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https://oercommons.org/courseware/lesson/73949/overview
|
Quality Assurance
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: Quality Assurance
Course Name: AP Statistics
Grade Level: 11-12
Author’s Name: Todd M. Knol
Author’s School District: Palmyra Area School District
| PA Academic Standards for Mathematics | |
CC.2.4 Measurement, Data & Probability CC.2.4.HS.B.1 - Summarize, represent, and interpret data on a single count or measurement variable.
CC.2.4.HS.B.5 - Make inferences and justify conclusions based on sample surveys, experiments, and observational studies. | |
| PA Academic Standards for Career Education and Work | |
13.1. Career Awareness and Preparation 13.1.11.F. - Analyze the relationship between career choices and career preparation opportunities, such as, but not limited to:
| |
| Learning Objectives | |
| |
| Conceptual Background | |
Background information would include the following concepts from AP Statistics:
| |
| Instructional Procedure | |
| Pacing | Instructional Procedure |
10 minutes 30 minutes | Teacher introduction Student research and report on jobs in Quality Assurance. Complete Career Exploration Worksheet. Explain the connection between this type of career and the content/concepts from AP Statistics. |
| 30 minutes + additional independent work time | Student, with partner, analyze data file. Students produce summary statistics and graphs of samples taken. Students use statistics (Confidence Intervals, Test of Significance) to answer the question, “Are the bagels meeting the company specifications?”. Students will then deliver a file of all work to the “director of quality assurance” (teacher). Students will also need to write an email response to the Vice President of Operations answering his/her question - “Are the bagels meeting the company specifications?” |
| Formative Assessment | |
Each student will complete the Career Exploration Worksheet.Each student and partner team will hand in the file analyzing the data.
| |
| Materials Needed | |
| 250 Quality Control Baked LogCareer Exploration Form112 | |
| References | |
|
oercommons
|
2025-03-18T00:35:20.363522
|
Todd Knol
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73949/overview",
"title": "Quality Assurance",
"author": "Rachael Haverstick"
}
|
https://oercommons.org/courseware/lesson/109171/overview
|
Book Review for "Silent to the Bone"
Overview
Book review writing assignment
After reading "Silent to the Bone," students will complete a written book review.
Objective: Create a Book Review based on our shared story Silent to the Bone by E.L. Konigsburg
Day 1. Independent work: Create a rough draft on your packet sheet (in the packet handout). Be sure to include the components of a good book review: a hook, author, illustrator, publisher, genre, summary, praise and critique, your recommendation and rating. You could also include a favorite scene (don't spoil the ending!), books that are similar to this book, a favorite quote or two. Use this website as a review to create the book review: https://www.grammarly.com/blog/how-to-write-book-review/Links to an external site.
Day 2. Independent work: After you have completed the rough draft, you will begin to write the parts of your book review. The questions below are in the book packet and will be answered on page 2 of the packet.
When writing a summary, you need to set the stage of the book by telling the reader where and when the story takes place or the central issue/theme of the book.
In critiquing the story, objectively discuss stronger and weaker elements of the book providing examples from the text to back up your points. Ideas to consider in your review may include:
- Which genres does it fit into? How does it match up to your expectations of that genre?
- Which point of view does it use? How does that contribute to the story?
- What is the theme? What elements underscore the theme or make it apparent to the reader?
- How would you describe the author’s writing style?
- Does the story start with action? With exposition? Which elements are introduced to the reader in the first chapter?
- Does the story have a satisfying denouement? Which loose ends are tied up, and which questions are left unanswered?
- Is it well-edited or are there frequent instances of spelling or grammatical errors? What about plot holes or inconsistencies within the story itself?
- What emotions were you left with upon finishing the book? Does it feel well-developed or like it needs more work?
Day 3. Using your assigned partner: Students read each other's drafts of book reviews to check for understanding, give suggestions for revision, and see if there are any spoilers included. Reference for discussion could be 13 Common Mistakes in Book Reviewing and How to Avoid Them https://lithub.com/13-common-mistakes-in-book-reviewing-and-how-to-avoid-them/Links to an external site.
Day 4-5. After your work has been reviewed by your partner, you will need me to give you the go-ahead to create your visual infographic book review. Once your work is stamped, open your Canva app and create an infographic for your book review (use the app or this link - https://www.canva.com/infographics/Links to an external site.) Use the rubric below to create your infographic. When completed, submit the book packet to the correct tray and upload your infographic to the link provided.
|
oercommons
|
2025-03-18T00:35:20.386864
|
10/09/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109171/overview",
"title": "Book Review for \"Silent to the Bone\"",
"author": "Kim Khlebopros"
}
|
https://oercommons.org/courseware/lesson/108824/overview
|
INTERACTIVE LESSON PLAN
Overview
This is a lesson plan from English School for the ninth-grade Citizenship Education class, focusing on critical thinking and democracy. This lesson will be conducted through activities involving speaking, reading, listening, and writing. The duration of the class is 90 minutes.
Critical Minds, Democratic Hearts
Teachers:
- Paula Alejandra Avilés
- Maria Del Mar Pinto
- Gabriela Vivas Laguna
- Michael Steven Ayerbe
- Stefania Ibarra
Class: 9th grade
Number of students: 25
School: English School
Topic: Critical Minds, Democratic Hearts
Lenght of lesson: 90 minutes
BLR, aims and ICT frameworks
Basic Learning Rights (BLR):
- Express their opinions and viewpoints in a respectful and constructive manner during debate and discussion activities.
- Identifies and analyzes situations in which civil and political rights are violated.
- Knows, analyzes, and uses mechanisms for citizen participation.
- Critically analyzes information from the media.
- Knows and uses creative strategies to generate options in the face of collective decisions.
Aims:
- Understand the concept of critical thinking and its relevance in a democratic society.
- Develop critical thinking skills through the different activities.
- Enhance communication skills in English.
ICT Frameworks:
- Digital Information Management: Apply digital tools to gather, organize, and evaluate information related to critical thinking and democracy.
- Digital Communication and Collaboration: Engage in collaborative activities using digital platforms
- Problem Solving and Critical Thinking: Utilize critical thinking skills to analyze and evaluate democratic concepts.
Language Focus:
- Vocabulary related to critical thinking and democracy.
- Expressing opinions and arguments.
Skills Focus:
Writing, speaking and reading
Resources and Materials:
- Computers with internet access
- Projector
- Smartphones or tablets
WARM-UP ACTIVITY (15 MINUTES)
| Time | Stage | Procedure | Interaction Pattern |
| 15 minutes | Warm-up | Vocabulary race: In this activity, we are going to show some images to our students. The idea is that they connect the image shown with more words related to it. For example, if the image is about King Carlos III, you could ask “what do you see?” or “What kind of government is this?” and write up words such as “king”, “monarchy”, “monarch”, “throne”, etc. The winner will be determined by the team or student with the highest word count, emphasizing that the words must be physically written down in order to be considered valid points. https://view.genial.ly/65178938e0c3d80011c0a798/presentation-warming-up-activity We will do a memory activity.
| T- S S- S In groups or individually |
WHILE ACTIVITY (40 MINUTES)
| Time | Stage | Procedure | Interaction pattern |
| 40 minutes | While activity | We are going to explain an infographic that contains information about citizen participation mechanisms, and the students will need to take notes https://www.canva.com/design/DAFwIB24GSU/7c_tNNxUpA76mv0b5_M5bA/edit We will watch a video https://www.youtube.com/watch?v=dItUGF8GdTw In this activity, the students will engage in a debate consisting of three questions about citizen participation mechanisms. We will divide the students into two groups, some will be in favor and others against. The positions will be randomly assigned and will switch for each question. https://view.genial.ly/6514ad0839878e001165a09d/presentation-presentacion-cuento-genial
| T-S S-S |
POST-ACTIVITY (20 MINUTES)
| Time | Stage | Procedure | Interaction pattern |
| 20 minutes | Post-activity | In this activity, students will read a short text about the "Significance of a democracy" and later write a letter to a friend, using their own words to explain why participating in democracy is important. https://app.nearpod.com/presentation?pin=F3BF5A1D20F8D4B0580A7CF50CCADAE4-1 | Individually |
ASSESSMENT (15 MINUTES)
| Time | Stage | Procedure | Interaction Pattern |
| 15 minutes | Feedback and assessment Questions | We will reserve this final portion of the class to address any questions and to make sure that the students have understood and internalized the concepts and explanations made during the class, they will take a quiz with 5 questions, and at the end of the quiz they will be able to ask questions for the teacher to solve their doubts. https://quizizz.com/admin/quiz/651491ad348207d298902758?source=quiz_share | T-S |
|
oercommons
|
2025-03-18T00:35:20.415472
|
Maria Pinto
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/108824/overview",
"title": "INTERACTIVE LESSON PLAN",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/88926/overview
|
International and Foreign Copyright: A U.S. Perspective
Overview
How does copyright law vary around the world? When you’re working across borders, which laws apply? Ana Enriquez, Scholarly Communications Outreach Librarian, created this interactive PowerPoint to address these questions. This is intended to be used as an interactive workshop. This workshop can be adapted for between 60 and 90 minutes depending on the content included. The content includes hypothetical questions of international copyright for discussion.
International and Foreign Copyright: An American Perspective
This workshop is intended for people who have completed the Introduction to Copyright series. How does copyright law vary around the world? When you’re working across borders, which laws apply? Join Ana Enriquez, Scholarly Communications Outreach Librarian, for a workshop on these and other questions. This is an interactive workshop. This workshop can be adapted for between 60 and 90 minutes depending on the content included.
|
oercommons
|
2025-03-18T00:35:20.432079
|
Anamarie Enriquez
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88926/overview",
"title": "International and Foreign Copyright: A U.S. Perspective",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/74115/overview
|
Quadratic Inverses
Overview
Using a Desmos activity, complete with videos, investigations, interactive graphs, etc. students explore inverses.
Secondary Math III
In this activity, students will learn to:
- Idenfity the domain and range of a functions inverse.
- Determine if a function's inverse is also a function.
- Use the domain and range of a function to draw its inverse.
- Know what the inverse of a function looks like in comparison to that function.
Use the following interactive Desmos activity to teach your students more about inverses!
|
oercommons
|
2025-03-18T00:35:20.448704
|
Melissa Hesterman
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74115/overview",
"title": "Quadratic Inverses",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/94166/overview
|
Emotion charades
Overview
ACTIVITY OBJECTIVE: communicating - making new friends
Relationship Skills
ACTIVITY OBJECTIVE: communicating - making new friends
ACTIVITY DESCRIPTION: Emotion charades can help children learn to recognize emotions using facial and body cues.
By depicting and acting out emotional expressions and reactions in social skills activities, children learn emotion management, which plays an important role in creating positive relationships and communicating feelings.
It involves writing different emotions on strips of paper.
A child picks one out of a hat or bucket.
Then, they must try to act out that emotion.
Page Break
ACTIVITY MATERIALS
depend on the children involved | Stripes of paper |
1 | Pen |
|
oercommons
|
2025-03-18T00:35:20.462195
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94166/overview",
"title": "Emotion charades",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/87581/overview
|
K-6th scope & sequence
Evaluating Resources- grade 4
Overview
Students will look at images and determine how they have been altered. Discuss why someone might alter photographs that are online.
Lesson Title: Evaluating Resources
Overview
Students will look at images and determine how they have been altered. Discuss why someone might alter photographs that are online.
Grade
Fourth Grade
Duration
2 - 20 minute lessons
Standards and Learning Objectives
Washington State Ed Tech Standards:
3.a Students collaborate with a teacher to employ appropriate research techniques to locate digital resources that will help them in their learning process.
3.b. Students learn how to evaluate sources for accuracy, perspective, credibility and relevance.
Washington State ELA Standards:
W.8 Recall relevant information from experiences or gather relevant information from print and digital sources.
Formative Assessment
Teacher will observe the discussion and make adjustments to student understanding as needed.
Lesson One – Evaluating Resources
Materials
- Youtube video –What is Fake News? Tips for Spotting Them Fake News for Kids https://youtu.be/D0Cd9-eJ-No (4:34 minutes)
- Websites
- Dog Island http://www.thedogisland.com/
- Lucky Dog Resort http://www.luckydogresort.com
- Slips of paper for the exit question.
- Smartboard or similar to share videos and websites
Background
There are many websites on the internet that are real but may be not be accurate.
Procedure
Step 1
Show students the websites for Dog Island and Lucky Dog Resort. If students have their own computers, have them look through the sites individually or with a partner.
- What do you think of Dog Island? How about Lucky Dog Resort?
- Is this some place you would send your dog?
- Do you notice anything about either website?
Step 2
Have students watch the video What is Fake News? Tips for Spotting Them. Talk about what to look for in a trust worth website according to the video.
- Read all the way through the article
- Check the date
- Check the author
- Check other websites to see if anyone else is saying the same thing.
Step 3
Revisit the websites again and try to figure out which service is real, and which is fake.
For Dog Island, point out the copyright date and disclaimer at the bottom if no one has discovered it yet.
Step 4
Exit slip –
- What is a HOAX?
- What should you look for the make sure a site is trustworthy?
Lesson Two – Citing Online Sources
Materials
- Websites
- Dog Island http://www.thedogisland.com/
- Lucky Dog Resort http://www.luckydogresort.com
- Blank Word document for creating a works cited list
- Slips of paper for the exit question.
- Smartboard or similar to share videos and websites
Background
Procedure
Step 1
Review with students that they need to pay attention to reliable website suffixes.
Identify the different suffixes they may encounter as a reminder from 3rd grade (or as new learning if they didn’t do the lesson last year.
- http://www. .com – commerce site or commercial site – proceed with caution
- http://www. .gov – government site – very reliable
- http://www. .edu – education site, affiliated with an educational institution – very reliable
- http://www. .org – organization – proceed with caution
Add one more to the list – Countries’ domain suffixes, some examples include…
- http://www. .cn – China
- http://www. .uk – United Kingdom
- http://www. .br – Brazil
Step 2
Lead a discussion with the students – Imagine you are doing a research project and you have reliable sites picked out, we need to make sure that we give the authors proper credit because it isn’t our work we’re using. This is also called Citing our Sources. Why might this be important? Or even a good idea? How would you feel if someone copied something you created and didn’t give you the credit?
Step 3
Have the two websites from last week on the Smart Board.
We’re going to look at the websites from last week and see if we can find the information we need to give proper credit.
We’re looking for…
- The Author – this might not always be easy to find. You may need to do some digging. If it is from an organization like Britannica, you can just use that as the author.
- The URL – You might need to review the URL or web address
- What is today’s date
Step 4
Look through Dog Island and Lucky Dog Resort websites for the URL and author
Show student how to copy the URL and paste it into a Word document. Add today’s date, since that is the date you went to the website.
Make sure they are in alphabetical order by the author’s name
Step 5
Exit slip – What do you need to include on a works cited list?
- URL
- Author
- Date that you went to the website
|
oercommons
|
2025-03-18T00:35:20.505965
|
shaelynn charvet bates
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87581/overview",
"title": "Evaluating Resources- grade 4",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/88149/overview
|
Learning About and Creating Student Archives
Overview
The Rockefeller Archive Center (RAC) is a mixed-media repository that holds the historical records related to the study of philanthropy. These archival materials serve as the entry point into learning how to identify, read, and analyze primary sources in the workshop. This workshop teaches students the value of primary source literacy and ownership of the research process.
This unit introduces students to archives, primary sources, and secondary sources. Students document their time during Covid-19 remote learning by creating, describing, and organizing primary sources. Each student’s personal papers are aggregated into a class archive that is presented in a mock finding aid. Students select one to three “folders” of their classmates’ personal papers to analyze and learn from. They then create a secondary source by describing what they learned about their classmate through their personal papers. Archival best practices and research skills are built into this nine-lesson unit.
|
oercommons
|
2025-03-18T00:35:20.523468
|
Primary Source
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88149/overview",
"title": "Learning About and Creating Student Archives",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/74875/overview
|
Percents in News, Products and Advertising
Overview
In this assignment, students are shown real world examples of percentages. They are asked to make calculations and fix calculation mistakes. This assignment will require students to be able to calculate percent increase and percent decrease.
INSTRUCTIONS:
Click on the resource below. Choose FILE > MAKE A COPY. Add your name to the title of this document.
Click through each of the slides in this activity. Type your answers to the questions by double-clicking the yellow/gray boxes.
|
oercommons
|
2025-03-18T00:35:20.540126
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74875/overview",
"title": "Percents in News, Products and Advertising",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/76538/overview
|
Flashcards
https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/colombiabilingue/dbacurriculo/cartilla_dba/Derechos%20Baicos%20de%20Aprendizaje-%20Tr%20y%20Primaria.pdf
https://create.kahoot.it/share/simpson-description/7e6349d7-f6e9-4e64-b872-d6419138c783
https://es.educaplay.com/recursos-educativos/8138205-adjectives.html
https://redes.colombiaaprende.edu.co/ntg/men/archivos/Referentes_Calidad/Estandares_basicos_de_competencias/Estandares_Basicos_Competencia_en_Lenguas_Extranjeras_%20Ingles.pdf
https://www.youtube.com/watch?v=RCX-emL8CAI
https://www.youtube.com/watch?v=RpuF57cIltw
Who Wants to be a Millionaire - Blank Template 1 [Autoguardado]
DESCRIBING PEOPLE
Overview
This is an interactive lesson plan about describing people for kids of fourth grade.
LESSON DESCRIPTION
Lesson objective:
During this lesson, the teacher will explain some adjectives through flashcards, songs, and interactive games like Kahoot, Quizizz, and PowerPoint Games.
Achievement
By the end of this interactive lesson plan, students will be able to understand and Identify some adjectives to describe people. Besides, they will know how to describe themselves and the others through simple sentences, following the instructions by the teacher.
Skills Focus
Speaking, listening, reading, and writing
Language Focus
Vocabulary(Adjectives to describe people) reading, speaking.
Foreseeable problems
Students may have problems with pronunciation
Students may not understand the new vocabulary
Students may have problems with their internet connection
Planned Solutions
The teacher can reinforce the pronunciation with vocabulary repetitions
The teacher can provide more examples about the new vocabulary
The teacher can send to their parents via WhatsApp what it has been doing in class.
Lesson time: 2 hours
Number of students: 20 students
BASIC LEARNING RIGHTS (BLR)
Menciona algunas cualidades físicas propias y de las personas que le rodean a través de palabras y frases previamente estudiadas
Compara características básicas de personas, objetos y lugares de su escuela y comunidad, a través de oraciones simples.
Describe, de manera oral y escrita, objetos, lugares, personas y comunidades, usando oraciones simples.
Responde, de manera oral o escrita, preguntas sencillas sobre textos descriptivos cortos y alusivos a temas conocidos y de clase.
ESTANDARES BASICOS DE COMPETENCIA
Grado: Cuarto
Nivel: A2.1 ( Básico)
Escucha
Identifico de quién me hablan a partir de su descripción física
Sigo atentamente lo que dicen mi profesor y mis compañeros durante un juego o una actividad
Lectura
Comprendo descripciones cortas sobre personas, lugares y acciones conocidas.
Asocio un dibujo con su descripción escrita.
Escritura
Describo los rasgos personales de gente de mi entorno
Escribo descripciones y narraciones cortas basadas en una secuencia de ilustraciones.
Monólogo
Me describo a mí o a otra persona conocida, con frases simples y cortas, teniendo en cuenta su edad y sus características físicas.
Busco oportunidades para usar lo que sé en inglés.
Conversación
Sigo y doy instrucciones básicas cuando participo en juegos conocidos.
Solicito a mi profesor y a mis compañeros que me aclaren una duda o me expliquen algo sobre lo que hablamos.
Mantengo una conversación simple en inglés con un compañero cuando desarrollo una actividad de aula
PROCEDURE
Pre-Activity
Time: 15-20 minutes
Interaction: T-S
Explanation:
At the beginning of this lesson, the whole group of students will look at flashcards with pictures and written vocabulary about some adjectives to describe people. Firstly, the teacher will proceed to give a brief explanation using the flashcards, then students will repeat aloud each word that is written on the flashcards.
While Activity #1
Time: 15- 20 minutes
Interaction: T-S / S-S
Explanation
Students will play the PowerPoint game "Who wants to be a millionaire" where the teacher will ask about some Simpsons characters, taking into account the adjectives that can describe each one of them. The teacher will help the students with the questions if there is any doubt.
While Activity #2
Time: 5- 8 minutes
Interaction: S-S
Explanation:
The teacher will ask the students to play a Kahoot game based on the adjectives seen in the PowePoint game, but in this case, the students won't have the teacher's help. The three winners on the podium will earn a reward.
While Activity #3
Time: 5 minutes
Interaction: T-S
Explanation:
The teacher will reinforce the remaining adjectives from the pre-activity in order to remember them because those words will be needed for the following game. Firstly, the students have to guess the adjective when looking at the picture, then the teacher will show the written part of the adjective.
While Activity #4
Time: 10 minutes
Interaction: S-S
Explanation:
Students will have a little quiz in "educaplay" where they need to match the picture with its corresponding adjective
Ice breaker Activity
Time: 10 minutes
Interaction: T-S
Explanation:
The teacher will present the video of "Physical Appearance Song | Describing People Song | English Vitamin Bubbles". Students will see the video introducing the topic of adjectives, then students will see the video again but this time they will sing the song.
Post-Activity
Time: 15 minutes
Interaction: T-S
Explanation:
When everything is clear to the students and some doubts have been cleared up, the teacher will show a short video named "Hello Felix | Game Unit 5 Describing people - Learning English for kids" and it will be used to finish the class in a more active and Interactive way.
Homework
Students must bring a short text to the next class where they need to describe themselves with the adjectives seen in class. They will be prepared to do a little oral presentation of themselves to their classmates.
|
oercommons
|
2025-03-18T00:35:20.572366
|
01/21/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76538/overview",
"title": "DESCRIBING PEOPLE",
"author": "Clara Victoria Herrera Bustamante"
}
|
https://oercommons.org/courseware/lesson/93410/overview
|
Quizzes in English 7
Overview
This resource contains quizzes that are most appropriate to Grade 7 learners. The purpose of this resource is to assist grade 7 learners in achieving mastery of the grammar lessons.
Short quizzes for English 7 students to achieve mastery of lessons.
The sentences in each quiz are teacher- made.
ADVERBS
Quiz I. Underline the adverb and encircle the word it modifies then identify what part of speech is being modified by the said adverb. Write your answer on the space provided after each sentence.
Example: Karl properly the song in front of the class. Verb
1. BTS fans around the world are patiently waiting for the comeback of their idols. ______________
2. My friend suddenly lost his appetite after a phone call from his girlfriend. ________________
3. She was definitely sexy during the party. __________________
4. Most of the students walked outside the classroom noisily. __________________
5. My seatmate played Mobile Legend a bit slow. _________________
6. I am so proud of my best friend because she is naturally talented. _________________
7. The firefighters bravely saved a five- month- old baby from the raging fire yesterday. ________________
8. It was too early for her to become a mother. ___________________
Quiz II. Identify whether the underlined adverb is an adverb of time or an adverb of place. Write your answer on the space provided after each sentence.
The clouds above are as white as your dress. ___________________
My youngest sister hides behind our antique cabinet. ______________
Justin Timberlake will be our special guest soon. _________________
Father went downstairs to entertain our unexpected visitor. _______________
The senator has an urgent meeting to attend and he needs to go now. __________
Last Friday, we experienced a magnitude 5.5 earthquake. ___________
Quiz III. Encircle the adverb in each sentence and write TIME if the adverb is an adverb of time and write PLACE if the adverb is an adverb of place. Use the space provided before each number.
_________ 1. Mr. Sanchez was convicted many years ago because of a heinous crime he did.
_________ 2. Some convicted Chinese nationals flew back to China.
_________ 3. After the intensive examination, Mr. Dizon went outside just to breathe some fresh air.
_________ 4. Corazon ‘Cory’ Aquino was the first female president in Southeast Asia.
_________ 5. You can now connect to your loved ones anywhere around the globe using your mobile phone.
Quiz IV. Encircle the adverb of manner in each sentence.
Robert selflessly sacrificed his own life for the people he loved.
They apologize to their Araling Panlipunan teacher sincerely.
The new chairman divided the tasks equally.
Ms. Tuazon, the secretary, clearly explained to Mr. Lopez his responsibilities as the new Chief Executive Officer (CEO) of the company.
Krist awkwardly approached his crush, Mary.
The presiding officer starts the meeting informally.
Professor Tan clearly explained the ideal qualities of an ambassador.
Her mother gently touched the baby’s skin.
Quiz V. Underline the adverb of frequency in each sentence.
Most of us today seldom go to church.
I never eat spicy food.
You must brush your teeth thrice a day.
Students living near the school are always late.
My youngest sister waters her plants daily.
They rarely respect their parents and teachers.
I send her money weekly for her personal expenses.
The grand gathering of doctors in our province is set annually.
Quiz VI. Underline the adverb of degree in each sentence.
She is a bit hesitant in signing the papers.
My classmate was very angry when he found out that his bag was missing.
Mr. Pan is really good in portraying the lead role.
Because it was so high, the participants were not able to climb the last level.
American people are experiencing an extremely hot weather.
It was enough for the tribe living in Benguet.
He was so depressed but he kept on fighting for the sake of his dreams.
She is quite insensitive in uttering those harsh words.
Quiz VII. Box the adverb of negation in each sentence.
Naughty students are not allowed to enter inside the library.
She was never a good guardian to us.
He has nothing to do with this.
They aren’t the original singers of this famous song.
You have no right to ask for a high grade. You should work for it.
They shouldn’t be here in this class.
After a strong earthquake, my things are nowhere to be found.
Quiz VIII. Encircle the adverb of affirmation in each sentence.
It is obviously a brilliant idea.
The auditor was absolutely prepared in answering those mind- blowing questions.
They’re definitely the winner of this year’s edition.
It was truly a spectacular show.
He was doubtlessly elected by his colleagues.
Yes, it was his answer that made our team the winner of the competition.
|
oercommons
|
2025-03-18T00:35:20.594966
|
06/04/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93410/overview",
"title": "Quizzes in English 7",
"author": "Vicente Amper"
}
|
https://oercommons.org/courseware/lesson/97034/overview
|
Education Standards
Content Learning Centers
Designing Effective Activity Centers for Diverse Learners
Editing Center Sample
Learning Centers
Learning Centers
Learning Centers (1)
Learning Centers[6860]
Story Telling Center Sample
Using Center Activities to Promote Student Learning
Content Learning Centers
Overview
On this OER, My group and I focused on Content Learning Center, and we focused on how students and teachers were able to include centers into their curriculm.
Introduction to Content Learning Centers
Content Learning Centers:
- Are small areas within the classroom students select from teacher prepared activities to practice and the skills they have been taught. The teacher creates these centers for the students, so they can build and reinforce their skills. In these centers, students need to be actively engaged in their centers while accommodating their own different approaches to learning, as well as their playful natures, and their need for choice. Allowing students to have the freedom of choice and developmentally appropriate centers differentiates instructuction. Which helps students build physical, social-emotional, and cognitive skills.
The Benefits of Content Learning Content Centers
The benefits of learning in a content learning environment. Our learning centers empower engagement when it is self-directed and based on learners' strength, ability, and interest. The benefits to gain are enhanced language interaction, responsiveness to story, increased art, reading and writing like behaviors, collaboration, peer activity, and independence. Research shows that content learning centers provide open ended activities that allow students to practice skills and strategies taught, and offer opportunities for development.
The Goals to achieve when doing an activity center are
Fairness: Increase opportunities for assistance by teachers and peers
Instructions for all students through conversation and collaboration with the teacher in small groups, homogenous groups
Harmony
Collaboration on shared products with peers in small groups
Inclusion
Increased participation by all students
Academic Excellence
Instruction that is relevant and meaningful to students
Opportunities for students to engage in extended reading time, writing. And speaking using academic language
Instruction that is cognitively challenging and advances students understanding to more complex levels
Instructional framing/ Topic center
- The instructional frame:
Framing each intructional between an opening and closing is an affective routine for developing, modeling, and practing the community values necessary for an activity center intrusction. The idea behind the opening and closing structure is to facilitate cooperative working relationship; encourage quality work by students, both independently and jointly with peers and the teacher: and promote high expextations for everyone particpating performance and learning
Guidelines For A Successful Activity Center
Applying learning centers into your classroom will look a little different for every class. Some general guidelines to follow include:
Create activity centers that will be challenging to students, but ensuring they will still be able to complete the tasks on their own.
During student directed activities, make sure to give the students some choices during the tasks.
Make sure the room is set up for group work. Students should be familiar with the layout and where the supplies are located.
Include activity center instructions such as task cards or instruction sheets. Break up the tasks of the center into steps for students to more easily understand what they should be doing.
Establish a way to assess students after completing a center. There are many ways to accomplish this. An example would be a checklist that the student or teacher completes.
(Application Do’s and Don’ts )
Do: Create a challenging environment for students where they still feel comfortable to share their ideas.
Don’t: Dismiss student responses.
Do: Actively listen to student responses and use them to further the discussion or build on their understanding.
Don’t: Ignore answers you get from the students and only use known answers.
Do: Ask questions that require discussion with students that will activate their knowledge.
Don’t: Only ask questions that have one correct answer.
- Do: Connect the instructional unit and activity together so that there is a good flow between topics. Selecting a theme is a great way to tie everything together.
Don’t: Hop around to different topics without any connection.
Do: Let students talk amongst themselves without selecting a group speaker to encourage participation for all members.
Don’t: Assign a speaker or dictate speaking turns.
- Here are some examples of activity centers that could be used for language arts:
Storytelling Center
In this storytelling center, students select a fairy tale and create a story map following the fairy tale. To add movement and role-play into the center, students will act out the selected story.
Editing Center
For the editing activity center, students will create their own editing checklist to use everytime they get done writing. After working as a group to come up with the things that will be on their editing checklist, they will have the opportunity to try it out with sample paragraphs and their own writing.
Bookmaking Center
Students will create their own paper bag book in this center. In this book, they will write their own fairytale
Activity
| Date Month/Day/Year | Check Yes ☑️ | What did you do today?
|
Storytellng | 12/8/22
| ☑️ | How to read in front of my friends |
Editing
|
| ||
Bookmaking | 12/8/22 |
Applying it to the teacher
> How does it apply to the teacher?
- This idea of centers applies to teachers in two ways. First a teacher will need to establish routines, use age appropriate materials, and encourage problem-solving in the centers. The teacher will need to find a way to introduce the idea of centers to his/her students. The best way a teacher can do this is through a hands on/modeling demonstration.
The second way centers apply to teachers is during center time, a teacher needs to be visibley walking around the room asking questions, providing feedback, highlighting positive examples of student behavior and work, and making adjustments when necessary. The teacher uses these centers to introduce a new skill or reinforce a skill already learned. A teacher should always keep documentation that they can use as a formative assessment to see a student’s progress.
Article feedback/Being applied in the real world
- In the article, Two Teachers Learn from Their Students:
Examining, Teaching, Learning, and the Use of Learning Centers, by Barbara Dian O’Donnell and Rebecca Hitpas, the teacher, Becky did a study of her students, and while documenting this experience she was able to document and observe a couple of her studetns who were in this new transition of actvity centers. She wanted to document they progress her students gianed and the adapting part they failed to gain.
Becky and a classroom aide documented each student as they work on the centers and were able to monitor her students’ progress and what they were lacking
The students were given a checklist to monitor the progress of their literacy skills
During the centers, Becky and her aide attended the centers with the students to
Ask question
And remediate when necessary
The results of Ms. Becky and her Aid both learned that:
Students A, one of the youngest students in the class, did not attend preschool and was noticeably behind the other students when school began. Although he made great strides to improve, he was a challenge for Becky, resisting authority and often arguing. As she stated, “He disputed me as well as other adults multiple times on a daily basis.” Becky soon found this new center format fit his circumstances well. She determined that he needed to have control over his environment. When center time came each day, his excitement and enthusiasm was apparent, and even contagious to those around him.
- Student B, the youngest of three children and daughter of a fellow teacher, was used to getting her share of attention at home. Although she was normally a cheerful child, she had moments of stubbornness as most kindergarteners would be. Did Student B become more accountable as a result of the new center format? Videotapes and observation notes show that she used her checklist to document center work appropriately. Student B was productively involved on most occasions, but observation notes showed that on a few days she used center materials for actions having nothing to do with literacy, like a hiding game. Her written work samples showed that she was often careless or seemed to be rushed. Despite these occasional problems, Becky felt that Studnet B did become more accountable, and given more time, would show more improvement.
The most important lesson she learned was that she does not need to be in control constantly
She has to give her students choice and self-accountability in the centers to truly learn and to be productive
Becky found new teaching roles in the literacy learning centers
She formed new literacy centers and as students worked on the same activities, she will modify the activities on the spot to meet the needs of each different student
Conclusion
Learning centers are one of the most important ways to learn new content by either working in a group or individually for the students. Working in Centers students can gain social and emotional skills, and learn how to think independently. A good thing to remember when implementing learning centers in your classroom is to establish routines, use age appropriate materials, and encourage problem solving.
|
oercommons
|
2025-03-18T00:35:20.659247
|
Trixie Hodges
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97034/overview",
"title": "Content Learning Centers",
"author": "Lesley Guerrero"
}
|
https://oercommons.org/courseware/lesson/78421/overview
|
Linear vs. Exponential Functions
Overview
The point of the lesson is for students to be able to distinguish between situations that can be modeled with linear functions and with exponential functions.
• Prove that linear functions grow by equal differences over equal intervals, and exponential functions grow by equal factors over equal intervals.
• Recognize linear situations.
• Recognize exponential situations.
Lesson
Brian-Based Lesson
| Lesson Objectives: Distinguish between situations that can be modeled with linear functions and with exponential functions. • Prove that linear functions grow by equal differences over equal intervals, and exponential functions grow by equal factors over equal intervals. • Recognize linear situations. • Recognize exponential situations. | |||
Grade: 9th Algebra 1 Time frame: One class period | Lesson Title: Linear vs. Exponential Functions | ||
Brain-based Strategies Used in the Lesson:
| Formative or Summative Assessments: Formative Assessment: An exit ticket will be given at the end of the lesson having the students show their reasoning skills. Also, will have a check-in on how they believe they are doing on the topic and why. | ||
Prior to this lesson: The information needing to be covered before this topic is how to determine what a function is, evaluating functions, and writing functions when given the slope and y-intercept. Before they enter 9th grade these students should have a basic understanding of graphing (even if it is just plotting points), key features, and slope. The unit we are working on is Linear and Exponential Functions. This topic should be taught after the students have some type of reasoning skills to determine real solutions based on context, can interpret information based on a graph, words, table, equation, and patterns. Students' mastery of that information will help them form a base of characteristics that can be used to compare to new functions. That way during the introduction to Exponential Functions they can use the previous information to understand the differences and similarities between the linear and the new function, be able to identify either function used based on the context, make sense of solutions, and identify key features. | |||
Materials: Computer and Desmos Technology materials: Desmos: (This includes their warm-up, lesson, and exit ticket) | |||
Content Core Standard: CCSS.MATH.CONTENT.HSF.LE.A.1 | |||
Technology used:
| |||
| Time | Materials | Lesson Procedures(Include the materials & technology.) | |
| 5Mins | Intro to Exponential | Intro activity to activate schema (background information)/Warm-up/or Bell-ringer Students will start by completing 5 views of a function with a linear function. This is so they are prepared to be able to compare/contrast a linear function to that of an exponential one (which they will be learning momentarily). | |
| 5 Mins. | Introduce New Information: (Teaching)Students are given a pattern of clouds in which the hope is that they see it is increasing at an inconstant slope. They will discuss what they notice and wonder about the pattern they are seeing. From here we will do the Five Views of a function with the Exponential Function in which they will be able to see it unfound in a table, graph, and equation. | ||
| 10 Mins | Hands-on Activity Steps: (Prepare ways for students to practice the new information.)After learning what an exponential function is, students will go through a series of pictures, equations, tables, word problems, and determine if the function is linear or exponential based on the key features of each. They will also be asked to justify their answer. Each of these we will go over as a class – so that any misconceptions can be cleared up. Before ending the lesson, they will have to do a card sort in which they will be given multiple views of each function. (This they will fully on their own) | ||
| 5 Mins. | Feedback: (How will the students provide feedback?) Group activity? Instructor feedback? Feedback will be given in the Exit Ticket. Students will slide the slider to agree/disagree with the statement “I feel confident in my ability to determine if a function is linear or exponential.” They will also explain their answer. Lastly, to double-check their memory they will give me one way they know a function is linear and one way they know a function is exponential. | ||
| Homework or in-class assignment | Assessment(s): (assignments and/or activities)
|
|
oercommons
|
2025-03-18T00:35:20.681696
|
03/21/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78421/overview",
"title": "Linear vs. Exponential Functions",
"author": "Skylar Baumann"
}
|
https://oercommons.org/courseware/lesson/61080/overview
|
Multiplication and Division Video-Strategies
Overview
This video can be used for parents or students who would like to review strategies for multiplication and division.
Video explanation of Multiplication and Division Strategies
The following video was made to help parents and students better understand the strategies we are learning in class to multiply and divide.
3.OA Standards
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oercommons
|
2025-03-18T00:35:20.694005
|
12/30/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61080/overview",
"title": "Multiplication and Division Video-Strategies",
"author": "Marilyn Cheney"
}
|
https://oercommons.org/courseware/lesson/70825/overview
|
Ice Cream Menu Sample
NDE Lesson Plan
Information Technology Fundamentals - Creating Tabs and Changing the Page Color
Overview
View the attached files to see a project for a Information Technology Fundamentals class. You will find:
- Lesson Plan
- Checklist for Students
- Example of Finished Project
Feel free to change and custimize the lesson plan to better fit your classroom and students.
Information Technology Fundamentals
View the attached files to see a project for a Information Technology Fundamentals class. You will find:
- Lesson Plan
- Checklist for Students
- Example of Finished Project
Feel free to change and custimize the lesson plan to better fit your classroom and students.
|
oercommons
|
2025-03-18T00:35:20.712287
|
08/03/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70825/overview",
"title": "Information Technology Fundamentals - Creating Tabs and Changing the Page Color",
"author": "Hunter Vanness"
}
|
https://oercommons.org/courseware/lesson/82658/overview
|
Daily Routines (Rutin Aktiviteler)
Overview
Bol görsel destekli örnek cümleleri ile keyifli Powerpoint sunusunu indirip dersinizde kullanabilirsiniz.
Daily Routines
Bol görsel destekli örnek cümleleri ile keyifli Powerpoint sunusunu indirip dersinizde kullanabilirsiniz.
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oercommons
|
2025-03-18T00:35:20.728416
|
06/22/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82658/overview",
"title": "Daily Routines (Rutin Aktiviteler)",
"author": "Mehmet Akif HOŞGÖR"
}
|
https://oercommons.org/courseware/lesson/71775/overview
|
Computer Science Resources for Lower Primary Teachers
Overview
This resource contains several ready made curricula for lower primary students. The resources are easy to use and contain all of the information a teacher would need to teach the lessons/units.
Introduction
This resource is a gathering of free curriculum, videos and tutorials, robots, and general information about computer science in the lower primary grades.
The following are the goals:
- Lower primary teachers will be able to access and use these resources easily.
- Lower primary teachers will be able to use these resources to support their students in the learning of computer science concepts.
- Lower primary teachers will be able to integrate these resources into their regular curriculum.
The Computer Science standards are organized in an easy to filter format for the lower primary teachers in K-2 by concept:
- Algorithms and Programming
- Computing Systems
- Data and Analysis
- Impacts of Computing
- Networks and the Internet
Steps for using this resource:
- Use the CS standards to link CS learning with units already in place.
- Follow the links included with each resource to explore curriculum, projects, and activities.
- Look for related tutorials for even more information.
- Join online communities of other teachers using these resources.
- Try some lessons with students.
Free Curriculum
This is a list of free and easy to access curriculum, projects, and activities for use with lower primary teachers to support their students as they become familiar with and use computer science concepts.
Links:
Code.org CS Fundamentals for Grades K-5
- This curriculum is free and accessible for classroom teachers. Each lesson includes objectives, vocabulary, links to all needed resources (videos, worksheets, manipulatives), and detailed instructions for teaching. State and regional workshops are available by working with the state regional partner.
- It is organized by grade level with the flexibility to move students into the course(s) to best fit their needs.
- It includes unplugged (no device necessary) lessons that teach the computer science concepts through active participation, colloaboration, and problem solving.
- It includes plugged (device necessary) lessons that come in puzzle/game formats that reinforce the concepts learned in the unplugged lessons.
- This curriculum works with the ScratchJr app available on multiple devices, but working best on an iPad.
- It includes animation projects that build computer science skills and support CS concepts.
- It includes project cards for independent work.
- It uses visual blocks which do not require reading.
- PBS ScratchJr includes projects, videos, and other CS resources with PBS characters as sprites.
Robots
These two robots are highlighted because they have well-written and free accessible curiculum supporting computer science concepts. The robots must be purchased and the cost can often be covered through grants and from industry partners.
Dash and Dot
- Create a free educator account and follow the Classroom link to Curriculum. Choose the "Discover a clear scope + sequence" and click on "View Lessons". Choose the "Learn to Code" tab. Lessons are organized by grade level.
- It includes unplugged lessons which can be done without the robot.
- It includes plugged lessons which require the robot.
- The robot is programmed using the Blockly Jr app (icons only - no reading needed) or Blockly app (reading needed)
- Cubetto works without a device.
- It reinforces sequencing/algorithms using color and shape recognition.
- Curriculum can be requested for free.
- Request a free Beginners Guide to Coding with Kids.
|
oercommons
|
2025-03-18T00:35:20.747658
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71775/overview",
"title": "Computer Science Resources for Lower Primary Teachers",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/110720/overview
|
Civics 5th grade
Overview
This lesson plan is over civics for the 5th grade. It involves a fair amount of online resources and incorporates way they can be innovative in their own way. I highly encourage you to check out this lesson if you are teaching civics due to the fact that the students get to make their own comic strip to demonstrate the whole idea of civics and what it entails. I incorporated a lot of helpful websites that may be helpful for teachers even if they do not use the whole lesson plan they might find those interesting.
supporting question 1 5th grade
Introducing day one is basically going to get the students feet wet with the topic. The teacher will slowly start introducing it during this day. The information will get heavier as the days go on.
While the studnets are exploreing make sure the students are on the coorect websites.
Morning work:
What is civics?
Perception
Write what you think civics is on a peice of scrap paper. Then write one exaple of a way a person can show civics in the community.
Have students explore the websites:
https://www.nps.gov/articles/000/-h-our-history-lesson-what-about-heroes-marshall-and-wilson.htm
https://www.kidcitizen.net/https://www.kidcitizen.net/
https://eagleeyecitizen.org/
Write two things down that stook out to you while reading though the information.
Action & Expression
Now think of some ideas that youd think will help model civics.
-turn and talk with you partner to share a way that you can participate in civics.
Supporting question 2 5th grade
-The police officers should be warned on what unit we just have started. They need to know that our main focus is civics and this is what our entire unit is stuctured around.
Day two
Before leaving brain storm some questions to ask the office.
The students will be taking a feild trip to the local police station.
Engagement
The student will bring their note books to write down any questions they have for the police officers in order to help them with the poster when they get back.
Comprehension
When the students get back the students will begin on their posters that explains how a polcice officer models civics and relate them to the hero website that was given to them the day before. On the back side they will write how a major models civics as well.
https://www.nps.gov/articles/000/-h-our-history-lesson-what-about-heroes-marshall-and-wilson.htm
The students will present their posters front and back side to the whole class.
Supporting question 3 5th grade
educate the tsudents before the book on hwta it means to model civic virtues. Then read the book and ask the students how the charcter modeled responsiblity, coooperation, and respect.
Then have the students creat their own comic book that pertains these virtues.
Listen to the book "what can a citizen do?" by Dave Eggers
Comprehension/ Recruiting interest
After reading this lesson the students will create a commic book using people in the community modeling their super power of civics.
Think of the professions that help make the city a better place.
the people in the comic book should model civility, cooperation, respect, and responsible participation.
Goal and standards of this lesson
The goal of this lesson is to look at heroes in our everyday lives that have made a difference and look at them as an example of a person that shows that they care about the community. This lesson should introduce what civics is and how it can be modeled then we will go into looking at examples. This lesson is important because they students need to be able to see how they can model civics in their community and how they can be a good example like the models shown.
Standard-5.C.6
Describe group and individual actions that illustrate civic virtues, such as civility,
cooperation, respect, and responsible participation.
|
oercommons
|
2025-03-18T00:35:20.767795
|
12/04/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110720/overview",
"title": "Civics 5th grade",
"author": "Magdalen Hare"
}
|
https://oercommons.org/courseware/lesson/19276/overview
|
Shapes Slide Show
Shapes
Overview
This lesson is designed to be used in a Kindergarten classroom. This lesson teaches three basic shapes: square, circle and triangle.
Section 1
This lesson is designed to be used in a Kindergarten classroom. This lesson teaches three basic shapes: square, circle and triangle.
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oercommons
|
2025-03-18T00:35:20.784102
|
12/08/2017
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/19276/overview",
"title": "Shapes",
"author": "Josi Link"
}
|
https://oercommons.org/courseware/lesson/98277/overview
|
Ellie Grefenstette- Virtual Reality
Overview
Virtual Reality in the Classroom
Virtual Reality in the Classroom
Virtual Reality in the Classroom
Ellie Grefenstette
Fairfield University
Introduction
Virtual reality has been an up and coming form of technology for the past few years that has tremendous potential in a learning environment. Many educators and technological innovators believe that “we’re now on a path to reinvent education” (Kilmon, Brown, Ghosh, & Mikitiuk, 2010). Virtual reality can make it possible for students to experience real life simulations of places and things that would not otherwise be possible. According to various forms of research, studies done on all different ages, and feedback from a wide range of students, it is commonly thought that virtual reality could bring a lot of positive aspects to a classroom. However, this idea does not come without challenges and drawbacks.
This paper aims to review the studies and articles written about virtual reality in the classroom, discuss its pros and cons, and determine how it could best be used in terms of learning. While virtual reality can be fun and is often used merely for entertainment, it has the potential to be a huge component to closing an educational gap in our classrooms and providing students of all backgrounds the same experience in learning.
What Virtual Reality in the Classroom Entails
Throughout the last couple of years, the functions on virtual reality headsets have increased tremendously. VR headsets went from being out of reach price wise with not a lot of options to very affordable and an incredible amount of features. Many studies use an experimental and control group to show the effects of learning language, science, math, and more with VR headsets. One study explained that “the results revealed that the experimental group obtained significantly higher academic achievement and engagement scores (cognitive, behavioral, emotional and social) than the control group. Moreover, the experimental group had a high level of technology acceptance for IVR usage in classrooms” (Bailenson, 2010). This study, along with so many others, show a common theme of higher achievement after using VR. Students generally enjoyed using Virtual Reality and seemed more engaged in what they were learning. The method of learning with VR is much more interactive and grabs the attention of students by providing a fun way to learn new things, experience new places and people, and play in simulated environments that make learning feel like a game. Another study showed that “students used virtual reality to learn about astrology and scored higher after using virtual reality” (Chen, 2010). Instead of learning about planets from a textbook, VR allows students to learn about astronomy by being placed in virtual environments that make it seem real. Students commonly report that it is easier to grasp new information on difficult topics such as astrology when it becomes visually presented to them in an interactive format.
Barriers of Integrating Virtual Reality into the Classroom
A major setback in Virtual Reality in the classroom is a lack of large scale studies done to convince schools of its proper benefits. While the majority of studies that have been done favor the push for Virtual Reality devices being used in a classroom, there is not a large enough scale to base the information off of. If the world was informed that another pandemic would occur in future years, it is more than likely that VR would be used in a number of places. However, a lot of training and resources need to be available before this could be possible. There are also a number of other barriers to this integration process. One researcher was able to “identify three challenges that must be met before VR can be integrated into educational settings: cost, usability, and fear of the technology” (Bricken, 1991). Although this quote is from an older article, the statement still holds the same truth today. Many studies show that despite VR’s incredible potential in learning, cost is a huge issue. In recent years VR devices have decreased tremendously and accessibility has become much more widespread. However, this still means that there needs to be enough solid evidence, studies, and research done to prove its effectiveness in order for school districts to spend money on such devices. Teachers today, especially after the pandemic, need to know how to use technology and be able to adjust to new tech tools as each year progresses. Technology is always changing and improving, and teachers need to evolve along with these advancements. “The extent to which these potential uses of virtual reality are realized, however, depends on the willingness of special educators to become knowledgeable about the technology and serve as advocates for its research and development in special education” (Velev, Zlateva, 2017). If educators and policy holders want to see this change happen in the classroom, they need to hold themselves accountable for learning how to use the devices, and learning how they can benefit their students. There is a common theme among the research that teachers’ lack of understanding and willingness to ty virtual reality results in a lack of studies and information on the topic. Regardless of how positive the current studies are and how much they benefiting the students using them, more studies need to be available and more teachers need to be willing to adapt and learn.
Best Practices of Vitual Reality in the Classroom
“Virtual reality is being used in medicine, chemistry, architecture, interior design, the military, space exploration, and robotics” (Velev, 2017). A common theme throughout the majority of research is the wide variety of uses that VR can support. When you look at how VR can change the way students learn, from learning astrology at a young age to learning about surgery as a medical student, there are endless possibilities. VR allows students to learn in a way that is engaging and fun for them and gets the students excited to learn. In later years, it also allows for students to have the same experiences as other students who have more of an opportunity to travel, intern, and be immersed in simulations that they would not have access to otherwise. “Unlike virtual reality, augmented reality does not replace the real world around you entirely, but augments and enriches it instead of adding layers of information on top of the things that are around us” (Velev, 2017). The last part of research that is common throughout is the idea that VR is a guide to learning rather than replacement of learning. Many people after the pandemic used technology as a total replacement for traditional learning. Rather than being a replacement, VR is used as a guide to enhance a student’s learning and life experiences.
Conclusion
“Recent technological innovations, including the rapid adoption of smartphones by society, have facilitated the access to virtual reality and augmented reality of anyone” (Martín-Gutiérrez, 2017). The more technology adapts and enhances, the more readily available things like Virtual Reality will be to be used in a classroom setting. Studies have shown that students enjoy using virtual reality headsets and find them fun to learn from. Research also backs up the fact that students score better on tests and other assessments after using Virtual Reality. If teachers and students become willing to learn how to use these tools, then Virtual Reality could have a major impact on how students of all ages learn.
Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171-1182.
Shin, D. H. (2017). The role of affordance in the experience of virtual reality learning: Technological and affective affordances in virtual reality. Telematics and Informatics, 34(8), 1826-1836.
Bricken, M. (1991). Virtual reality learning environments: potentials and challenges. Acm Siggraph Computer Graphics, 25(3), 178-184.
Vergara, D., Rubio, M. P., & Lorenzo, M. (2017). On the design of virtual reality learning environments in engineering. Multimodal technologies and interaction, 1(2), 11.
Pantelidis, V. S. (1993). Virtual reality in the classroom. Educational technology, 33(4), 23-27.
Bailenson, J. N., Yee, N., Blascovich, J., Beall, A. C., Lundblad, N., & Jin, M. (2008). The use of immersive virtual reality in the learning sciences: Digital transformations of teachers, students, and social context. The Journal of the Learning Sciences, 17(1), 102-141.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40.
Chen, C. H., Yang, J. C., Shen, S., & Jeng, M. C. (2007). A desktop virtual reality earth motion system in astronomy education. Journal of Educational Technology & Society, 10(3), 289-304.
Freina, L., & Ott, M. (2015, April). A literature review on immersive virtual reality in education: state of the art and perspectives. In The international scientific conference elearning and software for education (Vol. 1, No. 133, pp. 10-1007).
Kilmon, C. A., Brown, L., Ghosh, S., & Mikitiuk, A. (2010). Immersive virtual reality simulations in nursing education. Nursing education perspectives, 31(5), 314-317.
Vogel, J. J., Greenwood-Ericksen, A., Cannon-Bowers, J., & Bowers, C. A. (2006). Using virtual reality with and without gaming attributes for academic achievement. Journal of Research on Technology in Education, 39(1), 105-118.
Velev, D., & Zlateva, P. (2017). Virtual reality challenges in education and training. International Journal of Learning and Teaching, 3(1), 33-37.
Difficulty in training teachers how to use vr
Powers, D. A., & Melissa, D. (1994). Special education and virtual reality: Challenges and possibilities. Journal of Research on Computing in Education, 27(1), 111-121.
Velev, D., & Zlateva, P. (2017). Virtual reality challenges in education and training. International Journal of Learning and Teaching, 3(1), 33-37.
Pantelidis, V.S. (2010). Reasons to use virtual reality in education and training courses and a model to determine when to use virtual reality. Themes in Science and Technology Education, 2(1-2), 59-70.
Martín-Gutiérrez, J., Mora, C. E., Añorbe-Díaz, B., & González-Marrero, A. (2017). Virtual technologies trends in education. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 469-486.
Kilmon, C. A., Brown, L., Ghosh, S., & Mikitiuk, A. (2010). Immersive virtual reality simulations in nursing education. Nursing education perspectives, 31(5), 314-317.
Chen, C. H., Yang, J. C., Shen, S., & Jeng, M. C. (2007). A desktop virtual reality earth motion system in astronomy education. Journal of Educational Technology & Society, 10(3), 289-304.
Ray, A. B., & Deb, S. (2016, December). Smartphone based virtual reality systems in classroom teaching—a study on the effects of learning outcome. In 2016 IEEE eighth international conference on technology for education (T4E) (pp. 68-71). IEEE.
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oercommons
|
2025-03-18T00:35:20.808840
|
10/27/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98277/overview",
"title": "Ellie Grefenstette- Virtual Reality",
"author": "Ellie Grefenstette"
}
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https://oercommons.org/courseware/lesson/94882/overview
|
biology Overview kdddddddddddddddddddddddddddddd effect of maths hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhkkkkkkkkkkkkk
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oercommons
|
2025-03-18T00:35:20.831851
|
07/05/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94882/overview",
"title": "biology",
"author": "nikita avasthi"
}
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https://oercommons.org/courseware/lesson/75639/overview
|
Module 3: Solving Quadratic Equations
Overview
This Module helps students to explore the process of solving quadratic equations. Students will use mathematical modeling and reasoning to make connections to solving systems of equations. Students will complete various activities from watching Youtube videos to completing Google Docs and FlipGrids explaining their rationale. Students will also read articles to analyze applications of solving systems of equations and follow along with Khan Academy and Emaze presentations.
Solving Quadratic Equations
Module 3:
Solving Quadratic Equations
Teacher Version
- Each Lesson is made to be used within a 50 minute period.
- Each Module is made to be completed within a 5-day week.
- Each Module is based on some of the material from the Open Stax Elementary Algebra 2e: https://d3bxy9euw4e147.cloudfront.net/oscms-prodcms/media/documents/ElementaryAlgebra2e-WEB_1.pdf
- Some of the questions are based on this textbook: http://www.wallace.ccfaculty.org/book/Beginning_and_Intermediate_Algebra.pdf
- Google Classroom that supports these lessons can be accessed with code: lpazqtb
Standards:
Technology:
EMPOWERED LEARNER 1C- Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
CREATIVE COMMUNICATOR 6C- Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.
Mathematics:
CCSS.MATH.CONTENT.HSA.REI.B.4- Solve quadratic equations in one variable.
CCSS.MATH.CONTENT.HSA.REI.B.4.A- Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 = q that has the same solutions. Derive the quadratic formula from this form.
CCSS.MATH.CONTENT.HSA.REI.B.4.B- Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
CCSS.MATH.CONTENT.HSA.CED.A.1- Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
CCSS.MATH.CONTENT.HSA.SSE.B.3.A- Factor a quadratic expression to reveal the zeros of the function it defines.
CCSS.MATH.PRACTICE.MP2-Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP4-Model with mathematics.
CCSS.MATH.PRACTICE.MP6-Attend to precision.
Daily Outline:
Day 1: QUADRATIC FORMULA
- (30 minutes) Students will follow along with the Powerpoint presentation that introduces them to solving quadratic equations with the quadratic formula.
- https://docs.google.com/presentation/d/19_PvCH3nGPaglO8NJwBrkuM15wlSNFRTc84V5KVxhsI/edit#slide=id.p1
- (5 minutes) Students will watch a Youtube video that plays a song to help students memorize the quadratic formula.
- (15 minutes) Students will complete a Google Forms exit slip over the quadratic formula.
Day 2: SQUARE ROOTS METHOD
- (20 minutes) Students will follow a Khan Academy Youtube video that will show an example of solving quadratic equations using the square root method.
- (30 minutes) Students will follow the Emaze presentation that will show them how to use the square root method and when to use it.
Day 3: COMPLETING THE SQUARE
- (10 minutes) Students will read the article about how and when to use the complete the square method.
- (10 minutes) Students will watch a video of me giving an example of using the complete the square method.
- (15 minutes) Students will complete the Kahoot Review Game that will assess their knowledge of using completing the square.
- (15 minutes) Students will complete the exit slip for completing the square.
Day 4: FACTORING AND ZERO PRODUCT PROPERTY
- (35 minutes) Students will follow along with the Emaze presentation that will introduce the factoring method and the zero product property.
- (15 minutes) Students will complete the exit slip for the day.
Day 5: Applications Day
- (10 minutes) Students will watch the Youtube video that will go through an example that is like the quadratic applications they will work on next.
- (40 minutes) Complete the Quadratics Application worksheet in the Google Doc.
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oercommons
|
2025-03-18T00:35:20.854643
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Ashley Hatz
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75639/overview",
"title": "Module 3: Solving Quadratic Equations",
"author": "Homework/Assignment"
}
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https://oercommons.org/courseware/lesson/97652/overview
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Holistic Defense Externship - Course Syllabus
Overview
This syllabus may be used in a Holistic Defense Externship course.
Holistic Defense Externship - Course Syllabus
This syllabus may be used in a Holistic Defense Externship course.
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oercommons
|
2025-03-18T00:35:20.870061
|
10/03/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97652/overview",
"title": "Holistic Defense Externship - Course Syllabus",
"author": "Daniel Ellman"
}
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https://oercommons.org/courseware/lesson/94087/overview
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My Strengths and Challenges
Overview
To help the child recognize their strengths and challenges, and increase their self-awareness and self-esteem.
Fixed Mindset
ACTIVITY OBJECTIVE: To help the child recognize their strengths and challenges, and increase their self-awareness and self-esteem.
ACTIVITY DESCRIPTION: Make time to execute this activity with the child during the school day, and ask them to fill the sheet with traits they think go under each column.
FOR PRINTABLES
ACTIVITY MATERIALS
00 | Printed table |
IMPORTANT NOTES FOR PRACTITIONER
Build up the child’s confidence by talking to them about their strengths, this should include subjects at school, hobbies and/or relationship skills.
Ask the child which areas they think they are struggling with, and then try to rephrase what they say in a positive light. Engage with them in a discussion about what they can do/need to be able to work on this challenge.
Make sure to brainstorm with the child and support what you say with examples (of their own behaviors), while remaining objective. For instance, if the child gets stuck during the activity, mention a certain behavior that they do and ask them which column they think it falls under.
Revisit this list regularly to increase their sense of progress.
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oercommons
|
2025-03-18T00:35:20.884163
|
06/19/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94087/overview",
"title": "My Strengths and Challenges",
"author": "CIPPO Egypt"
}
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https://oercommons.org/courseware/lesson/94789/overview
|
Making A Weekly Plan To Help Us Succeed
Overview
Making a weekly plan by the day and hour can help to lessen stress by being able to arrange the hours necessary for success.
This is for all my math classes. The need to organize is summed up well in the aphorism "Organize or agonize". This is part of the fulfillment of my share of Renton Technical College's OSPI grant.
Making A Weekly Plan To Help Us Succeed
Making a table of days and hours in the day for when we will do the work for each class is a very useful thing to do. Here’s how it’s done.
Using a big piece of paper which you can tape to a wall, create a table like the one below with days of the week in the first column, and the hours of a day in the first row. Then decide on a task for each hour of the day, and for each day of the week. I’ve filled in just the tasks for Monday, but you should think about what you need to do each day of the week. Don’t worry about appointments that need to be scheduled as they are needed. Just get the basic pattern of activities for each day of the week.
By making a table like this you will discover that it takes much of the stress out of your week because you can easily see what needs to be done at any time during the week.
Keep a separate calendar for due dates and appointments. This table is to let you know which task should be done at any time during a day for which you have no other appointments or obligations.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 |
M | Sleep | Sleep | Sleep | Sleep | Sleep | Sleep | Sleep | Sleep | Statistics | Statistics | A&P | Break | Eat | P/U Child | Work | Work | Work | Work | Work | Work | Work | Work | Work | Clean |
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oercommons
|
2025-03-18T00:35:20.937725
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06/30/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94789/overview",
"title": "Making A Weekly Plan To Help Us Succeed",
"author": "Al Roth"
}
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https://oercommons.org/courseware/lesson/116688/overview
|
Education Standards
HistoryTok
Overview
This resource is an engaging way to get your students in U.S. History or U.S. Government thinking about the founding principles of the U.S. Consitutiton. After learning about the basics of the Enlightenment Period and guided principles used in the creation of the U.S. government, students can think critically about topics and create a short satiracal video on TikTok.
Assignment Guidelines
This lesson is to be used after teaching students about the foundations of the U.S. Government system in grades 10th-12th. It is a fun, relevant way to get your students to think critically about the important people, documents, and concepts that shape our country. Depending on your school's cell phone policy, you may need to ask permission in order to do this project. You may also want to have a second option, such as a political cartoon, for any students that do not have a cell phone, TikTok, or are not comfotable on camera.
#HistoryTok Project
You need to create a Tik Tok about one of the topics from Foundations of the U.S. Government. Your Tik Tok must meet the requirements below.
Requirements
- Must cover one of the approved topics or an alternative topic approved by the teacher
- Must be no shorter than 45 seconds and no longer than 2 minutes in length
- Must be original content not something that has already been done
- Anyone in your video must have agreed to be in your video (don’t film someone who doesn’t know you’re filming them or who didn’t agree to let you use the footage)
- Video doesn’t have to be public it can be private
- All public videos must contain the appropriate hashtags
- Video cannot include profanity
- Video should not trash talk the subject
- Videos can be collaborations
Approved Topics:
- Thomas Hobbs
- John Locke
- Montesquieu
- Rousseau
- Social Equality
- Constitutionalism
- Separation of Powers
- Social Contract
- Divine Right
- Rule of Law
- English Bill of Rights
- Common Sense
- Declaration of Independence
- Republicanism
Rubric:
| Scoring Category | Points |
| Educational Quality: Would a teacher put this in their lesson powerpoint to teach this topic? Is the information historically correct and relevant? | /20 |
| Basic Requirements: Length of time, profanity?, hashtags, approved topic, etc | /20 |
| Creativity: How does this masterpiece move people? Does it make people laugh, is it relatable, does it make you want to cry, are the transitions on point, video quality, what sets this apart? | /10 |
| Final Score: | /50 |
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oercommons
|
2025-03-18T00:35:20.966753
|
Interactive
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116688/overview",
"title": "HistoryTok",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/102940/overview
|
YouTube Short
Overview
Small Lesson having students use their creativity and media skills to create a Short similar to YouTube Shorts (can be posted to YourTube or not) based off motivation. Use of words, music, images, themes, and presentation to create the viewer's desire to do as the short encourages.
MOTIVATION: The desire to to act in service of a GOAL.
Object: You will create a YouTube Short on a motivational theme of your choice. You will need
to choose a theme to your short. Your words/quotes need to match your theme clearly. The
images or video behind the words or the person speaking should match your theme and if you
choose to use music for your background it should be an addition to support the feel of the
theme. Finished shorts will be uploaded to Schoology and shared via the class/teacher’s
YouTube channel.
Examples to follow:
https://youtube.com/shorts/Tbbnj5pAcuM?feature=share
https://youtube.com/shorts/FfhnmDmT7LA?feature=share
https://youtube.com/shorts/BAe3TlmWlrY?feature=share
Quotes/ Words to use Examples:
T
Theme of photo and quote is fitness and health
License: https://creativecommons.org/licenses/by/2.0/
Theme of quote is choosing each day to be better than before
License: https://creativecommons.org/licenses/by-nd/2.0/
Link to free OER music and songs that can be legally downloaded and used in your YouTube
short.
https://freemusicarchive.org
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oercommons
|
2025-03-18T00:35:20.979941
|
04/15/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102940/overview",
"title": "YouTube Short",
"author": "Suzanne Myers"
}
|
https://oercommons.org/courseware/lesson/90303/overview
|
Alphabet ( Lesson 2 ) - Off2Class ESL Lesson Plan
Overview
Lesson 2 allows students to practice what they learned prior. With your help, students can work on recognizing letters out of sequential order while learning additional vocabulary.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Lesson 2 allows students to practice what they learned prior. With your help, students can work on recognizing letters out of sequential order while learning additional vocabulary.
You can download the lesson plan below: https://www.off2class.com/lesson-plan-downloads/how-to-teach-the-alphabet-to-adult-esl-students/
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oercommons
|
2025-03-18T00:35:20.998238
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90303/overview",
"title": "Alphabet ( Lesson 2 ) - Off2Class ESL Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/97670/overview
|
Animals and the Habitats
Overview
I want to teach the kids on different animals and their habitats. But first, I want to start the lesson with the hatching of eggs. Show them what this world has to offer. Then tell them about how humans are treating the earth and how can we fix it in different environments. But first, they need to know the different environments and the animals inside them so they know how to help. They will be assigned a presentation on different animals in the habitats, and at the end, I will be giving a quiz on it.
Stage 1 - Desired Results
ESTABLISHED GOALS |
The Goal of this lesson is to help kids have a better understanding of the World we live in. Every place throughout the world is different. Whether it's the landscape, animals, or plants. Students will be able to accurately identify the plants and animals in a particular environment in the world. |
Transfer
Students will be able to independently use their learning to… |
| Identify different animals and plants in different habitats and how they adapt to the changes in the environment. |
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
| Different animals and plants are in different environments across the world, and how they adapt to their environment. | What are the different environments? What kind of animals live in that environment? What do those animals eat? How do they adapt to the environment they live in? |
Acquisition
Students will know… | Students will be skilled at… |
| Different animals and their environments | Identifying certain animals and the different environments in which they live |
Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment evidence for |
| For the students they will get a quiz for their progress check to make sure each student understands the lesson and what I have taught so far. Then at the End of the unit, after their PowerPoint, I will give the kids a Test. | PERFORMANCE TASK(S): Quizzes and Tests
|
For an exit ticket, I will be giving each student a question about our lesson that day and they must email me before they go to recess. For the Movie Clips, i will show either a Brain Pop or a Youtube video and the kids will have questions to answer about what they watch. For Virtual Field Trips I will tell the kids to go to a certain place and make them write a paragraph or two about what they are seeing. Then, at the end of the whole lesson plan, I will get the students to create their own habitat and put animals inside their habitat. | OTHER EVIDENCE: Exit tickets, Movie clips, PowerPoint, Kahoot, Virtual Field Trips |
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas, and Explore the issue.
R = Provide opportunities to Rethink and Revise their understandings and work.
E2 = Allow students to Evaluate their work and its implications.
T = be Tailored (personalized) to the different needs, interests, and abilities of learners.
O = Be Organized to maximize initial and sustained engagement as well as effective learning.
In the Lesson, we are going to start in a particular environment such as a rainforest, and we will play a video clip or show a PowerPoint for the kids to watch, learn and see and have a class discussion on the different types of plants, animals, and their adaptations. We will do this with different environments. Students will have an electronic quiz on each environment at the end of each lesson. Then after we go through each environment each student will create a PowerPoint by making their habitat and putting their own plants and animals in it. They will then present to the class. Then before their final test, we will play a Kahoot review game for the end of the unit.
|
oercommons
|
2025-03-18T00:35:21.018080
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97670/overview",
"title": "Animals and the Habitats",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/115647/overview
|
Pacing Guide: Global Studies Course
Overview
This resource is a pacing guide for a course in Global Studies that includes nine units. Each unit contains information on its historical content, written content, time frame, and skills or projects related to the unit material.
Attachments
The attachment for this resource is a sample pacing guide for a global studies course that combines history and literature instruction. It provides the history and literate topics covered in each unit, the amount of time it should take to complete each unit, and any major skills or projects that students should work on with significant blank space for educators to adapt their own assignments to fit into the course.
About This Resource
The sample resource included here was submitted by a participant in a one-day workshop entitled, "Hot Topics in World History" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event.
This resource was contributed by James Walsh, a high school educator in Virginia.
|
oercommons
|
2025-03-18T00:35:21.036534
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115647/overview",
"title": "Pacing Guide: Global Studies Course",
"author": "Full Course"
}
|
https://oercommons.org/courseware/lesson/91545/overview
|
Lesson Plan: Gamification and social-emotional learning
Overview
Here is the lesson plan overview for lesson plan #1 for grade 4 students for social emotional learning. They are taught how to create managble and timely goals.
Lesson plan 1: Creating manageable and reasonable goals in the classroom
https://www.youtube.com/watch?v=BAii6YG-nps
|
oercommons
|
2025-03-18T00:35:21.052986
|
04/03/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91545/overview",
"title": "Lesson Plan: Gamification and social-emotional learning",
"author": "Ayan Ismail"
}
|
https://oercommons.org/courseware/lesson/92550/overview
|
HAPPY MONEYBOX eTwinning project
Overview
The project was carried out with 9 schools from 6 countries between January 2022 and May 2022. 100 students, 48 of whom are registered to twinspace, actively participated. In this study, the children's habits were not settled yet, with small age groups (7-11) age group. In order not to leave the job to chance, the subject of "Money and its correct use" was preferred in order to teach the students the behaviors that will guide people throughout life. The secondary purpose is to learn the correct use of money, to understand how much should be spent and how much should be saved, to realize the wants and needs, and to learn the meaning of the words waste-saving. The preliminary survey and the final survey were applied, the results obtained were tabulated and the success achieved in the project was revealed. Values such as cooperation, communication, empathy, responsibility and respect were also processed through joint work.
In the project, learning and teaching strategies through presentation and exploration by applying methods and techniques that are suitable for pedagogical sensitivities, interdisciplinary, compatible with the curriculum, aiming to provide 21st century skills, student-centered, collaborative, direct and indirect teaching, inquiry-based, problem-based; More permanent learning environments were created with methods such as question-answer, brainstorming, research-examination, problem solving, and comparative studies.
Thanks to the Whatsapp group, a fast and effective communication was ensured. In addition, webinars were organized and uninterrupted information exchange was ensured by using the forum, chatroom, twinmail, teacher bulletin and project diary. Student-centered activities were also carried out using web2.0 tools. The project was concluded with the joint work that all partners contributed to its preparation. The games prepared by the teachers with different web 2.0 tools also made the game fun and made it easier to obtain the gains.
|
oercommons
|
2025-03-18T00:35:21.066570
|
Syllabus
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92550/overview",
"title": "HAPPY MONEYBOX eTwinning project",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/117036/overview
|
Education Standards
Food (Health)
Overview
This OER Lesson Plan Foods (Health) was created by Kelly Garcia as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials.
The attached Lesson Plan is designed for 9 - 12 World Language/ELL/ESL teachers for student learning of Mid-High Novice Learners. Students will evaluate and compare the elements of a healthy lunch and compare school lunches around the world. Students will also create their own school lunch plan based on healthy choices. The lesson plan is written in English for adaptation to any target language. This Lesson Plan addresses the following NDE World Language Standard(s): NE 1.1b, 1.3b, 1.4b, 3.2b
It is expected that this Lesson Plan will take students 60 minutes to complete.
Lesson Plan for Food/Health with a focus on School Lunches
For Teachers
Complete each activity. After the entire activity is finished, compare your answers with a partner.
For each picture below, use as many (target language) words to describe what you see and how it relates to your health. Use as much vocabulary as possible. (What ingredients do you see? Is it a healthy option or not? Explain.)
B. What foods are served in your school for lunch?
C. Watch the School Lunch video. There are different countries (Japan, Italy, etc.), and the videos are very short. Compare what you see with your own lunches at school. How is your lunch different from what you saw in the video? What similarities did you notice?
D. Make a realistic weekly lunch plan for yourself using healthy, tasty options.
| Monday | Tuesday | Wednesday | Thursday | Friday |
|
|
|
oercommons
|
2025-03-18T00:35:21.091274
|
Chrystal Liu
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117036/overview",
"title": "Food (Health)",
"author": "Kelly Garcia"
}
|
https://oercommons.org/courseware/lesson/69266/overview
|
Powerpoint
Rainforest as Habitats PowerPoint
Overview
Why should I use this Rainforest as Habitats resource?
Perfect for whole-class teaching, this PowerPoint is the ideal resource to get your teaching of rainforests and habitats started.
Complete with detailed information on rainforests and their characteristics, use this PowerPoint to support your teaching on this topic.
The Rainforest as a Habitat
Perfect for whole-class teaching, this PowerPoint is the ideal resource to get your teaching of rainforests and habitats started.
Complete with detailed information on rainforests and their characteristics, use this PowerPoint to support your teaching on this topic.
Use the question prompts to start class discussions and take a look at our Rainforest Animal Fact Files for a deeper dive into this habitat.
What does this Rainforest as Habitats resource cover?
This PowerPoint covers the locations of rainforests around the world and which continents that they're found in.
You'll also be able to teach children about the layers of the rainforest using this PowerPoint.
In addition, there are slides teaching about the animals that inhabit the rainforest and which layer they live in.
Layers of the rainforest
Emergent Layer: this is made up of the tallest trees in the rainforest, reaching up to 70 metres tall.
Canopy: this is the dense leafy layer that's around 40 metres tall.
The Understorey: this layer consists of leafy bushes and smaller trees that are entwined with vines.
Forest Floor: the carpet of dead leaves that forms the basis of this shaded layer.
|
oercommons
|
2025-03-18T00:35:21.110496
|
07/02/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69266/overview",
"title": "Rainforest as Habitats PowerPoint",
"author": "David Jose"
}
|
https://oercommons.org/courseware/lesson/118919/overview
|
Presidential Debate Guide
Presidential Debate Guide
Overview
Lesson Plan outline for introducing Presidential Debate.
Teachers will help establish the context for the purpose and history of Presidential debates.
Outline includes sample note-taking format on style and substance of the debate.
Debate Guides
PDF Lesson Outline and Viewing Guide for preparing for, watching, and discussing a Presidential Debate.
PDF Debate and Social Media Lesson Plan
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oercommons
|
2025-03-18T00:35:21.128731
|
Amit
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/118919/overview",
"title": "Presidential Debate Guide",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/14397/overview
|
Oregon Science Project Hybrid Module #2 - Talk & Equity
Overview
The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
Who talks and why?
Engaging All Students
Why Is Science Talk Important? Individual Work
C
Module #2 Components:
Task #1 - Why is Science Talk Important? Individual Work
Task #2 - Why is Science Talk Important? Group Reflection and Discussion
Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work
Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion
Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work
Task #6 - How Do We Increase Science Talk? How Do We Show Others? Group Reflection and Discussion
On Your Own:
Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2
Questions driving our work together in this module:
Q: Why is it important to engage all of our students in science talk?
Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)?
Q: How would you like them to engage?
Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that it is the teacher's framing of the classroom that is essentail for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public.
"I can do science."
"I want to do science."
"I belong."
Please click on the resources below that best relate to your practice and interests. As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. You will need to use these resources to complete Survey #1 at the end of this task below. Once you have completed that survey, you can proceed to Task #2.
Primary Resources to Complete this Task
Upper Elementary Resources to Complete this Task
Secondary Resources to Complete this Task
Survey #1 - complete after engaging with relevant resources
Why is Science Talk Important? Group Reflection and Discussion
c
In A Small Group:
Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific.
Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey.
Survey #2 Why is Science Talk Important? Group Reflection and Discussion
What Does Science Talk in the Classroom Look Like? Individual Work
c
On Your Own:
Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion
"Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School.
Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below:
Q: Why is it important to engage all of our students in science talk?
Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)?
Q: How would you like them to engage?
Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4.
As you engage, make connections to your own practice and your vision for increased productive participation by more of your students.
Primary Grades
Upper Elementary
Talk Moves Primer (read pages 7-11)
Secondary
Discourse Primer (read pages 5-14 paying attention to "discourse moves")
There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task.
What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion
c
In A Small Group:
Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific.
As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3.
Survey #3 Group Reflection and Individual Survey
How Do We Increase Student Science Talk? How Do We Show Others? Individual Work
c
On Your Own:
Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion
When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer
Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS.
Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation.
Please complete this task analysis survey below on your own by imagining a hypothetical group of students. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process.
Please read the first pages of a relevant grade and/or core idea storyline below in preparation to think about a relevant task to create and analyze that could provide opportunities for productive participation by students by engaging them in NGSS practices. Remember, the task should be very small requiring only 10-20 minutes of work by students. Any larger grain size of task and the task analysis is no longer a useful tool. We are having you use the storyline as a tool because it covers the core ideas of your grade(s) and lets us connect to our ideas of hands-on explorations. You are also welcome to go further into the documents and work from a performance expectation, but the task for this must be at a very small grain size in comparison to the gigantic performance expectations. You will be crafting the task with the support of your small group in Task #5.
NGSS Storylines
How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion
c
In a Small Group:
Components: Two surveys to drive reflection and creation.
Collaboratively complete Survey #4. Utilizing your experience learning more about framing, productive partcipation norms, and task analysis please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and you will be able to see others' tasks as well.
Survey #4: Collaborative Survey for Task Creation
Here is an image of the 3 dimensions to quickly reference as you create your tasks.
Collaboratively complete Survey #5. Each person will have the group analyze their newly created task and then each person submits their survey for their task only. Directions on survey.
Survey #5: Collaborative Survey for Analysis of Your Tasks
Once everyone has completed the surveys and the discussion has wrapped up:
Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.
|
oercommons
|
2025-03-18T00:35:21.158331
|
05/27/2017
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/14397/overview",
"title": "Oregon Science Project Hybrid Module #2 - Talk & Equity",
"author": "Cristina Trecha"
}
|
https://oercommons.org/courseware/lesson/82818/overview
|
Making Learning Fun and Feedback Useful Facilitator Guide (pdf)
Making Learning Fun and Feedback Useful Slide Deck (link)
Making Learning Fun & Feedback Useful Slide Deck (ppt)
Making Learning Fun and Feedback Useful Synchronous Training
Overview
Making Learning Fun and Feedback Useful is an interactive synchronous training for teachers. It provides helpful ways to keep students engaged in digital learning and gives educators ways to offer relevant feedback.
This is a facilitator guide for Making Learning Fun and Feedback Useful synchronous training.
Slide Number | Information |
Slide 1-Prior to attending session | Assignment prior to attending session - send out to participants with Zoom link and registration confirmation: create a Flipgrid entry introducing yourself and sharing your initial thoughts on why you decided to participate in this training Facilitators-if you don’t already have a Pear Deck account, you will need to sign up for one to access the interactive slides. Once you have an account or run the Pear Deck add-on, you will access this presentation through Pear Deck. It will create a session join code for students to use; slide 7 has more information. |
Slide 2-Create your Flipgrid account and delete this slide | When you create the Flipgrid, the presenter should create their own video to model what you would like for participants and start off the participation. |
Slide 3-Flipgrid Introductions | Display in initial minutes of session so participants can do this as they log in; prior to the class participants have created a Flipgrid entry introducing themselves and sharing initial thoughts on why they decided to participate in this training |
Slide 4-Learning Targets Success Criteria | Review to begin session |
Slides 5-Welcome | Introduce presenters, give a timeline for the session. Add a photo or Bitmoji of yourself to personalize this slide. |
Slide 6-Rationale | Share and continue |
Slide 7-Pear Deck | Add in code for Pear Deck to slide. Once the slide deck is open click the “add on” button and click Pear Deck (you may have to add it to your options by clicking get add ons and searching for Pear Deck). Once you have Pear Deck activated click the start lesson button and a code to join will be on the screen for participants. You can also get a link to put in the chat to make joining easier. |
Slide 8-PearDeck Stress Check | Stress Check 🍐 This is a Pear Deck Draggable™ Slide. 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 9-Benefits of Pear Deck |
|
Slide 10-"Never Have I Ever" | Click on hyperlink to launch the Never Have I Ever game. https://drive.google.com/file/d/16Kcd6pX5pqVvWZ6LUMsXpPaXMhHOPUUE/view?usp=sharing |
Slide 11-Pear Deck | Approaching a Problem Exploring different approaches to a problem is an important creative thinking skill. Add your own question to this slide to have students ponder how to approach it. This is particularly good for open-ended problems. For example, asking, “How might we show parents what we learned this year?” will let students share creative ideas for end-of-the-year projects. 🍐 This is a Pear Deck Text Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 14-Pear Deck Summary | Summarize Have students write a quick, 1-2 sentence summary of the information they’ve just learned. 🍐 This is a Pear Deck Text Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 15-Engagement impacts student growth | Other examples of practices and their effect size for comparison or more info: |
Slide 16-Meaningful Feedback Myths | Group discussion on common myths related to feedback. Question: If these beliefs are false, what do we know to be true about meaningful feedback? |
Slide 17-Meaningful Feedback | Share. This info will be discussed in the next slide. |
Slide 18-Pear Deck-Agree/Disagree | Following this activity, DISCUSS: what are ways participants are giving personalized feedback to students? How do you see learning or engagement change? Agree or Disagree Use this template to do a quick check of students’ opinions during your lesson. 🍐 This is a Pear Deck Draggable™ Slide. 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 19-Discussion | Discuss |
Slide 20-Providing Meaningful Feedback | Links embedded with videos showing how to use each |
Slide 21-Pear Deck Make connections | Make Connections Making connections between different concepts is an important thinking skill. Before presenting, fill in the yellow and blue circles with two concepts you are learning about in today’s lesson (or maybe one concept from today and one concept from last week). Ask students to think about what connects the two concepts in the box. Show their responses anonymously on the projector to discuss. 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 22-Feedback Cycle | Review slide. Ask for participant thoughts. “Next we will be playing a game of Kahoot together. Kahoot can be used as an engaging instructional tool and to assess and provide feedback to learners.” |
Slide 23-Kahoot Game | Tell participants to click the words Kahoot Time and wait for you to give them the game code. You can find this Kahoot.com under the name CSTP Engagement and Feedback. During the Kahoot game, discuss each of the different kinds of questions and talk about how they can be used across curriculum areas. Also as you are talking, discuss how teachers can actually teach through the game by discussing correct and incorrect answers. |
Slide 24-Kahoot Benefits | Review benefits of Kahoot |
Slide 25-Engagement methods | Pose question to the group-they can answer in the chat or call out. |
Slide 26-Engagement strategies | List the engagement strategies used today. |
Slide 27-Pear Deck Temperature Check | Temperature Check Get a sense for how well your lesson resonated with your students, or how engaged they were. 🍐 This is a Pear Deck Draggable™ Slide. 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar |
Slide 28-Pear Deck Real-Life Relevance | Real-Life Relevance Use this template to help students connect the lesson to their own life. Does something from class relate to something they learned in another class? Was something interesting or surprising? Will it be useful to them? Did they learn anything that someone else they know would be interested to hear about? Helping students make those connections will help them retain the information because it becomes more relevant to their lives. 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 29-Links and Resources | Resources for those who would like to know more! Drop links into the chat. 25 Remote Teaching Tips to Engage Students in Distance Learning Article Link |
Slide 30-Reviewing goals for this session | Review objectives |
|
oercommons
|
2025-03-18T00:35:21.195812
|
Stephanie Prosser
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82818/overview",
"title": "Making Learning Fun and Feedback Useful Synchronous Training",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/92189/overview
|
This OER provides an overview of Canva. Canva is an online design and publishing tool with a mission to empower everyone to design anything, anywhere.
Key Features
Canva is an online design and publishing tool.
Canva's mission is to empower everyone in the world to design anything and publish anywhere.
Canva provides free, professionally designed templates which can be customized to best meet your needs.
Some of the template categories include posters, presentations, flyers, cards, infographics, business cards, Instagram posts, resumes, invitations, menus, letterheads, newsletters, photo collages, and bookmarks.
Here are a few simple steps to help you get started on your Canva journey of creativity!
1. Create your Canva account
Signing up for Canva and using their basic features is free! To unlock additional design features, you may want to consider signing up for Canva Pro.
2. Locate Your design’s new home
The Canva homepage is where all of your designs will be saved. You can access your designs any time. To visit your home page go to www.canva.com.
3. Start a new design
To create a new design, click on the icon of a design type such as 'social media', 'presentation' or ‘poster'. If you don’t see the design type you're looking for, click on the ‘more’ button and you'll see an array of other design types that you can select.
Templates:
Features:
4. Develop the design and choose the layout
You will see different ‘layouts’ that have been specifically designed. Choose a layout from the options provided or start your design from scratch. There are filters to help you pinpoint a layout.
5. Edit your design
You can easily edit any aspect of your design, inclusing the layout, fonts, colors, and images. For example, to edit the title of a newsletter, click on the text to edit the words. There are many font options and color options. You can also edit the colors within the template, by clicking on the ‘template’ tab, or the colored box on the top left, and choose a different color.
6. Upload and personalize your design
You can upload your own images, videos, audio files, graphics, stickers, charts, logos, and embed media within your design using the tabs on the left side of the screen.
7. Utilize the search tool
You can also search for images, videos, audio files, graphics, stickers, and logos inside Canva’s library. For example, using Canva's library to search for a picture of a ‘plant’ will return a collection of plant themed images, video clips, and stickers that you can include in your design.
8. Use filters (optional)
Once you have an image in your design, you can easily apply filters. Simply click on ‘edit image’ and various filters will appear.
9. Share your design
Select the ‘Share’ button to send the access link to others, download the design, print the design, present and record the design, or upload it to social media. You can easily download your design as a JPG, PNG or PDF.
Educational Uses
Canva fosters creativity, collaboration, and visual communication which are all critical skills for students to learn!
How Does Canva Work for Educational Purposes?
Canva for Education is the learning-based extension of Canva, where interactive, immersive teaching and learning can take place virtually.
Canva for Education is a design tool, which allows students to create visually stunning designs for any topic or age level.
Educators think of Canva as their own virtual classrooms. Using Canva for Education, teachers and students can discuss their designs, clarify tasks, provide feedback, collaborate on projects, submit designs, and share them on social media.
Top-Rated Canva Templates to Use with Students:
Presentations - Students can create presentations on an array of topics
Infographics - Students can visually display information and facts learned
Student video - Students can develop an introductory video or build a video to present to peers
Group work activities - Group activites foster project-based learning with these templates
There are several ways you can share assignments with students through Canva. You can create activities in Canva and share them to your Google Classroom or Microsoft Teams as an assignment.
Additionally, Canva is compatible with Mac, Windows, Android, and IOS. Students can access Canva on various devices.
Is Canva Implemented in Educational Settings?
Yes, Canva is used in classrooms around the world. For example, Ms. Felder, a teacher in Lloyd Harbor School District uses Canva in her third grade classroom.
Her students create a design which exemplifies climate change. Canva allows students to explore their understandings further by engaging in design activities that enhance creativity and visual thinking with serious topics like climate change.
Ms. Felder gives students template options such as developing a poster, an infographic, a website, or a presentation.
Canva Infographic Samples:
Future Uses and Implications of this Technology:
K-12 Setting
Practice design thinking -
Instead of teaching students to solve problems with existing solutions, let them experiment and innovate in order to stumble upon something better. The goal is to come up with more human-centered, collaborative, and optimistic ways to create social change—or at least to start thinking that way. Students can transform the world when you approach it with the goal of imagining and creating solutions!
Integration -
Canva seamlessly integrates with popular Learning Management Systems such as Canvas, Schoology, and Google Classroom.
Higher Education Setting
Developing infographics -
Design thinking provides students with a creative outlet where they can tie in their learning. Infographics are a great way to show this level of thinking.
Create learning portfolios -
Students can use Canva to design and create their own learning portfolios to better visualize and record their experiences and learning.
Corporate Setting
Accessing the Canva Pro account -
This allows organizations to manage their branding and customize their own fonts, color palettes, logos, graphics, icons, and images. Another tool that is helpful is Canva Folders. Canva Folders keeps designs organized and is particularly useful for designs utilized on a regular basis, such as logos, brand templates, and letterheads. These folders can be shared among team members.
Benefits and Recommendations
Benefits of Using Canva:
Anyone can be a designer using Canva
It is user friendly
Canva offers a variety of templates and tools that can be altered and customized
You can create various types of designs. Canva allows you to develop every aspect of your creative work
It will allow you to import photos, videos, and other forms of media
Your projects remain saved on Canva, allowing you to go back to them and edit them whenever you want
Canva has cross-browser compatibility
The designing process is streamlined
The learning curve is minimal
Canva allows connecting your social media accounts
It allows for team collaboration
What Are Some Challenges Associated with Using Canva?
"The Canva Style"
Photo and templates may appear generic to some users. Therefore, creating a distinctive design could be a challenge.
The export settings are limited
Users are not able to export designs to files such as PowerPoint.
Alignment concerns
Canva may not be targeted for experienced designers. Regarding software such as Photoshop, Illustrator, and InDesign, there is more control with the alignment elements. Canva is not as controllable in terms of design elements.
Recommendations:
Explore all that Canva has to offer:
Brainstorm the purpose of your project. Canva believes that design is about solving problems. By streamlining what you want your design to achieve, it will be easier to stay on point with your design later in the design process.
Learn the design basics:
If you are new to design, the tools Canva provides makes it user friendly and simple to use. If you would like to achieve your design goals utilizing in-depth articles and resources, then access the Canva Learn blog. Canva's Learn blog has an abundance of professionals sharing their advice as well as tips and tricks of design.
Get the whole team involved:
Canva supports collaboration in every aspect. Collaborating within Canva is as easy as possible and allows for peers and team/group members to showcase unique perspectives and provide feedback.
OER Viewpoint
Open Educational Resources (OERs):
OERs are materials for teaching and learning that are in the public domain or have been released under a license that allows them to be freely used, changed, or shared with others.
OERs has been shown to positively impact student learning while diminishing barriers of affordability and accessibility. I think they also expand access to learning because students are able to access OERS at anytime, anywhere. OERs are easily distributed with little or no cost.
Universities and colleges are able to use OERs in various ways. For example, OERs can supplement textbooks and lectures where deficiencies in information are evident. Presenting information in multiple formats may help students to more easily learn the material being taught.
An obstacle to utilizing OERs is that anyone can create and distribute an open resource.
|
oercommons
|
2025-03-18T00:35:21.249269
|
Jessica Del Monaco
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92189/overview",
"title": "Canva",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/110801/overview
|
شرح ايقونات منصة نيربود Overview الشرح شرح ايقونات منصة Nearpod PDF شرح ايقونات منصة Nearpod Download View
|
oercommons
|
2025-03-18T00:35:21.275570
|
12/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110801/overview",
"title": "شرح ايقونات منصة نيربود",
"author": "Reham Alhemyari"
}
|
https://oercommons.org/courseware/lesson/106581/overview
|
OREGON MATH STANDARDS (2021): [7.GM]
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: 7.GM.A.1
Cluster: 7.GM.A - Draw construct, and describe geometrical figures and describe the relationships between them.
STANDARD: 7.GM.A.1
Standards Statement (2021):
Solve problems involving scale drawings of geometric figures. Reproduce a scale drawing at a different scale and compute actual lengths and areas from a scale drawing.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.GM.A.1 | HS.GM.C.10 | 7.RP.A.2 | 7.G.A.1 7.GM.A Crosswalk |
Standards Guidance:
Clarifications
- Students should understand scale factor as a rate comparison between similar figures and scale drawings.
- Students should build upon their understanding of proportional relationships.
Teaching Strategies
- Students should be given opportunities to use technology and tools to reproduce scale drawings.
- Students should have opportunities to use proportional reasoning to compute unknown lengths by setting up proportions in tables or equations, or they can reason about how the lengths compare multiplicatively.
- Students should be able to determine the dimensions of figures when given a scale and identify the impact of a scale on actual length (one-dimension) and area (two–dimensions). Students should be able to identify the scale factor given two figures.
- Opportunity to connect to proportional reasoning to explain why the slope, m, is the same between any two distinct points (7.NRP.A.2).
Progressions
- Three-dimensional objects can be represented without distortion by scale models such as doll houses, model trains, architectural models, and souvenirs. Students compute or estimate lengths in the real object by computing or measuring lengths in the drawing and multiplying by the scale factor. Angles in a scale drawing are the same as the corresponding angles in the real object. Lengths are not the same, but differ by a constant scale factor. (Please reference pages 6-7 in the Progression document).
Examples
- Mariko has an 1/4 inch scale-drawing (1/4 inch=1 foot) of the floor plan of her house. On the floor plan, the scaled dimensions of her rectangular living room are 4-1/2 inches by 8-3/4 inches. What is the area of her living room in square feet?
- Illustrative Mathematics:
2021 Oregon Math Guidance: 7.GM.A.2
Cluster: 7.GM.A - Draw construct, and describe geometrical figures and describe the relationships between them.
STANDARD: 7.GM.A.2
Standards Statement (2021):
Draw triangles from three measures of angles or sides. Understand the possible side lengths and angle measures that determine a unique triangle, more than one triangle, or no triangle.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | 8.GM.A.1, HS.GM.B.5, HS.GM.B.7 | N/A | 7.G.A.2 7.GM.A Crosswalk |
Standards Guidance:
Clarifications
- Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine unique triangles, more than one triangle, or no triangle.
Boundaries
- Know when 3 side lengths will form a triangle.
- Know that the angle measures in a triangle have a sum of 180 degrees.
Teaching Strategies
- Students should be provided opportunities to draw triangles with ruler and protractor, and with technology.
Progressions
- By sketching geometric shapes that obey given conditions, students lay the foundation for the concepts of congruence and similarity in Grade 8, and for the practice of geometric deduction that will grow in importance throughout the rest of their school careers.
- For example, given three side lengths, perhaps in the form of physical or virtual rods, students try to construct a triangle. Two important possibilities arise: there is no triangle or there is exactly one triangle. By examining many situations where there is no triangle, students can identify the culprit: one side that is longer than the other two put together. From this they can reason that in a triangle the sum of any two sides must be greater than the third. (Please reference page 6 in the Progression document).
Examples
- A triangle with side lengths 3 cm, 4 cm, and 5 cm exists. Use a compass and ruler to draw a triangle with these side lengths. (Modified from Engage NY M6L9)
2021 Oregon Math Guidance: 7.GM.B.3
Cluster: 7.GM.B - Solve mathematical problems in authentic contexts involving angle measure, area, surface area, and volume.
STANDARD: 7.GM.B.3
Standards Statement (2021):
Understand the relationship between area and circumference of circles. Choose and use the appropriate formula to solve problems with radius, diameter, circumference and area of circles.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.GM.A.1 | 8.GM.C.9, HS.GM.C.8, HS.GM.C.10 | N/A | 7.G.B.4 7.GM.B Crosswalk |
Standards Guidance:
Clarifications
- Know that a circle is a two-dimensional shape created by connecting all of the points equidistant from a fixed point called the center of the circle.
- Informally derive and know the formulas for the area and circumference of a circle and use them to solve problems.
Terminology
- Students should know how to write responses in terms of pi.
- Special Note: The terms pi, radius, diameter, and circumference are new academic vocabulary for students.
Boundaries
- Square roots are an 8th grade expectation.
Teaching Strategies
- Students should use proportional reasoning to explain the relationship between the diameter and circumference of a circle and that the unit rate (constant of proportionality) is π in order to derive the formulas for the circumference and area of a circle.
Progressions
- Students have been long familiar with circles and now they undertake a calculation of their perimeters and areas. This is a step forward from their previous methods of calculating area by decomposing figures into rectangles and triangles. Students must now grapple with the meaning of the area of a figure with curved boundary. The area can be estimated by superimposing a square grid and counting squares inside the figure, with the estimate becoming more and more accurate as the grid is made finer and finer. (Please reference page 8 in the Progression document).
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 7.GM.B.4
Cluster: 7.GM.B - Solve mathematical problems in authentic contexts involving angle measure, area, surface area, and volume.
STANDARD: 7.GM.B.4
Standards Statement (2021):
Apply facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to determine an unknown angle in a figure.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.GM.C.7, 4.GM.C.9 | 8.GM.A.1, HS.GM.B.6 | N/A | 7.G.B.5 7.GM.B Crosswalk |
Standards Guidance:
Clarifications
- In previous grades, students have studied angles by type according to size: acute, obtuse, and right, and their role as an attribute in polygons. Now angles are considered based upon the special relationships that exist among them: supplementary, complementary, vertical, and adjacent angles.
Terminology
- Supplementary angles – two angles add up to 180 degrees
- Complementary angles – two angles add up to 90 degrees
- Vertical angles – angles opposite each other when two lines intersect
- Adjacent angles – Two angles that have a common side and a common vertex (corner point), and do not overlap.
Boundaries
- This includes writing and solving simple equations for an unknown angle in a figure.
Progressions
- In Grade 7, students build on earlier experiences with angle measurement (see the Grade 4 section of the Geometric Measurement Progression) to solve problems that involve supplementary angles, complementary angles, vertical angles, and adjacent angles.
- Vertical angles have the same number of degrees because they are both supplementary to the same angle. Keeping in mind that two geometric figures are “the same” in Grade 7 if one can be superimposed on the other, it follows that angles that are the same have the same number of degrees. Conversely, if two angles have the same measurement, then one can be superimposed on the other, so having the same number of degrees is a criterion for two angles to be the same.
- An angle is called a right angle if, after extending the rays of the angle to lines, it is the case that all the angles at the vertex are the same. In particular, the measurement of a right angle is 90°. In this situation, the intersecting lines are said to be perpendicular.
- Knowledge of angle measurements allows students to use algebra to determine missing information about particular geometric figures, using algebra in the service of geometry, rather than the other way around. (Please reference page 8 in the Progression document).
Examples
- The ratio of the measurement of an angle to its complement is 1:2. Create and solve an equation to find the measurement of the angle and its complement. (From Engage NY M5L1)
2021 Oregon Math Guidance: 7.GM.B.5
Cluster: 7.GM.B - Solve mathematical problems in authentic contexts involving angle measure, area, surface area, and volume.
STANDARD: 7.GM.B.5
Standards Statement (2021):
Solve problems in authentic contexts involving two- and three-dimensional figures. Given formulas, calculate area, volume and surface area.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.GM.A.1, 6.GM.A.2, 6.GM.A.4 | 8.GM.B.8, HS.GM.C.8, HS.GM.C.9, HS.GM.C.10 | N/A | 7.G.B.6 7.GM.B Crosswalk |
Standards Guidance:
Clarifications
- Students should understand the formulas for prisms as the general statement of the area of the base times the height. Students may build upon this generalization for volumes of figures in 8th grade.
- Students should relate the formulas for parallelograms, triangles and trapezoids to the formula for a rectangle.
Terminology
- Cylinder – any three-dimensional figure with two congruent, opposite faces called bases connected by adjacent curved or flat faces (bases can include circles, triangles, rectangles, or other shapes).
- Right prism – any three-dimensional figure with two polygons for bases that are opposite, congruent, and perpendicular to the adjacent faces
Boundaries
- This includes two- and three-dimensional objects composed of polygons.
- Cylinders explored in Grade 7 should be limited to right circular cylinders. Right circular cylinders are three-dimensional solid figures with two congruent, parallel, circular bases that are connected by a curved face that is perpendicular to each base.
Teaching Strategies
- Students should apply knowledge of cross sections as a strategy for revealing a base of cylinders including right prisms.
- Students should apply reasoning about the volume of rectangular prisms to explore the volume of cylinders and other three-dimensional objects composed of cubes and right prisms.
- Students should have opportunities to discover the surface area of a cylinder by decomposing the figure into circles and rectangles.
Progressions
- In Grade 7, students extend the use of geometric terms and definitions with which they have become familiar: polygons, perimeter, area, volume and surface area of two-dimensional and three-dimensional objects, etc. In Grade 6, students found the area of a polygon by decomposing it into triangles and rectangles whose areas they could calculate, making use of structure (MP.7) to make collections of simpler problems (MP.1). Now they apply the same sort of reasoning to three-dimensional figures, dissecting them in order to calculate their volumes. (Please reference page 7 in the Progression document).
Examples
- Illustrative Mathematics:
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oercommons
|
2025-03-18T00:35:21.353364
|
07/10/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106581/overview",
"title": "OREGON MATH STANDARDS (2021): [7.GM]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/110798/overview
|
العرض التقديمي في جوجل
Overview
العرض التقديمي في جوجل للمفردة
العرض التقديمي في جوجل للمفردة
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oercommons
|
2025-03-18T00:35:21.370585
|
12/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110798/overview",
"title": "العرض التقديمي في جوجل",
"author": "Reham Alhemyari"
}
|
https://oercommons.org/courseware/lesson/110438/overview
|
Double Dutch
Formative_Summative
Forward Jump
https://www.youtube.com/watch?v=IQIJeYmhbJk
https://www.youtube.com/watch?v=ScJLJtngYRk
https://www.youtube.com/watch?v=Z75iIY5ez2s
Jump Jump JUMP IN
Overview
This is for a PE lesson plan over jumping rope
What do I know about jumping rope?
play videos in order they are linked https://www.youtube.com/watch?v=ScJLJtngYRk https://www.youtube.com/watch?v=Z75iIY5ez2s https://www.youtube.com/watch?v=IQIJeYmhbJk I will also model the three types | |||||||||||||||||||||||||||||
before the students come into the room, the projector and computer should be set up with all three videos ready to be played. the first video that will be played is linked below as the hook https://www.youtube.com/watch?v=ScJLJtngYRk
After that, we will watch the next two videos https://www.youtube.com/watch?v=Z75iIY5ez2s https://www.youtube.com/watch?v=IQIJeYmhbJk After we watch the videos, as a whole group, we will do the pre-jump without the ropes to get into the feel of jumping and practice the hand motions **practice double Dutch twirl then, Students would be broken up into five equal-ish groups and put at each station Studnet should be told in a minute but not yet you will go to these stations each station will have words describing what they will do and pictures but the teacher will also describe each station before each studnet goes to each station station one forward jump station two backward jump station three double dutch station four worksheet Formative The student will have an exit ticket explaining the three different types of jump ropes we will go over in class. Double Dutch, forward jump, and backward jump
station five getting your routine together Summative the student will create a routine with their newfound love for jumping rope using the three types
finally, we will all perform our routine for the class The station that the students started at will be the order they perform in so if they started at station one they will be group one that goes first |
station one
forward jump
station two
backward jump
station three
double dutch
station four
worksheet- Answer the questions
What is double Dutch?
What is a forward jump?
What is a backward jump?
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oercommons
|
2025-03-18T00:35:21.399814
|
Samantha Irvin
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110438/overview",
"title": "Jump Jump JUMP IN",
"author": "Game"
}
|
https://oercommons.org/courseware/lesson/89524/overview
|
Synonym and Antonym Sentences
Synonym and Antonym Worksheet
Synonyms and Antonyms
Overview
This is a simple synonym and antonym lesson. It is appropriate for middle to upper elementary, and can be used or adapted for ELL.
The lesson includes a slideshow with synonym and antonym definitions, as well as 2 practice skills sheets for application.
Synonyms and Antonyms - How do you know the difference?
What are synonyms and antonyms? How do you tell the difference?
- Knowing how to use synonyms can help you with your writing and speaking, as you will know different words to use for the same meaning. This helps you to not use the same words all the time.
- Knowing how to use antonyms will help you choose good words when you write, and will help you improve your language skills.
*See the attached slide show to learn more about antonyms and synonyms - look at definitions and study examples. Practice writing your own sets!
Practice What You Have Learned!
There are 2 skills sheets attached.
- On the first sheet you will look at the words and write a synonym and an antonym for each word. There is a word bank to help you.
- On the second sheet you will write 2 sentences using synonyms and 2 sentences using antonyms.
Get creative! Have fun writing!
***Don't forget! All sentences begin with a capital letter and end with a punctuation mark.***
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oercommons
|
2025-03-18T00:35:21.419649
|
01/24/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89524/overview",
"title": "Synonyms and Antonyms",
"author": "Jennifer Poore"
}
|
https://oercommons.org/courseware/lesson/64067/overview
|
Mathematics OER Core Instructional Material Options
Overview
These are full-course openly licensed resources for districts interested in exploring OER options when considering core instructional materials for district adoption. Course materials are available for online viewing or download.
Full Course Openly Licensed Mathematics for District Consideration
Grade Band | Developer | License | Obtain Materials | EdReports Review | Comments |
PK-12 | Great Minds Eureka Math for EngageNY | EngageNY (2015) Great Minds (2015) | Delivery options: PDF download, print purchase, digital platform Professional learning: | ||
| K-12 | Illustrative Mathematics (IM) | CC-BY |
| Note:Imagniation Learning Classroom (formerly LearnZillion) and Kiddom offer enhanced digital delivery for a fee) Professional learning: | |
K-5 |
| Delivery options: Google drive documents Professional learning: SFUD Math Teaching Toolkit | |||
3-12 | Delivery options: online viewing, PDF download Professional learning: Match Fishtank Teacher Tools | ||||
7-12 |
| Delivery options: online viewing, digital platform, some PDF download Professional learning: CK-12 Certified Educator Program | |||
9-12 | some CC-BY-NC-SA | Delivery options: PDF download, print purchase, digital platform Professional learning: MVP Professional Development | |||
11/12 | OSPI - Modeling our World with Mathematics |
| Delivery options: PDF download Professional learning: Modeling Our World With Mathematics Summer Institute Virtual Training (WA educators only) |
Math Book image by Gerd Altmann from Pixabay
Except where otherwise noted, this work is licensed under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners.
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oercommons
|
2025-03-18T00:35:21.460652
|
Module
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64067/overview",
"title": "Mathematics OER Core Instructional Material Options",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/103383/overview
|
Script Writing for Puppets
Overview
This resource was created by Molli Miller, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
Content Area: Language Arts (Script Writing)
Fine Arts Area: Theater (Puppets) | |
Grade Level: 8th Grade | Teacher: Molli Miller |
Standards and Alignment | |
Content Area Standard: LA 8.2.2 Students will write in multiple modes for a variety of purposes and audiences across disciplines. | Fine Arts Standard: FA 8.5.2.a Establish character and emotion through the use of rate, articulation and movement. |
Key Vocabulary: Dialogue, setting, narrator, rate, articulation | Materials List: Puppets Paper/pencil |
Lesson Delivery |
Introduce script writing to students. (See slideshow below) There will be 2-3 students using puppets to tell a part of the book, “If I Grow Up”, they are reading. Students will introduce their character/puppet with emotion, good rate, articulation and movement. |
Assessment and Reflection | |
Content Assessment: Students script writing will include: Dialogue, narration, blocking (who enters stage). | Arts Assessment: Performance Checklist- see below |
Student Reflection: | Teacher Reflection: |
Visuals and Handouts |
| Scriptwriting slides: https://www.slideshare.net/JasBrown/parts-of-a-script Basic Puppetry w/ Avery Jones (Puppeteering for Beginners) https://www.youtube.com/watch?v=j0KILOGC_Vk |
Puppet Performance Checklist
Puppet Manipulation |
Puppeteers always manipulated puppets so the audience could see them.
|
|
Voice Projection |
Voices of puppeteers were always audible to people sitting in the back row.
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|
Character |
Performer stayed in character throughout the entire performance. |
|
Movement |
Performer stayed visible to the audience, did not block other performers and movement was specific to the character.
|
|
Emotion |
Puppeteers’ voice expressed a lot of expression and emotion.
|
|
Collaboration |
Performers worked together and shared the work equally.
|
|
Accuracy of Story |
All important parts of the story were included and were accurate.
|
|
|
oercommons
|
2025-03-18T00:35:21.485851
|
Arts ESU2
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103383/overview",
"title": "Script Writing for Puppets",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/100155/overview
|
Lesson Plan in Determining the Inverse of an If-then Statement
Overview
This lesson plan can be a reference to other teachers especially when it talks about determining the inverse of an if-then statement.
This lesson plan can be a reference to other teachers especially when it talks about determining the inverse of an if-then statement.
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oercommons
|
2025-03-18T00:35:21.500830
|
01/24/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100155/overview",
"title": "Lesson Plan in Determining the Inverse of an If-then Statement",
"author": "JOSIE SHENA LAZAGA"
}
|
https://oercommons.org/courseware/lesson/103122/overview
|
Should a carbon tax be imposed?
Overview
Economists' thoughts on imposing a carbon tax.
Economists' thoughts on Carbon Tax
American Economists suggest that Global Climate change is a serious problem. A document published by the Wall Street Journal shows that 3640 United States Economists, 4 Former Chairs of the Federal Reserve, 28 Nobel Laureate Economists, and 15 Former Chairs of the Council of Economic Advisors signed an Economist’s statement on carbon dividends to curve global climate change.
The first point proposes a carbon tax, which economists say is the most cost-effective lever to reduce carbon emissions at the necessary speed to limit the effects of global warming. Economists suggest imposing a carbon tax that will create effects towards a low-carbon future. Point two suggests a carbon tax increase each year unite economic emission reduction goals are met. A positive to this effect is that this might lead to technological innovations and infrastructure development in American society. Limiting carbon emissions by imposing a tax will promote economic growth by steering companies to invest in and produce over a long-term period, clean energy alternatives. In attempts to stop carbon seepage, economists suggest a border carbon adjustment system. A system that would give an advantage to firms in the United States that are more energy efficient than their global competitors, while inspiring other nations to adopt similar carbon pricing. The last point suggests returning the revenue to the people to maximize the fairness and political viability of the rising carbon tax.
It is cheap and mostly free to emit greenhouse gases. There are many cars on the road, and though the government might impose a gas tax, some citizens may choose to take public transportation, but most citizens will pay the tax and continue to drive because this is a privilege, and depending on citizen location, might save time. Though gas tax is imposed, individuals may continue to act in a rational self-interested way, that in the long run, produces a less-than-optimal outcome such as carbon emissions. This is why economists suggest the imposition of a carbon tax by the United States government so that citizens that are operating a motor vehicle would be taxed for carbon emissions produced by their cars. Limiting the use of carbon emission equipment can potentially lead to market failure, which is an inefficient distribution of goods and services in the free market since the population that is using carbon emission items will be the ones affected by the carbon tax. This could occur because, in a free market, the prices of goods and services are determined by the forces of supply and demand; any change in one of these forces will result in a price change and a corresponding supply change. These changes lead to price equilibrium.
One alternative is to impose a carbon tax on companies that are producing carbon emission equipment as part of their supply chain. The consumers that are purchasing the items should also have to pay a carbon tax at purchase, and annually during operation, as economists suggested.
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oercommons
|
2025-03-18T00:35:21.513771
|
04/24/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103122/overview",
"title": "Should a carbon tax be imposed?",
"author": "Akeem Shepherd"
}
|
https://oercommons.org/courseware/lesson/117251/overview
|
Behavior Management for Adults with Dementia
Overview
Critically Appraised Topic - Behavior Management in Adults with Dementia
N/A
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oercommons
|
2025-03-18T00:35:21.529227
|
06/25/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117251/overview",
"title": "Behavior Management for Adults with Dementia",
"author": "Madison Rambler"
}
|
https://oercommons.org/courseware/lesson/71062/overview
|
Boundaries, Consent, Healthy Relationships
Overview
Videos, worksheets and other resources for educators to provide remote instruction on boundaries, consent, and healthy relationships. King Co. Sexual Assault Resource Center.
Boundaries, Consent, Healthy Relationships Resources
The King Co. Sexual Assault Resource Center has free resources for remote learning, including videos, companion worksheets and more. Designed for use with middle and high school students:
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oercommons
|
2025-03-18T00:35:21.542400
|
Module
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71062/overview",
"title": "Boundaries, Consent, Healthy Relationships",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/102741/overview
|
Arts Integration Lesson Plan
| Lesson Title: |
| Content Area: Science & Language Arts | Fine Arts Area: Visual Arts |
| Grade Level: 5th Grade | Teacher: Mrs. Pischel |
| Standards and Alignment |
| Content Area Standard:SC.5.8.2.B Support an argument that plants get the materials they need for growth chiefly from air and water.LA.5.W.1 Create grammatically correct multi-paragraph compositions with varied sentence structures. | Fine Arts Standard:FA.5.2.1.eFA.5.2.3.a |
| Key Vocabulary:Color - using the correct hue, intensity, and value of paint for the flower petals, leaves, stem, and dirtTexture - the look or feel of objects | Materials List:- Paper white plates
- Blue construction paper
- Green construction paper
- Water paint colors
- Paint brushes
- Cups for water
- Sponge pieces
- Salt
*Could you bring the materials highlighted in yellow? |
| Lesson Delivery |
- As a whole, we will review the parts of a plant and the functions of each part
- Flower - to help the plant reproduce
- Petals - attract pollinators by the color and smell
- Leaves - produce food for the plant through photosynthesis
- Stem - support the leaves, carry water & minerals to leaves
- Roots - keeps the plant in the ground, absorb water, and dissolve minerals
- We will review the expectations of water colors: do not mix colors, keep your area neat
- Talk about color and the intensity they want for the colors
- With watercolor, if they want a light color, do more water, if they want a darker color, do less water
- Hand out paper plates and have the students design their flower petals (have salt if they want to add texture)
- (maybe have little chunks of a sponge for texture as well??
- Once they are done painting, they will need to cut out “v” shaped pieces and then fold to make it look like a flower
- Glue the paper plate to a piece of blue construction paper
- Take out green paper and have the students cut out a long piece for the stem and oval shaped leaves
- Glue those on the construction paper
- Next, have the students either paint or color with a crayon the dirt
- If they paint the brown on, they could use the sponge pieces to add texture as well
- Have the students take a white crayon and draw roots
- The students will then need to take their parts of plant pieces and glue them to the corresponding parts
https://docs.google.com/document/d/1BCPpqdiu57Xij2-CWWdfHxleX5VriqqtY0eo2_BDn4E/edit- Once that is done, they need to write on the other worksheet what the function of each part is
https://docs.google.com/document/d/1M44pLSnF4pU7NVHTudM4obHaC0NnSN3bIDcpX9DZiYw/edit- We will then cut those out and put around edges of the flower
- Students can add sun and cloud with crayons if they want
|
| Assessment and Reflection |
Content Assessment:- Check craft to make sure each part is labeled correctly on the plant.
- Check the written worksheet to make sure they know the function of each part
| Arts Assessment:- Check the students work to see if they have different intensity of colors on their flower
- Check if the students have different textures from using either salt or sponge pieces
|
| Student Reflection:Students will fill out a reflection paper | Teacher Reflection:Go over with Hannah |
|
oercommons
|
2025-03-18T00:35:21.564806
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102741/overview",
"title": "Parts of Flowers + Painting Parts",
"author": "Visual Arts"
}
|
https://oercommons.org/courseware/lesson/69601/overview
|
Cultural activity for learning language
Overview
Topic : Eid milan party (Eid gathering party)
Learners: 5th - 8th students
Level of culture: All three levels
Skills: listening, speaking and writing
Objectives: To teach students about our festivals and how these festivals are celebrated in different Islamic and non-Islamic countries by muslims
Topic : Eid milan party (Eid gathering party)
Learners: 5th - 8th students
Level of culture: All three levels
Skills: listening, speaking and writing
Objectives: To teach students about our festivals and how these festivals are celebrated in different Islamic and non-Islamic countries by muslims
To check listening, speaking and writing skills of students
Students were asked to choose any country and come wearing traditional dresses of that country which they wear on festival of Eid. They were also asked to bring traditional foods of those countries they had choosen, preparing it from their homes.
On the day of party, students were ask to recognized the traditional food and dresses of each country and write it in there notebooks. Every student with the help of his teacher tried to recognize foods and dresses and write it with names fo students that what those students are wearing and what country they belong to and what food belongs to that country. It was very hard task for them but they performed very well.
After the writing skills activity they were asked to come om stage and speak about what they've put on and what make them put it on and what is history of that dress. Like a student told us that he's wearing Abaya and Arabians wear it because it is very hot there and they can't wear western dresses like jeans and shirt etc.
Students wearing Pakistani dresses were representing source culture and those students who were wearing dresses of Arab countries and other Islamic countries were representing international culture and those who were wearing western dressing like jeans and three peice suits were showing target culture.
At the end there was quiz competition in which different quiz were asked and prizes were given to students who gave right answers.
|
oercommons
|
2025-03-18T00:35:21.579081
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69601/overview",
"title": "Cultural activity for learning language",
"author": "Literature"
}
|
https://oercommons.org/courseware/lesson/65471/overview
|
Professional Learning Resources for Teacher Librarians
Overview
Professional learning opportunities and guidance resources for teacher librarians.
Professional Learning Opportunities and Additional Resources for Teacher Librarians
Professional Learning
School Library Journal Webcasts | MSI Information Services
Register for free real-time webcasts or view archived recordings. Fee-based online courses are also available
Washington Library Association Training Resources | Washington Library Association
Provides links to free and low-cost online continuing education resources and archived workshops.
Washington State Library Tutorials | Washington State Library
Online learning platform for individual and group learning. Content includes internet basics, social media, open data, and youth and teen services.
- Sign up for WSL Updates, a free weekly e-newsletter that provides a curated list of free webinars and other training opportunities for library staff as well as other news of interest to libraries. View the latest edition at Between The Lines: Washington State Library Blog.
Wyoming State Library Training Calendar | Wyoming State Library
Offers many free online events and archived webinars open to all, in addition to Wyoming-specific trainings.
General Resources
Alki Journal | Washington Library Association
Alki’s purpose is to communicate current and enduring issues for and about Washington libraries, personnel and advocates and to facilitate the exchange of research, opinion, and information.
Reading in the Time of COVID-19: Free access to eBooks, audiobooks, animated books, and read alouds | Washington Office of Superintendent of Public Instruction
Free reading options for all Pre K - 12 students. Sites include access for English learners as well as students with reading barriers. Opportunities are highlighted for online reading, downloadable eBooks, audiobooks, apps to read content on smartphones/tablets, and read aloud stories for our youngest learners.
The Role of School Librarians in OER Curation - A Framework to Guide Practice | Institute for the Study of Knowledge Management in Education
Provides suggestions and a framework for resource curation promising practices.
Washington State Library - Covid-19 Resources | Washington State Library
Washington State Library staff will be updating this site with learning and entertainment resources for home schoolers, workers-at-home, and career builders, and for librarians and K-20 educators as they continue to support their communities through the COVID-19 outbreak.
Read Aloud Guidance for Schools and Libraries
Reading Allowed: Fair Use Enables Translating Classroom Practices to Online Learning | American University – Washington College of Law
Reading Allowed YouTube Recording
Essential Copyright Knowledge: A Toolkit for Teachers and Librarians
Essential copyright knowledge: a toolkit for teachers and librarians – slides | American University – Washington College of Law
Attribution and License
Cover image by Gerd Altmann from Pixabay
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.
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
|
2025-03-18T00:35:21.608989
|
Barbara Soots
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65471/overview",
"title": "Professional Learning Resources for Teacher Librarians",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/67957/overview
|
BlendEd Best Practices: Multiplication of a Fraction by a Whole Number and Other Fractions 4th Grade
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 Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for Grade 4 math.
Unit Plan
BlendEd Learning Best Practices
Unit Title: Multiplication of a Fraction by a Whole Number and Other Fractions
Content Area Skills: MA 4.1.1.j & 4.1.2.g
Digital Age Skills: 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Duration of Unit: 6 class days
Unit Author: Eric Uher
BlendEd Coach: Karen Dux
Overview of Unit: In this unit students will be working with fractions in terms of multiplying them and finding ways they will be using them in their daily lives.
Empower Learners | |
| Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning. |
| Learning Objectives | |
| Content Area Skills: | Student Friendly Learning Objectives: |
| Multiplying fractions by whole number and other fractions | The student will be able to multiply fractions by whole numbers and fractions by fractions. |
| Organize Fractional Number Stories | The student will master an organizational skill for data found in different number story problems |
| Empower Learner Activity | |
| Detailed Description Use self-assessment page that comes with the test on the first day and then just before the test. (self-assessment, goal sheet, action plan). At the end of the self-assessment ask the students, “What is one thing you will do differently in this unit.” After the unit, ask yourself, “Did it work? Why or why not.” | |
| Link to Empower Learner Activity |
This is to review where they are at in other skills that were covered previously and lets me know what I may need to go over and review in the future. We will focus mainly on 2 and 3 for this plan.
Knowledge Application | |
| The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know. |
| Artifact Profile | ||
| Title of the Artifact: Three Fruit Salad Lesson part 1 and 2 (2 day) | ||
| Detailed Description: 1. Students will click on the link and see the rubric for all their points. Inside the rubric there is another link to the 3 fruit salad recipe. They will need to fill that out and answer the questions on the bottom of the page. At the end of the day, they should be finished with it and share it with the teacher.. 2. On the second day the students will practice presenting to each other and on Seesaw where they will explain what the recipe is and how they were able to know how many ingredients they would need for each student to get a serving. They will talk more in depth about the other questions there as well. | ||
| Content Area Skills Addressed:-Multiplying fractions-Using words and drawings to show understanding of multiplying fractions on Seesaw | Digital Age Skills Addressed:1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. | Link to Rubric: |
Knowledge Deepening | |
| During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills. |
| Task 1: | ||
| Description: A choice board where the students must do a Seesaw Activity for each standard, but they can choose which other task they would like to do. | ||
| Must Do’s:Seesaw Activity | May Do’s:Study Island or Game | Resources: Unit 7 Choice Board |
Direct Instruction | |
| Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning. |
| Learning Path | |||
| Day # | Description | BlendEd Model | Resources |
| 1 | Exploring Fraction Multiplication Situations | Whole Group, Flex to facilitate Small Group | Multiplying Fraction Word Problems |
| 2 | A Fraction as a Multiple of a Unit Fraction | Whole Group, Flex to facilitate Small Group | Fraction of a Whole |
| 3 | Multiplying Fractions by Whole Numbers | Whole Group, Flex to facilitate Small Group | Visual of Fraction and Whole Number being Multiplied |
| 4 | Multiplying Mixed Numbers by Whole Numbers | Station Rotation | Video Review |
| 5 | Three Fruit Salad Day 1: Use fraction tools to create salads recipes | Small Group | 3 fruit salad recipe |
| 6 | Three Fruit Salad Day 2: Students discuss problem-solving strategies and fix them. | Whole Group, Small Group, Individual | Artifact |
|
oercommons
|
2025-03-18T00:35:21.632320
|
06/02/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67957/overview",
"title": "BlendEd Best Practices: Multiplication of a Fraction by a Whole Number and Other Fractions 4th Grade",
"author": "Karen Dux"
}
|
https://oercommons.org/courseware/lesson/80843/overview
|
Describing Accidents Using Classifiers
Overview
Students will demonstrate how to describe an accident scenario using classifiers in ASL.
Classifiers in ASL
Instructions: For this assignment, you will use classifiers to explain a time you had an accident and got hurt. This may be a real scenario or a made-up scenario. You will record yourself signing your accident scenario. For this scenario, you will use classifiers to describe the following:
Describe the barrier/cause of the accident (i.e. pole, car, puddle, tree)
Explain the accident (i.e. fall, slam into something, slip, car crash)
Explain the resulting injury (i.e. scratches, bruise, broken bone, headache)
*Note: The more detailed your scenario, the better.
Watch the below video for a couple examples.
Step 1. Practice signing your accident scenario until you feel comfortable with it. See the description requirements above, and review the classifiers lesson, classifier vocabulary words, and sample conversation for the week.
Step 2. Record your accident scenario.
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oercommons
|
2025-03-18T00:35:21.650503
|
Tahna Mazziotti
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80843/overview",
"title": "Describing Accidents Using Classifiers",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/117476/overview
|
Effectiveness of Group vs. Individual Therapy for Children with Speech Sound Disorders
Overview
My focused PICO question related to my clinical scenario is: In children with speech sound disorders, is group therapy more effective than individual therapy in improving speech sound production?
This summer I am working at Lebanon Valley College’s Speech-Language and Hearing Disorders Clinic as a student clinician. The clinic offers a variety of group therapy session that are designed to meet the needs of different speech and language needs for children of different ages. I am directing a speech sound group for two children ages six and seven who are working on different sounds. One child’s targeted sounds for therapy include / s, ʃ, z/. After my first session, I questioned the overall efficacy of group therapy with children working on different speech sounds.
My focused PICO question related to my clinical scenario is: In children with speech sound disorders, is group therapy more effective than individual therapy in improving speech sound production?
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oercommons
|
2025-03-18T00:35:21.668756
|
06/29/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117476/overview",
"title": "Effectiveness of Group vs. Individual Therapy for Children with Speech Sound Disorders",
"author": "Kaylie LaFrance"
}
|
https://oercommons.org/courseware/lesson/97612/overview
|
Education Standards
Telling Time to the quarter hour
Overview
A quick lesson or center activity for telling time to the quarter hour.
*photo courtesy of clipartbest.com
Telling Time: quarter hour
*Print and place in page protector sleeve for reuse or center activity with dry-erase markers.
*This activity goes beyond matching, involving the student to draw the clock hands(long and short) for enhanced understanding. If students are struggling with drawing the clock hands, make some long and short clock arrows for students to place appropriately on the clocks.
For students who have a basic understanding of telling time, practice with quarter hour time. Students will learn new vocabulary terms: quarter past, quarter 'till, half past. Begin with the introductory video from: https://www.youtube.com/watch?v=HKZOGR1pz1I
2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m
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oercommons
|
2025-03-18T00:35:21.691299
|
09/30/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97612/overview",
"title": "Telling Time to the quarter hour",
"author": "Robin Allen"
}
|
https://oercommons.org/courseware/lesson/91937/overview
|
CS Integration in MATH
Overview
This course is an overview of CS integration in math
Introduction and Objectives
| Introduction |
|
| Objectives |
|
If you are interested in enrolling in this course, CS Integration for Act 48 Credit in the Commonwealth of Pennsylvania, please complete this form for more information.
<Add Form Link Here>
Overview of MATH Integration
Main Content | Please use the links below to watch the video that applies to the grade level band(s) you teach. Explanation and Overview of CS Integration in Math- by Grade Level Bands:
Consider the following questions as you build: Why integrate CS into what you (participant) teach? What natural connections can be made between CS and this content area? |
Examples of Integration
Create a video overview of the resources which you are sharing and their integration into this content area.
|
oercommons
|
2025-03-18T00:35:21.716289
|
Rich Mackrell
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91937/overview",
"title": "CS Integration in MATH",
"author": "Kendy Schiffert"
}
|
https://oercommons.org/courseware/lesson/81368/overview
|
The Lion Sleeps Tonight- Ukulele
Overview
Students wil demonstrate Chucking and Muting on their Ukulele while playing "The Lion Sleeps Tonight"
The Lion Sleeps Tonight
Learning Objectives:
- I can demonstrate fluency in rhythmic accuracy and chord accuracy.
- I can produce an appropriate tone on my ukulele.
Instructions: Watch The Lion Sleeps Tonight Lesson if you haven't done so already. Then, record yourself playing and singing the entire song using Screencastify. Be sure to play using the use the correct strum patterns. Use The Lion Sleeps Tonight- Chord Chart if you would like to access the entire tab (or chord chart).
The Lion Sleeps Tonight Chord Chart
The Lion Sleeps Tonight
By Solomon Linda, Arr. by Cynthia Lin
VERSE:
C/ F/ C/ G7/
In the jungle, the mighty jungle, the lion sleeps to-night
In the jungle, the quiet jungle, the lion sleeps to-night
CHORUS x2:
C F
[d u X u-d u X u]
A-wim-o-weh A-wim-o-weh A- wim-o-weh A-wim-o-weh
C G7
A-wim-o-weh A-wim-o-weh A- wim-o-weh A-wim-o-weh
VERSE: (Add knock on 2&4)
C/ F/ C/ G7/
Near the village, the peaceful village, the lion sleeps to- night
Near the village, the quiet village, the lion sleeps to- night
CHORUS x2:
C F C G7
A-weee -e-e-e- ee-um-o-weh
VERSE (Muted Island Strum):
C/ F/ C/ G7/
Hush my darling, don’t fear my darling, the lion sleeps to- night
Hush my darling, don’t cry my darling, the lion sleeps to- night
CHORUS x2:
C F C G7
A-weee -e-e-e- ee-um-o-weh
OUTRO:
C/ F/ C/ G7/ END C/
Dee-dee-dee-dee-dee Dee-dee-dee-dee-dee the lion sleeps to-night
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oercommons
|
2025-03-18T00:35:21.732809
|
Katie Hackett
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/81368/overview",
"title": "The Lion Sleeps Tonight- Ukulele",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/94109/overview
|
Positive Affirmations
Overview
Increase self-esteem and positive self-talk.
Emotional and social skills
ACTIVITY OBJECTIVE: Increase self-esteem and positive self-talk
ACTIVITY DESCRIPTION: Discuss two or three positive qualities with the child related to situations that happened during the day. Help them spot the times where they acted in a positive way.
IMPORTANT NOTES FOR PRACTITIONER
It’s important to talk about these qualities when the positive behavior occurs so the child would be able to connect the dots. Discuss why these positive qualities are important.
|
oercommons
|
2025-03-18T00:35:21.744573
|
06/19/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94109/overview",
"title": "Positive Affirmations",
"author": "CIPPO Egypt"
}
|
https://oercommons.org/courseware/lesson/64304/overview
|
The Laramie Project Lesson
Overview
This activity asks students to think about prejudices before they begin to read The Laramie Project.
Stereotypes vs. Prejudices
This lesson asks students to write in journals. If students do not keep journals for your class, they could easily record information on a blank piece of paper or a digital document.
Webster Dictionary defines a stereotype as "a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment."
It defines prejudice as " injury or damage resulting from some judgment or action of another in disregard of one's rights."
In your journal, reflect on these two terms. What is the difference between a stereotype and a prejudice? How are the two terms connected? Also, reflect on what examples of stereotypes and/or prejudices you see presented in media (film, television, literature, video games, etc.). Do you see stereotypes and/or prejudices in your own life (family, community, self, etc.)? Strive to answer each of these questions as fully as possible.
Hate Crime
Webster Dictionary defines a hate crime as "any of various crimes (such as assault or defacement of property) when motivated by hostility to the victim as a member of a group (such as one based on color, creed, gender, or sexual orientation)."
In your journal, reflect on this term. Put this definition in your own words. Is it easy to define a violent act as a hate crime? Why or why not? What motivates a hate crime? Is hate speech a precursor or an aggravator of hate crimes? What is the severity of a hate crime? What should the punishment of a hate crime be? Can you think of any real-world examples of hate crimes? Strive to answer each of these questions as fully as possible.
“It Can’t Happen Here”
The Laramie Project is an experimental play in which a theatre group goes into Laramie, Wyoming to interview town's residents after a tragic hate crime was committed in their town. "It can't happen here," was a common response when asked if people thought such a violent act could have happened in their community. But it did happen in their community. It did happen there. Could it happen here?
In your journal, reflect on this quote. What are the attitudes towards American minorities in our community? Which minorities are more widely accepted? Are there any that are widely rejected? Do you think a hate crime could happen in our community? Why or why not? Strive to answer each of these questions as fully as possible.
Share Out
When having the circle discussion, it is advised to break into multiple smaller groups if there is more than one adult in the room to help facilitate these discussions.
We are going to get into circles shortly and you will be asked to share out one thought, idea, or question you have from today's journaling activities. Pick two or three ideas to share out with the group just in case someone has the same share out idea as you. After everyone shares out, we will have time to discuss and comment on the ideas brought up in the circle.
Reflection
Now, you will log in to our LMS and complete a reflection writing assignment. The following instructions are also available there.
Reflect on the thinking and conversations we have had today. Strive to write a solid academic paragraph or two. (I would suggest at least ten sentences in your reflection document.) You do not have to answer all of the following questions but you should pick at least a couple to get you started.
- How did the conversation we had make you feel?
- What about this lesson made you think differently?
- Have these topics related to any of the stories we've read so far this semester?
- How do you predict these topics will apply to the story we are about to read?
- Why are these topics so important to discuss?
- How do these topics tie in with American history?
If you take the time to answer this prompt fully, you will earn full points.
|
oercommons
|
2025-03-18T00:35:21.762723
|
03/23/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64304/overview",
"title": "The Laramie Project Lesson",
"author": "Charles Carter"
}
|
https://oercommons.org/courseware/lesson/101978/overview
|
Education Standards
Punctuation song from Grammaropolis - "Punctuation.?!”
Ending Punctuation
Overview
This lesson is designed for students with disabilities to assist them in comprehending what a text, passage, or sentence is saying, asking, or the emotion exhibited. This lesson will help students comprehend and understand at a rate commensurate with their peers.
Ending Punctuation Usage
In this lesson, students will:
Use a period, ., to end a sentence.
Use a question mark, ?, to ask a question in a sentence.
Use an exclamation point, !, to show excitement or fear in a sentence.
Students will recite a sentence using the tone of the punctuation at the end of the sentence.
Period, Question Mark and Exclamation Point
Ending punctuation is crucial to comprehending what is written, what is being said, and what is being asked and how the writer is feeling. This lesson has helped my students with disabilities comprehend texts and passages and have assisted them in their written expression IEP goals.
Ending Punctuation
Objective:
Students will use a period, question mark and exclamation point to interpret and comprehend sentences.
Examples
1. The end of the grading period is March 21, 2023.
2. When is the end of the grading period for the 3rd Quarter?
3. Ms. Brown has not entered all of my grades for the 3rd Quarter!
Endng Punctuations Usage
Period-used at the end of a complete sentence.
Question Mark-used at the end of a sentence asking a question.
Exclamation Point-used at the end of a sentence showing emotions (i.e. fear, anxiety, etc.)
|
oercommons
|
2025-03-18T00:35:21.793305
|
03/20/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101978/overview",
"title": "Ending Punctuation",
"author": "Faith Brown"
}
|
https://oercommons.org/courseware/lesson/63507/overview
|
Education Standards
Radiometric Dating Slides
Radiometric Dating Basics
Overview
A set of lessons that introduces the concepts of radiometric dating through lab, mini-lesson, and practice.
M&M Half-Life Lab
Make sure to prepare baggies of M&Ms with 50 in each bag.
This is usually best done in groups of two (splits M&Ms easier that way and is more cost effective).
You'll also need to label plates for as many groups as you will have. Reuse plates and cups to save money/trash as well.
Radiometric Dating and Half Life Lab
Materials:
- Baggie with 50 M&Ms
- Cup
- Plates
Procedure:
- NO EATING ANY M&MS UNTIL THE LAB TELLS YOU YOU CAN!
- Shake the M&Ms in the cup (NOT TOO HARD) for about 10 seconds and dump them out onto the plate labeled “POUR”.
- Count the number of M&Ms with the “m” down as you put them on the second plate labeled “M DOWN”. Record that value in the daughter column of the chart for the first pour. The “m” up amount (those left on the plate labeled POUR) should be recorded in the parent column.
- Leave the M&Ms on the M DOWN plate there. Take ONLY the remaining M&Ms that are “m” up ON THE PLATE LABELED POUR, and put them back in the cup. Shake those in the cup, and repeat the procedure from step 2. In the “m down” daughter column, put the total amount of “m down/daughter” M&Ms you have on the second plate. Record the “m up” amount in the parent column--not a total, just from the second pour.
- Continue the procedure until you have done 5 pours or there are no more m&ms on the POUR plate.
- Complete the chart by calculating the percentage of parent and daughter M&Ms for each pour.
- Check with your instructor that you’ve done it correctly and get permission to eat the m&ms.
- Answer the questions below the table.
| Pour | No. of parent | % of parent | No. of daughter | % of daughter |
| 0 | 50 | 100 | 0 | 0 |
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 |
1. Create a graph of your parent AND daughter M&M data with the following graph set up:
x-axis: pour
y-axis: number of M&Ms
Title: come up with an appropriate title for your graph.
2. Based on your graph, describe the trend in the amount of parent M&Ms with the amount of pours.
3. Based on your graph, describe the trend in the amount of daughter M&Ms with the amount of pours.
4. After how many pours did you have about ¼ of the original parent M&M?
5. Compare your chart to the chart of another group. Were your results the same? Why or why not?
Radiometric Dating Mini Lesson
Go over the slides as your teacher discusses them. It might be important to take notes in your own words as well.
Radiometric Dating Practice
Answers:
- Thorium-234
- 13
- Polonium-214
- We can figure out how much U-238 is present in a rock and compare that to the amount of daughter material. If we know that ratio (% parent to % daughter) we can look at the half life time and figure out how many half lives the rock has been through and then figure out the age. That’s how old the rock would be.
- Nitrogen-14
- 5,730 years
- 2
- 25%
- 75%
| Half Lives | Parent material | Daughter material |
| 0 | 30 g | 0 g |
| 1 | 15 g | 15 g |
| 2 | 7.5 g | 22.5 g |
| 3 | 3.75 g | 26.25 g |
| 4 | 1.875 g | 28.125 g |
- Royalium-77
- Reginon-30
- 10 hours
- 20 hours/2 half lives
- 3 half lives
Answer the questions on the radiometric dating practice document.
|
oercommons
|
2025-03-18T00:35:21.823583
|
Lecture Notes
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63507/overview",
"title": "Radiometric Dating Basics",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/92281/overview
|
I THİNK I QUESTİON AND I APPLY
Overview
p4c egitim yöntemi ile gems-montessori-waldorf-stem eğitim yaklaşımlarını bir arada kullanmak hiç aklınıza geldimi. bu planlarda farklı eğitim metotlarını bir araya getirdik.
ETKİNLİK PLANI
p4c ve gems-waldorf-stem-montessori ile entegre edilmiş eğitim planlarıdır.
|
oercommons
|
2025-03-18T00:35:21.841312
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92281/overview",
"title": "I THİNK I QUESTİON AND I APPLY",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/73365/overview
|
W200 Lesson Plans Overview Here are two different types of lesson plans I have created for use as a future Elementary Teacher. concept_map.pdf\ Lesson_Outline_Updated_5Es_Template_XddStYh.docx
|
oercommons
|
2025-03-18T00:35:21.867049
|
10/11/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73365/overview",
"title": "W200 Lesson Plans",
"author": "Lindsay Leeper"
}
|
https://oercommons.org/courseware/lesson/80383/overview
|
Visual Mnemonic Rubric
Study Skills: Practice with Memorizing with Mnemonics
Overview
This lesson could go with a unit on memorizing skills for Study Skills. e student can learn from this resource one way to build a mnemonic that can help them study and learn new material. It incorporates a Google for Education virtual lesson.
Study Skills: Mnemonics Practice
This lesson could go with a unit on memorizing skills for Study Skills. The student can learn from this resource one way to build a mnemonic that can help them study and learn new material. It is appropriate for grades 7-12. is can be taught in a middle school or high school study skills course.
Rubric-Study Skills Mnemonics Practice
Attached is a copy of the rubric used to assess the student's work.
|
oercommons
|
2025-03-18T00:35:21.884639
|
05/14/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80383/overview",
"title": "Study Skills: Practice with Memorizing with Mnemonics",
"author": "Loyce Ellingrod"
}
|
https://oercommons.org/courseware/lesson/20191/overview
|
Tech resource Powerpoint
2nd Grade Reading Charlotte's Web 1-18-18
Overview
CaLee and Hollie created this for a class.
Section 1
CaLee and Hollie created this for a class.
|
oercommons
|
2025-03-18T00:35:21.900413
|
01/18/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/20191/overview",
"title": "2nd Grade Reading Charlotte's Web 1-18-18",
"author": "CaLee Thomsen"
}
|
https://oercommons.org/courseware/lesson/73016/overview
|
El sapo y la gallina
Overview
EL CUENTO:EL TITULO
cuentos
Erase una vez dos personajes que siempre vivian en discordia el sapo y la gallina, el sapo se quejaba de la gallina dici endo que, ¡Tu gallina bulliciosa te la pasas todo el dia cacareando y no me dejas descansar !y la gallina increpo diciendo ¡ tu de que te quejas sapo perezoso! yo al menos pongo un huevo y por ello cacareo y tu croas y croas sin provecho alguno todas la noches y que no dejas descansar a mi dueño ni al vecindario. Expuesto las aclaraciones el sapo se puso a reflexionar y aprendio la leccion." A no criticar a los demas si algo provechoso hemos de obrar si mirar a quien"
|
oercommons
|
2025-03-18T00:35:21.912568
|
09/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73016/overview",
"title": "El sapo y la gallina",
"author": "ROBERTO BARCENA AMACHE"
}
|
https://oercommons.org/courseware/lesson/87279/overview
|
Self-Portrait lesson plan for Kindergarten
Overview
Self-portrait, as a form of painting, is often used by painters to express themselves. Kindergarten children have just entered elementary school and need to lead their eyes from observing the outside world to paying attention to themselves. A person’s facial features are the most important external expression. This activity is designed to allow children to start with self-recognition and discovering characteristics, gradually inspire them to have a rational understanding of themselves. The student will learn to draw self-portraits to express themselves with art, shape a positive self-image, and learn to look at themselves confidently and smile to face the world.
concept and skill
Preparations:
Before we begin the assignment, the teacher will show students a demonstration of the characteristics of gouache pigments:
1. How to change the shade and density of the color.
2. Mixing a lot of water can make the eye color transparent.
3. Dryer colors can cover lighter colors.
The teacher will instruct students to try changing color on small paper pieces.
Facial features and expression methods of different people:
Students will use the mirror to find the difference between their faces and other students. The teacher will discuss the skin color, facial features, and expression methods of different people.
Classroom setting:
The student will sit at 4 tables. Each table has 4-5students. The teacher will put on most material on the tables before class. Water and paper will be distributed after the teacher’s demonstration.
Self-portrait, as a form of painting, is often used by painters to express themselves. Kindergarten children have just entered elementary school and need to lead their eyes from observing the outside world to paying attention to themselves. A person’s facial features are the most important external expression. This activity is designed to allow children to start with self-recognition and discovering characteristics, gradually inspire them to have a rational understanding of themselves. The student will learn to draw self-portraits to express themselves with art, shape a positive self-image, and learn to look at themselves confidently and smile to face the world.
|
oercommons
|
2025-03-18T00:35:21.935401
|
10/31/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87279/overview",
"title": "Self-Portrait lesson plan for Kindergarten",
"author": "Qing Bi"
}
|
https://oercommons.org/courseware/lesson/97102/overview
|
Patriot and Loyalist Choice Board Project
Patriots vs. Loyalists
Patriots vs. Loyalists Reading
Patriot vs. Loyalist Reading
Patriot vs. Loyalists Video
Patriots vs. Loyalists Assignment
Overview
In this lesson, students will be required to to complete the Patriot vs. Loyalist Choiceboard. In the Choiceboard, students have to choose 3 out 6 options to help them learn about the economic, political, and social views of the side of the Patriots and Loyalists during the American Reovlutionary War. Students will allowed to research the content; however, I have also provided them with a series of sources to use as well.
Instructions
In the following assignment, you will be completing the Patriot vs. Loyalist Choice Board assignment. You will be learning about the opposing sides in the American Revolutionary War. This assignment will allow you learn about the economic, cultural, political, and social beliefs about the Patriots and the Loyalists. You will be choosing three options to on the choice board to complete. In each assignment, you will also be looking at both sides of the opposing views of the American Revolutionary War.
Helpful links
Below are series of links to help you complete the assignment.
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oercommons
|
2025-03-18T00:35:21.958216
|
09/10/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97102/overview",
"title": "Patriots vs. Loyalists Assignment",
"author": "Claire Smith"
}
|
https://oercommons.org/courseware/lesson/109482/overview
|
Jack Harmon's numbers 0-10
number smash up game.
Stomp your feet 1-10
COUNTING
Overview
There are videos and games that are available to help bring to life and aid in helping your student count from 1-10
How to count 1-10
Here is some instructional videos on how to help your Pre-K student count from one to ten. This includes some fun educational games from Education.com and some Youtube videoes. After words the child will use play-doh to form the numbers one to ten with either cookie cutters or molding it by hand with the play-doh. Then they will jump from one end of the room counting from one to ten with each jump.
|
oercommons
|
2025-03-18T00:35:21.976865
|
10/20/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109482/overview",
"title": "COUNTING",
"author": "Jessica Estrada"
}
|
https://oercommons.org/courseware/lesson/110245/overview
|
Severe Weather
Overview
A Severe Weather interactive lesson with 51 slides that can be published for students to complete independently on any teaching platform using Google Drive.
Description
1. Download the PowerPoint and Save the PPT to your desktop.
2. Open Google Drive and click New - File Upload - Choose the PPT file.
3. Open with Google Drive.
4. Using the file on Google Drive will allow more accessibility for your students using Chromebooks.
Students will learn about the characteristics of different types of severe weather, including hurricanes, tornadoes, thunderstorms, and winter storms. This lesson also includes weather alert information and storm safety practices.
This lesson includes:
- Interactive PowerPoint
- KWL chart
- videos
- articles
- short answer responses
- escape room activity
|
oercommons
|
2025-03-18T00:35:21.995361
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110245/overview",
"title": "Severe Weather",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/109556/overview
|
CH. 7 Video Analysis
Historical Sets and PC
Lesson Plan
New Immigration 1880-1920
Overview
US History lesson on New Immigration during the Industrial Age.
US History - 2023/24
New Immigration Lesson
https://cloud.swivl.com/v/5b7267e27e6f950c454d2a58a255f0b0
Video Analysis Lesson
|
oercommons
|
2025-03-18T00:35:22.013790
|
10/23/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109556/overview",
"title": "New Immigration 1880-1920",
"author": "Andrew Dean"
}
|
https://oercommons.org/courseware/lesson/110532/overview
|
UNIT 1: FAMILY LIFE
Overview
This is for new lesson tomorrow.
Vocabulary
This is for new lesson tomorrow.
|
oercommons
|
2025-03-18T00:35:22.033304
|
11/27/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110532/overview",
"title": "UNIT 1: FAMILY LIFE",
"author": "Emilia Huyen Trang"
}
|
https://oercommons.org/courseware/lesson/110210/overview
|
Progression in PE
Overview
This is an overview of the progression in PE. This can use in elementary, middle, high, or even college classes. It shows why it is important to progress with each level.
PROGRESSING P.E.
STARTING WITH THE BASICS
RUNNING, HOPPING, SKIPPING
The most important aspect of Physical Education is starting with the basics. By teaching the students how to properly jog, run, skip, hop, and shuffle, you are teaching them everything they need to know about how to move so that they can perform those aspects in activities and games. Almost every single activity or game in physical education consists of running, jogging, or walking. The students need to be able to master the concepts of those activities so that they can focus on the specific skills to learn later on.
https://www.youtube.com/watch?v=TN9w0I3ZGkc
This YouTube video shows an activity that can show kindergarten special awareness.
NEXT STAGE
Performing skills
Once the students have the basics of running, jogging, and hopping down, they can start to work on working on their skill work. Skills in Physical Education consists of underhand throw, overhand throw, kicking, striking, volleying, and much more. To make mini activities and games out of these skills, the students must be able to walk, jog, and/or run proficiently.
FINAL STAGE
Team Sports
2
The final stage ends up being in middle and high school. This is where the students will focus more on sports-based activities. So again, to be able to compete in the sports, they must be proficient in the skills that they learn in elementary school. This is why progressing is so important throughout physical education. They each build off of each other and allow the students to take each step slowly so they can practice it.
|
oercommons
|
2025-03-18T00:35:22.054816
|
11/15/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110210/overview",
"title": "Progression in PE",
"author": "Kas Dunn"
}
|
https://oercommons.org/courseware/lesson/77164/overview
|
thom-holmes-WZG7W1DGiVg-unsplash
Olga Yatchuk
Overview
This is a training project for course Media Production and the Internet.
Це тренувальний пілотний проект про медіавиробництво та Інтернет
Як новачку створити якісний контент? ( How a beginner can create quality and interesting content)
This presentation is an overview of the course Media Production and the Internet.
The purpose of the presentation is focus attention to the course and e the main
topics of practical work.
Ця презентація є оглядовою для курсу медіапродакшн та інтернет. Мета презентації привернути увагу до курсу, та окреслити основні напрями практичної роботи.
Творче завдання №1 (Practice)
Look at the photo and make a small note with the answers to the questions:
What was before being photographed?
What will the hero do next?
The hero in the photo. What kind of person is he? In what story does he act?
Whom and why will you tell this story?
Подивиться на фото та зробить невеликий запис з відповіддями на питання:
що було до того моменту, як зробили це фото?
Що буде потім?
Героєм якої історії може стати цей персонаж?
Для кого ви будете розповідати цю історію?
Чому саме для них?
Photo by Thom Holmes on Unsplash
|
oercommons
|
2025-03-18T00:35:22.075274
|
02/12/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77164/overview",
"title": "Olga Yatchuk",
"author": "Olga Yatchuk"
}
|
https://oercommons.org/courseware/lesson/91712/overview
|
Media Literacy for Lower Elementary Version 2
Overview
Activity to help lower elementary students better understand media literacy and recognize persuasive media.
Media Literacy for Lower Elementary
Created by Summer Smith April 11, 2022
https://www.oercommons.org/courseware/lesson/91710
Author: Summer Smith
Subject: Educational Technology
Level: Lower Primary
License: Creative Commons Attribution
Language: English
Media Literacy Lesson!
Identifying persuasive media
1. Watch the compilation of commercials, can stop at 2:45 for commercials aimed at children. 2. Ask students which they would want most, based off of the commercials. Discuss why.
3. Identify areas of persuasion: bright colors, social status (stage, superpowers), and elements of make believe.
4. Ask students questions such as, "Who made this commercial?", "Why did they make this commercial?", "What did you notice most about the commercial?", "What message is the commercial trying to get across?".
Junk Food Commercials Aimed at Children and Teens: https://www.youtube.com/watch? v=xk_hkdGf1tc&list=PLr13jrGgs__q6mN_Rcb0464NmizPT78ge&index=4
"Media Literacy for Lower Elementary" https://www.oercommons.org/courseware/lesson/91710
|
oercommons
|
2025-03-18T00:35:22.090151
|
04/11/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91712/overview",
"title": "Media Literacy for Lower Elementary Version 2",
"author": "Summer Smith"
}
|
https://oercommons.org/courseware/lesson/74921/overview
|
State of Innovation Training: Using OER Commons
Overview
New to OER Commons and not sure where to start? Watch the training session with Barbara Soots, Open Educational Resources and Instructional Materials Program Manager at OSPI to learn how to use OER, how to find materials you want, and how to upload and share your own resources.
Watch the recorded training here and follow along with the attached PowerPoint
Still have questions? Contact Barbara Soots: barbara.soots@k12.wa.us
State of Innovation Training: Using OER Commons
New to OER Commons and not sure where to start? Watch the training session with Barbara Soots, Open Educational Resources and Instructional Materials Program Manager at OSPI to learn how to use OER, how to find materials you want, and how to upload and share your own resources.
Watch the recorded training here and follow along with the attached PowerPoint
Still have questions? Contact Barbara Soots: barbara.soots@k12.wa.us
|
oercommons
|
2025-03-18T00:35:22.107491
|
11/19/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74921/overview",
"title": "State of Innovation Training: Using OER Commons",
"author": "Julia Reed"
}
|
https://oercommons.org/courseware/lesson/110924/overview
|
Conectivismo Overview Tecnología Conectivismo ConectivismoTecnologíaAmbiente personal de aprendizaje efectivo
|
oercommons
|
2025-03-18T00:35:22.130051
|
12/09/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110924/overview",
"title": "Conectivismo",
"author": "Ana Karen Sauceda Sánchez"
}
|
https://oercommons.org/courseware/lesson/112781/overview
|
Activity: "Bubbles in the Bathtub" Sharing Activity
Overview
Bubbles in the bathtub is a quick, easy, and anonymous way to find out what all students are thinking. You can use this activity for predictions, reflections, brainstorming ideas for future investigations, exit tickets, and more.
"Bubbles in the Bathtub" Sharing Activity
Not all students are comfortable speaking up in class, nor do all students enjoy group work, but all students have important contributions to make! We also know that everyone benefits from hearing others’ thoughts. Ensure all voices are heard with flexible and varied ways to share ideas.
|
oercommons
|
2025-03-18T00:35:22.146998
|
Kristin Robinson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112781/overview",
"title": "Activity: \"Bubbles in the Bathtub\" Sharing Activity",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/105034/overview
|
CDC - Use Cloth Face Coverings to Help Slow Spread How to Make Your Own.._
Drug origins, information, history and progression
HPS 110 Introduction to Healthcare Syllabus
Legal and ethical Concerns
OER Link to a video on handwashing (1)
Therapeutic Communication
Introduction to Health Sciences
Overview
Learning resources for a basic Health Science Course
HPS110 Introduction to Health Sciences
This course focuses on topics in health care which are common to health care disciplines. Emphasis is placed on communication, client/employee safety, psychosocial aspects of health care, health care delivery systems, professionalism, ethical/legal issues in health care, historical perspectives of various health care professions, and medical terminology.
|
oercommons
|
2025-03-18T00:35:22.167681
|
Syllabus
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105034/overview",
"title": "Introduction to Health Sciences",
"author": "Student Guide"
}
|
https://oercommons.org/courseware/lesson/83260/overview
|
Math in Chemistry
Overview
Students will use scientific notation and metric conversions to complete the following labs and activities.
Standards
11-12.LST.1.1: Read and comprehend science and technical texts within a range of complexity appropriate for grades 11-CCR independently and proficiently by the end of grade 12.
11-12.LST.3.1: 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 11-12 texts and topics.
11-12.LST.4.1: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Learning Objectives
Students will learn the power of ten by putting everyday objects from smallest to largest using powers of ten.
Materials
12 sets of power of 10 pictures, Number Line/Card Sort Activity
Procedure
3min | Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) BW- Convert ordinarily notation to scientific notation. | Collect 5 pts |
7 min | Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?) Video: Blendspace, Nano Scale Lesson, Tile 1, The Scale of the Universe 2 http://htwins.net/scale2/ |
|
10 min | Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.)Discussion of video. Small and Large. Student Reading: Visualizing the Nanoscale( Resource Google drive-Nano 2016-Lesson 2, File Name: Visualizing the Nanoscale Student Reading) | Close reading |
10 min | Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process) Number Line/Card Sort Activity- (Resource Google drive-Nano 2016-Lesson 2, File Name: Number Line Card Sort Activity….) |
|
5 min | Independent Practice: (individual practice, discussion, writing process.) Scale of Objects Activity Worksheet ( Resource Google drive-Nano 2016-Lesson 2 ,File Name: SMLesson2student) | Next Day collect WS |
3min | Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) Exit Quiz: The Power of Ten | 10 pts quiz |
2min | Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?) Review answers to quiz |
|
| Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) Video: Blendspace, Nano Scale Lessons, Tile 13, Power of 10 |
|
Credits
This learning module was created by Linda Monroe, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).
|
oercommons
|
2025-03-18T00:35:22.189044
|
07/07/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83260/overview",
"title": "Math in Chemistry",
"author": "Integrated Nanosystems Development Institute (INDI)"
}
|
https://oercommons.org/courseware/lesson/38138/overview
|
Area Multiplication
Area Multiplication Model Song
Multiplying Using the Area Model
Multiplying Using the Area Model
Overview
The area model is a great strategy for students to use to solve mulitplication problems. It is an excellent visual tool that can help students gain a deeper understanding of the traditional method of multiple digit multiplication. This lesson has been designed for students to use the area model to solve problems that require them to multiply a two digit number by a one digit number.
Subject: Mathematics, Numbers and Operations
Outcome: MA2-6NA - uses mental and informal written strategies for multiplication and division.
Grades: Year 4
Material Type: Lecture, interactive, activity/assessment
Author: Kylie Booth
Area Model Multiplication Song
A farmer takes us on a tour of his farm by the sea as he plants his new crops. As he plants a field of green beans, he'll be showing us how to multiply two-digits by two-digits using the area model, using geometric models to show a deeper understanding of the mechanics of multiplication is something that is a regular part of Farmer Maslow's everyday life.
Listen to the song, it is about a farmer planting his crops. After watching the video you are to list the steps taken to work out the number of crops planted or draw a model of this procedure.
Explore
Watch this descriptive video on multiplying using the area model. Write down the steps required to solve a multiplication problem using the area model.
Watch this descriptive video on multiplying using the area model. Write down the steps required to solve a multiplication problem using the area model.
Basketball Game
Students will take part in an interactive basketball game, this is a great way for them to practice their multiplication skills. They may choose to work with a partner or individually.
Exploration
Students wil demonstrate their understanding of the area multiplication model by solving a range of two digit by one digit problems. The "Toy Store" activity gives students the opportunity to calculate the total amount of money spent at the "store." Students multiply the quantity times the price to get the total, as they progress they wil have to add a number of totals to get the overall answer.
Please show your working out in your maths books.
1. If I bought 2 remote control cars, it would cost me?
2. If I bought 5 digital cameras it would cost me?
3. If I bought 3 Legos and 2 Wubble Bubbles it would cost me?
4. If I bought 3 art kits, 2 Pictionary games and a remote control car, it would cost me?
5. If I bought 3 Madden 16 games, 4 Nintendo 3DS games and 2 Legos, it would cost me?
Area Multiplication
Students will consolidate their learning by completing the worksheet. It wil need to be printed and completed, you may decide to have students work individually, in pairs or groups, depending on their abilities.
You will need to print off the worksheet and complete it.
Reflection
- Share/Explain/Justify: Share answers so whole class can check their answers.
- Reflect: Let those who got questions wrong discuss where they made a mistake.
- Consolidate: Explain to student that it is tricky not to get trading in addition, subtraction and multiplication mixed up. How can we overcome this complication?
- Challenge/Extend: Who thinks they can multiply by a 3-digit number?
Reflection -
Tell me something new you learned?
Did you find this strategy helpful? Why/Why not?
Do you think you would be able to solve three digit by one digit multiplication problems using this strategy?
|
oercommons
|
2025-03-18T00:35:22.215937
|
Kylie Booth
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/38138/overview",
"title": "Multiplying Using the Area Model",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/106157/overview
|
Bilingual Preschool for Multilingual Child with Speech Sound Disorder Overview Critical appraisal N/A N/A
|
oercommons
|
2025-03-18T00:35:22.236061
|
06/30/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106157/overview",
"title": "Bilingual Preschool for Multilingual Child with Speech Sound Disorder",
"author": "Renee Rambler"
}
|
https://oercommons.org/courseware/lesson/100613/overview
|
Verilog HDL for combinational circuits
Overview
A presentation which narrates the verilog code for combinational circuits
Verilog HDL
Explains how to write to verlog HDL to simple combinational circuits
|
oercommons
|
2025-03-18T00:35:22.252010
|
02/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100613/overview",
"title": "Verilog HDL for combinational circuits",
"author": "Jayanthi Palraj"
}
|
https://oercommons.org/courseware/lesson/100607/overview
|
ICT tools for RDBMS and Oracle Programming
Overview
To create a table in sql
Creatting table in sql
RDBMS and Oracle Programming
CREATE TABLE table_name( column1 datatype, column2 datatype, column3 datatype, ..... columnN datatype, PRIMARY KEY( one or more columns ) ); CREATE TABLE is the keyword telling the database system what you want to do. In this case, you want to create a new table
The SQL CREATE TABLE statement is used to create a new table.
Syntax
The basic syntax of the CREATE TABLE statement is as follows −
CREATE TABLE table_name( column1 datatype, column2 datatype, column3 datatype, ..... columnN datatype, PRIMARY KEY( one or more columns ) );
CREATE TABLE is the keyword telling the database system what you want to do. In this case, you want to create a new table. The unique name or identifier for the table follows the CREATE TABLE statement.
Then in brackets comes the list defining each column in the table and what sort of data type it is. The syntax becomes clearer with the following example.
A copy of an existing table can be created using a combination of the CREATE TABLE statement and the SELECT statement. You can check the complete details at Create Table Using another Table.
Example
The following code block is an example, which creates a CUSTOMERS table with an ID as a primary key and NOT NULL are the constraints showing that these fields cannot be NULL while creating records in this table −
SQL> CREATE TABLE CUSTOMERS( ID INT NOT NULL, NAME VARCHAR (20) NOT NULL, AGE INT NOT NULL, ADDRESS CHAR (25) , SALARY DECIMAL (18, 2), PRIMARY KEY (ID) );
You can verify if your table has been created successfully by looking at the message displayed by the SQL server, otherwise you can use the DESC command as follows −
SQL> DESC CUSTOMERS; +---------+---------------+------+-----+---------+-------+ | Field | Type | Null | Key | Default | Extra | +---------+---------------+------+-----+---------+-------+ | ID | int(11) | NO | PRI | | | | NAME | varchar(20) | NO | | | | | AGE | int(11) | NO | | | | | ADDRESS | char(25) | YES | | NULL | | | SALARY | decimal(18,2) | YES | | NULL | | +---------+---------------+------+-----+---------+-------+ 5 rows in set (0.00 sec)
Now, you have CUSTOMERS table available in your database which you can use to store the required information related to customers.
|
oercommons
|
2025-03-18T00:35:22.270811
|
02/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100607/overview",
"title": "ICT tools for RDBMS and Oracle Programming",
"author": "amirtham palaniappan"
}
|
https://oercommons.org/courseware/lesson/68146/overview
|
Ukulele Chucking and Muting
Overview
A look in to the chucking and muting techniques for Ukulele playing.
Ukulele Chucking and Muting
Watch this video to learn about the ukulele techniques called "Chucking" and "Muting". In the assignment, students will be recording themselves playing the Island Strum on the C chord while demonstrating BOTH the Island Chuck pattern, and muting on the Island Strumming pattern.
|
oercommons
|
2025-03-18T00:35:22.282246
|
06/05/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68146/overview",
"title": "Ukulele Chucking and Muting",
"author": "Katie Hackett"
}
|
https://oercommons.org/courseware/lesson/88789/overview
|
PA.SCI.3.4.10.D3
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 10
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment.
PA.SCI.3.4.3.D1
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 3
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Identify people's needs and wants and define some problems that can be solved through the design process.
PA.SCI.3.4.3.D2
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 3
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Observe, analyze and document how simple systems work.
PA.SCI.3.4.4.D1
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 4
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Investigate how things are made and how they can be improved.
PA.SCI.3.4.4.D2
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 4
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Recognize and use everyday symbols (e.g. icons, simple electrical symbols measurement) to communicate key ideas. Identify and use simple hand tools (e.g., hammer, scale) correctly and safely.
PA.SCI.3.4.6.D2
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 6
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Use computers appropriately to access and organize and apply information.
PA.SCI.3.4.6.D3
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 6
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Design and use instruments to evaluate data.
PA.SCI.3.4.7.D1
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 7
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Identify and collect information about everyday problems that can be solved by technology and generate ideas and requirements for solving a problem.
PA.SCI.3.4.7.D2
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 7
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Select and safely use appropriate tools, products and systems for specific tasks.
PA.SCI.3.4.8.D3
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 8
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Interpret and evaluate the accuracy of the information obtained and determine its usefulness.
|
oercommons
|
2025-03-18T00:35:22.312417
|
12/15/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88789/overview",
"title": "Device Activity",
"author": "Group 2"
}
|
https://oercommons.org/courseware/lesson/113701/overview
|
Photosynthesis Quiz
Overview
This quiz provides a great opportunity for teachers to begin a lesson by having students participate in a fun and interactive quiz on Kahoot! to refresh students basic knowledge of photosynthesis before diving deeper into the topic.
Photosynthesis Quiz for 5th grade class
The main content in this quiz is for a 4th/5th grade level. This quiz contains basic content on the process of photosynthesis.
|
oercommons
|
2025-03-18T00:35:22.328899
|
Game
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113701/overview",
"title": "Photosynthesis Quiz",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/92544/overview
|
Observe and Speak
Overview
Expressing needs is linked to identifying and expressing feelings. The activity's objective is to enable children to express feelings first and foremost to be able to identify and express their needs.
Expressing needs and wants
Display photos of children in different situations. You can act it out too.
Examples:
- A child feels and looks hungry.
- A child crying, looks sad, and in pain.
Let the students explain what they see. The situation in the picture and how the child feels.
After the discussion, stick 2 pieces of paper with the words “Yes” and “No” and let each student pick one situation and ask him/her “Do you think the child in the picture should say how he feels and what he needs?”, give them a ball and let them throw the ball on “Yes” or “No”. When the student chooses an answer, he should say why he did. In the end, the teacher can have a very short discussion highlighting how important is to express our needs.
Activity Materials
| 2 | Pieces of paper with “Yes” and “No” |
| 1 | Ball |
| About 5 to 8 | Pictures of children at different situations |
|
oercommons
|
2025-03-18T00:35:22.342940
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92544/overview",
"title": "Observe and Speak",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/110455/overview
|
English pronouns
Overview
This is a guide for the types of English pronouns
The pronouns of English
Summary of the types of English pronouns
1. Demonstrative Pronouns
they denote space and time
2. Personal Pronouns
use personal pronouns when you are talking about people or things
3. Possessive Pronouns
They show what belongs to or relates to a particular person.
4. Indefinite Pronouns
they refer to a person or thing without being specific
5. Relative Pronouns
they emphasize what is being talked about in a sentence.
6. Reflexive Pronouns
These are words that refer to the subject of a sentence.
7. Interrogative Pronouns
These are words that help you to ask questions.
|
oercommons
|
2025-03-18T00:35:22.355727
|
11/23/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110455/overview",
"title": "English pronouns",
"author": "Aaya Alaamri"
}
|
https://oercommons.org/courseware/lesson/68587/overview
|
-
- Carbon Cycle
- Climate Science
- ClimeTime
- Food Waste
- Storyline
- wa-ela
- License:
- Creative Commons Attribution
- Language:
- English
Education Standards
Learning Domain: Engineering, Technology, & Applications of Science
Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Construct an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions, and revise as needed.
Learning Domain: Reading for Informational Text
Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Learning Domain: Reading for Informational Text
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Learning Domain: Reading for Informational Text
Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Learning Domain: Speaking and Listening
Standard: 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.
Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Informational Text
Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Informational Text
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11���12 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: 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.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.]
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Comprehension and Collaboration.
Standard: 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.
Cluster: Integration of Knowledge and Ideas.
Standard: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Cluster: Comprehension and Collaboration.
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Cluster: Integration of Knowledge and Ideas.
Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
PEI SOLS HS: Food Waste
Overview
Food waste is a major contributor to greenhouse gas. Wasted food and the resources to produce that food are responsible for approximately 8% of global greenhouse gas emissions. In this storyline, students learn about the resources required to produce food through following the carbon cycle and discover how food waste contributes to climate change. They will also learn the farm to table transport chain as well as how to conduct a food waste assessment. Finally, the students will research solutions to the problem of food waste and, as a final project, present one solution that they have thoroughly researched that can be applicable to their community.
For CTE teachers, this storyline provides the basic knowledge needed to develop a deep understanding of WHY reducing food waste is an important solution to climate change. There are several potential extensions that Family Consumer Science teachers can utilize as well as Ag teachers and even Business teachers. There is a partial list at the end of the learning progressions.
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oercommons
|
2025-03-18T00:35:22.441777
|
Pacific Education Institute
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68587/overview",
"title": "PEI SOLS HS: Food Waste",
"author": "Hattie Osborne"
}
|
https://oercommons.org/courseware/lesson/71056/overview
|
Education Standards
Understanding HIV/AIDS: Learn the Facts, Fight the Stigma, Stay Safe
Overview
Video produced by Redefine+ to support HIV prevention education use of the KNOW curriculum for 6th grade.
Understanding HIV/AIDS: Learn the Facts, Fight the Stigma, Stay Safe
Understanding HIV/AIDS: Learn the Facts, Fight the Stigma, Stay Safe is a video developed by Redefine+ to support the KNOW HIV prevention curriculum for 6th grade.
It has been reviewed by OSPI and the WA Dept. of Health for consistency with the requirements of the AIDS Omnibus Act and was found to be consistent. See the 2017 Sexual Health Curriculum Review for more information.
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oercommons
|
2025-03-18T00:35:22.461389
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71056/overview",
"title": "Understanding HIV/AIDS: Learn the Facts, Fight the Stigma, Stay Safe",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/22536/overview
|
Education Standards
Mother Sauce Lab Tomato Sauce Option (Homemade Spaghetti Sauce)
Mother Sauces and Soups Guided Notes
Mother Sauces and Soups Powerpoint
Mother Sauces and Soups
Overview
For this lesson you will be sharing the Soups and Sauces Powerpoint with the students while they take notes using the gudied notes page provdied. After the information has been presented, students will be able to participate in making a mother sauce of their own. They will have the option of creating a homemade mac n' cheese using a bechamel sauce base or a homemamde spaghetti sauce using a tomato sauce base.
Section 1
For this lesson you will be sharing the Soups and Sauces Powerpoint with the students while they take notes using the gudied notes page provdied. After the information has been presented, students will be able to participate in making a mother sauce of their own. They will have the option of creating a homemade mac n' cheese using a bechamel sauce base or a homemamde spaghetti sauce using a tomato sauce base.
|
oercommons
|
2025-03-18T00:35:22.483659
|
04/13/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/22536/overview",
"title": "Mother Sauces and Soups",
"author": "Shanna Haws"
}
|
https://oercommons.org/courseware/lesson/95533/overview
|
EPIC US Welcome Wagon_Welcoming Refugees (ADA)
US Welcome Wagon: Welcoming Refugees
Overview
In this lesson, students investigate how one person can make a difference. They will examine Neil Gaiman’s crowdsourcing fan ideas to develop a poem supporting refugees.
Students tap into their creativity to create a “welcome to the US” resource for refugees. The resource places the student in a mentor role to the refugee(s). It shares vital themes that refugees need to know/be able to do to thrive and succeed as a member of US society.
Lesson Overview
Please adapt the content to fit your students' abilities and interests.
Introduction
In this lesson, students investigate how one person can make a difference. They will examine Neil Gaiman’s crowdsourcing fan ideas to develop a poem supporting refugees.
Students tap into their creativity to create a “welcome to the US” resource for refugees. The resource places the student in a mentor role to the refugee(s). It shares vital themes that refugees need to know/be able to do to thrive and succeed as a member of US society.
Grades 9 - 12
Objectives
During this lesson, students will:
- Examine fundraising impact when a celebrity supports the initiative.
- Explain the privileges that come with being born in the US.
- Assess essential knowledge required by refugees to acclimate to US life.
Essential Questioning
Students should be able to answer these questions by the end of this lesson:
- What is a “welcome wagon?”
- What does it mean to be a US citizen?
Indiana Academic Standards
Sociology S.2.4.
- Identify American cultural values; explain how the US is a heterogeneous society.
Ethnic ES1.3.
- Students evaluate how society’s responses to different social identities lead to access and barriers for ethnic and racial groups in relation to various societal institutions, including but not limited to education, healthcare, government, and industry.
- information and knowledge gained from the discussions.
Download the attached PDF document for complete lesson materials.
Download the attached Word version for fully accessible document.
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oercommons
|
2025-03-18T00:35:22.505884
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/95533/overview",
"title": "US Welcome Wagon: Welcoming Refugees",
"author": "Sociology"
}
|
https://oercommons.org/courseware/lesson/71557/overview
|
The People Who Came
Multicultural Heritage of Trinidad and Tobago
Overview
This is a lesson that can be taught face-to-face or online.
Lesson Plan
- The reading passage gives a brief chronological outline of the different ethnic groups who settled in Trinidad and Tobago.
- The attached ppt. can be used for online instruction
Class: Form 1 (7th Grade)
Subject: Social Studies
Topic: Our Multicultural Heritage
Time: 1 hr.
Criteria |
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Learning Outcomes | At the end of this lesson, students will be able to:
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Learning Strategies | This lesson will involve:
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Assessment | ||
Technology Used |
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Lessons phases incorporating: Content Required to implement Lesson
| WhatsApp: Good morning students. Please check the class Edmodo page for the link to the next Social Studies Zoom meeting. Edmodo: Post the link to the Zoom meeting on the classroom wall. Introductory Activity Zoom meeting begins with a video: https://www.youtube.com/watch?v=uSfj23LB1TY. Based on the video, engender from students a definition for the term multicultural heritage.
Developmental Activity 1 Students reflect on the following questions before they read:
Read aloud: The People Who Came (reading passage attached)
Developmental Activity 2
Consolidating Activity Students would upload their completed vocabulary lists to the assignment tab on the Edmodo classroom. Teacher to provide feedback on the content within 24 hours of each posting.
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|
oercommons
|
2025-03-18T00:35:22.541905
|
Reading
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71557/overview",
"title": "Multicultural Heritage of Trinidad and Tobago",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/52697/overview
|
Exploring the worlds largest sinkhole.
The Science of Sinkholes
The Science of Sinkholes - Article
Sinkholes: What on Earth is Happening?
Create a Model
Cool Science - The Big Blue Hole
Overview
Students will investigate the processes and changes in climate that lead to sinkholes.
Investigate Sinkholes
Students will investigate the natural processes that lead to sinkholes. After investigating the natural processes that cause sinkholes and videos that show worlds largest oceanic sinkhole, students will trace back the geologic processes and changes in climate that could've led to this amazing phenomena. The intent of this activity is to show a phenomena, and allow the students to investigate what life would've been like prior to the sinkhole. They should gather evidence to support their claim.
Before the Sinkhole:
Background: Natural processes on earth create magnificent geological phenomena. Belize's famous big blug hole (the largest oceanic sinkhole) has a history of land prior to it's massive dive into the ocean. Students will use evidence to create a model that shows how climate and weather as well as natural geologic processes have led to the amazing phenomena of the Big Blue Hole.
1.Research before the sinkhole: Explain 3 specific details for how this phenomena occured. What is happening with earth geologically to cause a sinkhole?
| What is happening | Evidence for this |
2. Make a prediction: What was the land like prior to this phenomena (be specific, was it deseret, tropical, etc)
3. Develop a model to show how the land appeared before the sinkhole - Give evidence to support why this particular habitat could be found.
(This step is done in the google presentation found below) Attach the link to your presenation here.
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oercommons
|
2025-03-18T00:35:22.563079
|
Physical Geography
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/52697/overview",
"title": "Cool Science - The Big Blue Hole",
"author": "Oceanography"
}
|
https://oercommons.org/courseware/lesson/64325/overview
|
Special Parallelogram Properties
Overview
Students investigate parallelogram properties to figure out which properties apply to special parallelograms.
Special Parallelogram Properties
Parallelogram Properties
Task: Drawing a square, rectangle, parallelogram, and rhombus, students investigate to figure out which properties of quadrilaterals apply to which figures.
Tools Needed: Pencil, Graph Paper, Protractor, and a Ruler
Standards:
G.GCO.10* Prove, and apply in mathematical and real-world contexts, theorems about parallelograms, including the following: a. opposite sides of a parallelogram are congruent; b. opposite angles of a parallelogram are congruent; c. diagonals of a parallelogram bisect each other; d. rectangles are parallelograms with congruent diagonals; e. a parallelograms is a rhombus if and only if the diagonals are perpendicular
Plan: In my class, we take one of the four main quadrilaterals a day and go through checking off which properties they have. I want my kids to be investigators instead of just handing them the properties. We start with discussing basic properties of quadrilaterals and then move through the order of parallelogram, rectangle, rhombus, and finally square. I give my kids a copy of the chart attached and then the following equations.
On graph paper, the students are to graph the following:
Parallelogram: y=6, y=(-1), y=2x-7, y=2x+5
Rectangle: y=3x-2, y=3x+7, y=(-⅓)x, y=(-⅓)x+9
Square: y=2x+4, y=2x-3, y=(-½)x+1, y=(-½)x +(9/2)
Rhombus: I usually change it up a bit for a rhombus and instead tell them to plot the following points. (-1,0), (-4,-4), (-1,8), and (2,4). This provides extra practice for students with having to find the slopes and equations of the lines.
Using the chart attached, a ruler, and a protractor, have the students measure and decide which properties go along with which quadrilaterals.
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oercommons
|
2025-03-18T00:35:22.581673
|
03/23/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64325/overview",
"title": "Special Parallelogram Properties",
"author": "Becky Lancaster"
}
|
https://oercommons.org/courseware/lesson/106617/overview
|
OREGON MATH STANDARDS (2021): [HS.AFN]
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: HS.AFN.A.1
Cluster: HS.AFN.A - Describe functions by using both symbolic and graphical representations.
STANDARD: HS.AFN.A.1
Standards Statement (2021):
Understand a function as a rule that assigns a unique output for every input and that functions model situations where one quantity determines another.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.AFN.A.1 | HS.AFN.A.2, HS.AFN.B.4, HS.AFN.B.5, HS.AFN.C.6, HS.AFN.C.7 | N/A | HSF.IF.A.1 HS.AFN.A Crosswalk |
Standards Guidance:
Clarification
- Functions are often represented by tables, expressions or graphs. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range.
- Modeling examples should include both contexts where only one quantity can be considered the independent variable as well as contexts where both quantities could.
Boundaries
- Standard included expectation students connect the concept of a function to use of notation where if 𝑓 is a function and 𝑥 is an element of its domain, then (𝑥) denotes the output of f corresponding to the input 𝑥. The graph of 𝑓 is the graph of the equation 𝑦=(𝑥).
- Concept of a function introduced in grade 8, but formal use of function notation is not an expectation until high school.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.AFN.A.2
Cluster: HS.AFN.A - Describe functions by using both symbolic and graphical representations.
STANDARD: HS.AFN.A.2
Standards Statement (2021):
Use function notation and interpret statements that use function notation in terms of the context and the relationship it describes.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
HS.AFN.A.1 | HS.AFN.D.9 | HS.GM.A.1 | HSF.IF.A.2 HSF.BF.A.1 HS.AFN.A Crosswalk |
Standards Guidance:
Clarifications
- Student should develop a deep understanding of function notation to build, evaluate, and interpret linear functions; this understanding will be applied to other functions studied hereafter.
- Students should be able to interpret the domain when given a function expressed numerically, algebraically, and graphically.
- Students should apply their understanding of function notation from their work with linear functions to build, evaluate, and interpret quadratic functions using function notation.
- Students should apply their understanding of function notation from their work with non-linear functions when needed to build, evaluate, and interpret functions in authentic contexts.
Progressions
- MP4: mathematical modeling
Examples
- Illustrative Mathematics:
- Cell phones
- The Random Walk [Version 1] [Version 2] [Version 3]
- Using Function Notation [Verson 1] [Version 2]
- Yam in the Oven
- 1,000 is half of 2,000
- A Sum of Functions
- Kimi and Jordan
- Lake Algae
- Skeleton Tower
- Summer Intern
2021 Oregon Math Guidance: HS.AFN.A.3
Cluster: HS.AFN.A - Describe functions by using both symbolic and graphical representations.
STANDARD: HS.AFN.A.3
Standards Statement (2021):
Calculate and interpret the average rate of change of a function over a specified interval.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.AFN.B.4 | HS.AFN.C.6 | HS.DR.D.11 | HSF.IF.B.6 HS.AFN.A Crosswalk |
Standards Guidance:
Clarifications
- Students should be given opportunities to estimate the rate of change from a graph.
- Students should be able to show that linear functions grow by equal differences over equal intervals and recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
- Students should be able to compare this behavior to that of the average rate of change of quadratic functions. This can be shown by algebraic proof, with a table showing differences, or by calculating average rates of change over equal intervals.
Boundaries
- Work with functions presented as graphs, tables or symbolically.
- Students should choose specified intervals for analysis of functions with substantially varying rates of change.
- Interpreting also includes estimates of the rate of change from a graph.
- MP6: precision
- MP7: structural thinking
Teaching Strategies
- Functions can be presented symbolically, as a graph, or as a table.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.AFN.B.4
Cluster: HS.AFN.B - Compare and relate functions using common attributes.
STANDARD: HS.AFN.B.4
Standards Statement (2021):
Compare properties of two functions using multiple representations. Distinguish functions as members of the same family using common attributes.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.AFN.A.2, HS.AFN.A.1 | HS.AFN.D.10 | N/A | HSF.IF.C.9 HS.AFN.B Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to compare key characteristics of exponential functions with the key characteristics of linear and quadratic function.
- Students should be able to observe using graphs and tables that a quantity is increasing .
Boundaries
- Functions can be represented algebraically, graphically, numerically in tables, or by verbal descriptions.
Examples
- Given a graph of one function and an algebraic expression for another, determine which has the larger y-intercept.
- Given a graph of one quadratic function and an algebraic equation for another, students should be able to determine which has the larger maximum.
- Given a graph of one function and an algebraic equation for another, students should be able to determine which has the larger y-intercept.
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.AFN.B.5
Cluster: HS.AFN.B - Compare and relate functions using common attributes.
STANDARD: HS.AFN.B.5
Standards Statement (2021):
Relate the domain of a function to its graph and to its context.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
HS.AFN.A.1 | N/A | N/A | HSF.IF.B.5 HS.AFN.B Crosswalk |
Standards Guidance:
Boundaries
- Contexts can demand discrete vs. continuous and domain restrictions.
- MP4: mathematical model
- MP6: precision
Terminology
- Use symbolic notation to represent the domain and range of a linear function, considering the specific context.
- (-∞,∞)
- [3, ∞)
- D: {x| xϵƦ}
- D: {x| x > 0}
- D: {x| x = 1,2,3,4,5,…}
- R: {y| y = 10,20,30,…}
Examples
- If the function h(n) gives the number of hours it takes a person to assemble n engines in a factory, then the set of positive integers would be an appropriate domain for the function.
- If the function h(t) gives the path of a projectile over time, t, then the set of non- negative real numbers would be an appropriate domain for the function because time does not include negative values.
- A bird is building a nest in a tree 36 feet above the ground. The bird drops a stick from the nest. The function f(x) = -16x2 + 36 describes the height of the stick in feet after x seconds. Graph this function. Identify the domain and range of this function. (A student should be able to determine that the appropriate values for the domain and range of this graph are 0 ≤ x ≤ 1.5 and 0 ≤ y ≤ 36, respectively.)
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.AFN.C.6
Cluster: HS.AFN.C - Represent functions graphically and interpret key features in terms of the equivalent symbolic representation.
STANDARD: HS.AFN.C.6
Standards Statement (2021):
Interpret key features of functions, from multiple representations, and conversely predict features of functions from knowledge of context.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
HS.AFN.A.1, HS.AFN.A.3 | HS.AFN.D.10 | N/A | HSF.IF.B.4 HS.AFN.C Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to express characteristics in interval and set notation with linear functions.
- Students should be able to interpret the key characteristics of the graph in a contextual situation.
Boundaries
- Key features include: domain, range, discrete, continuous, intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
- Representations include: graphs, tables, spreadsheet representations, as well as symbolic.
Teaching Strategies
- Students should be able to use graphs created by hand and with technology, verbal descriptions, tables, and function notation when analyzing linear functions in context.
- Students should be given opportunities to use interactive graphing technologies to explore and analyze key characteristics of linear functions, including domain, range, intercepts, intervals where the function is increasing or decreasing, positive or negative, maximums and minimums over a specified interval, and end behavior.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.AFN.C.7
Cluster: HS.AFN.C - Represent functions graphically and interpret key features in terms of the equivalent symbolic representation.
STANDARD: HS.AFN.C.7
Standards Statement (2021):
Graph functions using technology to show key features.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
HS.AFN.A.1 | HS.AFN.D.9 | N/A | HSF.IF.C.7 HS.AFN.C Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to sketch a graph showing key features including domain, range, and intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; asymptotes; end behavior.
- Key characteristics of the quadratic functions should be expressed in interval and set- builder notation using inequalities.
Boundaries
- Key features include: specific values when context demands; domain and range; discrete or continuous; intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maxima and minima.
- Use technology to graph functions expressed symbolically or in tables, with intentional choices of window and scale. In some simple cases, graphing functions could by hand or for approximations.
- Graph linear and quadratic functions and show intercepts, maxima, and minima.★
- Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.★
- Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.★
- Graph exponential and logarithmic functions, showing intercepts and end behavior.★
Teaching Strategies
- Students should be able to use verbal descriptions, tables, and graphs created using interactive technology tools.
Examples
- If the function, h(n), gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
- The function can be presented symbolically, as a graph, or as a table.
- Students should be able to estimate the rate of change from a graph.
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.AFN.D.8
Cluster: HS.AFN.D - Model a wide variety of authentic situations using functions through the process of making and changing assumptions, assigning variables, and finding solutions to contextual problems.
STANDARD: HS.AFN.D.8
Standards Statement (2021):
Model situations involving arithmetic patterns. Use a variety of representations such as pictures, graphs, or an explicit formula to describe the pattern.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.AFN.B.4 | HS.AFN.D.10 | N/A | HSF.BF.A.2 HS.AFN.D Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to:
- make connections between linear functions and arithmetic sequences presented in contextual situations.
- build and interpret arithmetic sequences as functions presented graphically and algebraically.
- Sequences can be defined explicitly.
- The focus of this learning objective is on building and interpreting arithmetic sequences.
Examples
- By graphing or calculating terms, students should be able to show how the arithmetic sequence in explicit form a1=7, an = 2n-1 + 7; and the function f(x) = 2x + 5 (when x is a natural number) define the same sequence.
- MP2: quantitative and abstract reasoning
- MP4: mathematical modeling
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.AFN.D.9
Cluster: HS.AFN.D - Model a wide variety of authentic situations using functions through the process of making and changing assumptions, assigning variables, and finding solutions to contextual problems.
STANDARD: HS.AFN.D.9
Standards Statement (2021):
Identify and interpret the effect on the graph of a function when the equation has been transformed.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
HS.AFN.A.2, HS.AFN.C.7 | N/A | HS.GM.A.1, HS.GM.A.2, HS.GM.A.4 | HSF.BF.B.3 HS.AFN.D Crosswalk |
Standards Guidance:
Teaching Strategies
- Students should be given opportunities to experiment with cases and illustrate an explanation of the effects on the graph using technology.
Boundaries
- Transformations include translations (f(x)+k, and f(x-h)), reflections (e.g. -f(x) and f(-x), and dilations (e.g. a*f(x)). Interpretations include accounting for different choices of variables, such as initial values or units.
- Full proficiency with linear functions and developing proficiency with exponential functions is expected. Technology provides opportunities for exploration with non-linear functions.
- MP4: mathematical modeling
- MP5: using graphing technology
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.AFN.D.10
Cluster: HS.AFN.D - Model a wide variety of authentic situations using functions through the process of making and changing assumptions, assigning variables, and finding solutions to contextual problems.
STANDARD: HS.AFN.D.10
Standards Statement (2021):
Explain why a situation can be modeled with a linear function, an exponential function, or neither. In a given model, explain the meaning of coefficients and features of functions used, such as slope for a linear model.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.AFN.A.3, 8.AFN.B.4, 8.AFN.B.5, HS.AFN.B.4, HS.AFN.C.6, HS.AFN.D.8 | N/A | N/A | HSF.LE.A.1 HS.AFN.D Crosswalk |
Standards Guidance:
Clarifications
- Students should be provided with opportunities to learn mathematics in the context of real-life problems.
- Contextual, mathematical problems are mathematical problems presented in context where the context makes sense, realistically and mathematically, and allows for students to make decisions about how to solve the problem (model with mathematics).
Terminology
- Linear functions grow by equal differences over equal intervals.
- Exponential functions grow by equal factors over equal intervals.
Boundaries
- Identify situations in which one quantity changes at a constant rate per unit interval relative to another.
- Identify situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
Teaching Strategies
- Students should be able to fluently navigate between mathematical representations that are presented numerically, algebraically, and graphically.
- For graphical representations, students should be given opportunities to analyze graphs using interactive graphing technologies.
Progressions
- Students should be able to use the content learned in this course to create a mathematical model to explain real-life phenomena.
- MP4: Mathematical Modeling
Examples
- Illustrative Mathematics:
|
oercommons
|
2025-03-18T00:35:22.729492
|
07/11/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106617/overview",
"title": "OREGON MATH STANDARDS (2021): [HS.AFN]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/107571/overview
|
Should We Ban It? — A Free Speaking Lesson Plan
Overview
When should “Should We Ban It?” be used?
“Should We Ban It?” is a speaking lesson plan download aimed at adult and adolescent students with upper-intermediate proficiency levels and above. It is perfect for both individuals and groups, helping promote fluency in speaking and spark healthy discussion about individual and societal value changes over time. Keep in mind that the content of this lesson is controversial — we advise you to review the entire lesson before teaching. This lesson is inappropriate for young learners.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
When should “Should We Ban It?” be used?
“Should We Ban It?” is a speaking lesson plan download aimed at adult and adolescent students with upper-intermediate proficiency levels and above. It is perfect for both individuals and groups, helping promote fluency in speaking and spark healthy discussion about individual and societal value changes over time. Keep in mind that the content of this lesson is controversial — we advise you to review the entire lesson before teaching. This lesson is inappropriate for young learners.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
|
oercommons
|
2025-03-18T00:35:22.748581
|
Nathan Martin
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107571/overview",
"title": "Should We Ban It? — A Free Speaking Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/79696/overview
|
Sora App Tutorial
Overview
Using the SORA app.
How to Use SORA
Our library has a great resource, the SORA app. I would like to help you to use SORA to read during library today.
The following steps will walk you through checking out your first SORA book.
|
oercommons
|
2025-03-18T00:35:22.764766
|
04/28/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79696/overview",
"title": "Sora App Tutorial",
"author": "Laura Drietz"
}
|
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