, consumers, and decomposers. Or, students could be encouraged to share an article from a local newspaper about issues affecting the community. We encourage you to collaborate with your students and co-design ways to address other barriers to engagement that may emerge throughout this unit. How will you address barriers to representation? The Representation Guidelines prompt us to consider the following questions when addressing barriers to representation: - Are there options for audio/visual/display of info? - Are there options to access language, math, and symbols? - Are there options to build background knowledge, construct meaning, and generate new understandings? The supplementary resources and videos have been constructed to offer multiple ways of representing information as well as the mixed media within each lesson/activity. With regard to captions that don’t turn on automatically, support students to learn how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students. With regard to the anticipated barriers around the lack of captions and transcripts, consider transcribing tools like Otter.ai, rev, and Express Scribe. Further, a free screen reader such as TextHelp Read & Write, ChromeVox, or NVDA can assist students with online articles. Finally, to reduce the barriers associated with non-interactive PDFs, consider free PDF tools such as Bit.ai and Jotform. We encourage you to collaborate with your students and co-design ways to address other barriers to representation that may emerge throughout this unit. How will you address barriers to action and expression? The Action and Expression Guidelines prompt us to consider the following questions when addressing barriers to representation: - Are there options for physical action? - Are there options for multiple communication tools? - Are there options for varying levels of support? - Are there options for goal setting, strategy development, and self-monitoring? The Action and Expression Guidelines can offer ideas for embedding varied ways for learners to communicate ideas, share understandings, and work toward goals in the associated activities throughout this unit. With regard to the anticipated barriers around physical action and physical space, consider encouraging learners to find learning spaces that work best for them (e.g. a quiet space, a space with natural lighting, etc.) and spaces that offer room to move or stand. We encourage you to collaborate with your students and co-design ways to address other barriers to action and expression that may emerge throughout this unit. Review the following link for a complete interactive overview of the UDL Guidelines. Lesson 1: Movement of Matter and Energy in an Ecosystem Essential Question How do matter cycles and energy flow impact an ecosystem? Key Terms Matter Energy Cycle Energy flow Ecosystems Resources Video: LS2B - Cycles of Matter and Energy Transfer Sample Corgi Guide: Comparison - Movement of Matter and Energy in an Ecosystem (To be able to view the guide you must be logged in to Corgi) Universal Design for Learning (UDL) Suggestions Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: The video “LS2B - Cycles of Matter and Energy Transfer” covers several topics related to matter cycles, both covered in elementary science and then in high school science. There are also moments when the video host references science standards and key teaching strategies. These make the video both long and certain portions hard to follow. - Addressing the barrier: This video can be used in many ways. The Matter Cycle portion of the video starts at 3:24 in the video. Each topic covered in the video is time stamped and shown in the “Key Moments'' section of the video. Also, the topics that are considered elementary topics can be shown as refreshers for background knowledge while the portions covered in upper secondary can be used as extension videos and topics. Lesson 2: Energy Flow Within and Outside of an Ecosystem Essential Question How does energy flow within and outside of an ecosystem? Key Terms Food chain Trophic level Energy flow Resources Video: Energy transfer in food chains Website: ‘Energy Flow: From Sunlight to Plants to Animals’ Sample Corgi Guide: Question Exploration - Energy Flow Within and Outside of an Ecosystem (To be able to view the guide you must be logged in to Corgi) Universal Design for Learning (UDL) Suggestions Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: The PBS Learning activity ‘Energy Flow: From Sunlight to Plants to Animals’ has several UDL features: it is a high interest activity, it is easily navigated with common accessibility tools, and supplemental materials are easily shareable. However, it does have background sound which may be distracting to students who are using screen readers. - Addressing the barrier: Students may want to turn off the background sound to reduce ambient noise in this activity. Lesson 3: Matter Cycles in an Ecosystem Essential Question How do atoms and molecules of matter cycle between the living and nonliving parts of an ecosystem? Key Terms Ecosystem Matter Food web Producers Consumers Decomposers Resources Video 1: How Ecosystems Work \| Biology \| Ecology Video 2: Producers, Consumers, and Decomposers \| Ecosystems Sample Corgi Guide: Question Exploration - Matter Cycles in an Ecosystem (To be able to view the guide you must be logged in to Corgi) Universal Design for Learning (UDL) Suggestions Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: Students could have trouble accessing the ‘Defender: Natural Selection’ activity either due to technology barriers or screen navigation tools. - Addressing the barrier: A similar or alternative activity should be considered. Potential barrier: - Anticipating the barrier: Natural selection can be a complicated topic; supporting students to make meaning of this key mechanism of evolution can be challenging. - Addressing the barrier: To help students better understand the process, try walking them through examples from the videos to make sure they understand. Additionally, it may be helpful to introduce local flora and fauna ( e.g. the food we eat, pets, dangerous bacteria, etc) as representative examples. Potential barrier: - Anticipating the barrier: The slide deck Biogeochemical Cycles and Energy Flow has useful information but the site is difficult to navigate and visually cluttered. It may present students with difficulty if they are left to navigate it on their own. - Addressing the barrier: This resource works well as a guided experience. It does contain a nice transcript at the bottom of the site.	oercommons	2025-03-18T00:34:44.148658	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121729/overview", "title": "Corgi Cycles of Matter and Energy Transfer in Ecosystems", "author": "Lesson" }
https://oercommons.org/courseware/lesson/104012/overview	Education Standards 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom Video AGuidetoUsingBigBooksintheClassroom (1) Birth to Age 5 Context Clues Template Course Syllabus EMERGENT LITERACY STUDY GUIDE FirstDayBingoGettoknowyourclassmates-1 (1) Framework for Effective Practice Age Birth to 5 Head Start Phases of Emergent Literacy Literacy for Pre-K Literacy Resource Binder Mini Lesson Template Oral Language Oral Language PA Equity Inclusion Toolkit Phonological Awareness Print Knowledge Quiz #3 Study Guide Emergent Literacy Read Aloud Planning Sheet Science of Reading Shift 1 Emergent Literacy SHIFT 3 Shift 4 Sold a Story Podcast Sold a Story Podcast with Section Debriefs STUDENT Copy of Chapter 1 Emergent Literacy STUDENT Copy of Chapter 6 Emergent Literacy STUDENT NOTES Chapter 7 Emergent Literacy STUDENT NOTES Chapter 7 Emergent Literacy Student Notes Emergent Literacy Chapter 3 Study Guide #2 Emergent Literacy Study Guide #4 Emergent Literacy Unraveling Scarborough's Reading Rope Vocabulary Ways to Support Struggling Readers Writing Centers Video Emergent Literacy Overview Emergent Literacy examines children’s language acquisition and early literacy development. Included are instructional models and strategies, research findings, curriculum design, assessment practices and the selection and use of children’s literature in the development of the necessary foundations for effective speaking, listening, reading and writing. Emergent Literacy Textbook Aligned Resources Emergent Literacy examines children’s language acquisition and early literacy development. Included are instructional models and strategies, research findings, curriculum design, assessment practices and the selection and use of children’s literature in the development of the necessary foundations for effective speaking, listening, reading and writing. Shifting the Balance TEXTBOOKS Burkins, J. & Yates, K. (2021). Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom . Portsmouth, New Hampshire: Stenhouse Publishers. This book supplemented the main content of our course, which embedded the new structured literacy competencies into teaching and learning at a level that was not covered within the regular textbook. Head Start and Emergent Literacy The collaboration between Head Start and public education should stand strong. There is a strong correlation between students that attend a form of preschool and their academic success throughout the remainder of their formal education. Head Start is a resource that is incorporated into this Emergent Literacy class, as primary educators should be aware, and work alongside, Head Start programs. Print Knowledge What is Print Knowledge? Print knowledge includes: • letter names, ability to recognize and say the names of letters; • letter sounds, knowing the sound a letter represents; and, • concepts of print, understanding how print works. Phonological Awareness What is Phonological Awareness (PA)? The understanding that spoken language can be broken down into parts and the ability to manipulate those parts at the word, syllable, onset-rime, and phoneme levels. Onset is the part of a word that comes before the vowel and rime is the vowel and letters that follow. For example, in sun, /s/ is the onset, and /un/ is the rime. Phoneme is the smallest unit of sound in spoken words. For example, cat has three phonemes /k/ /ă/ /t/. PA is a heard or spoken skill and does not involve written words. Vocabulary What is Vocabulary? Vocabulary is knowing words and word meanings. It includes expressive vocabulary (words said or produced) and receptive vocabulary (words heard and understood). Oral Language What is Oral Language? Oral language is the system of words and word combinations used to communicate with others through speaking and listening. Oral language is the foundation on which all emergent literacy and later reading is built and supports children’s math, science, social, and self-regulation skills	oercommons	2025-03-18T00:34:44.204448	05/19/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104012/overview", "title": "Emergent Literacy", "author": "Jessica McCormick" }
https://oercommons.org/courseware/lesson/122696/overview	Communication Models in Information Retrieval Overview Information retrieval study can broadly be categorized into two portions; System centered research that centers on the systems perspectives of information retrieval counting retrieval algorithms, indexing, interface design, etc, and user-centered research that centers on the human information behavior and user-centered or cognitive approaches to the design of information retrieval systems. Numerous analysts have proposed these interactive models for information search and retrieval that put clients within the central part of the information retrieval system. Communication models in information retrieval Information retrieval research can broadly be categorized into two streams; System centered research that focuses on the systems aspects of information retrieval including retrieval algorithms, indexing, interface design, and so on, and user-centered research that focuses on the human information behavior and user-centered or. cognitive approaches to the design of information retrieval systems. Many researchers have proposed interactive models for information search and retrieval that place users in the central role of the information retrieval system. Some of the important human information and behavior models are discussed below: - Wilsons model- The problem-solving model proposed by Wilson proposes that information seeking emerges as a result of an information need seen by the client who in order to fulfill that requirement, make requests upon data sources and services. This comes about within the success or failure to discover significant information. In this model, the information need of the user is the foremost vital factor in originating and driving the whole information retrieval process. In any case, agreeing to Wilson a user's information need is nor a primary need but a secondary need which emerges but of needs of a more fundamental type; in order to meet these data needs the client is likely to meet diverse barriers. The essential need, which in turn creates the information need, may emerge from the role of the person in an environment, a lifestyle or a course of work. Wilson distinguishes three major types of barrier in the context of an information need: individual, role-related and environmental. While the fundamental principle and focus remained the same, Wilson created a modern HIB model in 1996 that proposes that information-seeking behavior is a goal oriented with the resolution of the problem, and possibly the presentation of the solution, as the goal. In moving through each of the stages of issue identification, problem definition; problem resolution and solution presentation. uncertainty and instability must be diminished through the interactions of the clients with the data sources. - Dervin’s Model- The sense-making approach of Dervin sets that clients go through different stages in making sense of the world. The first phase sets up the context for the information need, which she calls a situation. People find a crevice between what they understand and what they need to know in order to make sense of the current circumstance. These gaps are showed by formulation of questions. Thus, according to the sense-making approach, the HIB is implemented in terms of four constituent components: ● a situation in time and space, which defines the context in which an information problem emerges. ● A gap which recognizes the difference between the contextual situation and the desired situation. ● A result which is the consequence of sense making process. ● A bridge that is the means of closing the gap between the situation and the outcome. Marchionini suggests that the situation gap model of Brenda Dervin applies more to common human conditions than information seeking, but it has been adopted by researchers in data science and communications as a framework for studying the information-seeking process. Wilson says that the clarity of Dervin's model lies somewhat within the methodological results, since in connection to HIB, it can lead to a way of addressing that can uncover the nature of a risky circumstance, the degree to which information serves to bridge the gap of uncertainty, and the nature of the results from the use of information. Ellis’s model- According to Ellis, an information-seeking process has the mentioned stages: ● starting- starting the information-seeking process, e.g. when the client inquires a few learned colleague ● chaining- following links of citations in known material ● browsing- comprising some sort of undirected or semi-structured searching for information. ● differentiating- filtering the information received. ● monitoring- keeping track of advancements within the user's field of interest. ● extracting- selecting the relevant information from a source. ● confirming- checking the precision of information. ● finishing- conducting a final search. to complete the process. Information-seeking processes don't essentially follow these stages in strict pattern. According to Ellis, the detailed interrelation or interaction of the features in any individual information-seeking design will depend on the special circumstances of the information-seeking activities of the individual concerned at the time of looking for the information. Bates model- The Berry-picking model of information seeking proposed by Bates recommends that as a result of reading and learning from the information retrieved through the search process, users' information needs and inquiries ceaselessly shift. The berry-picking model also demonstrates that clients" data needs are fulfilled by a series of selections and bits of information found along the complete information search process, as opposed to the output of any particular search set. Kulthau’s model- Kulthau considered how students search for information as part of their process. Based on this, she proposed a model that involves seven stages: Ask: initiation Topic selection pre-focus exploration focus formulation Information collection search closure or presentation (writing). Wilson says that Kulthau's model is simpler than Ellis's model in drawing attention with the feelings related with the various stages and activities. Based on Kulthau's model, Vakkari proposes an assignment-based model that begins with a focus. Vakkari comments that the finding of a focus which is comparable to the hypothesis in research, is significant in any search process. At the starting, that is at the pre-focus stage the search remains undirected; once the focus has been developed, the search for data becomes more directed. - Ingwersen’s model- Ingwersen's model proposes that information search and retrieval is characterized by: a. an individual user's cognitive space, which is characterized by the work and interests of the user, the current cognitive state of the user, a problem or goal, uncertainty, and information needs and information behavior. b. the social or organizational environment, which is characterized by the domain, strategies or goals of the organization, and tasks and preferences. Wilson comments that Ingwersen's model has a close family resemblance to the models of information-seeking behavior, for example the two elements - 'user's cognitive space' and 'social organizational environment' resemble the elements of 'person in context' and 'environmental factors' in Wilson's model. - Belkin’s model- The episode model of Belkin centers on the activities carried out in an information search from scanning to looking inside the system of 'goal of Interaction', 'mode of retrieval' and 'resource considered'. The thought behind this model is that individuals commonly engage in different searching behaviors over a set of information retrieval sessions. According to Belkin's model any single information-seeking methodology can be portrayed according to its location within the four dimensions of 'scanning to searching', 'goal of interaction'., 'mode of retrieval' and 'resource considered'. - Saracevic’s model- In 1996 Saracevic proposed a stratified interaction model, and he modified it in 1997. The fundamental assumption of the stratified interaction model is that clients interact with information retrieval systems in order to utilize information and the utilization of information is associated with cognition and situational application. The major components within the stratified model are clients and computers, each with a host of other variables. The interface empowers a variety of interactions to be started, which can be conceived as a arrangement of processes happening in several associated levels or strata, cache involving different elements or specific processes. Like on the human side processes may be physiological (e.g. visual. tactile or sound-related). mental and cognitive; on the computer side they may be physical and symbolic, whereas the interface provides for an interaction on the surface level.	oercommons	2025-03-18T00:34:44.229714	12/06/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122696/overview", "title": "Communication Models in Information Retrieval", "author": "Shreya Chakraborty" }
https://oercommons.org/courseware/lesson/122695/overview	What is vocabulary control Overview Vocabulary control ensures consistent and efficient information retrieval by reducing ambiguity and variability in terminology. In a library, controlled vocabulary ensures standardization which helps in organizing and accessing large collection of information, such as books, articles or digital resources. - What is a vocabulary control? A controlled vocabulary represents an organized configuration of words and phrases employed to index content or retrieve it via browsing or searching; this typically encompasses both preferred and variant terms and delineates a specific scope (or describes a particular domain). The controlled vocabulary undertakes multiple functions: it usually records the hierarchical and associative relationships of concepts explicitly. Moreover, it establishes the extent and focus of each topic. In addition, (for word-based systems), the controlled vocabulary identifies synonyms and selects a preferred term from among them. For homonyms, it discerns the various concepts conveyed by that word or phrase. Vocabulary control assists in mitigating issues that arise due to the natural language inherent in the document’s subject. However, if vocabulary control is not exercised, different indexers or even the same indexer might employ varying terms for the same concept on different occasions when indexing documents related to the same subject and also utilize distinct sets of terms when searching for that same subject. This can, consequently, lead to a 'mismatch,' which thus adversely affects information retrieval. 2. What is the need of controlling vocabulary in Information Retrieval? - Controlled vocabulary (regularly alluded to as a standardized or organized lexicon) signifies a pre-defined list of terms utilized to list and recover data. This particular dialect is significant since it guarantees consistency, exactness and productivity in data recovery frameworks. Be that as it may, the execution of such vocabularies can be complex; it requires cautious thought of the terms chosen. In spite of the fact that it could appear constraining, this approach eventually upgrades the clarity of communication in different scholarly and proficient areas. ● Controlled vocabulary capacities as a pivotal bridge between human dialect and counterfeit dialect; be that as it may, it maintains a strategic distance from the inconstancy and uncertainty inalienable in normal dialect. Instep, controlled vocabularies are composed of standardized terms, equivalent words (which can upgrade understanding) and various leveled connections. This organized approach (which is fundamental) encourages the classification and organization of data. As a result, it gets to be less demanding for clients to look, find and comprehend data—this is especially imperative in complex areas. In spite of the fact that a few may contend that controlled vocabularies restrain expression, they really give clarity and consistency. ● By advertising a standardized dialect, it minimizes obstructions for clients who might have changing etymological foundations or levels of mastery in a particular space. In any case, this approach can in some cases ignore subtleties (which are basic) in communication. In this manner, in spite of the fact that it points to encourage understanding, it might accidentally streamline complex thoughts. Since of this, one must consider the trade-offs included when actualizing such a framework. ● Controlled vocabularies upgrade look exactness by decreasing commotion in look comes about. When clients utilize standardized terms to explore for data, the framework can absolutely coordinate those terms in the ordered substance. ● Interoperability could be a basic thought; controlled vocabularies offer a common dialect that can be shared and comprehended over different stages. This interoperability, be that as it may, guarantees consistent integration and the trade of data between frameworks. In spite of the fact that this cultivates a more associated and proficient data environment, it moreover presents challenges, since accomplishing such integration requires fastidious arranging and execution. A controlled vocabulary or full scientific classification is required to guarantee that machine-assisted or completely automated indexing is comprehensive, notwithstanding of what is to be recorded. Get to Developments is one of an awfully little number of companies able to assist its clients create ANSI/ISO/W3C-compliant scientific classifications to create data findable. What are the tools for vocabulary control Ans- Subject Heading List A vocabulary control gadget depends on a master list of terms that can be relegated to records. Such a list of terms is called 'List of Subject Headings'. A list of subject headings contains the favoured terms to be utilized within the cataloguing or indexing. It includes the following merits: ● Specific entry which is direct- The standards of particular and direct entry require that a record be assigned specifically beneath the foremost particular subject that precisely and accurately speaks to its subject content. ● Common Utilization - This guideline declares that the wording utilized to express a subject must be of widespread usage. In any case, the challenge emerges since dialect ceaselessly advances; this advancement can now and then obscure the commonality of certain words. ● Uniformity and Consistency- A single uniform term (one that's chosen from various synonyms) must be reliably applied over all records related to the subject. In the event that there exists variation of spellings of the same term or contrasting forms of the same headings, only one form is utilized as the heading. Consistency demonstrates that a term chosen based on predominant utilization can, end up obsolete as time advances. Because of this, a compilation of subject headings ought to reflect current wording. In such cases, it is basic that a subject authority record is kept up. Thesaurus It is an organized compilation of terms organized to improve the choice of index terms, as well as search terms. A thesaurus varies from a conventional authority list, such as Sear's List, since the terms are not essentially confined; in any case, they may be facilitated with other terms. The connections between the terms are clearly characterized by the use of the standard truncations: SN Scope Note UF Used For BT Broader Term RT Related Term SA See Also Classification Scheme - A classification scheme especially one that's both faceted and various leveled can successfully outline hierarchical, faceted and phase relationships; in any case, it frequently ignores other associative and equivalence connections. Each sort of classification scheme presents unmistakable preferences and is planned to address the particular organizational and retrieval needs of libraries. In spite of the fact that a few schemes exceed expectations in certain zones, they may not completely encompass all pertinent relationships, since this will constrain their generally utility. - Enumerative Classification Schemes: An enumerative library classification scheme is one in which all conceivable classes are listed based on particular characteristics. There exists a top-down approach; whereby, arrangement of subordinate classes are created and both basic and complex subjects are included. The advantage of this scheme is that the structure is delineated by the notation (as far as practicable). This strategy can be restricting since it may not account for each subtlety in certain subjects. In spite of the fact that the clarity is useful, it can in some cases obscure the complexity of the information being classified. - Faceted Classification Scheme: A faceted classification scheme is on a very basic level different in nature. Instead of essentially counting all the classes and their related numbers, it portrays the different facets (or viewpoints) of each subject or primary class. Besides, it offers a system for creating class numbers by means of facet analysis. This concept, which was presented by Dr. S. R. Ranganathan, has been utilized in his Colon Classification. The complexities of this method can be challenging to grasp, since it requires a nuanced understanding of how facets interact. In spite of the fact that it could seem complex at to begin with, many discover it useful in organizing data. - Analytico-Synthetic Classification Scheme: Analytico-Synthetic Library classification address a few issues inalienable in enumerative classification schemes. The basic concept of this approach is that the subject matter of a specific document will be dissected into its constituent components. Hence the classification scheme will be utilized to recognize notations for each individual component. These notations will be amalgamated in accordance with the established rules to define the ultimate class number. Thesaurofacet This concept has been defined by Jean Aitchison and others for the English Electric Company. It is, a faceted classification that's coordinates with a thesaurus. Thesauro-Facet comprises two areas: a faceted classification scheme and an alphabetical thesaurus. Terms appear twice-once within the schedule and once more within the alphabetical thesaurus; the association between these two areas is made through the notation or class number. The integration of these elements improves the usability of the framework, hence making it more proficient. In spite of the fact that it could seem complex at to begin , the organized approach helps in clarity. This strategy is especially important since it permits clients to explore through data consistently. What is a Classaurus It serves as a vocabulary control device (created by Dr. Ganesh Bhattacharya at DRTC) that coordinating features from both a faceted classification scheme and a conventional alphabetical thesaurus. This framework is an rudimentary category-based (or faceted) approach to hierarchical classification inside the verbal space, consolidating all the basic and adequate characteristics of a conventional information retrieval thesaurus. Whereas it points to encourage retrieval, challenges may emerge due to its complexity. In spite of the fact that it offers efficient organization, clients might discover themselves exploring through its perplexing layers, (which can be overpowering at times). What is the difference between natural language and artificial language What is the difference between natural language and indexing language • A natural language(utilized in day to day life ) comprises of a collection of codes along side their allowable expressions, which encourage the communication of thoughts in both discourse and composing. In differentiate, an indexing language serves a diverse reason: it comprises a set of codes and their passable expressions that are utilized to represent the content of records, as well as the questions postured by clients. Be that as it may, whereas both sorts of dialects utilize codes, their applications shift altogether. In spite of the fact that they share a few likenesses, the capacities they perform are unmistakable, since one centers on everyday communication though the other targets data recovery. This refinement is significant for understanding how dialect operates in completely different settings. • A natural language is considered “natural” since it creates spontaneously (or unreservedly) within the mouths of human creatures, totally devoid of any outside control. Alternately, an indexing language is regarded “artificial” in that it may depend on the vocabulary of a natural language; in any case, usually not always the case. In spite of the fact that its vocabulary might overlap, its language structure, semantics and orthography are on a very basic level unmistakable from those of a natural language. • A natural language serves as a medium for the communication of thoughts among human creatures in their ordinary lives. Indexing language, in any case, is made and utilized for a particular reason; that it represents the thought substance of documents, as well as the questions posed by clients. In spite of the fact that both sorts of dialect encourage interaction, they do so in uniquely diverse ways since their capacities diverge altogether. This distinction is pivotal when considering the appropriate setting for each sort of language utilization. • A natural language (which is inalienably free) permits for a need of control over synonyms and homographs. One concept may be spoken to by multiple terms; however, there's no standardization of these terms or words. Anyone can utilize any words or terms to express their thoughts (regardless of gender). On the other hand, an indexing language could be a controlled form of communication. There are limitations on the utilize of words and terms in this indexing language. Synonyms and homographs are controlled. Moreover, there exists a standardization of terms and words, meaning one concept is spoken to by as it were a single term. • Natural language (which incorporates auxiliaries such as prepositions and conjunctions) plays a pivotal part in passing on the exact meaning of a sentence. However, such auxiliaries are not present in indexing languages. The arrangement of terms, directed by the grammatical rules of an indexing language, combined with relational symbols (like role operators or indicator digits), is basic for passing on the precise meaning of a subject heading. In spite of the fact that this structure could seem unbending, it viably encourages communication. Because of these contrasts, understanding the subtleties of each sort of language becomes imperative.	oercommons	2025-03-18T00:34:44.257455	12/06/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122695/overview", "title": "What is vocabulary control", "author": "Shreya Chakraborty" }
https://oercommons.org/courseware/lesson/97706/overview	Chapter 5 : SQL Server Analysis Layer Overview Prepared for the student community Exercise: Create a new Analysis Services Multidimensional and Data Mining project. Save as SSAS_Exercise1 in your folder. In this project, implement the following requirements: - Create a data source view named DSV_ssas_ex1 that includes the FactResellerSales, DimPromotion, DimEmployee, DimProduct and DimDate tables of the AdventureWorksDW database. - Create a dimension that has Date as the main table with English Month Name (as Month) and Calendar Year (as Year) as dimension attributes. - Deploy the project to the Analysis Server. Get a screenshot of your output for this task and save as Dep_SSAS_Firstname_ID in your folder. - Create a Key Performance Indicator (KPI) to visualize the company’s performance in terms of Order Quantity. A value must be generated based on the total Order Quantity. Refer to the following table. Use the Reversed Gauge to visualize the output. Get a screenshot of your KPI code and KPI output. Save these screenshots as KPICode and KPIOutput respectively in your folder. Order Quantity \| Value Generated \| More than 100000 \| 1 \| Equal to 100000 \| 0 \| Otherwise \| -1 \| - Use the cube to generate an output for each of the following business questions: - For English Month Name May and Order Date Calendar Year 2012 and 2014, how much Sales Amount and Extended Amount had been generated in May 2012,2014? Get a screenshot of your answer and save as Firstname_ID_actQ1 - For English Promotion Name Road-650 Overstock and Order Date Calendar Year 2012 to 2014), how much Total product Cost had been generated by each employee (Firstname and Lastname)? Get a screenshot of your answer and save as Firstname_ID_actQ2. Eercise Solution: Answer or Solution : Step1: Make ensure that to create the new analysis services Multidimensional and Data mining project, we have to use the software in the Sql server 2012[ sql server management studio and Sql server Data tools]. Step2: Open the Sql Server Data tools->select ->Business Intelligence, then it will show in the SCREEN1. Screen 1 Step3: Go to the File Menu->Choose the New Menu Item-> Choose the Project as shown in the SCREEN2. Screen 2 Step4: After choosen the new project ,it will show the below screen->Choose the Analysis Services->Select Analysis Services Multidimensional and Data mining->In the Template it will ask you the name of the project and Location- to keep the project to be stored. Screen 3 Step5: For Example-> AS PER THE EXERCISE-> I have named the project as SSAS-Exercise1 and place in my PC->DESKTOP-> in the created folder->sql and it is saved. SCREEN4 Step6: After created the Project->It will shows you the below screen->in that you can notice Solution explorer Window and Designer Page ->Refer the Screen5. Screen 5 - In the Solution Explorer Window –It will shows your Created Project[SSAS-Exercise1] and its object.In that Select the Data Sources item->Right click->It will show the New Datasource-> in the popup menu->Open it. - It will open the Data source wizard->Click the NEXT button. Screen 6 - Once click the Next Button –It will lead you to the window as below. Screen 7 D) In that-By default it will show already created connection [which I have highlighted in the Left hand side->Click the DELETE button -> to remove the connection. Click NEW button -> make the new Connection. E) It will show the Connection manager Window-> Copy and paste your Server Name from the Sql server management Studio. Then Select the DATABASE AS AdventureWorksDW [IN THE SCENARIO IT IS MENTIONED TO USE THE DATABASE].Then you may CLICK THE Test Connection-To make ensure the connection confirmation. Screen 8 F) After press the OK button –It will open impersonation information window. In that page –Choose the User service account as shown in the below screen-refer Screen 10.[Note make ensure that all the related services are in the running status-Refer-screen 9],then click the NEXT button. Screen 9 Screen10 G) In the completing the wizard window-> give the name of the Data source as per your exercise. Then click the button Finish. Screen 11 H) Finally Data Source will be created and it will show in the solution explorer as follows: Screen 12 Step 7: To create the Data Source View: - In the solution explorer window-> choose the Data Source View->Right Click-> Popup menu will appear->CLICK->New DATA SOURCE VIEW. - It will open the Data Source View Wizard window->Click NEXT-button. Screen 13 - It will shows you the below window ->To select the Data Source-Already created->then click NEXT button. Screen 14 - It will lead you to Select Tables AND views-window-As per the exercise-> Choose the FACTRESELLERSALES table move to included objects part-> as shown in the below screen. Screen15 - It will show as per the below screen-> screen 16-> click the add related tables-> shows all the related tables for the FACT table. You can selected the needed tables for the exercises, others you can unselect it. Screen 16 - As per the exercise, you need the tables are DIMEMPLOYEE, DIMPROMOTION , DIMDATE,DIMPRODUCT with FACTRESELLERSALES. Then click NEXT button. - It will open the Completing View Wizard window-> Give the name for the Data source view as per the exercise[ DSV_SSAS_EX1] Screen 17 - Click finish button .It will shows you as below screen18 Screen 18 Step7: Create Dimension - Select the Dimension in the Solution Explorer->Right click->choose the New dimension Screen 19 - Then it will lead to Dimension Wizard->Click Next button. Screen 20 - It will open the below window: Screen 21 - Choose the choice as USE AN EXISTING TABLE in the selection creation method->then click the Next Button. - It open the Specify source Information window as below: Choose the main table as DimDate,then Click NEXT button. Screen 22 - It will open the select Dimension Attributes window: - You can choose the calendar year-> attribute type-> regular-> in that DATE-> in side Calendar-> Year.As well for the month also[English month-> attribute type ->regular-> DATE->Caledar->month. Screen 23 Screen 24 Then press the OK button. vi.It will show the window –completing the wizard-as below: Then click FINISH button. Screen 25 Then it will appear as below: Screen 26 Step8: Cube creation - Select the Cube in the solution explorer window->right click->choose the New Cube. Then it will appear as below.Click the NEXT button Screen 27 - It will open the Cube wizard-as below. Choose the choice as Use existing tables,then click the NEXT button. Screen 28 - It will open the select Measure Group Tables window as follows-> choose the FACTRESLLERSALES Table, or click the Suggest button Screen 29 iv. Then click the NEXT button-It will shows the select Measures window.[unselect the keys] Screen 30 Click the NEXT button. In the next window [select existing Dimensions]it shows for the select existing Dimensions,then click NEXT button. Screen 31 In the next window[Select New Dimensions]-unselect the fact reseller sales,then click NEXT button. Screen 32 It will open the Completing the wizard window. Screen 33 Give the name of the Cube and click FINISH button. Cube is created as below Screen 34 Make ensure that in the Dimension and it tables -> your required attributes ,are selected for your business queries. For example in the dimPromotion[ attributes are: Englissh promotion Name IS SELECTED] AS SHOWN BELOW. Similarly –you have to select the needed attributes for the given business queries in the respective dimensions Screen 35 Then save the project. Select the project in the Solution explorer window->right click ->choose the properties->Deployment->Server-> enter the server name Screen 36 Again-> in the solution explorer-> in your project->< right click-> choose the Deploy. Screen 37 If it is successfully completed all the steps-> below screen will appear .[deployed successfully] Screen 38 In the Cube-> Select BROWSE-> IT WILL APPEAR AS BELOW. Screen 39 - FOR THE 5.1 business query->ANSWER AS FOLLOWS: [For English Month Name May and Order Date Calendar Year 2012 and 2014, how much Sales Amount and Extended Amount had been generated in May 2012,2014? Get a screenshot of your answer and save as Firstname_ID_actQ1] Screen 40 Next -> drag and drop sales amount, extended amount from the Measures to the designer as follows. It will show the result for the business queries. Screen 41 Similarly-you can do for the other business queries as below. For English Promotion Name Road-650 Overstock and Order Date Calendar Year 2012 to 2014), how much Total product Cost had been generated by each employee (Firstname and Lastname)? Get a screenshot of your answer and save as Firstname_ID_actQ2. Screen 42 KPI Question: - Create a Key Performance Indicator (KPI) to visualize the company’s performance in terms of Order Quantity. A value must be generated based on the total Order Quantity. Refer to the following table. Use the Reversed Gauge to visualize the output. Get a screenshot of your KPI code and KPI output. Save these screenshots as KPICode and KPIOutput respectively in your folder. Order Quantity \| Value Generated \| More than 100000 \| 1 \| Equal to 100000 \| 0 \| Otherwise \| -1 \| KPI code: Screen 43 KPI Output: Screen 44 ******************end************************	oercommons	2025-03-18T00:34:44.314048	senthilkumar Ramachandran	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97706/overview", "title": "Chapter 5 : SQL Server Analysis Layer", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/122852/overview	Corgi Earth’s Place in the Universe Overview In this unit, students will explore the place Earth has within our solar system. They will understand how the relationship between the Earth, its moon, and the sun cause a variety of phenomena we experience on Earth, such as day and night, the seasons, and eclipses. Corgi Co-organize your learning CorgiCo-organize your learning \| Unit & Lesson Plans Earth’s Place in the Universe Subject: Science Grade level: Middle School (Grades 6-8) Guides: Comparison, Cause & Effect, Question Exploration, Claim, Evidence, Reasoning (CER) Standards: NGSS, Common Core - ELA Introduction Thank you for your interest in Unit & Lesson Plans for the Corgi application! The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning. Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards. Each lesson utilizes the 5E Instructional Model to guide implementation. Table of Contents What is included in this Unit? Universal Design for Learning (UDL) Suggestions Lesson 1: Solar & Lunar Eclipses Universal Design for Learning (UDL) Suggestions Universal Design for Learning (UDL) Suggestions Lesson 3: The Equinox & Solstice Universal Design for Learning (UDL) Suggestions Lesson 4: Daylight Saving Time Universal Design for Learning (UDL) Suggestions Unit Plan Unit Synopsis In this 4-lesson unit, students will explore the place Earth has within our solar system. They will understand how the relationship between the Earth, its moon, and the sun cause a variety of phenomena we experience on Earth, such as eclipses, the seasons, and day and night. Learning Goal Students will understand the relationship between the Earth, the sun, and the moon and how Earth’s place in the solar system allows us to view eclipses, gives us our seasons, and creates the equinox and solstice. Main Ideas - Eclipses are formed when the sun, moon, and Earth are in specific positions in space. The moon or the Earth blocks the sun's light and casts a shadow on the other. - On Earth, we experience temperature changes throughout the year called seasons. The hemisphere that is tilted toward the sun is experiencing summer, while it is winter in the hemisphere pointed away from the sun. - An equinox and a solstice are both caused because, as the Earth rotates on its axis, its tilt toward the sun changes throughout the year and changes the length of daylight experienced on Earth. Standards Next Generation Science Standards: MS-ESS1-1. Students who demonstrate understanding can develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Disciplinary Core Ideas: ESS1.A: The Universe and Its Stars Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1) ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2) Common Core State Standards: ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. What is included in this Unit? Several key pieces are included to help you build your own unit or support a unit you have already created. Each lesson in this unit contains: - Essential question for students - Key Terms - Resources - Lesson narrative that follows the 5E model of science instruction - Corgi guide - Universal Design for Learning (UDL) Suggestions This unit includes a step by step scaffolding that follows the 5E model of science instruction. Please note that we do our best to maintain correct links to resources and materials. If a specific link is no longer working, please don't hesitate to contact us at corgi@cast.org. Lesson Plans \| Lesson 1 \| Solar & Lunar Eclipses \| Comparison Guide \| \| Lesson 2 \| The Seasons \| Cause & Effect Guide \| \| Lesson 3 \| The Equinox & Solstice \| Question Exploration Guide \| \| Lesson 4 \| Daylight Savings Time \| Claim, Evidence, Reasoning Guide \| Methods of Assessment Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Suggestions Universal Design for Learning (UDL) is a framework for teaching and learning that guides the design of inclusive, accessible, and challenging learning environments. The framework is grounded in three principles: - Design multiple means of engagement - Design multiple means of representation - Design multiple means of action and expression CAST’s UDL Guidelines were developed to support practitioners to apply these three principles to practice. While this unit was not explicitly designed through a UDL lens, UDL can be used as a tool to reduce existing barriers and increase access to the unit learning goal as well as to individual lesson goals. Below is an overview of how UDL might be applied to this unit. We’ll also offer more specific ideas for applying UDL at the end of each of the lessons associated with this unit. Anticipate Potential Barriers The UDL framework can support educators to reframe their understanding of barriers: from locating barriers within individual students to locating barriers within the design of the learning environment. Here we brainstorm potential barriers that learners may encounter in the design of the unit. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.) In general this lesson is designed to be highly engaging and draws connections to the natural phenomena that occurs in learners’ lives. These phenomena and connections may not always be explicit to students and as such instructors will need to develop scaffolding and bridging to the deeper understanding of the unit. This can be done with free writes, guided discussion questions, informal observations, guided notes, and learner created infographics. Each lesson within this unit contains specific examples that can be used. Are there barriers to the representation of content? (oral, written, etc.) These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions , or some captions don’t turn on automatically. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. Further, several of the lessons contain non-interactive PDFs that do not allow students to highlight or make comments. Are there barriers to action and expression? (writing, speaking, planning, etc.) While the Corgi guides embed multiple options for students to share their ideas (text, images, and speech-to-text), it is important to anticipate barriers to students being able to express their ideas in other associated activities. Address Learner Variability Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access to the learning goals are just examples to get you thinking. We know that every context is unique. How will you address barriers to engagement? The Engagement Guidelines prompt us to consider the following questions when addressing barriers to engagement: - Are there options for choice, relevancy, and minimizing distractions? - Are there options for sustaining effort and persistence? - Are there options for supporting and developing self-regulation and self-assessment? Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson. With regard to the anticipated barriers around supporting students to find meaning and relevance, consider creating spaces for students to make connections to their own lives, their communities, and issues that they care about. For example, students could explore online resources to discover when the last solar and lunar eclipse occurred locally. We encourage you to collaborate with your students and co-design ways to address other barriers to engagement that may emerge throughout this unit. How will you address barriers to representation? The Representation Guidelines prompt us to consider the following questions when addressing barriers to representation: - Are there options for audio/visual/display of info? - Are there options to access language, math, and symbols? - Are there options to build background knowledge, construct meaning, and generate new understandings? The supplementary resources and videos have been constructed to offer multiple ways of representing information as well as the mixed media within each lesson/activity. With regard to captions that don’t turn on automatically, support students to learn how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students. With regard to the anticipated barriers around the lack of captions and transcripts, consider transcribing tools like Otter.ai, rev, and Express Scribe. Further, free screen readers such as TextHelp Read & Write, ChromeVox, or NVDA can assist students with online articles. Finally, to reduce the barriers associated with non-interactive PDFs, consider free PDF tools such as Bit.ai and Jotform. We encourage you to collaborate with your students and co-design ways to address other barriers to representation that may emerge throughout this unit. How will you address barriers to action and expression? The Action and Expression Guidelines prompt us to consider the following questions when addressing barriers to acting on ideas and communicating: - Are there options for physical action? - Are there options for multiple communication tools? - Are there options for varying levels of support? - Are there options for goal setting, strategy development, and self-monitoring? The Action and Expression Guidelines can offer ideas for embedding varied ways for learners to communicate ideas, share understandings, and work toward goals in the associated activities throughout this unit. With regard to the anticipated barriers around physical action and physical space, consider encouraging learners to find learning spaces that work best for them (e.g. a quiet space, a space with natural lighting, etc.) and spaces that offer room to move or stand. We encourage you to collaborate with your students and co-design ways to address other barriers to action and expression that may emerge throughout this unit. Review the following link for a complete interactive overview of the UDL Guidelines. Lesson 1: Solar & Lunar Eclipses Essential Question Why do solar and lunar eclipses occur? Key Terms Lunar Solar Resources Video: Eclipses: Crash Course Astronomy #5 Video: What's the difference between a solar and lunar eclipse? Website: NASA's Eyes: Eclipse 2017 Website: ‘What is an eclipse?’ Handout: Eclipses Sample Corgi Guide: Comparison - Solar vs. Lunar Eclipses (To be able to view the guide you must be logged in to Corgi) Lesson Narrative Engage: The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor shares a link to a blank Corgi Comparison Guide to each student via email or Google Classroom. The class reviews the Comparison Guide steps together. The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides. The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts: - Have you ever seen an eclipse? If yes, describe what it was like. - When an eclipse happens does everyone on Earth see the same thing? - How many types of Eclipses can you name? The instructor shares the video “Eclipses: Crash Course Astronomy #5’ with the class. The instructor divides the class into groups of 3-4 students. In small groups, the students complete the Corgi Guide by applying their understanding from the video. Explore: Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability. Option B: Each student visits the website, ‘The path of an eclipse’ and explores the total solar eclipse that happened in 2017, and enters locations into the website to simulate and observe the phenomena from various points around the globe. Suggested locations: - Current/Home location - Boke, Guinea - Bolivar, Venezuela - Sydney, Australia - London, England - Moscow, Russia Have students record whether the locations are partial eclipse, full eclipse, or no eclipse and the date and time of the eclipse. Ask students why some locations are partial eclipse, why some are full eclipse, and why some show no eclipse. Have students predict other locations that may fall into one of the three categories and why. Explain: To develop an understanding of the differences between solar and lunar eclipses, the instructor shows the video ‘What's the difference between a solar and lunar eclipse?’ and posts the following inquiries for students to independently explore: - What is the alignment of the earth, moon, and sun during a SOLAR eclipse? - What is the alignment of the earth, moon, and sun during a LUNAR eclipse? - Predict which happens more frequently: lunar or solar eclipses? What supports your prediction? To further enhance students’ understanding of the differences between solar and lunar eclipses have students review the handout, ‘Eclipses’, and direct them to either independently or in small groups of 2-3 to complete the Corgi Guide, ‘Comparison’ with their new understandings. Elaborate: Use the Corgi presentation feature to create a slide deck and have learners present their thinking. Evaluate: Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: Solar and lunar eclipses may be a concept that learners are familiar with, but they may have never experienced one. - Addressing the barrier: The use of a website such as TimeandDate.com’s eclipse calendar can be used to highlight the rarity of each event and when it will occur in the next 10 years. Potential barrier: - Anticipating the barrier: The lesson consists of multimedia presentations with text, graphics, videos, and infographics that could present barriers. - Addressing the barrier: Select videos that have captions available. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. A free transcript service, such as Otter.ai can be used to create a transcript. Potential barrier: - Anticipating the barrier: Differences between eclipses can be challenging to remember since they both involve the Earth, sun, and moon. - Addressing the barrier: Offer learners the opportunity to model what happens during each eclipse with objects they can move themselves. Lesson 2: The Seasons Essential Question How does the tilt of the Earth’s axis cause our seasons? Key Terms Revolution Hemisphere Resources Video 1: Earth's Tilt 1: The Reason for the Seasons Video 2: Reasons for the seasons - Rebecca Kaplan Website: SEPUP Seasons Interactive Handout: The Seasons Sample Corgi Guide: Cause & Effect - The Seasons (To be able to view the guide you must be logged in to Corgi) Lesson Narrative Engage: The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor shares a link to a blank Corgi Cause & Effect Guide to each student via email or Google Classroom. The class reviews the Cause & Effect Guide steps together. The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides. The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts: - How do we experience the seasons? - What do you think causes our seasons? - How do you imagine people in other parts of the world experience seasons? The instructor shares the video, ‘Earth’s Tilt 1: The reason for the seasons’ with the class. The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video. Explore: To develop an understanding of the causes of the seasons, the instructor directs each student to the website, ‘Seasons Interactive’ and posts the following inquiries for students to independently explore: - How many hours of daylight does Anchorage, AK receive in June? - What is the average daily temperature in Anchorage, AK in June? - What is the average daily temperature in Anchorage, AK in December? - Based on those findings, what season is it in Anchorage in June? - How many hours of daylight does Melbourne, Australia receive in June? - What season is it in Australia in June? How do you know? - Why do you think the amount of daylight in Anchorage, Melbourne, Quito, and Chicago is almost equal in the month of March? - Can you hypothesize what season it is in March in each of these four locations? The instructor reconvenes the class to recap the exploration and invites students to share their findings for each inquiry question. Explain: The instructor supports students to generalize their findings of the causes of the seasons by facilitating a discussion using the prompt: - “Based on what we observed in these four cities on Earth, we can generalize that the area on the Earth tilted toward the sun experiences the season of… and the area tilted away experiences...” The instructor directs students to complete Step 4-8 of the Corgi Guide, ‘Cause & Effect’ individually with their new understandings. Elaborate: Use the Corgi presentation feature to create a slide deck and have learners present their thinking. Evaluate: Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: Learners’ experiences with seasons will vary by context, so resources that focus on extreme seasons may not be relevant to all learners. - Addressing the barrier: Take time to brainstorm distinct features of seasons with learners that are unique to their geography. Learners can also share observations from other areas they have visited and think about why different areas experience seasons in different ways. Potential barrier: - Anticipating the barrier: While the Earth’s seasons are observable and can be used to connect learners’ prior memories and knowledge, there could be potential issues with connecting them to the scientific reason for their existence. - Addressing the barrier: Making explicit connections between the science behind the changes in season as a way to explain what learners observe can help minimize this barrier. Potential barrier: - Anticipating the barrier: Because we can’t feel the tilt of the Earth’s axis, this can be a very abstract concept to grasp. Students may default to the common misconception that seasons occur as a result of the Earth’s rotational path around the sun. - Addressing the barrier: Give learners the opportunity to model simulations of the Earth’s axis and sunlight, similar to the one presented in the video, to observe differences between direct and indirect sunlight. Lesson 3: The Equinox & Solstice Essential Question Why do our seasons have equinoxes and solstices? Key Terms Vernal Equinox Autumnal Equinox Summer Solstice Winter Solstice Resources Video: Equinoxes \| National Geographic Video: Governments Worldwide Consider Ditching Daylight Saving Time - Scientific American Video: Equinox vs Solstice Handout: Equinox and Solstice Sample Corgi Guide: Question Exploration - The Equinox & Solstice (To be able to view the guide you must be logged in to Corgi) Lesson Narrative Engage: The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor shares a link to a blank Corgi Question Exploration Guide to each student via email or Google Classroom. The class reviews the Question Exploration Guide steps together. The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides. The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts: - Why do the seasons change? - Do different parts of the world experience the same season at the same time? - Which season has the most hours of daylight? Which has the fewest? The instructor shares the video, ‘Equinoxes \| National Geographic’ with the class. The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video. Explore: Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability. Option B: Use the article Governments Worldwide Consider Ditching Daylight Saving Time by Diana Kwon posted on October 29th, 2020 from the Scientific American website to discuss and create a dialogue about Daylight Savings time and its importance in the modern-day. Have students read the article by developing a close reading protocol: - Read the text carefully to identify the explicit meaning and make inferences from it. - Identify the central ideas or themes and summarize the key details. - Analyze the connections within the text (between events, opinions, and evidence) and understand how they connect with each other. - Have students explore a side they feel strongest about and then collect supporting details for their opinion. - Have students share their views as a whole class, small group, or individually with the teacher. Explain: To develop an understanding of the differences between equinox and solstice, the instructor shows the video Equinox vs. Solstice and posts the following inquiries for students to independently explore: - What happens when the area in which you live tilts away from the sun? - Why is the Equator warmest? - When the Northern Hemisphere is pointing towards the sun, what season is the Southern Hemisphere? - What is an equinox? - If we are experiencing fall in North Carolina, what season might someone in Argentina (South America) be experiencing? To further enhance students’ understanding of the differences between solar and lunar eclipses have students review the handout ‘Equinox and Solstice’ and direct them to either independently or in small groups of 2-3 to complete the Corgi Guide, ‘Question Exploration’ with their new understandings. Elaborate: Use the Corgi presentation feature to create a slide deck and have learners present their thinking. Evaluate: Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: The concept of equinoxes and solstices may not be very present in learners’ lives, and the topic may not feel relevant. - Addressing the barrier: An introductory activity about different cultural traditions or facts surrounding solstices and equinoxes will help. contextualize the topics as happening to or having human meaning (e.g. All solstices and equinoxes happen to every human on the planet every year. As a result, humans have celebrated these times with structures like the pyramids or Stonehenge and with festivals such as Midsummer). Potential barrier: - Anticipating the barrier: The connection between the seasons and equinoxes and solstices may be new to students and comprehension of these topics could pose a challenge. - Addressing the barrier: Have students reflect on their experiences with “first” days of spring, summer, autumn and winter, and prompt them to talk through observations or memories they have. Then take time to identify explicit connections with the equinoxes and solstices. Lesson 4: Daylight Saving Time Essential Question Should the United States discontinue Daylight Saving Time? Why or why not? Key Terms Daylight Savings Time Resources Video: Daylight Saving Time 101 \| National Geographic Website: Daylight Saving Time - How Time Change Affects Sleep \| Sleep Foundation Website: Time change debate: Is it better to have extra sunlight in the a.m. or p.m.? : NPR (audio interview and transcript) Website: ‘Here’s Why Health Experts Want to Stop Daylight-Saving Time’ Website: Why Scientists Don’t Want to Make Daylight Saving Time Permanent Sample Corgi Guide: Claim, Evidence, Reasoning - Daylight Savings Time (To be able to view the guide you must be logged in to Corgi) Lesson Narrative Engage: The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor invites students to think of a time when changing the clocks affected them personally (e.g. felt very well-rested, got to see the sunrise, or ended up missing a party). Invite a few students to share, or have students share in small groups guided by the following prompts: - Does changing the clocks in the fall and spring impact your life? Why? - What are your initial thoughts on whether to keep daylight savings time or discontinue? The instructor shares a link to a blank Corgi Claim, Evidence, Reasoning Guide to each student via email or Google Classroom. The class reviews the Claim, Evidence, Reasoning Guide steps together. The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides. The instructor shares the video, Daylight Saving Time 101 \| National Geographicwith the class. The instructor divides the class into groups of 3-4 students. In small groups, the students discuss their claim and complete Step 3 of the guide by applying their understanding from the video. Explore: Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability. Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore. The instructor invites students to explore one resource from each of the following groups to build their own understanding of daylight savings and standard time and build vocabulary for whole group discussion. The instructor invites the students to gather more pieces of evidence to support their claim: Read or listen to the resource below to learn more about DST: Choose one of these resources to explore the debate around DST and proposed changes: - Time change debate: Is it better to have extra sunlight in the a.m. or p.m.? - ‘Here’s Why Health Experts Want to Stop Daylight-Saving Time’’ - Time change poll: Americans don't like changing the clocks, but can't agree on a solution - Why Scientists Don’t Want to Make Daylight Saving Time Permanent The instructor reconvenes the class to recap the exploration and invites students to share their findings. Explain: To develop an understanding of all the sides of the debate on daylight savings time, the instructor directs each student to explore: - What are the benefits and drawbacks of discontinuing daylight savings time? - What are the benefits and drawbacks of continuing daylight savings time? The teacher directs them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Claim-Evidence-Reasoning’ with their new understandings. Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability. Option B: Create a class discussion, debate, and allow students to choose which claim they support, as well as provide reasoning and evidence to back up their argument. Elaborate: Use the Corgi presentation feature to create a slide deck and have learners present their thinking. Evaluate: Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Suggestions Here we brainstorm potential barriers that learners may encounter in the design of the lesson and how to address these barriers. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: Working in groups may present a barrier for some students if they typically work independently or are unsure of their role in the group. - Addressing the barrier: Students can volunteer for a specific role or task, which can help to clarify their responsibilities and the ways they can contribute to the group’s work. Potential barrier: - Anticipating the barrier: Some students may not personally relate to Daylight Savings Time, which could create a barrier in engagement - Addressing the barrier: Consider asking questions that might connect with learners such as: - How would your day change if it was dark when school was over? - Would you have liked an extra hour of sleep this morning? - What would your reaction be if you saw the clock change from 1:59 am to 3 am? Potential barrier: - Anticipating the barrer: Students may want to search for images or videos to help them better understand daylight savings time, but their search may lead to an overwhelming amount of information. Students may face a barrier of too many options available online. - Addressing the barrier: Provide students with links to trustworthy websites that accurately describe the phenomenon. Direct them to choose resources from those websites.	oercommons	2025-03-18T00:34:44.396359	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122852/overview", "title": "Corgi Earth’s Place in the Universe", "author": "Lesson" }
https://oercommons.org/courseware/lesson/120376/overview	Best Practices for managing Disruptive Behavior Brag Board Example Building Relationships with students CKH: Social Contract Different Form of Brag Boards Example of a Cool Down Spot How a Teacher can Affect Behavior Inside the Classroom How One Teacher went about thinking of ways to create a calm down corner How Teachers Can Keep Up with Future Technology Trends https://truthforteachers.com/using-class-dojo-reinforce-positive-behavior/ https://web.seesaw.me/ https://www.actionforhealthykids.org/activity/calm-down-corner/ https://www.remind.com/ IRIS module: Behavior Management IRIS Module: Classroom Management IRIS Module: Supporting Students Motivating Factors of Blended Learning Positive Professional Practice Professional Development Behavior Management and Technology Integration in the Classroom Overview This is a template for an inquiry project in a senior level early childhood course. Purpose of the Project Behavior Management and Technology Integration in the Classroom Key Components of Behavior Management Understanding Behavior - Analyze reasons behind student behaviors and the impact of the environment. Establishing Clear Expectations - Develop and communicate clear rules, ensuring students understand the consequences. Positive Reinforcement - Use rewards to encourage desirable behaviors and track positive actions. Consistent Consequences - Apply consistent repercussions for inappropriate behavior, explaining the rationale. Integrating Technology in Behavior Management Behavior Tracking Apps - Monitor student behavior in real-time and analyze data for pattern recognition. Classroom Management Software - Facilitate communication with students and parents, including behavior reports. Introduction In today's schools, it's important to manage the classroom well so that every student can learn and succeed. As teachers, we often need to handle different student behaviors while keeping a positive learning space. Behavior Management is a plan to help students know what actions, attitudes, and beliefs are acceptable and unacceptable in your classroom. This includes things like classroom expectations, rules, routines, and encouraging positive behavior. When you have good behavior management, you can prevent problems before they happen and reward students for behaving well! In this module, we will look at key ideas of behavior management and share helpful techniques to positively influence student behavior. We will also see how technology can assist in these efforts, giving you useful tools to improve classroom interactions. Our goal is to provide you with practical tips and insights that you can use in your classroom. By the end of this module, you will understand effective behavior management practices and how to use technology to support your work, leading to better student engagement and success. The Importance of Behavior Management Promotes a Positive Learning Environment Effective behavior management creates a safe and respectful atmosphere where students feel valued, which can lead to improved academic outcomes. Examples of Why Behavior Management Creates a Positive Learning Environment: Clear Rules and Consistency: Having clear rules helps students understand what is expected of them, making the classroom feel safe and organized.Building Good Relationships: Good behavior management helps foster positive relationships between teachers and students, making it easier for everyone to participate and learn together.Helping Students Grow Emotionally: Teaching students about their feelings and how to manage them contributes to a friendly classroom environment where everyone can learn and improve. Improves Teacher-Student Relationships A strong behavior management framework allows educators to build trust and rapport with students, leading to better communication and collaboration. Two Key Points on How Behavior Management Improves Teacher-Student Relationships: Building Trust and Respect: Consistent rules help students feel secure and valued, fostering mutual trust and respect between teachers and students.Encouraging Open Communication: A well-managed classroom creates a safe environment where students feel comfortable sharing their thoughts and feelings, leading to better understanding and connection with their teacher. Reduces Disruptive Behavior Proactive behavior management strategies help minimize disruptions, allowing teachers to maintain instructional time and enhance learning. Two Key Points on How Behavior Management Reduces Disruptive Behavior: Clear Expectations and Consistent Consequences: Establishing clear rules and consistently applying consequences helps students understand what is acceptable behavior, discouraging disruptions.Positive Reinforcement and Engagement: Rewarding good behavior and keeping students engaged through interesting lessons reduces the likelihood of disruptive actions in the classroom. Understanding Behavior Management and Interventions The video emphasizes the distinction between behavior management plans and behavior intervention plans. The speaker highlights the importance of not only managing behavior but also providing interventions that equip students with the skills they need for self-management. Behavior Management Plans: These are designed for adults and outline the expectations, rules, and consistency required to manage student behavior effectively. They involve what educators will say, do, and implement to create a structured environment. Behavior Intervention Plans: In contrast, these plans are aimed at teaching children the necessary skills to manage their own behavior independently. The goal is for students to demonstrate appropriate behavior without constant adult intervention. 5 questions to ask yourself before disciplining a student! We get it, when a student is ignoring everything that you have asked and we can get very frusturated quickly.Here are some questions to ask yourself before taking action. Questions for Reflection: What specific behavior am I addressing, and what triggered it? - Understanding the context and triggers can help in addressing the root cause of the behavior. Have I clearly communicated the expectations and consequences to the student? - Ensuring that students are aware of rules and consequences is essential for fair discipline. Am I using a consistent approach to discipline with all students? - Consistency in applying rules helps maintain fairness and respect in the classroom. How can I approach this situation in a way that promotes learning and growth for the student? - Consider how the disciplinary action can be a teachable moment rather than just a punishment. Have I taken the student’s individual circumstances and needs into account? - Recognizing that each child is unique allows for a more compassionate and effective approach to discipline. Examples of Behavior Management Examples of Behavior Management Social Contracts Social contracts should be created within the first week of school. This involves students discussing how they want to be treated, how the teacher wants to be treated, and how they think conflicts should be resolved. The agreed-upon rules are displayed throughout the year, with every student signing the contract. Using social contacts can also include ambassadors. These students are expected to make sure any new student or guest who enters the classroom signs the contract because it is a whole classroom involvement. Cool Down Areas 2. Time-out or Cool-Down Areas: Designated spaces in the classroom where students can go to calm down when feeling overwhelmed or upset. These areas provide a quiet environment for reflection and emotional management, often equipped with comfortable seating, calming activities, and tools like stress balls and fidget toys. Classroom Rules and the "Stump" Strategy In the video, the teacher outlines two fundamental rules in their classroom: 1) Be safe and 2) Be kind. When students choose not to follow these rules, they have the option to go to a designated "stump," a safe place away from the classroom where they can reflect on their behavior. Stump Usage: - Students sit at the stump to think about their actions and are encouraged to take a few minutes for this reflection—about one minute for each year of their age (e.g., four to five minutes for four and five-year-olds). - If they sit too long, they may lose focus on the reason for their timeout. Consequences and Self-Regulation: - The teacher explains that the stump serves as a consequence for not being safe or kind, emphasizing that the student's choice led to this consequence. - Students are encouraged to think about what they did wrong and how they can improve. Emotional Support: - The stump also acts as a voluntary retreat for students who may be feeling sad, mad, or overwhelmed. They can go there independently to calm down and gather their thoughts. Overall, the stump functions both as a disciplinary measure and a supportive space for emotional regulation, promoting self-awareness and personal responsibility among students. Here are four important considerations for creating an effective calm down corner in the classroom: Considerations for a Calm Down Corner Location and Accessibility - Choose a quiet, low-traffic area of the classroom that is easily accessible to all students. The space should be inviting and away from distractions to help students focus on calming down. Comfort and Sensory Elements - Include comfortable seating options such as bean bags, cushions, or a soft rug. Incorporate sensory tools like stress balls, fidget toys, or calming visuals (e.g., soft lighting, calming images) to help students self-regulate. Clear Guidelines and Usage - Establish and communicate clear guidelines for using the calm down corner. Teach students when and how to use the space, emphasizing that it’s a resource for managing emotions rather than a punishment. Variety of Calming Activities - Provide a range of calming activities and resources. This can include books, coloring materials, mindfulness exercises, or breathing techniques that students can engage with while in the corner to help them regain composure. 3. Positive Reinforcement (Brag Boards): Use brag boards to celebrate student achievements and good behavior, creating a positive reinforcement system that encourages students to strive for excellence. Each color of a sticky note can have different meanings for example, yellow means following directions, blue means being safe, and pink means being responsible. After so many brags have been collected, there will be a reward. They can be as simple as a stinky feet carpet time where students can take off their shoes on the carpet (Which they love). There can be bigger rewards like a pizza party or a trip to the park. Some schools will work together as a whole, and after the entire school has collected so many brags, there will be a large reward for the whole school. Using Technology as Behavior Management Behavior Tracking Apps ClassDojo - Overview: ClassDojo is a popular classroom management app that allows teachers to track student behavior in real-time. - Features: - Real-time Feedback: Teachers can give instant feedback to students, rewarding positive behavior with points or "Dojo points." - Behavior Reports: The app generates reports that can be shared with parents to keep them informed about their child's behavior and progress. - Classroom Community: ClassDojo fosters a sense of classroom community by allowing students to share their accomplishments with their peers. - Benefits: It encourages positive behavior by making it visible and recognized, reinforcing good habits among students. Communication Tools Remind - Overview: Remind is a communication platform designed to facilitate communication between teachers, students, and parents. - Features: - Instant Messaging: Teachers can send messages to individual students or entire classes, keeping everyone informed about classroom behavior and events. - Multilingual Support: The app offers translation features, ensuring communication is accessible for non-English speaking parents. - Announcements: Teachers can share important updates, reminders, and achievements directly with parents. - Benefits: It fosters a strong home-school connection, allowing parents to stay engaged and informed about their child’s behavior and progress. Seesaw - Overview: Seesaw is a student-driven digital portfolio that enables students to showcase their learning and achievements. - Features: - Student Portfolios: Students can document their work and behaviors, allowing parents to see their progress and achievements. - Feedback Tools: Teachers can provide feedback and comments on student submissions, reinforcing positive behavior and accomplishments. - Parent Access: Parents can view their child's portfolio and receive updates, creating a transparent communication channel. - Benefits: Seesaw promotes student ownership of learning and behavior, while also keeping parents connected to their child's educational journey. By utilizing these tools and strategies, educators can effectively monitor and enhance student behavior while fostering strong communication with families and creating an engaging learning environment. Final Conclusion As we wrap up this course on classroom management, it’s crucial to recognize the significant role that effective management practices play in creating a positive learning environment. A well-managed classroom fosters not only academic success but also social and emotional growth, allowing students to feel safe, respected, and engaged. Through understanding and implementing rules, routines, and effective classroom management strategies, educators can establish a nurturing atmosphere that supports all learners. The skills and practices discussed throughout this course empower teachers to adapt to the diverse needs of their students, ensuring an inclusive environment where every student has the opportunity to thrive. As we move ahead, we can focus on improving our management practices. Our goal is to encourage a love for learning and create a classroom environment that values teamwork, respect, and personal growth. By prioritizing effective classroom behavior management, we are not only teaching but also helping our students prepare for the future with confidence. Let’s stay committed to making our classrooms places where students feel valued, empowered, and ready to reach their potential.	oercommons	2025-03-18T00:34:44.452783	chelsea partida	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/120376/overview", "title": "Behavior Management and Technology Integration in the Classroom", "author": "Fiona Jazexhiu" }
https://oercommons.org/courseware/lesson/95389/overview	Digital Farmington - Taverns of Colonial Farmington Genealogy Today - Licensed Ordinaries Gettysburg College - The Tavern in Colonial America Instructor's Copy - Barwick's Ordinary Vocab Lesson John Lewis Krimmel - The Village Tavern - 1813-1814 Link - 3D Bone Die from Barwick's Moving North Carolina - The Ordinary OFFLINE Version - Barwicks Ordinary Gallery Student's Copy - Barwick's Ordinary Vocab The Story of Barwick's Ordinary The Village Politicians - John Lewis Krimmel - c1819 Virtual Art Gallery - Barwick's Ordinary Vocab Vocab Matching (Genial.ly - Online Only) Vocabulary - Introducing Archaeology Terms YouTube - Magic and Mystery at Smith-St. Leonard YouTube - The Archaeology of Smith-St. Leonard YouTube - The People of Smith-St. Leonard Barwick's Ordinary - An Introduction to Archaeology Vocabulary Overview Students are introduced to archaeology vocab through the case of "Barwick's Ordinary," a historic tavern, gathering place, home, and center of business in 1700s Maryland. Students are briefly introduced to the story of the ordinary then explore a 3D "art gallery" with scans of artifacts from the site as well as maps, surveys, and drone photographs. Internet access is currently required. Paintings by John Lewis Krimmel help illustrate how things may have looked. An extension is to conduct some more detailed reading into the role of ordinaries, a ubiquituous feature of the European colonies in America. There are 3 activities to "meet" Barwick's, followed by 2 summative activities. Introduction This lesson was designed as the start of an "Intro to Archaeology" class for high school students (especially 11th and 12th graders) by instructor Bill McGowan of SMCPS Virtual Academy and Theo, a student from PHS, in collaboration with Jefferson Patterson Park and Museum. The lesson is centered on expectations for Maryland Social Studies students, including a writing component; however, ordinaries were common features across Colonial America so it can readily be remixed. The lesson sequence is as follows: - Warm-up, in which students view a historic painting of a scene in a tavern and predict what objects archaeologists may be able to find after 225-250 years. - Exploration Activity 1, in which students learn the story of Barwick's Ordinary and the role of ordinaries in Colonial America - Exploration Activity 2, in which students explore what was found at Barwick's in a virtual art gallery and are introduced to some important vocabulary terms - Summative Matching Activity, in which students match the terms to exemplar objects from Barwick's - Summative Writing Activity, in which students write the story of Barwick's in their own words and incorporating the learned vocabulary terms This lesson introduces Barwick's Ordinary, a historic tavern, gathering place, home, and center of business in Caroline County, Maryland in the late 1700s. While learning about the history of the site and what has been found there, you'll be introduced to basic terms important to understanding archaeology. Activities incorporate 3D scans (from photogrammetry) of artifacts, maps from drones, as well as other tools of the trade! Jefferson Patterson Park and Museum is indebted to instructor Bill McGowan of SMCPS Virtual Academy and Theo, a student from PHS, for helping lead the creation of this material. Activity: Warm-Up As an activator/warm-up, have students view the painting The Village Tavern (high resolution copy attached). This scene was painted by John Lewis Krimmel sometime around 1813 or 1814--Krimmel was a noted genre painter from Philadelphia. This is a style where artists paint scenes of everyday life of ordinary citizens, so his rendition of this tavern shows what he took to be an "average" encounter. The woman and child in the center are supposed to be trying to bring the husband/father home from drinking, a message about temperance and alcohol. Newspapers are common in the tavern and on the back wall, befitting taverns' status as places to get news. A mail carrier is coming through the door, as taverns were common locations to pick up mail. After students view the painting, have them respond by telling you: - What "things" in the scene would they expect archaeologists to be able to find 225-250 years after the scene occurred? - Which "things" wouldn't archaeologists be able to recover? Why not? View the painting The Village Tavern by John Lewis Krimmel (high resolution version attached). Made in 1813 or 1814, this painting is of a type known as a genre painting and is supposed to show an "everyday" moment in ordinary peoples' lives--in this case, an everyday moment in an American tavern. Take a few minutes to study the painting closely, then discuss with your class what "things" in this scene you would expect archaeologists would be able to recover 225-250 years after the actual scene occurred? Which "things" wouldn't they be able to recover? Why not? Activity: The Story of Barwick's Ordinary Share the story of Barwick's Ordinary (student section, above, also attached) with your students. Introduce the students to the 3D model of the bone die that was found during excavations (linked in the resources from the site SketchFab--requires an internet connection). How do they explain that archaeologists found a die, but that Barwick's license specifies there was to be no gaming? How do they explain that archaeologists found a number of Native artifacts above the remains of the ordinary? (The working explanation is that when dirt was moved during construction, it already contained these artifacts, then when the dirt was later moved over the remains of the site, it meant the artifacts were deposited above the tavern--not that they support evidence of substantive cultural exchange between Native peoples and the colonizers.) Additional resources for students to explore are attached/linked. These include 3 videos on life at a contemporary residential site from Jefferson Patterson Park and Museum (Smith's-St. Leonard), an additional painting by John Lewis Krimmel showing politicians meeting in a tavern--a type of scene that was very likely found at Barwick's and which includes a figure students may recognize from memes (the politician pointing at his hand, see knowyourmeme.com/memes/angry-man-pointing-at-hand), and several articles on the role of ordinaries in the early US. These articles may also be used as an extension activity. Extension--The Role of Ordinaries: Rather than having all students read the same article or all of the articles linked, consider having them divide into small groups and each group read one article on ordinaries and their importance in Colonial America. Then have each group summarize their article, note what they learned about ordinaries, and as a class discuss the similarities and differences from the articles. Further Extensions: Ordinaries and the Native Population As an important meeting place, ordinaries like Barwick's played a role in helping the European colonizers establish familiar lives in new lands. Native artifacts have been found at the excavations of Barwick's. Have students consider how ordinaries may have helped the colonizers displace the Native peoples already living in America and how/if Native peoples may have interacted with ordinaries. Ordinaries and the African-American/Black Population Have students conduct research on ordinaries and race in the colonies—would free African-Americans have had access to the same ordinaries as the White population? Would enslaved persons have been seen in the ordinary? If not, where would they have met? This lesson employs works by John Lewis Krimmel, a noted genre painter from the early 19th century; other works from Krimmel include racist caricatures of African-Americans, a practice which students could consider as to how it reflects on race in the colonies and early United States. Barwick's Ordinary is an archaeological site in Caroline County, Maryland along the Choptank River near the modern town of Denton. The ordinary, or tavern, was part of a small complex of buildings that included a ferry, tobacco warehouse, and courthouse, and the entire complex served as the first county seat for Caroline County. By 1774-1776, James Barwick was innkeeper on the site. He received a license to operate a tavern on November 24th, 1775. The license tells us that he also lived in the ordinary and includes the instructions that Barwick would "not suffer loose idle or disorderly persons to tipple [drink alcohol, especially to excess], game [gamble], or commit any disorders or other irregularities in his said Ordinary." A 1774 court order reveals what liquors at taverns in Caroline County would have cost: “The court agrees to the following rates of liquors (and tavern rates) until August Court of 1775: -West India Rum 13 shillings, 4 pence per gallon -Country Brandy, 8 shillings per gallon -Strong Beer, Country Brewed, 4 shillings per gallon -Every gill of New England Rum or Country Brandy with Muscavada sugar to make same into punch and so pro rata, 8 pence -Every Lemon or Seville Orange, 6 pence -Hot Diet with small Beer or Cider, 1 shilling -Cold Diet with Ditto, 10 pence -Horse stablage with sufcient fodder for one horse one night, 6 pence -Oats and Indian Corn each 6 shillings per bushel” Around 1783, Barwick seems to have given over managing the ordinary to a man named Benjamin Denny. Further records indicate that by 1795 the entire site was being used for agricultural uses. Activity: What was found at Barwick's? We recommend modelling how to visit, navigate, and interact with the virtual gallery so students understand how to connect the objects in the gallery to the vocabulary terms listed below. Start with a few broader terms before moving on. The full list of terms and their definitions is attached. The gallery (made in ArtSteps) requires a constant internet connection and can be tempermental, so a backup/offline version is forthcoming as of August 2022. Each 3D model in the virtual art gallery is matched to a vocabulary term. Clicking an object reveals the term and accompanying definition to match. The following table lists the connections: \| Term \| "Thing" \| Connection \| \| survey \| Ground penetrating radar results \| GPR was used to survey the excavation site prior to any digging to help identify if something was present, where, and what it might be. \| \| site \| Map of site \| Archaeologist's working at Barwick's kept this map of the site to help track where excavation was occurring and infer connections. \| \| stratigraphy \| Photogrammetry of Feature 7 \| Feature 7 exhibited clear stratigraphy when excavated, with one soil layer made very clear thanks to thermal modification--a likely hearth. \| \| feature \| Drone photo of Feature 3 \| Feature 3 included a number of soil stains and embedded bricks, an arrangment indicative of a small structure with subsurface storage pits. \| \| artifact \| George II "halfpenny" \| This halfpenny was made, used, and changed by humans, making it an excellent example of an artifact. \| \| attribute \| Tobacco pipe bowl fragment with maker's mark \| One tobacco pipe bowl fragment found at Barwick's had a clear maker's mark on it—an attribute of the larger artifact. \| \| incongruous \| Cord-marked pottery \| While there was a Native presence at the site before Barwick's, Native artifacts found thus far are above the remains of the Ordinary which suggests they are an incongruity caused by later processes when considered in context of the site's full history. \| \| lithic \| Madison projectile point \| Lithic is a root word indicating something relating to stone; archaeologist's characterize artifacts made from stone as "lithics." \| \| sherd \| Rhenish stoneware sherd with partial "G" monogram \| Ceramics/pottery are rarely preserved whole and their individual pieces are known as sherds. \| \| patent \| Bone die \| Land patents are a type of grant conferring legal ownership of the land. In the maze of patents and court cases relating to Barwick's, we find a reference to there being no "gaming" on site, which makes explaining this die a bit tricky... \| \| photogrammetry \| 3D Model of site \| The process of taking 2D photographs and converting them into a 3D model with a specialized computer program is photogrammetry. This view of the site is mostly flat because the land is mostly flat, but piles of dirt hint that ther are 3-dimensions. \| \| grid \| Photo of grid at site \| A string grid helps archaelogists record where artifacts and features were found. \| \| excavation \| Drone photo of excavation in progress \| Excavation is more than just digging—it is methodical and involves a series of processes which can be glimpsed around this open feature. \| \| context \| Composite image of 6 artifacts, a photo of a feature, stratigraphy, and site model \| Context is the orientation of artifacts and features, their proximity, arrangement, and so on. It helps form a complete picture that is clearer than just looking at an artifact in isolation. \| \| organic \| Drilled megalodon tooth \| Unlike lithics, organic remains come from something once living, even if it is now fossilized. \| \| trowel \| Photo of trowel \| Slightly different than the usual garden tool, archaeologist's trowels are distinctive flat-bladed hand tools. \| Attached is a link to a virtual "art gallery." Visit the gallery and virtually explore it--included in it are artifacts found at Barwick's Ordinary during excavations as well as information on some of the method sused to learn about the site before, during, and after excavation. Each included object corresponds to a vocabulary term useful to understanding the practice of archaeology. For example, in the gallery, you can find objects that correspond to the following terms: - Site - Excavation - Artifact - Feature - Stratigraphy Clicking on an object reveals its corresponding term and a definition of that term. Summative Activity: Matching Basic Archaeology Terms The first summative activity is to match the terms from the previous activity and found in the virtual gallery to the corresponding objects illustrating the term. This activity is powered by an interactive on the service Genial.ly (internet connection required). An offline version, using PowerPoint is also available, though enterprising students can easily look ahead with that version. The PowerPoint version does offer better accommodation for screen readers and other assistive devices. When a student has correctly answered all of the questions, they will receive a "secret" code to report. The code is the name of a cow that was given to the children of the land's owner in 1669 as a gift from their step father when he married their mother. Attached below is a link to an interactive “Genial.ly,” (internet connection required, PowerPoint available for offline use), with a complete list of the terms and objects found in the virtual art gallery. After exploring the gallery, visit the interactive and test your knowledge of the terms and their meanings. At the end of the interactive, you’ll receive a “secret code” to report to your instructor. Summative Activity: Sharing the Story of Barwick's Ordinary In this final summation, students will write the story of Barwick's Ordinary in their own words, based on the history and archaeology they have been exposed to. The length of this story can vary to fit your classroom, but students should have a number of terms to include--we're using 7-8 in the first version of this activity. This final activity is a writing one, where you will tell the story of Barwick's Ordinary yourself based on its recorded history and the archaeology you've been introduced to. As you write your telling of the story, be sure to include 7-8 of the terms you've previously learned.	oercommons	2025-03-18T00:34:44.502764	History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95389/overview", "title": "Barwick's Ordinary - An Introduction to Archaeology Vocabulary", "author": "Arts and Humanities" }
https://oercommons.org/courseware/lesson/123021/overview	Education Standards REGULATORY PERSPECTIVES AND ADMET DATA SUBMISSION Overview This chapter the critical aspects of Absorption, Distribution, Metabolism, Excretion, and Toxicity (ADMET) in drug discovery and development, along with the regulatory frameworks that ensure the safety and efficacy of new therapeutics. It provides a comprehensive guide for students, researchers, and professionals in the pharmaceutical industry. The introduction highlights the importance of ADMET in drug development, detailing its role in optimizing drug candidates and meeting regulatory requirements. It also offers an overview of regulatory bodies like the FDA, EMA, and ICH, emphasizing their influence on pharmaceutical innovations. The core chapters dive into each component of ADMET: - Absorption, Distribution, Metabolism, Excretion, Toxicity The regulatory section explains the guidelines and frameworks for preclinical and clinical ADMET evaluation, including the structure of the Common Technical Document (CTD). Emerging trends, such as AI-driven predictions are discussed as transformative tools for the industry. REGULATORY PERSPECTIVES AND ADMET DATA SUBMISSION INTRODUCTION Pharmaceutical research and development (R&D) is, in fact, a complex process involving a great deal of risk. Preclinical and clinical trials, target identification, lead discovery and optimisation, and disease selection are some of the steps that make up the process. In recent years, there hasn't been a significant growth in the number of new pharmaceuticals licenced, despite the identification of a great number of active chemicals. In addition to non-technical obstacles including market dynamics and regulatory barriers, inadequacies in efficacy and safety are major contributors to the halt in medication approvals. These deficits are frequently associated with different toxicities and features related to absorption, distribution, metabolism, and excretion (ADME). Absorption, distribution, metabolism, and elimination (ADME) parameters are used to assess how well a medication passes through the body. A medication taken orally should be absorbed quickly and entirely via the digestive tract, reaching its target location precisely. It will not attach to passing serum proteins in a non-specific manner, nor will it interact with similar receptors. For the liver's transporters and enzymes, which eliminate or degrade foreign substances from the body in a completely predictable way, the perfect substance may serve as a substrate. In fact, it will impede them rather than encourage their activities. It also won't encourage them to act (in fact, it will suppress them). As a result, there is no likelihood that the breakdown of this perfect molecule will produce any harmful metabolites, and there is a good probability that the compound will have a suitable half-life and pass through the kidneys gradually without causing any damage. The ideal situation in which chemical compounds display the optimum mix of properties is uncommon in the actual world. A large number of substances are difficult to properly absorb from the stomach because only a small portion of them are able to enter the systemic circulation. After being ingested, these substances are dispersed throughout the body, eventually arriving at the targeted site of action, among other places. Furthermore, the hepatic metabolism of a considerable amount of ingested substances involves the action of enzymes such as sugar transferees and P450 oxygenases. These enzymes, often known as molecular "bouncers," help substances to be metabolised more easily and get ready to be expelled from the body. It's interesting to note that medications can also affect these enzymes' activity, occasionally making them function more effectively. As a kind of biological quality control, this metabolic process makes sure that only compounds that are useful are permitted to remain in the body. By dissolving potentially hazardous or non-nutritious substances that have entered the circulation, the liver serves as a gatekeeper. Basically, the guards of the gut, lungs, and other epithelial tissues may initially let items to pass through, but the liver's enzymatic functions serve as a last line of defence, controlling the body's interior environment and protecting against any dangers. Drug development is generally understood to include a drug's ADME characteristics in addition to its pharmacological characteristics (such as acting as a highly selective agonist or antagonist of a specific biological target, such as a receptor). This is the process of making a molecule as effective as possible as a medication. The T in ADMET stands for toxicology, which is the art of ensuring that a chemical produces no more damage than good. Although it is unlikely that a medicine that kills will be a good drug, the necessity to comply with regulations sometimes limits innovation in toxicology. In toxicology, the wide range of molecular, cellular, and whole animal testing are statutory and unchangeable, making it a "box-ticking" activity. It's not that the regulatory bodies don't want to examine ADME data as well; in fact, they're particularly curious about whether medications influence liver enzyme activity since this might affect drug-drug interactions. J Furthermore, a great deal of drug discovery is required for the present experimental approaches for ADMET assessment, which are still expensive and time-consuming. Medicinal chemists look for computational methods to anticipate the destiny of pharmaceuticals in organisms and to detect toxicity risks early in order to reduce failures. In animal testing, which is typically insufficient in the early stages when handling hundreds of chemicals. A vital element of the creation of medicines is ADMET (Absorption, Distribution, Metabolism, Excretion, and Toxicity). Predicting ADMET features is greatly aided by in silico models, which use computer techniques to mimic biological processes. These models facilitate the speedy screening of possible therapeutic compounds for ADMET traits by researchers before to committing to expensive and time-consuming in vitro trials. In silico models may predict several ADMET properties including solubility, permeability, metabolism, protein binding, and toxicity by using databases of molecular structures and computer methods. Early in the drug discovery process, these forecasts offer insightful information on the pharmacokinetic and safety characteristics of a molecule. Notwithstanding their usefulness, it's critical to understand that in silico models have drawbacks and could not always correctly represent actual biological systems. In medicinal chemistry, computational models are used to direct efforts into the appropriate chemical space, link, use, and expand experimental data, reduce the number of molecules that need to be synthesised, and achieve a desirable biochemical and/or physicochemical profile. For instance, a number of researches have examined the advantages of managing a compound's size, lipophilicity, and polarity characteristics in order to lower the chance of attrition. Computational drug development has greatly benefited by the availability of enormous volumes of data from university research groups and the pharmaceutical sector. A number of reputable, publicly available datasets are excellent sources for computational forecasting and analysis. By utilising cutting-edge computing tools to speed up the identification and development of new treatments, computational drug discovery has completely transformed the pharmaceutical research industry. Computational techniques help researchers to explore the huge chemical space, forecast drug-target interactions, and optimise lead compounds with desired pharmacological characteristics by utilising algorithms, molecular modelling, and large-scale data analysis. These techniques are essential at several phases of the drug development process, from lead optimisation and preclinical assessment to target selection and validation. In order to find possible drug candidates, virtual screening approaches enable the quick screening of millions of compounds. Additionally, molecular docking and molecular dynamics simulations aid in the clarification of the binding processes between medications and their targets. Additionally, the prioritisation of prospective drug candidates and the prediction of ADMET features are made easier by machine learning and data mining techniques, which allow for the extraction of insightful information from a variety of biological and chemical data sources. In the end, patients profit from computational drug discovery as it has drastically cut the time needed for drug development, decreased expenses, and raised the success rate of introducing new medications to the market. One of the biggest challenges in medication R&D is the coordinated optimisation of these interrelated factors. In order to achieve this goal, hitherto unheard-of efforts have been made to build tools for hit-to-lead and lead-optimization programmes that forecast PD and PK endpoints. In this regard, a large range of technologies, such QikProp, DataWarrior, MetaTox, MetaSite, and StarDrop, to mention a few, are now accessible for the prediction of ADMET. While safety concerns and loss of effectiveness are becoming more significant factors in medication R&D attrition rates, the influence of PK characteristics has diminished in the last ten years . This decrease is the result of improved PK control programmes that are being included into the research pipeline at an earlier stage. Fully integrated ADMET prediction platforms may easily weed out inappropriate compounds by aiming at numerous PK parameters at once. This lowers the number of synthesis-evaluation cycles and more costly late-stage failures. This is because patients now have access to safer and more effective treatment alternatives for a wider range of illnesses. Many data sets that can be utilised for computational predictions are now made accessible by university research organisations and the pharmaceutical sector. DrugBank, ChEMBL, BindingDB, PubChem, PDB, PDBbin, GtoPdb, Therapeutic Target Database, and ChemIDPlus are the most reputable and publicly available databases where this data have been stored. Through post-market monitoring programmes, the FDA keeps an eye on a drug's efficacy and safety even after it has been authorised. Globally, ADMET data facilitate communication and cooperation between regulatory bodies, pharmaceutical businesses, and research institutes in many nations and regions by acting as a common language in regulatory matters. Global drug development methods are made more transparent and consistent by harmonising standards and guidelines for ADMET studies, such as those set by the International Council for Harmonisation of Technical Requirements for Pharmaceuticals for Human Use (ICH). This facilitates the exchange of data created in many jurisdictions, optimises regulatory procedures, and improves underprivileged patients' access to novel medications. Every step of the FDA-supervised medication development and regulatory clearance process depends on ADMET data. The FDA maintains its commitment to safeguarding public health and making sure pharmaceutical goods fulfil strict requirements of safety and efficacy before they are made available to patients by carefully reviewing this data. Essential information about the drug candidate's safety profile may be found in ADMET data. They aid in identifying possible toxicity issues as well as evaluating any dangers related to distribution, metabolism, excretion, and absorption. The FDA works to guarantee that medications have a favourable safety profile and reduce the possibility of side effects in patients by assessing ADMET characteristics. ADMET data not only highlight safety concerns but also help determine the potential effectiveness of medication candidates. Drugs' therapeutic efficacy is influenced by several factors, including their distribution to target tissues, metabolic stability, and bioavailability. The FDA evaluates a medication candidate's likelihood of producing the intended pharmacological effects in patients by examining ADMET data. For new drug applications (NDAs), biologics licence applications (BLAs), and investigational new drug (IND) applications, the regulatory submission package must include ADMET data. The FDA uses ADMET data in conjunction with other preclinical and clinical data to assess products and make well-informed regulatory choices on labelling, post-market surveillance, and approval. Comprehending the ADMET profile of a potential medication candidate enables the FDA to recognise possible hazards and execute suitable measures to mitigate such risks. For example, the FDA may mandate further safety testing or enforce certain labelling requirements to alert patients and healthcare professionals to possible dangers if a medicine shows poor metabolic stability or severe toxicity in preclinical research. As part of the medication development process, the FDA advises sponsors on how to generate, analyse, and submit ADMET data. Sponsors can negotiate the regulatory pathway and expedite the approval process with the assistance of regulatory guidance materials, which set forth expectations for ADMET studies, data formats, and paperwork criteria. Through post-market monitoring programmes, the FDA keeps an eye on a drug's efficacy and safety even after it has been authorised. The FDA uses ADMET data from real-world use, pharmacovigilance reports, and current research to inform regulatory decision-making and medication review in the continuous effort to protect patient safety. Before approving drug candidates for marketing and usage in EU member states, the European Medicines Agency (EMA), which oversees the scientific assessment, oversight, and safety monitoring of pharmaceuticals inside the EU, evaluates their quality, safety, and effectiveness using ADMET data. Pharmaceutical companies give thorough ADMET data as part of the regulatory submission package when they submit marketing authorization applications (MAAs) or investigational new drug (IND) applications to the EMA. These records include a broad spectrum of research and evaluations that clarify the ways in which medications interact with biological systems and the possible effects they may have on human health. Drug candidates' pharmacokinetic characteristics—including their body's absorption, distribution, metabolism, and excretion—are evaluated by the EMA through the assessment of ADMET data. This assessment ensures that medications are safe and effective for patients by identifying the best dosage schedules, bioavailability, and possible drug-drug interactions. ChEMBL is a database that specialises in bioactivity information for substances that resemble drugs. It includes pharmacological annotations, biological activity data, and chemical structures taken from patents, scholarly publications, and other sources. ChEMBL is a useful tool for investigating the connections between biological activity and chemical structures, which helps identify possible therapeutic possibilities. For ligand-target interactions, experimental affinity data are available from BindingDB and PDBbind database. To assemble information on the binding affinities of small compounds to proteins, nucleic acids, and other biological targets, they gather data from additional databases, such as ChEMBL, and the scientific literature. BindingDB and PDBbind are useful tools for simulated screening studies and structure-based drug design. Comprehensive information on ligands, receptors, ion channels, kinases, and transporters may be found in GtoPdb, formerly known as IUPHAR-DB. It offers comprehensive information on the pharmacology, physiological significance, and function of these targets, along with details on signalling pathways, ligand binding sites, and potential therapeutic applications. Targets for therapeutic proteins and nucleic acids are the emphasis of Therapeutic target database (TTD) . It offers details on investigated and recognised targets linked to illnesses, pharmacological treatments, and pathways. Target-disease linkages, drug-target interactions, and therapeutic approaches may all be explored more easily with TTD's assistance, which helps find new drug targets and create tailored treatments. In fact, the National Library of Medicine's ChemIDPlus is primarily concerned with providing structural and molecular data about chemical substances. It provides a thorough repository for information about chemical compounds, including names, structures, characteristics, and legal and regulatory status. For the goals of chemical identification, structure search, and safety evaluation, ChemIDPlus is very helpful. The U.S. Food and Drug Administration (FDA) also maintains two publicly available databases, distinct tissues and organs, that are critical to pharmaceutical regulation and safety management. 1. Drug@FDA: The primary resource for information regarding medications that the FDA has approved is pharmaceuticals@FDA. Complete details are given on approved medication products, including over-the-counter, prescription, and biologics. Information on drug approvals that users could search for includes prescription labels, approval histories, safety alerts, and regulatory actions. Drugs@FDA is a useful resource for researchers, healthcare providers, and the general public seeking reliable information regarding FDA-approved pharmaceuticals. 2. FDA Adverse Event Reporting System (FAERS): Pharmaceutical firms, healthcare professionals, and consumers all report adverse events and prescription errors to the FDA. The FAERS database is created by compiling these reports. It is a crucial component of the FDA's post-market monitoring programme, which monitors the security of prescription drugs and medical equipment that are available for purchase. Drug safety regulations are made using FAERS data, which are also used to identify patterns in adverse event reporting and identify and evaluate any drug-related safety issues. The UCSF-FDA Trans Portal database provides a specialised platform for researching the intricate interactions between drugs and transporters—significant elements that impact drug absorption, distribution, and excretion. Pharmaceuticals must pass across biological membranes with the help of transporters, which has an impact on the pharmacokinetic properties and DDI potential of the drugs. Combining data on transporter expression, substrate selectivity, and inhibition profiles with the Trans Portal database allows researchers to predict and assess the potential for transporter-mediated DDIs. By concentrating on transporter pharmacology, we can better comprehend the variables that affect side effects and medication response variability, especially in patient populations who are more susceptible. The TransPortal database assists in identifying possible medication combinations that may present safety issues or necessitate dosage modifications to minimise unfavourable effects by clarifying the processes causing DDIs. Furthermore, the prediction models included into the TransPortal database enable researchers to anticipate ADMET properties and side effects associated with specific pharmaceutical compounds. These models make use of machine learning and computational techniques to offer significant insights into the pharmacological properties of drugs. This aids in giving the development of safer and more potent drug candidates first priority. A publicly available database of FDA-approved drugs, IDAAPM was developed as a useful resource for computational research and modelling. IDAAPM aims to bridge the gap by consolidating comprehensive data on licenced medications (small molecules and biologics) into a single repository. This information is sometimes missing from other databases of the same type and contains FDA application data, structures, molecular descriptors, ADMET characteristics and side effects, target, and associated bioactivity data. This website allows users to compare compounds and the chemical space where pharmaceutical molecules are located in order to review relevant data from diverse studies. This information is sometimes missing from other databases of the same type and contains FDA application data, structures, molecular descriptors, ADMET characteristics and side effects, target, and associated bioactivity data. This website allows users to compare compounds and the chemical space where pharmaceutical molecules are located in order to review relevant data from diverse studies. Users may mix and match different tools to create unique, intuitive workflows for automation thanks to the KNIME platform's modular approach to workflow management. USFDA An assessment of ADMET (Absorption, Distribution, Metabolism, Excretion, and Toxicity) data is a crucial step in the regulatory review and drug development processes, as part of the USFDA approval procedure. 1. Preclinical Study: The pharmaceutical industry carries out comprehensive preclinical research to evaluate the pharmacokinetic and toxicological features of a drug candidate prior to its advancement to clinical trials. This study evaluates the drug candidate's absorption, distribution, metabolism, and excretion in animal models in an effort to predict how it will behave in people. Toxicity studies are used to assess safe starting levels for clinical trials as well as any negative effects. 2. Clinical Study: When evaluating the safety and efficacy of a pharmaceutical candidate in clinical trials, ADMET factors are critical. Pharmacokinetic studies assess the drug's absorption, metabolization, clearance, and distribution in people; this data aids in the advice of dose and parameter tracking. Studies on pharmacodynamics link the effects of a medicine on target tissues and pathways with the treatment's result. 3. New Drug Application Submission (NDA); Sponsors of new medications must provide a tonne of information on the drug's quality, safety, and efficacy—including ADMET data—when submitting an NDA to the FDA for approval. This includes comprehensive analyses of the benefits and drawbacks as well as data from pharmacokinetic studies, clinical trials, and preclinical research. The FDA evaluates the data submitted and decides if the drug meets the criteria for approval. 3. Risk Assessment and Mitigation: The USFDA carefully considers the risk involved with a pharmaceutical candidate based on the ADMET profile and other relevant data. This includes determining potential risks associated with changes in absorption, drug interactions, metabolic pathways, and organ toxicity. Risk mitigation strategies, such as dose adjustments, monitoring protocols, and labelling specifications, may be utilised to lessen these risks and ensure the drug is taken safely. 4. Post Marketing Surveillance: The USFDA monitors a drug's safety and effectiveness through post-market monitoring programmes long after it has been given regulatory authorization. Adverse event reporting systems, like the FDA Adverse Event Reporting System (FAERS), collect and assess adverse pharmaceutical responses in real time, including those related to ADMET features. This ongoing surveillance helps identify new safety issues by providing information to regulatory decision-makers on medication labelling, risk communication, and post-market regulatory actions. The U.S. Food and Drug Administration (FDA) establishes stringent requirements for the reporting of Absorption, Distribution, and Metabolism, Excretion, and Toxicity (ADMET) data as part of the regulatory approval process for new drug applications (NDAs). When pharmaceutical products are put on the market, they have to live up to these requirements in order to be high-quality, safe, and effective. To provide trustworthy ADMET data, sponsors must conduct extensive preclinical and clinical research over the course of the drug development lifecycle. In preclinical studies, sponsors must provide detailed information on the pharmacokinetic properties of the drug, including rates of absorption, distribution, metabolism, and excretion. Evaluations of potential toxicity risks, such as genotoxicity, carcinogenicity, and acute and chronic toxicity, should be a part of preclinical research. The ADMET dataset is expanded by clinical trials, which provide data on the pharmacokinetics and pharmacodynamics of medications that are unique to humans. Sponsors are required to provide data from Phase 1, Phase 2, and Phase 3 clinical studies, including pharmacokinetic profiles, bioavailability details, drug-drug interactions, and adverse event reports relating to excretion or metabolism. Before submitting the New Drug Application (NDA), sponsors compile a comprehensive bundle of ADMET data, which includes detailed reports on preclinical and clinical trials, research techniques, methodology, outcomes, and statistical analysis. In order to determine the safety and efficacy of the drug, FDA regulatory examiners closely review the submission, assessing the quality, reliability, and relevance of the ADMET data. FDA ADMET data reporting standards must be followed in order to get regulatory approval and ensure the successful marketing of pharmaceutical products in the US. Documentation In order to submit Absorption, Distribution, Metabolism, Excretion, and Toxicity (ADMET) data to regulatory agencies, such as the FDA in the US, a large number of documents providing detailed information on the pharmacokinetic and toxicological properties of the drug candidate must typically be created. While specific document requirements may vary depending on the regulatory jurisdiction and the stage of drug development, the following documents are commonly included in ADMET data submissions: 1. Study Protocols: Thorough procedures outlining the objectives, methodology, and plan of preclinical and clinical experiments conducted to evaluate ADMET properties. This includes protocols for in vitro experimentation, human clinical trials, and animal research. 2. Research Reports: - Preclinical study reports are comprehensive summaries of the findings from preclinical research, including in vitro and in vivo studies that evaluate the toxicity, excretion, metabolism, and absorption properties of a drug candidate. These articles must include comprehensive justifications for the study designs, conclusions, statistical analysis, and interpretations. - Clinical Study Reports: thorough reports that include a summary of the clinical trial results, including pharmacokinetic investigations, drug interaction studies, and safety assessments related to ADMET features. These reports should provide information on metabolism, excretion kinetics, bioavailability, absorption rates, and any observed adverse effects. 2. Analytical Techniques: List of analytical methods used to measure drug concentrations, metabolite profiles, and biomarkers in biological samples acquired during preclinical and clinical research. 3. Listings and Summaries of Data: comprehensive summary and tabular data listings of the ADMET data generated from preclinical and clinical studies. This includes summaries of pharmacokinetic parameters, metabolite profiles, and toxicity endpoints. 4. Integrated Summaries: Thorough analyses of pharmacokinetic and pharmacodynamic data that include conclusions from clinical and preclinical studies to provide a logical analysis of the drug's ADMET profile. 5. Plans and Reports for Statistical Analysis: Documents describing the statistical methods used to analyse the ADMET data, including sample size calculations, hypothesis testing, and confidence interval estimations, are plans and reports for statistical analysis. 6. Documentation of Quality Control and Assurance Measures: used to document quality assurance and control processes used in preclinical and clinical research to ensure regulatory compliance, data dependability, and integrity. 7. Regulatory Representations: copies of regulatory submissions that are part of the whole regulatory package, such as New Drug Applications (NDAs), Marketing Authorization Applications (MAAs), or Investigational New Drug (IND) applications that incorporate ADMET data. The Food and Drug Administration (FDA) has created a number of industry guidelines, including Title 21 part 58 Good Laboratory Practices for Nonclinical Laboratory Studies, Safety Testing of Drug Metabolites, In Vitro Metabolism and Transporter-Mediated Drug-Drug Interactions Studies, and Clinical Drug Interaction Studies — Study Design, Data Analysis, Clinical Implications. to train and guarantee the application of best practices in the assessment of a drug candidate's safety and effectiveness. Understanding a compound's metabolite-mediated toxicity and safety profile better will enable researchers to determine whether or not it can move on to later stages of preclinical and clinical testing, which will allow for the submission of an Investigational New Drug (IND) or New Drug Application (NDA). This is the fundamental purpose of all ADME/Tox studies. Despite the fact that every medicine is different, scientists may identify which ADME qualities should be assessed by using certain models and related tests that have been described by FDA guideline papers. For instance, entire hepatocyte models and liver microsomes are frequently utilised in ADME in vitro investigations; these models include metabolic enzymes like CYP450 and UDP-glucuronosyltransferase (UGT). These in vitro models are applicable to CYP inhibition and induction tests, for example. In vitro tests, such as CACO-2 or MDCK cell-based investigations, are used to assess intestinal permeability. Impact of ADMET on Drug Approval and Market Access It can take up to 12 years of study and more than $1 billion to find and develop a new pharmaceutical medicine. Early discovery, late discovery, preclinical, and clinical trials are the four main stages of the drug research and development process. Attrition is caused by a variety of causes, but two main ones are toxicity and efficacy. Only one chemical out of every 10,000 that enters the discovery process is thought to ever make it to market. This is not difficult to understand given that 89% of NCEs that get into clinical trials will fail and that 40% of NCEs that start preclinical safety investigations in animals will fail owing to toxicity. The most time-consuming phases of research, known as early and late discovery, can take six to eight years to complete. Comparatively, the preclinical and clinical investigations have the biggest financial expense. The process of developing new drugs may be greatly enhanced by early risk identification and reduction, since this increases efficiency and increases the likelihood of success. Early in the discovery process, when it is less expensive to discard chemical, toxicity-related concerns should be robustly identified as part of the new paradigm in drug discovery. The rigorous regulatory criteria that oversee the process of medication approval are designed to guarantee the quality, safety, and efficacy of pharmaceutical goods. This process requires the assessment of the ADMET properties, which are Absorption, Distribution, Metabolism, Excretion, and Toxicity. ADMET parameters are important for evaluating a drug's viability from preclinical stages to post-marketing monitoring. During preclinical development, a great deal of research is done in lab studies and animal testing to better understand the compound's ADMET profile. These investigations provide important insights about the chemical's pharmacokinetic behaviour, potential metabolic routes, and levels of toxicity. As clinical trials proceed, the characteristics of ADMET are then carefully evaluated to ascertain the medication's efficacy and safety in treating human patients. Phase 1 investigations look at distribution patterns, absorption rates, and metabolic pathways; Phase 2 and Phase 3 trials assess treatment efficacy and look for any negative effects related to excretion or metabolism. The New Drug Application (NDA) is filed to regulatory bodies together with substantial data on ADMET properties, manufacturing details, and clinical research outcomes. In order to make well-informed decisions on the approval of drugs, regulatory agencies such as the FDA in the US thoroughly review this data. The FDA's investigation includes a detailed analysis of the substance's pharmacokinetic profile, which includes its absorption characteristics, tissue distribution, metabolic stability, excretion pathways, and potential toxicity issues. Post-marketing monitoring programmes also keep a close eye on how drugs work in actual clinical settings, including any unanticipated side effects related to ADMET that may manifest. The capacity of a medicine to be licenced ultimately rests not only on its therapeutic efficacy but also on how well its ADMET profile aligns with safeguarding public health and patient safety. A medicine's eligibility for commercial usage depends in part on its ADMET (Absorption, Distribution, Metabolism, Excretion, and Toxicity) properties. Enhancing the design of potential medications is the goal of in silico ADME-PK modelling. The most often sought experimental end goals include transporter-mediated efflux, permeability, solubility, CYP inhibition, and metabolic stability. The majority of our group reported using a "global" model for these features, meaning that it included all internal data that was available in the training set, as opposed to a "local" model that was chemotype-specific. The sheer presence of high-quality models does not ensure success, even though they are necessary. The adoption and cultivation of an in silico culture throughout the organisation is necessary for models to have a genuine influence. This calls for a multidisciplinary approach including chemists, in silico scientists, DMPK scientists (both in vitro and in vivo), and to some degree management. The following are the ways that ADMET concerns affect market access and the medication Development process: 1. Drug Safety and Efficacy: ADMET characteristics have a direct impact on medication safety and efficacy. Throughout the medication development process, regulatory bodies like the European Medicines Agency (EMA) and the U.S. Food and medication Administration (FDA) demand thorough evaluations of ADMET profiles to make sure that possible candidates have appropriate safety profiles and therapeutic effectiveness. 2. Regulatory Approval: During the drug approval procedure, regulatory bodies assess the ADMET characteristics of medication candidates. Drugs with good ADMET profiles have a higher chance of being approved by regulators; on the other hand, substances with serious safety issues or inadequate pharmacokinetic characteristics can encounter obstacles or even rejection. 3. Clinical Trials: ADMET variables affect the planning and conduct of clinical trials. Prior to initiating clinical research, drug developers assess the pharmacokinetic properties of candidates to determine the optimal dosing regimes, assess potential medication-drug interactions, and anticipate adverse effects. 4. Time-to-Market and Cost: Early resolution of ADMET-related issues throughout the drug development process can reduce time-to-market and cost. A drug candidate with the best ADMET profiles has a higher chance of completing clinical trials without any problems, which leads to a speedier regulatory clearance and commercialization. 5. Market Access and Reimbursement: Payers and health technology assessment (HTA) organisations often consider the economic value and therapeutic advantages of medicines, which are influenced by their ADMET attributes, when making decisions regarding medication reimbursement. Medications with favourable ADMET profiles could be given preference when it comes to reimbursement options, which would increase sales and open up new markets. 6. Post-Marketing Surveillance: Monitoring the efficacy and safety of medications in the real world after they have been approved is crucial to guaranteeing patient safety. In order to support regulatory decisions and guarantee the continued safe use of pharmaceuticals, pharmacovigilance initiatives entail continuing monitoring of unforeseen safety issues, such as those pertaining to ADMET characteristics, and adverse drug reactions. European Medicines Agency (EMA) The European Medicines Agency (EMA) is the EU entity in charge of organising the scientific resources that member states have made available to it for the purpose of pharmacovigilance, oversight, and assessment of pharmaceuticals. In compliance with the provisions of EU legislation pertaining to medicinal products, the agency offers the best possible scientific advice to EU institutions and member states on any matter pertaining to the assessment of the efficacy, safety, and quality of pharmaceuticals for human or veterinary use. The EU's marketing practices for pharmaceuticals heavily rely on the Committee for Medicinal Products for Human Use (CHMP). In compliance with regulation (EC) No. 726/2004, the CHMP is in charge of drafting the agency's conclusions on all matters pertaining to pharmaceuticals for human use, including marketing authorization. The labelled indication is included in a description of product features that is a crucial component of the marketing authorization. Based solely on scientific standards, the CHMP evaluations ascertain if the medications in question satisfy the essential standards for quality, safety, and effectiveness as well as whether there is a favourable benefit/risk balance (in compliance with EU legislation, specifically directive 2001/83/EC). A marketing authorization may be stopped or withdrawn after it has been issued if it proves ineffective or if the benefit/risk ratio is deemed to be unfavourable. The agency is not in charge of evaluating pricing or cost-effectiveness concerns, nor is it in charge of deciding whether medications are available in EU or European Economic Area (EEA)–European Free Trade Association (EFTA) nations via their national health systems. The national government or the health authorities of each nation handle these matters. Chosen based on their qualifications and experience in the various areas of medication evaluation, the members and alternates of the CHMP (a chairperson, one member and one alternate nominated by each of the 27 member states, one member and one alternate nominated by Iceland and Norway, and up to five cooped members, selected from experts nominated by member states or the agency and recruited, when necessary, to provide additional expertise in a particular scientific area) are appointed to the committee. Organisations that advocate for patients or consumers do not have any members. Members who are appointed might not have any financial or other ties to the pharmaceutical business that might compromise their objectivity. The CHMP's working parties or scientific advisory groups may be tasked with specific responsibilities related to scientific evaluation or producing guidelines. Every month, the CHMP convenes at the EMA. As of right now, neither the agendas nor the minutes of the meetings are made available to the public. A press statement and meeting report are posted on the agency's website following every CHMP meeting. Moreover, descriptions of the positions reached on certain medications at each meeting are posted on the agency's website. The creation of scientific and regulatory guidelines for the pharmaceutical industry, collaboration with foreign partners on the harmonisation of medicine regulations, and support to companies conducting research and development are among the other significant activities carried out by the CHMP and its working groups. The purpose of the recommendations is to establish a foundation for the practical harmonisation of the ways in which the European Union member states and the EMA interpret and implement the specific standards outlined in the directives for the demonstration of quality, safety, and effectiveness. Before pharmaceuticals are allowed to be marketed in the European Union (EU), the European Medicines Agency (EMA) requires them to pass a thorough process that guarantees their efficacy, safety, and quality. Here's a broad rundown of the procedures involved: 1. Preclinical research is the process of collecting first information on a drug's safety profile and possible effectiveness through laboratory and animal trials. 2. Clinical studies: To evaluate a medication's safety and effectiveness in people, pharma manufacturers carry out clinical studies. Usually, these trials consist of three stages: Phase I: Small-scale studies to assess dose and safety in healthy participants. Phase II: Clinical trials using a greater number of participants to enhance safety and begin effectiveness evaluation. Phase III: Extensive studies with hundreds to thousands of participants to verify effectiveness, track adverse events, and contrast the medication with conventional therapies or a placebo. 3. Application for Marketing Authorization (MAA): The EMA receives an MAA from the pharmaceutical producer. This application contains extensive information from preclinical and clinical investigations about the drug's effectiveness, safety, and quality. 4. The Committee for Medicinal Products for Human Use (CHMP) of the European Medicines Agency (EMA) evaluates the MAA. They evaluate the information provided by the pharmaceutical company to ascertain if the medicine satisfies the required quality requirements and whether its advantages outweigh its drawbacks. 5. Approval Decision: The European Commission decides whether to allow the medicine to be marketed based on the CHMP's evaluation. The medication may be advertised and sold in the EU if it is authorised. 6. Post-Marketing monitoring: Drug safety is tracked by post-marketing monitoring even after approval. This entails gathering and evaluating information on the medication's efficacy and safety in practical applications. Depending on the kind of application (new drug application, generic application, etc.) and the particular regulatory pathway selected by the applicant, several papers are needed in Europe for medication approval. A marketing authorization application (MAA) filed to the European Medicines Agency (EMA) or national regulatory bodies within the European Union (EU) will, nonetheless, usually contain a few standard components. This is a broad collection of important papers that are frequently needed: 1. Common Technical Document (CTD): The CTD is an organised framework for providing data about the effectiveness, safety, and quality of pharmaceuticals. There are five modules in all. - Module 1: Administrative information. - Module 2: Summaries of quality, non-clinical, and clinical data. - Module 3: Quality data. - Module 4: Non-clinical study reports. - Module 5: Clinical study reports. 2. Chemistry, Manufacturing, and Controls (CMC) Information: Extensive details on the drug substance and drug product specifications, controls, and manufacturing process. 3. Non-Clinical Study Reports: Information gleaned from preclinical investigations assessing the drug's safety, pharmacology, and toxicity in animal models. 4. Clinical Study Reports (CSRs): Detailed reports of all carried out clinical trials, ranging from phase I to phase III investigations. CSRs include comprehensive details on trial design, patient demographics, safety information, effectiveness results, and statistical analysis. 5. Pharmacovigilance Plan: A document detailing the applicant's post-approval medication safety monitoring and management strategy, including adverse event reporting protocols. 6. A risk management plan (RMP) is a thorough strategy that outlines how to identify, describe, and reduce the risks that come with using a medicine. It also includes steps for risk assessment and mitigation. 7. SmPC, or the Summary of Product Characteristics, a record that contains all the pertinent information about a medication, such as its uses, dosage instructions, side effects, warnings, precautions, and pharmacokinetics. 8. Patient Information leaflet (PIL): A patient-only pamphlet with important details about the medication, how to take it, and any possible adverse effects. 9. Data on Quality Control and Batch Release: Details on testing done to guarantee the uniformity and calibre of every medicine batch as well as data on batch release testing. 10. Clinical development programme summaries, comprising an integrated examination of safety and effectiveness data from all clinical trials, are provided in the clinical overview and clinical summary. 11. Environmental Risk Assessment (if applicable): Evaluation of possible environmental concerns related to the production, application, and removal of the pharmaceutical product. Through the EMA, the centralised process is managed. A single licence that is recognised in all EU member states is issued by the European Medicines Agency Committee (EMA Committee), which is made up of representatives from each EU member state. This approval procedure is necessary for a number of pharmaceutical classes, such as those used to treat HIV/AIDS, cancer, diabetes, neurological diseases, autoimmune conditions, and viral infections. Each and every EU member state is allowed to set up its own procedures for authorising drugs that don't require a centralised procedure. Medications that have been approved for sale by a national procedure in one EU member state may be sold in another EU member state. Product makers in several EU states may submit their products for simultaneous approval if they are not yet licenced in any EU state and do not need an obligatory centralised process. There were 1,400 decentralised apps as of 2008, as opposed to 100 applications using the centralised approach. Currently, this method handles the vast majority of applications that are approved. In vitro models have been proposed by the European Medicine Agency as an alternative to animal research, including thorough guidance on how to comply with 3R alternative technique rules. The UK National Centre for the 3Rs has also provided ideas for creating non-animal technology, employing substitute methods, and raising awareness of the 3Rs. In 2010, the UK government also demonstrated a strong commitment to support the 3Rs strategy by reducing the use of animals as research models. Additionally, it has provided a method to reduce the in vivo resources as study models. Applying non-sentient materials to replace aware live vertebrates used in in vivo experiments is known as animal substitution. There are several strategies that have been put out to stop using animal models in research. These methods offer, at least in part, different approaches to testing the substances and medications. These technologies provide a number of benefits, such as cost effectiveness, time savings, and reduced need for human resources. Draft guidelines for reporting physiologically based pharmacokinetic (PBPK) assessments have been released by the FDA and EMA. The following parts should be included in PBPK research reports, per FDA guidance: - Executive Summary - Introduction - Materials and Methods - Results, Discussion, and Appendices. The intended contents of PBPK modelling and simulation studies that are part of regulatory submissions are outlined in the EMA guidelines. The guidelines are applicable to both internally developed platforms and platforms that are sold commercially. The FDA guidance does not address the suitability of PBPK studies for a given medicine or drug product, nor does it address methodological issues or best practices for conducting PBPK modelling and simulation. According to the EMA advice, high-impact PBPK analyses include those in which trial simulation findings have been used to advice medication labelling or as a foundation for requests to waive the need for clinical investigations. The FDA guideline provides a number of high-level activities, such as establishing the goal of a PBPK model, developing the model (including its structure, assumptions, and parameterization), validating the model, and the crucial step of applying the model to the intended use. The FDA advice spends a lot of time on how to utilise PBPK modelling to promote Quality by Design and product quality. References: - Ferreira LLG, Andricopulo AD. ADMET modeling approaches in drug discovery. Drug Discov Today. 2019; 24:1157–1165. - Kinch MS, Griesenauer RH. 2017 in review: FDA approvals of new molecular entities. Drug Discovery Today. 2018 Aug 1; 23(8):1469-73. - Hodgson J. ADMET—turning chemicals into drugs. Nature biotechnology. 2001 Aug;19(8):722-6. - Lai Y, Chu X, Di L, Gao W, Guo Y, Liu X, Lu C, Mao J, Shen H, Tang H, Xia CQ. Recent advances in the translation of drug metabolism and pharmacokinetics science for drug discovery and development. Acta Pharmaceutica Sinica B. 2022 Jun 1; 12(6):2751-77. - Rao VS, Srinivas K. Modern drug discovery process: An in silico approach. Journal of bioinformatics and sequence analysis. 2011 Jun 30; 2(5):89-94. - Kar S, Leszczynski J. Recent advances of computational modeling for predicting drug metabolism: a perspective. Current Drug Metabolism. 2017 Dec 1; 18(12):1106-22. - Cautreels W, de Vries M, Höfer C, Koster H, Turski L. Present and Future Significance of ADMET Profiling in Industrial Drug Research. Pharmacokinetic Profiling in Drug Research: Biological, Physicochemical, and Computational Strategies. 2006 Jan 13:467-79. - Khanna I. Drug discovery in pharmaceutical industry: productivity challenges and trends. Drug discovery today. 2012 Oct 1; 17(19-20):1088-102. - Howie LJ, Hirsch BR, Abernethy AP. A comparison of FDA and EMA drug approval: implications for drug development and cost of care. Oncology. 2013 Dec 1;27(12):1195 - Kashyap UN, Gupta V, Raghunandan HV. Comparison of drug approval process in United States & Europe. Journal of pharmaceutical sciences and research. 2013 Jun 1; 5(6):131. - Zeukeng MJ, Seoane-Vazquez E, Bonnabry P. A comparison of new drugs approved by the FDA, the EMA, and Swissmedic: an assessment of the international harmonization of drugs. European journal of clinical pharmacology. 2018 Jun; 74:811-8. - Legehar A, Xhaard H, Ghemtio L. IDAAPM: integrated database of ADMET and adverse effects of predictive modeling based on FDA approved drug data. Journal of Cheminformatics. 2016 Dec; 8:1-1. - Walsh G. Drug Approval in the European Union and United States. Pharmaceutical Biotechnology: Drug Discovery and Clinical Applications. 2012 Apr 18:257-67. - Lehmann S, Allard R, Boehler YB. The European Medicines Agency Clinical Data Website Enables Insights Into Clinical Development Timelines And Strategy. Open Access Journal of Clinical Trials. 2019 Oct 15:37-56. - Shaik AN, Khan AA. Physiologically based pharmacokinetic (PBPK) modeling and simulation in drug discovery and development. ADMET and DMPK. 2019 Feb 23; 7(1):1-3.	oercommons	2025-03-18T00:34:44.610192	12/13/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123021/overview", "title": "REGULATORY PERSPECTIVES AND ADMET DATA SUBMISSION", "author": "Dr. kavita bahmani" }
https://oercommons.org/courseware/lesson/39423/overview	Awareness (Case Study) Awareness (Depression in Pakistani Women) Awareness (Introduction to Depression) Awareness (Major Depressive Disorders) Awareness (Symptoms) Chatrooms Open Learning- Drop in your Love Skills (Empowerment) Skills (Free Online Courses) Speak Out! Inspirational Stories Mental Health Education (Healing-Souls) Overview Healing Souls is designed to help young women living in the conflicted areas of Pakistan to cope out of depression. The resources will aware as well as empower them with skills on mental health for their well-being. Section 1 Healing Souls is designed to help young women living in the conflicted areas of Pakistan to cope out of depression. The resources will aware as well as empower them with skills on mental health for their well-being.	oercommons	2025-03-18T00:34:44.633443	12/13/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/39423/overview", "title": "Mental Health Education (Healing-Souls)", "author": "MUNIR SADRUDDIN" }
https://oercommons.org/courseware/lesson/123093/overview	lesson 1-Exercise 3 listening Lesson 1 : livestock animals -WORKSHOP (CURIPOD code:384783) Lesson 2- exercise1 listening Lesson 4- Activity 1 Video Livestock animals (kAHOOT GAME) Livestock Terms GAME (QUIZZIZ) On The Farm Crossword Puzzle Unit 1—livestock farming at SENA Overview Unit Objectives At the end of the unit, students should be able to talk about problem solutions, using technical words., about livestock animals. \| livestock farming at SENA Unit Objectives At the end of the unit, students should be able to talk about problem solutions, using technical words., about livestock animals. - At the end of the unit, students should be able to participate in real farm(field) work scenarios. - At the end of the unit, students should be able to Take an active part in problem-solving, around Livestock feed and health issues. FUN SPOT FUN SPOT	oercommons	2025-03-18T00:34:44.658424	12/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123093/overview", "title": "Unit 1—livestock farming at SENA", "author": "NADIA REYES POLO" }
https://oercommons.org/courseware/lesson/123020/overview	Coughs colds pneumonia poster Overview Who is the poster for? Educators of many kinds, parents & children aged 10-14. • Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups etc. • Is it enough for children to learn the messages? The messages are designed to be ‘doorways’ to discussion & action. They are for children to understand & use, not just to memorise. • Why are the faces of the people on the poster multi-ethnic? Children for Health has a global audience, so we use multi-ethnic faces on our posters. • How do I use the messages? Be creative! Focus on one topic for a week, month or term! • What is the Rainbow Stick? When a child learns & shares a message & returns with a story about how they shared that message, a teacher or other adult rewards the child with a strip of coloured fabric to tie to their stick. Children for Health has 100 messages & every child can leave primary school holding their Rainbow Stick with 100 coloured ‘ribbons’ tied on it showing everyone that they know 100 health messages. Who is the poster for? Educators of many kinds, parents & children aged 10-14. • Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups etc. • Is it enough for children to learn the messages? The messages are designed to be ‘doorways’ to discussion & action. They are for children to understand & use, not just to memorise. • Why are the faces of the people on the poster multi-ethnic? Children for Health has a global audience, so we use multi-ethnic faces on our posters. • How do I use the messages? Be creative! Focus on one topic for a week, month or term!	oercommons	2025-03-18T00:34:44.676324	12/13/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123020/overview", "title": "Coughs colds pneumonia poster", "author": "Clare Hanbury" }
https://oercommons.org/courseware/lesson/74095/overview	Inside Out Personality Islands Overview Students will create their own personality Islands like Riley had in the movie "Inside Out". After creating their Islands students will give a brief description of why they choice that island. Emotional/Mental Health Inside out personality Islands - What Are Your Personality Islands? By the time she turned 11, Riley had formed five personality islands: Family Island, Friendship Island, Honesty Island, Hockey Island, and Goofball Island. Each island is vividly depicted in the movie. It's your turn to create your Islands. - What are your FIVE personality islands? Create a google slides that containts your 5 personality Islands. Attach personal pictures or find pictures online that will enhance the slide. - Write a brief description of why you choice to pick each Island and what it means to you!	oercommons	2025-03-18T00:34:44.694012	10/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74095/overview", "title": "Inside Out Personality Islands", "author": "Brandon Page" }
https://oercommons.org/courseware/lesson/73627/overview	"'Personalization' for All": Artificial Intelligence in Education as a Means for Personalized Learning on a Mass Scale, and How it Ensures Inclusive Education and Sustainability Overview This OER goes about to relate Personalized-Learning, Artificial Intelligence in Education, Inclusive Education, and Massive Open Online Courses, as well as talk about sustainabality. Introduction In this lesson, you will be introduced to mind-opening topics which interlink in a way to shape possible digital futures in learning. First topic to be discussed is inclusive education (IE), it will be defined and explored in relation to its position against personalized-learning (PL). Next, PL is presented as "Tailoring of learning to each students' strengths, needs, and interests-including giving students voice and choice in what, how, when, and where they learn - to provide flexibility and support, to ensure mastery of the highest standards possible" (Aurora Institute, 2016) and demonstrated in context of Artificial Intelligence in Education (AIEd). After that, this lesson goes on to showcase how massive open online courses' (MOOCs) provide PL experiences for students, and how these experiences are viewed with regards to sustainability. By the end of this lesson, you will have engaged with the topics mentioned above enough to have an idea and position concerning: - Where do IE and PL meet and/or differ? - How is PL demonstrated in AIEd? And What are the criticism and challenges AIEd and PL face? - What makes PL and MOOCs sustainable or unsustainable? (Title image: "Computer AI - Why I keep losing" by Si-MOCs is licensed under CC BY-NC-SA 2.0) Inclusive Education (IE) For this section, you will watch the video of Prof. Lani Florian giving a conference on Inclusive Pedagogy. As you watch the lecture, keep in mind what Florian has to say about the students' individual differences, unique educational needs, and social inclusion where marginalization is concerned. Section Activity: Answer the question found in the link below (recommended to open in a new tab): Inclusive Education Section Activity Optional Additional Resource on Inclusive Education: (Note: if interested in the following video seminar, come back to it after the end of the OER session) Personalized-Learning (PL) In 2004, Pollard & James claimed that personalized-learning was the "Big Idea" back then. Now, what is PL exactly, and how did it come to be? PL was said to be originated from Gardner's multliple intelligences theory (Guldberg, 2004; Johnson, 2004). Meaning that students' learning experiences must be tailored based on their individual abilities, style, interests and needs, for the best learning outcomes (Good & Brophy, 1990). Moreover, in the ‘A National Conversation about Personalised Learning’ document, PL is explained as: "... the drive to tailor education to individual need, interest and aptitude so as to fulfil every young person’s potential." (DfES, 2004a: 4) Also worth noting, another goal for PL is to promote "equity and social justice" (DfES, 2004a), and cancel out the distinctions that may arise from gender bias, social economic status or ethnicity. Although the whole idea of PL still seems ambiguous, remember that was all mostly in 2004, and recent studies have lead to its evolution (which we will be discussing in the sections). Attached is an optional reading (Free Access) on PL Personalized-Learning (PL) and Artificial Intelligence in Education (AIEd) "Artificial Intelligence & AI & Machine Learning" by mikemacmarketing is licensed under CC BY 2.0 In recent advancements in the field of education, Artificial Intelligence (AI) is starting to make an appearance, and it is believed that AIEd technology are presenting new scientific precision in analyzing educational activities. Which, in turn, can provide 'deeper, and more fine-grained understandings of how learning actually happens' and 'an intelligent, personal tutor for every learner' (Luckin et al., 2016). Moreover, PL has stepped up a level with the novel AI involvement in education. With the addition of 'intelligent' and data-driven technology, tailored educational contents and automatic teacher feedback are generated faster, leading to an enhanced and fast-forward learning experience, and to easier access. Furthermore, by adapting to each student, an ideal AI tutor could become an ultimate pedagogue (Knox et al., 2019). Watch the videos below in order: Introducing IBM Watson Education Example of AI tutor Watson at work Additional fun yet informative TEDx talk by Ashok Goel Based on Luckin & Cukurova (2019) statements, evidence of well-designed AI working in Education are increasing. Some of these AI's are OLI learning courses (Lovett, Meyer, & Thille, 2008), SQL-Tutor (Mitrovic & Ohlsson, 1999), ALEKS (Craig et al., 2013), Cognitive Tutor (Pane, Griffin, McCaffrey, & Karam, 2014) and ASSISTments (Koedinger, McLaughlin, & Heffernan, 2010), they have all shown statistically significant positive results towards students learning. On another note, AIEd and intelligent tutoring systems (ITS) are both aiming to produce intelligent tutoring software for every student. They are encouraging effective skill development and promoting more engagement with learning content by including 'interactive software, adaptive learning delivers paced, customized instructions with real-time feedback that allow faster student progression' (Six benefits of adaptive learning 2013). Furthermore, technology-enhanced learning (TEL) is making the job for teachers easier and allowing them to be more effective in their teaching and mentoring, as it removes the administration and bureaucracy workloads by 'marking, planning their lessons' and many other similar functions (Ferster 2014). Also, because the quality and range of the adaptive customization differs throughout varied TEL environments, intelligent learning environments (ILEs) were introduced. ILEs are unique TEL systems that work to create 'interactive and adaptive learning experiences' that are suitable for a student using a variety of AI techniques (Brusilovsky 1994). Criticism and Challenges involving PL and AIEd To begin with, it is beneficial to understand the discourses between IE and PL through AIEd. As previously mentioned, AIEd supports the idea of 'an automated, and personalized, one-to-one tutor for every learner', whereas IE tends to focus on methods to include 'marginalized and excluded individuals' and creating an inclusive educational environment (Knox, Wang, & Gallagher, 2019). That is to say, IE argues against a one-to-one tutor/student approach and for a ‘common ground’, as it views that PL marginalizes students further instead of bringing them all together and foster acceptance and growth as a community. Also, Luckin & Cukurova (2019) have noted that AI technologies in Education are lacking enough evidence at scale (Baker, 2016) and are less effective in providing more complex instructions (eg. Collaboration or self-explanation) (Koedinger et al., 2012). Additionally, AI may still create forms of injustice, as mostly rich students and organizations could get access to it and make use of its better digital skills (Wood, 2019), possibly widening the already present gap. Section Activity: Watch video below and take notes of the challenges Cynthia Breazeal presents where AI and PL are involved. Massive Open Online Courses (MOOCs) MOOCs Logos - by Programmableweb.com Watch Video and take notes of what makes MOOCs ideal and to who and in what occasions: Introduction to MOOCs Section Activity: After watching the video, answer the question provided in the link below (recommended to open in a new tab): Education for Sustainable Development (ESD) and MOOCs Read the discussion: In 2005, the Education for Sustainable Development (ESD) campaign, promoted by UNESCO, claimed education as a significant contributor to sustainable development. Moreover, assuming sustainable development is achievable, the required knowledge and skills can be described particularly through technical innovation, efficiency, and different consumer habits (cf. Kopnina 2014). As a result, the future becomes measurable and predictable (Holfelder, 2019). With the rise of new technology, including AI, massive open online courses (MOOCS), machine learning and data mining, further improvements in teaching and learning are occurring. Noticeably, the fast increase in popularity of the MOOCS did raise concerns in ESD. In comparison to MOOCS, the semantic analysis branch of AI supports both flexibility in information management and learning behavior mining better (Ling Wang, 2018). Besides that, MOOCS allows access to affordable personalized education, which can support sustainable development and decrease poverty (Ling Wang, 2018). Unfortunately, learner attrition is limiting MOOCS development, and there is also not enough evidence its capacity of sustainable development (Ling Wang, 2018). Nonetheless, higher education institutions have recently been researching through different teaching modes, as some types of education have not been backing sustainable development appropriately. With traditional teaching methods not taking into consideration the diversity of abilities available, this slows the development of traditional education since it inhibits diverse students to use their own abilities for their own advantage. Additionally, the widespread of new technologies is altering living habits, ways of thinking and values, and with it greatly changing the traditional way of teaching in higher education. MOOCs is enabling access to new knowledge and courses of interests and/or need for students anywhere at any time. Unluckily, studies show that students drop out of these courses after two weeks, and the main reasons are 'lack of time, lack of motivation, feelings of isolation, lack of interactivity, and insufficient background or skills" (Ling Wang, 2018). There is no question that the traditional education mode offers its learners learning platforms for their development, and positively impacts their social and scientific growth. But with their increasing need for free development, their demand for personalized learning experiences also increases. Furthermore, there are several indications that there is a need to implement new technology within the traditional education model to adjust to the sustainable development in education. And so, the surfacing of MOOCs does not only give a selection of course choices to the students, but also it gives them a sense of autonomy in learning and fosters their individual learning plans depending on their interests and needs. The only thing left, in this case, is to improve MOOCs applicability and serviceability (Ling Wang, 2018). "Grumpy MOOC cat" by ryan2point0 is licensed under CC BY-NC-ND 2.0 References - Readings List Ainscow, M., Slee, R., & Best, M. (2019). Editorial: the Salamanca Statement: 25 years on. International journal of inclusive education, 23(7-8), 671-676. doi:10.1080/13603116.2019.1622800 Courcier, I. (2007). Teachers' Perceptions of Personalised Learning. Evaluation & Research in Education, 20(2), 59-80. doi:10.2167/eri405.0 Holfelder, A.-K. (2019). Towards a sustainable future with education? Sustainability Science, 14(4), 943-952. doi:10.1007/s11625-019-00682-z Knox, J., Wang, Y., & Gallagher, M. (2019). Introduction: AI, Inclusion, and ‘Everyone Learning Everything’. In J. Knox, Y. Wang, & M. Gallagher (Eds.), Artificial Intelligence and Inclusive Education: Speculative Futures and Emerging Practices (pp. 1-13). Singapore: Springer Singapore. Ling Wang, G. H. a. T. Z. (2018). Semantic Analysis of Learners’ Emotional Tendencies on Online MOOC Education. Sustainability. Luckin, R. (2018). AI is coming: use it or lose to it. The Times Educational Supplement(5306). Retrieved from https://search.proquest.com/docview/2064293840?accountid=10673 Luckin, R., & Cukurova, M. (2019). Designing educational technologies in the age of AI: A learning sciences-driven approach. British Journal of Educational Technology, 50(6), 2824-2838. doi:10.1111/bjet.12861 Nganji, J. T. (2018). Towards learner-constructed e-learning environments for effective personal learning experiences. Behaviour & Information Technology, 37(7), 647-657. doi:10.1080/0144929X.2018.1470673	oercommons	2025-03-18T00:34:44.730890	10/19/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73627/overview", "title": "\"'Personalization' for All\": Artificial Intelligence in Education as a Means for Personalized Learning on a Mass Scale, and How it Ensures Inclusive Education and Sustainability", "author": "Zainab Ezzeddine" }
https://oercommons.org/courseware/lesson/87726/overview	American Speech-Language-Hearing Association (ASHA) Student Ethics Essay 2022 Overview This assignment was developed for an undergraduate course in communication sciences and disorders. Assignment Guidelines ASHA SEEA Competition 2022 Assignment Guidelines You will write and submit an essay to the ASHA Student Ethics Essay Award (SEEA) competition. Detailed information about the competition and instructions for writing your essay can be found at the website ASHA Student Ethics Essay Award. Purpose The purpose of this assignment is to help you develop and apply your understanding of the ASHA Code of Ethics. The knowledge and skills you will gain from this assignment will help you engage in ethical decision-making in future clinical experiences. Preparation In preparing to write your essay, you should: - Read the Topic Background section at the website provided above. - Review some of the examples of previous awardees at Student Ethics Essay Award Recipients. Note that these examples are not based on the same topic about which you will be writing. Deadlines Deadlines for submitting this assignment are in the syllabus calendar. Drafts You will submit drafts of sections of your essay prior to the ASHA submission deadline. The purpose of submitting drafts is so that I can provide you with feedback for crafting your final submission. You are expected to integrate all feedback into your drafts to strengthen them for each round of revisions. Drafts will not be graded - only the final submission (see below) will be graded. The sections of the essay are: Introduction - This section includes the scenario you have devised and transitions to the body of the essay. Body - In this section, you will demonstrate your knowledge of ethics and how they are applied to the scenario. This is the longest section of your paper. Summary/Conclusion - In this section, you will summarize and connect all of the information you have presented in the intro and body, and leave the reader with a sense of closure. Title - Your essay must have a title! Sometimes it works better if you wait till you are finished writing to select a title. Final Submission The final assignment submission process entails 2 steps: - Submit your final draft through the SEEA Submission Portal. - Submit your final draft AND proof of your ASHA submission to the appropriate Folio dropbox. Rubric The rubric for the assignment is based on the evaluation criteria for the competition. This work by April Garrity is licensed under CC BY-NC 4.0. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ Assignment Rubric See attached resources for Google Drive link to evaluation rubric	oercommons	2025-03-18T00:34:44.753289	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87726/overview", "title": "American Speech-Language-Hearing Association (ASHA) Student Ethics Essay 2022", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/14622/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in rg rge or	oercommons	2025-03-18T00:34:44.778740	06/13/2017	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/14622/overview", "title": "pic", "author": "Vaibhav Vasant" }

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