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https://oercommons.org/courseware/lesson/80836/overview	"How to Ruin Your ASL Teacher's Day" (Tips on Making a Signed Video) Overview This will show students what is and is not acceptable when submitting videos in ASL. "How to Ruin Your ASL Teacher's Day" (Tips on Making a Signed Video) For this non-graded activity, you will be interacting with the H5P video below. Be sure to answer and submit all of the questions that appear while watching the video. - At the end of the video, click on the star at the bottom to review your answers. - Your answers will not be saved once you leave this page. - You do not earn credit for this activity, but it will increase your understanding.	oercommons	2025-03-18T00:35:22.778718	Tahna Mazziotti	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80836/overview", "title": "\"How to Ruin Your ASL Teacher's Day\" (Tips on Making a Signed Video)", "author": "Lesson" }
https://oercommons.org/courseware/lesson/79069/overview	Learning Domain: Mathematical Practices Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Learning Domain: Mathematical Practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Learning Domain: Mathematical Practices Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and"Óif there is a flaw in an argument"Óexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Learning Domain: Mathematical Practices Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Learning Domain: Mathematical Practices Standard: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 - 3(x - y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Learning Domain: Mathematical Practices Standard: Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y - 2)/(x -1) = 3. Noticing the regularity in the way terms cancel when expanding (x - 1)(x + 1), (x - 1)(x^2 + x + 1), and (x - 1)(x^3 + x^2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Cluster: Mathematical practices Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Cluster: Mathematical practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Cluster: Mathematical practices Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Cluster: Mathematical practices Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Cluster: Mathematical practices Standard: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Cluster: Mathematical practices Standard: Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x –1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x^2 + x + 1), and (x – 1)(x^3 + x^2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.	oercommons	2025-03-18T00:35:22.826366	Washington OSPI Mathematics Department	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79069/overview", "title": "MPIR - Number Talks", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/92229/overview	Initial Client Interview Transcript Overview I use this (fictional) transcript of an initial client interview to get students thinking and talking about the component parts of an initial client interview and how an initial client interview might best be structured. I ask students to read the transcript before class and make an outline of what the interviewer is doing at different points in the interview. In class, I recruit students to read multiple parts of the transcript out loud, with breaks in the action to discuss what the interviewer is doing and how it might be done differently. The interview focuses on disability-based housing discrimination but no prior knowledge of disability or Disability Rights Law is needed for students to understand what's going on. Initial Client Interview Transcript I use this (fictional) transcript of an initial client interview to get students thinking and talking about the component parts of an initial client interview and how an initial client interview might best be structured. I ask students to read the transcript before class and make an outline of what the interviewer is doing at different points in the interview. In class, I recruit students to read multiple parts of the transcript out loud, with breaks in the action to discuss what the interviewer is doing and how it might be done differently. The interview focuses on disability-based housing discrimination but no prior knowledge of disability or Disability Rights Law is needed for students to understand what's going on.	oercommons	2025-03-18T00:35:22.843136	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92229/overview", "title": "Initial Client Interview Transcript", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/108034/overview	Learning Domain: Ecosystems: Interactions, Energy, and Dynamics Standard: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.	oercommons	2025-03-18T00:35:22.859082	08/28/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108034/overview", "title": "Oregon Standards", "author": "OER LIBRARIAN" }
https://oercommons.org/courseware/lesson/59543/overview	Education Standards Movie Readinga-z Venn Diagram Compare and Contrast Read The Book Students will log into their IPads and go to www.readinga-z.com. They will log in with my username and password to download the book Beowulf. We will read the book as an entire class together. Watching The Movie The students will watch the animated version of Beowulf off of Youtube on the SmartBoard. The students will take notes on both the moive and the book. Creating Venn Diagram The students will look at their notes and begin creating a Venn Daigram. They will compare and contrast the written version and the video version of Beowulf. Each student will come up to the SmartBoard and write down one thing how they are similar and different. Write Your Story Students will look back at their notes and Venn Diagrams to create a short essay. The essay will be 1-2 paragraphs long on how the written version and the video version of Beowulf are similar and different. Comparing and contrasting the movie and the book.	oercommons	2025-03-18T00:35:22.884377	11/08/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/59543/overview", "title": "Compare and Contrast", "author": "Tyler Earley" }
https://oercommons.org/courseware/lesson/98188/overview	Independent Readers Overview This is a mini lesson that provides tips for independent readings. Choosing a Book When it comes time to read independently, we want to choose a book that we will enjoy so that we do not get discouraged reading by ourselves. When choosing a book to read we should consider our purpose, interests, and skill levels so that we have an enjoyable reading exprience. - Purpose: What are you wanting to gain from a book? Do you want to learn a new skill? Are you wanting to read for fun? Do you want to inform yourself about a topic? - Interest: What interests you? Do you like adventure stories? Are you interested in a sport? Do you like cooking? - Skill Level: What is your reading level? Make sure to choose a book that is your appropriate reading level. If you choose something too advanced, you will struggled and be discouraged in reading. If you choose something to simple, you can get bored of reading. New Words Sometimes when we read, we come across words we do not recognize. Learning these words can help us better understand stories or information in books. Follow these tips to learning new words as you read: - Sound out the words. If you come across a word you do not know how to pronouce, try sounding out the word or using a text to speech tool. Sometimes hearing the word, you can recognize it. - Use context clues. Context clues are hints within a sentence that you can use to better understand a word. - Look it up. If there are no context clues or you still do not understand the word, use a dictionary to look it up. Here, you will find the definition and how to pronounce it. - Write it down. Write down new words you learn to better remember them for next time! Ask Questions Asking questions about a story or information in a book is a great way to engage with the text. Sometimes there are new topics that we have not heard of. Other times, plots of stories can have confusing endings. It is okay to not understand something and ask questions. If you are reading a nonfiction book and you come across a concept you do not understand. Ask yourself questions about it. You can take it further and look up your questions online by doing a safe search. When reading a fiction book, you can run into questions about the plot or characters. Think of questions you would ask the author. Ask these questions to your teacher, they might have understood the author's ideas better. Connecting The last step in independent reading is connecting the book. We can connect the story or information in a book to our own lives. By doing this, we are engaging with the text and are able to better understand it. For nonfiction books, think about how the information is connected in your life. Have you seen or interacted with the topics? Have you visited or made the topics before? When reading fiction books, think about the characters and plot and if you can connect with them. Does a character have similar traits to you? Would you have acted differently in the situation? Have you had similar conflicts in your life?	oercommons	2025-03-18T00:35:22.899763	Erin Baker	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98188/overview", "title": "Independent Readers", "author": "Lesson" }
https://oercommons.org/courseware/lesson/101726/overview	Education Standards Women in Science and Technology \| Library of Congress Women Nobel Laureates (docx) Women Nobel Laureates (pdf) Women Nobel Prize Laureates Women who changed science (interactive) Women Nobel Laureates: Pioneers in Science, Literature, and Peace Overview This lesson supplements the Women Who Changed the World website from the Nobel Prize Organization. A video and link to an interactive activity is accompanied by project ideas, topcis for extension, and additional resources. Introduction The Nobel Prize is one of the most prestigious international awards recognizing outstanding contributions in various fields of human endeavor. It was established in 1895 by Alfred Nobel, a Swedish chemist, engineer, and inventor, and is widely regarded as a symbol of intellectual excellence and humanitarian values. Over the years, the Nobel Prize has recognized some of the most important discoveries, inventions, and works of literature that have shaped our understanding of the world and improved the human condition. Between 1901 and 2022, Nobel Prizes were awarded 615 times to 989 people and organizations. A total of sixty women have been awarded the prestigious honor across all categories. Women have made groundbreaking contributions in fields such as literature, physics, chemistry, medicine, economics, and peace. Some notable female laureates include Marie Curie, who was awarded the prize twice for her pioneering work in radioactivity, and Malala Yousafzai, who became the youngest Nobel Peace Prize recipient in 2014 for her activism promoting education for girls. Other accomplished female Nobel laureates include Toni Morrison, Shirin Ebadi, Wangari Maathai, and Ada Yonath, whose contributions have helped shape the course of history and inspire generations of women. Below is a video of the amazing women who have received the Nobel Prize and their remarkable achievements at the time of the award. Students can play this online activity from Nobel Media to try and match the portrait of the Nobel Prize laureate with their Nobel Prize awarded discovery. Game: How many Nobel Prize awarded women can you match \| Nobel Outreach Project Ideas and Resources Potential Projects choose as appropriate for grade level - Poster project: Students can choose a woman Nobel laureate to research and create a poster that includes her picture, name, field of work, and a brief summary of her contributions to society. - Scavenger hunt: Students can find and read about women Nobel laureates in different fields, such as science, literature, and peace, and write what they learned about each laureate. - Women Nobel Laureate read-aloud: Teachers can read biographical or autobiographical books about women Nobel laureates. - Communications project: Students can create a podcast, documentary style video, or museum exhibit that highlights a woman Nobel laureate and her contributions to society, and share their work with the class. - Nobel Prize Simulation: Students can participate in a Nobel Prize simulation where they research, nominate, and vote on potential Nobel laureates in different fields. They can work in groups or individually and present their nominations to the class. This activity can help students develop critical thinking, research, and communication skills. - Women Nobel Laureates Book Club: Students can form a book club to read and discuss biographies or autobiographies of women Nobel laureates in different fields. They can share their insights, questions, and reflections on the books and how they relate to the laureates' work and contributions to society. - Women Nobel Laureates Mentorship Program: Students can connect with women scientists in their community or online and learn from their experiences and insights. They can ask questions, seek advice, and explore opportunities to collaborate on research projects or community service initiatives. - Women Nobel Laureates Creative Writing Contest: Students can participate in a creative writing contest where they write a poem, story, or essay inspired by a woman Nobel laureate in literature or peace. They can explore themes such as courage, justice, peace, and resilience and express their ideas and emotions through creative writing. Resources Women in Science and Technology \| Library of Congress A selection of Library of Congress primary sources exploring women's contributions to science and technology. This set also includes a Teachers Guide with historical context and teaching suggestions. Photos, film footage, newspaper articles, interviews, and manuscripts explore women's contributions to science and technology. Women Nobel Prize Laureates \| Nobel Prize Outreach This website provides a comprehensive list of women Nobel laureates, including their names, fields of work, and the years in which they were awarded the prize. Women who changed science \| Nobel Media Celebrates and explores the contributions, careers, and lives of the nineteen women who have been awarded Nobel Prizes for their scientific achievements. On this interactive site, students can answer questions to "match with a laureate", browse their stories, and explore their connections. Biographies \| National Women's History Museum The National Women's History Museum provides a database of women who have made significant contributions to society, including several Nobel laureates. The website provides biographical information, photos, and links to related resources. Extension - Explore the impact of women Nobel laureates on their respective fields and on society. How have their contributions advanced knowledge and improved people's lives? - Discuss both the benefits and challenges surrounding the Nobel Prize? - Research some of the controversies surrounding the selection of women Nobel laureates in different fields? - Compare and contrast the experiences of women Nobel laureates from different time periods and fields. What similarities and differences exist in terms of the challenges they faced, the recognition they received, and their impact on their respective fields? - Research the Nobel Prize committees and their selection processes. What criteria are used to select laureates? How diverse are the committees and what efforts have been made to promote diversity and inclusion? - Explore the role of mentorship and support networks in the success of women Nobel laureates. What support systems exist for women in different fields and how can they be improved to promote greater diversity and inclusion? - Analyze media coverage of women Nobel laureates and consider how their work is framed and portrayed in the media. Are there patterns of bias or stereotyping that emerge? - Research the contributions of women scientists and writers who were overlooked for the Nobel Prize during their lifetimes. What barriers did they face and how have their contributions been recognized since? - Consider the broader implications of recognizing women Nobel laureates. How does this recognition promote greater diversity and inclusion in the fields of science, literature, and peace? What impact might this have on future generations of women and girls who aspire to make important contributions to society? Attribution and License Attribution Women who changed the world cover image and screenshot © Nobel Media. Ill. Niklas Elmehed. Used pursuant to fair use. License Except where otherwise noted, this work by Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.	oercommons	2025-03-18T00:35:22.947272	Economics	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101726/overview", "title": "Women Nobel Laureates: Pioneers in Science, Literature, and Peace", "author": "Chemistry" }
https://oercommons.org/courseware/lesson/107083/overview	Education Standards Soybean Food Science Lesson Plans Overview These 3 lessons provide examples of labs you can do with your students to better understand the use of soybeans in food production. Food Science Labs These labs will help teach food science.	oercommons	2025-03-18T00:35:22.967215	07/25/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107083/overview", "title": "Soybean Food Science Lesson Plans", "author": "Kylie Kinley" }
https://oercommons.org/courseware/lesson/68485/overview	IRGC. (2017). An introduction to the IRGC Risk Governance Framework. Revised version. Porcari2019_Article_FromRiskPerceptionToRiskGovern NanoRIGO Educational Resources Overview Educational resources related to Risk Governance from the NanoRIGO project NanoRIGO Risk Governance Resources \| Title \| URL \| Subject \| Media Format \| Owner/Author \| Target Group \| Language \| Licence/Copyright \| \| What is Risk Governance \| https://irgc.org/risk-governance/what-is-risk-governance/ \| Risk Governance \| Webpage \| IRGC \| General public \| English \| Copyright \| \| Risk Governance Framework \| https://irgc.org/risk-governance/irgc-risk-governance-framework/ \| Risk Governance Framework \| Webpage \| IRGC \| General public \| English \| Copyright \| \| Risk Governance Framework \| https://infoscience.epfl.ch/record/233739/files/IRGC.%20%282017%29.%20An%20introduction%20to%20the%20IRGC%20Risk%20Governance%20Framework.%20Revised%20version..pdf \| Risk Governance Framework \| IRGC \| General public \| English \| Copyright \| \| \| Nanotechnology Risk Governance \| https://irgc.org/wp-content/uploads/2018/09/Chapter13_Nanotechnology__final.pdf \| Nano Risk Governance \| IRGC \| General public \| English \| Copyright \| \| \| Current guidance for the risk assessment of nanomaterials \| https://www.safenano.org/knowledgebase/guidance/risk/ \| Nano Risk Assessment \| Webpage \| SAFENano \| General public \| English \| Copyright \| \| From risk perception to risk governance in nanotechnology: a multi-stakeholder study \| https://link.springer.com/article/10.1007/s11051-019-4689-9 \| Nano Risk Governance \| Webpage, Published article \| Andrea Porcari, Elisabetta Borsella, Christina Benighaus, Khara Grieger, Panagiotis Isigonis, Somik Chakravarty, Pete Kines & Keld Alstrup Jensen \| Scientists, Researchers \| English \| Copyright \|	oercommons	2025-03-18T00:35:23.006947	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68485/overview", "title": "NanoRIGO Educational Resources", "author": "Environmental Studies" }
https://oercommons.org/courseware/lesson/72613/overview	My Relationships Overview This would be a great resource for students to identify different levels of relationships they have in their lives and self reflect what these relationships mean to them. Building and Establishing Healthy Relationships My Relationships Learning Objective: I understand how I want to be treated and the different relationships in my life and their boundaries to foster healthy relationships. To conclude this week of materials we have been learning about communicating, relationships and how to be respectful to ourselves and others. In this assignment, the student will be demonstrating their understanding of how they want to be treated along with identifying different levels of relationships in their life. There are TWO steps for this assignment. The first step is helping the student identify how they want to be treated by the people they care about. After completing step one, continue on to step two to help the student brainstorm the different levels of relationships they have in their life. Use the WORKSHEET as an assignment to go with any of these particular units in Health class.	oercommons	2025-03-18T00:35:23.019592	09/16/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72613/overview", "title": "My Relationships", "author": "Emily Tate" }
https://oercommons.org/courseware/lesson/78177/overview	Introduction to Equations Overview An introduction lesson to equations for 6th graders in order to understand the meaning of the equal sign and lead them into solving 1 step equations. Intro to Equations Day 1 Lesson Brian-Based Lesson Lesson Objectives: \| \|\|\| \| Grade: 6th grade mathTime frame: 1 day \| Lesson Title: Introduction to Equations \| \|\| \| Brain-based Strategies Used in the Lesson: ImagesRepetitionBe Color \| Formative or Summative Assessments:Intro to Equations Quizizz \| \|\| \| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit? \| \|\|\| \| Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing.Technology materials: (hardware, websites, video links,etc.) \| \|\|\| \| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.CCSS.MATH.CONTENT.6.EE.B.5Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.CCSS.MATH.CONTENT.6.EE.B.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.CCSS.MATH.CONTENT.6.EE.B.7Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.Common 6EE Standards \| \|\|\| \| Technology used: Google SlidesQuizizz \| \|\|\| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| \| 5Mins \| Google Slides \| Intro activity to activate schema (background information)/Warm-up/or Bell-ringer Warm Up- Students are given a rectangle with the area and one side length and they have to write the equation and solve for the missing side length.This activates their prior knowledge of dividing fractions from our previous unit and connects into writing the multiplication equation ⅓ w = 13/5 \| \| \| 5 Mins. \| Student Digital Interactive Notebook (Google Slides) \| Introduce New Information: (Teaching) \| \| \| 10 Mins \| Student Digital Interactive Notebook (Google Slides) \| Hands-on Activity Steps: (Prepare ways for students to practice the new information.) \| \| \| 5 Mins. \| Student Digital Interactive Notebook (Google Slides) \| Feedback: (How will the students provide feedback?) Group activity? Instructor feedback?For feedback students will have 1 slide to complete at the end of their interactive notebook where they will build the diagram for two equations and solve for the variable then check in with the teacher for feedback on their work. \| \| \| Homework or in-class assignmentQuizizz \| Assessment(s): (assignments and/or activities) \| Remember to include all the materials necessary to teach the lesson. You can add them by pasting them below or providing links to them. Student Digital Interactive Notebook	oercommons	2025-03-18T00:35:23.042681	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78177/overview", "title": "Introduction to Equations", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/62029/overview	Estrellita de Oro: A Cinderella Cuento Fair, Brown & Trembling Mufaro's Beautiful Daughters Sootface: An Ojibwa Cinderella Story The Egyptian Cinderella Yeh-Shen Cinderellas Around the World Overview This unit was written to be used by preschool or elementary teachers working with primary aged children. The unit visits 'Cinderella-like' characters from China, Ireland, Egypt, Africa, Mexico, and the Ojibwa tribe. Title Page Cinderellas from Around the World JoAnn Melo Modesto Junior College Merced College January 2020 Table of Contents Table of Contents Objectives 3 Materials 4 Books 5 Procedure 6 Objectives Cinderella Stories from Around the World Objectives: - Students will be introduced to Cinderella stories from other cultures. - Students will create their own version of a Cinderella story. - Students will design their own “slipper”. - Students will write a character biography. - Students will compare and contrast Cinderella characters. - Students will locate and label different countries on a world map. - Students will write and answer math questions using a class graph. Materials Materials: - Butcher paper - Markers - Use index cards to make a matching game. One card will have the Cinderella character, and its match would have the footwear she wore in that particular version. - Use sentence strips to write sentences from each version. - Pocket chart - Individual copies of blank world maps. - Colored pencils - White boards and dry erase markers - Tag board - Misc. craft and art supplies - DVD of Disney’s Cinderella - CD or other music format of Disney’s Cinderella soundtrack Books Books: - Yeh-Shen: A Cinderella Story from China, retold by Ai-Ling Louie - Fair, Brown & Trembling: An Irish Cinderella Story, by Jude Daly - The Egyptian Cinderella, by Shirley Climo - Mufaro’s Beautiful Daughters: An African Tale, by John Steptoe - Estrellita de oro/Little Gold Star: A Cinderella Cuento, retold by Joe Hayes - Sootface: An Ojibwa Cinderella Story, retold by Robert D. San Souci Procedure - Break students into groups and have them brainstorm what they already know about Cinderella. - Throughout the week, read the different versions of Cinderella stories. - Create a chart on butcher paper comparing the stories. Include: title, author, country, setting, good characters, bad characters, events, magic involved (if any), and the date written. - Break into literature circles. Each group discusses one version. Have each group present their version as a ‘play’. - In small cooperative groups, students will brainstorm and develop their own Cinderella story. A representative from each group will read the story aloud to their classmates. - Add the students’ versions to the chart. - Make Venn diagrams on butcher paper. Break the students into cooperative groups, and assign each group a Cinderella character from another country. In their groups, the students will compare the similarities and differences of the American version with the version assigned to their group. - In their cooperative groups, students will play a matching/concentration game. They will be attempting to match the Cinderella character with the type of footwear each character wore in their respective version. - In their cooperative groups, students will sequence a group of sentences from one of the versions read. This will by manipulating sentence strips in a pocket chart. - Each student will be given a blank world map. The teacher will guide the students in labeling the countries in which the Cinderella stories were written and in which they took place. - As individuals, each student will select a character from one of the stories. The character chosen does not need to be one of the Cinderella characters. Each student will write a biography on the character of their choice. These biographies may be read aloud to the class. - Make a class graph representing the favorite version of the students. Have students write a math question based on information from the graph. Have students answer each other’s questions using their white boards and markers to assist with calculation. - Provide each student with a tag board “shoe/slipper” cut-out and various arts and crafts supplies. Students design their own “slipper”. This can also be done with actual shoes. Students can bring an old pair of shoes from home, or shoes can be purchased inexpensively at a thrift shop. - Watch the DVD of the Disney version of Cinderella. - Add the Disney version to the chart. - End the unit with a sing-along with music from the Disney version.	oercommons	2025-03-18T00:35:23.088845	Reading Literature	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62029/overview", "title": "Cinderellas Around the World", "author": "Literature" }
https://oercommons.org/courseware/lesson/68297/overview	Build a Translucent Suncatcher Overview Build a translucent suncatcher to learn about light and the difference between transparent, translucent, and opaque objects. Introduction We are going to learn about light and the difference between transparent, translucent, and opaque objects. We will make a DIY Suncatcher which is a good example of a translucent object. Supplies To make this, you will need: A plastic lid White glue Food coloring A paperclip (unbent) or toothpick Glitter (optional) Flashlight Assembly - The first thing you’re going to do is pour a little bit of glue into your plastic lid. It’s important not to use too much glue or else the sun catcher will not be as translucent as it needs to be, and it will take a long time to dry. - Next you’re going to add just a few drops of food coloring to the glue. - Use a paper clip to gently swirl the colors around. You don’t need to swirl too much because the colors will spread as the glue dries. - Add just a little bit of glitter on top. - Let the whole thing dry for a few days. - After 3-4 days you should be able to peel your sun catcher off the lid. You can punch a hole in the top and tie a ribbon through so you can hang it in the window! Conclusion - How can we tell our suncatcher is translucent and not opaque or transparent? An opaque object would be something like a plate. When a flashlight shines behind it, you cannot see the light at all. - A transparent object would be something a clear drinking glass. When a flashlight shines behind it, you can see the light very clearly! - The suncatcher is somewhere in between opaque and transparent, which is what we call translucent. When light shines through it, you can see some light, which gives it a nice glow. - Add your translucent suncatcher to a bright, sunny window so that it catches the light and makes a beautiful, colorful decoration.	oercommons	2025-03-18T00:35:23.106721	Alexandra Houff	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68297/overview", "title": "Build a Translucent Suncatcher", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/18324/overview	OER Passport Overview This is a professional development lesson that leads educators through the process of identifying, creating and sharing OER. Section 1 This is a professional development lesson that leads educators through the process of identifying, creating and sharing OER.	oercommons	2025-03-18T00:35:23.123966	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/18324/overview", "title": "OER Passport", "author": "Business and Communication" }
https://oercommons.org/courseware/lesson/71460/overview	COMUNICACION ASERTIVA Overview aprendemos ,sobre la comunicacion asertiva ¿Que es la comucicacion asertiva ? LA COMUNICACION ASERTIVA la comunicacion asertiva, es aquella mediante la cual logramos manifestar a los otros de forma simple, clara y oportuna, lo que sentimos, queremos o pensamos .	oercommons	2025-03-18T00:35:23.135642	08/20/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71460/overview", "title": "COMUNICACION ASERTIVA", "author": "Augusto Silva Ortiz" }
https://oercommons.org/courseware/lesson/92712/overview	Interactive Content Interactive Image kahoot Phrasal Verbs Travel PHRASAL VERBS Overview This is our lesson plan for a class directed to Politic Science students. INTRODUCTION In this class, we will learn about one of the most extensive and necessary topics for communication in English, Phrasal verbs. We will start the class with an "ice breaker" activity in "Kahoot", in order to cut the tense environment between us as teachers students, and our learners, followed by a presentation on phrasal verbs. Once the subject has been explained, different interactive activities will be developed to promote and evaluate the learning of our students. This class will be held up for students from the first semester of political sciences. Ice breaker activity We are going to present the basic phrasal verbs that we use in our daily routine with a multiple-choice Kahoot activity. Presentation A brief presentation with many facts, examples, and definitions about phrasal verbs. Interactive image We are going to present an interactive dialogue that includes many phrasal verbs to give an open view and as an example of these. Educaplay activity In the next activity, we are going to present a funny game with many activities that include audio with multiple choices relacionated with phrasal verbs Exelearning Activity This section will present a true and false activity, using the Exelearning application.	oercommons	2025-03-18T00:35:23.160841	05/13/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92712/overview", "title": "PHRASAL VERBS", "author": "Valentina Chávez" }
https://oercommons.org/courseware/lesson/70747/overview	Self Care for the School Counsel(l)or Overview This is a document to help you acknowledge the constant need for self-care. Be good to yourself. File + Make Copy of this HyperDoc to complete the activities. Self Care for School Counsel(l)ors Caring For Ourselves is Caring For Others \| EXPLORE \| YOUR THOUGHTS \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| Respond Below: What motivates you to work with students? \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| EXPLAIN \| FOR YOU \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| A Podcast on Self Care HERECompassion fatigue and School CounsellorsBe AwareCreate BalanceCommit to Staying Connected \| Are you at risk of compassion fatigue?“Compassion fatigue, also known as secondary traumatic stress (STS), is a condition characterized by a gradual lessening of compassion over time.” \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| This year will be unlike any other CREATE A SELF CARE PLAN \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| The Time is NOW to take care of YOU \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| SHARE \| YOUR TASK \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| Feeling like sharing your goals? Try out the #onesmallthing generator and share on social media! \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| REFLECT \| RESPOND HERE \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| What are barriers that hold you back taking care of yourself? (Acknowledgement is the first step!) \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| How will you address these barriers? \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| Unhealthy Coping (What unhealthy coping strategies do you want to stop.) \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| What healthy coping strategy do you want to impliment? \| This #HyperDoc was inspired by professional development created by Elise Greenway and presented by Julie Twisselmann. Created by www.kellyhilton.org @kellyihilton • For more HyperDocs, check out www.hyperdocs.co Counsellor inspired and edited by @sspellmancann	oercommons	2025-03-18T00:35:23.182298	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70747/overview", "title": "Self Care for the School Counsel(l)or", "author": "Psychology" }
https://oercommons.org/courseware/lesson/66835/overview	Education Standards OSPI Quadratic Instructional Task: Dress Shop Overview This resource was created by the Washington Office of Superintendent of Public Instruction. Task OSPI Quadratic Instructional Task J Quadratics; Standard F-IF.2, Claim 2 Dress Shop Dapper Dresses is a shop in the mall that sells a variety of classic clothing. Emma finds out that the profit changes based on the price charged per dress. She tests out different selling prices for the shop’s most popular dress. - Let represents the profit, in dollars. - Let represent the price per dress, in dollars. - Explain in words the meaning of the equation f as it relates to the graph. Be sure to include what means and what means. - Explain in words the significance of in the context of the problem. Rubric Rubric Question Number \| Standard/Claim \| Description \| J \| F-IF.2/Claim 2 \| A 2-point response demonstrates understanding of the standard and claim by doing the all of the following: States represents the maximum profit. \| A 1-point response demonstrates limited understanding of the standard and/or claim by doing one of the following: States represents the maximum profit. \| \|\| A 0-point response demonstrates almost no understanding of the standard and claim. \| OSPI Quadratic Instructional Task Annotated Student Work OSPI Quadratic Instructional Task J Annotated Student Work Example 1 2-point response: The student has stated that the profits are equal and that f(100) is the maximum amount of profit. Example 2 1-point response: The student does not say that the amount of profit was the same when writing so does not earn Bullet 1. While is not “when” Emma made the maximum profit, this explanation stated most profit so earned Bullet 2. Example 3 0-point response: does not referred to 50 dresses but to $50 dresses. Likewise, does not refer to “most” dresses but to $100 dresses. The bullets were not earned in either case.	oercommons	2025-03-18T00:35:23.218534	Hannah Hynes-Petty	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66835/overview", "title": "OSPI Quadratic Instructional Task: Dress Shop", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/70091/overview	Education Standards Excerpt from Willy Wonka and the Chocolate Factory Why are Flamingos Pink? #1: Why are Flamingos Pink? Overview In this Wonder of the DayR, we learn about why flamingos are pink. Students have the opportunity to explore the Wonder either as a class or individually. With suggestions for different age groups, Wonder #1 has an activity to engage students with drawing, writing description, or both. Explore the Wonder Suggestions for Exploring the Wonder: Lower Elementary: Read the Wonder together. Upper Elementary: Take student volunteers to read the Wonder aloud. Middle School: Students read independently. High School: Students read independently. To scaffold learners, Wonderopolis has Immersive Reader built into every page. This technology will read the Wonder aloud and has a host of other options to make the content accessible. Read this Wonder: Why are Flamingos Pink? You will find a link to Wonderopolis to follow to the website. Don't forget--there's a video to watch! If you need help, select LISTEN in the green bar. Immersive Reader, embedded in each Wonder of the Day, can take care of the reading for you! Pick a Color Lower Elementary: Draw a picture of yourself based on what you eat the most. Upper Elementary: Draw a picture of yourself based on what you eat the most. Add a written description. Middle School: Write a description of yourself based on what you eat the most. Swap with a partner and draw based on description. High School: What nutritional deficiencies might someone experience who only eats one thing, or a diet that is predomoinantly one thing? Explain. Create a visual representation of someone who eats only one thing. What color is YOUR diet? What if humans' color changed based on what they ate? What color would you be? Your teacher has an assignment for you! Be sure you complete and turn in according to their requirements. Writing Mode: 7.2.2.a Click on link below and read about the Flamingo by National Geographic for Kids Flamingo by National Geographic Kids Communicate information and ideas effectively in a summary using both articles about the flamingo.. Text Features: 7.1.6.f The National Geographic Kids page uses text features to share information about flamingos. According to the map, where would you be able to visit to see flamingos in person?	oercommons	2025-03-18T00:35:23.249093	Health, Medicine and Nursing	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70091/overview", "title": "#1: Why are Flamingos Pink?", "author": "English Language Arts" }
https://oercommons.org/courseware/lesson/103337/overview	Education Standards Musical Explorers Digital - Website Guidance Overview This website guidance document provides an overview of Carnegie Hall's Musical Explorers Digital program. The site connects students in grades K–2 to rich and diverse musical communities as they build fundamental music skills through listening, singing, and moving to songs from all over the world. Website Overview Purpose of Website Carnegie Hall has created ten different programs for K-2 that include online professional development resources and lesson plans to teach students about new musical genres and cultural traditions. Site Navigation Strategy Each Musical Explorers program contains three units, each devoted to one of the Musical Explorers genres listed below: - Program 1: Georgian Folk, Freedom Songs, and Haitian - Program 2: Argentine Folk, Native American, and South African Zulu - Program 3: Greek Folk, Malian Traditional, and Indian Classical - Program 4: Jazz, Bomba and Plena, and Brazilian - Program 5: Cumbia, Armenian Folk, and Hip Hop - Program 6: Bluegrass, Chinese Traditional, and Iraqi Folk - Program 7: Georgian Folk, Native American, and South African Zulu - Program 8: Son Jarocho, Sicilian Folk, and Calypso - Program 9: Jazz, Zimbabwean Mbira Music, and Haitian - Program 10: Bomba and Plena, Freedom Songs, and Indian Classical Each of programs has its own resource page with two lessons that each focus on a song. The lessons guide you through the process of learning the songs, as well as teaching relevant musical concepts and exploring the cultural context. Each lesson includes transcriptions in Western notation to assist in learning the music, but please note that these are best approximations for diverse traditions that may use different tuning systems or emphasize improvisation. Choose among the lessons to best suit the needs of your classroom. Features found within each lesson include: - Audio Tracks: Audio tracks for each song. - Videos: Introductory videos for the artists and their music. - Resources for Teachers: Each artist’s resource page provides background information about the musical genre and culture. Some of these resources are intended to be shared with students; others are for teachers who may want to explore further on their own. - Creative Extensions: Creative extensions are designed to deepen the exploration of repertoire, culture, and musical concepts. - Literacy Extensions: Each unit identifies picture books related to the artist’s music and culture that you can read with your students. - Musical Word Wall: We encourage you to build a word wall and add vocabulary words as they are introduced in the lessons. Students may explore a Musical Explorers Around the World Map and listen to digital concerts for each of the programs as a culminating event. Comments Though not openly licensed, teachers may access all of the materials online without registration or login. Carnegie Hall grants permission to access, download, and use the material for lawful personal or educational, non-commercial use. Teachers may choose to register to become a part of the Musical Explorer teacher network and receive regular updates, support from Carnegie Hall staff, and special opportunities. Attribution and License Attribution - Cover image copyright Carnegie Hall. Used pursuant to fair use. License Except where otherwise noted, this website guidance document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms before use.	oercommons	2025-03-18T00:35:23.277929	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103337/overview", "title": "Musical Explorers Digital - Website Guidance", "author": "Lesson" }
https://oercommons.org/courseware/lesson/67769/overview	Accessibility Checklist Overview Classification of Analytical Methods Organising content Classification of Analytical Methods	oercommons	2025-03-18T00:35:23.294592	05/31/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67769/overview", "title": "Accessibility Checklist", "author": "Kota vineela" }
https://oercommons.org/courseware/lesson/90217/overview	Animals And Pets: A Free ESL Lesson Plan Overview The topic of animals, particularly pets, might seem juvenile or childish to some teachers. However, this lesson plan is tailored to be engaging, intellectually stimulating, and appropriate for mature learners. This is an excellent resource for you to use with pre-intermediate students who need to work on developing their English vocabulary skills. You can access 150+ more free lessons like this with a free Off2Class account! Off2Class This lesson plan on pets is designed to introduce students to new vocabulary words. However, throughout the lesson, they will practice speaking, reading, and listening; they will have ample opportunities to formulate sentences independently. This lesson plan allows students to use the most common vocabulary items related to common pets, including what they eat and how to care for them. It also allows students to use the vocabulary in context and raise awareness about how this vocabulary is used in daily language. Students will work on a variety of activities throughout the lesson, from reading, matching, memory, and picture descriptions to gap-fill exercises. These activities keep the classroom environment engaging and dynamic. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.	oercommons	2025-03-18T00:35:23.311985	02/18/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90217/overview", "title": "Animals And Pets: A Free ESL Lesson Plan", "author": "Christine Chan" }
https://oercommons.org/courseware/lesson/73532/overview	Education Standards Website Guidance - Ask Dr Universe Ask Dr. Universe - Website Guidance Overview Based out of Washington State University, Dr. Universe teams up with professors, researchers, and experts in the field, to tackle big questions. Explore animated video answers to questions posed by curious questions from students in Washington and around the world. Videos created in partnership with Northwest Public Broadcasting. Though not openly licensed, content is free to view online and listen to via podcast. Overview Ask Dr. Universe \| Washington State University Link to Ask Dr. Universe website Purpose of Website Dr. Wendy Sue Universe investigates questions from curious elementary and middle school students. Based out of Washington State University, Dr. Universe teams up with professors, researchers, and experts in the field, to tackle big questions like: What is fire? Why does soda fizz? Why is the ocean salty? Why is liquid nitrogen so cold? Dr. Universe knows that children everywhere deserve a chance to explore the possibilities in science, engineering, technology, and math. She inspires the next generation of scientists and engineers to be critical thinkers, problem solvers, and ask big questions. She encourages children to keep exploring and discover the ways science and engineering can help improve our world. Site Navigation Strategy - Explore video question archives – animated video answers to questions submitted by students. Created in a partnership with Northwest Public Broadcasting and Washington State University - Explore questions by content area - Brain and Body - Culture - Earth and Sky - Food and Health - History and Geography - Plants, Animals, and Bugs - Technology, Engineering, and Math - Download a poster, field guide, or coloring sheets - Submit a question - requires an email address - name and age optional - video of question may be uploaded Tips for Effective Implementation or Differentiation - The content can be used along with Next Generation Science Standards or as a jumping off point for science lessons. - Each post on this website is fact-checked and vetted by a professor, researcher, or graduate student Washington State University. - Families can help children submit questions to the site. - Students can vote in weekly polls - Site is a great tool for student research projects and works with computers, tablets, and smartphones. - Families and students can listen to the podcast and hear from real researchers at Washington State University as they investigate science questions from kids around the world. Listen on Comments Ask Dr. Universe is a science-education project based out of Washington State University Marketing and Communications. Content is free to view online but is not under an open license. © 2018 Washington State University Attribution and License Attribution - Dr. Universe image and Purpose of Website text by Washington State University. Used pursuant to fair use. License Except where otherwise noted, this website guidance document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms before use.	oercommons	2025-03-18T00:35:23.345557	Physical Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73532/overview", "title": "Ask Dr. Universe - Website Guidance", "author": "Life Science" }
https://oercommons.org/courseware/lesson/106347/overview	OREGON MATH STANDARDS (2021): [1.DR] 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: 1.DR.A.1 Cluster: 1.DR.A - Pose investigative questions and collect/consider data. STANDARD: 1.DR.A.1 Standards Statement (2021): Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by representing data visually. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| K.DR.A.1 \| 2.DR.A.1 \| N/A \| [new content] 1.DR Crosswalk \| Standards Guidance: Clarifications - Expectations in this domain should be taught throughout the year and applied contextually to the current expectation and real-life events. Terminology - Collecting data would refer to student generating data sets, such as counting and recording the frequency of an event. - Considering data refers to existing data sets given to students by a teacher for consideration. - The terminology below is used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective. - A statistical investigative question is one that requires data that will vary. Boundaries - Determine strategies for collecting and organizing data within 20 to answer a statistical investigative question. - This standard should be taught throughout the year. Teaching Strategies - Students should use tally marks and numerical values within 20 to organize and represent the data. - Developing strategies for collecting data include students collaborating to determine ways to collect data. - Data can be gathered from a variety of sources to answer the statistical investigative question posed. Progressions - Students should formulate a statistical investigative question to explore a real-life situation in their classroom. Examples - “How many pets do you have?” is a statistical investigative question because it anticipates variability in students’ responses. 2021 Oregon Math Guidance: 1.DR.B.2 Cluster: 1.DR.B - Analyze, represent, and interpret data. STANDARD: 1.DR.B.2 Standards Statement (2021): Analyze data sets with up to three categories by representing data visually, such as with graphs and charts, and interpret information presented to answer investigative questions. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| K.DR.B.2 \| 2.DR.B.2 \| 1.OA.A.1, 1.OA.A.2, K.GM.C.8 \| 1.MD.C.4 1.DR Crosswalk \| Standards Guidance: Clarifications - Students should be able to organize the data collected, represent the data on a table, and ask questions about the data generated." - Understand that the sum of the data points in all categories is the total number of data points. - Understand that data representations make data points easier to read, count, and compare. - Understand that the number of data points in different categories can be compared using subtraction, counting on, or counting back between the quantities. - Students should be able to organize the data collected, represent the data on a table, and ask questions about the data generated. Boundaries - This expectation is limited to data with up to three categories presented in graphs and charts. - Students should be using tally marks and numerical values to organize and represent data. - Students should be able to summarize the number of tally marks in each category. Teaching Strategies - Create a picture graph and a bar graph (with single-unit scale) to represent a data set with up to three categories. Analyze the information by asking and answering questions about the data. - Interpret categorical data to answer the statistical investigative question created, including total number of data points, how many in each category, and how many more or less are in one category than another. Progressions - Students’ data work in Grade 1 has important connections to addition and subtraction. Students can ask and answer questions about categorical data based on a representation of the data. - Students can also ask and answer questions leading to other kinds of addition and subtraction problems (1.OA), such as compare problems or problems involving the addition of three numbers (for situations with three categories). (Please reference page 5 in the Progression document). Examples: - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:35:23.385801	07/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106347/overview", "title": "OREGON MATH STANDARDS (2021): [1.DR]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/92793/overview	Holiday In France: A Free ESL Lesson Plan Overview Notre Dame, Marseille, Montpellier. If you’re looking to add a bit of color and culture to your student’s reading activities, this new ESL Lesson Plan on holiday in France offers just the ticket. Suitable for intermediate learners, the lesson plan is built around the theme of holidays. It offers students the chance to practice their reading skills while learning about intensifiers, idioms and informal language. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class Notre Dame, Marseille, Montpellier. If you’re looking to add a bit of color and culture to your student’s reading activities, this new ESL Lesson Plan on holiday in France offers just the ticket. Suitable for intermediate learners, the lesson plan is built around the theme of holidays. It offers students the chance to practice their reading skills while learning about intensifiers, idioms and informal language. If you want additional lesson plans and support, including teachers’ notes, be sure to register a free Off2Class account.	oercommons	2025-03-18T00:35:23.404182	Christine Chan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92793/overview", "title": "Holiday In France: A Free ESL Lesson Plan", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/68582/overview	Unit 1: Introduction to Business Computer Applications (ADM122) Overview Before computers, documents containing data were stored using a manual file system. A computer file is a resource for storing information, which is available on a computer program and is usually based on some kind of durable storage. Files are organized and controlled by a computer system's operating system. Unit 1 Parts 1-2 File Management At the completion of Parts 1 & 2 students will be able to: - Set Up a File Directory for this Course - Save Files in Different Formats - Copy, Move, Delete Files RIGHT NOW: - Read this before moving on: Parts 1 & 2 Read to Learn - Watch this video demonstration Unit 1 Part 3 Lesson 1 Unit Directories Upon completion of Lesson 1 you will be able to: - Create a file directory system that you will use to organize and save the files you will be creating in the remaining units of the course. - Capture a Screenshot RIGHT NOW: - Read & do the directions for the Lesson 1 assignment: Lesson 1 Unit Directories - Submit the Lesson 1 file to the assignment in Google Classroom Unit 1 Part 3 Lesson 2 File Formats Upon completion of Lesson 2 you will be able to: - Create a file directory and then save a file in different formats to the directory. RIGHT NOW: - Read & do the directions for the Lesson 2 assignment: Lesson 2 File Formats - Submit the Lesson 2 file to the assignment in Google Classroom Unit 1 Part 3 Lesson 3 Organizing Files Upon completion of Lesson 3 you will be able to: - Work with copying, moving, and backing up files. RIGHT NOW: - Read & do the directions for the Lesson 3 assignment: Lesson 3 Organizing Files - Submit the Lesson 2 file to the assignment in Google Classroom Unit 1 Assessment Unit 1 File Management AssessmentUnit 1 File Management Assessment	oercommons	2025-03-18T00:35:23.424155	06/15/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68582/overview", "title": "Unit 1: Introduction to Business Computer Applications (ADM122)", "author": "Tracy Weber" }
https://oercommons.org/courseware/lesson/90934/overview	Short Listening Activity For Young Learners Overview A short listening activity for young learners. Listening Activity In this activity, there will be a short listening track in which a kid will be talking to his friend Brian. There will be questions regarding the listening track. The questions will be about colors, objects and what students would share with Brian. The listening track will be shared with a link and here is the listening text. Part 1. Hey Brian. Look. A person is walking their dog in the park. It has a blue collar. The person is wearing a matching blue jumper too. Part 2. Brian? What are we going to do? My mum will be mad at us because of this. We broke the purple cookie jar. Part 3. Look, i got a new toy car Brian. It has 5 wheels and it has a red flag on its roof. There is a spare black wheel if i ever break it. Listening text. Part 1. What are the colours Brian’s friend talks about? ___________________________________________(Answers: blue, purple, red, black.) Part 2. What are the objects Brian’s friend talks about? ___________________________________________(Answers: collar, jumper, cookie, jar, car, wheel.) Part 3. What would you talk about if you were Brian’s friend? ____________________________________________ (Answer in your own words.)	oercommons	2025-03-18T00:35:23.444467	03/13/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90934/overview", "title": "Short Listening Activity For Young Learners", "author": "Alp Eren Vardal" }
https://oercommons.org/courseware/lesson/93757/overview	Education Standards Lesson Plan Printable Cards Subject and Predicate Introduction Overview This lesson is intended for Emergent Bilinguals. The focus is an introduction to "subject and predicate" with an emphasis on agriculture vocabulary. Subject and Predicate Introduction LESSON DESCRIPTION Finding the Subject and Predicate Author of the Lesson: Becky Cuevas Lesson Summary/Overview: - Explain and identify: complete subjects and complete predicates. - Using complete subjects and complete predicate to create complete sentences LESSON GOALS AND OBJECTIVES Alignment and Objectives Content Standards: - CCSS.ELA-LITERACY.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Content Objectives: - Students will be able to find and explain the complete subject and complete predicate in a sentence. - Extension: Students will be able to write sentences using subject and predicate. Lesson ELP Standard: - ELP 2: Participate in written exchanges - ELP 10: Make accurate use of Standard English at their level Language (ELP) Objectives: - Students will be able to identify complete subjects and predicates in sentences. - Students will be able to write coherent sentences with subject and predicate in present tense. Supporting Academic Language Language Functions: - Exchange ideas and information - Use grammar based terms - Create simple sentences and identifying the complete subject and complete predicate - Practice using images as supports for writing Language Modalities: - Oral: share ideas, share answers - Written: Create sentences - Comprehension: demonstrate understanding of complete sentences - Listen: Teacher to student, student to student exchange of ideas and feedback Vocabulary: - subject (WHO) - predicate (what who is DOING) - complete subject - complete predicate Syntax or Sentence Structure(s): - complete subjects and predicates in present tense - complete subject - complete predicate: noun + verb Discourse: - Oral: instruction, directions, teacher-student communication, pair/group share - Written: complete subjects, complete predicates, complete sentences - Visual: diagram, examples LESSON PREPARATION Considerations Prerequisite Knowledge and Skills: Understand that rules for English are different. Translations are not directly duplicated. - Please note this lesson does not include any humans or human pronouns. With the agricultural vocabulary the goal for students is to feel confident with vocabulary that is recognizable. Thus lessening effective filters and helping to understand how sentences are made. The reason for this is because my students over the years have vocalized their sadness/feeling of belittling representation/miscommunication of how BIPOC should be seen. If you choose to use people please use caution and take time to understand the impact it may have on your students. Instructional Materials Resources, Materials, and Technology required or recommended for the lesson: - Google Slide projected - Anchor chart (for whole class or given individually) - pencil - colored copies of word and phrase cards - color pencils or highlighters to help students differentiate - paper to write on (blank paper might be better suited compared to lined paper) Learning Supports Socio-emotional supports: - Safe learning environment established - Instructor will provide guidance and touch base with students during peer/group/individual working times - Instructor will remember the goal is not to get through the lesson but build a strong understanding of concepts. Cultural & Linguistic Responsiveness: - Students will use and see terms that are relevant to their community - State and local agriculture based vocabulary - Some terms offer the opportunity for translanguaging Accessibility: - All documents are compatible with Google Classroom - Complete subject and complete predicates can be printed to create word walls or printed for independent practice Instructional Supports Differentiation: - The target audience are Level 1 and 2 ELD students. Thus the emphasis on short sentences, colored images, and printable to help students make connections. L1 Supports: - Visuals in color - Short sentences - Examples to help students understand L2 Development (by level): - Visuals in color - Pre written complete subjects and complete predicates - Opportunities to practice LESSON PROCEDURES Anticipatory Set/Motivation/Hook Time: 4 min Teacher Does: - Display Slide: What is a sentence? - Direct students to: In our minds let us think of how we can describe or explain a sentence. Be ready to share. Any thought is worth sharing. Students Do: - Thinking of how to describe or explain what a sentence is. Ready to share with a partner or small group. - Students share with a partner or in small groups. Teacher Does: - Observe: Walking around the room being available to help students develop their thoughts. Also, hearing for responses that can help lead students into the lesson. - Ask students for their ideas and discuss them briefly. - Extension: ask students to share what their partner or group shared. - “_(person)__ shared with me/our group _(thought)__. “ - If students are displaying an understanding of nouns and verbs, ask them to define those terms. Focused Instruction (Teacher-as-Model) Time: 6 min Teacher Does: - Explain how a sentence is a group of words that expresses a complete thought. - Explain parts of a sentence: - Sentences are broken into two parts the subject and predicate - We look for the subject (who) and the predicate (what “who” is doing). - Project a sentence on the board: “The tractor tills the field.” Have students ponder the questions “who/what is the sentence about and what is the “who/what” doing?” - Walking around looking for students in need Students Do: - Write the sentence on a piece of paper: The tractor tills the field. - Ponder the question: WHO/WHAT is the sentence about and what is the who/what DOING? - Write down guess Teacher Does: - Go through the slide with the students. - Connect: WHO/What to subject and DOING to predicate - Extension: WHO/What to noun and DOING to verb Guided Instruction (Teacher-to-Student Joint Responsibility) Time: 10 min Teacher Does: - Explain: WHO is called the subject of the sentences. DOING is called the predicate. Both are needed to express a complete thought. Explain the difference between simple and complete. Emphasize that practice will be with complete subjects and predicates. - simple subject: - Simple predicate: - complete subject: - complete predicate: - Display anchor chart and go through examples - The apples are ready to harvest. - The corn stalks grow tall in the field. Students Do: - As a group or in pairs: Write each sentence given. Identify the complete subject and predicate for each sentence, by drawing a box around the complete subject and underline the complete predicate. - 1. The sheeps live in flocks outside. - 2. Cows produce milk and meat. - 3. Oregon potatoes are harvested in the fall. Teacher Does: - Walk around the room to observe the students' answers. - When time is up or students are done, review each sentence individually to ensure students understand. - Quick check - check in with students before proceeding Group Application (Student-to-Student Joint Responsibility) Time: 10 min Teacher Does: Print, cut, and disperse the game cards to groups/pairs. Directions: - Identify and separate the complete subject cards from complete predicate cards. - Using the complete subjects and predicates create sentences. - teacher will walk around to help students or will pull small groups - Once they are checked, write them on your paper. Students Do: Using the game cards students will work on constructing complete sentences. Individual Learning (Independent Practice and Application) Time: 7 min Teacher Does: - Handout worksheet - Go over directions - Walk around the room checking in with each group/pair/student - Considering doing the first sentence together Students Do: - Complete the tasks in groups/pairs/individually - verbal discussion - ask clarifying questions Closure Time: 3 min Teacher Does: - Review concept of the day - Today, we found the complete subject & complete predicate. Remind me what those are again? Students Do: - Have student volunteers explain their response. ASSESSMENTS Formative Assessment Content: Exit Ticket - Identify the complete subject and complete predicate - Fill in the complete subject to go with the complete predicate given - Fill in the complete predicate to go with the complete subject given Language: English Plans for Summative Assessments Content: Anchor Chart - students will create their own diagram: - using their own sentence - identifying complete and simple subject and predicate in a diagram format - using pictures or definitions to help model understanding Language: English EXTENSIONS Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments: - Extension: identify simple subjects and simple predicates - Introduce: articles, nouns, verbs	oercommons	2025-03-18T00:35:23.491169	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93757/overview", "title": "Subject and Predicate Introduction", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/103692/overview	https://www.in.gov/doe/files/prek-12-health-standards-final-dec6-2017.pdf Personal Health Goal Setting and Accountability Overview This lesson plan demonstrates how students can set realistic goals to improve their personal health and keep themselves accountable. Students will demonstrate days of the week on a poster board and putting goals on each day holding themselves accountable. This will teach students how to set goals and feel the enjoyment when achieving them. Opening In the resources there are sixteen nutritous foods that are kid friendly students can try with their parents or teachers in the classroom can do with their students to help them to achieve one of their weekly goals! Students will be setting goals they want to achieve for the week that will make a positive impact on thier mental and physical health for that certain week. They will have a goal for each day for the following week for example these can include getting eight hours of sleep, doing chores for their parents, help a sibling with thier homework, keep thier space at school clean, eat a healthy snack after school and studying for a subject. Putting the goals into action Students will be putting these goals on a poster board versus on a slide so they will be able to physically see it and be more accountable than if it was on a google slide on their laptop. Students will start writing down M-F on a poster board and write down one goal for each day they wish to achieve. There poster will appear blank at first as they will only have thier days written down and the goals besides them. As they go on if they reach their goals they will get to draw a picture besides it that represents it, a checkmark, print out a picture that represents thier goal achieved and decorate the poster more. If the student does not achieve the goal the student needs to write on the poster the obstacle they faced, how they could overcome the obstacle and can add a picture that goes along with that goal. Conclusion to Goal Setting By the end of this on Friday students should have thier poster decorated with their goals achieved, partially achieved or at least explained why they could not achieve them. Even if the student has not yet achieved thier goals they are still meeting the standard as they are explaining they are aware of the obstacles they faced during the process of trying to achieve thier goals.	oercommons	2025-03-18T00:35:23.512391	Morgan Schmidt	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103692/overview", "title": "Personal Health Goal Setting and Accountability", "author": "Assessment" }
https://oercommons.org/courseware/lesson/108451/overview	Social/Emotional Learning Overview This is about Social/Emotional Learning, the main skills, and the benefits it has in the classroom. Description: Social Emotional Learning is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. It’s an important learning skill to have in the classroom because emotions are important, especially in our younger students. It builds social and emotional skills that can improve student engagement and academic process. The framework for Social and Emotional Learning focuses on five broad categories that encompass the integration of all five aspects into every area and subject of academic learning. These categories include Identity and Agency, Emotional Regulation, Cognitive Regulation, Social Skills, and Public Spirit. Image created by: Makayla Sanchez "Fundamentals of SEL" by CASEL is licensed under CC BY 4.0 Five Main Skills: There are five main components to social and emotional learning: Self -awareness, Self-management, Relationship skills, and Responsible decision making. These skills are developed throughout their experiences but can also be guided. Self-awareness is one’s ability to identify their own emotions, thoughts, and the way they impact behavior, which leads students to have a good sense of positive thinking and assurance about themselves. You will find that students who have developed a good sense of self-awareness are more able to identify their limitations, weaknesses, and strengths. Ways to promote SEL: - Sharing their emotions with teachers - Props (Dolls, stuffed animals, etc.) - Emotion Posters Self-Management is the ability to regulate one’s emotions, thoughts and behaviors. Ways to promote SEL: - Breathing strategies - Role playing - Model Social Awareness is the ability to identify one’s emotions, personal assets, areas for growth, and potential external resources and support. Ways to promote SEL: - Books with diversity - Emotion Charades - Expression Bingo Relationship Skills is the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. Ways to promote SEL: - Conversations - Group Activities - Changing Seats Responsible Decision-Making is the ability to make constructive and respectful choices about personal behavior and social interactions. Way to promote SEL: - Overreact on the good! - Let them decide! - Encourage goals! References: "Emotion Faces" by Vanessa Matthiessen is licensed under CC BY 4.0 "SEL in PE: Self Awareness" by Barbara Soots, Nikki Klinger, Washington OSPI OER Project is licensed under CC BY-NC 4.0 "SEL in PE: Self Management " by Barbara Soots, Nikki Klinger, Washington OSPI OER Project is licensed under CC BY-NC 4.0 "SEL in PE: Social Awareness" by Barbara Soots, Washington OSPI OER Project, Nikki Klinger is licensed under CC BY-NC 4.0 "Social-Emotional Development: Preschool Children" by Virtual Lab School is licensed under CC BY-NC 4.0 Benefits Helping students build strong social and emotional skills helps them to consider consequences and make good decisions. Social and emotional learning is not just about helping students stay out of trouble, but about developing life skills that can be used throughout their lives. When supporting children's social and emotional development it can lead to very many beneficial outcomes. This development is important because children need to be able to regulate their emotions, respond to their emotions positively, and be resilient. This is not only beneficial in school but throughout the child's entire life. Here are some strategies to support children’s social and emotional development: - Create an environment and daily routines that offer children opportunities forresponsible and cooperative roles in the classroom. - Model desirable behavior and attitudes in interactions with children and other adults. - Use the family culture to create bridges between the program and the home, supportingchildren’s pride in their family experience, and understanding individual differences inbackground and viewpoint. - Enlist adults as active co-explorers in children’s chosen activities. - Encourage children’s ideas, initiative, and contributions to shared activities. - Observe children attentively, as they play, to understand each child’s needs, interests,strengths, and areas of growth in social-emotional development. - Establish developmentally and culturally appropriate expectations for children’sbehavior, especially expectations for self-control and self-regulation. - Narrate for children what they are observed doing and expressing, providing languageto describe their thoughts and feelings and to clarify others’ feelings. - Provide specific feedback to children about their efforts, reinforcing their choices thatsupport learning and linking their actions to outcomes. - Coach and guide children’s behavior by using positive, respectful phrasing and tone toprompt problem solving and to give brief instructions and reminders. - Help children to understand social cues (facial expressions, body language, tone ofvoice). These and more examples can be found in the OER textbook, Introduction to Curriculum for Early Childhood Education, by Jennifer Paris, Kristin Beeve, and Clint Springer in chapter 7 on pg. 149 and 150. Image Created by: A'Leesia Patino Social-Emotional learning is the process in which students acquire and apply the knowledge, attitude, and skills necessary for the 5 main skills. The 5 main skills of SEL are Self-awareness, Self-management, Relationship skills, and Responsible decision making and they work when they are implemented in the classroom, in schools, homes, and communities. There are so many benefits to using SEL in the classroom, here are some benefits: Students will be able to overcome and manage their emotions. Increase academic success. Lower stress levels and have a positive attitude toward themselves, others, and assignments. Prevent negative behavior such as violence and bullying Provide students with the skills they will need in their future lives. For more information on Social-Emotional Learning and the benefits of it in the classroom, it can be found on YouTube. What is Emotional Education? What is Social-Emotional Learning? What is SEL? References: "Introduction to Curriculum for Early Childhood Education" by Jennifer Paris is licensed under CC BY 4.0 "Social-Emotional Development: Preschool Children" by Virtual Lab School is licensed under CC BY-NC 4.0 "What is Emotional Education? What is Social-Emotional Learning? What is SEL?" by Happiness com is licensed under CC BY 4.0	oercommons	2025-03-18T00:35:23.536522	A’Leesia Patino	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108451/overview", "title": "Social/Emotional Learning", "author": "Makayla Sanchez" }
https://oercommons.org/courseware/lesson/70164/overview	Education Standards Student Directions for Essay and Rubric Abstract Nouns and "Anthem" by Ayn Rand Overview This lesson reviews the six types of nouns and then focuses in on abstract nouns. The students will do a creative writing paragraph with the use of an abstract noun and that emulates Rand's writing style. Review of Abstract Nouns Review 6 types of nouns: abstract, concrete, compound, gerund, common and proper. Have each type of noun printed on a piece of poster paper around the room. Have students write an example of each of the types on a sticky note and then place the sticky notes on the appropriate pieces of construction paper. Display the Google Slide. Call out a type of noun. Call on volunteers to call out nouns that fit that type. Writing the Paragraph Students will write a paragraph as if they are a character in Anthem. They will select a name that is an abstract noun followed by a number and tell what job they would be assigned. They should have a topic sentence, fully describe their choices, and have a summary sentence. Students should try to imitate the author's style of using plural pronouns and third person even when discussing self.	oercommons	2025-03-18T00:35:23.557910	07/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70164/overview", "title": "Abstract Nouns and \"Anthem\" by Ayn Rand", "author": "Leslie Kreikemeier" }
https://oercommons.org/courseware/lesson/53443/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in or	oercommons	2025-03-18T00:35:23.583460	04/15/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/53443/overview", "title": "Effective communication for conflict resolution", "author": "Farjahan Shawon" }
https://oercommons.org/courseware/lesson/102987/overview	Parent Involvement. Speech & Language at Home: 25 Speech & Language Strategies www.SpeechandLanguageatHome.com The Hanen Centre: Helping You Help Children Communicate www.hanen.org Visual Noise research article. Caregiver Manual Overview Caregiver Manual Foundations Early Intervention Early intervention is the educational approach for young children, ages birth to 3 years, who have or who are at risk of developing a disability that may affect their development. Early intervention can occur in a variety of settings, including the home, clinic, private practice, children's hospital, or child care center. Early intervention may begin at anytime, but it is most beneficial to start as early as possible. Children experience a rapid rate of learning and development in the period between birth and age three. Families can see more improved outcomes the sooner early intervention services are provided. Family Involvement The family plays a big role in the progress that the child makes during early intervention. Parents and caregivers can offer information about their child such as their level of functioning, interests, and dislikes. This information is key to developing goals and strategies that can be implemented in the child's daily routines. Parent/Caregiver Coaching Through coaching, parents and caregivers can learn specific skills and strategies to use with their child on a daily basis. When these strategies are applied throughout the child's daily routines, the child can benefit from more learning opportunities. The ultimate goal of coaching is to help the parent and caregivers to become independent in implementing the skills and strategies that they have learned. Session Overview Session Overview What a session should entail. Lots of interaction with the child, using objects, words, actions, gestures etc. between the child, and adult. The clinician, should they feel comfortable, can include the parent in this interaction. The clinician may involve the parent to such a degree that the parent feels comfortable practicing or doing these activities at home. The clinician's hope is that if the parents fully participate in the sessions, then there will be more opportunities for the child to develop their skills. Location If possible, the sessions should be held in a natural environment. At home during, before or after meals, with their siblings, in the morning, at night, anytime really. The matters most is that the treatment is done in an environment which feels natural for the family. Parent tip: if your child if gets distracted easily by what is nearby, establishing an area to work in with less toys, items, etc. will ensure the child is less distracted, and it is proven that limiting stimuli in the environment is more soothing to children (Fisher et al., 2014). Time The session may last only ten minutes, or it may last an hour. It may be once, twice, or three times a week, or more. Regardless of how often, the clinician should be showing up at the agreed time. Before the session, it would be a suitable time to use the bathroom, eat a snack, take a nap, to ensure that your child is at their best and ready to work. The First Session If it is the first session, the clinician will hopefully take some time to chat with you about your child, they are testing the waters. They want to see what they can learn about your child that they may not know just by observing or working with him/her. It is a great time to voice concerns or questions and get comfortable with the clinician you are going to be working with in the future. Regular Sessions If it is any subsequent session, the clinician will join you and the child and start delivering therapy. It may seem like most of what is going on is play between the clinician and the child. There will be play going on but during this play, the clinician is helping your child to grow and develop those skills that s/he needs to develop. Some clinicians may do more than one activity, but it depends on your child's ability to focus, and the goals that clinician was working toward. Some clinicians can use one activity to target all the goals your child is working on. If, during these sessions you have questions, an activity does not make sense, feel free to ask them! Your goal is to increase your child's abilities, the clinician is there to help, collaboration will only improve this process. The clinician may finish with your child and give you some homework, which will be specific tasks for you to do with your child, doing the homework will accelerate how quickly your child progresses. Materials Books, toys, animals, if possible, animals, shapes and numbers of assorted colors. Blocks, anything that is not a screen, yourself, some positive affirmation, a good handful of gasps of adoration, and a smattering of praise. Final Thoughts If at all during the session the clinician does an activity or says something that does not coincide with your values, let them know, communication between you and the clinician will help this process go smoothly. Routines and Activities Why Routines Are Important Things done or spoken frequently, in the same way, are considered to be routines. Having predictable routines helps your child to learn language and can make your everyday activities run a little smoother. A routine is important so the child can learn what to expect next, as well as get familiar with the language you use during the routine. If your child has an established routine, they are able to function more independently and with less tantrums. Talking about what you're doing allows your child to connect your words to activities and objects. Repeated exposure to words is key for children learning to talk. By incorporating language during everyday routines, you are offering this repetition in a natural and useful way. When you pair your words with familiar activities and objects, you are teaching your child what your words mean and that we can use our words to connect with the world and people around us. How to Use Routines to Encourage Talking Your child needs to understand words before they start using them themselves. With repeated exposure to key words and their meanings, your child will start to use words to express what they want. New talkers or future talkers can be supported by getting a lot of repetition for pairing words with familiar objects or actions. Activity Examples Routines can occur any time you're with your child and incorporated into any activity! Families may establish routines without even realizing it. Routines may be embedded in songs, games, stories, getting ready, mealtimes, and more. Below are suggestions for incorporating routines into your everyday activities. Songs: Singing familiar songs like, "Patty-Cake" or "I Love You" helps your child become familiar with language by exposing him to the same words and patterns repeatedly. Singing songs while tickling, dancing, or playing with your child also help strengthen the bond between caregiver and child. Books: Children love the predictable nature of their favorite stories. Reading the same stories over and over helps your child understand that words have meaning and connect the words you say to the words on the page. After enough retellings, it may be fun for your child to tell their version of the story, or to tell it with you! Mealtime: Before you eat, you may ask your child to "get the napkins!" or "sit in your chair!" The repetition of these routines helps your child pair the activity or object with the words you say. By repeating the same requests or offering the same items, "do you want peaches?", your child will learn what these words mean and begin to use these new words themselves. Strategies Evidence-Based Early Intervention Speech & Language Strategies - Self Talk: Talk out loud about what you are doing, accompanied by gestrues, actions, and demonstrations. For example, when telling your child it is time to go, you can hold up your keys and point to the door. - Parallel Talk: Talk out loud about what your child is doing by putting their message into words. Use a short phrase to say what you think the child is trying to tell you. For example, if the child is looking and reaching for their blanket, say "You want your blanket". - Imitation & Expansion: Copy your child, or teach them to copy, then repeat what they said and add one more word. Even if you are imitating a child's action, it is a great way to get them to notice you and encourage interaction. An example is when your hil bangs on a toy drum, take a turn and bang on the drum too, then wait for his reaction. - Follow Child's Lead: Choose activities based on your child's interests. Be sure to get down on their level, face to face, so the child can see and hear you better. Then play, letting the child initiate the action. - Make Comments: Balance questions with statements. Asking too many questions can be difficult for a child who is learning to talk. Rather, give your child knowledge more often than asking him for information. Too many questions can put unecessary pressure on her. - Wait: Pause and give your child time to respond. Be careful not to overrun them with talking. When your child is interested in something, pause and look, showing interest as well. Rather than talking first, give your child the opportunity to start a conversation by gesturing towards or verbalizing what they are interested in, then make a comment, such as "Yes, the dog is barking". - Repetition: Repeat your words over and over during the same daily routines. Your child will be exposed to familiar phrases and vocabulary on a daily basis. An example is during bath time, you can talk about waiting for the water to be 'warm", or time to wash with "soap". - Offer Choices: Offering your child a choice helps him send a specific message about what he is requesting. Your child will feel more confident to communicate, and less overwhelmed, when he can make a speific choice from a visual limited field. For example, hold up a banana and an apple. Point to each fruit as you say its name, asking "Do you want apple or banana?" - Sabotage: Strategically manipulate settings at home so that your child needs your help. For example, put a favorite toy out of reach on a shelf where it can be seen. Your child will then likely communicate that she wants help getting her toy. Additional Content Project ImPACT (Improving Parents As Communication Teachers) has provided the following pyriamid as a guide for intervention techniques Direct Teaching Techniques Playful Obstruction -- Balanced Turns -- Communicative Temptations Follow Your Child's Lead - Imitate Your Child - Animation - Modeling & Expanding Language References References CELLpractices. (2010). Especially for parents of preschoolers! Let’s read together. Center for Early Literacy Learning. Retrieved April 23, 2023, from http://www.earlyliteracylearning.org/cellpract_parent/preschool/PG_1_P_LetsRead_WM.pdf CELLpractices. (2010). Especially for practitioners working with infants! Infant gestures. Center for Early Literacy Learning. Retrieved April 23, 2023, from http://earlyliteracylearning.org/cellpract_pract/infant/PGPrac_I_InfGesture_WM.pdf Centers for Disease Control and Prevention. (2022, August 9). What is "Early intervention"? Centers for Disease Control and Prevention. Retrieved April 23, 2023, from https://www.cdc.gov/ncbddd/actearly/parents/states.html Overview of early intervention. Center for Parent Information and Resources. (n.d.). Retrieved April 23, 2023, from https://www.parentcenterhub.org/ei-overview/ Parent participation in early intervention. Center for Parent Information and Resources. (n.d.). Retrieved April 23, 2023, from https://www.parentcenterhub.org/parent-participation-ei/ Project ImPACT. 2020. https://www.project-impact.org/ Raaz, C. (2023, January 24). CSD 682 Week 4 Part 2 [PowerPoint slides]. Panopto. https://unco.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3abb0a57-fb31-416e-ad1b-af9401535f94 Speech & language at home. 2017. www.SpeechandLanguageatHome.com The Hanen Centre: Helping you help children communicate. (2016). https://www.hanen.org/Home.aspx	oercommons	2025-03-18T00:35:23.623108	Kristi Pentzer	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102987/overview", "title": "Caregiver Manual", "author": "Genelly Rugh" }
https://oercommons.org/courseware/lesson/108186/overview	Some And Any – Free ESL Lesson Plan Overview When should you teach the Some and Any lesson? The lesson suits CEFR A2 (WIDA: Emerging) students and can be taught to children, teenagers, and adults. Some recommended prerequisites to this lesson are the use of a/an, singular/plural regular nouns, and countable and uncountable nouns. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class When should you teach the Some and Any lesson? The lesson suits CEFR A2 (WIDA: Emerging) students and can be taught to children, teenagers, and adults. Some recommended prerequisites to this lesson are the use of a/an, singular/plural regular nouns, and countable and uncountable nouns. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.	oercommons	2025-03-18T00:35:23.642300	Christine Chan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108186/overview", "title": "Some And Any – Free ESL Lesson Plan", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/109067/overview	https://www.educaplay.com/learning-resources/16180383-countries_memory_game.html Rescue the Kittens' Toys Lesson Plan Tourism and administration Overview In today's exciting lesson, we embarked on a "Discover the World Adventure" where we explored the cultures, languages, and flags of different countries. Our mission was not only educational but also loads of fun! We began by introducing ourselves as your teachers: Alison Arce, Laura Muñoz, Luis Cumbe, and Kadid Castrillón. Then, we presented the thrilling "Rescue the Kittens' Toys" game, where you helped cute kittens recover their toys while answering questions about general knowledge and travel. Next, we delved into the "Memory Game of Flags and Countries," a memory challenge that took you on a journey around the world to match flags with their corresponding countries. Throughout the lesson, we learned about various destinations, cultures, and traditions. We hope you had a blast, expanded your knowledge, and had fun with us on this incredible adventure! Exploring South Korea and Japan: A Cultural and Linguistic Journey for Kids Learning Objective: To teach children vocabulary related to travel and the cultures of South Korea and Japan, while fostering cultural and geographical awareness. \| Stage of Lesson Plan \| Activity \| Materials Needed \| Duration \| \|\|\|\| \| Introduction \| - Greeting and warm-up: Say hello to the children and ask if they would like to travel to other countries. \| \| \| \|\|\|\| \| Presentation \| \| \| \| \|\|\|\| \| Vocabulary \| \| \| \| \|\|\|\| \| \| \| \| \|\|\|\| \| \| \| \| \|\|\|\| \| \| \| \| Homework: Ask the children to draw or write about a place they would like to visit in South Korea or Japan and share it in the next class. Introduction for Children Hello, kids! We're your teachers today, and we're super excited to have you join us on a fun-filled adventure. Today, we have a special mission, and that is to help some cute kittens find their lost toys. But that's not all! Along the way, we're going to explore different places from all around the world and learn some cool stuff. WORK MADE BY: Laura Muñoz Luis Cumbe Kadid castrillón Alison Arce Travel Challenge: How Much Do You Know About The World? Introduction to the Game: "Rescue the Kittens' Toys" Welcome to an exciting journey filled with adventures and learning! Today, we will embark on a special mission to help some adorable kittens recover their beloved toys. But it won't be as easy as it sounds – we'll need your wit and knowledge! On our journey, we will visit exciting destinations from all around the world. At each stop, we will ask you questions about general knowledge and travel. This will allow you to learn about different places, cultures, and traditions while having a blast! Are you ready for the adventure? The kittens are counting on you to return their toys. So, get ready to answer questions and explore the world as you become a true hero for the kittens. Let's kick off the mission! Flags and Countries Memory Game Welcome to an exciting memory challenge that will take you on a journey around the world! Today, we will put your memory skills to the test as we explore different countries and discover their fascinating flags. Each flag represents a unique and wonderful country. As you uncover the matches, you'll learn about different cultures, landmarks, and traditions from around the globe. So, get ready for an exciting journey as you challenge your memory and expand your knowledge of flags and countries. Are you ready for the challenge? Let's get started and explore the world through flags!	oercommons	2025-03-18T00:35:23.669407	10/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109067/overview", "title": "Lesson Plan Tourism and administration", "author": "Alison Antury" }
https://oercommons.org/courseware/lesson/81668/overview	Fundamental Principles of Defensive Driving Overview The standard Safe Practices for Motor Vehicle Operation, , defines defensive driving skills as "driving to save lives, time, and money, in spite of the conditions around you and the actions of other drivers". Even though you are a driver who drives safely and without taking unnecessary risks, we can never fully control what other drivers on the road do? Of course, you can't control the rest of the vehicles in traffic, but you can use defensive driving techniques to stay safe no matter what happens around you. Defensive driving means being alert and prepared at all times, aware of the road conditions over as much distance as possible around you. When driving as a precaution, you may be able to take precautions based on the likelihood of a future accident or other potential hazards that may occur unforeseen. You will also be aware of the distracted behavior of the drivers around you that may endanger you or other road users. Here are some basic aspects of defensive driving, tips and things you can follow to do your best to avoid unpleasant events. BE READY Preparation begins just before you get in the car. Make sure you have a first aid kit with medical supplies, water and basic snacks. In winter, especially for people who go on a long journey, it is advisable to have an extra blanket and clothes. Check tire pressure, oil and water levels and brakes to make sure the car is in a safe condition to drive. When in the car, check the positions of the mirrors and the functionality of the lights. Of course, it would be best to postpone travel when there are weather warnings related to natural phenomena, which are totally unfavorable. It is better to postpone arriving at your destination on your own, than to force your way through the weather and need the assistance of the intervention teams. Before you set off, it's a good idea to do one more essential thing: rest! Take the time and hours of sleep not to get behind the wheel tired or sound excessive stress. These factors can decrease your concentration while driving, can decrease your reaction speed and therefore your ability to avoid an accident that you could normally avoid. Once you're on the road, pay attention to what's going on around you. When driving, consider the road you will be on to see if it will allow you to get out of the road safely to avoid a possible accident. If you notice dangerous behavior of the driver or drivers nearby, it is recommended that you take action to get out of the vicinity of the driver (s). For drivers in front, who appear likely to cause an accident, keep a significant distance from them, and if you notice dangerous behavior of the driver behind you, it is advisable to let him overtake you so that you can take over. control over the distance between cars. Keep in mind that driving on public roads is not a competition, but rather has to do with getting to your destination safely. KEEP YOUR EYES ON THE ROAD Look ahead, away from the muzzle of the car or the car in front. An extended field of view helps you observe and anticipate the maneuvers of other road users, but also provides more response time in the event of an emergency. KEEP CALM Angry driving is a danger to all drivers. Even if you are normally a calm and reasonable person, it can be tempting to engage in aggressive driving behavior when you are near a driver who is driving worse. The best thing to do if the traffic participant near you is inexperienced or drives worse, is to keep more space between cars. Do not give in to the temptation to react angrily or try to teach him a lesson. Emotional reactions can affect you negatively and the end result can be an accident or a fine. Remember that such an episode is not worth it if it ends up causing an accident with material damage or even casualties. 3 SECOND RULE: KEEP THE DISTANCE The easiest way to keep a safe distance when driving at high speeds is to usually use 3 seconds. In other words, keep a distance between cars that takes 3 full seconds to travel at the speed you are driving. In adverse weather conditions, such as rain or strong wind, increase this distance to 4 seconds, and if the road is frozen, a suitable distance to avoid hazards would be 10 seconds. The 3-second rule gives you reaction time to avoid accidents and is perfect for staying safe on the road. Never stay too close to the drivers in front of you, as it is very possible to cause an accident that can have serious consequences. BREAKING In real life, left-footed braking is pointless. The brake pedal is more sensitive for street cars, which is why it is recommended to operate them gently and progressively. This also helps to meet a low-adhesion surface and prevents potential slipping. Always use the Headlights Even drivers with impeccable driving behavior can cause accidents if they are unable to see another car clearly. The more visible the car, the safer it is on the road. You can increase your chances of being seen by using the headlights properly, such as on rainy days or when it is cloudy. When driving at night, make sure that they are in a proper position so that they do not blind the driver in the opposite direction. Do not stay in the blind spot of other vehicles. Keep in mind that large vehicles, such as trucks or buses, have an extremely high dead center, so it is recommended that you avoid traveling as close to them as possible. AVOID DANGERS: ACCIDENTS AND DRIVING DEFICIENCIES It may seem obvious that alcohol or drug use affect your ability to drive safely and can cause accidents. But there are several things that can affect our ability to drive. However, many people do not take many prescribed medications that can cause drowsiness or reduce reflexes (in these cases it is good to read	oercommons	2025-03-18T00:35:23.684405	06/03/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/81668/overview", "title": "Fundamental Principles of Defensive Driving", "author": "John Colston" }
https://oercommons.org/courseware/lesson/117263/overview	Effectiveness of Multimodal Communication with Unfamiliar Communication Partners in Unstructured settings Overview Part 1: Clinical Scenario A client attending summer sessions at the Lebanon Valley Center for Speech, Language, and Hearing Disorders has a diagnosis of autism spectrum disorder (ASD) and is a multimodal communicator. The client uses Tobii Dynavox snap (TDSnap), spoken language, gestures, and body language to communicate with others. The client is reported to be understood by familiar communication partners like his parents and student clinician. However, there are communication breakdowns when confronted with unfamiliar communication partners. Functional communication is used in various settings with unfamiliar people, such as asking a new teacher for permission to use the bathroom. Additionally, the previous clinician who provided therapy for the client reported using appropriate language in structured and familiar settings. This led me to the following clinical question. Part 1: Clinical Scenario A client attending summer sessions at the Lebanon Valley Center for Speech, Language, and Hearing Disorders has a diagnosis of autism spectrum disorder (ASD) and is a multimodal communicator. Multimodal communication refers to all the different ways to communicate with others, including spoken language, texting, communication devices, body language, and gestures (Multimodal Communication, n.d.). The client uses Tobii Dynavox snap (TDSnap), spoken language, gestures, and body language to communicate with others. He receives speech therapy at the Lebanon Valley Center for Speech, Language, and Hearing Disorders clinic one time a week for 50 minutes to improve functional communication using all forms of. The client is reported to be understood by familiar communication partners like his parents and student clinician. However, there are communication breakdowns when confronted with unfamiliar communication partners. Functional communication is used in various settings with unfamiliar people, such as asking a new teacher for permission to use the bathroom. Additionally, the previous clinician who provided therapy for the client reported using appropriate language in structured and familiar settings. This led me to the following clinical question.	oercommons	2025-03-18T00:35:23.702381	06/25/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117263/overview", "title": "Effectiveness of Multimodal Communication with Unfamiliar Communication Partners in Unstructured settings", "author": "Juliana Rodriguez" }
https://oercommons.org/courseware/lesson/76043/overview	Writing 3-5 Overview These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.	oercommons	2025-03-18T00:35:23.717968	Language, Grammar and Vocabulary	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76043/overview", "title": "Writing 3-5", "author": "Language Education (ESL)" }
https://oercommons.org/courseware/lesson/76044/overview	Writing 2-3 Overview These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.	oercommons	2025-03-18T00:35:23.733396	Language, Grammar and Vocabulary	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76044/overview", "title": "Writing 2-3", "author": "Language Education (ESL)" }
https://oercommons.org/courseware/lesson/112194/overview	Thinking about Historical Agency in Charles Mann’s 1491 Overview In this assignment, students will read a chapter from 1491: New Revelations of the Americas before Columbus by Charles Mann and answer discussion questions about historical agency. Attachments The attachment for this resource is an assignment about Charles Mann's representation of the agency of indigenous Americans. About This Resource The sample assignment here was submitted by a participant in a one-day workshop entitled, "Teaching Indigenous History as World History" for world history teachers hosted by the Alliance for Learning in World History. This resource was contributed by Katharina Matro.	oercommons	2025-03-18T00:35:23.751240	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112194/overview", "title": "Thinking about Historical Agency in Charles Mann’s 1491", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/78569/overview	The Displaced American Dream Final Cold Read Short Story Assessment Overview See the attached text-dependent item sets. “An Uncomfortable Bed” by Guy de Maupassant and from “The Traveller’s Story of a Terribly Strange Bed” by Wilkie Collins from “The World Before Him” by Horatio Alger, Jr. and “Building a Better Life” by Amy Barth	oercommons	2025-03-18T00:35:23.769917	03/24/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78569/overview", "title": "Cold Read Short Story Assessment", "author": "Natalie Krusemeier" }
https://oercommons.org/courseware/lesson/55599/overview	Education Standards Debate and discussion PDF Debate and discussion Overview This lesson plan helps the learners to debate and discuss with each other. Questions, questions Unit learning objectives \| About this unit Prior knowledge Your teacher will expect you to: - know the difference between a question and a statement - be able to write questions correctly and select appropriate vocabulary - know what a questionnaire is and understand its purpose - understand how poetry is different from other text types - recognise common features of poetry such as line length, rhyme, rhythm and language patterning. Activity 1 Questions, questions \| About this activity In this activity you will work collaboratively to compose questions accurately as speakers, using standard English. You will analyse, in depth and detail, a range of questions and how these are used and adapted for different purposes and effects. \| Think! Do all questions have answers? If a question has an answer, is it always either correct or incorrect? Do all questioners expect an answer when they ask a question? Questions in conversations A speaker can use a statement as if it’s a question: You live in the centre of Riyadh? Sometimes we use a question to reply to a question. What do you think about the news from Jeddah? What do you mean? \| Our own conversations are not always neatly made up of questions and answers. With a partner, try to have a meaningful conversation using only questions. Take turns to speak and see how many turns you can take before the conversation comes to an end. Conversation starters - Why were you so late for school today? - What did you do during the school holidays? - Have you ever been to Medina? Twenty questions Play the game 20 questions with your teacher. Can you ask the right questions to identify the person your teacher is thinking of? When it’s your turn to think of a person, who are you going to think of? Perhaps it could be someone who: - is seen on television - plays a sport - is well known - invented something important - is a character in a famous book or play - was a writer, philosopher, architect or other well-known person who lived in the past. Student interviews The aim of a question is not always simply to get an answer. Questions are also useful tools to change the direction of a conversation or to encourage another speaker. Examples of questions being used for both these purposes can be found in interviews. How many different kinds of ‘interview situations’ can you think of? What kind of questioning skills does a good ‘interviewer’ need and why? 8 Conducting an interview Work with two other students to conduct your own interview. Decide which of you will be interviewed (the interviewee), who will be the interviewer and who will be the observer. You also need to decide what the topic will be and what kind of interview situation this will be. Student A interviewee Student B interviewer Student C observer This way of working is called ‘a triad’. A group of three is known as ‘a triad’. You will have five minutes for the interview. Your teacher will explain the role that each member of your triad take. After the interview Student C, the observer, should tell the rest of the group what they have observed. - Were some questions better than others at encouraging the interviewee to talk? - Which questions were most effective? Which questions received short or incomplete answers? - Did the interviewer say anything during the interview that was not a question? How did it affect the interview? As a group, share your findings from the triad activity with the rest of the class. Learning from other interviewers Your teacher will arrange for you and a partner to view two short videos of interviews. A young student interviews Shivani Mair, presenter of a well-known UK children’s television programme called Blue Peter. 1 minute 55 seconds An interview with Leman Ozkan, who represented Northern Cyprus at the World Travel Market in London, 2007. 4 minutes 31 seconds Watch both the videos all the way through, then discuss your first responses to them. 9 View the videos once more, watching more carefully to compare the contributions that each interviewer made. - How were questions used? - What else did the interviewers do, apart from simply ask questions? - What can you learn from these videos that might help you improve your own interview techniques? As homework, you will need to prepare to interview a visitor to the school (your teacher will tell you who this is going to be). Can you plan to use techniques you saw in the videos of interviews? Activity 2 Ask me a question \| About this activity In this activity you will explore the way texts are structured to create meaning. You will apply knowledge of vocabulary fluently and accurately to answer questions. \| Visitor interview Your teacher has invited a visitor to the school for your class to interview. You will be able to ask the visitor one or more of the interview questions you planned as homework. Listen carefully as other students interview the visitor to make sure that you don’t repeat the same questions when you take your turn. You might decide to change your questions once the interview is taking place. When the visitor has left, think about what you have learned about asking questions in an interview situation. - Which questions are most likely to encourage an interviewee to talk – open questions or closed questions? - In what way can closed questions be effective during an interview? Contractions Why do we use contractions when we are speaking? Are there situations when a speaker might deliberately avoid using a contraction, and use the full form of the words instead? On the following page are the answers to some questions. Can you think of a possible question for each answer? Use a contraction in each question. 10 Answer 1: I’ve stopped writing because my hand hurts. Answer 2: They’re leaving because they’re angry. Answer 3: The best time to call me is about 5pm. Answer 4: Nothing’s the matter. \| Think! Do you use contractions when you are writing in English or only when you are talking? Which contractions usually feature only in spoken language? Fill in the gaps Read this text all the way through to yourself. - Look! Can you see that? - Where? A Over there, in the corner. B - I think you’re right. It definitely looks like one. - Is it dead? A B Are you sure? A Yes. Look, its tail is moving. B - That’s a good idea. - Go on then. I’ll stay here. A B What makes you think I’m scared? A B A Because I just don’t like rats. 11 Now work with a partner and read the text aloud together. One of you should read as A and the other should read as B. When you come to a gap, make up your own words to fill the hole in the conversation. Try to keep going! Activity 3 Any questions? \| About this activity In this activity you will plan and draft the content of a questionnaire, framing questions carefully to collect required data . You will demonstrate precision and accuracy of language in your questions and in writing about your main findings. \| Planning a questionnaire When questions and answers are written rather than spoken they can convey different information. Through this activity you will find out what kinds of questions and what kinds of answers give you the information you want. A good way to help you compile your questionnaire is to ask yourself the following questions: - What kind of information do you want to find out? - Which questions will have answers that provide this information? - Plan the questions you will include and the way you will order and organise them on the questionnaire. - What other methods can you use, apart from asking questions, to collect the information you want? Don’t forget that the data you collect will need to be analysed. Designing a questionnaire What resources are available that could help you create your questionnaire, as well as analyse the data more quickly and easily? Review your planned questions and revise them to ensure that the answers they result in will be suitable for digital interrogation and analysis. If you intend to merge the data you store in a database with those from another student, which aspects of your questionnaires will you need to check for consistency? 12 What are the findings? Decide how your questionnaire will be circulated. You are responsible for collecting the completed questionnaires. You should analyse the data you’ve collected and decide what the main findings are from your available evidence. Decide on the best method of presenting this information in the simplest way. Your teacher will tell you when and how you will be sharing your findings. Activity 4 Readers reflect \| About this activity In this activity you will comment on writers’ techniques using textual evidence and develop a personal response to the poems. \| Question poems Poets can use questions to have a deliberate effect on their readers. Some poems are like a list of questions. Other poems are questions and answers. Sometimes the title is a question and the poem gives an answer. Listen to each poem your teacher reads to you. What is the poem about? Did you enjoy it? Some opposites The opposite of doughnut? Wait A minute while I meditate. This isn’t easy. Ah, I’ve found it! A cookie with a hole around it. What is the opposite of two? A lonely me, a lonely you. The opposite of a cloud could be A white reflection in the sea, Or a huge blueness in the air Caused by a cloud’s not being there. The opposite of opposite? That’s much too difficult. I quit. Richard Wilbur 13 Instructions for growing poetry Shut your eyes. Open your mind. Look inside. What do you find? \| Something funny? Something sad? Something beautiful, mysterious, mad? Open your ears. Listen well. A word or a phrase begins to swell? Catch its rhythm. Hold its sound. Gently, slowly roll it round. Does it please you? Does it tease you? Does it ask to grow and spread? Now those little words are sprouting poetry inside your head. Tony Mitton 14 Different types of questions in poetry In this activity you will listen to and read examples of more poems that use questions in different ways. For example, you might hear questions and answers, lists of questions, or a ‘question title’ with a poem that gives an answer. In each case, think about what the poem is about and whether you like it. Where are the questions? Does the poem give answers? Nature poem Skylark, what prompts your silver song To fountain up and down the sky? \| Beetles roast With fleas on toast And earthworm pie \| Adrian Mitchell \| Where go the boats? Dark brown is the river, Golden is the sand. It flows along for ever, With trees on either hand. \| Green leaves a-floating, Castle of the foam, Boats of mine a-boating – Where will all come home? \| On goes the river And out past the mill, Away down the valley, Away down the hill. \| Away down the river, A hundred miles or more, Other little children Shall bring my boats ashore. \| Robert Louis Stevenson \| 15 Personal responses Read a poem aloud to a friend. Discuss your personal responses to the poem. - What is the poem about? - Why are questions used in the text? How do they make you feel? - What do you notice about the structure of the poem? - Whose voice is speaking to the reader in this poem? - Who is being asked the question(s)? What are heavy? What are heavy? Sea-sand and sorrow; What are brief? Today and tomorrow; What are frail? Spring blossoms and youth; What are deep? The ocean and truth. \| Christina Rossetti \| 16 Has anyone seen my chameleon? Has anyone seen my chameleon this morning? He has to be hiding somewhere. He asked me if we could play hide-and-go-seek, and then disappeared into thin air. \| I’ve looked high and low in the yard and the house and it seems like he’s nowhere around. He’s probably hiding right out in the open but doesn’t yet want to be found. I’m guessing he looks like a leaf on a bush or the back of a sofa or chair. He could be disguised as a book or a bagel. Regardless, I don’t think it’s fair. If you come across my chameleon, please tell him I give up. He beat me today. He’s clearly the champion at hiding so, next time, it’s my turn to pick what we play. Kenn Nesbitt 17 Activity 5 and 6 Poets at work \| About this activity In these two activities you will Write poems independently making confident language choices for deliberate effect. You will perform poems so that they engage the audience. \| Presentation poems Choose your own poem that uses a question or questions. Think about who asks the questions. If there are answers, whose voice is answering? Plan how to present your chosen poem using more than one voice. How many voices are needed to present the poem effectively? How will you share out the lines between the readers? \| 18 Writing poetry Poets make decisions all the time as they write. Here are some of the questions they ask themselves: - Which word should I choose next? - How long should this line be? Do I need a rhyme? - How shall I begin this line? - How can I make the rhythm sound like... ? Watch your teacher showing you one approach to writing the first few lines of a poem. You are going to make decisions like these when you write your own question poem, so watch and listen carefully. Inspiration for poems For this activity you are going to write your own question poem. Remember to use some of the strategies your teacher demonstrated. Think carefully about the choices you are making as you write each word and each line. Change things as you go along, if you want to. For example, you might decide to: - use one line for each answer to a question - write short lines with a simple rhythm - choose words that work best rather than searching for words that rhyme - try out first ideas by writing them in any way then go back to each line and change words - read aloud to check the way each line sounds - think carefully about the important words to get them just right. Change words as many times as you need to. 19 Example 1 Write a poem that is a list of questions. Use the very end of the poem to give an answer. Who is small and grey and furry? Who chews the wires in the roof at night? Who squeaks like a broken toy? MOUSE Example 2 Life is full of questions Q How....................................................................? Q Why.....................................................................? Q Where................................................................? Q When..................................................................? Q Who....................................................................? A I don’t know! I don’t know! Example 3 What does an ant do on its day off? It … … sleeps till lunch time … reads a book … … … … … … … … turns out the light and goes to bed. 20 Write your own poem Goodish ideas? What’s reddish? What’s reddish? – a radish, a fox with his long brush, a tin of floor polish, the sky when the clouds blush. \| Sue Cowling \| Read the following poem, which takes the form of a question and a list of answers. - What does ‘reddish’ mean? - Why is this word important to the meaning of the whole poem? - Play around with words and word meanings to create your own new words using the suffix –ish, for example greenish, brownish, happyish, funnyish. Write your own poem using this as a model or a starting point, and play with words in the same way. Opinions and emotions The most effective poetry often grows from strong opinions and emotions. Choose a topic that you feel strongly about and write your own poem using a challenging question or series of questions. Sharing your work To find out if your poem will have an impact on an audience, read it aloud or ask other students to read it to themselves. Be creative with your presentation. Did any of your friends choose the same themes? 21 Unit learning objectives \| About this unit Prior knowledge Your teacher will expect you to: - know the difference between a question and a statement - be able to write questions correctly and select appropriate vocabulary - know what a questionnaire is and understand its purpose - understand how poetry is different from other text types - recognise common features of poetry such as line length, rhyme, rhythm and language patterning. Activity 1 Questions, questions \| About this activity In this activity you will work collaboratively to compose questions accurately as speakers, using standard English. You will analyse, in depth and detail, a range of questions and how these are used and adapted for different purposes and effects. \| Think! Do all questions have answers? If a question has an answer, is it always either correct or incorrect? Do all questioners expect an answer when they ask a question? Questions in conversations A speaker can use a statement as if it’s a question: You live in the centre of Riyadh? Sometimes we use a question to reply to a question. What do you think about the news from Jeddah? What do you mean? \| Our own conversations are not always neatly made up of questions and answers. With a partner, try to have a meaningful conversation using only questions. Take turns to speak and see how many turns you can take before the conversation comes to an end. Conversation starters - Why were you so late for school today? - What did you do during the school holidays? - Have you ever been to Medina? Twenty questions Play the game 20 questions with your teacher. Can you ask the right questions to identify the person your teacher is thinking of? When it’s your turn to think of a person, who are you going to think of? Perhaps it could be someone who: - is seen on television - plays a sport - is well known - invented something important - is a character in a famous book or play - was a writer, philosopher, architect or other well-known person who lived in the past. Student interviews The aim of a question is not always simply to get an answer. Questions are also useful tools to change the direction of a conversation or to encourage another speaker. Examples of questions being used for both these purposes can be found in interviews. How many different kinds of ‘interview situations’ can you think of? What kind of questioning skills does a good ‘interviewer’ need and why? 8 Conducting an interview Work with two other students to conduct your own interview. Decide which of you will be interviewed (the interviewee), who will be the interviewer and who will be the observer. You also need to decide what the topic will be and what kind of interview situation this will be. Student A interviewee Student B interviewer Student C observer This way of working is called ‘a triad’. A group of three is known as ‘a triad’. You will have five minutes for the interview. Your teacher will explain the role that each member of your triad take. After the interview Student C, the observer, should tell the rest of the group what they have observed. - Were some questions better than others at encouraging the interviewee to talk? - Which questions were most effective? Which questions received short or incomplete answers? - Did the interviewer say anything during the interview that was not a question? How did it affect the interview? As a group, share your findings from the triad activity with the rest of the class. Learning from other interviewers Your teacher will arrange for you and a partner to view two short videos of interviews. A young student interviews Shivani Mair, presenter of a well-known UK children’s television programme called Blue Peter. 1 minute 55 seconds An interview with Leman Ozkan, who represented Northern Cyprus at the World Travel Market in London, 2007. 4 minutes 31 seconds Watch both the videos all the way through, then discuss your first responses to them. 9 View the videos once more, watching more carefully to compare the contributions that each interviewer made. - How were questions used? - What else did the interviewers do, apart from simply ask questions? - What can you learn from these videos that might help you improve your own interview techniques? As homework, you will need to prepare to interview a visitor to the school (your teacher will tell you who this is going to be). Can you plan to use techniques you saw in the videos of interviews? Activity 2 Ask me a question \| About this activity In this activity you will explore the way texts are structured to create meaning. You will apply knowledge of vocabulary fluently and accurately to answer questions. \| Visitor interview Your teacher has invited a visitor to the school for your class to interview. You will be able to ask the visitor one or more of the interview questions you planned as homework. Listen carefully as other students interview the visitor to make sure that you don’t repeat the same questions when you take your turn. You might decide to change your questions once the interview is taking place. When the visitor has left, think about what you have learned about asking questions in an interview situation. - Which questions are most likely to encourage an interviewee to talk – open questions or closed questions? - In what way can closed questions be effective during an interview? Contractions Why do we use contractions when we are speaking? Are there situations when a speaker might deliberately avoid using a contraction, and use the full form of the words instead? On the following page are the answers to some questions. Can you think of a possible question for each answer? Use a contraction in each question. 10 Answer 1: I’ve stopped writing because my hand hurts. Answer 2: They’re leaving because they’re angry. Answer 3: The best time to call me is about 5pm. Answer 4: Nothing’s the matter. \| Think! Do you use contractions when you are writing in English or only when you are talking? Which contractions usually feature only in spoken language? Fill in the gaps Read this text all the way through to yourself. - Look! Can you see that? - Where? A Over there, in the corner. B - I think you’re right. It definitely looks like one. - Is it dead? A B Are you sure? A Yes. Look, its tail is moving. B - That’s a good idea. - Go on then. I’ll stay here. A B What makes you think I’m scared? A B A Because I just don’t like rats. 11 Now work with a partner and read the text aloud together. One of you should read as A and the other should read as B. When you come to a gap, make up your own words to fill the hole in the conversation. Try to keep going! Activity 3 Any questions? \| About this activity In this activity you will plan and draft the content of a questionnaire, framing questions carefully to collect required data . You will demonstrate precision and accuracy of language in your questions and in writing about your main findings. \| Planning a questionnaire When questions and answers are written rather than spoken they can convey different information. Through this activity you will find out what kinds of questions and what kinds of answers give you the information you want. A good way to help you compile your questionnaire is to ask yourself the following questions: - What kind of information do you want to find out? - Which questions will have answers that provide this information? - Plan the questions you will include and the way you will order and organise them on the questionnaire. - What other methods can you use, apart from asking questions, to collect the information you want? Don’t forget that the data you collect will need to be analysed. Designing a questionnaire What resources are available that could help you create your questionnaire, as well as analyse the data more quickly and easily? Review your planned questions and revise them to ensure that the answers they result in will be suitable for digital interrogation and analysis. If you intend to merge the data you store in a database with those from another student, which aspects of your questionnaires will you need to check for consistency? 12 What are the findings? Decide how your questionnaire will be circulated. You are responsible for collecting the completed questionnaires. You should analyse the data you’ve collected and decide what the main findings are from your available evidence. Decide on the best method of presenting this information in the simplest way. Your teacher will tell you when and how you will be sharing your findings. Activity 4 Readers reflect \| About this activity In this activity you will comment on writers’ techniques using textual evidence and develop a personal response to the poems. \| Question poems Poets can use questions to have a deliberate effect on their readers. Some poems are like a list of questions. Other poems are questions and answers. Sometimes the title is a question and the poem gives an answer. Listen to each poem your teacher reads to you. What is the poem about? Did you enjoy it? Some opposites The opposite of doughnut? Wait A minute while I meditate. This isn’t easy. Ah, I’ve found it! A cookie with a hole around it. What is the opposite of two? A lonely me, a lonely you. The opposite of a cloud could be A white reflection in the sea, Or a huge blueness in the air Caused by a cloud’s not being there. The opposite of opposite? That’s much too difficult. I quit. Richard Wilbur 13 Instructions for growing poetry Shut your eyes. Open your mind. Look inside. What do you find? \| Something funny? Something sad? Something beautiful, mysterious, mad? Open your ears. Listen well. A word or a phrase begins to swell? Catch its rhythm. Hold its sound. Gently, slowly roll it round. Does it please you? Does it tease you? Does it ask to grow and spread? Now those little words are sprouting poetry inside your head. Tony Mitton 14 Different types of questions in poetry In this activity you will listen to and read examples of more poems that use questions in different ways. For example, you might hear questions and answers, lists of questions, or a ‘question title’ with a poem that gives an answer. In each case, think about what the poem is about and whether you like it. Where are the questions? Does the poem give answers? Nature poem Skylark, what prompts your silver song To fountain up and down the sky? \| Beetles roast With fleas on toast And earthworm pie \| Adrian Mitchell \| Where go the boats? Dark brown is the river, Golden is the sand. It flows along for ever, With trees on either hand. \| Green leaves a-floating, Castle of the foam, Boats of mine a-boating – Where will all come home? \| On goes the river And out past the mill, Away down the valley, Away down the hill. \| Away down the river, A hundred miles or more, Other little children Shall bring my boats ashore. \| Robert Louis Stevenson \| 15 Personal responses Read a poem aloud to a friend. Discuss your personal responses to the poem. - What is the poem about? - Why are questions used in the text? How do they make you feel? - What do you notice about the structure of the poem? - Whose voice is speaking to the reader in this poem? - Who is being asked the question(s)? What are heavy? What are heavy? Sea-sand and sorrow; What are brief? Today and tomorrow; What are frail? Spring blossoms and youth; What are deep? The ocean and truth. \| Christina Rossetti \| 16 Has anyone seen my chameleon? Has anyone seen my chameleon this morning? He has to be hiding somewhere. He asked me if we could play hide-and-go-seek, and then disappeared into thin air. \| I’ve looked high and low in the yard and the house and it seems like he’s nowhere around. He’s probably hiding right out in the open but doesn’t yet want to be found. I’m guessing he looks like a leaf on a bush or the back of a sofa or chair. He could be disguised as a book or a bagel. Regardless, I don’t think it’s fair. If you come across my chameleon, please tell him I give up. He beat me today. He’s clearly the champion at hiding so, next time, it’s my turn to pick what we play. Kenn Nesbitt 17 Activity 5 and 6 Poets at work \| About this activity In these two activities you will Write poems independently making confident language choices for deliberate effect. You will perform poems so that they engage the audience. \| Presentation poems Choose your own poem that uses a question or questions. Think about who asks the questions. If there are answers, whose voice is answering? Plan how to present your chosen poem using more than one voice. How many voices are needed to present the poem effectively? How will you share out the lines between the readers? \| 18 Writing poetry Poets make decisions all the time as they write. Here are some of the questions they ask themselves: - Which word should I choose next? - How long should this line be? Do I need a rhyme? - How shall I begin this line? - How can I make the rhythm sound like... ? Watch your teacher showing you one approach to writing the first few lines of a poem. You are going to make decisions like these when you write your own question poem, so watch and listen carefully. Inspiration for poems For this activity you are going to write your own question poem. Remember to use some of the strategies your teacher demonstrated. Think carefully about the choices you are making as you write each word and each line. Change things as you go along, if you want to. For example, you might decide to: - use one line for each answer to a question - write short lines with a simple rhythm - choose words that work best rather than searching for words that rhyme - try out first ideas by writing them in any way then go back to each line and change words - read aloud to check the way each line sounds - think carefully about the important words to get them just right. Change words as many times as you need to. 19 Example 1 Write a poem that is a list of questions. Use the very end of the poem to give an answer. Who is small and grey and furry? Who chews the wires in the roof at night? Who squeaks like a broken toy? MOUSE Example 2 Life is full of questions Q How....................................................................? Q Why.....................................................................? Q Where................................................................? Q When..................................................................? Q Who....................................................................? A I don’t know! I don’t know! Example 3 What does an ant do on its day off? It … … sleeps till lunch time … reads a book … … … … … … … … turns out the light and goes to bed. 20 Write your own poem Goodish ideas? What’s reddish? What’s reddish? – a radish, a fox with his long brush, a tin of floor polish, the sky when the clouds blush. \| Sue Cowling \| Read the following poem, which takes the form of a question and a list of answers. - What does ‘reddish’ mean? - Why is this word important to the meaning of the whole poem? - Play around with words and word meanings to create your own new words using the suffix –ish, for example greenish, brownish, happyish, funnyish. Write your own poem using this as a model or a starting point, and play with words in the same way. Opinions and emotions The most effective poetry often grows from strong opinions and emotions. Choose a topic that you feel strongly about and write your own poem using a challenging question or series of questions. Sharing your work To find out if your poem will have an impact on an audience, read it aloud or ask other students to read it to themselves. Be creative with your presentation. Did any of your friends choose the same themes?	oercommons	2025-03-18T00:35:24.124330	06/22/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/55599/overview", "title": "Debate and discussion", "author": "Mahmoud Kotob" }
https://oercommons.org/courseware/lesson/109399/overview	OER Commons Group Admin Training - VIDEO CAPTIONS How to be a Group Administrator Overview Overview on how to manage Groups on your OER Commons Hub Watch the Video View the Slides & Transcripts See attached PDF of slides and .srt file for transcript. You can remix our slidedeck if you want to customize our training for your users.	oercommons	2025-03-18T00:35:24.144398	Lea DeForest	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109399/overview", "title": "How to be a Group Administrator", "author": "Joanna Schimizzi" }
https://oercommons.org/courseware/lesson/78691/overview	Flipgrid https://www.tvokids.com/preschool/games/get-growing Our solar systems planets Lesson plan Overview The lesson plans are on The solar system and the planets within our solar system. The second lesson plan is on Plant life cycles and plants growth lesson plan 1 - Our solar system (The planets within our solar system) Jessica Mottershead and Daniel Lennox Lesson objectives: 1. Introduction to the Planets 2. Naming and identification of planets 3. Earth's Rotation and the rotation of planets around the sun. Class outline: 1. Introduction to what our solar system is and what planets are within by listening to a video then discussion. Youtube video on the basic of the milky way: https://www.youtube.com/watch?v=F2prtmPEjOc 2. Break down each planet (what they're made of). We will also learn the correct spelling of each planet. 3. next, we will discuss which order the planets are in, starting from the sun. Worksheet: on spelling and placement of planets with help from us, and once completed, we will go through as a class and discuss corrections. 4. We will then learn how the planets rotate around the sun and which directions they travel (orbit) Video: https://www.youtube.com/watch?v=ASQkz4XaphU 5. Project: For the project, students in groups of 3 will colour and cut out each planet and glue them onto poster paper in the correct order and label the planets Conclusion: Review of everything we learned. (planet names, order and orbits) : Look at an Infographic summarizing the key ideas. Students will receive a printed copy of the infographic to take home and review. Take home tasks: \| Lesson plan 2 - Plant life cycle (Bean Plant growth) Lesson objectives: 1. introduction to the Plant life cycle. 2. identify key components. 3. identify a plants contribution to the ecosystem. Class outline: 1. Introduce the life cycle of a plant through the linked life cycle video (0:00-12:00 min) and discuss what we believe is key in a plant’s life cycle. Video:https://www.youtube.com/watch?v=qxE3mkbRmqo 2. Play the game “Get Growing” and discuss the connection with the video. Students will share their garden to 3 other classmates. Game: https://www.tvokids.com/preschool/games/get-growing 3. Once the students have completed step 2 they can plant a bean plant seed in soil and create a daily picture log. Include plants that will be a control group (lack of sunlight, water, etc.) Create a daily log of the plant growth that includes both drawn pictures and word descriptions. This can also be adapted to be done on flipgrid. 4. Daily updates of plant log and discussion about growth of plants and the differences between their plants and the control group. 5. Students will play Kahoot to answer questions at the end of the week. Conclusion: In this lesson the students will learn the key components of plant growth through games, video assignments and a presentation. Students will be able to: Be able to discuss the lifecycle of a plant and the key components of plant growth. Identify a plant's contribution to the ecosystem. Conclusion: The ability to plant the bean plant at home or in a school garden if available. Presentation of the students daily log or flipgrid.	oercommons	2025-03-18T00:35:24.169959	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78691/overview", "title": "Lesson plan", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/72607/overview	WY.SCI.HS.LS4.1 Wyoming Science Content and Performance Standards Grades 9-12 Learning Domain: Biological Evolution: Unity and Diversity Standard: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. WY.SCI.HS.LS4.2 Wyoming Science Content and Performance Standards Grades 9-12 Learning Domain: Biological Evolution: Unity and Diversity Standard: Construct an explanation based on evidence that the process of evolution primarily result s from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. WY.SCI.HS.LS4.4 Wyoming Science Content and Performance Standards Grades 9-12 Learning Domain: Biological Evolution: Unity and Diversity Standard: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. WY.SCI.HS.LS4.5 Wyoming Science Content and Performance Standards Grades 9-12 Learning Domain: Biological Evolution: Unity and Diversity Standard: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Science Domain: Life Sciences Topic: Natural Selection and Evolution Standard: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.] Science Domain: Life Sciences Topic: Natural Selection and Evolution Standard: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.] Science Domain: Life Sciences Topic: Natural Selection and Evolution Standard: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.] Science Domain: Life Sciences Topic: Natural Selection and Evolution Standard: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]	oercommons	2025-03-18T00:35:24.191025	Module	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72607/overview", "title": "Evolution Module", "author": "Lesson" }
https://oercommons.org/courseware/lesson/113608/overview	Underhand Throwing and Aiming Lesson Overview This lesson is a fun, interactive way to engage students in underhand throwing and aim designed for first graders. Standards, Objectives, and Essential Questions Standard: Throws underhand with different sizes and types of objects in a developing pattern. (1.1.7.A) Learning objectives: Students will be able to throw a variety of objects into a bucket or goal with 70% accuracy. Essential Questions: How can the idea of throwing a ball with precision be applied in other areas of day to day life? \| Lesson Overview Vocabulary: Goal Target Accuracy Ping-pong ball Softball Kickball Football Throw line Force Adjust Materials and Resources: Many different types of balls with different sizes, shapes, and weights such as ping-pong ball, softball, kickball, and football Baskets/buckets with varying sizes and shapes Hula hoops may also be used in place of a bucket Whistle Tape for line marker Hook: 1. We are learning to throw balls underhand into goals. 2. https://www.youtube.com/watch?v=qZHycHI3F1Q&list=PLCsuqbR8ZoiAlyZL_ZfhzNb3JOn2Ks9NV&index=11 3. How can the idea of throwing a ball with precision be applied in other areas of day to day life? Instructional Agenda: I do/whole group: Teacher will model throwing underhand balls into goals while being sure to explain force and accuracy. Students will be seated and observe. We do/guided practice: Students will be grouped into groups of four or five and rotate between stations with different balls and goals. Each station will have a taped line to mark where students should stand to shoot ball. Station 1: Ping-Pong ball and small bucket Station 2: Kickball and large bucket Station 3: Softball and hula hoops Station 4: Football and medium size bucket Student will collaborate by taking turns shooting, throwing the ball back, and taking score. Teacher will make note of struggling students and aid them with form and technique. Formative assessment will be taken during this time based on participation and teacher aid. Formative assessment: Teacher observes participation during practice. Teacher observes form and aids struggling students in correct form. Teacher aids students in practice drills. \| You do/ independent practice: Each student will choose their favorite station to practice for assessment. (Around 5 mins of practice) After that, student will perform ten underhand shots into their chosen station with 70% accuracy for summative assessment. Summative Assessment: Students will have the opportunity to perform ten shots of an object into a bucket or goal. To receive 100% students should accurately make seven shots or more. \|	oercommons	2025-03-18T00:35:24.214905	02/29/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113608/overview", "title": "Underhand Throwing and Aiming Lesson", "author": "Kinsey Donaghy" }
https://oercommons.org/courseware/lesson/116119/overview	Slides: Putting Together a Cover Letter and Resume Overview Slides that can be used and adapted to teach students about preparing resumes and cover letters. Slides Please see attachment for slides.	oercommons	2025-03-18T00:35:24.231688	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116119/overview", "title": "Slides: Putting Together a Cover Letter and Resume", "author": "Aujalee Moore" }
https://oercommons.org/courseware/lesson/75997/overview	Academic Lecture or Discussion Following Instructions Listening 6-12 Overview These are resources created by ELPA that align to the ELP standards. They are arranged by grade band and domain.	oercommons	2025-03-18T00:35:24.250332	Speaking and Listening	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75997/overview", "title": "Listening 6-12", "author": "Languages" }
https://oercommons.org/courseware/lesson/67618/overview	Climate Science 1.0: Engaging in Argument from Evidence Overview Our overall goal is to provide an online course for K – 5 teachers with strategies and tools to support a shift in teacher-centered discussions towards a student-centered whole-class discourse. To do so, we take a deep dive into one of the Next Generation Science Standards' (NGSS) Science and Engineering Practice of Engaging in Argument from Evidence. This practice can be done in any grade level and with any content focus. For our purposes we will choose climate science as a vehicle for conducting a student-centered whole-class discourse.	oercommons	2025-03-18T00:35:24.262079	05/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67618/overview", "title": "Climate Science 1.0: Engaging in Argument from Evidence", "author": "Scott Killough" }
https://oercommons.org/courseware/lesson/117166/overview	Exploring Points of View in Literature Overview Exploring Points of View in Literature Lesson Plan Lesson TItle/Objective/Materials Needed Lesson Title: Exploring Points of View in Literature Objective: Students will analyze how authors develop and contrast the points of view of different characters or narrators in a text. Materials Needed: - Short stories or excerpts from texts with multiple narrators or characters (e.g., "The Outsiders" by S.E. Hinton, "Wonder" by R.J. Palacio, or any other appropriate texts) - Worksheets or graphic organizers for analyzing point of view - Writing materials - Projector or whiteboard for class discussion Procedures Procedure: Introduction (10 minutes): - Begin by discussing with students the concept of point of view in literature. Define first-person, third-person limited, and third-person omniscient perspectives. - Provide examples from familiar stories or movies to illustrate each type of point of view. Reading and Analysis (20 minutes): - Distribute short stories or excerpts that feature different narrators or characters with distinct points of view. - In pairs or small groups, have students read the texts and identify the perspectives of each character or narrator. - Encourage students to discuss how each character's perspective shapes their understanding of the story. Class Discussion (15 minutes): - Lead a whole-class discussion where groups share their findings. Discuss similarities and differences in how characters perceive events and other characters based on their individual points of view. - Guide students to analyze how the author's choice of point of view influences the reader's understanding and emotions. Independent Practice (15 minutes): - Assign students a short passage from a different text or the same text (if longer) to read independently. - Have students complete a graphic organizer or worksheet where they identify the points of view of different characters or narrators and analyze how these perspectives contribute to the story's development. Closure (10 minutes): - Review key concepts about point of view and discuss why understanding different perspectives is important in literature and in life. - Allow students to share any insights or questions they have about the lesson content. Assessment/Extension Assessment: - Evaluate students' understanding through their participation in class discussions, completion of the graphic organizer or worksheet, and their ability to articulate how point of view affects the story. Extension Activities: - Have students write a short narrative from the perspective of a minor character in a story they have read, focusing on how changing the point of view alters the narrative. - Create a Venn diagram to compare and contrast the perspectives of two different characters in the same text.	oercommons	2025-03-18T00:35:24.280158	06/21/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117166/overview", "title": "Exploring Points of View in Literature", "author": "Katlyn Greer" }
https://oercommons.org/courseware/lesson/70829/overview	Education Standards 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	2025-03-18T00:35:24.301341	08/03/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70829/overview", "title": "Information Technology Fundamentals - Creating Tabs and Changing the Page Color", "author": "Hunter Vanness" }
https://oercommons.org/courseware/lesson/62091/overview	Ceiling Fan for Backyard Tent Overview Here's an easy and fun project to create a useful personal fan or one that can be hung inside a backyard tent. Instructions Gather materials: Hobby Motor; Cut into 3/4” slices Bicycle Innertube - 1” - 1.5” Diameter 1” to 2” piece; Glue Stick; Shears; Electrical or Masking Tape Add a glue stick to a hobby motor and make it vibrate! Perfect for kinetic sculptures and tinkering. Cut 1” - 2” off of a “mini” glue stick with heavy shears. Push motor into the glue stick - place on table & push shaft in. Push in end for more vibration! Twist the end of wires if they’re frayed! Wrap wires with electrical tape where they contact motor to keep them from breaking off. Cut a battery holder from a used bicycle innertube. Cut off 1/4” to 1/2”. Don’t use road bike tube Test motor by inserting the wires under battery holders on each end. Tape a small slice of a pool noodle to the glue stick or similar material to move air Note: Rotating blades must rotate in direction so that the air moves outward away from motor	oercommons	2025-03-18T00:35:24.314455	01/31/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62091/overview", "title": "Ceiling Fan for Backyard Tent", "author": "Dorothy Stoltz" }
https://oercommons.org/courseware/lesson/18446/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 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	2025-03-18T00:35:24.342705	11/06/2017	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/18446/overview", "title": "Oregon Science Project Hybrid Module #2 - Talk & Equity", "author": "Robert Fairchild" }
https://oercommons.org/courseware/lesson/69504/overview	Education Standards Math Choice Boards: PreK-1st Grade (Summer Edition) Overview This resource was created by the Washington Office of Superintendent of Public Instruction. Math Choice Boards: Summer Edition Explore the OSPI-created Choice Boards for PreK-1st grade. So often we get locked into the idea that math has to be taught by sitting down at a table and completing worksheets. We want to challenge that idea by providing you with some choice boards. These grids are filled with fun activities you can do at home while playing with your kids. We like choice boards because they give children choice while still setting specific parameters designed to encourage developmentally appropriate math skills. We have set up the choice boards by grade bands. Each column focuses on a different math concept, and the activities dive deeper into the skill as you work your way down the board. This gives you the freedom to enter the board at a place that best suits your child, and provides additional activities to continue working on the skill.	oercommons	2025-03-18T00:35:24.368160	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69504/overview", "title": "Math Choice Boards: PreK-1st Grade (Summer Edition)", "author": "Hannah Hynes-Petty" }
https://oercommons.org/courseware/lesson/22437/overview	Appendix E: Progressions Within the NGSS Appendix F: NGSS Practices Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Chapter 11: NRC Framework Developing and Using Models - A Snippet from the NRC Framework Google Map Instructions Matrix of NGSS Crosscutting Concepts Reasoning Triangle Science Flowchart (Dynamic) Science Flowchart (Static) Science in Our Community Survey #1: Why Teach Science ? Survey #2: How Science Works Survey #3: NGSS Shifts - What More Do We Want To Know? Survey #4A: Phenomena Sort Survey #4B: Phenomena Sort Survey #5: Making Thinking Visible through Productive Discourse in the NGSS Classroom Survey #6: Equity in the Framework & NGSS-Inspired Classroom Survey #7: Equity in the Framework & NGSS-Inspired Classroom (Connecting to Our Practice) Tool for generating Anchoring Phenomena Team GBSD! OSP NGSS4Oregon Module #1 - Phenomena & Equity Overview The Oregon Science Project (OSP) NGSS4Oregon Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. This is part one of a larger equity-focused professional development program designed for leaders in science education working across Oregon. This Module brings together many already developed resources in new ways, and is designed to provide 3-4 hours of work and provides opportunities for thoughtful engagement and collaboration as it invites learners to create something new to contribute to this important work. Why Teach Science? Why Teach Science? "A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research: - that science learning involves the integration of knowing and doing - that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts - that science learning is best supported when learning experiences are designed to build and revise understanding over time" - Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) Estimated time: 10 minutes Components: small group discussion, survey response to statements about teaching science Breakout Room Instructions (Each person submits their own survey.): Every Participant: Open "Survey #1" (below) Reading for Understanding - Processing the statements: - Starting with the statement at the top left and going down one by one: - One person reads the statement out loud. - Each person shares a thought about why the statement is important. (An opportunity to engage in discussion will follow, so simply sharing a thought that contributes to our dialogue is appropriate.) Reading to Rank - Ranking the statements: - Each person shares which statement is the most important to them and why. - Optional frames: - "In my opinion _______ is the most important because________." - "It is my experience that ________ should receive the most attention because ________." - "______ is the most compelling reason due to the fact that ____." - Optional frames: - All members of the group may question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind. - As you engage in discussion about your rankings, each team member completes and submits their own survey. Discussing the results - Once you have all submitted and see the collective results of those who completed it before you, share surprises or wonderings you have about how your individual and small group ranking compares to the collective team responses. Note: You may need to click the pencil icon ("edit this form") in the upper right corner of the survey to see the graphs of survey results. Names that you do not recognize from our team are local science teachers, many from the Gresham Barlow School District, who have participated in this learning as well. Why Teach Science in Our Community? Why Teach Science in Our Community? "In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms Approximate time: 5-10 minutes Components: Google Map activity Every Participant Open: "Science in Our Community" - Create a blue marker (the orange markers represent teachers, many from our District, who engaged in this learning earlier this year). - Place yourself on the Google Map at the location indicated by your picture (see below for more detail). Include the following information in the description accompanying your marker: - First Name - Last Name - Picture of yourself "experiencing science" in our community (at school, at home, or anywhere in Oregon) - Grade(s) you teach - School - Role(s) or Affiliations (i.e. teacher, coach, club advisor, PD provider) - One reason that a high quality science education for ALL students is important for our community. If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video. How Science Works How Science Works "Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School Approximate time: 25-30 minutes Components: video, small group discussions, survey response Breakout Room Instructions Video One participant shares their screen choosing the option to show their internet browser. Scroll down to the video below so that all participants can watch the video below together. Before your start, be sure to prepare to listen for: - The nature of "how science works", according to the scientists and science educators - Ways that scientists use evidence to craft arguments - How scientists reason with evidence One participant opens the "Science Flowchart (Dynamic)" and shares their screen so that everyone can see. - The person sharing their screen slowly mouses over the different parts of the flowchart. - The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres. - Once you have done that, stop screen sharing and gather together again. Each participant opens "Appendix F: NGSS Practices" - It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion. - As a small group, discuss where each practice could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap. Each participant opens "Matrix of NGSS Crosscutting Concepts" - As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap. You may find the "one-pager" resource below helpful. It shows all "3 Dimensions" of the NGSS (Disciplinary Core Ideas, or DCIs, Cross Cutting Concepts, or CCCs, and Science and Engineering Practices, or SEPs) on one handy page! Each participant opens "Survey #2" on their own device - In your small group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works. - Include material from the video (quotes, ideas, stories, claims, etc.) in your responses. - Each participant completes and submits their own survey. Science as Process Task 4: Science as Process "Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments." Approximate time: 20-25 minutes Components: reading, small group discussion, survey response Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning. As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS. Breakout Room Instructions Each participant open "Appendix A: Conceptual Shifts in the NGSS" - Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements (they appear in bold) on the list that they would like to explore further (i.e. shift #2 and shift #5). These will be read more closely in step 3 below. - One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts. - Each participant then silently reads the text below each of the shift statements chosen by themselves and their group members. Each participant opens "Survey #3" on their own device - Each participant fills out the survey based upon what they shared with the group. - As a group, discuss each of the specific group prompts on the survey before each of you complete your survey. Discussing the results - Once you submit your individual responses, select the link to see all previous responses. - Read the collective responses and share surprises or wonderings you have about how your individual and small group ranking compares to the collective team responses. - Share ideas about resources you could seek out to find out more. The Process of Science in the Classroom The Process of Science in the Classroom "...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response Breakout Room Instructions One participant shares their screen and everyone watches the video below. The group actively listens for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, stop screen sharing and gather together as a group to engage in discussion. Each member of the group silently reads the brief statements below. Each participant opens "Appendix E: Progressions within NGSS" - Read the first page. - On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision. - Discuss with your team how phenomena differ from NGSS Disciplinary Core Ideas. What are some key differences? - Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomenon that relates to that core idea. Share your idea with your small group. One participant opens the "Reasoning Triangle" and shares their screen. - As a small group, discuss the three parts of the tool and the role you see them playing in the science classroom. - Each person shares an example of when you have started an activity, exploration, or unit with a question. - Each person shares an example of when you have started with a phenomenon. - How do you think this tool changes your approach or thinking about phenomena, questions, and modeling? - Stop screen sharing. A new person in your small group opens Survey #4A and shares their screen. Each small group answers as a team and submits one survey. - As a team, select if you think the statement represents an example of a phenomenon or an NGSS Disciplinary Core Idea. - Utilize the language of the Reasoning Triangle to justify your ideas. - Once your small group submits your response, select the link to see all previous responses from the other small groups. - Does your small group agree or disagree with the previous responses? - Find a response that is different than your small group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's? - If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed! Repeat for Survey #4B and rotate the responsibility of sharing the screen during your discussion. Making Thinking Visible through Productive Discourse in the NGSS Classroom Making Thinking Visible "Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework" As a group: decide which two-part video set you will watch (choose elementary or high school). Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS One person opens "Survey #5" and leads the group in filling out one survey. Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling. Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom "..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity Approximate time: 20-30 minutes Components: reading, survey response Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online. Every member of the small group selects different parts of the chapter that they are interested in reading and find relevant for their practice or their context. As you read: - Find three things you have learned (keep reading and exploring the text until you find three things new to you). - Look for two things you found very interesting and would like to discuss with your small group. - Come up with one question you have about equity in the NGSS classroom. Breakout Room Instructions Each participant opens Survey #6. Each participant shares their individual responses as the small group goes through each prompt. Once you hit submit, choose to see the previous responses from the other small groups and discuss how they were similar or different than your own responses. One person shares their screen and the group watches the video below. As a member of the Oregon Science Project NGSS Teacher Leadership Team you are an advocate for science, especially an advocate for science in elementary. It's important that all secondary teachers get a glimpse of what NGSS can look like in the elementary classroom. Science in elementary is a large equity issue in Oregon where we are 50th in the nation for time spent teaching science K-5. In your small group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students. Each participant opens Survey #7 and reflects on the prompt in a small group discussion, and then submits their own response. You may find the "one-pager" below, that shows the "three dimensions" of the NGSS (DCIs, SEPs, and CCCs) all on one page, helpful! Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.	oercommons	2025-03-18T00:35:24.426270	04/10/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/22437/overview", "title": "Team GBSD! OSP NGSS4Oregon Module #1 - Phenomena & Equity", "author": "Jennie Richard" }
https://oercommons.org/courseware/lesson/20297/overview	Crabby Coasties Module 2 Tasks 5 & 6 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 How Do We Increase Student Science Talk? How Do We Show Others? Individual Work Tips for Success: It's helpful to take a few notes while working your way through this, as you will be sharing your analysis in our group meeting and using the Task Analysis to analyze another task as a group. 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 that could provide opportunities for productive participation by students by engaging them in NGSS practices. OPTIONAL: You may create a small task that would only take about 10-20 minutes by students. If you do, we can share and analyze these tasks in our group meeting; however, we will provide other tasks to analyze as a group, so you do not need to do this. Please do look at and take short notes on a storyline of your choice. NGSS Storylines How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion Tips for Success: Keep in mind that the goal of this module is to increase and improve Student Science Talk. In a Small Group: Components: Two surveys to drive reflection and creation. Collaboratively complete Survey #4. In your breakout group, open the Sample Tasks link below. There are two short sample tasks - one for 8th grade and one for 4th grade. Read through the 8th grade task and as a group, work through Survey #4, which is another Task Analysis. Submit one Survey for the group. Mixed Grades Sample Task (3PS2, 4PS3, 5PS1, MSPS1-3, HSPS1-3, various SEPs) Survey #4: Collaborative Survey for MSTask Analysis Here is an image of the 3 dimensions to quickly reference as you analyze the task. Collaboratively complete Survey #5. Read through the 4th Grade Task and as a group, work through the collaborative survey. Before we end for the night, we will have a brief discussion about any ideas we've come up with for tasks in our own grades, so please Survey #5: Collaborative Survey for 4th Grade Task Analysis Once everyone has completed the surveys and the discussion has wrapped up: 1) 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. 2) Take note of any ideas that come to mind about tasks you might do in your classroom to increase student science talk as we will discuss this before signing off for the night.	oercommons	2025-03-18T00:35:24.445410	Andy Bedingfield	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20297/overview", "title": "Crabby Coasties Module 2 Tasks 5 & 6", "author": "Kama Almasi" }
https://oercommons.org/courseware/lesson/106574/overview	OREGON MATH STANDARDS (2021): [6.NS] 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: 6.NS.A.1 Cluster: 6.NS.A - Apply and extend previous understandings of multiplication and division to divide fractions by fractions. STANDARD: 6.NS.A.1 Standards Statement (2021): Represent, interpret, and compute quotients of fractions to solve problems in authentic contexts involving division of fractions by fractions. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.NF.B.6, 5.NF.B.7, 6.NS.B.4 \| 7.NS.A.2 \| 3.OA.B.6, 6.AEE.B.6 \| 6.NS.A.1 6.NS.A Crosswalk \| Standards Guidance: Clarifications - Students should use their understanding of equivalency to flexibly reason with equivalent fractions based on the context of the problem. Simplifying fractions is not an expectation of this grade level. - Students should be able to use the meanings of fractions, multiplication, division and the inverse relationship between multiplication and division to make sense of multiplying and dividing fractions. Terminology - Fraction quotients can be represented visually by fraction diagram, concretely with manipulatives, or symbolically with equations to represent the problem. Teaching Strategies - Students should be able to utilize fractions with denominators including 2, 3, 4, 5, 6, 8, 10, and 12. - Students should be able to use numerical reasoning to interpret contextual, mathematical situations involving fractions. - Students can use a variety of strategies, including but not limited to concrete models, visual fraction models, student-generated strategies, a standard algorithm, or other strategies based on numerical reasoning to represent and solve problems. Progressions - Students should use flexible, accurate, and efficient written methods to express computational thinking based on numerical reasoning and sense-making developed from learning experiences that focus on the numbers as quantities. (Please reference pages 5 and 6 in the Progression document). Examples - Reason and solve problems with quotients of fractions using both the measurement and partition models of division (based on what is most appropriate for the fractions in the quotient). - For example, (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) - How many 3/4-cup servings are in 2/3 of a cup of yogurt? - How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.NS.B.2 Cluster: 6.NS.B - Compute fluently with multi-digit numbers and find common factors and multiples. STANDARD: 6.NS.B.2 Standards Statement (2021): Fluently divide multi-digit numbers using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.NBT.B.6, 5.NF.A.2 \| 6.NS.B.3 \| 5.NF.B.4 \| 6.NS.B.2 6.NS.B Crosswalk \| Standards Guidance: Clarifications - Fluently/Fluency – Students choose flexibly among methods and strategies to solve mathematical problems accurately and efficiently. Terminology - Decimal number – a number whose whole number part and fractional part are separated by a decimal point. Teaching Strategies - Students should be able to use a variety of part- whole strategies to compute efficiently (area model, partial product, partial quotient). - The part-whole strategies used should be flexible and extend from previous computation strategies and future work with computation. - Students should use models and student-selected strategies as an efficient written method of demonstrating place value understanding for each operation (addition, subtraction, multiplication, and division). Examples - Student Achievement Partners: 2021 Oregon Math Guidance: 6.NS.B.3 Cluster: 6.NS.B - Compute fluently with multi-digit numbers and find common factors and multiples. STANDARD: 6.NS.B.3 Standards Statement (2021): Fluently add, subtract, multiply, and divide positive rational numbers using accurate, efficient, and flexible strategies and algorithms. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.NBT.B.5, 5.NBT.B.6, 5.NBT.B.7, 5.NF.A.2, 6.NS.B.2 \| 7.NS.A.3 \| 6.AEE.A.3 \| 6.NS.B.3 6.NS.B Crosswalk \| Standards Guidance: Terminology - Positive rational numbers includes numbers that can be represented by a ratio a/b where a is positive whole number greater than or equal to zero, and b is a non-zero whole number. Such numbers include whole numbers, fractions, and decimals greater than or equal to zero. - Fluently/Fluency – Students choose flexibly among methods and strategies to solve mathematical problems accurately and efficiently. Boundaries - Students should be allowed to choose an appropriate strategy to demonstrate fluency. Teaching Strategies - Students should be able to use numerical reasoning to interpret contextual, mathematical situations involving fractions. - Students should be given the opportunity to apply reasoning strategies while solving problems. Examples - Student Achievement Partners: 2021 Oregon Math Guidance: 6.NS.B.4 Cluster: 6.NS.B - Compute fluently with multi-digit numbers and find common factors and multiples. STANDARD: 6.NS.B.4 Standards Statement (2021): Determine greatest common factors and least common multiples using a variety of strategies. Apply the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 4.OA.B.4 \| 6.NS.A.1, 6.AEE.A.3 \| 5.OA.A.2, 7.AEE.A.1 \| 6.NS.B.4 6.NS.B Crosswalk \| Standards Guidance: Clarification - Students should also be able to apply the least common multiple of two whole numbers less than or equal to 12 to solve contextual, mathematical problems. - Students should be able to determine the greatest common factor of 2 whole numbers (from 1-100) and use the distributive property to express a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers with no common factors (GCF). Boundaries - Find the greatest common factor of two whole numbers less than or equal to 100 - Find the least common multiple of two whole numbers less than or equal to 12. Teaching Strategies - Investigate the distributive property using sums and its use in adding numbers 1-100 with a common factor. - Students should apply these strategies to solve real- life, mathematical problems. - Note GCF & LCM support use of distributive property. Examples - Express 36 + 8 as 4 (9 + 2). - Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. - Hotdogs come in a package of 8 and buns in a package of 12. How many packages of hot dogs and packages of buns would you need to purchase to have an equal number of hot dogs and buns? - Student Achievement Partners: 2021 Oregon Math Guidance: 6.NS.C.5 Cluster: 6.NS.C - Apply and extend previous understandings of numbers to the system of rational numbers. STANDARD: 6.NS.C.5 Standards Statement (2021): Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. Use positive and negative numbers to represent quantities in authentic contexts, explaining the meaning of zero in each situation. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| N/A \| 6.NS.C.6, 7.NS.A.1 \| N/A \| 6.NS.C.5 6.NS.C Crosswalk \| Standards Guidance: Clarifications - Students should be able to explain that zero is its own opposite. - Students should be able to explain that the sign of an integer represents its position relative to zero on a number line. - Students should be able to show and explain why –(–a) = a. Which is read as, “The opposite of the opposite of a is the same as a.” Terminology - Rational numbers are numbers that can be written as a fraction where the numerator and denominator are integers. Teaching Strategies - Students should be able to use numerical reasoning to interpret and explain the meaning of numerical statements of inequality as the relative position of two integers positioned on a number line. - Students are introduced to rational numbers. Students should connect their understanding of fractions and integers to comprehend rational numbers as numbers that can be written as a fraction where the numerator and denominator are integers. Progressions - The Standards do not introduce integers separately from the entire system of rational numbers, and examples of negative fractions or decimals can be included from the beginning. (Please reference page 7 in the Progression document). Examples - Example contexts: Temperature above/below zero; Elevation above/below sea level; Debits/credit; Positive/negative electric charge. - Write –3 degrees Celsius > –7 degrees Celsius to express the fact that ─3 degree Celsius is warmer than –7 degrees Celsius. - Illustrative Mathematics: 2021 Oregon Math Guidance: 6.NS.C.6 Cluster: 6.NS.C - Apply and extend previous understandings of numbers to the system of rational numbers. STANDARD: 6.NS.C.6 Standards Statement (2021): Represent a rational number as a point on the number line. Extend number line diagrams and coordinate axes to represent points on the line and in the coordinate plane with negative number coordinates. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.NS.C.5 \| 6.NS.C.7, 6.NS.C.8, 7.NS.A.1 \| 6.AEE.B.7, 3.NF.A.2, 5.GM.A.1 \| 6.NS.C.6 6.NS.C Crosswalk \| Standards Guidance: Clarifications - Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line. - Recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. - Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane. - Recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. - Students should use numerical and graphical reasoning to plot points in all four quadrants on the coordinate plane. Teaching Strategies - Students should have opportunities to explore this concept using visual models to develop a deeper understanding. - Number lines should be indicated both vertically and horizontally. - Students should use numerical and graphical reasoning to show and explain the relationship between ordered pairs and location in quadrants of the coordinate plane. - Students should extend understanding of number lines and coordinate axes from previous grades to represent points on the line and in the plane with negative number coordinates. Progressions - Students come to see p as the opposite of p, located an equal distance from 0 in the opposite direction. In order to avoid the common misconception later in algebra that any symbol with a negative sign in front of it should be a negative number, it is useful for students to see examples where p is a positive number, for example if p = -3 then -p = -(-3) = 3. (Please reference page 7 in the Progression document). Examples - Find and position integers and rational numbers on a horizontal or vertical number line diagram. - Find and position pairs of integers and other rational numbers on a coordinate plane. - Students should be able to recognize that -a is the same distance from zero as a, and therefore, are opposites of each other. - Student Achievement Partners: 2021 Oregon Math Guidance: 6.NS.C.7 Cluster: 6.NS.C - Apply and extend previous understandings of numbers to the system of rational numbers. STANDARD: 6.NS.C.7 Standards Statement (2021): Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. Write, interpret, and explain statements of order for rational numbers and absolute value in authentic applications. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.NS.C.6 \| 6.NS.C.8, 7.NS.A.1 \| 6.AEE.B.7 \| 6.NS.C.7 6.NS.C Crosswalk \| Standards Guidance: Clarifications - Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation - Distinguish comparisons of absolute value from statements about order. - Students should be introduced to the absolute value symbol with this learning objective, i.e., \|−3/4\|. - Students should conclude through exploration that absolute value and distance are always expressed as a positive value. Terminology - Absolute value is a number’s distance from zero (0) on a number line. Progressions - Comparing negative numbers requires closer attention to the relative positions of the numbers on the number line rather than their magnitudes. - Comparisons such as -7 < -5 can initially be confusing to students, because -7 is further away from 0 than -5, and is therefore larger in magnitude. (Please reference page 8 in the Progression document). Examples - Interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. - Write –3°C > –7°C to express the fact that –3°C is warmer than –7°C. - For an account balance of –30 dollars, write \|–30\| = 30 to describe the size of the debt in dollars. - Recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars. - For an account balance of –51.25 dollars, write \|– 51.25\| = 51.25 to describe the size of the debt in dollars. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.NS.C.8 Cluster: 6.NS.C - Apply and extend previous understandings of numbers to the system of rational numbers. STANDARD: 6.NS.C.8 Standards Statement (2021): Graph points in all four quadrants of the coordinate plane to solve problems in authentic contexts. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.GM.A.2, 6.NS.C.6, 6.NS.C.7 \| 7.NS.A.1, 8.GM.B.7, 8.GM.B.8 \| 6.GM.A.3 \| 6.NS.C.8 6.NS.C Crosswalk \| Standards Guidance: Teaching Strategies - Students should be expected to solve problems within the context of a graph only. Progressions - Students should be able to solve contextual, mathematical problems when graphing points. Examples - Rectangle RSTU has vertices at (−4,3), 𝑆𝑆(−4, −2), 𝑇𝑇(5, −2) and 𝑈𝑈(5,3). - Plot the rectangle on a coordinate plane and find the perimeter of the figure. - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:35:24.560206	07/10/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106574/overview", "title": "OREGON MATH STANDARDS (2021): [6.NS]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/105038/overview	Education Standards 16_Grade K Version with Guidance_v5.2.7 K.GM.A.2 17_Grade K Version with Guidance_v5.2.7 K.GM.A.3 18_Grade K Version with Guidance_v5.2.7 K.GM.B.4 19_Grade K Version with Guidance_v5.2.7 K.GM.B.5 20_Grade K Version with Guidance_v5.2.7 K.GM.B.6 21_Grade K Version with Guidance_v5.2.7 K.GM.C.7 22_Grade K Version with Guidance_v5.2.7 K.GM.C.8 OREGON MATH STANDARDS (2021): [K.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: K.GM.A.1 Cluster: K.GM.A - Identify and describe shapes. STANDARD: K.GM.A.1 Standards Statement (2021): Describe objects in the environment using names of shapes and describe the relative positions of these objects in their environment. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| N/A \| K.GM.B.4, K.GM.B.5, K.GM.B.6 \| N/A \| K.G.A.1 K.GM.A Crosswalk \| Standards Guidance: Clarifications - Students use appropriate directional language to indicate where things are in their environment (for example: positions, distances, order). - Kindergarten students should be able to explain the location of an object in relation to another object using positional language, such as “above,” “below,” “beside,” “in front of,” “behind,” or “next to.” Teaching Strategies - Use positional terms such as above, below, beside, in front of, behind, and next to when describing position of an object. For example, the box is under the chair or the bear is next to the table. Boundaries - Students can identify the following two-dimensional shapes based on attributes: - Square, circle, triangle, rectangle, hexagon, oval, rhombus - Students can identify the following three-dimensional shapes based on attributes: - Cubes, cones, cylinders, spheres Progressions - Students refine their informal language by learning mathematical concepts and vocabulary so as to increasingly describe their physical world from geometric perspectives, e.g., shape, orientation, spatial relations (MP4). - Students increase their knowledge of a variety of shapes, including circles, triangles, squares, rectangles, and special cases of other shapes such as regular hexagons, and trapezoids with unequal bases and non-parallel sides of equal length. - Students also begin to name and describe three-dimensional shapes with mathematical vocabulary, such as “sphere,” “cube,” “cylinder,”and “cone.” Finally, in the domain of spatial reasoning, students discuss not only shape and orientation, but also the relative positions of objects, using terms such as “above,” “below,” “next to,” “behind,” “in front of,” and “beside.” (Please reference page 6 in the Progression document). Examples - “The cup is beside the pencil." - “The boy is behind the girl in line.” - In a sequence of pictures, the student would describe the position of a particular object. 2021 Oregon Math Guidance: K.GM.A.2 Cluster: K.GM.A - Identify and describe shapes. STANDARD: K.GM.A.2 Standards Statement (2021): Correctly name common two-dimensional and three-dimensional geometric shapes regardless of their orientations or overall size. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| N/A \| K.GM.B.4, K.GM.B.5, K.GM.B.6 \| N/A \| K.G.A.2 K.GM.A Crosswalk \| Standards Guidance: Clarifications - Students should distinguish between defining attributes of two-dimensional shapes and three-dimensional figures versus non-defining attributes (e.g., triangles are closed and three-sided, a defining attribute versus triangles are red, non-defining attribute). - Students should be able to build and draw shapes based on defining attributes. Two-dimensional shapes should be limited to triangles, squares, and rectangles. - Students should be able to identify a shape’s attributes, regardless of its orientation (i.e., flipped) or position (i.e., turned). Boundaries - Students can identify the following two-dimensional shapes based on attributes: - Square, circle, triangle, rectangle, hexagon, oval (ellipse), rhombus - Students can identify the following three-dimensional shapes based on attributes: - Cubes, cones, cylinders, spheres Terminology - The terms below are used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective. - Attributes – characteristics of two-dimensional shapes and three-dimensional figures, including geometric properties. - Defining attributes – include number of sides, faces, vertices (corners), and angles. - Non-defining attributes – include size, orientation, texture, and color. Progressions - Students learn to name shapes such as circles, triangles, and squares, whose names occur in everyday language, and distinguish them from nonexamples of these categories, often based initially on visual prototypes. (Please reference page 6 in the Progression document). Examples - Illustrative Mathematics: - Student Acheivement Partners: 2021 Oregon Math Guidance: K.GM.A.3 Cluster: K.GM.A - Identify and describe shapes. STANDARD: K.GM.A.3 Standards Statement (2021): Identify shapes as two-dimensional or three-dimensional. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| N/A \| K.GM.B.4, K.GM.B.5, K.GM.B.6 \| N/A \| K.G.A.3 K.GM.A Crosswalk \| Standards Guidance: Clarifications - Students will name flat shapes as two-dimensional or solid shapes as three-dimensional. Example would be a square is flat but a cube is solid. - In the domain of shape, students learn to match two-dimensional shapes even when the shapes have different orientations. Teaching Strategies - Have students explain their decisions about shape names or classifications prompts students to attend to and describe certain features of the shapes. That is, concept images and names they have learned for the shapes are the raw material from which they can abstract common features. Progressions - In the domain of shape, students learn to match two-dimensional shapes even when the shapes have different orientations. - Students need to explain their decisions about shape names or classifications prompts students to attend to and describe certain features of the shapes. That is, concept images and names they have learned for the shapes are the raw material from which they can abstract common features. - Students identify faces of three-dimensional shapes as two-dimensional geometric figures and explicitly identify shapes as two-dimensional (“flat” or lying in a plane) or three-dimensional ("solid"). (Please reference page 6 in the Progression document). Examples - Have students identify faces of three-dimensional shapes as two-dimensional geometric figures and explicitly identify shapes as two-dimensional (“flat” or lying in a plane) or three-dimensional ("solid"). - Illustrative Mathematics: 2021 Oregon Math Guidance: K.GM.B.4 Cluster: K.GM.B - Analyze, compare, create, and compose shapes. STANDARD: K.GM.B.4 Standards Statement (2021): Analyze and compare two and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and attributes. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| K.GM.A.1, K.GM.A.2, K.GM.A.3 \| 1.GM.A.1 \| N/A \| K.G.B.4 K.GM.B Crosswalk \| Standards Guidance: Clarifications - Students recognize and name common two-dimensional and three-dimensional shapes, their parts and attributes. - Students should be able to identify basic shapes, including squares, circles, triangles, rectangles, hexagons, octagons, cubes, cones, cylinders, and spheres. - Students begin to understand how three-dimensional figures are composed of two-dimensional shapes. Teaching Strategies - Develop spatial sense by connecting geometric shapes to students’ everyday lives. - Initiate natural conversations about shapes in the environment. Have students identify and name two and three-dimensional shapes in and outside of the classroom and describe their relative position. - Ask students to find rectangles in the classroom and describe the relative positions of the rectangles they see, e.g. This rectangle (a poster) is over the sphere (globe). - Teachers can use a digital camera to record these relationships. Terminology - The terms below are used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective. - Attributes – characteristics (i.e., two- dimensional shapes (lying in a plane, “flat”) and three-dimensional figures (“solid”), including geometric properties.). An example of an attribute is having sides of equal length. - Vertices – corners of a geometric figure Examples - Example a square has 4 equal sides and 4 corners/vertices and a cube has 8 equal sides with 8 corners/vertices and 6 faces. The intent is not for students to yet have the formal language, but teachers can start to guide the transition from informal to formal mathematical language. - The base and top of a cylinder is a circle. - Illustrative Mathematics: 2021 Oregon Math Guidance: K.GM.B.5 Cluster: K.GM.B - Analyze, compare, create, and compose shapes. STANDARD: K.GM.B.5 Standards Statement (2021): Represent shapes in the world by building shapes from components and drawing shapes. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| K.GM.A.1, K.GM.A.2, K.GM.A.3 \| 1.GM.A.1 \| N/A \| K.G.B.5 K.GM.B Crosswalk \| Standards Guidance: Clarification - Standard includes student explaninations about their decisions for shape names or classifications. That is, concept images and names they have learned for the shapes are the raw material from which they can abstract common features. Teaching Strategies - Prompt students to attend to and describe certain features of the shapes. - Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. - Crate simple composite shapes using pattern blocks, such as a square and rectagle could represent a house. Progressions - Students need to explain their decisions about shape names or classifications prompts students to attend to and describe certain features of the shapes. That is, concept images and names they have learned for the shapes are the raw material from which they can abstract common features. - Students represent shapes informally with drawings and by building them from components (e.g., manipulatives such as sticks). With repeated experiences such as these, students become more precise (MP6). (Please reference page 6 in the Progression document). Examples - Build 2-dimensional shapes or 3-dimensional shapes using manipulatives and other components. Example building a house using marshmallows and toothpicks or Legos. - Models – sticks with clay balls, toothpicks with marshmallows, popsicle sticks, technology, etc. 2021 Oregon Math Guidance: K.GM.B.6 Cluster: K.GM.B - Analyze, compare, create, and compose shapes. STANDARD: K.GM.B.6 Standards Statement (2021): Compose common shapes to form larger shapes. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| K.GM.A.1, K.GM.A.2, K.GM.A.3 \| 1.GM.A.2 \| \| K.G.B.6 K.GM.B Crosswalk \| Standards Guidance: Clarifications - Students manipulate objects and describe the process for fitting objects together. - Students combine simple shapes to form new shapes. Teaching Strategies - Students should be able to form (compose) larger shapes by putting together smaller shapes through exploration and play. - Have students not only build shapes from components, but also compose shapes to build pictures and designs. Progressions An important area for kindergartners is the composition of geometric figures. Students not only build shapes from components, but also compose shapes to build pictures and designs. Initially lacking competence in composing geometric shapes, they gain abilities to combine shapes–first by trial and error and gradually by considering components–into pictures. At first, side length is the only component considered. Later experience brings an intuitive appreciation of angle size. (Please reference page 7 in the Progression document). Examples - Exploring Tessellations - What shapes can you create with these two triangles?" - Use more than one shape to build a larger shape. Example two triangles make a rhombus or two trapezoids to make a hexagon. - Students combine two-dimensional shapes and solve problems such as deciding which piece will fit into a space in a puzzle, intuitively using geometric motions (slides, flips, and turns, the informal names for translations, reflections, and rotations, respectively). Students can construct their own outline puzzles and exchange them, solving each other’s. 2021 Oregon Math Guidance: K.GM.C.7 Cluster: K.GM.C - Describe and compare measurable attributes. STANDARD: K.GM.C.7 Standards Statement (2021): Describe several measurable attributes of a single object using measurable terms, such as length or weight. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| K.NCC.C.6 \| K.GM.C.8 \| N/A \| K.MD.A.1 K.GM.C Crosswalk \| Standards Guidance: Clarifications - Students use a variety of techniques and standard and non-standard tools to measure and compare length, volume (capacity) and weight - Students independently orders objects using one characteristic and describes the criteria used. - In Kindergarten, students should use language such as heavier, lighter, longer, taller, shorter, wider, larger, and smaller. - In Kindergarten, students may use a variety of techniques and tools to compare, describe, and order objects. Students may use a referent object being compared as a tool to describe the other object(s). Terminology - Measurable attributes can be vocabulary that describe the length, weight or shape of an object. - The terms below are used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective. - Attributes – characteristics (i.e., length, height, width, or weight) - Referent object – an object used as the standard of comparison Progressions - Students often initially hold undifferentiated views of measurable attributes, saying that one object is “bigger” than another whether it is longer, or greater in area, or greater in volume, and so forth. For example, two students might both claim their block building is “the biggest.” - Conversations about how they are comparing—one building may be taller (greater in length) and another may have a larger base (greater in area)—help students learn to discriminate and name these measureable attributes. As they discuss these situations and compare objects using different attributes, they learn to distinguish, label, and describe several measureable attributes of a single object. (Please reference page 6 in the Progression document) Examples - Directly compare the heights of two objects and describe one object as taller/shorter. - A student may describe a shoe as, “The red shoe is heavier than the blue shoe (the blue shoe is the referent in this case)! The red shoe is also longer!” - Illustrative Mathematics: 2021 Oregon Math Guidance: K.GM.C.8 Cluster: K.GM.C - Describe and compare measurable attributes. STANDARD: K.GM.C.8 Standards Statement (2021): Directly compare two objects with a measurable attribute in common, and describe which object has “more” or “less” of the attribute. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| K.GM.C.7 \| 1.GM.B.4 \| K.DR.B.2, 1.DR.B.2 \| K.MD.A.2 K.GM.C Crosswalk \| Standards Guidance: Clarifications - Students describe sets as having more, less, same as/equal. - Students can tell numbers that come before and after a given number up to 10. - Students should be able to understand that each successive number name refers to a quantity that is one larger and the previous number name is one less. Teaching Strategies - Use comparative vocabulary to directly compare two objects. - Have students directly compare lengths in simple situations, such as comparing people’s heights, because standing next to each other automatically aligns one endpoint. Progressions - Kindergartners easily directly compare lengths in simple situations, such as comparing people’s heights, because standing next to each other automatically aligns one endpoint. However, in other situations they may initially compare only one endpoint of objects to say which is longer. Discussing such situations (e.g., when a child claims that he is “tallest” because he is standing on a chair) can help students resolve and coordinate perceptual and conceptual information when it conflicts. (Please reference page 6 in the Progression document). Examples - Example one child is shorter than the other child. Shorter being the identified attribute. - Illustrative Mathematics:	oercommons	2025-03-18T00:35:24.700416	06/09/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105038/overview", "title": "OREGON MATH STANDARDS (2021): [K.GM]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/106091/overview	Critically Appraised Topic: Voice Interventions and Swallowing Overview This critically appraised topic explores the PICO question: Can voice interventions improve swallowing function for individuals with dysphagia? This critically appraised topic explores the PICO question: Can voice interventions improve swallowing function for individuals with dysphagia?	oercommons	2025-03-18T00:35:24.717004	06/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106091/overview", "title": "Critically Appraised Topic: Voice Interventions and Swallowing", "author": "Christiana Wagner" }
https://oercommons.org/courseware/lesson/105687/overview	Flexible Learning Overview Please see attached file CPE/DPE Please see attached file Ms. Thanks!	oercommons	2025-03-18T00:35:24.733099	06/21/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105687/overview", "title": "Flexible Learning", "author": "David Matthew ALBORES" }
https://oercommons.org/courseware/lesson/105818/overview	Support for New Adminstrators Overview This resource will guide new administrators through their first year as building administrator. Topics such as vision, mission and emergency management plans are included in this presentation. Support for New Administrators https://oercommons.org/authoring/53930-new-administrator-resources/view	oercommons	2025-03-18T00:35:24.745143	06/26/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105818/overview", "title": "Support for New Adminstrators", "author": "Donna Harden" }
https://oercommons.org/courseware/lesson/100403/overview	OER Fastrack Outline (1) Sledzinski TCAT Overview This is an outline of our OER course. It is a enrollment fastrack designed to get students off our waiting list and into preliminary coursework sooner. OER Fastrack Outline (1) Sledzinski TCAT OER Fastrack Outline ______________________________________________________________________________ Course Course Code Week Approximate Hours Orientation- 1 12 Student Organizations, ADA Accomodations, Student Portal, Teams, Outlook Technology Foundations Test 1 6 Technology Foundations 1 30 Student Success- 2 - 5 84 Time Management, Study Skills, Career Essentials, Worker Characteristics OSHA 10 Safety 6 12 Professional Development 6 18 LinkedIn Networking, Portfolio Development, Interview Skills Ready For Industry 7 18 Program Specific Content 7-8 60 __________________________________________________________________________ Total Hours 216 (240)	oercommons	2025-03-18T00:35:24.765006	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100403/overview", "title": "OER Fastrack Outline (1) Sledzinski TCAT", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/108713/overview	Positive Parenting-Positive Behavior Support (Editable) Positive Parenting-Positive Behavior Support with notes section Parenting with Positive Behavior Support Overview Positive Behavior Support (PBS) is a set of research-based strategies used to increase quality of life and decrease problem behavior by teaching new skills and making changes in a person’s environment. Here is a PowerPoint presentation that will help parents better understand how they can help their child through challenging behaviors. Positive Parenting-Positive Behavior Support Positive Behavior Support (PBS) is a set of research-based strategies used to increase quality of life and decrease problem behavior by teaching new skills and making changes in a person’s environment. Here is a PowerPoint presentation that will help parents better understand how they can help their child through challenging behaviors. Positive Parenting Program training: Understanding Positive Behavior Support. - Reinforcements - Effectiveness - Steps for Learning - Replacement Behavior - Tips and Tricks - Bribery vs Reinforcement	oercommons	2025-03-18T00:35:24.784908	09/20/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108713/overview", "title": "Parenting with Positive Behavior Support", "author": "Stefanie Whaley" }
https://oercommons.org/courseware/lesson/71006/overview	Washington OER Hub User Guide Washington OER Hub Information Overview The Washington OER Hub is an online library of free, high-quality K–12 learning and teaching materials created by and curated for Washington educators. Watch introductory videos and download this informational handout to share with your district and colleagues. Discover the Washington OER Hub Free K-12 Educational Materials, Aligned to WA Standards	oercommons	2025-03-18T00:35:24.804884	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71006/overview", "title": "Washington OER Hub Information", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/108218/overview	ICT Project 1 Overview This is a short video a vocabulary about computer parts in English and Turkish. It has also information about ITC web site Emaze. Education This is a short video about some vocabulary in English and in Turkish. And also give some information about Emaze web site.	oercommons	2025-03-18T00:35:24.820917	09/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108218/overview", "title": "ICT Project 1", "author": "İsa GÜMÜŞSOY" }
https://oercommons.org/courseware/lesson/62480/overview	Are kids responsible for stepping in to prevent bullying? Overview Should kids act to stop bullying, or should they leave it up to adults? Are kids responsible for stepping in to prevent bullying? Kendra started at a new school in the seventh grade. During her first week, a group of girls started teasing her. Then more kids joined in. Now she gets called names every day. People push her in the hallways. They steal her backpack. They throw it in the trash. Kendra wants help. She is ashamed to tell her parents or her teachers. She feels like everything is her fault. Bullying is a problem in schools today. Boys and girls can be bullies or victims. Punching, teasing, and spreading untrue stories all constitute bullying. About half of all kids say they have been bullied at school. Many kids who are bullied feel bad about themselves. Some try to avoid school. Some even think about killing themselves. It is important for schools to make sure everyone is treated the same. No one should be treated like they are less than anyone else. Many people believe that schools should pass rules to legislate an end to bullying. However, all schools have rules against bullying. These laws generally do not resolve the problem. Maybe peer intervention constitutes the only resolution to bullying. Should kids step up when they see bullying incidents? Some researchers say that the people who look on and do nothing are as to blame as the bullies. Many bystanders are afraid to step in. They fear they will be bullied. Also, many kids just don’t know what to do. They say it is easier to walk away. Instead of amending the rules about bullying, maybe schools should teach kids what to do when they see a bullying event. Is it fair to blame people for not stepping in to resolve the bullying event? Should kids put themselves in danger to keep their classmates safe? Credits: Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License Image credit: Wikimedia Commons, By Michel Rathwell from Cornwall, Canada - Intimidation Sculpture, CC BY 2.0.	oercommons	2025-03-18T00:35:24.840089	02/12/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62480/overview", "title": "Are kids responsible for stepping in to prevent bullying?", "author": "Kristin Robinson" }
https://oercommons.org/courseware/lesson/69114/overview	Education Standards OSPI Statistics and Geometry Instructional Task: Ocean Fishing Overview This resource was created by the Washington Office of Superintendent of Public Instruction. Task OSPI Statistics and Geometry Instructional Task B Statistics and Geometry; Standard G-SRT.8, Claim 1, Claim 3F Ocean Fishing A fisherman is at point on the open sea and has three favorite fishing locations. The locations are indicated by points , , and . The fisherman plans to sail from to , then to , then to , and then back to . The fisherman is miles from . The fisherman claims that he will sail over 60 miles this day. - Find the distances the fisherman will sail. Round all values to the nearest tenth. - Determine whether the fisherman’s claim is correct. Support your reasoning with numbers and words. Round to the nearest tenth. Rubric Rubric Question Number \| Standard/Claim \| Description \| B \| G-SRT.8/Claim 1 G-SRT.8/Claim 3F \| A 2-point response demonstrates reasonable understanding of the standard and claims by doing all the following: States that the fisherman’s claim is not correct because he will sail less than 60 miles. \| A 1-point response demonstrates partial understanding of the standard and claims by doing two of the following: States that the fisherman’s claim is not correct because he will sail less than 60 miles. \| \|\| A 0-point response demonstrates almost no understanding of the standard and claims. \| 1-point response is different from the 2-point response. OSPI Statistics and Geometry Instructional Task B Exemplar OSPI Statistics and Geometry Instructional Task B Statistics and Geometry; Standard G-SRT.8, Claim 1, Claim 3F Ocean Fishing A fisherman is at point on the open sea and has three favorite fishing locations. The locations are indicated by points , , and . The fisherman plans to sail from to , then to , then to , and then back to . The fisherman is miles from . The fisherman claims that he will sail over 60 miles this day. - Find the distances the fisherman will sail. Round all values to the nearest tenth. - Determine whether the fisherman’s claim is correct. Support your reasoning with numbers and words. Round to the nearest tenth. \|	oercommons	2025-03-18T00:35:24.875389	Hannah Hynes-Petty	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69114/overview", "title": "OSPI Statistics and Geometry Instructional Task: Ocean Fishing", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/76692/overview	Distance Learning Engagement Lessons Overview This resource includes links to three editable Google slide shows that support the facilitation of two lessons on engagement in a distance learning environment: - Distance Learning: Overall Engagement - Breakout Room Collaboration Suitable for grades 6-12 as is, and for younger students with some modification. Lesson 1: Engagement in the Virtual Classroom Use these slides to engage students in a discussion about what engagement looks like in a distance learning environment. Students compare distance learning to face to face engagement, and generate examples of what different levels of engagement look like and sound like, using Fisher, Frey and Hattie's Continuum of Engagement from The Distance Learning Playbook. Finally, students create a table to self-assess and monitor their engagement over time. To edit the slides, choose "make a copy" from the File dropdown menu in Google. Slides include the option of recorded narration. Title Image by Hatice EROL from Pixabay Lesson 2: Breakout Room Engagement Use these slides to facilitate a discussion with students about how to collaborate effectively in breakout rooms. Students generate ideas for agreements or expectations when participating in breakout rooms and discuss various roles to help breakout rooms run smoothly. Students then put these ideas into action by creating a "Best of" slide in a small group to then share with the rest of the class (Make a copy of the Best of the Best Breakout Room Activity slides). Finally, students self-assess their Breakout Room participation, reflect and set goals, individually or as a class. To edit the slides, choose "make a copy" from the File dropdown menu in Google. Slides include the option of recorded narration.	oercommons	2025-03-18T00:35:24.890046	Susan Payne	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76692/overview", "title": "Distance Learning Engagement Lessons", "author": "Lesson" }
https://oercommons.org/courseware/lesson/64935/overview	Horses, Ponies and Minis: What's the Difference? Overview The bare minimum to complete an assignment on Open Educational Resources. My apologies for the poor quality of this resource. Intro What is the difference between horses and ponies and minis? Is a pony just a small horse? Is a horse older than a pony? Is a mini just a baby pony? These are the kinds of questions many students have asked when they have visited the farm. A HORSE is a member of the equine family who grows taller than14 Hands, the unit used to measure horses (One HAND is equivalent to 4 inches). A MINI is a member of the equine family who grows NO TALLER than 36 inches. A PONY is a member of the equine family who grows between 37 inches and 13.3hands, or the height just before the shortest HORSE, which is 14 hands.	oercommons	2025-03-18T00:35:24.904366	04/05/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64935/overview", "title": "Horses, Ponies and Minis: What's the Difference?", "author": "Amy Mims" }
https://oercommons.org/courseware/lesson/97280/overview	Civil communication lesson- I am unique Overview This lesson is best suited for a multicultural and multi-ethnic classroom. The main language focus of the lesson is Speaking and sub-skill is reading, the civil communication focus is respecting people and cultures. Civil Communication Lesson Plan Template Title of Lesson Plan: I AM UNIQUE! \| \| Audience (Age, English Level): 18- 20 years; A2-B1 \| \| Two Sentence Overview of the Lesson Plan: This lesson is to make students understand that it is important to respect people for who they are. \| \| Resources Needed: Smart classroom with internet Or Handouts of the story- New Girl \| \| Learning Objectives: By the end of the lesson students will be able to: \| \| Vocabulary Words from the story: Stare, Recess, Tease, Mother tongue, Listen intently Empathy Confirmation bias \| \| Warm-Up: Find your Alter Ego! Activity Details/Instructions T reads out / hands copies of a few statements; Students write down Yes/ No answers to the statements. After they complete writing answers students walk around the class to find others with whom all their answers match, they also need to identify another with whom no answers match. As students compare their answers, they are free to share details of the answer, for example, if the statement is about, birthday falling in an odd month, they could share which month and date too, if they want. Example statements My birthday falls on an odd month. My best friend's name starts with S. I hate bitter gourd. I know how to ride a bicycle. I have watched more than 5 films in a theatre. I am a bathroom singer/ shower singer. I am named after my grandparent. \| \| Time 5-7 mins 2-3 mins 10 min 18-20 mins 8-10 mins \| Activities/Instructions Warm Up Lead- in T shares the title of the story – The New Girl and asks Ss to guess what they think the story would be about. T writes down the predictions on the board. Before watching: T gives students a KWL chart (attached at the end of the lesson plan) for Ss to fill out. Ss fill out what they know. Watch Video: T shares the video on Confirmation bias ((1716) Confirmation Bias \| Ethics Defined - YouTube ) After watching the video they fill out the KWL again. T tells Ss the importance of having an open mind to new people, ideas and culture. Jigsaw reading: Ss are divided into 4 or 5 groups and each team gets to read a part of the story. (2 pages of the story is given to one team) Ss read and guess what the other parts of the story could be and fill in the graphic organizer (attached at the end of the lesson). T collects these predictions to be displayed in class. After that, students are shuffled in such a manner that every group has people who have read different versions of the story. Ss then read the full story and then compare their predictions of the story. Variation The story can be printed out and teams can be given a combination of the pages. For example, one team could get page 1 and 7. There are 11 pages to the story, teams can read and go around looking for parts of the story with the other teams and then put the story together. Group Discussion: Ss work in groups. Each S shares about either one family practice such as a routine, how they celebrate a festival or a unique practice that the family follows with members of the group. T models sharing one unique practice from his/ her family. For example, in my family we have a practice of naming kids after their grandparents or with the names of Gods. \| Closing/Debrief T asks students to share one information that they thought was interesting about another family’s practice and one practice they would like to adopt into their personal life. \| KWL chart- Confirmation Bias What do I know about Confirmation Bias? \| What do I want to learn about Confirmation Bias? \| What did I learn about Confirmation Bias? \| \| \| \| Graphic organizer for story What could have happened before? \| What does my part of the story say? \| What could have happened later? \|	oercommons	2025-03-18T00:35:24.947019	09/17/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97280/overview", "title": "Civil communication lesson- I am unique", "author": "Kavitha Krishnakumar" }
https://oercommons.org/courseware/lesson/68333/overview	Coloring Alphabet Flashcards Overview Coloring Alphabet flashcards Preschool education Coloring alphabet flashcards	oercommons	2025-03-18T00:35:24.963550	06/10/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68333/overview", "title": "Coloring Alphabet Flashcards", "author": "Larisa Chakarova" }
https://oercommons.org/courseware/lesson/106408/overview	OREGON MATH STANDARDS (2021): [2.DR] 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: 2.DR.A.1 Cluster: 2.DR.A - Pose investigative questions and collect/consider data. STANDARD: 2.DR.A.1 Standards Statement (2021): Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by using measurements with whole-number units. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 1.DR.A.1 \| 3.DR.A.1 \| 2.GM.C.8, 2.GM.C.9, 3.NF.A.2 \| 2.MD.D.9 2.DR Crosswalk \| Standards Guidance: Clarification - Students should formulate a statistical investigative question to explore a real-life situation in their classroom. - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. - Data could be organized and recorded on a line plot (dot plot) where the horizontal scale is marked off in whole-number units. Terminology - The terminology below is used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective. - A statistical investigative question is one that requires data that will vary. Boundaries - The data collection can occur through the use of surveys and scientific observations. - Tables and tally marks can be used to organize data. - Developing strategies for collecting data include students collaborating to determine ways to collect data. - Data can be gathered from a variety of sources to answer the statistical investigative question posed. Teaching Strategies - Students should display data set with up to four categories and solve problems that put-together, take-apart, and compare the information presented in the graph. Progressions - Expectations in this domain should be taught throughout the year and applied contextually to the current expectation and real-life events. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: 2.DR.B.2 Cluster: 2.DR.B - Analyze, represent, and interpret data. STANDARD: 2.DR.B.2 Standards Statement (2021): Analyze data with a single-unit scale and interpret information presented to answer investigative questions. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 1.DR.B.2 \| 3.DR.B.2 \| N/A \| 2.MD.D.10 2.DR Crosswalk \| Standards Guidance: Clarification - Investigative question identified can include those created by students or posed by the teacher. Terminology - Single unit scale -each unit represents one data point - Pictograph – uses a symbol to represent the items being graphed. A pictograph has one picture represented in each category and has a key to give a numerical value to each picture. - The terms below are used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective. - Categorical data take on values that are names or labels, such as colors, foods, and types of pets - Pictograph – uses a symbol to represent the items being graphed. A pictograph has one picture represented in each category and has a key to give a numerical value to each picture. Boundaries - Pictographs and bar graphs used at this grade level should represent a data set with no more than four categories. Teaching Strategies - Students should solve simple join, separate, and compare problems using information presented. - Students should use addition and subtraction to create and obtain information from tables, pictographs, bar graphs, and tally charts. Examples - Create a picture graph and a bar graph (with single- unit scale) to represent a data set with up to four categories. - Student Achievement Partners:	oercommons	2025-03-18T00:35:25.003044	07/06/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106408/overview", "title": "OREGON MATH STANDARDS (2021): [2.DR]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/61101/overview	Anxiety and Stress Management Overview LEARNING OBJECTIVES By the end of this unit, you will be able to: - Identify sources of test anxiety - Employ strategies for effectively preventing and controlling anxiety over tests. Test Anxiety Test Anxiety And How To Control It For many test takers, preparing for a test and taking a test can easily cause worry and anxiety. In fact, most students report that they are more stressed by tests and schoolwork than by anything else in their lives, according to the American Test Anxiety Association. Most of us have experienced this. It is normal to feel stress before an exam, and in fact, that may be a good thing. Stress motivates you to study and review, generates adrenaline to help sharpen your reflexes and focus while taking the exam, and may even help you remember some of the material you need. But suffering too many stress symptoms or suffering any of them severely will impede your ability to show what you have learned. Test anxiety is a psychological condition in which a person feels distressed before, during, or after a test or exam to the point where stress causes poor performance. Anxiety during a test interferes with your ability to recall knowledge from memory as well as your ability to use higher-level thinking skills effectively. - Roughly 16–20% of students have high test anxiety. - Another 18% have moderately high test anxiety. - Test anxiety is the most common academic issue in grade school, high school, and college. Below are some effects of moderate anxiety: - Being distracted during a test - Having difficulty comprehending relatively simple instructions - Having trouble organizing or recalling relevant information - Crying - Illness - Eating disturbance - High blood pressure - Sleep disturbance - Cheating - Negative attitudes towards self, school, subjects Below are some effects of extreme test anxiety: - Overanxious disorder - Social phobia - Suicide Poor test performance is also a significant outcome of test anxiety. Test-anxious students tend to have lower study skills and lower test-taking skills, but research also suggests that high levels of emotional distress correlate with reduced academic performance overall. Students with test anxiety also have higher overall dropout rates. And test anxiety can negatively affect a student’s feelings about themselves and school. Why does test anxiety occur? It occurs because testing situations create a sense of threat for those who experience test anxiety. The sense of threat then disrupts the learner’s attention and memory. If you experience test anxiety, have hope! Experiencing test anxiety doesn’t mean that there’s something wrong with you or that you aren’t capable of performing well in school. The trick is to keep stress and anxiety at a level where it can help you do your best rather than get in your way. ACTIVITY: TESTING YOUR TEST ANXIETY \| T \| F \| I have a hard time starting to study for a test. \| \| T \| F \| When studying for an exam, I feel desperate or lost. \| \| T \| F \| When studying for an exam, I often feel bored and tired. \| \| T \| F \| I don’t sleep well the night before an exam. \| \| T \| F \| My appetite changes the day of the exam. (I’m not hungry and skip meals or I overeat—especially high-sugar items like candy or ice cream.) \| \| T \| F \| When taking an exam, I am often confused or suffer mental blocks. \| \| T \| F \| When taking an exam, I feel panicky and my palms get sweaty. \| \| T \| F \| I’m usually in a bad mood after taking an exam. \| \| T \| F \| I usually score lower on exams than on papers, assignments, and projects. \| \| T \| F \| After an exam, I can remember things I couldn’t recall during the exam. \| Strategies for Preventing and Controlling Test Anxiety There are steps you should take if you find that stress is getting in your way: - Be prepared. A primary cause of test anxiety is not knowing the material. If you take good notes and review them regularly, this stressor should be greatly reduced. You should be confident going into your exam (but not overconfident). - Practice! One of the best ways to prepare for an exam is to take practice tests. To overcome test-taking anxiety, practice test-taking in a test-like environment, like a study room in a library or create a quiet room in your home with no distractors. Practice staying calm, relaxed and confident. If you find yourself feeling overly anxious, stop and start again. - Avoid negative thoughts. Your own negative thoughts—“I’ll never pass this exam” or “I can’t figure this out, I must be really stupid!”—may move you into a spiraling stress cycle that in itself causes enough anxiety to block your best efforts. When you feel you are brewing a storm of negative thoughts, stop what you are doing and clear your mind. Don’t practice having anxiety! Allow yourself to daydream a little; visualize yourself in pleasant surroundings with good friends. Don’t go back to work until you feel the tension release. Sometimes it helps to take a deep breath and shout “STOP!” and then proceed with clearing your mind. Once your mind is clear, repeat a reasonable affirmation to yourself—“I know this stuff”—before continuing your work. - Visualize success. Picture what it will feel like to do well on the test. Translate that vision into specific, reasonable goals and work toward each individual goal. Take one step at a time and reward yourself for each goal you complete. - It’s all about you! Don’t waste your time comparing yourself to other students, especially during the exam. Keep focused on your own work and your own plan. Exams are not a race, so it doesn’t matter who turns in their paper first. Certainly, you have no idea how they did on their exam, so a thought like “Kristen is already done, she must have aced it, I wish I had her skills” is counterproductive and will only cause additional anxiety. - Have a plan and follow it. As soon as you know that an exam is coming, you can develop a plan for studying. As soon as you get your test, you should develop a plan for the test itself. Don’t wait to cram for an exam at the last minute; the pressure you put on yourself and the late-night will cause more anxiety, and you won’t learn or retain much. - Make sure you eat well and get a good night’s sleep before the exam. Hunger, poor eating habits, energy drinks, and lack of sleep all contribute to test anxiety. - Chill! You perform best when you are relaxed, so learn some relaxation exercises you can use during an exam. Before you begin your work, take a moment to listen to your body. Which muscles are tense? Move them slowly to relax them. Tense them and relax them. Exhale, then continue to exhale for a few more seconds until you feel that your lungs are empty. Inhale slowly through your nose and feel your ribcage expand as you do. This will help oxygenate your blood and reenergize your mind. - Come early and prepared. Come to the exam with everything you need like your pencils, erasers, calculator, etc. Arrive to class early so you aren’t worried about time. Try to avoid the pre-exam chatter of your classmates, as this may contribute to your anxiety. Instead, pick your favorite chair and focus on relaxing. - Put it in perspective. Take a minute to think about the three most important things in your life. They may be your family, your health, your friendships. Will you lose any of these important things as a result of the exam? An exam is not life or death and it needs to be put in perspective. Health and wellness cannot be overstated as factors in test anxiety. Studying and preparing for exams can be easier when you take care of your mental and physical health. The following are a few tips for better health, better focus, and better grades: - Try mini-meditation to reduce stress and improve focus. Breathe in deeply, count to five, and exhale slowly. Watch your lower abdomen expand and deflate. Repeat five times. - Get sleep! Although some students may stay up until 4 a.m. studying, it’s not a healthy habit and is usually counter-productive. Your mind is more efficient when you get enough quality sleep, so make sure to schedule enough time for rest. If you practice a good study schedule, there is no need for all-night cramming. Stick to your study plan, review for about an hour, and get a good night’s sleep. - Eat well. Have a healthy meal before your exam. Avoid energy drinks that will give you a temporary energy spurt, followed by a crash. Stay hydrated. - Don’t try to be perfect. You’ll alleviate a lot of anxiety by learning that just “doing your best” is something to be proud of—it doesn’t have to be perfect. - Reach out for help. If you feel you need assistance with your mental or physical health, talk to our school counselor. Optional: Watch the video from College Info Geek on Test Anxiety: How to Take On Your Exams Without Stress (http://bit.do/CollegeGeekTestAnxiety) Controlling Negative Self-talk You’ve learned how negative thoughts contribute to test anxiety and keep you from doing as well as you can. From the following list, select three negative thoughts that you have experienced (or write your own). Then fill in the second and third columns for each statement, as shown in the example. - I don’t know anything.…What’s the matter with me? - If I fail this test, I’ll flunk the course. - I should have studied more.…I’ll never make it through. - I just can’t think.…Why did I ever take this course? - I know everyone’s doing better than I am. - If I fail this test, my parent(s) (or husband/wife, boyfriend/girlfriend, teacher) will be mad. - I’m getting really tense again; my hands are shaking.…I can’t even hold the pen. - I can’t remember a thing.…This always happens to me.…I never do well on anything. \| My negative statement \| How rational is this thought? Do you have any evidence that it is true? \| Reasonable reinforcing or affirmation statements you can use to replace it. \| \|---\|---\|---\| \| Example: I’m drawing a blank.…I’ll never get the answer…I must really be stupid. \| I’ve missed questions on things that I studied and knew before. \| I studied this and know it. I’ll visualize where it’s written in my notes to help me trigger my memory. \| \| \|\| \| \|\| \| Attributions LICENSES AND ATTRIBUTIONS CC LICENSED CONTENT, ORIGINAL - Test Taking Strategies. Authored by: Heather Syrett. Provided by: Austin Community College. License: CC BY: Attribution (Shortened by Laura Spencer, Elite Academic Academy) - Photo by JESHOOTS.COM on Unsplash CC LICENSED CONTENT, SHARED PREVIOUSLY - College Success - Chapter 6, Preparing for and Taking Tests. Authored by: Anonymous. Located at: http://www.oercommons.org/courses/college-success/view. License: CC BY-SA: Attribution-ShareAlike - San Jacinto EDUC 1300. Provided by: San Jacinto College. Located at: https://courses.lumenlearning.com/sanjacinto-learningframework/. License: CC BY-SA: Attribution-ShareAlike ALL RIGHTS RESERVED CONTENT - Test Anxiety: How to Take On Your Exams Without Stress - College Info Geek. Authored by: Thomas Frank. Located at: https://www.youtube.com/watch?v=fHfHSq7PVDU. License: All Rights Reserved. License Terms: Standard YouTube	oercommons	2025-03-18T00:35:25.029411	01/01/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61101/overview", "title": "Anxiety and Stress Management", "author": "Laura Spencer" }
https://oercommons.org/courseware/lesson/61735/overview	DO NOT VIOLATE MY BOUNDRIES Overview The project was worked out on the eTwinning platform. It received 15 quality labels. Oral presentation of Good Practices was made at Sabancı University. Presented at the Reform Initiative Training Workshop. Shared at Bulgaria's Asevnovgrat International Education Conference. Bulgaria Asevnovgat ,October,2019 TRADITIONAL AND INNOVATION IN THE TEACHING PRACTICE DO NOT VIOLATE MY BOUNDRIES This study has been prepared on the evaluation of preschool and classroom teachers by preparing activities to teach students the right decisions, the ability to say “no” when necessary, and the teaching of personal limits. Preschool and primary school teachers applied the lesson plans prepared in their schools. A total of 315 students including 13 pre-school and 148 pre-school students and 167 primary school students participated in the study. In order to evaluate students' achievements, 10 questions were prepared as pre-school and primary school Plikers were used as tools. When the results of the evaluation are examined, it is seen that the right decision making skills increase, the awareness of saying “no” develops when necessary and they learn their personal limits. In the project, parents were given seminars on “Child Neglect and Abuse”. 521 parents were reached. At the end of the seminar, google survey was used. According to the results of the survey, it was concluded that the parents were informed about child neglect and abuse and supported the implementation of such projects. Teacher Lesson Plan Grade Level:Kindergarden Subject: Making the right decision Lesson Aim/Objective: To say which of the given situations is true and which is wrong/ To give an example of a situation where the right decision is made/ To give an example of a wrongly decided situation Materials: Toy teddy bear/ toy frog/ Toy big bear Cards that say yes and remember Common Core Standards: Social skills Motivation: Making the right decision is a behavior that should be gained in early childhood. It will be ensured that students will establish and maintain positive relationships with their activities through their social and emotional learning skills, which are carried out from a young age.(https://casel.org/) Instruction/Procedure: * The teacher enters the classroom with toys. "Now I'm going to tell you a story. Listen to this story well, I will ask you some questions at the end of the story." * ‘One day, the teddy bear’s friend, Tombish Frog, asked him to climb a tree to get some honey. But the teddy bear said no. Because his grandfather Tatlıkaşık warned him that there would be bees where there is honey. " When deciding on any subject, do we always decide alone? How to get support from others when making a decision? Teacher asks questions to the class. He/She gives an opportunity for every student to answer in the classroom. * 'Sometimes people also have friends like a chubby frog. Sometimes we can meet adults who want us to do things that can harm us. ' * Yes and no cards are distributed to the students. * The teacher says, "I will read you some cases, if you think it is right show yes card, I want you to show the no side of your card if you think it is wrong." * After each answer, learners will be asked to explain about their answer. Especially in cases where the answer is no, disclosure will be emphasized. yes phrases: * Help people with visual impairments * When there is something you do not like on the Internet, you should tell your family. * You shouldn't talk to people you don't know. * If necessary, you should seek help from your parents and your teacher. No phrases: * Your friend says you have to go to the toilet together * A family friend wants to take you somewhere unaware of your mother. * Someone you meet while playing games in the park wants to take you home. Answers from students are listened. The reasons for the no answers are discussed. If we do this behavior, we are asked what we can experience. * Cards that say yes and no are thrown on the floor in the classroom. Music is opened and they are asked to dance on the cards by jumping. * Music is stopped. Which student tells a situation to say yes if he is on the yes card. A student tells a situation in which he will say no if he is on the no card. Assessment Activity: * How many students showed a 'yes' card to yes questions? How many students showed a 'no' card to no questions. How many students said the sentence appropriate for the yes situation? How many students said the sentence suitable for the 'no' situation? Have the students changed and improved towards making the right decision in their educational status? Follow Up: Different stories are read. In this story, we ask how the heroes behave, how they make decisions, and what they experience at the end of these decisions. Students are taught by starting a story and students continue the story as desired (correct decision). Notes/Reflections/Reminders Some students may have different social skills than others, and may not be willing to participate in group work. In such cases, one-to-one studies can be conducted with these students. Sometimes students can also share some of their extraordinary situations. In this case, it may be necessary to seek support from a qualified person.	oercommons	2025-03-18T00:35:25.069537	01/19/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61735/overview", "title": "DO NOT VIOLATE MY BOUNDRIES", "author": "Şule Eşgi" }
https://oercommons.org/courseware/lesson/109545/overview	Introduction to Computers for Kids Overview This lesson plan provides a structured approach for students to get hands-on experience in creating both web pages and word documents, which are essential skills in the digital age. Introduction to Computers for Kids Create a basic web page using HTML and CSS. Create a professional-looking document using a word processor like Microsoft Word. Resources W3Schools (HTML and CSS Tutorial): A comprehensive online guide that provides a basic understanding of HTML (HyperText Markup Language) and CSS (Cascading Style Sheets) which are essential for web page creation. - Link: W3Schools HTML and CSS Tutorial - Go through the basic tutorials on HTML and CSS provided in the W3Schools link under resources. - Create a simple web page including a header, a paragraph of text, and an image. - Apply basic CSS styling to change the color of the header and the background color of the page. - Save the HTML file on your computer and submit it through the class submission platform. - Link: W3Schools HTML and CSS Tutorial Create a Word Document Microsoft Word Tutorial: This tutorial provides a step-by-step guide on how to utilize Microsoft Word for document creation, formatting, and editing. - Go through the Microsoft Word Tutorial linked in the resources above. - Create a one-page document on a topic of your choice. The document should include a title, at least two different heading levels, a list (bulleted or numbered), and a table. - Format the document to ensure it is neatly organized and visually appealing. - Save the document on your computer and submit it through the class submission platform.	oercommons	2025-03-18T00:35:25.084777	10/22/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109545/overview", "title": "Introduction to Computers for Kids", "author": "Quintin Pennells" }
https://oercommons.org/courseware/lesson/88159/overview	Solar System Graphic Overview "Solar System blank", licensed CC0 1.0, is adapted by Jennifer Afflerbaugh from By Beinahegut - https://commons.wikimedia.org/wiki/File:Solar-System.pdf, CC0, https://commons.wikimedia.org/w/index.php?curid=96362284 Solar System Labeled Solar system labeled	oercommons	2025-03-18T00:35:25.096925	11/19/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88159/overview", "title": "Solar System Graphic", "author": "Jennifer Afflerbaugh" }
https://oercommons.org/courseware/lesson/100253/overview	Darryl Edwards -Active Play: what role did it have in our evolutionary past and how vital is it[...] Dramatic Play- Fitness Center Dramatic Play- Grocery Store/Bakery Dramatic Play- Veterinarian Office Dream it, Build It, Launch It! https://www.oercommons.org/authoring/46583-dramatic-play-overview/1/view https://www.steampoweredfamily.com/genius-sensory-activities-for-kids/ https://youtu.be/fa-7SZo90YY Introduction to Curriculum for Early Childhood Education Introduction to Curriculum for Early Childhood Education Puppet Play Story Play What is cooperative play What’s for Dinner? Inquiry Project: Play as Learning Overview Play as Learning is important to incorporate into the daily lives of children of all ages. Included in this resource are ideas, definitions, and videos that educators can include for activities. Play is essential and needed for child development. Introduction Play as learning introduces the idea of incorporating play in the classroom to encourage excitement and engagement in learning. Although there are ten types of play, each type of play intertwines with another, and one type of play does not stand alone. Throughout this OER, we will discuss five of the ten types of play, what these types of play involve, the purpose of these types of play, and what they look like in the classroom across grade levels. You will see in our example activities how multiple types of play are involved in a single activity and how they enhance learning in the classroom. It is extremely important to understand that the resources, materials, and activities provided for play will change throughout the school year depending on your students' interests and development. Each of these play areas will target multiple objectives and will involve cross-curricular experiences. The 10 Essential Areas of A Play Based Classroom The purpose of this OER is to highlight the essential nature of incorporating play into a child’s everyday life. Not only should a child be playing at home, but play should be incorporated into the classroom. There are many types of play, and we have chosen to focus on Dramatic Play, Active Play, Sensory Play, Cooperative Play, and Constructive Play. As you explore the sections of this OER, you will learn how crucial play is for children’s development. While involved in play, children are challenged to meet the language, problem-solving, and social competencies of their peers. When play is interesting and important to children, they are eager to learn new vocabulary, new physical skills, and new social behaviors that will allow them to stay engaged in play. This is not only helpful in a classroom setting but vital to keep children engaged and excited about learning. "Introduction to Curriculum for Early Childhood Education" by Jennifer Paris, Kristin Beeve, and Clint Springer is licensed under CC BY 4.0 Resources "An Introduction to Play as Learning" by Hannah Edwards is in the Public Domain Janelle. (2022, January 19). The 10 essential areas of a play based classroom. My Teaching Cupboard. Retrieved February 4, 2023, from https://www.myteachingcupboard.com/blog/investigations/the-10-areas-of-a-play-based-classroom Dramatic Play Description The dramatic play center provides opportunities for students to collaborate, engage in learning, and build language skills through conversations. Children have the opportunity to role play real-life experiences by taking on many roles in imaginative play. "Dramatic Play- Grocery Store/Bakery" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagner is licensed under CC BY-NC-SA 4.0 Purpose - expression of feelings and emotions - creativity, imagination, abstract thinking - oral communication, vocabulary - cooperation, sharing, taking turns - fine motor development through role playing life skills (ex. buttoning, zipping) "Dramatic Play Overview" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagner is licensed under CC BY-NC-SA 4.0 How does it look across different grade levels? Pre-K/ Kindergarten- Veterinarian Office Students use their imagination to fill different spots to create a running vets office. The children have different opportunities to be what they want from a pet to a veterinarian. This allows children to role play and have their own imagination be acted upon. The students must think and act upon what is wrong with the animals, communicate with others, they can even figure out how much the visit will be, and if they animal needs to come back for another visit. "Dramatic Play- Veterinarian Office" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagner is licensed under CC BY-NC-SA 4.0 3rd- 6th Create a Show Let the kids create a show of any sort (musical, YouTube video, puppet show, etc.) over what is being taught in class. With the idea of letting the students’ thoughts and creativity be the light of the assignment it really lets their imagination run. Instead of giving the students a script and having them read it or act it out, they have full creative choice on script, parts, and how they portray the material that is being taught. Active Play Definition: Active play includes any type of activity that involves moderate to vigorous bursts of high energy. Purpose: - Active play is essential to the optimal physical development and overall health of young children. Physical activity embedded throughout the preschool day promotes children’s ability to attend to, learn, and regulate their emotional responses. Active physical play not only enhances the body’s physiological functions (i.e., physical fitness), it promotes optimal brain chemistry for self-regulation and enhances learning readiness. As such, it should be fully integrated into the regular preschool day. - Active physical play contributes markedly to enhancing children’s fundamental movement skills in three principal areas: balance, locomotion, and both gross and fine motor manipulation. "Introduction to Curriculum for Early Childhood Education" by Jennifer Paris, Kristin Beeve, and Clint Springer is licensed under CC BY 4.0 By incorporating Active Play in a classroom setting, it will enhance: - Gross motor skills while moving to music and performing exercises - Spacial awareness of others and the environment - Fine motor skills when handling equipment - Math skills with the counting of repetitions of each exercise, use of timers, or following steps for a movement - Writing opportunities to write names of exercises - Expression of artistic ability through drawing an exercise routine for others to follow - Print exposure to different sports names and movement/exercise tasks with labels - Reading opportunities with exposure to a variety of sports and exercise-related books in the center - Expression of feelings and emotions - Creativity, imagination, abstract thinking - Oral communication, vocabulary - Cooperation, sharing, taking turns "Dramatic Play- Fitness Center" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagner is licensed under CC BY-NC-SA 4.0 How does it look across grade levels: - Pre-K and Kindergartenen: Freeze Dance - This activity, similar to freeze tag, allows children to express their creativity in their dance moves while the music is playing. When the music stops, the children must control their bodies to freeze. This allows children to be aware of their movements and their surroundings while gaining confidence and building their gross motor skills. This is a good classroom activity when there is space for children to move freely without obstacles. - 3rd grade: Vocabulary Relay Race - In this activity, students will be split into groups. They will start at the end of one side of the classroom, then one person from each group will race to the other side of the room to complete their vocab word. On their way, the student must jump, avoid, and crawl to get to the other side. When they get to the other side, they will place the vocab word in the correct pile. The students will have four categories that their word could fall under, and they must acceratly sort the word. - Middle School: Minute to Win it - This activity will be like the popular game show, Minute to Win it. In the classroom, students will participate in active challenges that pertain to the subject they are learning that week or incentives for the work they are completing. For example, the students are doing a math lesson about square roots and squares. The students would work out the problems individually but then come together as a team to complete the challenges. They would get their score from accuracy on their math problems and time to complete the challenges. The children in the classroom would be up and moving, working as a team to continue to build muscle control and gross and fine motor skills. Video: I have attached a video from Darryl Edwards. He speaks about the importance of play in all ages and how it impacts social and emotional development, he talks about the history of play and how it is important for our future. Please reference the time between 15:30 to 18:55. This section of the video mentions how our play affects how we perceive our environment and how it affects our hormones. If you would like to watch the whole video, please feel free. "Darryl Edwards -Active Play: what role did it have in our evolutionary past and how vital is it[...]" by AncestryFoundation is licensed under CC BY 4.0 Sensory Play Sensory Play Definition: Sensory play is an activity or type of play that engages the child’s senses. It can stimulate the child’s touch, smell, taste, sound, sight. It also engages movement and balance within the play. Purpose: To encourage learning through exploration, curiosity, and problem solving. Sensory activitiy strengthens brain functions Keeping in mind the senses that help activate the brain: - Vision - Sight - Smell - Taste - Touch - Proprioceptive (sensations from muscles and joints) - Interoception (senses from internal organs) How does this look across grade levels in elementary? -Preschool : Shaving cream on tables, flour bins, oobleck, music, different smell activities Lower elementary: Sensory bins, playdough, slime, ninja movements (allows the students to move), musical chairs - Upper elementary: Slime volcanoes, Baking bread, Sunflower playdough, bath bombs, glow lava lamps For more activities check out this website: Brewer, S. (2022, June 20). Genius sensory activity ideas that explore all eight sensory systems. STEAM Powered Family. Retrieved February 7, 2023, from https://www.steampoweredfamily.com/genius-sensory-activities-for-kids/ Cooperative Play Definition: Cooperative play involves children interacting and playing together to reach a common goal. Children may take on different roles within their play in order to reach this goal. Purpose: Children learn cooperation, communication, and conflict resolution skills through cooperative play. This play allows children to negotiate and problem solve together in order to reach their common goal. Children build trust with each other while participating in cooperative play learning to value their strengths and contributions within their role. In addition children build empathy learning to make sure each person's role is fair to the game. Children have mastered cooperative play when they are able to collaborate with others assigning distinct roles and play effectively to reach their common goal. Pelly, J. (2020, April 23). What is cooperative play? definition, examples, and benefits. Healthline. Retrieved February 3, 2023, from https://www.healthline.com/health/childrens-health/cooperative-play#timing How does it look across grade levels: - Pre-K and Kindergarten: Puppet Play - Children will each choose a different puppet and play together from the point of view of their puppets. Children will be able to identify the feelings and needs of their puppet as they play and express their characters feelings and needs to others. Puppet play allows children to explore, express their feelings, ideas, and concerns with each other. "Puppet Play" by Fareeda Taha is licensed under CC BY 4.0 - 3rd Grade - 5th Grade: Story Play - Children will split into small groups after reading a story working together they will retell their story from beginning, middle, and end. For this activity children will divide roles and tasks among themselves. Using their communication and problem solving skills they would decide who is incharge of the script, costumes, and props. Then performing their play effectively so they’re audience remains engaged and has a clear understanding of their story. "Story Play" by Arts ESU2 is licensed under CC BY-NC-SA 4.0 Constructive Play Definition: Constructive play involves experimenting with objects to create or build things and learning concepts that were previously unknown with hands-on manipulations of materials. "Introduction to Curriculum for Early Childhood Education" by Jennifer Paris, Kristin Beeve, and Clint Springer is licensed under CC BY 4.0 Purpose: Constructive play allows children to show evidence of emerging education concepts such as social studies, physical science, mathematics, reading and writing, and drawing. This type of play also allows children to practice cooperation, planning, problem solving, and decision making skills. Additional skills children practice through constructive play: - gross and fine motor skills - special awareness of others and the environment - expression of artistic ability throuhg drawing and creating things - expression of feelings an emotions - creativity, imagination, abstract thinking - oral communication, vocabulary - sharing, taking turns How does it look across grade levels? Kindergarten: Construction Site - Students use basic building blocks to build their very own construction site. Students practice their writing and drawing skills by making a construction sign for their site, their math and science skills by figuring out how to make the blocks stack, as well as their gross and fine motor skills. "Construction Site" by Amy Toms is licensed under CC BY-NC-SA 4.0 4th-8th: Dream it, Build it, Launch it! - Students create a plan for a catapult, build a catapult, and test its ability to launch an object. This is an advanced idea of the constructive play seen in kindergarten’s construction site build using building blocks. Instead of stacking blocks, students are asked to build a catapult that can actually launch an object. Students practice writing, drawing, math, science, fine, and gross motor skills by writing/drawing a plan, measuring and configuring how to make the catapult stand and launch and object, and by using tools to put the catapult together. "Dream It, Build It, Launch It!" by Maj Hutchinson and Anna Shea is licensed under CC BY-NC 4.0 5th: What's for Dinner? - Students come up with a family meal to prepare and have a family member help them cook it. This allows students to experiment with mixtures by mixing different ingredients, practice math skills by measuring out ingredients, and practice writing skills by writing out the recipe. This is a unique way for students to use constructive play, because it looks different than the typical construction seen in constructive play. Instead of building something or creating an object, the student is creating a meal by putting all of the ingredients together in the same way they would put pieces together to build an object. "What's for Dinner?" by Pranjali Upadhyay and Renae Skar is licensed under CC BY 4.0 Conclusion Play as learning is vital for children. It is important we incorporate play into our lessons, into free time in the classroom, and allow students to explore what play means to them. We have learned that play: - Inspires imagination - Facilitates creativity - Fosters problem solving - Promotes the development of new skills - Builds confidence and higher levels of self-esteem - Allows free exploration of the environment - Fosters learning through hands-on and sensory exploration "Introduction to Curriculum for Early Childhood Education" by Jennifer Paris, Kristin Beeve, and Clint Springer is licensed under CC BY 4.0 There are many different types of play for children to explore. Each type of play is imperative to a child's development.	oercommons	2025-03-18T00:35:25.154570	Kayla Elmore	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100253/overview", "title": "Inquiry Project: Play as Learning", "author": "Delaney Grimes" }
https://oercommons.org/courseware/lesson/94452/overview	الكتب الطبية Overview يهدف الموقع إلى نشر الكتب الطبية ويحتوي على الكتب الطبية لكل مستويات كلية الطب الصفحة الرئيسية الكتب الطبية مرحبا بكـــــم في موقع الكتب الطبية إعداد/ غزلان سفيان إشراف د/ أنور الوحش المواضيع أسماء الكتب الطبية لكل مستويات الطب البشري في كلية الطب من نحن نحن طلبة قسم تكنولوجيا التعليم والمعلومات مستوى ثالث كلية التربية جامعة إب الموضوعات \| Level 1 \| \| Level 2 \| \| Level 3 \| \| Level 4 \| \| Level 5 \| \| Level 6 \| \| Level 7 \| Level 1 ♦ Level 1 ANATOMY Gray's atlas anatomy Netter atlas human anatomy Snell clinical anatomy Grant atlas anatomy Anatomy Dr. Sameh doss (Egyptian book) Anatomy Dr. IHAB Eddin (Egyptian book) PHYSIOLOGY Ganong's medical physiology Guyton Human physiology Essential medical physiology Physiology Kasr ayni (Egyptian book) Physiology Dr. Magdy sabry (Egyptian book) Physiology Dr. Nagi Eskander (Egyptian book) HISTOLOGY Junqeira's basic histology Atlas Histology Textbook of Histology Histology kasr Ayni (Egyptian book) Histology Dr. Zakaria (Egyptian book) BIOCHEMISTRY Textbook of Biochemstry Lippincott Illustrated biochemistry Oraby 1 biochemistry (Egyptian book) Biochemistry Dr. Mahmud (Egyptian book) ENGLISH English 101-102 Level 2 ANATOMY Gray's atlas anatomy Netter atlas human anatomy Snell clinical anatomy Grant atlas anatomy Anatomy Dr. Sameh doss (Egyptian book) Anatomy Dr. IHAB Eddin (Egyptian book) PHYSIOLOGY Kaplan USMLA physiology BRS human physiology Ganong's medical physiology Guyton Human physiology Essential medical physiology Physiology Kasr ayni (Egyptian book) Physiology Dr. Magdy sabry (Egyptian book) Physiology Dr. Nagi Eskander (Egyptian book) HISTOLOGY Junqeira's basic histology Atlas Histology Textbook of Histology Histology kasr Ayni (Egyptian book) Histology Dr. Zakaria (Egyptian book) BIOCHEMISTRY Textbook of Biochemstry Lippincott Illustrated biochemistry Oraby 2 biochemistry (Egyptian book) Biochemistry Dr. Mahmud Ettaweel (Egyptian book) EMBRYOLOGY Lang man embryology Embryology Dr. sameh doss (Egyptian book) Embryology Dr. Ihab Eddin (Egyptian book) Ethics Dr. lecturers Medical History Dr. lecturers Level 3 INTERNAL MEDICINE Davidson self-assessment in medicine Davidson essentials of medicine Danish internal medicine Internal medicine Dr. Ahmed Mawafi (Egyptian book) Internal medicine Kasr Ainy (Egyptian book) PATHOLOGY Rapid review pathology Rubin pathology Robbins and Cotran pathology basis Atlas gross pathology Pathology Kasr Ainy (Egyptian book) Pathology Dr. Sameh Doss (Egyptian book) MICROBIOLOGY Lippincott microbiology Microbiology and immunology Murray medical Microbiology Kaplan USMLE microbiology Clinical microbiology PARASITOLOGY Markell and Voges medical parasitology Paniker's parasitology Medical parasitology Essentials of medical parasitology Atlas of medical parasitology SURGERY Set up to surgery Schware's principles of surgery Kaplan USMLE Surgery Recall Surgery Dr. Ali haseeb books series (Egyptian book) Surgery Kasr ainy books series (Egyptian book) Matary surgery books series PHARMACHOLOGY Basic of clinical pharmacology Rapid review of pharmacology Lippincott pharmacology Pharma guide Dr. Dahshan (Egyptian book) Pharmacology Dr. Abdulmutaal (Egyptian book) Community medicine Dr. lecturers of epidemiology Level 4 INTERNAL MEDICINE Harrison's principles of internal medicine Kumar and Clark's clinical medicin Davidson self-assessment in medicine Davidson essentials of medicine Danish internal medicine Internal medicine Dr. Ahmed Mawafi (Egyptian book) internal medicine Kasr Ainy (Egyptian book) Dr. Shafay internal medicine (Egyptian book) SURGERY Baiy and love surgery SRB's manual of surgery Set up to surgery Schware's principles of surgery Kaplan USMLE Surgery Recall Surgery Dr. Ali haseeb (Egyptian book) Surgery Kasr ainy (Egyptian book) Matary surgery books series GYNAECOLOGY Essentials of gynecology Gynecology Dr. Faruk haseeb (Egyptian book) Gynecology Kasr ainy (Egyptian book) OBSTETRICS Essentials of obstetrics Obstetrics Dr. Faruk haseeb (Egyptian book) Obstetrics Kasr ainy (Egyptian book) PEDIATRICS Self-assessment of Pediatrics USMLE pediatrics Baby Nelson pediatrics Netter's pediatrics Hutchson's pediatrics Nelson essentials of pediatrics Nelson textbook of pediatrics Level 5 ENT Essentials of ENT ENT Musaed (Egyptian book) Ophthalmology Essentials of Ophthalmology Zagazeeg University Ophthalmology (Egyptian book) Radiology Radiology principles Radiology Dr. Ali haseeb (Egyptian book) Radiology Dr. M. Swaillem (Egyptian book) Dermatology Dermatology Dermatology-made-easy-eboook-front-age Dermatology Dr. M. Swaillem (Egyptian book) Dermatology Kasr Ayni (Egyptian book) Intensive Care Unit (ICU) Level 6 Osteology Level 7 Doctor Guide Emtyazology	oercommons	2025-03-18T00:35:25.183648	أماني علي المنصوب	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94452/overview", "title": "الكتب الطبية", "author": "Assessment" }
https://oercommons.org/courseware/lesson/91530/overview	Lesson plan - Reducing Social Barriers to Learning with Restorative Practices Restorative Practices Overview Two gamified lesson plans that teach students about restorative practices and their uses. Created by Erynn Ginther and Reid Contreras-Woelfle. Reducing Social Barriers to Learning with Restorative Practices This lesson will require staplers, scissors, glue sticks, paper, and post-it notes. Digital resources used: https://padlet.com/ginthere/2vkjkrxmgubx60n9 https://quizizz.com/admin/quiz/62285d2b121fd8001dbc1551 https://wordpress.oise.utoronto.ca/robertson/portfolio-item/chain-game/ https://docs.google.com/presentation/d/1HAqiZUc0--6l6ghFemrPTxXZQEPlpldTUUDGSJ3yT6I/edit?usp=sharing A lesson featuring gamified (according to Bartles Taxonomy) activities for a grade 6 classroom on reducing social barriers to learning using restorative practices. Objectives: Students will be able to identify social barriers to learning and explain restorative practicues to reduce their impact. Restorative Practices Promoting Social-Emotional Learning Resources used: https://docs.google.com/presentation/d/1u74Qmy6wtXHzZSaUX_AoOW0jFKfAxp6D6yC3fI0Iupo/edit?usp=sharing https://docs.google.com/forms/d/1jUwXrGwVEhN1ZUSrXadJNP4mnlL6BxxQK08vN_DPIzk/prefill https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml https://www.alberta.ca/k-to-12-instructional-supports.aspx A lesson plan for grade 6 featuring gamified activities (following Bartles Taxonomy) on restorative practices promoting social-emotional learning. Learning objectives: students will be able to identify and rank which conflict resolution strategies are most effective in given scenarios.	oercommons	2025-03-18T00:35:25.205173	04/01/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91530/overview", "title": "Restorative Practices", "author": "Erynn Ginther" }
https://oercommons.org/courseware/lesson/71330/overview	Cuentos Infantiles Overview LOS CUENTOS SON MUY IMPORTANTES PARA NUESTROS NIÑOS EN TODO LOS NIVELES. frida yadira paccori quispe Queridos estudiantes les cuento que ayer tuve un lindo día en familia ya que realizamos juegos para poder divertirnos y sentirnos bien , en este tiempo de ámdemia . Cuentos Infantiles CUENTOS CON LETRAS. UNA LETRA, UN CUENTO Cada cuento está dedicado a una de las letras del abecedario. La letra protagonista aparecerá en gran cantidad de palabras a lo largo del texto. Todos los cuentos narran fantásticas historias que atraerán a los niños y les harán disfrutar hasta no querer dejar de leer. Encontraréis cuentos de hadas y duendes, cuentos de animales, cuentos con rimas y muchas historias más. Con esta colección de cuentos con letras os garantizamos que vuestros hijos disfrutarán de la lectura y les será más fácil aprender las letras. Una preciosa colección de cuentos infantiles que homenajea a todas las letras de nuestro abecedario.	oercommons	2025-03-18T00:35:25.218314	08/18/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71330/overview", "title": "Cuentos Infantiles", "author": "Frida Yadira Paccori Quispe" }
https://oercommons.org/courseware/lesson/107960/overview	Education Standards 2. ACA: Homelessness-High School Lesson (doc) 3. Student Handout: Launch 4. Jared's Story (Video - MS/HS Version) 5. Jared's Story (Transcript - MS/HS Version) 6. Homeless Youth in Washington State (pptx) 7. Analysis Organizer 8. WA State Health Assessment: Homelessness 9. Office of Homeless Youth \| Washington Department of Commerce Animating Civic Action: High School Lesson - Homelessness Overview In this Animating Civic Action lesson, from the Washington Office of Superintendent of Public Instruction and Washington State Governor's Office of the Education Ombuds, students listen to the story of Jared, a student experiencing homelessness. Students are asked to examine what it means to be homeless, to identify how homelessness affects people and to and to consider ways they can act to take action against homeless n their school community. About Animating Civic Action Animating Civic Action lessons are created to support civic engagement K-12. These lessons introduce real stories of individuals in our Washington community who have experienced challenges to civic participation. These lessons incorporate multimedia approaches and provide opportunities to connect civic education with social-emotional learning. These lessons are standards aligned and grade level appropriate. Lesson Overview Enduring Understanding We build greater awareness of our biases, and the role language plays in those biases. Supporting Questions Students consider these questions - finding and using evidence to support the Enduring Understanding. - How can we identify biases we hold about homelessness? - How can we utilize language to create a clearer description and greater understanding of homeless youth? Learning Targets - Students will read and watch Jared’s story and reflect on the power of language, understanding that words used to describe people have powerful impacts. - Students will study and analyze the official definition of “homeless youth” and gather information from other texts in order to participate in a guided discussion to reflect on what they learned and begin to develop action steps to create a plan for how they will share their understanding with others. - Kids will draft a letter, PSA, Brochure, or other product to help their community develop a greater understanding of Homeless Youth. Student Launch Hooking students into the content of the inquiry. Distribute the Student Handout: Launch to students. - Guide students in answering the prompts on the handout individually and with partners. - There is no “correct” answer. Encourage the students to explain their thinking to each other, but this activity involves emotions, which can hold some risks as students may not want to share their answers with each other. Accept student responses however, they feel like responding (in pairs or with partners). Focused Inquiry A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. In this focused inquiry, students view the Homeless Youth Animation – Jared’s Story video to develop a greater understanding of the power of language, an understanding of others' lived experiences, and drive themselves to action. Compelling Question How can we use language and data to bring positive awareness to the issue of Homeless Youth? Standards - C4.9-10.3 Describe the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. - SSS3.9-12.2 Apply a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, school, or out-of-school civic context. Learning Goals - Students will read and watch Jared’s story and reflect on the power of language — understanding that words used to describe people have powerful impacts. - Students will study and analyze the official definition of “homeless youth” — gathering information from other texts in order to participate in a guided discussion to reflect on their learning and to plan action steps on sharing their understanding with others. - Kids will draft a letter, PSA, brochure, or other product to help their community develop a greater understanding of Homeless Youth. Staging the Question Put up a piece of large white paper, and divide it into two columns. - Begin by writing the word Homeless in the first column and have students list what words come to mind. - Next, write Homeless Youth in the second column and repeat the question. Have students examine and debrief on the words and the feelings and their takeaways. Which words have a positive connotation and which words have a negative connotation? How does our understanding of the homeless youth situation influence the words we generated? Supporting Question 1 What do we understand about homeless youth through the language people use? Formative Performance Task 1 Students will watch a video animation of Jared’s story and identify language used by others to describe homeless people vs the descriptive language used by the homeless themselves. The students will create a t-chart to record their observations and then reflect on the supporting question to debrief. Notes to teacher: - Ask students to take out a piece of paper and draw a t-chart. The left column will be “positive” words found in the video and the right column will be “negative” words found in the video. Play the video at least one time and ask students to record their findings. Students should turn and talk when the video is done to compare words found in their columns. - Students will then debrief their findings and the teacher will record those on a Master T-Chart which will remain visible for the remainder of the lesson. - Note: teachers can make the transcript available to students as well; turn on the closed captioning to aid comprehension of Jared’s story. - Debrief the supporting question as a class. Formative Performance Task 2 Students will study and analyze the official definition of “homeless youth” and learn about other factors affecting homeless youth in Washington State. Students will reflect on the state of homeless youth in Washington and quickly research resources for homeless youth in their area. Notes to teacher: - Display (or assign on your district LMS) the Homeless Youth in Washington State slideshow and guide students through the first four slides of content (intro slide, definition slide, homeless statistics slide, youth shelters slide). - Ask students to generate at least two questions they have about homeless youth. These questions might center around definitions, statistics, causes, support, etc. - Direct students to slide 5, where they will perform a brief search to find information on homeless youth, shelters, or other services in their area. District McKinney-Vento liaisons may be helpful to curate information ahead of time for your students. Debrief as a class: what did you find? What surprised you? What are you still wondering? - Ask students to go back to their t-charts and revisit the language they detected in his story. How does the official definition help us understand Jared’s situation? - Show students the sentence frame, “I used to think…and now I know….” Ask students to use the sentence frame and independently create their frame. - Display the sentence frames and do a gallery walk (or a different way of sharing out) to share their learning. Formative Performance Task 3 Students will read two documents to build knowledge about homelessness in Washington State and more specifically youth homelessness in Washington State (Washington State Health Assessment, Office of Homeless Youth, and KUOW article). Notes to teacher: - As students read, they should take notes on the Analysis Organizer. - Note: the Washington State Health Assessment is from 2018; check the Washington State Department of Health website to see if an updated report is available. Featured Source(s) and Resources - Homeless Youth - Jared’s story: transcript and animation \| Washington Office of Superintendent of Public Instruction (OSPI) - Slideshow: Homeless Youth in Washington State: What is the state of homeless youth in Washington? \| Leslie Heffernan - Washington State Health Assessment: Homelessness and Inadequate Housing \| Washington State Department of Health - Office of Homeless Youth \| Washington Department of Commerce - Article: Child homelessness has doubled in Washington state in the last decade \| Kate Walters KUOW News and Information - Analysis Organizer \| OSPI - McKinney-Vento Act (Homeless Children and Youth Assistance) \| OSPI Argument After students analyze various sources to answer the supporting question and discuss their thinking with the class, they will write a brief response to the compelling question, How can we use language and data to bring positive awareness to the issue of Homeless Youth? Responses should include a claim, evidence, and reasoning and cite specific information from sources, including a connection to a key idea. Taking Informed Action Students will draft a letter, PSA, brochure, or other product to help their community develop a greater understanding of homeless youth. Notes to teacher: - Ask students to review their work and watch the video once again. Debrief as a class: what powerful words and data can be used to communicate the situation of homeless youth in Washington State? - Ask students to brainstorm effective methods of communicating their findings to others. Examples could be a PSA, brochure, letter-writing campaign, poster, or other product to promote an understanding of this issue that faces so many kids in our communities. - Students should utilize the information they’ve learned in the previous lessons, including the use of language when we discuss homelessness, the definition of homeless youth, and an action plan for sharing the information they’ve learned. Attribution and License Attribution This lesson for Animating Civic Action lesson was developed by Leslie Heffernan, Central Valley School District, Washington. Jared’s Story animation developed by Peter Rand, Good Point Creative for the Washington Office of Superintendent of Public Instruction. Animating Civic Action lessons support civic engagement K–12. These lessons introduce real stories of individuals in our Washington community who have experienced challenges to civic participation. The Animating Civic Action Project was conceived and developed by: - Danielle Eidenberg, Senior Education Ombuds, Governor’s Office of the Education Ombuds - Zac Murphy, Director of Multimedia and Information Strategy, Communications and Digital Media, Office of Superintendent of Public Instruction (OSPI) - Jerry Price, Associate Director, Social Studies Content, OSPI Support for the Animating Civic Action project was provided by: - Content media creation, filming, and editing: Zac Murphy, Director of Multimedia and Information Strategy, Communications and Digital Media, OSPI - Media editing: Stephanie Rexus Video Media Strategist, Communication and Digital Media. OSPI - Lesson formatting and publishing: Barbara Soots, Open Educational Resources and Instructional Materials Program Manager, OSPI We express our sincere gratitude to all the story contributors to the Animating Civic Action effort. Without their support and willingness to share their experiences, this resource would not be possible. Animating Civics Action is a partnership between the Washington Office of Superintendent of Public Instruction and the Washington State Governor's Office of the Education Ombuds. License Except where otherwise noted, this Animating Civic Action Lesson, copyright Washington Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License Jared's Story video, copyright Washington Office of Superintendent of Public Instruction, is availble under a Creative Commons Attribution-NonCommercial-NoDerivatives License All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI.	oercommons	2025-03-18T00:35:25.286901	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107960/overview", "title": "Animating Civic Action: High School Lesson - Homelessness", "author": "Lesson" }
https://oercommons.org/courseware/lesson/107883/overview	Quantization and Deformation Overview These are notes of a 7-day course I gave at the QED-Verein club in Germany 2021. The participants were a wild mix of bachelor and master students in Math/Phys/CS, so I started from the basics and specialized rapidly. My promise was to cover different kinds of quantization and explain their relation to deformations. I kept the promise, finishing with Kontsevich's theorem on deformation quantization. The lecture notes can be found in the attached PDF file.	oercommons	2025-03-18T00:35:25.303865	08/21/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107883/overview", "title": "Quantization and Deformation", "author": "Jasper van de Kreeke" }
https://oercommons.org/courseware/lesson/107937/overview	Where is the Soybean? Overview A brief lesson on the power of the soybean and some different uses that come from soybeans. Where is the Soybean? Where is the soybean? Grade Level 6-8 Purpose Students investigate the collaborative work of an agricultural scientist and engineer who found new uses for soybeans and discuss careers in science and engineering, biobased products, and the use of renewable resources. Explore items that are made from soybeans that we use in our everyday lives. Estimated Time 45 minutes - Could be expanded into two 45 minute class periods with the explore options. Materials Needed Engage: 10-15 items from home or classroom (tools, kitchen utensils, school supplies, toys, etc.) Activity: Background Information handout Newspaper - 4”x4” (10 cm x 10 cm) piece for each student or team Plastic cups Silken tofu Stir stick Microwave Oven Vocabulary bio-based : material or product derived from biological or renewable resources coagulate: to change to a solid or semi-solid state protein: an essential nutrient responsible for building tissue, cells, and muscle tofu: coagulated soy protein made form soy milk Did You Know? One acre of soybeans can produce 82,368 crayons.2 The United States grows half of all the soybeans grown in the world.2 Soybean products include: soy meal, soy flour, soy milk, tofu, soy sauce, infant formula, biodiesel fuel, and animal feed.3 Background Agricultural Connections This lesson and activity allows students to create a biobased product. The term biobased can be defined as a material or product derived from biological or renewable resources. For an introductory lesson on the difference between renewable and non-renewable resources, see Activity 2 in the lesson, Corn An A-maizing Plant: Food, Fuel, and Plastic. There are many items in our every day lives that are made from either renewable or non-renewable resources. Glass, various metals, plastics, and fuel are a few examples. Glass and metal are made from elements and minerals found naturally in the earth, however these are non-renewable resources due to the limitations we have in mining them from the earth's surface. Common plastics are made from petroleum, a fossil fuel which is also a non-renewable resource. Science and technology has led to the development of various types of plastics and fuel which are renewable. Biodiesel made from vegetable oils, ethanol made from corn, and bioplastics are a few examples. Plastic is used to make countless items used in our everyday life. Plastic, made from soybeans, is even used in some car parts. These car parts are an example of a biobased product. George Washington Carver was a scientist who was born to slave parents in Missouri during the Civil War. He worked as a farmhand in Kansas where he earned a high school education in his late 20s. Carver was the first black student to attend Iowa State Agricultural College where he earned a bachelor’s and master’s degree. He left Iowa and became an influential scientist at the Tuskegee Institute in Alabama. By convincing farmers in the South to plant peanuts as an alternative to cotton, Carver helped revitalize the area’s agriculture and became one of the most respected and influential scientists in the country. Carver is also known for his efforts in discovering that soybeans were a valuable source of protein and oil. Like Carver, Henry Ford had an interest in soil science and the potential of alternative crops like peanuts and soybeans to produce plastics, paint, fuel, and other products. In 1942 Ford showcased a car with a lightweight plastic body made from soybeans. His motivation to build this car came from a shortage of metal, his belief that the plastic panels would make it safer than a steel car in an accident, and a desire to combine the fruits of industry and agriculture.1 Ford and Carver corresponded via letter in the early 1930s and developed a deep respect for each other that led to collaborative efforts in scientific and technological advancement for the agriculture and automobile industries. In this lesson, students will heat the soybean protein found in tofu. This heating process causes the protein in the tofu to coagulate and change from a solid to a semi-solid. Students can analyze the product and develop ideas for how it could be used. See Less... Engage Collect 10-15 items from around your home or classroom. Examples: tools (jammer, screwdriver, pliers, etc.) kitchen utensils (fork, spoon, cup, spatula, pizza cutter, etc.), school supplies (pencil, ruler, scissors, eraser, etc.), toys (stuffed animals, cars, etc.) Display the items to the students and ask them to brainstorm ideas for things they could make from the items you have collected. Could they make a musical instrument, trap for insects/pests, a shelter, something they can spin, etc? Praise the students for their creative thinking. Inform the students that scientists and engineers must be creative. They are constantly thinking of new ways to improve the things that we need to survive or make our life easier. Many times they try to develop uses for products that are renewable resources – like plants. (If needed, explain the difference between renewable and non-renewable resources) Ask students to list as many uses as they can think of for plants. Make a list on the board. When the list is complete, add "to make plastic" to the list. Ask your students if they knew that plastic can be made from plants. Inform your students that they will be learning about how science has been used to make farm products (like soybeans) more useful. Explore and Explain Introduce soybeans to your class. Depending on their background knowledge, provide one of the following resources for your class to help them learn about soybeans, what they are used for, and where they are typically grown. Soybean Ag Mag: "Ag Mags" are magazines designed for kids. Soybean Reader: This 4-page reader contains information about soybeans. It can be printed and used for group or individual reading time. Visit the Interactive Map Project website and view the Soybean Map. Identify the top soybean producing states. Then, find your state and see how many soybeans are grown there each year. (Note: Some states do not produce soybeans.) Share with students, or have them research, the source of many plastics that we use. Many are created from petroleum products that are not renewable. Read the Background Information handout. Students can read on their own, as a small group, or as a class. Ask students the following reading comprehension questions: How did George Washington Carver and Henry Ford work together to make car parts using soybeans? How were these two men and their team of scientists creative? How are scientists and engineers still working together to invent new products that use living things (biobased products)? Inform students that you are going to show them how to make a form of plastic from tofu. Tofu is made by coagulating soy milk and pressing the curds into blocks. Model the following steps to create a bio-based product. Tear a 4”x 4” piece of newspaper into small pieces (preferably smaller than a dime) and place in a plastic cup. Add water until the newspaper is soaked. Stir the mixture so a slurry forms. Add 2 tablespoons of silken tofu to the slurry and mix until a consistent mass is formed. Add more tofu if needed for consistency. Remove mass from cup and squeeze out extra water. Shape into a ball. Place in microwave oven and cook on high for 10 minutes. Check to see if the ball is hard. If not continue cooking and checking in increments of 3 minutes. Remove ball from cup and cool. Allow students to follow the procedure for creating their own biobased product. Answer questions and assist where needed. Allow students to examine their biobased product. Ask the students: How could this product be used? How does the product you made compare to how George Washington Carver and Henry Ford used biobased products in the automobile industry? Elaborate View the video Farm to Car to explore the ways in which Ford Motor Company is continuing Henry Ford's legacy by using plant-based plastics in their products. Visit the Interactive Map website and view the Soybean map. Discover what states produce the most soybeans. Does your state produce soybeans? Investigate and research engineering careers related to the agricultural and automotive industries. Invite a local soybean producer to visit your classroom and share information about growing and raising crops for food and other uses. Create a poster that shows all the parts and materials that can be produced from Soybeans. Read Issue 5 of Ag Today titled Agriculture in Society. This reader can be printed or accessed digitally. Students will learn the term sustainability and what that means to farmers who need to produce 60% more food with the same amount of land in order to feed a growing world population. Learn what byproducts are and how they are used, how food packaging has decreased waste, and how farmers use technology such as various tools, robots, and hand-held devices to improve their efficiency. Evaluate After conducting these activities, review and summarize the following key concepts: Science is used to make farming more versatile and able to meet our needs. Science is used in the development of a method for making plastic out of soybeans. Renewable resources are valuable in preserving our natural resources for the future. Soybeans are an example of a renewable resource. Farmers grow soybeans which can be used to make plastic instead of using petroleum, which is a non-renewable resource. Sources http://farmflavor.com/soybean-fun-facts/ http://ncsoy.org/media-resources/uses-of-soybeans/	oercommons	2025-03-18T00:35:25.330250	Heath Ahrens	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107937/overview", "title": "Where is the Soybean?", "author": "Lesson" }
https://oercommons.org/courseware/lesson/99903/overview	Break Down Barriers Overview In this lesson, students will identify similarities and differences between themselves and a partner to help break down barriers. Students will explore the power of accepting others and connect what they learn to create an acceptance campaign. Lesson Overview Please adapt the lesson activity to fit your students' abilities and interests. Introduction In this lesson, students will identify similarities and differences between themselves and a partner to help break down barriers. Students will explore the power of accepting others and connect what they learn to create an acceptance campaign. Video Clip Acceptance from The Best We’ve Got: The Carl Erskine Story (3:40) Grades 9 – 12 Themes - Acceptance - Inclusion - Belonging Objectives During this lesson, students will: - Compare and contrast the differences and similarities of others to oneself to remove barriers. - Create a presentation that promotes acceptance by celebrating student similarities and differences. Essential Questioning Students should be able to answer these questions by the end of this lesson: - What does it mean to accept others? - How does learning about a person help you accept them? - How can you encourage your peers to accept others? Indiana Academic Standards INSS.SOCIOLOGY – COLLECTIVE BEHAVIOR AND SOCIAL CHANGE 8.2 - Examine various social influences that can lead to immediate and long-term changes. INSS.EMPLOYABILITY SKILLS – SOCIAL AND EMOTIONAL SKILLS 11-12.SE.17 CONNECTION - Demonstrate the ability to network with others through social awareness and cultural sensitivity. INSS.EMPLOYABILITY SKILLS – SOCIAL AND EMOTIONAL SKILLS 11-12.SE.4 - Feel empowered to advocate on behalf of themselves and others. Download the attached PDF document for complete lesson materials. Download the attached Word version for fully accessible document. (Coming Soon)	oercommons	2025-03-18T00:35:25.358937	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99903/overview", "title": "Break Down Barriers", "author": "Sociology" }
https://oercommons.org/courseware/lesson/94825/overview	The Amoeba Sisters explain DNA and Structure and Function How to Read DNA Overview In this assignment, the students will finish up with a basic understanding of DNA. They should know which DNA molecules mathch up in a sequence. The bones of DNA Deoxyribosnucleic acds or more commonly know are DNA is a self replicating material that is present in nearly all living organisms as the main constituent of chromosomes. It is the carrier of genetic information. DNA is the fundamental and distinictive charactristics or qualities of someone or something, especially when regarded as unchangeable. In DNA there molecules called Adenine, Cytosine, Guanine, and Thymine. A and T's will match up and C and G's will match up. An easy way to remember this is to know that Apples are on Trees and Cars park in Garages. Todays virtual task is to play the game and send a screenshot of the finished screen and watch the video of the amoeba sisters. After watching the video type a paragraph explaining new things you learned about DNA.	oercommons	2025-03-18T00:35:25.376093	07/01/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94825/overview", "title": "How to Read DNA", "author": "Montanna Patzack" }
https://oercommons.org/courseware/lesson/88218/overview	Current Events/ Media Analysis Presentation Rubric Analyzing and Evaluating Media Lesson Overview The goal for this unit is to have students analyze a variety of sources on a current events subject of their interest, identify the different perspectives, and defend their own position. This is one lesson from a larger unit on Evaluating Media. This unit will also cover identifying credible sources, analyzing fake news and the role of propaganda, identifying the different ways news is communicated in different communities. This unit will take place in the beginning of the school year to help instill evaluative and critical thinking research skills as we discuss and explore our big ideas throughout the school year. The end goal is to have students create a digital resource for their topic that we can share out as an educational tool for others. We’ll be creating a padlet that links to all of their presentations (students will have their choice in medium, as long as it is digital) that we will share with our school community and ideally can connect and share with other schools and students. There is also a possibility of using PenPalSchools to share out final resources, but that would depend on getting approval from the district to utilize that website. Analyzing and Evaluating Media Lesson Lesson Plan: - Introduction- Students will be given a list of different news outlets to visit and skim through their headlines. Students will have 10 minutes to explore and write down any topic/ headline that stood out to them or that they are interested in learning about. As a class we will share these topics and curate a list of topics for students to research. Each topic will have a digital folder where students can add resources and relevant information once we begin the research portion of this unit. This will allow students to share resources and collaborate while pursuing their own research. - Research- Once students have selected a topic they will begin to research and find credible news sources related to their topic. Students will need to find 3 credible sources for their topic from different outlets. These sources can be newspaper articles, podcasts, documentaries, websites, etc. For each source students will be required to evaluate the credibility of the source, summarize the source, and generate three questions they have for the creator of the source. - Presentation Creation- After students have completed their research, they will need to create a digital presentation (medium of choice) about their topic. Their presentation must include: - Overview about topic - Opposing viewpoints and arguments about the topic - Student position about the topic - Unanswered questions about the topic - Work cited The presentation can be an infograph, video, podcast, digital presentation, mindomo map, etc., total student choice. - Communal Collaboration- Once the presentations are completed they will be shared on a Padlet. Students will need to go on to the Padlet and leave comments on at least 2 other students’ presentations. These comments must include one question about the topic and at least one connection. - Write their own news article- Have students pick a topic from something at school: sports, band, a class, ect. and write a one page article with accurate facts and details. They will then upload this to Padlet for the rest of the class to read.	oercommons	2025-03-18T00:35:25.396771	Grace Smith	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88218/overview", "title": "Analyzing and Evaluating Media Lesson", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/107936/overview	Fueling your Future Overview A lesson learning about how soybeans and fuel can have an impact on your future and possible careers. Fueling your Future Grade Level 7-9 grade Purpose Students will recognize the importance of fuel energy and the fact that agriculture can produce biofuel; students will identify career opportunities in the biofuel industry. Estimated Time Two 45-minute sessions Materials Needed Biofuel slide deck Fueling Up for a Career activity sheet Nichols Repair Tour - Optional Vocabulary biodiesel: a fuel made from vegetable oils or animal fats biofuel: a fuel derived directly from living matter ethanol: a fuel produced by fermentation of products high in starch, such as corn fossil fuel: a natural fuel such as coal or petroleum formed in the geological past from the remains of living organisms nonrenewable resource: limited natural resource that cannot be replaced or reproduced within a generation and cannot be managed for renewal; examples include oil, soil, mineral resources (lead, iron, cobalt, zinc, etc.) renewable resource: natural resource that can be replaced naturally or by human efforts at a sustainable rate; examples include forests, fish, wildlife, plants, animals Did You Know? The Model T Ford was the first vehicle designed to run on biofuel (ethanol).1 Most diesel and gasoline in Europe and North America is mixed with a percentage of biofuel.1 Brazil and the United States together produce 87% of the ethanol in the world.1 Background Agricultural Connections This lesson will help students recognize the use and need for fuel energy. Students will explore sources of fuel, how agriculture can produce a renewable form of fuel, and careers in the biofuel industry. Driving a car, riding a bus, heating or cooling a building, and eating food are all daily activities that require fuel in various forms. Fossil fuels are formed naturally in the ground from the remains of living organisms. Examples include coal, natural gas, and petroleum. These forms of fuel are considered non-renewable resources due to the length of time needed for them to form relative to the speed with which we use them. Fossil fuels take thousands of years to form. Biofuels are formed from living organisms such as plants and animal waste. Examples include ethanol (most commonly made from corn) and biodiesel (most commonly made from soybeans.) Biofuels are a product of agriculture and are considered a renewable resource because they can be produced repeatedly, year after year. Ethanol is a form of biofuel. It can be made by fermenting sources of starch such as corn, wheat, grain sorghum, barley, potatoes, and sugar crops. Corn is the most common ethanol source due to its abundance in the United States. Biodiesel is a form of biofuel most commonly made from soybean oil in the United States, although it can also be made from recycled cooking oil and animal fats. See Less... Engage Inform students that you are going to give them a series of clues to identify what they will be learning about today. Using slide 1 of the Biofuel PowerPoint slides, give students the following clues: Its price affects many parts of the economy. It provides power to electricity plants. Some types of it are pumped from the ground. Other types are produced from agricultural crops. It is used to heat homes. It is required to transport food, clothing, and other necessities to consumers. Once students identify fuel with the clues given above, ask, "What daily activities require fuel?" (slide 2). Discuss the use of fuel in private and public transportation, heating/cooling homes and businesses, and producing food. Ask students, "How is fuel used in the process of getting food from the farm to the consumer?" Help students recognize that farmers use fuel to power tractors and machinery; power is used at processing plants where food is prepared for the consumer; and fuel is used to transport the food from the farm to the processing plant to the end consumer. Using PowerPoint slides 3-8, continue introducing students to biofuel by helping them understand the difference between fossil fuels and biofuels and between renewable and non-renewable resources. Ask students, "Would you guess that our need for renewable fuels will increase or decrease in the coming years?" Allow students time to share their prediction and potential reasons why. As students share, ask what kind of jobs could be found in the biofuel industry. Explore and Explain Biofuel Career Web Print one copy of the Biofuel Career Web Labels. Cut out each circle, and keep the circles together in categories: All jobs associated with the farm are blue All jobs associated with the processing plant are orange All jobs associated with the blending facility are green Begin your class activity by identifying the three primary locations of biofuel production. Use tape or a magnet to place the three location labels on the board as shown below. Biofuel production begins on a farm where corn and soybeans are grown. Next, the corn or soybeans are processed into ethanol or biodiesel. Last, the ethanol is mixed with gasoline in a blending facility where it is prepared to sell at gas stations. Help students see the variety of jobs required for successful and efficient production of biofuel by adding each of the career circles to the board and creating a career web. For example, “A Farmer grows corn or soybeans. A Salesman from a seed company will help the farmer choose the best variety of plant to grow. Farms require lots of machinery. A Mechanic maintains the tractors and equipment….” Continue until each career is included in the web. Optional Video Clips: The following video clips were created in Minnesota. However, they illustrate the process of making ethanol and biodiesel very well. They also introduce many careers that are associated with the biofuel industry. Stop the video and discuss the careers after each is introduced. Allow students to fill out their Fueling up for a Career activity sheet. Biofuels as Renewable Energy: Ethanol From Corn Tour of an ethanol processing plant, illustrating the step-by-step process of converting starch from corn into liquid ethanol that is used in gasoline. (11 min) Biofuels as Renewable Energy: Biodiesel from Soybeans Tour of a biodiesel processing plant. (19 min) Nichols repair tour (optional) - Nichols repair or another local mechanic shop that works on diesel engines. They will give a quick guided tour of the shop and then discuss the components that biodiesel would be used in their type of operation. This gives the students a great opportunity to explore local impact of biodiesel as well as seeing the benefits from a first hand experience. Evaluate Use this Biofuel Facts Kahoot Quiz to review students’ understanding of biofuel vocabulary. (If the link doesn’t work because you haven’t signed in, search for Biofuel Facts by Darren Atkinson in the Public Kahoots section.) After conducting these activities, review and summarize the following key concepts: Agriculture provides the materials needed to cover our basic needs for food, clothing, and shelter, as well as additional needs like fuel for transportation. There are a variety of agricultural careers available in the biofuel industry. Sources http://www.softschools.com/facts/energy/biofuel_facts/2745/	oercommons	2025-03-18T00:35:25.421354	08/23/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107936/overview", "title": "Fueling your Future", "author": "Heath Ahrens" }
https://oercommons.org/courseware/lesson/98098/overview	Planets and Non-Planetary Bodies Overview A video detailing different objects in our solar system and how to differentiate between them. Planets and Non-Planets A video detailing different objects in our solar system and how to differentiate between them.	oercommons	2025-03-18T00:35:25.437142	10/20/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98098/overview", "title": "Planets and Non-Planetary Bodies", "author": "Kailee Amburgey" }
https://oercommons.org/courseware/lesson/94165/overview	Checker Stacks Overview ACTIVITY OBJECTIVE: making new friends Relationship Skills ACTIVITY OBJECTIVE: making new friends ACTIVITY DESCRIPTION: Some kids have difficulty maintaining a conversation with peers. This game requires kids to take turns and stay on topic. To play this two-player game, you need only a set of stackable tokens — like checkers or poker chips — and an adult or peer group to help judge the relevance of each child’s contributions. The game begins when Player One sets down a token and says something to initiate a conversation. Next, Player Two responds with an appropriate utterance and places another checker on top of the first one. The children keep taking turns to advance the conversation. How long can they sustain it? How tall can their stack become? When a player says something irrelevant or off-topic, the conversational flow is broken and the game is over. Page Break ACTIVITY MATERIALS a good number that maintains a conversation \| checkers \|	oercommons	2025-03-18T00:35:25.450417	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94165/overview", "title": "Checker Stacks", "author": "Special Education" }
https://oercommons.org/courseware/lesson/98541/overview	Reading Comprehension Padlet Overview This padlet could be used for collaboration among students or even as an informal assessment. It is geared more towards primary grades but can be edited with different questions for upper elementary and even middle/high school. Reading for All Grades This padlet is easily editable for older grades, but easily accessible and easy to use for younger grades. It could be used as collaboration for students, but could also be edited to use as more of an assessment tool.	oercommons	2025-03-18T00:35:25.466629	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98541/overview", "title": "Reading Comprehension Padlet", "author": "Assessment" }
https://oercommons.org/courseware/lesson/107521/overview	Financial Education and Special Populations Part 2 Financial Education and Special Populations Part 3 Financial Education and Special Populations Part 4 Financial Education and Special Populations Part 5 Financial Education and Special Populations Overview Discover strategies to empower migrant, dual-language, Native, and other underserved youth populations with financial confidence and capability! This training focuses on providing equitable access to financial education, with a whole-student, asset-based approach rooted in social emotional learning. Educators will receive culturally relevant and equitably translated resources, as well as suggestions to engage with families and communities within financially vulnerable populations. Financial Education and Special Populations Part 1 Financial Education and Special Populations Part 2 Financial Education and Special Populations Part 3 Financial Education and Special Populations Part 4 Financial Education and Special Populations Part 5 Attribution and License Attribution - Financial Education and Special Populations Part 1 Video \| YouTube - Financial Education and Special Populations Part 2 Video \| YouTube - Financial Education and Special Populations Part 3 Video \| YouTube - Financial Education and Special Populations Part 4 Video \| YouTube - Financial Education and Special Populations Part 5 Video \| YouTube Logos from each of the organizations listed above are used under fair use. Permitted use of resources from each of the sites above is outlined in their respective sections. License Except where otherwise noted, this presentation by the Financial Education Public Private Partnership is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by FEPPP.	oercommons	2025-03-18T00:35:25.492455	Special Education	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107521/overview", "title": "Financial Education and Special Populations", "author": "Finance" }
https://oercommons.org/courseware/lesson/110081/overview	Education Standards My Future Occupational Outlook Handbook Health Science Careers Overview This is an assignment in which a student research a Health Science career. Find your Health Science Career Project Health Science Career Exploration Project Purpose – There are many types of careers in the health care field. The purpose of this assignment is for you to research the health care career in which you have the most interest. Instructions – Choose a health career that you would like to enter. Research the career of your choice by reading about it using a variety of references. Use a minimum of 3 references. Please include the following information: Name of career, type of work done in this career, personal qualities and abilities needed for success in this career, educational requirements, places in South Carolina to receive education, licensure, certification or registration requirements, working conditions, possible places of employment, advancement opportunities, wages and benefits, job outlook for the future, and name and address of group or organization from which additional information about the career can be obtained. This information will be used to create a visual presentation. Career Resources Below you will find several resources for the career project. Rubric Health Science 1 Career Exploration Project Rubric ______ Type of work done in this career (10pts) ______ Personal qualities and abilities needed in this career (10pts) ______ Educational requirements (10pts) ______ Places in South Carolina to receive education (10pts) ______ Licensure, certification or registration requirements (10pts) ______ Working conditions (5pts) ______ Possible places of employment (5pts) ______ Advancement opportunities (5pts) ______ Wages and benefits (5pts) ______ Job outlook for the future (5pts) ______ Name and address of group or organization from which additional information about the career can be obtained (5pts) ______ Create a brochure, google slides or PowerPoint (20pts)	oercommons	2025-03-18T00:35:25.520401	11/11/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110081/overview", "title": "Health Science Careers", "author": "Janet Ayers" }
https://oercommons.org/courseware/lesson/112324/overview	Lesson Plan_Is it Data or Opinion Activity: Is it Data or Opinion? Overview Teachers consistently point out that students have difficulty differentiating opinion from data. This guided activity uses small group work and whole group conversation, guided by teachers, to build student skills in identifying the differences. Created as part of the OASIS Coaching Support research study at CAST. Is it Data or Opinion? Identifying the difference between data and opinion can be a challenge. This activity provides some guided practice for students to work through what makes something data, and what makes it opinion.	oercommons	2025-03-18T00:35:25.537961	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112324/overview", "title": "Activity: Is it Data or Opinion?", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/95449/overview	EPIC Observing Inclusion (ADA) Observing Inclusion Overview In this lesson, students will observe a social group and identify the common traits shared by the group. They will compare the common traits and daily challenges of a group different from their own self-identified group to connect the meaningfulness of perseverance in varying contexts and people. Lesson Overview Please adapt the content to fit your students' abilities and interests. Introduction In this lesson, students will observe a social group and identify the common traits shared by the group. They will compare the common traits and daily challenges of a group different from their own self-identified group to connect the meaningfulness of perseverance in varying contexts and people. Grades 6 - 8 Themes - Inclusion - Belonging - Social institutions Objectives During this lesson, students will: - Analyze the social institutions of a group within their school community. - Evaluate the impact of social groups on behaviors. - Create an inclusive response to a hypothetical non-inclusive scenario. Essential Questioning Students should be able to answer these questions by the end of this lesson: - How can acceptance and inclusion impact a group? - How do our contributions to a group influence others and the situations that surround us? Indiana Academic Standards Standard 6 – Sociology of Groups - Students explore the impacts of social groups on individual and group behavior. They understand that social groups are comprised of people who share some common characteristics, such as common interests, beliefs, behavior, feelings, thoughts, and contact with each other. Standard 3 – Socialization - Students examine the process by which people develop their human potential and learn culture. Socialization will be considered as a lifelong process of human social experience. Standard 7 – Social Institutions - Students identify the effects of social institutions on individual and group behavior. They understand that social institutions are the social groups in which an individual participates, and that these institutions influence the development of the individual through the socialization process. Download the attached PDF document for complete lesson materials. Download the attached Word document for a fully accessible document.	oercommons	2025-03-18T00:35:25.558983	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95449/overview", "title": "Observing Inclusion", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/101455/overview	video water in different forms Overview Water can be found in three different forms. three forms of water Water can be in 3 different forms. solid, liquid, and gas. Students will complete the following three tasks. 1. identify an example of each form. (ice is a solid). 2. Read the article attached. 3. watch the video attached.	oercommons	2025-03-18T00:35:25.575599	02/28/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101455/overview", "title": "water in different forms", "author": "hannah gentry" }
https://oercommons.org/courseware/lesson/105389/overview	PROCESS-BASED AUTHENTIC ASSESSMENT Overview A Process-based authentic assessment of basic arithmetic operations that involves assessing students' understanding and application of arithmetic concepts through real-world problem-solving activities that focuses on the evaluation of the process and strategies used to arrive at those answers. PROCESS-BASED AUTHENTIC ASSESSMENT Subject: Mathematics Grade Level: Grade 6 Topic: Basic Arithmetic Operations INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: - Perform addition, subtraction, multiplication, and division of numbers. - Understand the relationship between different arithmetic operations - Develop logical reasoning skills through the application of arithmetic operations. - Apply arithmetic operations to solve a variety of mathematical problems. ASSESSMENT TASK: Perform and show your answers and use the appropriate method in every given problems and understand what operation is required. INSTRUCTIONS: Materials: • Paper • Pen / Pencil Process/ Mechanics: • Read the problem carefully. Pay attention to the information and the question being asked. • Identify the required operation. • Decide the appropriate method to solve the problem. • Perform the calculation. Take each step carefully and accurately. • Show your work and make sure to write down each step clearly. • Label the steps. • Display the final answer. Once you've completed the necessary calculations, write the final answer prominently. • Lastly, explain your method. Tips & Reminders: • Read the problem carefully and make sure you understand what is being asked. Identify the relevant information and determine which operation(s) should be used. • Write down the numbers and operations in a clear and organized manner. This helps to avoid confusion and ensures accurate calculations. • Develop mental calculation skills by practicing mental math exercises. • Remember the acronym PEMDAS (Parentheses, Exponents, Multiplication and Division from left to right, Addition and Subtraction from left to right). Time frame: • 40-90 minutes Submission: • The submission due date will be communicated by the teacher or facilitator. RUBRICS: Instructions: Teachers or facilitators will use this rubric to assess and provide feedback on student performance in demonstrating basic arithmetic operations. • Teachers or facilitator should introduce the rubric and explain its components and criteria to the students so they are aware of the criteria on which they will be evaluated. • The rating can be compiled to calculate an overall score for the students performance in this objective. SCORING RUBRIC: \| 3 \| 2 \| 1 \| SCORE \| Method Execution/ Problem Solving \| 100% solved correctly when solving the problem and following all the process. \| 60-90% followed the process but did not solve the problem. \| Less than 50% of the problem solved. \| \| Systematic Process \| Execute all operations correctly and demonstrate a knowledge of math skills. \| Execute 60-90% operations anf demonstrate a knowledge of math skills. \| Execute less than 50% operations and demonstrate a knowledge of math skills. \| \| REFERENCES: (APA, categorized, alphabetical) Wright, R. (2018). Building Number Sense: How to Help Students Understand Basic Math Concepts. Edutopia. https://www.edutopia.org/article/building-number-sense-how-help-students-understand-basic-math-concepts National Council of Teachers of Mathematics. (n.d.). Principles and Standards for School Mathematics. https://www.nctm.org/standards/ Books: • Bryant, P. E. (2019). Children's understanding of mathematics: 11-16. John Wiley & Sons. • Fuson, K. C., & Briars, D. J. (1990). Understanding the meanings of arithmetic operations. National Council of Teachers of Mathematics. Journals: • Lemaire, P., & Siegler, R. S. (1995). Four aspects of strategic change: Contributions to children's learning of multiplication. Journal of Experimental Psychology: General, 124(1), 83-97. DOI: 10.1037/0096-3445.124.1.83 • Ginsburg, H. P. (1989). Children's arithmetic: How they learn it and how you teach it. Educational Leadership, 47(3), 12-18. http://www.ascd.org/publications/educational leadership/nov89/vol47/num03/Children's-Arithmetic@-How-They-Learn-It-and-How-You-Teach-It.aspx PREPARED BY: ALAGBAN, PATRICIA ISABEL (patriciaisabel.alagban@ctu.edu.ph) May 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.	oercommons	2025-03-18T00:35:25.624559	06/15/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105389/overview", "title": "PROCESS-BASED AUTHENTIC ASSESSMENT", "author": "Patricia Isabel Alagban" }
https://oercommons.org/courseware/lesson/106250/overview	Reviewing the Steps of Resume Development Overview This asynchronous e-learning course will introduce the learner to effective resume formatting and design. By the end of the lesson, the learner will be able to: - Recognize the elements of a well-designed resume - Categorize resume components under appropriate headings - Use design principles to format a resume - Evaluate a completed resume for flaws Lesson Overview & Knowledge Check One of the biggest career skill everyone needs to know is how to write a resume. First, watch this video: This learning system will introduce you to effective resume formatting and design. By the end of the lesson, you will be able to recognize the elements of a well-designed resume, categorize resume components, use design principles to format a resume, and evaluate a completed resume for flaws. After the lesson, you can apply what you learn to creating your own resume! But first, let's see what you know about resumes already! Resume Basics PowerPoint View the following PowerPoint from St. Cloud University Career Center. Think about what you should include in your resume. What should you leave out? Organizing a Resume Organizing your resume content is another vital step in designing a compelling resume. Looking, again, at this well-designed example, you can see that the author divided the resume into five sections: - Education - Experience - Projects - Technology - Skills Each section includes specific and relevant examples, taken from the authors professional experience. Most examples are bullet points. In the "Experience" and "Projects" sections, the author wrote the examples as statements, highlighting measurable deliverables. For example, under the second heading in "Experience" the author illustrates a specific skill they used while working as a Community Health Researcher: "Created data visualization that illustrated the disparity between community health awareness and access to medical services." Review the resume on this page with attention to what the author included in each section. You will practice organizing resume content on the next page! Practice Organizing a Resume Let's practice organizing a resume! Below you will see three sample headings and five sample content blocks. Where would each content block go in a well-designed resume? Sample headings Education Experience Skills Sample content General Manager, Costco, 2010-Present - Managed a budget of $50,000 - Enhanced spending processes and loss prevention Doctor of Philosophy, University of Illinois, 1995 Political Science Biochemistry Lab Manager, University of Chicago, 2005-2007 - Supervised staff team of 20 part time lab technicians Adobe Creative Suite Software Data Analytics Certificate, DePaul University, 2015 Answers: Practice Organizing a Resume Education Doctor of Philosophy, University of Illinois, 1995 Political Science Data Analytics Certificate, DePaul University, 2015 Note: While "data analytics" would fall under the skills heading, the "Data Analytics Certificate" is best placed under education. Experience General Manager, Costco, 2010-Present - Managed a budget of $50,000 - Enhanced spending processes and loss prevention Biochemistry Lab Manager, University of Chicago, 2005-2007 - Supervised staff team of 20 part time lab technicians Note: The "Biochemistry Lab Manager" entry is an example of work experience, even though it took place at a university, and may have occured in the same time period that the author was a student. Skills Adobe Creative Suite Software Review & Proofreading Your resume is not done until you proofread it! After you generate content, organize sections, and apply design principles, you must double-check your work. A seemingly small typo can get your resume thrown of a recruiter's pool. Before sending your resume in to a job, review it at least twice. These reviews can be done by you, or, ideally, with support from a trusted friend or colleague. The first review of your final resume should focus on structure and format. Ask yourself these questions: - Is the resume scan-able? - Are the sections clearly organized? - Did I make good use of fonts, layout, and white space? - Are the examples under each heading appropriate illustrations of my accomplishments? - Does the spacing and allignment flow? The second review should solely focus on spelling and grammar. Ask yourself these questions: - Is every word spelled correctly? - Are the statements clear and written as fragments (rather than full sentences)? - Do all of the tenses align? Let a peer review your resume. He/She will often catch subtle errors you may not see. If you can not find a peer, the make certain you read it from the end to the beginning. This will help you catch simple errords. Recap & Knowledge Check Let's recap what we learned! A well-designed resume uses three key features to enhance readablity: - Scan-Ability - Formatting and Visual "Chunking" - Information Architecture Organize your resume content into appropriate heading and sections. This will help recruiters understand your experiences when scanning your resume. Remember to review and proofread your final resume before submitting it. Ask trusted friends or colleagues to help with this review. Incorporating features and tips into your resume will make your resume easy to follow and help you stand out to recruiters! Knowledge Check Thank you for participating in this review! The final step is to complete a knowledge check survey, similar to what you did at the beginning of the course. Once you complete the survey, you will be done with the course. Click on the link below to check your knowledge.	oercommons	2025-03-18T00:35:25.655502	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106250/overview", "title": "Reviewing the Steps of Resume Development", "author": "Higher Education" }
https://oercommons.org/courseware/lesson/71624/overview	THE EXPRESSION: WHAT ARE YOU DOING? Overview This is a practice sheet where students can ask and answer, using the expression what are you doing?. So, as you can see, in the sheet you will find Spanish, English, and pronunciation. PRACTICE RESOURCE if you want more useful resources visit my facebook account John´s English. Here you have a practice sheet to develop speaking skill, the idea is that you can practice asking and answering about the expression: what are you doing? The refers line refers to Spanish. The second refers to English. The third line refers to the pronunciation. So, please repeat and practice so many times, its the key.	oercommons	2025-03-18T00:35:25.673417	08/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71624/overview", "title": "THE EXPRESSION: WHAT ARE YOU DOING?", "author": "john pacheco" }
https://oercommons.org/courseware/lesson/77964/overview	HOW EXERCISE IMPROVES MOOD \| 5 REASONS WHY EXERCISE IS IMPORTANT FOR MENTAL HEALTH Importance of Exercise Overview Students will go over the importance of exercise and learn why it's important to have it in a daily routine. This lesson will discuss the ways that exercise is beneficial, and the negative impacts that come with a lack of physical activity. Bell Ringer As you walk into class, take out a sheet of paper and answer the following questions? - What kinds of activities involve exercise? - Why are the benefits of exercise? - Why is exercise so important? Objectives Students will be able to: Learn the benefits of physical activity and understand why they're so important in everyday life. Give some examples of what they can do for exercise. Make an exercise plan for the week where they do some kind of physical activity for at least 30 minutes. Exercise Exercise is an essential part of our lives. It is needed for everyone of all ages and it helps us live a long and healthy lifestyle. Exercise is an important part of physical growth but it does have some mental benefits as well. This video discusses the positive of exercises on the brain: Benefits of Exercise Exercise is also beneficial to physical health. By doing at least 30 minutes of physical activity every day, it brings many positive physical effects to ones body. Exercise can: - Help you maintain a healthy weight - Help prevent any long term disease, such as cancer, cardiovascular disease, and diabetes - Help burn calories and regulate metabolic rate. - Make lungs healthier and stronger. - Increased bone health and muscle mass Exercise isn't hard to do either. Many younger people usually exercise by playing sports, but exercise can be as simple as walking around the neighborhood. Activity When doing exercise, a lot of changes happen to the body. The heart rate goes up, endorphins are released, and you feel more alert. We will perform a before and after activity demonstrating this. - First, on a sheet of paper, write down how you feel sitting down at your desks. (e.g. calm, relaxed, bored) - Next, everyone must stand up and walk around the room for 1 minute - After walking, everyone stop and perform 20 jumping jacks - Next, everyone walk back to your desk and write down how your feel. Students should feel alert, awake, and they should feel their heart rate should be increased Lack of Exercise As previously mentioned, exercise is essential in everyday life. This means that lack of exercise can be very negative to your health. It increases the risk of disease, and for younger people, it can be detrimental to their physical growth. The CDC has many benefits of exercise and the negative effects that come with the lack of it. Planner Now that you know why exercise is important and how it can benefit life, you will have a project to start on that will be turned in at the end of the week. Students will: - Create a planner with 7 columns for days of the week - Starting today, students will perform some kind of exercise for at least 30 minutes a day - They will document what type of activity they did and write it on the planner for that day - Planners will be turned in the following week with all the days filled out Exit Ticket - Write down 3 ways that someone could do exercise - Write down 3 ways that exercise could benefit someone	oercommons	2025-03-18T00:35:25.699548	03/09/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77964/overview", "title": "Importance of Exercise", "author": "Carlos Carrillo" }
https://oercommons.org/courseware/lesson/113192/overview	Resource: Peer Feedback Cards Activity: Peer Feedback Overview Peer feedback is a powerful tool. Learners report their own work improved when they received feedack and, especially, when they reviewed peer work and gave targeted feedback to others. Peer Feedback Students CAN give each other effective feedback! Encourage students to give mastery oriented feedback to each other by supporting them with starters and models. As students start giving mastery oriented feedback to peers, it reinforces the strategies, effort, and learning that are key to growing learners.	oercommons	2025-03-18T00:35:25.717001	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113192/overview", "title": "Activity: Peer Feedback", "author": "Activity/Lab" }

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