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https://oercommons.org/courseware/lesson/87291/overview	اختبار الربع الاول في التكنولوجيا للصف الخامس Overview اختبار التكنولوجيا اختبار الربع الاول في التكنولوجيا للصفالخامس	oercommons	2025-03-18T00:35:28.429923	10/31/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87291/overview", "title": "اختبار الربع الاول في التكنولوجيا للصف الخامس", "author": "mohammad bassam alloush" }
https://oercommons.org/courseware/lesson/65132/overview	Education Standards 2. Chp. 7 Teacher Guide (doc) 3. State We're In Washington - Chapter 7 4. Student Handout-Launch 5. Student Handout - Focused Notes 6. Student Handout Text Dependent Questions 7. Student Handout - Focused Inquiry The State We're In: Washington - Teacher Guide Ch. 7: Local Government Overview This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre. Chapter 7 focuses on local government: counties, cities, towns and special districts and their role, organization, duties and services they provide to communities. Local Government: Counties, Cities, Towns and Special Districts General Overview This chapter focuses on local government: counties, cities, towns and special districts and their role, organization, duties and services they provide to communities. Enduring Understanding Local governments provide services and keep us safe in many ways. Local governments are smallest, closest to us, and usually the first place we turn when we need help. Because they are so close to us, local governments are also the easiest for citizens to affect. Supporting Questions Students consider these questions - finding and using evidence to support the Enduring Understanding. - What is the role of county governments in the lives of its citizens? - Why do counties, cities and towns have to work together? - How do special purpose districts serve a community? Are they important? Why or why not? Learning Targets Students will be able to… - explain the role of the state in establishing the structure, function and responsibilities of local government. - explain and analyze the local units of government including the duties of counties, cities, towns, and special districts. - describe the role local governments play in providing services to individuals and the community. - differentiate how local governments operate both within and beyond their jurisdiction. Tasks - Launch - Focused Notes - Text-Dependent Questions - Focused Inquiry Attribution and License Attribution This Teacher’s Guide for Chapter 7: The State We’re In Washington was developed by Melissa Webster, Everett Public Schools The downloadable digital version of The State We're In: Washington. Your guide to state, tribal and local government by the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-Noncommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website. License Except where otherwise noted, this Teacher Guide for The State We’re In Washington Chapter 7, copyright 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. Launch Hooking students into the content of the chapter. Distribute the Student handout: Launch to students. - Guide students in answering the prompts on the handout individually and in partners. - There is no “correct” answer. Encourage the students to explain their thinking with each other Focused Notes Activating student thinking about the content of the entire chapter. Distribute the Student handout: Focused Notes to students. - As students read, they will record their understanding, thinking, and questions about the content using the handout. This can be done individually or collaboratively in pairs or small groups. Text-Dependent Questions Engaging students in a close reading activity about specific content in the chapter. Distribute the Student handout: Text Dependent Questions document to students. First Read Have the students read the section and answer the First read questions on the Text Dependent Questions document. Second Read Use the Second read questions below to facilitate a small or whole group discussion about the reading section. When they are done have them use the Text Dependent Questions handout to record their notes. - What category surprised you the most about this graph? Explain why? - What category surprised you the least about this graph? Explain Why? Post read After students have done a first and second read of the page, use the following questions to facilitate a class discussion. Have students capture their notes on the student handout: - If you were mayor, which category on the graph would you raise or lower spending for? Explain why. - If you were mayor, is there a category you would add to your budget? If so why and what for? Teacher note: You may want to use some or all the Second read or Post read questions. The purpose of the Text Dependent Question activity is to have students do multiple close reads of the text leading to discussion that engages all students. Therefore, you may need to add reading strategies that meet the needs of your students. Focused Inquiry A focused inquiry is a one to two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents. Compelling Question What additional service should be provided by my local government for my community or individuals?	oercommons	2025-03-18T00:35:28.482526	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65132/overview", "title": "The State We're In: Washington - Teacher Guide Ch. 7: Local Government", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/91973/overview	actions Overview The actions you should take to prevent drought actons To prevent drought here are some actions you should take: Take shorter showers. Turn the water on to get wet; turn it off to lather up; then turn the water back on to rinse. Don't let the water run while brushing your teeth, washing your face, or shaving. Operate dishwashers only when they are full. Don’t waste water waiting for it to get hot or cold. Capture it for other uses such as plant watering. Operate washing machines only when they are full or set the water level for the size of your load. Never pour water down the drain when there may be another use for it. Use it to water your indoor plants or garden. Repair dripping faucets by replacing washers. One drop per second wastes 2,700 gallons of water per year! Choose a water-efficient irrigation system such as drip irrigation for your trees, shrubs, and flowers. Consider using rainwater collection systems to water plants and gardens. SAVE WATER, SAVE THE PLANET.	oercommons	2025-03-18T00:35:28.495803	04/20/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91973/overview", "title": "actions", "author": "betül cakcak" }
https://oercommons.org/courseware/lesson/28857/overview	Introduction to Government Budgets and Fiscal Policy No Yellowstone Park? You had trekked all the way to see Yellowstone National Park in the beautiful month of October 2013, only to find it… closed. Closed! Why? For two weeks in October 2013, the U.S. federal government shut down. Many federal services, like the national parks, closed and 800,000 federal employees were furloughed. Tourists were shocked and so was the rest of the world: Congress and the President could not agree on a budget. Inside the Capitol, Republicans and Democrats argued about spending priorities and whether to increase the national debt limit. Each year's budget, which is over $3 trillion of spending, must be approved by Congress and signed by the President. Two thirds of the budget are entitlements and other mandatory spending which occur without congressional or presidential action once the programs are established. Tied to the budget debate was the issue of increasing the debt ceiling—how high the U.S. government's national debt can be. The House of Representatives refused to sign on to the bills to fund the government unless they included provisions to stop or change the Affordable Health Care Act (more colloquially known as Obamacare). As the days progressed, the United States came very close to defaulting on its debt. Why does the federal budget create such intense debates? What would happen if the United States actually defaulted on its debt? In this chapter, we will examine the federal budget, taxation, and fiscal policy. We will also look at the annual federal budget deficits and the national debt. Introduction to Government Budgets and Fiscal Policy In this chapter, you will learn about: - Government Spending - Taxation - Federal Deficits and the National Debt - Using Fiscal Policy to Fight Recessions, Unemployment, and Inflation - Automatic Stabilizers - Practical Problems with Discretionary Fiscal Policy - The Question of a Balanced Budget All levels of government—federal, state, and local—have budgets that show how much revenue the government expects to receive in taxes and other income and how the government plans to spend it. Budgets, however, can shift dramatically within a few years, as policy decisions and unexpected events disrupt earlier tax and spending plans. In this chapter, we revisit fiscal policy, which we first covered in Welcome to Economics! Fiscal policy is one of two policy tools for fine tuning the economy (the other is monetary policy). While policymakers at the Federal Reserve make monetary policy, Congress and the President make fiscal policy. The discussion of fiscal policy focuses on how federal government taxing and spending affects aggregate demand. All government spending and taxes affect the economy, but fiscal policy focuses strictly on federal government policies. We begin with an overview of U.S. government spending and taxes. We then discuss fiscal policy from a short-run perspective; that is, how government uses tax and spending policies to address recession, unemployment, and inflation; how periods of recession and growth affect government budgets; and the merits of balanced budget proposals.	oercommons	2025-03-18T00:35:28.511463	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28857/overview", "title": "Principles of Macroeconomics 2e, Government Budgets and Fiscal Policy, Introduction to Government Budgets and Fiscal Policy", "author": null }
https://oercommons.org/courseware/lesson/28861/overview	Using Fiscal Policy to Fight Recession, Unemployment, and Inflation Overview By the end of this section, you will be able to: - Explain how expansionary fiscal policy can shift aggregate demand and influence the economy - Explain how contractionary fiscal policy can shift aggregate demand and influence the economy Fiscal policy is the use of government spending and tax policy to influence the path of the economy over time. Graphically, we see that fiscal policy, whether through changes in spending or taxes, shifts the aggregate demand outward in the case of expansionary fiscal policy and inward in the case of contractionary fiscal policy. We know from the chapter on economic growth that over time the quantity and quality of our resources grow as the population and thus the labor force get larger, as businesses invest in new capital, and as technology improves. The result of this is regular shifts to the right of the aggregate supply curves, as Figure illustrates. The original equilibrium occurs at E0, the intersection of aggregate demand curve AD0 and aggregate supply curve SRAS0, at an output level of 200 and a price level of 90. One year later, aggregate supply has shifted to the right to SRAS1 in the process of long-term economic growth, and aggregate demand has also shifted to the right to AD1, keeping the economy operating at the new level of potential GDP. The new equilibrium (E1) is an output level of 206 and a price level of 92. One more year later, aggregate supply has again shifted to the right, now to SRAS2, and aggregate demand shifts right as well to AD2. Now the equilibrium is E2, with an output level of 212 and a price level of 94. In short, the figure shows an economy that is growing steadily year to year, producing at its potential GDP each year, with only small inflationary increases in the price level. Aggregate demand and aggregate supply do not always move neatly together. Think about what causes shifts in aggregate demand over time. As aggregate supply increases, incomes tend to go up. This tends to increase consumer and investment spending, shifting the aggregate demand curve to the right, but in any given period it may not shift the same amount as aggregate supply. What happens to government spending and taxes? Government spends to pay for the ordinary business of government- items such as national defense, social security, and healthcare, as Figure shows. Tax revenues, in part, pay for these expenditures. The result may be an increase in aggregate demand more than or less than the increase in aggregate supply. Aggregate demand may fail to increase along with aggregate supply, or aggregate demand may even shift left, for a number of possible reasons: households become hesitant about consuming; firms decide against investing as much; or perhaps the demand from other countries for exports diminishes. For example, investment by private firms in physical capital in the U.S. economy boomed during the late 1990s, rising from 14.1% of GDP in 1993 to 17.2% in 2000, before falling back to 15.2% by 2002. Conversely, if shifts in aggregate demand run ahead of increases in aggregate supply, inflationary increases in the price level will result. Business cycles of recession and recovery are the consequence of shifts in aggregate supply and aggregate demand. As these occur, the government may choose to use fiscal policy to address the difference. Monetary Policy and Bank Regulation shows us that a central bank can use its powers over the banking system to engage in countercyclical—or “against the business cycle”—actions. If recession threatens, the central bank uses an expansionary monetary policy to increase the money supply, increase the quantity of loans, reduce interest rates, and shift aggregate demand to the right. If inflation threatens, the central bank uses contractionary monetary policy to reduce the money supply, reduce the quantity of loans, raise interest rates, and shift aggregate demand to the left. Fiscal policy is another macroeconomic policy tool for adjusting aggregate demand by using either government spending or taxation policy. Expansionary Fiscal Policy Expansionary fiscal policy increases the level of aggregate demand, through either increases in government spending or reductions in tax rates. Expansionary policy can do this by (1) increasing consumption by raising disposable income through cuts in personal income taxes or payroll taxes; (2) increasing investment spending by raising after-tax profits through cuts in business taxes; and (3) increasing government purchases through increased federal government spending on final goods and services and raising federal grants to state and local governments to increase their expenditures on final goods and services. Contractionary fiscal policy does the reverse: it decreases the level of aggregate demand by decreasing consumption, decreasing investment, and decreasing government spending, either through cuts in government spending or increases in taxes. The aggregate demand/aggregate supply model is useful in judging whether expansionary or contractionary fiscal policy is appropriate. Consider first the situation in Figure, which is similar to the U.S. economy during the 2008-2009 recession. The intersection of aggregate demand (AD0) and aggregate supply (SRAS0) is occurring below the level of potential GDP as the LRAS curve indicates. At the equilibrium (E0), a recession occurs and unemployment rises. In this case, expansionary fiscal policy using tax cuts or increases in government spending can shift aggregate demand to AD1, closer to the full-employment level of output. In addition, the price level would rise back to the level P1 associated with potential GDP. Should the government use tax cuts or spending increases, or a mix of the two, to carry out expansionary fiscal policy? During the 2008-2009 Great Recession (which started, actually, in late 2007), the U.S. economy suffered a 3.1% cumulative loss of GDP. That may not sound like much, but it’s more than one year’s average growth rate of GDP. Over that time frame, the unemployment rate doubled from 5% to 10%. The consensus view is that this was possibly the worst economic downturn in U.S. history since the 1930’s Great Depression. The choice between whether to use tax or spending tools often has a political tinge. As a general statement, conservatives and Republicans prefer to see expansionary fiscal policy carried out by tax cuts, while liberals and Democrats prefer that the government implement expansionary fiscal policy through spending increases. In a bipartisan effort to address the extreme situation, the Obama administration and Congress passed an $830 billion expansionary policy in early 2009 involving both tax cuts and increases in government spending. At the same time, however, the federal stimulus was partially offset when state and local governments, whose budgets were hard hit by the recession, began cutting their spending. The conflict over which policy tool to use can be frustrating to those who want to categorize economics as “liberal” or “conservative,” or who want to use economic models to argue against their political opponents. However, advocates of smaller government, who seek to reduce taxes and government spending can use the AD AS model, as well as advocates of bigger government, who seek to raise taxes and government spending. Economic studies of specific taxing and spending programs can help inform decisions about whether the government should change taxes or spending, and in what ways. Ultimately, decisions about whether to use tax or spending mechanisms to implement macroeconomic policy is a political decision rather than a purely economic one. Contractionary Fiscal Policy Fiscal policy can also contribute to pushing aggregate demand beyond potential GDP in a way that leads to inflation. As Figure shows, a very large budget deficit pushes up aggregate demand, so that the intersection of aggregate demand (AD0) and aggregate supply (SRAS0) occurs at equilibrium E0, which is an output level above potential GDP. Economists sometimes call this an “overheating economy” where demand is so high that there is upward pressure on wages and prices, causing inflation. In this situation, contractionary fiscal policy involving federal spending cuts or tax increases can help to reduce the upward pressure on the price level by shifting aggregate demand to the left, to AD1, and causing the new equilibrium E1 to be at potential GDP, where aggregate demand intersects the LRAS curve. Again, the AD–AS model does not dictate how the government should carry out this contractionary fiscal policy. Some may prefer spending cuts; others may prefer tax increases; still others may say that it depends on the specific situation. The model only argues that, in this situation, the government needs to reduce aggregate demand. Key Concepts and Summary Expansionary fiscal policy increases the level of aggregate demand, either through increases in government spending or through reductions in taxes. Expansionary fiscal policy is most appropriate when an economy is in recession and producing below its potential GDP. Contractionary fiscal policy decreases the level of aggregate demand, either through cuts in government spending or increases in taxes. Contractionary fiscal policy is most appropriate when an economy is producing above its potential GDP. Self-Check Questions What is the main reason for employing contractionary fiscal policy in a time of strong economic growth? Hint: To keep prices from rising too much or too rapidly. What is the main reason for employing expansionary fiscal policy during a recession? Hint: To increase employment. Review Questions What is the difference between expansionary fiscal policy and contractionary fiscal policy? Under what general macroeconomic circumstances might a government use expansionary fiscal policy? When might it use contractionary fiscal policy? Critical Thinking Questions How will cuts in state budget spending affect federal expansionary policy? Is expansionary fiscal policy more attractive to politicians who believe in larger government or to politicians who believe in smaller government? Explain your answer. Problems Specify whether expansionary or contractionary fiscal policy would seem to be most appropriate in response to each of the situations below and sketch a diagram using aggregate demand and aggregate supply curves to illustrate your answer: - A recession. - A stock market collapse that hurts consumer and business confidence. - Extremely rapid growth of exports. - Rising inflation. - A rise in the natural rate of unemployment. - A rise in oil prices. References Alesina, Alberto, and Francesco Giavazzi. Fiscal Policy after the Financial Crisis (National Bureau of Economic Research Conference Report). Chicago: University Of Chicago Press, 2013. Martin, Fernando M. “Fiscal Policy in the Great Recession and Lessons from the Past.” Federal Reserve Bank of St. Louis: Economic Synopses. no. 1 (2012). http://research.stlouisfed.org/publications/es/12/ES_2012-01-06.pdf. Bivens, Josh, Andrew Fieldhouse, and Heidi Shierholz. “From Free-fall to Stagnation: Five Years After the Start of the Great Recession, Extraordinary Policy Measures Are Still Needed, But Are Not Forthcoming.” Economic Policy Institute. Last modified February 14, 2013. http://www.epi.org/publication/bp355-five-years-after-start-of-great-recession/. Lucking, Brian, and Dan Wilson. Federal Reserve Bank of San Francisco, “FRBSF Economic Letter—U.S. Fiscal Policy: Headwind or Tailwind?” Last modified July 2, 2012. http://www.frbsf.org/economic-research/publications/economic-letter/2012/july/us-fiscal-policy/. Greenstone, Michael, and Adam Looney. Brookings. “The Role of Fiscal Stimulus in the Ongoing Recovery.” Last modified July 6, 2012. http://www.brookings.edu/blogs/jobs/posts/2012/07/06-jobs-greenstone-looney.	oercommons	2025-03-18T00:35:28.537357	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28861/overview", "title": "Principles of Macroeconomics 2e, Government Budgets and Fiscal Policy, Using Fiscal Policy to Fight Recession, Unemployment, and Inflation", "author": null }
https://oercommons.org/courseware/lesson/28864/overview	The Question of a Balanced Budget Overview By the end of this section, you will be able to: - Understand the arguments for and against requiring the U.S. federal budget to be balanced - Consider the long-run and short-run effects of a federal budget deficit For many decades, going back to the 1930s, various legislators have put forward proposals to require that the U.S. government balance its budget every year. In 1995, a proposed constitutional amendment that would require a balanced budget passed the U.S. House of Representatives by a wide margin, and failed in the U.S. Senate by only a single vote. (For the balanced budget to have become an amendment to the Constitution would have required a two-thirds vote by Congress and passage by three-quarters of the state legislatures.) Most economists view the proposals for a perpetually balanced budget with bemusement. After all, in the short term, economists would expect the budget deficits and surpluses to fluctuate up and down with the economy and the automatic stabilizers. Economic recessions should automatically lead to larger budget deficits or smaller budget surpluses, while economic booms lead to smaller deficits or larger surpluses. A requirement that the budget be balanced each and every year would prevent these automatic stabilizers from working and would worsen the severity of economic fluctuations. Some supporters of the balanced budget amendment like to argue that, since households must balance their own budgets, the government should too. However, this analogy between household and government behavior is severely flawed. Most households do not balance their budgets every year. Some years households borrow to buy houses or cars or to pay for medical expenses or college tuition. Other years they repay loans and save funds in retirement accounts. After retirement, they withdraw and spend those savings. Also, the government is not a household for many reasons, one of which is that the government has macroeconomic responsibilities. The argument of Keynesian macroeconomic policy is that the government needs to lean against the wind, spending when times are hard and saving when times are good, for the sake of the overall economy. There is also no particular reason to expect a government budget to be balanced in the medium term of a few years. For example, a government may decide that by running large budget deficits, it can make crucial long-term investments in human capital and physical infrastructure that will build the country's long-term productivity. These decisions may work out well or poorly, but they are not always irrational. Such policies of ongoing government budget deficits may persist for decades. As the U.S. experience from the end of World War II up to about 1980 shows, it is perfectly possible to run budget deficits almost every year for decades, but as long as the percentage increases in debt are smaller than the percentage growth of GDP, the debt/GDP ratio will decline at the same time. Nothing in this argument is a claim that budget deficits are always a wise policy. In the short run, a government that runs a very large budget deficit can shift aggregate demand to the right and trigger severe inflation. Additionally, governments may borrow for foolish or impractical reasons. The Impacts of Government Borrowing will discuss how large budget deficits, by reducing national saving, can in certain cases reduce economic growth and even contribute to international financial crises. A requirement that the budget be balanced in each calendar year, however, is a misguided overreaction to the fear that in some cases, budget deficits can become too large. No Yellowstone Park? The 2013 federal budget shutdown illustrated the many sides to fiscal policy and the federal budget. In 2013, Republicans and Democrats could not agree on which spending policies to fund and how large the government debt should be. Due to the severity of the 2008-2009 recession, the fiscal stimulus, and previous policies, the federal budget deficit and debt was historically high. One way to try to cut federal spending and borrowing was to refuse to raise the legal federal debt limit, or tie on conditions to appropriation bills to stop the Affordable Health Care Act. This disagreement led to a two-week federal government shutdown and got close to the deadline where the federal government would default on its Treasury bonds. Finally, however, a compromise emerged and the government avoided default. This shows clearly how closely fiscal policies are tied to politics. Key Concepts and Summary Balanced budget amendments are a popular political idea, but the economic merits behind such proposals are questionable. Most economists accept that fiscal policy needs to be flexible enough to accommodate unforeseen expenditures, such as wars or recessions. While persistent, large budget deficits can indeed be a problem, a balanced budget amendment prevents even small, temporary deficits that might, in some cases, be necessary. Self-Check Questions How would a balanced budget amendment affect a decision by Congress to grant a tax cut during a recession? Hint: The government would have to make up the revenue either by raising taxes in a different area or cutting spending. How would a balanced budget amendment change the effect of automatic stabilizer programs? Hint: Programs where the amount of spending is not fixed, but rather determined by macroeconomic conditions, such as food stamps, would lose a great deal of flexibility if spending increases had to be met by corresponding tax increases or spending cuts. Review Questions What are some of the arguments for and against a requirement that the federal government budget be balanced every year? Critical Thinking Questions Do you agree or disagree with this statement: “It is in the best interest of our economy for Congress and the President to run a balanced budget each year.” Explain your answer. During the Great Recession of 2008–2009, what actions would have been required of Congress and the President had a balanced budget amendment to the Constitution been ratified? What impact would that have had on the unemployment rate?	oercommons	2025-03-18T00:35:28.557176	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28864/overview", "title": "Principles of Macroeconomics 2e, Government Budgets and Fiscal Policy, The Question of a Balanced Budget", "author": null }
https://oercommons.org/courseware/lesson/28862/overview	Automatic Stabilizers Overview By the end of this section, you will be able to: - Describe how the federal government can use discretionary fiscal policy to stabilize the economy - Identify examples of automatic stabilizers - Understand how a government can use standardized employment budget to identify automatic stabilizers The millions of unemployed in 2008–2009 could collect unemployment insurance benefits to replace some of their salaries. Federal fiscal policies include discretionary fiscal policy, when the government passes a new law that explicitly changes tax or spending levels. The 2009 stimulus package is an example. Changes in tax and spending levels can also occur automatically, due to automatic stabilizers, such as unemployment insurance and food stamps, which are programs that are already laws that stimulate aggregate demand in a recession and hold down aggregate demand in a potentially inflationary boom. Counterbalancing Recession and Boom Consider first the situation where aggregate demand has risen sharply, causing the equilibrium to occur at a level of output above potential GDP. This situation will increase inflationary pressure in the economy. The policy prescription in this setting would be a dose of contractionary fiscal policy, implemented through some combination of higher taxes and lower spending. To some extent, both changes happen automatically. On the tax side, a rise in aggregate demand means that workers and firms throughout the economy earn more. Because taxes are based on personal income and corporate profits, a rise in aggregate demand automatically increases tax payments. On the spending side, stronger aggregate demand typically means lower unemployment and fewer layoffs, and so there is less need for government spending on unemployment benefits, welfare, Medicaid, and other programs in the social safety net. The process works in reverse, too. If aggregate demand were to fall sharply so that a recession occurs, then the prescription would be for expansionary fiscal policy—some mix of tax cuts and spending increases. The lower level of aggregate demand and higher unemployment will tend to pull down personal incomes and corporate profits, an effect that will reduce the amount of taxes owed automatically. Higher unemployment and a weaker economy should lead to increased government spending on unemployment benefits, welfare, and other similar domestic programs. In 2009, the stimulus package included an extension in the time allowed to collect unemployment insurance. In addition, the automatic stabilizers react to a weakening of aggregate demand with expansionary fiscal policy and react to a strengthening of aggregate demand with contractionary fiscal policy, just as the AD/AS analysis suggests. A combination of automatic stabilizers and discretionary fiscal policy produced the very large budget deficit in 2009. The Great Recession, starting in late 2007, meant less tax-generating economic activity, which triggered the automatic stabilizers that reduce taxes. Most economists, even those who are concerned about a possible pattern of persistently large budget deficits, are much less concerned or even quite supportive of larger budget deficits in the short run of a few years during and immediately after a severe recession. A glance back at economic history provides a second illustration of the power of automatic stabilizers. Remember that the length of economic upswings between recessions has become longer in the U.S. economy in recent decades (as we discussed in Unemployment). The three longest economic booms of the twentieth century happened in the 1960s, the 1980s, and the 1991–2001 time period. One reason why the economy has tipped into recession less frequently in recent decades is that the size of government spending and taxes has increased in the second half of the twentieth century. Thus, the automatic stabilizing effects from spending and taxes are now larger than they were in the first half of the twentieth century. Around 1900, for example, federal spending was only about 2% of GDP. In 1929, just before the Great Depression hit, government spending was still just 4% of GDP. In those earlier times, the smaller size of government made automatic stabilizers far less powerful than in the last few decades, when government spending often hovers at 20% of GDP or more. The Standardized Employment Deficit or Surplus Each year, the nonpartisan Congressional Budget Office (CBO) calculates the standardized employment budget—that is, what the budget deficit or surplus would be if the economy were producing at potential GDP, where people who look for work were finding jobs in a reasonable period of time and businesses were making normal profits, with the result that both workers and businesses would be earning more and paying more taxes. In effect, the standardized employment deficit eliminates the impact of the automatic stabilizers. Figure compares the actual budget deficits of recent decades with the CBO’s standardized deficit. Visit this website to learn more from the Congressional Budget Office. Notice that in recession years, like the early 1990s, 2001, or 2009, the standardized employment deficit is smaller than the actual deficit. During recessions, the automatic stabilizers tend to increase the budget deficit, so if the economy was instead at full employment, the deficit would be reduced. However, in the late 1990s the standardized employment budget surplus was lower than the actual budget surplus. The gap between the standardized budget deficit or surplus and the actual budget deficit or surplus shows the impact of the automatic stabilizers. More generally, the standardized budget figures allow you to see what the budget deficit would look like with the economy held constant—at its potential GDP level of output. Automatic stabilizers occur quickly. Lower wages means that a lower amount of taxes is withheld from paychecks right away. Higher unemployment or poverty means that government spending in those areas rises as quickly as people apply for benefits. However, while the automatic stabilizers offset part of the shifts in aggregate demand, they do not offset all or even most of it. Historically, automatic stabilizers on the tax and spending side offset about 10% of any initial movement in the level of output. This offset may not seem enormous, but it is still useful. Automatic stabilizers, like shock absorbers in a car, can be useful if they reduce the impact of the worst bumps, even if they do not eliminate the bumps altogether. Key Concepts and Summary Fiscal policy is conducted both through discretionary fiscal policy, which occurs when the government enacts taxation or spending changes in response to economic events, or through automatic stabilizers, which are taxing and spending mechanisms that, by their design, shift in response to economic events without any further legislation. The standardized employment budget is the calculation of what the budget deficit or budget surplus would have been in a given year if the economy had been producing at its potential GDP in that year. Many economists and politicians criticize the use of fiscal policy for a variety of reasons, including concerns over time lags, the impact on interest rates, and the inherently political nature of fiscal policy. We cover the critique of fiscal policy in the next module. Self-Check Questions In a recession, does the actual budget surplus or deficit fall above or below the standardized employment budget? Hint: It falls below because less tax revenue than expected is collected. What is the main advantage of automatic stabilizers over discretionary fiscal policy? Hint: Automatic stabilizers take effect very quickly, whereas discretionary policy can take a long time to implement. Explain how automatic stabilizers work, both on the taxation side and on the spending side, first in a situation where the economy is producing less than potential GDP and then in a situation where the economy is producing more than potential GDP. Hint: In a recession, because of the decline in economic output, less income is earned, and so less in taxes is automatically collected. Many welfare and unemployment programs are designed so that those who fall into certain categories, like “unemployed” or “low income,” are eligible for benefits. During a recession, more people fall into these categories and become eligible for benefits automatically. The combination of reduced taxes and higher spending is just what is needed for an economy in recession producing below potential GDP. With an economic boom, average income levels rise in the economy, so more in taxes is automatically collected. Fewer people meet the criteria for receiving government assistance to the unemployed or the needy, so government spending on unemployment assistance and welfare falls automatically. This combination of higher taxes and lower spending is just what is needed if an economy is producing above its potential GDP. Review Questions What is the difference between discretionary fiscal policy and automatic stabilizers? Why do automatic stabilizers function “automatically?” What is the standardized employment budget? Critical Thinking Questions Is Medicaid (federal government aid to low-income families and individuals) an automatic stabilizer?	oercommons	2025-03-18T00:35:28.580805	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28862/overview", "title": "Principles of Macroeconomics 2e, Government Budgets and Fiscal Policy, Automatic Stabilizers", "author": null }
https://oercommons.org/courseware/lesson/28866/overview	How Government Borrowing Affects Investment and the Trade Balance Overview By the end of this section, you will be able to: - Explain the national saving and investment identity in terms of demand and supply - Evaluate the role of budget surpluses and trade surpluses in national saving and investment identity When governments are borrowers in financial markets, there are three possible sources for the funds from a macroeconomic point of view: (1) households might save more; (2) private firms might borrow less; and (3) the additional funds for government borrowing might come from outside the country, from foreign financial investors. Let’s begin with a review of why one of these three options must occur, and then explore how interest rates and exchange rates adjust to these connections. The National Saving and Investment Identity The national saving and investment identity, which we first introduced in The International Trade and Capital Flows chapter, provides a framework for showing the relationships between the sources of demand and supply in financial capital markets. The identity begins with a statement that must always hold true: the quantity of financial capital supplied in the market must equal the quantity of financial capital demanded. The U.S. economy has two main sources for financial capital: private savings from inside the U.S. economy and public savings. These include the inflow of foreign financial capital from abroad. The inflow of savings from abroad is, by definition, equal to the trade deficit, as we explained in The International Trade and Capital Flows chapter. We can write this inflow of foreign investment capital as imports (M) minus exports (X). There are also two main sources of demand for financial capital: private sector investment (I) and government borrowing. Government borrowing in any given year is equal to the budget deficit, which we can write as the difference between government spending (G) and net taxes (T). Let’s call this equation 1. Governments often spend more than they receive in taxes and, therefore, public savings (T – G) is negative. This causes a need to borrow money in the amount of (G – T) instead of adding to the nation’s savings. If this is the case, we can view governments as demanders of financial capital instead of suppliers. In algebraic terms, we can rewrite the national savings and investment identity like this: Let’s call this equation 2. We must accompany a change in any part of the national saving and investment identity by offsetting changes in at least one other part of the equation because we assume that the equality of quantity supplied and quantity demanded always holds. If the government budget deficit changes, then either private saving or investment or the trade balance—or some combination of the three—must change as well. Figure shows the possible effects. What about Budget Surpluses and Trade Surpluses? The national saving and investment identity must always hold true because, by definition, the quantity supplied and quantity demanded in the financial capital market must always be equal. However, the formula will look somewhat different if the government budget is in deficit rather than surplus or if the balance of trade is in surplus rather than deficit. For example, in 1999 and 2000, the U.S. government had budget surpluses, although the economy was still experiencing trade deficits. When the government was running budget surpluses, it was acting as a saver rather than a borrower, and supplying rather than demanding financial capital. As a result, we would write the national saving and investment identity during this time as: Let's call this equation 3. Notice that this expression is mathematically the same as equation 2 except the savings and investment sides of the identity have simply flipped sides. During the 1960s, the U.S. government was often running a budget deficit, but the economy was typically running trade surpluses. Since a trade surplus means that an economy is experiencing a net outflow of financial capital, we would write the national saving and investment identity as: Instead of the balance of trade representing part of the supply of financial capital, which occurs with a trade deficit, a trade surplus represents an outflow of financial capital leaving the domestic economy and invested elsewhere in the world. We assume that the point to these equations is that the national saving and investment identity always hold. When you write these relationships, it is important to engage your brain and think about what is on the supply and demand side of the financial capital market before you start your calculations. As you can see in Figure, the Office of Management and Budget shows that the United States has consistently run budget deficits since 1977, with the exception of 1999 and 2000. What is alarming is the dramatic increase in budget deficits that has occurred since 2008, which in part reflects declining tax revenues and increased safety net expenditures due to the Great Recession. (Recall that T is net taxes. When the government must transfer funds back to individuals for safety net expenditures like Social Security and unemployment benefits, budget deficits rise.) These deficits have implications for the future health of the U.S. economy. A rising budget deficit may result in a fall in domestic investment, a rise in private savings, or a rise in the trade deficit. The following modules discuss each of these possible effects in more detail. Key Concepts and Summary A change in any part of the national saving and investment identity suggests that if the government budget deficit changes, then either private savings, private investment in physical capital, or the trade balance—or some combination of the three—must change as well. Self-Check Questions In a country, private savings equals 600, the government budget surplus equals 200, and the trade surplus equals 100. What is the level of private investment in this economy? Hint: We use the national savings and investment identity to solve this question. In this case, the government has a budget surplus, so the government surplus appears as part of the supply of financial capital. Then: Assume an economy has a budget surplus of 1,000, private savings of 4,000, and investment of 5,000. - Write out a national saving and investment identity for this economy. - What will be the balance of trade in this economy? - If the budget surplus changes to a budget deficit of 1000, with private saving and investment unchanged, what is the new balance of trade in this economy? Hint: - Since the government has a budget surplus, the government budget term appears with the supply of capital. The following shows the national savings and investment identity for this economy. - Plugging the given values into the identity shown in part (a), we find that (X – M) = 0. - Since the government has a budget deficit, the government budget term appears with the demand for capital. You do not know in advance whether the economy has a trade deficit or a trade surplus. But when you see that the quantity demanded of financial capital exceeds the quantity supplied, you know that there must be an additional quantity of financial capital supplied by foreign investors, which means a trade deficit of 2000. This example shows that in this case there is a higher budget deficit, and a higher trade deficit. Review Questions Based on the national saving and investment identity, what are the three ways the macroeconomy might react to greater government budget deficits? How would you expect larger budget deficits to affect private sector investment in physical capital? Why? Critical Thinking Questions Assume there is no discretionary increase in government spending. Explain how an improving economy will affect the budget balance and, in turn, investment and the trade balance. Explain how decreased domestic investments that occur due to a budget deficit will affect future economic growth. The U.S. government has shut down a number of times in recent history. Explain how a government shutdown will affect the variables in the national investment and savings identity. Could the shutdown affect the government budget deficit?	oercommons	2025-03-18T00:35:28.606083	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28866/overview", "title": "Principles of Macroeconomics 2e, The Impacts of Government Borrowing, How Government Borrowing Affects Investment and the Trade Balance", "author": null }
https://oercommons.org/courseware/lesson/28865/overview	Introduction to the Impacts of Government Borrowing Financing Higher Education On November 8, 1965, President Lyndon B. Johnson signed The Higher Education Act of 1965 into law. With a stroke of the pen, he implemented what we know as the financial aid, work study, and student loan programs to help Americans pay for a college education. In his remarks, the President said: Here the seeds were planted from which grew my firm conviction that for the individual, education is the path to achievement and fulfillment; for the Nation, it is a path to a society that is not only free but civilized; and for the world, it is the path to peace—for it is education that places reason over force. This Act, he said, "is responsible for funding higher education for millions of Americans. It is the embodiment of the United States’ investment in ‘human capital’." Since Johnson signed the Act into law, the government has renewed it several times. The purpose of The Higher Education Act of 1965 was to build the country’s human capital by creating educational opportunity for millions of Americans. The three criteria that the government uses to judge eligibility are income, full-time or part-time attendance, and the cost of the institution. According to the 2011–2012 National Postsecondary Student Aid Study (NPSAS:12), in the 2011–2012 school year, over 70% of all full-time college students received some form of federal financial aid; 47% received grants; and another 55% received federal government student loans. The budget to support financial aid has increased not only because of more enrollment, but also because of increased tuition and fees for higher education. The current Trump administration is currently questioning these increases and the entire notion of how the government should deal with higher education. The President and Congress are charged with balancing fiscal responsibility and important government-financed expenditures like investing in human capital. Introduction to the Impacts of Government Borrowing In this chapter, you will learn about: - How Government Borrowing Affects Investment and the Trade Balance - Fiscal Policy, Investment, and Economic Growth - How Government Borrowing Affects Private Saving - Fiscal Policy and the Trade Balance Governments have many competing demands for financial support. Any spending should be tempered by fiscal responsibility and by looking carefully at the spending’s impact. When a government spends more than it collects in taxes, it runs a budget deficit. It then needs to borrow. When government borrowing becomes especially large and sustained, it can substantially reduce the financial capital available to private sector firms, as well as lead to trade imbalances and even financial crises. The Government Budgets and Fiscal Policy chapter introduced the concepts of deficits and debt, as well as how a government could use fiscal policy to address recession or inflation. This chapter begins by building on the national savings and investment identity, which we first first introduced in The International Trade and Capital Flows chapter, to show how government borrowing affects firms’ physical capital investment levels and trade balances. A prolonged period of budget deficits may lead to lower economic growth, in part because the funds that the government borrows to fund its budget deficits are typically no longer available for private investment. Moreover, a sustained pattern of large budget deficits can lead to disruptive economic patterns of high inflation, substantial inflows of financial capital from abroad, plummeting exchange rates, and heavy strains on a country’s banking and financial system.	oercommons	2025-03-18T00:35:28.621836	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28865/overview", "title": "Principles of Macroeconomics 2e, The Impacts of Government Borrowing, Introduction to the Impacts of Government Borrowing", "author": null }
https://oercommons.org/courseware/lesson/28847/overview	The Federal Reserve Banking System and Central Banks Overview By the end of this section, you will be able to: - Explain the structure and organization of the U.S. Federal Reserve - Discuss how central banks impact monetary policy, promote financial stability, and provide banking services In making decisions about the money supply, a central bank decides whether to raise or lower interest rates and, in this way, to influence macroeconomic policy, whose goal is low unemployment and low inflation. The central bank is also responsible for regulating all or part of the nation’s banking system to protect bank depositors and insure the health of the bank’s balance sheet. We call the organization responsible for conducting monetary policy and ensuring that a nation’s financial system operates smoothly the central bank. Most nations have central banks or currency boards. Some prominent central banks around the world include the European Central Bank, the Bank of Japan, and the Bank of England. In the United States, we call the central bank the Federal Reserve—often abbreviated as just “the Fed.” This section explains the U.S. Federal Reserve's organization and identifies the major central bank's responsibilities. Structure/Organization of the Federal Reserve Unlike most central banks, the Federal Reserve is semi-decentralized, mixing government appointees with representation from private-sector banks. At the national level, it is run by a Board of Governors, consisting of seven members appointed by the President of the United States and confirmed by the Senate. Appointments are for 14-year terms and they are arranged so that one term expires January 31 of every even-numbered year. The purpose of the long and staggered terms is to insulate the Board of Governors as much as possible from political pressure so that governors can make policy decisions based only on their economic merits. Additionally, except when filling an unfinished term, each member only serves one term, further insulating decision-making from politics. The Fed's policy decisions do not require congressional approval, and the President cannot ask for a Federal Reserve Governor to resign as the President can with cabinet positions. One member of the Board of Governors is designated as the Chair. For example, from 1987 until early 2006, the Chair was Alan Greenspan. From 2006 until 2014, Ben Bernanke held the post. The current Chair, Janet Yellen, has made many headlines already. Why? See the following Clear It Up feature to find out. Who has the most immediate economic power in the world? What individual can make financial market crash or soar just by making a public statement? It is not Bill Gates or Warren Buffett. It is not even the President of the United States. The answer is the Chair of the Federal Reserve Board of Governors. In early 2014, Janet L. Yellen, (Figure) became the first woman to hold this post. The media had described Yellen as “perhaps the most qualified Fed chair in history.” With a Ph.D. in economics from Yale University, Yellen has taught macroeconomics at Harvard, the London School of Economics, and most recently at the University of California at Berkeley. From 2004–2010, Yellen was President of the Federal Reserve Bank of San Francisco. Not an ivory tower economist, Yellen became one of the few economists who warned about a possible bubble in the housing market, more than two years before the financial crisis occurred. Yellen served on the Board of Governors of the Federal Reserve twice, most recently as Vice Chair. She also spent two years as Chair of the President’s Council of Economic Advisors. If experience and credentials mean anything, Yellen is likely to be an effective Fed chair. The Fed Chair is first among equals on the Board of Governors. While he or she has only one vote, the Chair controls the agenda, and is the Fed's public voice, so he or she has more power and influence than one might expect. Visit this website to see who the current members of the Federal Reserve Board of Governors are. You can follow the links provided for each board member to learn more about their backgrounds, experiences, and when their terms on the board will end. The Federal Reserve is more than the Board of Governors. The Fed also includes 12 regional Federal Reserve banks, each of which is responsible for supporting the commercial banks and economy generally in its district. Figure shows the Federal Reserve districts and the cities where their regional headquarters are located. The commercial banks in each district elect a Board of Directors for each regional Federal Reserve bank, and that board chooses a president for each regional Federal Reserve district. Thus, the Federal Reserve System includes both federally and private-sector appointed leaders. What Does a Central Bank Do? The Federal Reserve, like most central banks, is designed to perform three important functions: - To conduct monetary policy - To promote stability of the financial system - To provide banking services to commercial banks and other depository institutions, and to provide banking services to the federal government. The first two functions are sufficiently important that we will discuss them in their own modules. The third function we will discuss here. The Federal Reserve provides many of the same services to banks as banks provide to their customers. For example, all commercial banks have an account at the Fed where they deposit reserves. Similarly, banks can obtain loans from the Fed through the “discount window” facility, which we will discuss in more detail later. The Fed is also responsible for check processing. When you write a check, for example, to buy groceries, the grocery store deposits the check in its bank account. Then, the grocery store's bank returns the physical check (or an image of that actual check) to your bank, after which it transfers funds from your bank account to the grocery store's account. The Fed is responsible for each of these actions. On a more mundane level, the Federal Reserve ensures that enough currency and coins are circulating through the financial system to meet public demands. For example, each year the Fed increases the amount of currency available in banks around the Christmas shopping season and reduces it again in January. Finally, the Fed is responsible for assuring that banks are in compliance with a wide variety of consumer protection laws. For example, banks are forbidden from discriminating on the basis of age, race, sex, or marital status. Banks are also required to disclose publicly information about the loans they make for buying houses and how they distribute the loans geographically, as well as by sex and race of the loan applicants. Key Concepts and Summary The most prominent task of a central bank is to conduct monetary policy, which involves changes to interest rates and credit conditions, affecting the amount of borrowing and spending in an economy. Some prominent central banks around the world include the U.S. Federal Reserve, the European Central Bank, the Bank of Japan, and the Bank of England. Self-Check Question Why is it important for the members of the Board of Governors of the Federal Reserve to have longer terms in office than elected officials, like the President? Hint: Longer terms insulate the Board from political forces. Since the presidency can potentially change every four years, the Federal Reserve’s independence prevents drastic swings in monetary policy with every new administration and allows policy decisions to be made only on economic grounds. Review Questions How is a central bank different from a typical commercial bank? List the three traditional tools that a central bank has for controlling the money supply. Critical Thinking Questions Why do presidents typically reappoint Chairs of the Federal Reserve Board even when they were originally appointed by a president of a different political party? In what ways might monetary policy be superior to fiscal policy? In what ways might it be inferior? References Matthews, Dylan. “Nine amazing facts about Janet Yellen, our next Fed chair.” Wonkblog. The Washington Post. Posted October 09, 2013. http://www.washingtonpost.com/blogs/wonkblog/wp/2013/10/09/nine-amazing-facts-about-janet-yellen-our-next-fed-chair/. Appelbaum, Binyamin. “Divining the Regulatory Goals of Fed Rivals.” The New York Times. Posted August 14, 2013. http://www.nytimes.com/2013/08/14/business/economy/careers-of-2-fed-contenders-reveal-little-on-regulatory-approach.html?pagewanted=3.	oercommons	2025-03-18T00:35:28.644840	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28847/overview", "title": "Principles of Macroeconomics 2e, Monetary Policy and Bank Regulation, The Federal Reserve Banking System and Central Banks", "author": null }
https://oercommons.org/courseware/lesson/28853/overview	How the Foreign Exchange Market Works Overview By the end of this section, you will be able to: - Define "foreign exchange market" - Describe different types of investments like foreign direct investments (FDI), portfolio investments, and hedging - Explain how appreciating or depreciating currency affects exchange rates - Identify who benefits from a stronger currency and benefits from a weaker currency Most countries have different currencies, but not all. Sometimes small economies use an economically larger neighbor's currency. For example, Ecuador, El Salvador, and Panama have decided to dollarize—that is, to use the U.S. dollar as their currency. Sometimes nations share a common currency. A large-scale example of a common currency is the decision by 17 European nations—including some very large economies such as France, Germany, and Italy—to replace their former currencies with the euro. With these exceptions, most of the international economy takes place in a situation of multiple national currencies in which both people and firms need to convert from one currency to another when selling, buying, hiring, borrowing, traveling, or investing across national borders. We call the market in which people or firms use one currency to purchase another currency the foreign exchange market. You have encountered the basic concept of exchange rates in earlier chapters. In The International Trade and Capital Flows, for example, we discussed how economists use exchange rates to compare GDP statistics from countries where they measure GDP in different currencies. These earlier examples, however, took the actual exchange rate as given, as if it were a fact of nature. In reality, the exchange rate is a price—the price of one currency expressed in terms of units of another currency. The key framework for analyzing prices, whether in this course, any other economics course, in public policy, or business examples, is the operation of supply and demand in markets. Visit this website for an exchange rate calculator. The Extraordinary Size of the Foreign Exchange Markets The quantities traded in foreign exchange markets are breathtaking. A 2013 Bank of International Settlements survey found that $5.3 trillion per day was traded on foreign exchange markets, which makes the foreign exchange market the largest market in the world economy. In contrast, 2013 U.S. real GDP was $15.8 trillion per year. Table shows the currencies most commonly traded on foreign exchange markets. The U.S. dollar dominates the foreign exchange market, followed by the euro, the British pound, the Australian dollar, and the Japanese yen. \| Currency \| % Daily Share \| \|---\|---\| \| U.S. dollar \| 87.6% \| \| Euro \| 31.3% \| \| Japanese yen \| 21.6% \| \| British pound \| 12.8% \| \| Australian dollar \| 6.9% \| \| Canadian dollar \| 5.1% \| \| Swiss franc \| 4.8% \| \| Chinese yuan \| 2.6% \| Demanders and Suppliers of Currency in Foreign Exchange Markets In foreign exchange markets, demand and supply become closely interrelated, because a person or firm who demands one currency must at the same time supply another currency—and vice versa. To get a sense of this, it is useful to consider four groups of people or firms who participate in the market: (1) firms that are involved in international trade of goods and services; (2) tourists visiting other countries; (3) international investors buying ownership (or part-ownership) of a foreign firm; (4) international investors making financial investments that do not involve ownership. Let’s consider these categories in turn. Firms that buy and sell on international markets find that their costs for workers, suppliers, and investors are measured in the currency of the nation where their production occurs, but their revenues from sales are measured in the currency of the different nation where their sales happened. Thus, a Chinese firm exporting abroad will earn some other currency—say, U.S. dollars—but will need Chinese yuan to pay the workers, suppliers, and investors who are based in China. In the foreign exchange markets, this firm will be a supplier of U.S. dollars and a demander of Chinese yuan. International tourists will supply their home currency to receive the currency of the country they are visiting. For example, an American tourist who is visiting China will supply U.S. dollars into the foreign exchange market and demand Chinese yuan. We often divide financial investments that cross international boundaries, and require exchanging currency into two categories. Foreign direct investment (FDI) refers to purchasing a firm (at least ten percent) in another country or starting up a new enterprise in a foreign country For example, in 2008 the Belgian beer-brewing company InBev bought the U.S. beer-maker Anheuser-Busch for $52 billion. To make this purchase, InBev would have to supply euros (the currency of Belgium) to the foreign exchange market and demand U.S. dollars. The other kind of international financial investment, portfolio investment, involves a purely financial investment that does not entail any management responsibility. An example would be a U.S. financial investor who purchased U.K. government bonds, or deposited money in a British bank. To make such investments, the American investor would supply U.S. dollars in the foreign exchange market and demand British pounds. Business people often link portfolio investment to expectations about how exchange rates will shift. Look at a U.S. financial investor who is considering purchasing U.K. issued bonds. For simplicity, ignore any bond interest payment (which will be small in the short run anyway) and focus on exchange rates. Say that a British pound is currently worth $1.50 in U.S. currency. However, the investor believes that in a month, the British pound will be worth $1.60 in U.S. currency. Thus, as Figure (a) shows, this investor would change $24,000 for 16,000 British pounds. In a month, if the pound is worth $1.60, then the portfolio investor can trade back to U.S. dollars at the new exchange rate, and have $25,600—a nice profit. A portfolio investor who believes that the foreign exchange rate for the pound will work in the opposite direction can also invest accordingly. Say that an investor expects that the pound, now worth $1.50 in U.S. currency, will decline to $1.40. Then, as Figure (b) shows, that investor could start off with £20,000 in British currency (borrowing the money if necessary), convert it to $30,000 in U.S. currency, wait a month, and then convert back to approximately £21,429 in British currency—again making a nice profit. Of course, this kind of investing comes without guarantees, and an investor will suffer losses if the exchange rates do not move as predicted. Many portfolio investment decisions are not as simple as betting that the currency's value will change in one direction or the other. Instead, they involve firms trying to protect themselves from movements in exchange rates. Imagine you are running a U.S. firm that is exporting to France. You have signed a contract to deliver certain products and will receive 1 million euros a year from now. However, you do not know how much this contract will be worth in U.S. dollars, because the dollar/euro exchange rate can fluctuate in the next year. Let’s say you want to know for sure what the contract will be worth, and not take a risk that the euro will be worth less in U.S. dollars than it currently is. You can hedge, which means using a financial transaction to protect yourself against a risk from one of your investments (in this case, currency risk from the contract). Specifically, you can sign a financial contract and pay a fee that guarantees you a certain exchange rate one year from now—regardless of what the market exchange rate is at that time. Now, it is possible that the euro will be worth more in dollars a year from now, so your hedging contract will be unnecessary, and you will have paid a fee for nothing. However, if the value of the euro in dollars declines, then you are protected by the hedge. When parties wish to enter financial contracts like hedging, they normally rely on a financial institution or brokerage company to handle the hedging. These companies either take a fee or create a spread in the exchange rate in order to earn money through the service they provide. Both foreign direct investment and portfolio investment involve an investor who supplies domestic currency and demands a foreign currency. With portfolio investment, the client purchases less than ten percent of a company. As such, business players often get involved with portfolio investment with a short term focus. With foreign direct investment the investor purchases more than ten percent of a company and the investor typically assumes some managerial responsibility. Thus, foreign direct investment tends to have a more long-run focus. As a practical matter, an investor can withdraw portfolio investments from a country much more quickly than foreign direct investments. A U.S. portfolio investor who wants to buy or sell U.K. government bonds can do so with a phone call or a few computer keyboard clicks. However, a U.S. firm that wants to buy or sell a company, such as one that manufactures automobile parts in the United Kingdom, will find that planning and carrying out the transaction takes a few weeks, even months. Table summarizes the main categories of currency demanders and suppliers. \| Demand for the U.S. Dollar Comes from… \| Supply of the U.S. Dollar Comes from… \| \|---\|---\| \| A U.S. exporting firm that earned foreign currency and is trying to pay U.S.-based expenses \| A foreign firm that has sold imported goods in the United States, earned U.S. dollars, and is trying to pay expenses incurred in its home country \| \| Foreign tourists visiting the United States \| U.S. tourists leaving to visit other countries \| \| Foreign investors who wish to make direct investments in the U.S. economy \| U.S. investors who want to make foreign direct investments in other countries \| \| Foreign investors who wish to make portfolio investments in the U.S. economy \| U.S. investors who want to make portfolio investments in other countries \| Participants in the Exchange Rate Market The foreign exchange market does not involve the ultimate suppliers and demanders of foreign exchange literally seeking each other. If Martina decides to leave her home in Venezuela and take a trip in the United States, she does not need to find a U.S. citizen who is planning to take a vacation in Venezuela and arrange a person-to-person currency trade. Instead, the foreign exchange market works through financial institutions, and it operates on several levels. Most people and firms who are exchanging a substantial quantity of currency go to a bank, and most banks provide foreign exchange as a service to customers. These banks (and a few other firms), known as dealers, then trade the foreign exchange. This is called the interbank market. In the world economy, roughly 2,000 firms are foreign exchange dealers. The U.S. economy has less than 100 foreign exchange dealers, but the largest 12 or so dealers carry out more than half the total transactions. The foreign exchange market has no central location, but the major dealers keep a close watch on each other at all times. The foreign exchange market is huge not because of the demands of tourists, firms, or even foreign direct investment, but instead because of portfolio investment and the actions of interlocking foreign exchange dealers. International tourism is a very large industry, involving about $1 trillion per year. Global exports are about 23% of global GDP; which is about $18 trillion per year. Foreign direct investment totaled about $1.5 trillion in the end of 2013. These quantities are dwarfed, however, by the $5.3 trillion per day traded in foreign exchange markets. Most transactions in the foreign exchange market are for portfolio investment—relatively short-term movements of financial capital between currencies—and because of the large foreign exchange dealers' actions as they constantly buy and sell with each other. Strengthening and Weakening Currency When the prices of most goods and services change, the price "rises or "falls". For exchange rates, the terminology is different. When the exchange rate for a currency rises, so that the currency exchanges for more of other currencies, we refer to it as appreciating or “strengthening.” When the exchange rate for a currency falls, so that a currency trades for less of other currencies, we refer to it as depreciating or “weakening.” To illustrate the use of these terms, consider the exchange rate between the U.S. dollar and the Canadian dollar since 1980, in Figure (a). The vertical axis in Figure (a) shows the price of $1 in U.S. currency, measured in terms of Canadian currency. Clearly, exchange rates can move up and down substantially. A U.S. dollar traded for $1.17 Canadian in 1980. The U.S. dollar appreciated or strengthened to $1.39 Canadian in 1986, depreciated or weakened to $1.15 Canadian in 1991, and then appreciated or strengthened to $1.60 Canadian by early in 2002, fell to roughly $1.20 Canadian in 2009, and then had a sharp spike up and decline in 2009 and 2010. In May of 2017, the U.S. dollar stood at $1.36 Canadian. The units in which we measure exchange rates can be confusing, because we measure the exchange rate of the U.S. dollar exchange using a different currency—the Canadian dollar. However, exchange rates always measure the price of one unit of currency by using a different currency. In looking at the exchange rate between two currencies, the appreciation or strengthening of one currency must mean the depreciation or weakening of the other. Figure (b) shows the exchange rate for the Canadian dollar, measured in terms of U.S. dollars. The exchange rate of the U.S. dollar measured in Canadian dollars, in Figure (a), is a perfect mirror image with the Canadian dollar exchange rate measured in U.S. dollars, in Figure (b). A fall in the Canada $/U.S. $ ratio means a rise in the U.S. $/Canada $ ratio, and vice versa. With the price of a typical good or service, it is clear that higher prices benefit sellers and hurt buyers, while lower prices benefit buyers and hurt sellers. In the case of exchange rates, where the buyers and sellers are not always intuitively obvious, it is useful to trace how a stronger or weaker currency will affect different market participants. Consider, for example, the impact of a stronger U.S. dollar on six different groups of economic actors, as Figure shows: (1) U.S. exporters selling abroad; (2) foreign exporters (that is, firms selling imports in the U.S. economy); (3) U.S. tourists abroad; (4) foreign tourists visiting the United States; (5) U.S. investors (either foreign direct investment or portfolio investment) considering opportunities in other countries; (6) and foreign investors considering opportunities in the U.S. economy. For a U.S. firm selling abroad, a stronger U.S. dollar is a curse. A strong U.S. dollar means that foreign currencies are correspondingly weak. When this exporting firm earns foreign currencies through its export sales, and then converts them back to U.S. dollars to pay workers, suppliers, and investors, the stronger dollar means that the foreign currency buys fewer U.S. dollars than if the currency had not strengthened, and that the firm’s profits (as measured in dollars) fall. As a result, the firm may choose to reduce its exports, or it may raise its selling price, which will also tend to reduce its exports. In this way, a stronger currency reduces a country’s exports. Conversely, for a foreign firm selling in the U.S. economy, a stronger dollar is a blessing. Each dollar earned through export sales, when traded back into the exporting firm's home currency, will now buy more home currency than expected before the dollar had strengthened. As a result, the stronger dollar means that the importing firm will earn higher profits than expected. The firm will seek to expand its sales in the U.S. economy, or it may reduce prices, which will also lead to expanded sales. In this way, a stronger U.S. dollar means that consumers will purchase more from foreign producers, expanding the country’s level of imports. For a U.S. tourist abroad, who is exchanging U.S. dollars for foreign currency as necessary, a stronger U.S. dollar is a benefit. The tourist receives more foreign currency for each U.S. dollar, and consequently the cost of the trip in U.S. dollars is lower. When a country’s currency is strong, it is a good time for citizens of that country to tour abroad. Imagine a U.S. tourist who has saved up $5,000 for a trip to South Africa. In 2010, $1 bought 7.3 South African rand, so the tourist had 36,500 rand to spend. In 2012, $1 bought 8.2 rand, so the tourist had 41,000 rand to spend. By 2015, $1 bought nearly 13 rand. Clearly, more recent years have been better for U.S. tourists to visit South Africa. For foreign visitors to the United States, the opposite pattern holds true. A relatively stronger U.S. dollar means that their own currencies are relatively weaker, so that as they shift from their own currency to U.S. dollars, they have fewer U.S. dollars than previously. When a country’s currency is strong, it is not an especially good time for foreign tourists to visit. A stronger dollar injures the prospects of a U.S. financial investor who has already invested money in another country. A U.S. financial investor abroad must first convert U.S. dollars to a foreign currency, invest in a foreign country, and then later convert that foreign currency back to U.S. dollars. If in the meantime the U.S. dollar becomes stronger and the foreign currency becomes weaker, then when the investor converts back to U.S. dollars, the rate of return on that investment will be less than originally expected at the time it was made. However, a stronger U.S. dollar boosts the returns of a foreign investor putting money into a U.S. investment. That foreign investor converts from the home currency to U.S. dollars and seeks a U.S. investment, while later planning to switch back to the home currency. If, in the meantime, the dollar grows stronger, then when the time comes to convert from U.S. dollars back to the foreign currency, the investor will receive more foreign currency than expected at the time the original investment was made. The preceding paragraphs all focus on the case where the U.S. dollar becomes stronger. The first column in Figure illustrates the corresponding happy or unhappy economic reactions. The following Work It Out feature centers the analysis on the opposite: a weaker dollar. Effects of a Weaker Dollar Let’s work through the effects of a weaker dollar on a U.S. exporter, a foreign exporter into the United States, a U.S. tourist going abroad, a foreign tourist coming to the United States, a U.S. investor abroad, and a foreign investor in the United States. Step 1. Note that the demand for U.S. exports is a function of the price of those exports, which depends on the dollar price of those goods and the exchange rate of the dollar in terms of foreign currency. For example, a Ford pickup truck costs $25,000 in the United States. When it is sold in the United Kingdom, the price is $25,000 / $1.30 per British pound, or £19,231. The dollar affects the price foreigners face who may purchase U.S. exports. Step 2. Consider that, if the dollar weakens, the pound rises in value. If the pound rises to $2.00 per pound, then the price of a Ford pickup is now $25,000 / $2.00 = £12,500. A weaker dollar means the foreign currency buys more dollars, which means that U.S. exports appear less expensive. Step 3. Summarize that a weaker U.S. dollar leads to an increase in U.S. exports. For a foreign exporter, the outcome is just the opposite. Step 4. Suppose a brewery in England is interested in selling its Bass Ale to a grocery store in the United States. If the price of a six pack of Bass Ale is £6.00 and the exchange rate is $1.30 per British pound, the price for the grocery store is 6.00 × $1.30 = $7.80 per six pack. If the dollar weakens to $2.00 per pound, the price of Bass Ale is now 6.00 × $2.00 = $12. Step 5. Summarize that, from the perspective of U.S. purchasers, a weaker dollar means that foreign currency is more expensive, which means that foreign goods are more expensive also. This leads to a decrease in U.S. imports, which is bad for the foreign exporter. Step 6. Consider U.S. tourists going abroad. They face the same situation as a U.S. importer—they are purchasing a foreign trip. A weaker dollar means that their trip will cost more, since a given expenditure of foreign currency (e.g., hotel bill) will take more dollars. The result is that the tourist may not stay as long abroad, and some may choose not to travel at all. Step 7. Consider that, for the foreign tourist to the United States, a weaker dollar is a boon. It means their currency goes further, so the cost of a trip to the United States will be less. Foreigners may choose to take longer trips to the United States, and more foreign tourists may decide to take U.S. trips. Step 8. Note that a U.S. investor abroad faces the same situation as a U.S. importer—they are purchasing a foreign asset. A U.S. investor will see a weaker dollar as an increase in the “price” of investment, since the same number of dollars will buy less foreign currency and thus less foreign assets. This should decrease the amount of U.S. investment abroad. Step 9. Note also that foreign investors in the Unites States will have the opposite experience. Since foreign currency buys more dollars, they will likely invest in more U.S. assets. At this point, you should have a good sense of the major players in the foreign exchange market: firms involved in international trade, tourists, international financial investors, banks, and foreign exchange dealers. The next module shows how players can use the tools of demand and supply in foreign exchange markets to explain the underlying causes of stronger and weaker currencies (we address “stronger” and “weaker” more in the following Clear It Up feature). Why is a stronger currency not necessarily better? One common misunderstanding about exchange rates is that a “stronger” or “appreciating” currency must be better than a “weaker” or “depreciating” currency. After all, is it not obvious that “strong” is better than “weak”? Do not let the terminology confuse you. When a currency becomes stronger, so that it purchases more of other currencies, it benefits some in the economy and injures others. Stronger currency is not necessarily better, it is just different. Key Concepts and Summary In the foreign exchange market, people and firms exchange one currency to purchase another currency. The demand for dollars comes from those U.S. export firms seeking to convert their earnings in foreign currency back into U.S. dollars; foreign tourists converting their earnings in a foreign currency back into U.S. dollars; and foreign investors seeking to make financial investments in the U.S. economy. On the supply side of the foreign exchange market for the trading of U.S. dollars are foreign firms that have sold imports in the U.S. economy and are seeking to convert their earnings back to their home currency; U.S. tourists abroad; and U.S. investors seeking to make financial investments in foreign economies. When currency A can buy more of currency B, then currency A has strengthened or appreciated relative to B. When currency A can buy less of currency B, then currency A has weakened or depreciated relative to B. If currency A strengthens or appreciates relative to currency B, then currency B must necessarily weaken or depreciate with regard to currency A. A stronger currency benefits those who are buying with that currency and injures those who are selling. A weaker currency injures those, like importers, who are buying with that currency and benefits those who are selling with it, like exporters. Self-Check Questions How will a stronger euro affect the following economic agents? - A British exporter to Germany. - A Dutch tourist visiting Chile. - A Greek bank investing in a Canadian government bond. - A French exporter to Germany. Hint: - The British use the pound sterling, while Germans use the euro, so a British exporter will receive euros from export sales, which will need to be exchanged for pounds. A stronger euro will mean more pounds per euro, so the exporter will be better off. In addition, the lower price for German imports will stimulate demand for British exports. For both these reasons, a stronger euro benefits the British exporter. - The Dutch use euros while the Chileans use pesos, so the Dutch tourist needs to turn euros into Chilean pesos. An increase in the euro means that the tourist will get more pesos per euro. As a consequence, the Dutch tourist will have a less expensive vacation than he planned, so the tourist will be better off. - The Greek use euros while the Canadians use dollars. An increase in the euro means it will buy more Canadian dollars. As a result, the Greek bank will see a decrease in the cost of the Canadian bonds, so it may purchase more bonds. Either way, the Greek bank benefits. - Since both the French and Germans use the euro, an increase in the euro, in terms of other currencies, should have no impact on the French exporter. Review Questions What is the foreign exchange market? Describe some buyers and some sellers in the market for U.S. dollars. What is the difference between foreign direct investment and portfolio investment? What does it mean to hedge a financial transaction? What does it mean to say that a currency appreciates? Depreciates? Becomes stronger? Becomes weaker? Critical Thinking Question Why would a nation “dollarize”—that is, adopt another country’s currency instead of having its own? Can you think of any major disadvantages to dollarization? How would a central bank work in a country that has dollarized? Problems A British pound cost $2.00 in U.S. dollars in 2008, but $1.27 in U.S. dollars in 2017. Was the pound weaker or stronger against the dollar? Did the dollar appreciate or depreciate versus the pound?	oercommons	2025-03-18T00:35:28.681214	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28853/overview", "title": "Principles of Macroeconomics 2e, Exchange Rates and International Capital Flows, How the Foreign Exchange Market Works", "author": null }
https://oercommons.org/courseware/lesson/28851/overview	Pitfalls for Monetary Policy Overview By the end of this section, you will be able to: - Analyze whether monetary policy decisions should be made more democratically - Calculate the velocity of money - Evaluate the central bank’s influence on inflation, unemployment, asset bubbles, and leverage cycles - Calculate the effects of monetary stimulus In the real world, effective monetary policy faces a number of significant hurdles. Monetary policy affects the economy only after a time lag that is typically long and of variable length. Remember, monetary policy involves a chain of events: the central bank must perceive a situation in the economy, hold a meeting, and make a decision to react by tightening or loosening monetary policy. The change in monetary policy must percolate through the banking system, changing the quantity of loans and affecting interest rates. When interest rates change, businesses must change their investment levels and consumers must change their borrowing patterns when purchasing homes or cars. Then it takes time for these changes to filter through the rest of the economy. As a result of this chain of events, monetary policy has little effect in the immediate future. Instead, its primary effects are felt perhaps one to three years in the future. The reality of long and variable time lags does not mean that a central bank should refuse to make decisions. It does mean that central banks should be humble about taking action, because of the risk that their actions can create as much or more economic instability as they resolve. Excess Reserves Banks are legally required to hold a minimum level of reserves, but no rule prohibits them from holding additional excess reserves above the legally mandated limit. For example, during a recession banks may be hesitant to lend, because they fear that when the economy is contracting, a high proportion of loan applicants become less likely to repay their loans. When many banks are choosing to hold excess reserves, expansionary monetary policy may not work well. This may occur because the banks are concerned about a deteriorating economy, while the central bank is trying to expand the money supply. If the banks prefer to hold excess reserves above the legally required level, the central bank cannot force individual banks to make loans. Similarly, sensible businesses and consumers may be reluctant to borrow substantial amounts of money in a recession, because they recognize that firms’ sales and employees’ jobs are more insecure in a recession, and they do not want to face the need to make interest payments. The result is that during an especially deep recession, an expansionary monetary policy may have little effect on either the price level or the real GDP. Japan experienced this situation in the 1990s and early 2000s. Japan’s economy entered a period of very slow growth, dipping in and out of recession, in the early 1990s. By February 1999, the Bank of Japan had lowered the equivalent of its federal funds rate to 0%. It kept it there most of the time through 2003. Moreover, in the two years from March 2001 to March 2003, the Bank of Japan also expanded the country's money supply by about 50%—an enormous increase. Even this highly expansionary monetary policy, however, had no substantial effect on stimulating aggregate demand. Japan’s economy continued to experience extremely slow growth into the mid-2000s. Should monetary policy decisions be made more democratically? Should a nation’s Congress or legislature comprised of elected representatives conduct monetary policy or should a politically appointed central bank that is more independent of voters take charge? Here are some of the arguments. The Case for Greater Democratic Control of Monetary Policy Elected representatives pass taxes and spending bills to conduct fiscal policy by passing tax and spending bills. They could handle monetary policy in the same way. They will sometimes make mistakes, but in a democracy, it is better to have elected officials who are accountable to voters make mistakes instead of political appointees. After all, the people appointed to the top governing positions at the Federal Reserve—and to most central banks around the world—are typically bankers and economists. They are not representatives of borrowers like small businesses or farmers nor are they representatives of labor unions. Central banks might not be so quick to raise interest rates if they had to pay more attention to firms and people in the real economy. The Case for an Independent Central Bank Because the central bank has some insulation from day-to-day politics, its members can take a nonpartisan look at specific economic situations and make tough, immediate decisions when necessary. The idea of giving a legislature the ability to create money and hand out loans is likely to end up badly, sooner or later. It is simply too tempting for lawmakers to expand the money supply to fund their projects. The long term result will be rampant inflation. Also, a central bank, acting according to the laws passed by elected officials, can respond far more quickly than a legislature. For example, the U.S. budget takes months to debate, pass, and sign into law, but monetary policy decisions happen much more rapidly. Day-to-day democratic control of monetary policy is impractical and seems likely to lead to an overly expansionary monetary policy and higher inflation. The problem of excess reserves does not affect contractionary policy. Central bankers have an old saying that monetary policy can be like pulling and pushing on a string: when the central bank pulls on the string and uses contractionary monetary policy, it can definitely raise interest rates and reduce aggregate demand. However, when the central bank tries to push on the string of expansionary monetary policy, the string may sometimes just fold up limp and have little effect, because banks decide not to loan out their excess reserves. Do not take this analogy too literally—expansionary monetary policy usually does have real effects, after that inconveniently long and variable lag. There are also times, like Japan’s economy in the late 1990s and early 2000s, when expansionary monetary policy has been insufficient to lift a recession-prone economy. Unpredictable Movements of Velocity Velocity is a term that economists use to describe how quickly money circulates through the economy. We define the velocity of money in a year as: Specific measurements of velocity depend on the definition of the money supply used. Consider the velocity of M1, the total amount of currency in circulation and checking account balances. In 2009, for example, M1 was $1.7 trillion and nominal GDP was $14.3 trillion, so the velocity of M1 was 8.4 ($14.3 trillion/$1.7 trillion). A higher velocity of money means that the average dollar circulates more times in a year. A lower velocity means that the average dollar circulates fewer times in a year. See the following Clear It Up feature for a discussion of how deflation could affect monetary policy. What happens during episodes of deflation? Deflation occurs when the rate of inflation is negative; that is, instead of money having less purchasing power over time, as occurs with inflation, money is worth more. Deflation can make it very difficult for monetary policy to address a recession. Remember that the real interest rate is the nominal interest rate minus the rate of inflation. If the nominal interest rate is 7% and the rate of inflation is 3%, then the borrower is effectively paying a 4% real interest rate. If the nominal interest rate is 7% and there is deflation of 2%, then the real interest rate is actually 9%. In this way, an unexpected deflation raises the real interest payments for borrowers. It can lead to a situation where borrowers do not repay an unexpectedly high number of loans, and banks find that their net worth is decreasing or negative. When banks are suffering losses, they become less able and eager to make new loans. Aggregate demand declines, which can lead to recession. Then the double-whammy: After causing a recession, deflation can make it difficult for monetary policy to work. Say that the central bank uses expansionary monetary policy to reduce the nominal interest rate all the way to zero—but the economy has 5% deflation. As a result, the real interest rate is 5%, and because a central bank cannot make the nominal interest rate negative, expansionary policy cannot reduce the real interest rate further. In the U.S. economy during the early 1930s, deflation was 6.7% per year from 1930–1933, which caused many borrowers to default on their loans and many banks to end up bankrupt, which in turn contributed substantially to the Great Depression. Not all episodes of deflation, however, end in economic depression. Japan, for example, experienced deflation of slightly less than 1% per year from 1999–2002, which hurt the Japanese economy, but it still grew by about 0.9% per year over this period. There is at least one historical example of deflation coexisting with rapid growth. The U.S. economy experienced deflation of about 1.1% per year over the quarter-century from 1876–1900, but real GDP also expanded at a rapid clip of 4% per year over this time, despite some occasional severe recessions. The central bank should be on guard against deflation and, if necessary, use expansionary monetary policy to prevent any long-lasting or extreme deflation from occurring. Except in severe cases like the Great Depression, deflation does not guarantee economic disaster. Changes in velocity can cause problems for monetary policy. To understand why, rewrite the definition of velocity so that the money supply is on the left-hand side of the equation. That is: Recall from The Macroeconomic Perspective that Therefore, We sometimes call this equation the basic quantity equation of money but, as you can see, it is just the definition of velocity written in a different form. This equation must hold true, by definition. If velocity is constant over time, then a certain percentage rise in the money supply on the left-hand side of the basic quantity equation of money will inevitably lead to the same percentage rise in nominal GDP—although this change could happen through an increase in inflation, or an increase in real GDP, or some combination of the two. If velocity is changing over time but in a constant and predictable way, then changes in the money supply will continue to have a predictable effect on nominal GDP. If velocity changes unpredictably over time, however, then the effect of changes in the money supply on nominal GDP becomes unpredictable. Figure illustrates the actual velocity of money in the U.S. economy as measured by using M1, the most common definition of the money supply. From 1960 up to about 1980, velocity appears fairly predictable; that is, it is increasing at a fairly constant rate. In the early 1980s, however, velocity as calculated with M1 becomes more variable. The reasons for these sharp changes in velocity remain a puzzle. Economists suspect that the changes in velocity are related to innovations in banking and finance which have changed how we are using money in making economic transactions: for example, the growth of electronic payments; a rise in personal borrowing and credit card usage; and accounts that make it easier for people to hold money in savings accounts, where it is counted as M2, right up to the moment that they want to write a check on the money and transfer it to M1. So far at least, it has proven difficult to draw clear links between these kinds of factors and the specific up-and-down fluctuations in M1. Given many changes in banking and the prevalence of electronic banking, economists now favor M2 as a measure of money rather than the narrower M1. In the 1970s, when velocity as measured by M1 seemed predictable, a number of economists, led by Nobel laureate Milton Friedman (1912–2006), argued that the best monetary policy was for the central bank to increase the money supply at a constant growth rate. These economists argued that with the long and variable lags of monetary policy, and the political pressures on central bankers, central bank monetary policies were as likely to have undesirable as to have desirable effects. Thus, these economists believed that the monetary policy should seek steady growth in the money supply of 3% per year. They argued that a steady monetary growth rate would be correct over longer time periods, since it would roughly match the growth of the real economy. In addition, they argued that giving the central bank less discretion to conduct monetary policy would prevent an overly activist central bank from becoming a source of economic instability and uncertainty. In this spirit, Friedman wrote in 1967: “The first and most important lesson that history teaches about what monetary policy can do—and it is a lesson of the most profound importance—is that monetary policy can prevent money itself from being a major source of economic disturbance.” As the velocity of M1 began to fluctuate in the 1980s, having the money supply grow at a predetermined and unchanging rate seemed less desirable, because as the quantity theory of money shows, the combination of constant growth in the money supply and fluctuating velocity would cause nominal GDP to rise and fall in unpredictable ways. The jumpiness of velocity in the 1980s caused many central banks to focus less on the rate at which the quantity of money in the economy was increasing, and instead to set monetary policy by reacting to whether the economy was experiencing or in danger of higher inflation or unemployment. Unemployment and Inflation If you were to survey central bankers around the world and ask them what they believe should be the primary task of monetary policy, the most popular answer by far would be fighting inflation. Most central bankers believe that the neoclassical model of economics accurately represents the economy over the medium to long term. Remember that in the neoclassical model of the economy, we draw the aggregate supply curve as a vertical line at the level of potential GDP, as Figure shows. In the neoclassical model, economists determine the level of potential GDP (and the natural rate of unemployment that exists when the economy is producing at potential GDP) by real economic factors. If the original level of aggregate demand is AD0, then an expansionary monetary policy that shifts aggregate demand to AD1 only creates an inflationary increase in the price level, but it does not alter GDP or unemployment. From this perspective, all that monetary policy can do is to lead to low inflation or high inflation—and low inflation provides a better climate for a healthy and growing economy. After all, low inflation means that businesses making investments can focus on real economic issues, not on figuring out ways to protect themselves from the costs and risks of inflation. In this way, a consistent pattern of low inflation can contribute to long-term growth. This vision of focusing monetary policy on a low rate of inflation is so attractive that many countries have rewritten their central banking laws since in the 1990s to have their bank practice inflation targeting, which means that the central bank is legally required to focus primarily on keeping inflation low. By 2014, central banks in 28 countries, including Austria, Brazil, Canada, Israel, Korea, Mexico, New Zealand, Spain, Sweden, Thailand, and the United Kingdom faced a legal requirement to target the inflation rate. A notable exception is the Federal Reserve in the United States, which does not practice inflation-targeting. Instead, the law governing the Federal Reserve requires it to take both unemployment and inflation into account. Economists have no final consensus on whether a central bank should be required to focus only on inflation or should have greater discretion. For those who subscribe to the inflation targeting philosophy, the fear is that politicians who are worried about slow economic growth and unemployment will constantly pressure the central bank to conduct a loose monetary policy—even if the economy is already producing at potential GDP. In some countries, the central bank may lack the political power to resist such pressures, with the result of higher inflation, but no long-term reduction in unemployment. The U.S. Federal Reserve has a tradition of independence, but central banks in other countries may be under greater political pressure. For all of these reasons—long and variable lags, excess reserves, unstable velocity, and controversy over economic goals—monetary policy in the real world is often difficult. The basic message remains, however, that central banks can affect aggregate demand through the conduct of monetary policy and in that way influence macroeconomic outcomes. Asset Bubbles and Leverage Cycles One long-standing concern about having the central bank focus on inflation and unemployment is that it may be overlooking certain other economic problems that are coming in the future. For example, from 1994 to 2000 during what was known as the “dot-com” boom, the U.S. stock market, which the Dow Jones Industrial Index measures (which includes 30 very large companies from across the U.S. economy), nearly tripled in value. The Nasdaq index, which includes many smaller technology companies, increased in value by a multiple of five from 1994 to 2000. These rates of increase were clearly not sustainable. Stock values as measured by the Dow Jones were almost 20% lower in 2009 than they had been in 2000. Stock values in the Nasdaq index were 50% lower in 2009 than they had been in 2000. The drop-off in stock market values contributed to the 2001 recession and the higher unemployment that followed. We can tell a similar story about housing prices in the mid-2000s. During the 1970s, 1980s, and 1990s, housing prices increased at about 6% per year on average. During what came to be known as the “housing bubble” from 2003 to 2005, housing prices increased at almost double this annual rate. These rates of increase were clearly not sustainable. When housing prices fell in 2007 and 2008, many banks and households found that their assets were worth less than they expected, which contributed to the recession that started in 2007. At a broader level, some economists worry about a leverage cycle, where “leverage” is a term financial economists use to mean “borrowing.” When economic times are good, banks and the financial sector are eager to lend, and people and firms are eager to borrow. Remember that a money multiplier determines the amount of money and credit in an economy —a process of loans made, money deposited, and more loans made. In good economic times, this surge of lending exaggerates the episode of economic growth. It can even be part of what lead prices of certain assets—like stock prices or housing prices—to rise at unsustainably high annual rates. At some point, when economic times turn bad, banks and the financial sector become much less willing to lend, and credit becomes expensive or unavailable to many potential borrowers. The sharp reduction in credit, perhaps combined with the deflating prices of a dot-com stock price bubble or a housing bubble, makes the economic downturn worse than it would otherwise be. Thus, some economists have suggested that the central bank should not just look at economic growth, inflation, and unemployment rates, but should also keep an eye on asset prices and leverage cycles. Such proposals are quite controversial. If a central bank had announced in 1997 that stock prices were rising “too fast” or in 2004 that housing prices were rising “too fast,” and then taken action to hold down price increases, many people and their elected political representatives would have been outraged. Neither the Federal Reserve nor any other central banks want to take the responsibility of deciding when stock prices and housing prices are too high, too low, or just right. As further research explores how asset price bubbles and leverage cycles can affect an economy, central banks may need to think about whether they should conduct monetary policy in a way that would seek to moderate these effects. Let’s end this chapter with a Work it Out exercise in how the Fed—or any central bank—would stir up the economy by increasing the money supply. Calculating the Effects of Monetary Stimulus Suppose that the central bank wants to stimulate the economy by increasing the money supply. The bankers estimate that the velocity of money is 3, and that the price level will increase from 100 to 110 due to the stimulus. Using the quantity equation of money, what will be the impact of an $800 billion dollar increase in the money supply on the quantity of goods and services in the economy given an initial money supply of $4 trillion? Step 1. We begin by writing the quantity equation of money: MV = PQ. We know that initially V = 3, M = 4,000 (billion) and P = 100. Substituting these numbers in, we can solve for Q: Step 2. Now we want to find the effect of the addition $800 billion in the money supply, together with the increase in the price level. The new equation is: Step 3. If we take the difference between the two quantities, we find that the monetary stimulus increased the quantity of goods and services in the economy by 10.9 billion. The discussion in this chapter has focused on domestic monetary policy; that is, the view of monetary policy within an economy. Exchange Rates and International Capital Flows explores the international dimension of monetary policy, and how monetary policy becomes involved with exchange rates and international flows of financial capital. The Problem of the Zero Percent Interest Rate Lower Bound In 2008, the U.S. Federal Reserve found itself in a difficult position. The federal funds rate was on its way to near zero, which meant that traditional open market operations, by which the Fed purchases U.S. Treasury Bills to lower short term interest rates, was no longer viable. This so called “zero bound problem,” prompted the Fed, under then Chair Ben Bernanke, to attempt some unconventional policies, collectively called quantitative easing. By early 2014, quantitative easing nearly quintupled the amount of bank reserves. This likely contributed to the U.S. economy’s recovery, but the impact was muted, probably due to some of the hurdles mentioned in the last section of this module. The unprecedented increase in bank reserves also led to fears of inflation. As of early 2015, however, there have been no serious signs of a boom, with core inflation around a stable 1.7%. Key Concepts and Summary Monetary policy is inevitably imprecise, for a number of reasons: (a) the effects occur only after long and variable lags; (b) if banks decide to hold excess reserves, monetary policy cannot force them to lend; and (c) velocity may shift in unpredictable ways. The basic quantity equation of money is MV = PQ, where M is the money supply, V is the velocity of money, P is the price level, and Q is the real output of the economy. Some central banks, like the European Central Bank, practice inflation targeting, which means that the only goal of the central bank is to keep inflation within a low target range. Other central banks, such as the U.S. Federal Reserve, are free to focus on either reducing inflation or stimulating an economy that is in recession, whichever goal seems most important at the time. Self-Check Questions Why might banks want to hold excess reserves in time of recession? Hint: In times of economic uncertainty, banks may worry that borrowers will lose the ability to repay their loans. They may also fear that a panic is more likely and they will need the excess reserves to meet their obligations. Why might the velocity of money change unexpectedly? Hint: If consumer optimism changes, spending can speed up or slow down. This could also happen in a case where consumers need to buy a large number of items quickly, such as in a situation of national emergency. Review Questions Which kind of monetary policy would you expect in response to recession: expansionary or contractionary? Why? How might each of the following factors complicate the implementation of monetary policy: long and variable lags, excess reserves, and movements in velocity? Define the velocity of the money supply. What is the basic quantity equation of money? How does a monetary policy of inflation target work? Critical Thinking Questions How does rule-based monetary policy differ from discretionary monetary policy (that is, monetary policy not based on a rule)? What are some of the arguments for each? Is it preferable for central banks to primarily target inflation or unemployment? Why? Problems All other things being equal, by how much will nominal GDP expand if the central bank increases the money supply by $100 billion, and the velocity of money is 3? (Use this information as necessary to answer the following 4 questions.) Suppose now that economists expect the velocity of money to increase by 50% as a result of the monetary stimulus. What will be the total increase in nominal GDP? If GDP is 1,500 and the money supply is 400, what is velocity? If GDP now rises to 1,600, but the money supply does not change, how has velocity changed? If GDP now falls back to 1,500 and the money supply falls to 350, what is velocity? References Tobin, James. “The Concise Encyclopedia of Economics: Monetary Policy.” Library of Economics and Liberty. Accessed November 2013. http://www.econlib.org/library/Enc/MonetaryPolicy.html. Federal Reserve Bank of New York. “The Founding of the Fed.” Accessed November 2013. http://www.newyorkfed.org/aboutthefed/history_article.html.	oercommons	2025-03-18T00:35:28.720843	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28851/overview", "title": "Principles of Macroeconomics 2e, Monetary Policy and Bank Regulation, Pitfalls for Monetary Policy", "author": null }
https://oercommons.org/courseware/lesson/28869/overview	Fiscal Policy, Investment, and Economic Growth Overview By the end of this section, you will be able to: - Explain crowding out and its effect on physical capital investment - Explain the relationship between budget deficits and interest rates - Identify why economic growth is tied to investments in physical capital, human capital, and technology The underpinnings of economic growth are investments in physical capital, human capital, and technology, all set in an economic environment where firms and individuals can react to the incentives provided by well-functioning markets and flexible prices. Government borrowing can reduce the financial capital available for private firms to invest in physical capital. However, government spending can also encourage certain elements of long-term growth, such as spending on roads or water systems, on education, or on research and development that creates new technology. Crowding Out Physical Capital Investment A larger budget deficit will increase demand for financial capital. If private saving and the trade balance remain the same, then less financial capital will be available for private investment in physical capital. When government borrowing soaks up available financial capital and leaves less for private investment in physical capital, economists call the result crowding out. To understand the potential impact of crowding out, consider the U.S. economy's situation before the exceptional circumstances of the recession that started in late 2007. In 2005, for example, the budget deficit was roughly 4% of GDP. Private investment by firms in the U.S. economy has hovered in the range of 14% to 18% of GDP in recent decades. However, in any given year, roughly half of U.S. investment in physical capital just replaces machinery and equipment that has worn out or become technologically obsolete. Only about half represents an increase in the total quantity of physical capital in the economy. Investment in new physical capital in any year is about 7% to 9% of GDP. In this situation, even U.S. budget deficits in the range of 4% of GDP can potentially crowd out a substantial share of new investment spending. Conversely, a smaller budget deficit (or an increased budget surplus) increases the pool of financial capital available for private investment. Visit this website to view the “U.S. Debt Clock.” Figure shows the patterns of U.S. budget deficits and private investment since 1980. If greater government deficits lead to less private investment in physical capital, and reduced government deficits or budget surpluses lead to more investment in physical capital, these two lines should move up and down simultaneously. This pattern occurred in the late 1990s and early 2000s. The U.S. federal budget went from a deficit of 2.2% of GDP in 1995 to a budget surplus of 2.4% of GDP in 2000—a swing of 4.6% of GDP. From 1995 to 2000, private investment in physical capital rose from 15% to 18% of GDP—a rise of 3% of GDP. Then, when the U.S. government again started running budget deficits in the early 2000s, less financial capital became available for private investment, and the rate of private investment fell back to about 15% of GDP by 2003. This argument does not claim that a government's budget deficits will exactly shadow its national rate of private investment; after all, we must account for private saving and inflows of foreign financial investment. In the mid-1980s, for example, government budget deficits increased substantially without a corresponding drop off in private investment. In 2009, nonresidential private fixed investment dropped by $300 billion from its previous level of $1,941 billion in 2008, primarily because, during a recession, firms lack both the funds and the incentive to invest. Investment growth between 2009 and 2014 averaged approximately 5.9% to $2,210.5 billion—only slightly above its 2008 level, according to the Bureau of Economic Analysis. During that same period, interest rates dropped from 3.94% to less than a quarter percent as the Federal Reserve took dramatic action to prevent a depression by increasing the money supply through lowering short-term interest rates. The "crowding out" of private investment due to government borrowing to finance expenditures appears to have been suspended during the Great Recession. However, as the economy improves and interest rates rise, government borrowing may potentially create pressure on interest rates. The Interest Rate Connection Assume that government borrowing of substantial amounts will have an effect on the quantity of private investment. How will this affect interest rates in financial markets? In Figure, the original equilibrium (E0) where the demand curve (D0) for financial capital intersects with the supply curve (S0) occurs at an interest rate of 5% and an equilibrium quantity equal to 20% of GDP. However, as the government budget deficit increases, the demand curve for financial capital shifts from D0 to D1. The new equilibrium (E1) occurs at an interest rate of 6% and an equilibrium quantity of 21% of GDP. A survey of economic studies on the connection between government borrowing and interest rates in the U.S. economy suggests that an increase of 1% in the budget deficit will lead to a rise in interest rates of between 0.5 and 1.0%, other factors held equal. In turn, a higher interest rate tends to discourage firms from making physical capital investments. One reason government budget deficits crowd out private investment, therefore, is the increase in interest rates. There are, however, economic studies that show a limited connection between the two (at least in the United States), but as the budget deficit grows, the dangers of rising interest rates become more real. At this point, you may wonder about the Federal Reserve. After all, can the Federal Reserve not use expansionary monetary policy to reduce interest rates, or in this case, to prevent interest rates from rising? This useful question emphasizes the importance of considering how fiscal and monetary policies work in relation to each other. Imagine a central bank faced with a government that is running large budget deficits, causing a rise in interest rates and crowding out private investment. If the budget deficits are increasing aggregate demand when the economy is already producing near potential GDP, threatening an inflationary increase in price levels, the central bank may react with a contractionary monetary policy. In this situation, the higher interest rates from the government borrowing would be made even higher by contractionary monetary policy, and the government borrowing might crowd out a great deal of private investment. Alternatively, if the budget deficits are increasing aggregate demand when the economy is producing substantially less than potential GDP, an inflationary increase in the price level is not much of a danger and the central bank might react with expansionary monetary policy. In this situation, higher interest rates from government borrowing would be largely offset by lower interest rates from expansionary monetary policy, and there would be little crowding out of private investment. However, even a central bank cannot erase the overall message of the national savings and investment identity. If government borrowing rises, then private investment must fall, or private saving must rise, or the trade deficit must fall. By reacting with contractionary or expansionary monetary policy, the central bank can only help to determine which of these outcomes is likely. Public Investment in Physical Capital Government can invest in physical capital directly: roads and bridges; water supply and sewers; seaports and airports; schools and hospitals; plants that generate electricity, like hydroelectric dams or windmills; telecommunications facilities; and military weapons. In 2014, the U.S. federal government budget for Fiscal Year 2014 shows that the United States spent about $92 billion on transportation, including highways, mass transit, and airports. Table shows the federal government's total outlay for 2014 for major public physical capital investment in the United States. We have omitted physical capital related to the military or to residences where people live from this table, because the focus here is on public investments that have a direct effect on raising output in the private sector. \| Type of Public Physical Capital \| Federal Outlays 2014 ($ millions) \| \|---\|---\| \| Transportation \| $91,915 \| \| Community and regional development \| $20,670 \| \| Natural resources and the environment \| $36,171 \| \| Education, training, employment, and social services \| $90,615 \| \| Other \| $37,282 \| \| Total \| $276,653 \| Public physical capital investment of this sort can increase the economy's output and productivity. An economy with reliable roads and electricity will be able to produce more. However, it is hard to quantify how much government investment in physical capital will benefit the economy, because government responds to political as well as economic incentives. When a firm makes an investment in physical capital, it is subject to the discipline of the market: If it does not receive a positive return on investment, the firm may lose money or even go out of business. In some cases, lawmakers make investments in physical capital as a way of spending money in key politicians' districts. The result may be unnecessary roads or office buildings. Even if a project is useful and necessary, it might be done in a way that is excessively costly, because local contractors who make campaign contributions to politicians appreciate the extra business. Alternatively, governments sometimes do not make the investments they should because a decision to spend on infrastructure does not need to just make economic sense. It must be politically popular as well. Managing public investment cost-effectively can be difficult. If a government decides to finance an investment in public physical capital with higher taxes or lower government spending in other areas, it need not worry that it is directly crowding out private investment. Indirectly however, higher household taxes could cut down on the level of private savings available and have a similar effect. If a government decides to finance an investment in public physical capital by borrowing, it may end up increasing the quantity of public physical capital at the cost of crowding out investment in private physical capital, which could be more beneficial to the economy. Public Investment in Human Capital In most countries, the government plays a large role in society's investment in human capital through the education system. A highly educated and skilled workforce contributes to a higher rate of economic growth. For the low-income nations of the world, additional investment in human capital seems likely to increase productivity and growth. For the United States, critics have raised tough questions about how much increases in government spending on education will improve the actual level of education. Among economists, discussions of education reform often begin with some uncomfortable facts. As Figure shows, spending per student for kindergarten through grade 12 (K–12) increased substantially in real dollars through 2010. The U.S. Census Bureau reports that current spending per pupil for elementary and secondary education rose from $5,001 in 1998 to $10,608 in 2012. However, as measured by standardized tests like the SAT, the level of student academic achievement has barely budged in recent decades. On international tests, U.S. students lag behind students from many other countries. (Of course, test scores are an imperfect measure of education for a variety of reasons. It would be difficult, however, to argue that there are not real problems in the U.S. education system and that the tests are just inaccurate.) The fact that increased financial resources have not brought greater measurable gains in student performance has led some education experts to question whether the problems may be due to structure, not just to the resources spent. Other government programs seek to increase human capital either before or after the K–12 education system. Programs for early childhood education, like the federal Head Start program, are directed at families where the parents may have limited educational and financial resources. Government also offers substantial support for universities and colleges. For example, in the United States about 60% of students take at least a few college or university classes beyond the high school level. In Germany and Japan, about half of all students take classes beyond the comparable high school level. In the countries of Latin America, only about one student in four takes classes beyond the high school level, and in the nations of sub-Saharan Africa, only about one student in 20. Not all spending on educational human capital needs to happen through the government: many college students in the United States pay a substantial share of the cost of their education. If low-income countries of the world are going to experience a widespread increase in their education levels for grade-school children, government spending seems likely to play a substantial role. For the U.S. economy, and for other high-income countries, the primary focus at this time is more on how to get a bigger return from existing spending on education and how to improve the performance of the average high school graduate, rather than dramatic increases in education spending. How Fiscal Policy Can Improve Technology Research and development (R&D) efforts are the lifeblood of new technology. According to the National Science Foundation, federal outlays for research, development, and physical plant improvements to various governmental agencies have remained at an average of 8.8% of GDP. About one-fifth of U.S. R&D spending goes to defense and space-oriented research. Although defense-oriented R&D spending may sometimes produce consumer-oriented spinoffs, R&D that is aimed at producing new weapons is less likely to benefit the civilian economy than direct civilian R&D spending. Fiscal policy can encourage R&D using either direct spending or tax policy. Government could spend more on the R&D that it carries out in government laboratories, as well as expanding federal R&D grants to universities and colleges, nonprofit organizations, and the private sector. By 2014, the federal share of R&D outlays totaled $135.5 billion, or about 4% of the federal government's total budget outlays, according to data from the National Science Foundation. Fiscal policy can also support R&D through tax incentives, which allow firms to reduce their tax bill as they increase spending on research and development. Summary of Fiscal Policy, Investment, and Economic Growth Investment in physical capital, human capital, and new technology is essential for long-term economic growth, as Table summarizes. In a market-oriented economy, private firms will undertake most of the investment in physical capital, and fiscal policy should seek to avoid a long series of outsized budget deficits that might crowd out such investment. We will see the effects of many growth-oriented policies very gradually over time, as students are better educated, we make physical capital investments, and man invents and implements new technologies. \| Physical Capital \| Human Capital \| New Technology \| \| \|---\|---\|---\|---\| \| Private Sector \| New investment in property and equipment \| On-the-job training \| Research and development \| \| Public Sector \| Public infrastructure \| Public education Job training \| Research and development encouraged through private sector incentives and direct spending. \| Key Concepts and Summary Economic growth comes from a combination of investment in physical capital, human capital, and technology. Government borrowing can crowd out private sector investment in physical capital, but fiscal policy can also increase investment in publicly owned physical capital, human capital (education), and research and development. Possible methods for improving education and society’s investment in human capital include spending more money on teachers and other educational resources, and reorganizing the education system to provide greater incentives for success. Methods for increasing research and development spending to generate new technology include direct government spending on R&D and tax incentives for businesses to conduct additional R&D. Self-Check Questions Why have many education experts recently placed an emphasis on altering the incentives that U.S. schools face rather than on increasing their budgets? Without endorsing any of these proposals as especially good or bad, list some of the ways in which incentives for schools might be altered. Hint: In the last few decades, spending per student has climbed substantially. However, test scores have fallen over this time. This experience has led a number of experts to argue that the problem is not resources—or is not just resources by itself—but is also a problem of how schools are organized and managed and what incentives they have for success. There are a number of proposals to alter the incentives that schools face, but relatively little hard evidence on what proposals work well. Without trying to evaluate whether these proposals are good or bad ideas, you can just list some of them: testing students regularly; rewarding teachers or schools that perform well on such tests; requiring additional teacher training; allowing students to choose between public schools; allowing teachers and parents to start new schools; giving student “vouchers” that they can use to pay tuition at either public or private schools. What are some steps the government can take to encourage research and development? Hint: The government can direct government spending to R&D. It can also create tax incentives for business to invest in R&D. Review Questions What are some of the ways fiscal policy might encourage economic growth? What are some fiscal policies for improving a society’s human capital? What are some fiscal policies for improving the technologies that the economy will have to draw upon in the future? Explain how cuts in funding for programs such as Head Start might affect the development of human capital in the United States. Critical Thinking Questions Explain why the government might prefer to provide incentives to private firms to do investment or research and development, rather than simply doing the spending itself? Under what condition would crowding out not inhibit long-run economic growth? Under what condition would crowding out impede long-run economic growth? What must take place for the government to run deficits without any crowding out? Problems During the most recent recession, some economists argued that the change in the interest rates that comes about due to deficit spending implied in the demand and supply of financial capital graph would not occur. A simple reason was that the government was stepping in to invest when private firms were not. Using a graph, explain how the use by government in investment offsets the deficit demand. References U.S. Department of Commerce: Bureau of Economic Analysis. “National Data: National Income and Product Accounts Tables.” Accessed December 1, 2013. http://www.bea.gov/iTable/iTable.cfm?ReqID=9&step=1#reqid=9&step=3&isuri=1&910=X&911=0&903=146&904=2008&905=2013&906=A. Board of Governors of the Federal Reserve System, “Selected Interest Rates (Daily) – H.15.” Accessed December 10, 2013. http://www.federalreserve.gov/releases/h15/data.htm. The White House. “Fiscal Year 2013 Historical Tables: Budget of the U.S. Government.” Accessed December 12, 2013. http://www.whitehouse.gov/sites/default/files/omb/budget/fy2013/assets/hist.pdf. The National Science Foundation. Accessed December 19, 2013. http://www.nsf.gov/.	oercommons	2025-03-18T00:35:28.756939	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28869/overview", "title": "Principles of Macroeconomics 2e, The Impacts of Government Borrowing, Fiscal Policy, Investment, and Economic Growth", "author": null }
https://oercommons.org/courseware/lesson/28878/overview	What Happens When a Country Has an Absolute Advantage in All Goods Overview By the end of this section, you will be able to: - Show the relationship between production costs and comparative advantage - Identify situations of mutually beneficial trade - Identify trade benefits by considering opportunity costs What happens to the possibilities for trade if one country has an absolute advantage in everything? This is typical for high-income countries that often have well-educated workers, technologically advanced equipment, and the most up-to-date production processes. These high-income countries can produce all products with fewer resources than a low-income country. If the high-income country is more productive across the board, will there still be gains from trade? Good students of Ricardo understand that trade is about mutually beneficial exchange. Even when one country has an absolute advantage in all products, trade can still benefit both sides. This is because gains from trade come from specializing in one’s comparative advantage. Production Possibilities and Comparative Advantage Consider the example of trade between the United States and Mexico described in Table. In this example, it takes four U.S. workers to produce 1,000 pairs of shoes, but it takes five Mexican workers to do so. It takes one U.S. worker to produce 1,000 refrigerators, but it takes four Mexican workers to do so. The United States has an absolute advantage in productivity with regard to both shoes and refrigerators; that is, it takes fewer workers in the United States than in Mexico to produce both a given number of shoes and a given number of refrigerators. \| Country \| Number of Workers needed to produce 1,000 units — Shoes \| Number of Workers needed to produce 1,000 units — Refrigerators \| \|---\|---\|---\| \| United States \| 4 workers \| 1 worker \| \| Mexico \| 5 workers \| 4 workers \| Absolute advantage simply compares the productivity of a worker between countries. It answers the question, “How many inputs do I need to produce shoes in Mexico?” Comparative advantage asks this same question slightly differently. Instead of comparing how many workers it takes to produce a good, it asks, “How much am I giving up to produce this good in this country?” Another way of looking at this is that comparative advantage identifies the good for which the producer’s absolute advantage is relatively larger, or where the producer’s absolute productivity disadvantage is relatively smaller. The United States can produce 1,000 shoes with four-fifths as many workers as Mexico (four versus five), but it can produce 1,000 refrigerators with only one-quarter as many workers (one versus four). So, the comparative advantage of the United States, where its absolute productivity advantage is relatively greatest, lies with refrigerators, and Mexico’s comparative advantage, where its absolute productivity disadvantage is least, is in the production of shoes. Mutually Beneficial Trade with Comparative Advantage When nations increase production in their area of comparative advantage and trade with each other, both countries can benefit. Again, the production possibility frontier is a useful tool to visualize this benefit. Consider a situation where the United States and Mexico each have 40 workers. For example, as Table shows, if the United States divides its labor so that 40 workers are making shoes, then, since it takes four workers in the United States to make 1,000 shoes, a total of 10,000 shoes will be produced. (If four workers can make 1,000 shoes, then 40 workers will make 10,000 shoes). If the 40 workers in the United States are making refrigerators, and each worker can produce 1,000 refrigerators, then a total of 40,000 refrigerators will be produced. \| Country \| Shoe Production — using 40 workers \| Refrigerator Production — using 40 workers \| \| \|---\|---\|---\|---\| \| United States \| 10,000 shoes \| or \| 40,000 refrigerators \| \| Mexico \| 8,000 shoes \| or \| 10,000 refrigerators \| As always, the slope of the production possibility frontier for each country is the opportunity cost of one refrigerator in terms of foregone shoe production–when labor is transferred from producing the latter to producing the former (see Figure). Let’s say that, in the situation before trade, each nation prefers to produce a combination of shoes and refrigerators that is shown at point A. Table shows the output of each good for each country and the total output for the two countries. \| Country \| Current Shoe Production \| Current Refrigerator Production \| \|---\|---\|---\| \| United States \| 5,000 \| 20,000 \| \| Mexico \| 4,000 \| 5,000 \| \| Total \| 9,000 \| 25,000 \| Continuing with this scenario, suppose that each country transfers some amount of labor toward its area of comparative advantage. For example, the United States transfers six workers away from shoes and toward producing refrigerators. As a result, U.S. production of shoes decreases by 1,500 units (6/4 × 1,000), while its production of refrigerators increases by 6,000 (that is, 6/1 × 1,000). Mexico also moves production toward its area of comparative advantage, transferring 10 workers away from refrigerators and toward production of shoes. As a result, production of refrigerators in Mexico falls by 2,500 (10/4 × 1,000), but production of shoes increases by 2,000 pairs (10/5 × 1,000). Notice that when both countries shift production toward each of their comparative advantages (what they are relatively better at), their combined production of both goods rises, as shown in Table. The reduction of shoe production by 1,500 pairs in the United States is more than offset by the gain of 2,000 pairs of shoes in Mexico, while the reduction of 2,500 refrigerators in Mexico is more than offset by the additional 6,000 refrigerators produced in the United States. \| Country \| Shoe Production \| Refrigerator Production \| \|---\|---\|---\| \| United States \| 3,500 \| 26,000 \| \| Mexico \| 6,000 \| 2,500 \| \| Total \| 9,500 \| 28,500 \| This numerical example illustrates the remarkable insight of comparative advantage: even when one country has an absolute advantage in all goods and another country has an absolute disadvantage in all goods, both countries can still benefit from trade. Even though the United States has an absolute advantage in producing both refrigerators and shoes, it makes economic sense for it to specialize in the good for which it has a comparative advantage. The United States will export refrigerators and in return import shoes. How Opportunity Cost Sets the Boundaries of Trade This example shows that both parties can benefit from specializing in their comparative advantages and trading. By using the opportunity costs in this example, it is possible to identify the range of possible trades that would benefit each country. Mexico started out, before specialization and trade, producing 4,000 pairs of shoes and 5,000 refrigerators (see Figure and Table). Then, in the numerical example given, Mexico shifted production toward its comparative advantage and produced 6,000 pairs of shoes but only 2,500 refrigerators. Thus, if Mexico can export no more than 2,000 pairs of shoes (giving up 2,000 pairs of shoes) in exchange for imports of at least 2,500 refrigerators (a gain of 2,500 refrigerators), it will be able to consume more of both goods than before trade. Mexico will be unambiguously better off. Conversely, the United States started off, before specialization and trade, producing 5,000 pairs of shoes and 20,000 refrigerators. In the example, it then shifted production toward its comparative advantage, producing only 3,500 shoes but 26,000 refrigerators. If the United States can export no more than 6,000 refrigerators in exchange for imports of at least 1,500 pairs of shoes, it will be able to consume more of both goods and will be unambiguously better off. The range of trades that can benefit both nations is shown in Table. For example, a trade where the U.S. exports 4,000 refrigerators to Mexico in exchange for 1,800 pairs of shoes would benefit both sides, in the sense that both countries would be able to consume more of both goods than in a world without trade. \| The U.S. economy, after specialization, will benefit if it: \| The Mexican economy, after specialization, will benefit if it: \| \|---\|---\| \| Exports fewer than 6,000 refrigerators \| Imports at least 2,500 refrigerators \| \| Imports at least 1,500 pairs of shoes \| Exports no more than 2,000 pairs of shoes \| Trade allows each country to take advantage of lower opportunity costs in the other country. If Mexico wants to produce more refrigerators without trade, it must face its domestic opportunity costs and reduce shoe production. If Mexico, instead, produces more shoes and then trades for refrigerators made in the United States, where the opportunity cost of producing refrigerators is lower, Mexico can in effect take advantage of the lower opportunity cost of refrigerators in the United States. Conversely, when the United States specializes in its comparative advantage of refrigerator production and trades for shoes produced in Mexico, international trade allows the United States to take advantage of the lower opportunity cost of shoe production in Mexico. The theory of comparative advantage explains why countries trade: they have different comparative advantages. It shows that the gains from international trade result from pursuing comparative advantage and producing at a lower opportunity cost. The following Work It Out feature shows how to calculate absolute and comparative advantage and the way to apply them to a country’s production. Calculating Absolute and Comparative Advantage In Canada a worker can produce 20 barrels of oil or 40 tons of lumber. In Venezuela, a worker can produce 60 barrels of oil or 30 tons of lumber. \| Country \| Oil (barrels) \| Lumber (tons) \| \| \|---\|---\|---\|---\| \| Canada \| 20 \| or \| 40 \| \| Venezuela \| 60 \| or \| 30 \| - Who has the absolute advantage in the production of oil or lumber? How can you tell? - Which country has a comparative advantage in the production of oil? - Which country has a comparative advantage in producing lumber? - In this example, is absolute advantage the same as comparative advantage, or not? - In what product should Canada specialize? In what product should Venezuela specialize? Step 1. Make a table like Table. Step 2. To calculate absolute advantage, look at the larger of the numbers for each product. One worker in Canada can produce more lumber (40 tons versus 30 tons), so Canada has the absolute advantage in lumber. One worker in Venezuela can produce 60 barrels of oil compared to a worker in Canada who can produce only 20. Step 3. To calculate comparative advantage, find the opportunity cost of producing one barrel of oil in both countries. The country with the lowest opportunity cost has the comparative advantage. With the same labor time, Canada can produce either 20 barrels of oil or 40 tons of lumber. So in effect, 20 barrels of oil is equivalent to 40 tons of lumber: 20 oil = 40 lumber. Divide both sides of the equation by 20 to calculate the opportunity cost of one barrel of oil in Canada. 20/20 oil = 40/20 lumber. 1 oil = 2 lumber. To produce one additional barrel of oil in Canada has an opportunity cost of 2 lumber. Calculate the same way for Venezuela: 60 oil = 30 lumber. Divide both sides of the equation by 60. One oil in Venezuela has an opportunity cost of 1/2 lumber. Because 1/2 lumber < 2 lumber, Venezuela has the comparative advantage in producing oil. Step 4. Calculate the opportunity cost of one lumber by reversing the numbers, with lumber on the left side of the equation. In Canada, 40 lumber is equivalent in labor time to 20 barrels of oil: 40 lumber = 20 oil. Divide each side of the equation by 40. The opportunity cost of one lumber is 1/2 oil. In Venezuela, the equivalent labor time will produce 30 lumber or 60 oil: 30 lumber = 60 oil. Divide each side by 30. One lumber has an opportunity cost of two oil. Canada has the lower opportunity cost in producing lumber. Step 5. In this example, absolute advantage is the same as comparative advantage. Canada has the absolute and comparative advantage in lumber; Venezuela has the absolute and comparative advantage in oil. Step 6. Canada should specialize in the commodity for which it has a relative lower opportunity cost, which is lumber, and Venezuela should specialize in oil. Canada will be exporting lumber and importing oil, and Venezuela will be exporting oil and importing lumber. Comparative Advantage Goes Camping To build an intuitive understanding of how comparative advantage can benefit all parties, set aside examples that involve national economies for a moment and consider the situation of a group of friends who decide to go camping together. The six friends have a wide range of skills and experiences, but one person in particular, Jethro, has done lots of camping before and is also a great athlete. Jethro has an absolute advantage in all aspects of camping: he is faster at carrying a backpack, gathering firewood, paddling a canoe, setting up tents, making a meal, and washing up. So here is the question: Because Jethro has an absolute productivity advantage in everything, should he do all the work? Of course not! Even if Jethro is willing to work like a mule while everyone else sits around, he, like all mortals, only has 24 hours in a day. If everyone sits around and waits for Jethro to do everything, not only will Jethro be an unhappy camper, but there will not be much output for his group of six friends to consume. The theory of comparative advantage suggests that everyone will benefit if they figure out their areas of comparative advantage—that is, the area of camping where their productivity disadvantage is least, compared to Jethro. For example, it may be that Jethro is 80% faster at building fires and cooking meals than anyone else, but only 20% faster at gathering firewood and 10% faster at setting up tents. In that case, Jethro should focus on building fires and making meals, and others should attend to the other tasks, each according to where their productivity disadvantage is smallest. If the campers coordinate their efforts according to comparative advantage, they can all gain. Key Concepts and Summary Even when a country has high levels of productivity in all goods, it can still benefit from trade. Gains from trade come about as a result of comparative advantage. By specializing in a good that it gives up the least to produce, a country can produce more and offer that additional output for sale. If other countries specialize in the area of their comparative advantage as well and trade, the highly productive country is able to benefit from a lower opportunity cost of production in other countries. Self-Check Question In Germany it takes three workers to make one television and four workers to make one video camera. In Poland it takes six workers to make one television and 12 workers to make one video camera. - Who has the absolute advantage in the production of televisions? Who has the absolute advantage in the production of video cameras? How can you tell? - Calculate the opportunity cost of producing one additional television set in Germany and in Poland. (Your calculation may involve fractions, which is fine.) Which country has a comparative advantage in the production of televisions? - Calculate the opportunity cost of producing one video camera in Germany and in Poland. Which country has a comparative advantage in the production of video cameras? - In this example, is absolute advantage the same as comparative advantage, or not? - In what product should Germany specialize? In what product should Poland specialize? Hint: - In Germany, it takes fewer workers to make either a television or a video camera. Germany has an absolute advantage in the production of both goods. - Producing an additional television in Germany requires three workers. Shifting those three German workers will reduce video camera production by 3/4 of a camera. Producing an additional television set in Poland requires six workers, and shifting those workers from the other good reduces output of video cameras by 6/12 of a camera, or 1/2. Thus, the opportunity cost of producing televisions is lower in Poland, so Poland has the comparative advantage in the production of televisions. Note: Do not let the fractions like 3/4 of a camera or 1/2 of a video camera bother you. If either country was to expand television production by a significant amount—that is, lots more than one unit—then we will be talking about whole cameras and not fractional ones. You can also spot this conclusion by noticing that Poland’s absolute disadvantage is relatively lower in televisions, because Poland needs twice as many workers to produce a television but three times as many to produce a video camera, so the product with the relatively lower absolute disadvantage is Poland’s comparative advantage. - Producing a video camera in Germany requires four workers, and shifting those four workers away from television production has an opportunity cost of 4/3 television sets. Producing a video camera in Poland requires 12 workers, and shifting those 12 workers away from television production has an opportunity cost of two television sets. Thus, the opportunity cost of producing video cameras is lower in Germany, and video cameras will be Germany’s comparative advantage. - In this example, absolute advantage differs from comparative advantage. Germany has the absolute advantage in the production of both goods, but Poland has a comparative advantage in the production of televisions. - Germany should specialize, at least to some extent, in the production of video cameras, export video cameras, and import televisions. Conversely, Poland should specialize, at least to some extent, in the production of televisions, export televisions, and import video cameras. Review Questions Is it possible to have a comparative advantage in the production of a good but not to have an absolute advantage? Explain. How does comparative advantage lead to gains from trade? Critical Thinking Questions You just overheard your friend say the following: “Poor countries like Malawi have no absolute advantages. They have poor soil, low investments in formal education and hence low-skill workers, no capital, and no natural resources to speak of. Because they have no advantage, they cannot benefit from trade.” How would you respond? Look at Table. Is there a range of trades for which there will be no gains? You just got a job in Washington, D.C. You move into an apartment with some acquaintances. All your roommates, however, are slackers and do not clean up after themselves. You, on the other hand, can clean faster than each of them. You determine that you are 70% faster at dishes and 10% faster with vacuuming. All of these tasks have to be done daily. Which jobs should you assign to your roommates to get the most free time overall? Assume you have the same number of hours to devote to cleaning. Now, since you are faster, you seem to get done quicker than your roommate. What sorts of problems may this create? Can you imagine a trade-related analogy to this problem? Problems In Japan, one worker can make 5 tons of rubber or 80 radios. In Malaysia, one worker can make 10 tons of rubber or 40 radios. - Who has the absolute advantage in the production of rubber or radios? How can you tell? - Calculate the opportunity cost of producing 80 additional radios in Japan and in Malaysia. (Your calculation may involve fractions, which is fine.) Which country has a comparative advantage in the production of radios? - Calculate the opportunity cost of producing 10 additional tons of rubber in Japan and in Malaysia. Which country has a comparative advantage in producing rubber? - In this example, does each country have an absolute advantage and a comparative advantage in the same good? - In what product should Japan specialize? In what product should Malaysia specialize? Review the numbers for Canada and Venezuela from Table which describes how many barrels of oil and tons of lumber the workers can produce. Use these numbers to answer the rest of this question. - Draw a production possibilities frontier for each country. Assume there are 100 workers in each country. Canadians and Venezuelans desire both oil and lumber. Canadians want at least 2,000 tons of lumber. Mark a point on their production possibilities where they can get at least 3,000 tons. - Assume that the Canadians specialize completely because they figured out they have a comparative advantage in lumber. They are willing to give up 1,000 tons of lumber. How much oil should they ask for in return for this lumber to be as well off as they were with no trade? How much should they ask for if they want to gain from trading with Venezuela? Note: We can think of this “ask” as the relative price or trade price of lumber. - Is the Canadian “ask” you identified in (b) also beneficial for Venezuelans? Use the production possibilities frontier graph for Venezuela to show that Venezuelans can gain from trade. In [link], is there an “ask” where Venezuelans may say “no thank you” to trading with Canada? References Bernstein, William J. A Splendid Exchange: How Trade Shaped the World. Atlantic Monthly Press. New York. 2008.	oercommons	2025-03-18T00:35:28.794376	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28878/overview", "title": "Principles of Macroeconomics 2e, International Trade, What Happens When a Country Has an Absolute Advantage in All Goods", "author": null }
https://oercommons.org/courseware/lesson/28873/overview	Causes of Unemployment around the World Overview - Explain the nature and causes of unemployment - Analyze the natural rate of unemployment and the factors that affect it - Identify how undeveloped labor markets can result in the same hardships as unemployment We can categorize the causes of unemployment in the world's high-income countries in two ways: either cyclical unemployment caused by the economy when in a recession, or the natural rate of unemployment caused by factors in labor markets, such as government regulations regarding hiring and starting businesses. Unemployment from a Recession For unemployment caused by a recession, the Keynesian economic model points out that both monetary and fiscal policy tools are available. The monetary policy prescription for dealing with recession is straightforward: run an expansionary monetary policy to increase the quantity of money and loans, drive down interest rates, and increase aggregate demand. In a recession, there is usually relatively little danger of inflation taking off, and so even a central bank, with fighting inflation as its top priority, can usually justify some reduction in interest rates. With regard to fiscal policy, the automatic stabilizers that we discussed in Government Budgets and Fiscal Policy should be allowed to work, even if this means larger budget deficits in times of recession. There is less agreement over whether, in addition to automatic stabilizers, governments in a recession should try to adopt discretionary fiscal policy of additional tax cuts or spending increases. In the case of the Great Recession, the case for this kind of extra-aggressive expansionary fiscal policy is stronger, but for a smaller recession, given the time lags of implementing fiscal policy, countries should use discretionary fiscal policy with caution. However, the aftermath of the Recession emphasizes that expansionary fiscal and monetary policies do not turn off a recession like flipping a switch turns off a lamp. Even after a recession is officially over, and positive growth has returned, it can take some months—or even a couple of years—before private-sector firms believe the economic climate is healthy enough that they can expand their workforce. The Natural Rate of Unemployment Unemployment rates in European nations have typically been higher than in the United States. In 2006, before the start of the Great Recession, the U.S. unemployment rate was 4.6%, compared with 9% in France, 10.4% in Germany, and 7.1% in Sweden. We can attribute the pattern of generally higher unemployment rates in Europe, which dates back to the 1970s, to the fact that European economies have a higher natural rate of unemployment because they have a greater number of rules and restrictions that discourage firms from hiring and unemployed workers from taking jobs. Addressing the natural rate of unemployment is straightforward in theory but difficult in practice. Government can play a useful role in providing unemployment and welfare payments, for example, by passing rules about where and when businesses can operate, and assuring that the workplace is safe. However, these well-intentioned laws can, in some cases, become so intrusive that businesses decide to place limits on their hiring. For example, a law that imposes large costs on a business that tries to fire or lay off workers will mean that businesses try to avoid hiring in the first place, as is the case in France. According to Business Week, “France has 2.4 times as many companies with 49 employees as with 50 ... according to the French labor code, once a company has at least 50 employees inside France, management must create three worker councils, introduce profit sharing, and submit restructuring plans to the councils if the company decides to fire workers for economic reasons.” This labor law essentially limits employment (or raises the natural rate of unemployment). Undeveloped Labor Markets Low-income and middle-income countries face employment issues that go beyond unemployment as it is understood in the high-income economies. A substantial number of workers in these economies provide many of their own needs by farming, fishing, or hunting. They barter and trade with others and may take a succession of short-term or one-day jobs, sometimes receiving pay with food or shelter, sometimes with money. They are not “unemployed” in the sense that we use the term in the United States and Europe, but neither are they employed in a regular wage-paying job. The starting point of economic activity, as we discussed in Welcome to Economics!, is the division of labor, in which workers specialize in certain tasks and trade the fruits of their labor with others. Workers who are not connected to a labor market are often unable to specialize very much. Because these workers are not “officially” employed, they are often not eligible for social benefits like unemployment insurance or old-age payments—if such payments are even available in their country. Helping these workers to become more connected to the labor market and the economy is an important policy goal. Recent research by development economists suggests that one of the key factors in raising people in low-income countries out of the worst kind of poverty is whether they can make a connection to a somewhat regular wage-paying job. Key Concepts and Summary We can address cyclical unemployment by expansionary fiscal and monetary policy. The natural rate of unemployment can be harder to solve, because it involves thinking carefully about the tradeoffs involved in laws that affect employment and hiring. Unemployment is understood differently in high-income countries compared to low- and middle-income countries. People in these countries are not “unemployed” in the sense that we use the term in the United States and Europe, but neither are they employed in a regular wage-paying job. While some may have regular wage-paying jobs, others are part of a barter economy. Self-Check Questions What are the different policy tools for dealing with cyclical unemployment? Hint: If there is a recession and unemployment increases, we can call on an expansionary fiscal policy (lower taxes or increased government spending) or an expansionary monetary policy (increase the money supply and lower interest rates). Both policies stimulate output and decrease unemployment. Explain how the natural rate of unemployment may be higher in low-income countries. Hint: Aside from a high natural rate of unemployment due to government regulations, subsistence households may be counted as not working. Review Questions What are the two types of unemployment problems? In low-income countries, does it make sense to argue that most of the people without long-term jobs are unemployed? Critical Thinking Question Is it possible to protect workers from losing their jobs without distorting the labor market? Explain what will happen in a nation that tries to solve a structural unemployment problem using expansionary monetary and fiscal policy. Draw one AD/AS diagram, based on the Keynesian model, for what the nation hopes will happen. Then draw a second AD/AS diagram, based on the neoclassical model, for what is more likely to happen. Problems Retrieve the unemployment data from The World Bank database (http://databank.worldbank.org/data/home.aspx) for India, Spain, and South Africa for 2011-2015. Prepare a chart that compares India, Spain, and South Africa based on the data. Describe the key differences between the countries. Rank these countries as high-, medium-, and low-income countries. Explain what is surprising or expected about this data. How did the Great Recession impact these countries? References Viscusi, Gregory, and Mark Deen. “Why France Has So Many 49-Employee Companies.” Business Week. Last modified May 3, 2012. http://www.businessweek.com/articles/2012-05-03/why-france-has-so-many-49-employee-companies.	oercommons	2025-03-18T00:35:28.819092	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28873/overview", "title": "Principles of Macroeconomics 2e, Macroeconomic Policy Around the World, Causes of Unemployment around the World", "author": null }
https://oercommons.org/courseware/lesson/28838/overview	The Building Blocks of Neoclassical Analysis Overview - Explain the importance of potential GDP in the long run - Analyze the role of flexible prices - Interpret a neoclassical model of aggregate demand and aggregate supply - Evaluate different ways for measuring the speed of macroeconomic adjustment The neoclassical perspective on macroeconomics holds that, in the long run, the economy will fluctuate around its potential GDP and its natural rate of unemployment. This chapter begins with two building blocks of neoclassical economics: (1) potential GDP determines the economy's size and (2) wages and prices will adjust in a flexible manner so that the economy will adjust back to its potential GDP level of output. The key policy implication is this: The government should focus more on long-term growth and on controlling inflation than on worrying about recession or cyclical unemployment. This focus on long-run growth rather than the short-run fluctuations in the business cycle means that neoclassical economics is more useful for long-run macroeconomic analysis and Keynesian economics is more useful for analyzing the macroeconomic short run. Let's consider the two neoclassical building blocks in turn, and how we can embody them in the aggregate demand/aggregate supply model. The Importance of Potential GDP in the Long Run Over the long run, the level of potential GDP determines the size of real GDP. When economists refer to “potential GDP” they are referring to that level of output that an economy can achieve when all resources (land, labor, capital, and entrepreneurial ability) are fully employed. While the unemployment rate in labor markets will never be zero, full employment in the labor market refers to zero cyclical unemployment. There will still be some level of unemployment due to frictional or structural unemployment, but when the economy is operating with zero cyclical unemployment, economists say that the economy is at the natural rate of unemployment or at full employment. Economists benchmark actual or real GDP against the potential GDP to determine how well the economy is performing. As explained in Economic Growth, we can explain GDP growth by increases and investment in physical capital and human capital per person as well as advances in technology. Physical capital per person refers to the amount and kind of machinery and equipment available to help people get work done. Compare, for example, your productivity in typing a term paper on a typewriter to working on your laptop with word processing software. Clearly, you will be able to be more productive using word processing software. The technology and level of capital of your laptop and software has increased your productivity. More broadly, the development of GPS technology and Universal Product Codes (those barcodes on every product we buy) has made it much easier for firms to track shipments, tabulate inventories, and sell and distribute products. These two technological innovations, and many others, have increased a nation's ability to produce goods and services for a given population. Likewise, increasing human capital involves increasing levels of knowledge, education, and skill sets per person through vocational or higher education. Physical and human capital improvements with technological advances will increase overall productivity and, thus, GDP. To see how these improvements have increased productivity and output at the national level, we should examine evidence from the United States. The United States experienced significant growth in the twentieth century due to phenomenal changes in infrastructure, equipment, and technological improvements in physical capital and human capital. The population more than tripled in the twentieth century, from 76 million in 1900 to over 300 million in 2016. The human capital of modern workers is far higher today because the education and skills of workers have risen dramatically. In 1900, only about one-eighth of the U.S. population had completed high school and just one person in 40 had completed a four-year college degree. By 2010, more than 87% of Americans had a high school degree and over 29% had a four-year college degree as well. In 2014, 40% of working-age Americans had a four-year college degree. The average amount of physical capital per worker has grown dramatically. The technology available to modern workers is extraordinarily better than a century ago: cars, airplanes, electrical machinery, smartphones, computers, chemical and biological advances, materials science, health care—the list of technological advances could run on and on. More workers, higher skill levels, larger amounts of physical capital per worker, and amazingly better technology, and potential GDP for the U.S. economy has clearly increased a great deal since 1900. This growth has fallen below its potential GDP and, at times, has exceeded its potential. For example from 2008 to 2009, the U.S. economy tumbled into recession and remains below its potential. At other times, like in the late 1990s, the economy ran at potential GDP—or even slightly ahead. Figure shows the actual data for the increase in real GDP since 1960. The slightly smoother line shows the potential GDP since 1960 as estimated by the nonpartisan Congressional Budget Office. Most economic recessions and upswings are times when the economy is 1–3% below or above potential GDP in a given year. Clearly, short-run fluctuations around potential GDP do exist, but over the long run, the upward trend of potential GDP determines the size of the economy. In the aggregate demand/aggregate supply model, we show potential GDP as a vertical line. Neoclassical economists who focus on potential GDP as the primary determinant of real GDP argue that the long-run aggregate supply curve is located at potential GDP—that is, we draw the long-run aggregate supply curve as a vertical line at the level of potential GDP, as Figure shows. A vertical LRAS curve means that the level of aggregate supply (or potential GDP) will determine the economy's real GDP, regardless of the level of aggregate demand. Over time, increases in the quantity and quality of physical capital, increases in human capital, and technological advancements shift potential GDP and the vertical LRAS curve gradually to the right. Economists often describe this gradual increase in an economy's potential GDP as a nation's long-term economic growth. The Role of Flexible Prices How does the macroeconomy adjust back to its level of potential GDP in the long run? What if aggregate demand increases or decreases? Economists base the neoclassical view of how the macroeconomy adjusts on the insight that even if wages and prices are “sticky”, or slow to change, in the short run, they are flexible over time. To understand this better, let's follow the connections from the short-run to the long-run macroeconomic equilibrium. The aggregate demand and aggregate supply diagram in Figure shows two aggregate supply curves. We draw the original upward sloping aggregate supply curve (SRAS0) is a short-run or Keynesian AS curve. The vertical aggregate supply curve (LRASn) is the long-run or neoclassical AS curve, which is located at potential GDP. The original aggregate demand curve, labeled AD0, so that the original equilibrium occurs at point E0, at which point the economy is producing at its potential GDP. Now, imagine that some economic event boosts aggregate demand: perhaps a surge of export sales or a rise in business confidence that leads to more investment, perhaps a policy decision like higher government spending, or perhaps a tax cut that leads to additional aggregate demand. The short-run Keynesian analysis is that the rise in aggregate demand will shift the aggregate demand curve out to the right, from AD0 to AD1, leading to a new equilibrium at point E1 with higher output, lower unemployment, and pressure for an inflationary rise in the price level. In the long-run neoclassical analysis, however, the chain of economic events is just beginning. As economic output rises above potential GDP, the level of unemployment falls. The economy is now above full employment and there is a labor shortage. Eager employers are trying to bid workers away from other companies and to encourage their current workers to exert more effort and to work longer hours. This high demand for labor will drive up wages. Most employers review their workers salaries only once or twice a year, and so it will take time before the higher wages filter through the economy. As wages do rise, it will mean a leftward shift in the short-run Keynesian aggregate supply curve back to SRAS1, because the price of a major input to production has increased. The economy moves to a new equilibrium (E2). The new equilibrium has the same level of real GDP as did the original equilibrium (E0), but there has been an inflationary increase in the price level. This description of the short-run shift from E0 to E1 and the long-run shift from E1 to E2 is a step-by-step way of making a simple point: the economy cannot sustain production above its potential GDP in the long run. An economy may produce above its level of potential GDP in the short run, under pressure from a surge in aggregate demand. Over the long run, however, that surge in aggregate demand ends up as an increase in the price level, not as a rise in output. The rebound of the economy back to potential GDP also works in response to a shift to the left in aggregate demand. Figure again starts with two aggregate supply curves, with SRAS0 showing the original upward sloping short-run Keynesian AS curve and LRASn showing the vertical long-run neoclassical aggregate supply curve. A decrease in aggregate demand—for example, because of a decline in consumer confidence that leads to less consumption and more saving—causes the original aggregate demand curve AD0 to shift back to AD1. The shift from the original equilibrium (E0) to the new equilibrium (E1) results in a decline in output. The economy is now below full employment and there is a surplus of labor. As output falls below potential GDP, unemployment rises. While a lower price level (i.e., deflation) is rare in the United States, it does happen occasionally during very weak periods of economic activity. For practical purposes, we might consider a lower price level in the AD–AS model as indicative of disinflation, which is a decline in the inflation rate. Thus, the long-run aggregate supply curve LRASn, which is vertical at the level of potential GDP, ultimately determines this economy's real GDP. Again, from the neoclassical perspective, this short-run scenario is only the beginning of the chain of events. The higher level of unemployment means more workers looking for jobs. As a result, employers can hold down on pay increases—or perhaps even replace some of their higher-paid workers with unemployed people willing to accept a lower wage. As wages stagnate or fall, this decline in the price of a key input means that the short-run Keynesian aggregate supply curve shifts to the right from its original (SRAS0 to SRAS1). The overall impact in the long run, as the macroeconomic equilibrium shifts from E0 to E1 to E2, is that the level of output returns to potential GDP, where it started. There is, however, downward pressure on the price level. Thus, in the neoclassical view, changes in aggregate demand can have a short-run impact on output and on unemployment—but only a short-run impact. In the long run, when wages and prices are flexible, potential GDP and aggregate supply determine real GDP's size. How Fast Is the Speed of Macroeconomic Adjustment? How long does it take for wages and prices to adjust, and for the economy to rebound to its potential GDP? This subject is highly contentious. Keynesian economists argue that if the adjustment from recession to potential GDP takes a very long time, then neoclassical theory may be more hypothetical than practical. In response to John Maynard Keynes' immortal words, “In the long run we are all dead,” neoclassical economists respond that even if the adjustment takes as long as, say, ten years the neoclassical perspective remains of central importance in understanding the economy. One subset of neoclassical economists holds that wage and price adjustment in the macroeconomy might be quite rapid. The theory of rational expectations holds that people form the most accurate possible expectations about the future that they can, using all information available to them. In an economy where most people have rational expectations, economic adjustments may happen very quickly. To understand how rational expectations may affect the speed of price adjustments, think about a situation in the real estate market. Imagine that several events seem likely to push up home values in the neighborhood. Perhaps a local employer announces that it plans to hire many more people or the city announces that it will build a local park or a library in that neighborhood. The theory of rational expectations points out that even though none of the changes will happen immediately, home prices in the neighborhood will rise immediately, because the expectation that homes will be worth more in the future will lead buyers to be willing to pay more in the present. The amount of the immediate increase in home prices will depend on how likely it seems that the announcements about the future will actually happen and on how distant the local jobs and neighborhood improvements are in the future. The key point is that, because of rational expectations, prices do not wait on events, but adjust immediately. At a macroeconomic level, the theory of rational expectations points out that if the aggregate supply curve is vertical over time, then people should rationally expect this pattern. When a shift in aggregate demand occurs, people and businesses with rational expectations will know that its impact on output and employment will be temporary, while its impact on the price level will be permanent. If firms and workers perceive the outcome of the process in advance, and if all firms and workers know that everyone else is perceiving the process in the same way, then they have no incentive to go through an extended series of short-run scenarios, like a firm first hiring more people when aggregate demand shifts out and then firing those same people when aggregate supply shifts back. Instead, everyone will recognize where this process is heading—toward a change in the price level—and then will act on that expectation. In this scenario, the expected long-run change in the price level may happen very quickly, without a drawn-out zigzag of output and employment first moving one way and then the other. The theory that people and firms have rational expectations can be a useful simplification, but as a statement about how people and businesses actually behave, the assumption seems too strong. After all, many people and firms are not especially well informed, either about what is happening in the economy or about how the economy works. An alternate assumption is that people and firms act with adaptive expectations: they look at past experience and gradually adapt their beliefs and behavior as circumstances change, but are not perfect synthesizers of information and accurate predictors of the future in the sense of rational expectations theory. If most people and businesses have some form of adaptive expectations, then the adjustment from the short run and long run will be traced out in incremental steps that occur over time. The empirical evidence on the speed of macroeconomic adjustment of prices and wages is not clear-cut. The speed of macroeconomic adjustment probably varies among different countries and time periods. A reasonable guess is that the initial short-run effect of a shift in aggregate demand might last two to five years, before the adjustments in wages and prices cause the economy to adjust back to potential GDP. Thus, one might think of the short run for applying Keynesian analysis as time periods less than two to five years, and the long run for applying neoclassical analysis as longer than five years. For practical purposes, this guideline is frustratingly imprecise, but when analyzing a complex social mechanism like an economy as it evolves over time, some imprecision seems unavoidable. Key Concepts and Summary The neoclassical perspective argues that, in the long run, the economy will adjust back to its potential GDP level of output through flexible price levels. Thus, the neoclassical perspective views the long-run AS curve as vertical. A rational expectations perspective argues that people have excellent information about economic events and how the economy works and that, as a result, price and other economic adjustments will happen very quickly. In adaptive expectations theory, people have limited information about economic information and how the economy works, and so price and other economic adjustments can be slow. Self-Check Question Do rational expectations tend to look back at past experience while adaptive expectations look ahead to the future? Explain your answer. Hint: No, this statement is false. It would be more accurate to say that rational expectations seek to predict the future as accurately as possible, using all of past experience as a guide. Adaptive expectations are largely backward looking; that is, they adapt as experience accumulates, but without attempting to look forward. Review Questions Does neoclassical economics focus on the long term or the short term? Explain your answer. Does neoclassical economics view prices and wages as sticky or flexible? Why? What shape is the long-run aggregate supply curve? Why does it have this shape? What is the difference between rational expectations and adaptive expectations? A neoclassical economist and a Keynesian economist are studying the economy of Vineland. It appears that Vineland is beginning to experience a mild recession with a decrease in aggregate demand. Which of these two economists would likely advocate that the government of Vineland take active measures to reverse this decline in aggregate demand? Why? Critical Thinking Questions If most people have rational expectations, how long will recessions last? Explain why the neoclassical economists believe that the government does not need to do much about unemployment. Do you agree or disagree? Explain. Problems Use Table to answer the following questions. \| Price Level \| Aggregate Supply \| Aggregate Demand \| \|---\|---\|---\| \| 90 \| 3,000 \| 3,500 \| \| 95 \| 3,000 \| 3,000 \| \| 100 \| 3,000 \| 2,500 \| \| 105 \| 3,000 \| 2,200 \| \| 110 \| 3,000 \| 2,100 \| - Sketch an aggregate supply and aggregate demand diagram. - What is the equilibrium output and price level? - If aggregate demand shifts right, what is equilibrium output? - If aggregate demand shifts left, what is equilibrium output? - In this scenario, would you suggest using aggregate demand to alter the level of output or to control any inflationary increases in the price level? References Lumina Foundation. 2014. "A Stronger Nation Through Higher Education." Accessed March 4, 2015. http://www.luminafoundation.org/publications/A_stronger_nation_through_higher_education-2014.pdf. The National Bureau of Economic Research. http://www.nber.org/. U.S. Department of Commerce: United States Census Bureau. “The 2012 Statistical Abstract.” http://www.census.gov/compendia/statab/cats/education.html. U.S. Department of the Treasury. “TARP Programs.” Last modified December 12, 2013. http://www.treasury.gov/initiatives/financial-stability/TARP-Programs/Pages/default.aspx. United States Government. “Recovery.gov: Track the Money.” Last modified October 30, 2013. http://www.recovery.gov/Pages/default.aspx.	oercommons	2025-03-18T00:35:28.850670	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28838/overview", "title": "Principles of Macroeconomics 2e, The Neoclassical Perspective, The Building Blocks of Neoclassical Analysis", "author": null }
https://oercommons.org/courseware/lesson/28843/overview	Measuring Money: Currency, M1, and M2 Overview By the end of this section, you will be able to: - Contrast M1 money supply and M2 money supply - Classify monies as M1 money supply or M2 money supply Cash in your pocket certainly serves as money; however, what about checks or credit cards? Are they money, too? Rather than trying to state a single way of measuring money, economists offer broader definitions of money based on liquidity. Liquidity refers to how quickly you can use a financial asset to buy a good or service. For example, cash is very liquid. You can use your $10 bill easily to buy a hamburger at lunchtime. However, $10 that you have in your savings account is not so easy to use. You must go to the bank or ATM machine and withdraw that cash to buy your lunch. Thus, $10 in your savings account is less liquid. The Federal Reserve Bank, which is the central bank of the United States, is a bank regulator and is responsible for monetary policy and defines money according to its liquidity. There are two definitions of money: M1 and M2 money supply. M1 money supply includes those monies that are very liquid such as cash, checkable (demand) deposits, and traveler’s checks M2 money supply is less liquid in nature and includes M1 plus savings and time deposits, certificates of deposits, and money market funds. M1 money supply includes coins and currency in circulation—the coins and bills that circulate in an economy that the U.S. Treasury does not hold at the Federal Reserve Bank, or in bank vaults. Closely related to currency are checkable deposits, also known as demand deposits. These are the amounts held in checking accounts. They are called demand deposits or checkable deposits because the banking institution must give the deposit holder his money “on demand” when the customer writes a check or uses a debit card. These items together—currency, and checking accounts in banks—comprise the definition of money known as M1, which the Federal Reserve System measures daily. A broader definition of money, M2 includes everything in M1 but also adds other types of deposits. For example, M2 includes savings deposits in banks, which are bank accounts on which you cannot write a check directly, but from which you can easily withdraw the money at an automatic teller machine or bank. Many banks and other financial institutions also offer a chance to invest in money market funds, where they pool together the deposits of many individual investors and invest them in a safe way, such as short-term government bonds. Another ingredient of M2 are the relatively small (that is, less than about $100,000) certificates of deposit (CDs) or time deposits, which are accounts that the depositor has committed to leaving in the bank for a certain period of time, ranging from a few months to a few years, in exchange for a higher interest rate. In short, all these types of M2 are money that you can withdraw and spend, but which require a greater effort to do so than the items in M1. Figure should help in visualizing the relationship between M1 and M2. Note that M1 is included in the M2 calculation. The Federal Reserve System is responsible for tracking the amounts of M1 and M2 and prepares a weekly release of information about the money supply. To provide an idea of what these amounts sound like, according to the Federal Reserve Bank’s measure of the U.S. money stock, at the end of February 2015, M1 in the United States was $3 trillion, while M2 was $11.8 trillion. Table provides a breakdown of the portion of each type of money that comprised M1 and M2 in February 2015, as provided by the Federal Reserve Bank. \| Components of M1 in the U.S. (February 2015, Seasonally Adjusted) \| $ billions \| \| Currency \| $1,271.8 \| \| Traveler’s checks \| $2.9 \| \| Demand deposits and other checking accounts \| $1,713.5 \| \| Total M1 \| $2,988.2 (or $3 trillion) \| \| Components of M2 in the U.S. (February 2015, Seasonally Adjusted) \| $ billions \| \| M1 money supply \| $2,988.2 \| \| Savings accounts \| $7,712.1 \| \| Time deposits \| $509.2 \| \| Individual money market mutual fund balances \| $610.8 \| \| Total M2 \| $11,820.3 (or $11.8 trillion) \| The lines separating M1 and M2 can become a little blurry. Sometimes businesses do not treat elements of M1 alike. For example, some businesses will not accept personal checks for large amounts, but will accept traveler’s checks or cash. Changes in banking practices and technology have made the savings accounts in M2 more similar to the checking accounts in M1. For example, some savings accounts will allow depositors to write checks, use automatic teller machines, and pay bills over the internet, which has made it easier to access savings accounts. As with many other economic terms and statistics, the important point is to know the strengths and limitations of the various definitions of money, not to believe that such definitions are as clear-cut to economists as, say, the definition of nitrogen is to chemists. Where does “plastic money” like debit cards, credit cards, and smart money fit into this picture? A debit card, like a check, is an instruction to the user’s bank to transfer money directly and immediately from your bank account to the seller. It is important to note that in our definition of money, it is checkable deposits that are money, not the paper check or the debit card. Although you can make a purchase with a credit card, the financial institution does not consider it money but rather a short term loan from the credit card company to you. When you make a credit card purchase, the credit card company immediately transfers money from its checking account to the seller, and at the end of the month, the credit card company sends you a bill for what you have charged that month. Until you pay the credit card bill, you have effectively borrowed money from the credit card company. With a smart card, you can store a certain value of money on the card and then use the card to make purchases. Some “smart cards” used for specific purposes, like long-distance phone calls or making purchases at a campus bookstore and cafeteria, are not really all that smart, because you can only use them for certain purchases or in certain places. In short, credit cards, debit cards, and smart cards are different ways to move money when you make a purchase. However, having more credit cards or debit cards does not change the quantity of money in the economy, any more than printing more checks increases the amount of money in your checking account. One key message underlying this discussion of M1 and M2 is that money in a modern economy is not just paper bills and coins. Instead, money is closely linked to bank accounts. The banking system largely conducts macroeconomic policies concerning money. The next section explains how banks function and how a nation’s banking system has the power to create money. Read a brief article on the current monetary challenges in Sweden. Key Concepts and Summary We measure money with several definitions: M1 includes currency and money in checking accounts (demand deposits). Traveler’s checks are also a component of M1, but are declining in use. M2 includes all of M1, plus savings deposits, time deposits like certificates of deposit, and money market funds. Self-Check Questions If you are out shopping for clothes and books, what is easiest and most convenient for you to spend: M1 or M2? Explain your answer. Hint: The currency and checks in M1 are easiest to spend. It is harder to spend M2 directly, although if there is an automatic teller machine in the shopping mall, you can turn M2 from your savings account into an M1 of currency quite quickly. If your answer is about “credit cards,” then you are really talking about spending M1—although it is M1 from the account of the credit card company, which you will repay later when you credit card bill comes due. For the following list of items, indicate if they are in M1, M2, or neither: - Your $5,000 line of credit on your Bank of America card - $50 dollars’ worth of traveler’s checks you have not used yet - $1 in quarters in your pocket - $1200 in your checking account - $2000 you have in a money market account Hint: - Neither in M1 or M2 - That is part of M1, and because M2 includes M1 it is also part of M2 - Currency out in the public hands is part of M1 and M2 - Checking deposits are in M1 and M2 - Money market accounts are in M2 Review Questions What components of money do we count as part of M1? What components of money do we count in M2? Critical Thinking Questions Explain why you think the Federal Reserve Bank tracks M1 and M2. The total amount of U.S. currency in circulation divided by the U.S. population comes out to about $3,500 per person. That is more than most of us carry. Where is all the cash? If you take $100 out of your piggy bank and deposit it in your checking account, how did M1 change? Did M2 change? References Federal Reserve Statistical Release. November 23, 2013. http://www.federalreserve.gov/RELEASES/h6/current/default.htm#t2tg1link.	oercommons	2025-03-18T00:35:28.877910	09/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28843/overview", "title": "Principles of Macroeconomics 2e, Money and Banking, Measuring Money: Currency, M1, and M2", "author": null }
https://oercommons.org/courseware/lesson/92545/overview	When I feel......I will..... Overview Expressing needs is linked to identifying and expressing feelings. The activity's objective is to enable children to express feelings first and foremost to be able to identify and express their needs. Expressing needs and wants Get an empty template of a wheel, show the child different feelings, and let him/her pick his/her top 3 to 5 feelings and stick them. Then let them talk about each feeling, a moment he/she felt this way, and what he/she thinks he/she needed at that moment. After the child mentions the need, discuss it with him/her and let him/her draw it beside the feeling to be able to link between his feelings and needs, and also realize the importance of saying this need out. Activity Materials \| Depends on the no. of students \| An empty wheel template \| \| Depends on the no. of students \| Small printed feelings \| \| Depends on the no. of students \| Markers/colors/Pencils \|	oercommons	2025-03-18T00:35:28.893048	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92545/overview", "title": "When I feel......I will.....", "author": "Special Education" }
https://oercommons.org/courseware/lesson/88849/overview	Sun's Shadow Overview Here you will find how the sun's shadow works. This resource aims to enlighten you on the sun's shadows and how it works. Here you will find how the sun's shadow works. This resource aims to enlighten you on the sun's shadows and how it works.	oercommons	2025-03-18T00:35:28.907831	12/17/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88849/overview", "title": "Sun's Shadow", "author": "Stacy Bedeau" }
https://oercommons.org/courseware/lesson/77838/overview	Current Reality and Barriers PD Overview This professional development will lead a team of math teachers through a goal-setting process where they first identify their current reality, then set goals for improvement, identify barriers, and finish with generating solutions. Self Assessment of Current Reality Teachers will take a self-assessment regarding where they are in regard to certain statements as it pertains to their classroom. They will then identify 3 areas where they would like to see improvement. Step 1: Click on this link to make a copy of the current reality self-survey. Step 2: Take the survey. Step 3: Write down three areas where you would like to make some changes. Goals The facilitator will monitor the time and gather the sticky notes when finished. Be sure to mix them up to help maintain privacy. Now that you have identified the three areas where you would like to improve, write each of those areas on a separate sticky note. These notes will all be pooled together to maintain privacy. Once all sticky notes are gathered, the facilitator will read them all out loud and sort them into categories. The group will then notice patterns. Now that patterns have been identified, the group will identify three goal areas for the group to focus on. These goal areas will be recorded on this Google Doc. One member of the group will need to name the forced copy and share it with the other team members. Only complete the goal section at this time. Barriers Now that goals have been identified, let's acknowledge the barriers that could pose a challenge to us reaching those goals. Grab your sticky notes again, and for the next 3 minutes, write down all potential barriers to achieving those goals as a team. One barrier per sticky note. With your list of barriers in front of you, take a moment and look them over. Now, remove all of the barriers that are beyond your control. Maybe it's an administrative decision, perhaps it's something to do with the schedule. Whatever the reason, if it is something beyond your control or influence, go ahead and remove those sticky notes from the group. Each group member will now read his/her sticky notes aloud to the group. If one is read that you also have, let the group know and put those sticky notes together in a stack. Follow this process until each team member has read all of his/her barriers. Assessment-Goal Setting Action Sheet Goal Setting Action Sheet \| Goal: \| \| \| Learning Needed: \| \| \| Who am I going to for that learning or where will I find the needed resources? \| \| \| What is the first thing I will do to get started? \|	oercommons	2025-03-18T00:35:28.924614	Amanda Keller	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77838/overview", "title": "Current Reality and Barriers PD", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/73909/overview	Text Structure - Compare and Contrast Overview This lesson can be used to provide an example of the compare and contrast text structure. It also give students the chance to compare and contrast using a venn diagram after reading an expository text. Venn Diagram - Compare and Contrast Natural Processes Use this lesson after reading "A World of Change" to identify the compare/contrast text structure, and to practice using a Venn Diagram Brian-Based Lesson Lesson Objectives: \| \|\|\| \| Grade: 4Time frame: 20-30 Mins \| Lesson Title: Text Structures: Compare and Contrast \| \|\| \| Brain-based Strategies Used in the Lesson: -Multiple modes of Presentation (book in front of students also read to students) (visual and auditory)-Collaboration with other students- Graphic Organizers- Review of skills from previous units \| Formative or Summative Assessments:Formative: Teacher observation of group sharingSummative: Venn Diagram Exit Ticket \| \|\| \| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?This lesson is in the middle of a 5 week unit on text structures. Students had previously learned what is a text structure and explored the problem and solution text structure. The day previous to this lesson, the class would have discussed and explored various natural disasters, then read “A World of Change” together. \| \|\|\| 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. \| \|\|\| \| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the textRI5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a textMD College and Career Ready Framework \| \|\|\| \| Technology used: -Flocabulary-Google Slides (if virtual) \| \|\|\| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| \| 5Mins \| Paper pencil \| Intro activity to activate schema (background information)/Warm-up/or Bell-ringer What would you rather have for lunch, pizza or walking tacos? Why is your choice the better choice? \| \| \| 5 Mins. \| Teacher computer/projectorChart paper \| Introduce New Information: (Teaching)Flocabulary - Compare and ContrastUse chart paper to draw a blank Venn Diagram and label the outside as differences and the inside as similarities (a review from third grade). \| \| \| 10 Mins \| Venn diagram \| Hands-on Activity Steps: (Prepare ways for students to practice the new information.)-Split students into partners-Each partner reviews a section of the text (either fast or slow natural processes) and takes notes -Students compare notes using a Venn Diagram. Anything that was different about the two goes on the outside of the Venn Diagram, similarities go on the inside \| \| \| 5 Mins. \| Feedback: (How will the students provide feedback?) Group activity? Instructor feedback?Student groups will share their Venn Diagrams with another set of partners. They may add to their Venn Diagrams if anything is missing. Teacher will be circulating room and checking groups \| \|\| \| Homework or in-class assignment \| 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.	oercommons	2025-03-18T00:35:28.948216	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73909/overview", "title": "Text Structure - Compare and Contrast", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/91743/overview	Leadership OER: Suicide Prevention Protocol Overview Mountain Heights Academy Leadership OER; Presented by Sally Emett Leadership OER: Suicide Prevention Protocol Suicide Prevention	oercommons	2025-03-18T00:35:28.969294	04/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91743/overview", "title": "Leadership OER: Suicide Prevention Protocol", "author": "Sarah Weston" }
https://oercommons.org/courseware/lesson/116991/overview	Education Standards Constructing Bottle Rockets Overview In this bottle rockets lesson, students learn the basic principles of rocketry and Newton’s Third Law through a hands-on activity. They design and construct rockets using plastic bottles, adding nose cones and fins to understand how these elements affect flight. After filling their rockets with water and using a pump to build pressure, they launch their rockets and observe the results. The lesson concludes with a discussion on how their designs influenced the rockets' stability and flight path. Introduction Subjects: • Science • Engineering • Math Time: 60-120 minutes Skills: • Teamwork • Problem-solving • Basic Physics Principals • Construction Learning Objective/Goal: - Students will learn how rockets work using simple principles. - Students will see how forces like push, pull, and gravity make the rocket move. - Students will create their own bottle rockets using simple materials. Learning Objective/Goal: - Understand the basic principles of buoyancy and density. - Apply engineering concepts to design and build a boat that can hold the maximum weight without sinking. - Evaluate the design and performance of their boats. Materials Needed: - Empty 2L plastic bottles (one per group) - Water - Air pump with a nozzle that fits the bottle opening - Fin and nose cone materials (cardboard, plastic, duct tape) NGSS Standards: •3-5-ETS1-1 •3-5-ETS1-2 •3-5-ETS1-3 (Engineering Design) ISTE Standards for Students: •4a - Innovative Designer •5b - Computational Thinker Background Launching rockets using 2L bottles is a fun and educational activity that demonstrates the principles of physics, particularly Newton's Laws of Motion. By building and launching rockets, students can explore concepts such as force, mass, graviety, and aerodynamics in a hands-on and engaging way. Activity Introduction: - Introduce the activity and explain the basic principles of rocketry, including Newton’s Third Law: "For every action, there is an equal and opposite reaction." - Discuss how the design of the rocket (fins, nose cone) affects its flight. Construction: - Have the students first think about what they want their rocket to look like and design their own on paper - Guide their designs to be more realistic as you show them the materials Nose Cone - First have students design a nose cone for the rocket (to fit around the bottom of the bottle), but do not glue it on yet - Discuss how this shape makes it more aerodynamic and reduces resistance (drag) on the rocket - Add play-dough or some kind of weight to the end of the bottle, otherwise it will be too light. Now have the students tape on the nose cone Fins - Next, have students make fins, preferably out of a stronger paper to attach at the bottom (near the cap). Discuss how these will stabilize the rocket as it flies - Tape these on strongly with duct tape Testing: - Fill about a quarter of the bottle with water - Attach to pump and fill until about 80psi - Relese the pressure and the rocket will launch Extra Tips for Students: - Focus on creating stable and symmetrical designs to ensure a straight flight path. - Think about all the different fin shapes and heights but pick the one that would give the rocket the most stability Tips for Teachers - Don’t fill the rockets with too much water -this will add unnecessary weight - Make sure everyone is at a safe distance away from the rocket - Put the launcher at an incline to ensure the rocket will travel away from the group Extensions: - Make it a competition between students/groups on which goes the farthest - Experiment with different amounts of water to see how it affects the rocket's performance.	oercommons	2025-03-18T00:35:28.996600	Annabel Lee	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116991/overview", "title": "Constructing Bottle Rockets", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/111523/overview	Lesson plan: Christmas traditions around the world Overview The following lesson plan has been designed forfor 4th ESO students with a B1 level of English. The proposal of these online activities encourages the development of intercultural competence, collaborative work and gamification. How do we celebrate Christmas? Activity 1 - Discussion on the Topic The countdown for Christmas celebrations has started. How do you usually celebrate Christmas? What types of activities do you do? Do you like this celebration? Use the link given and visit Padlet and write an entry answering the questions (125 - 150 words). Activity 2 - Video Watching Activity Once you have exchange ideas with your classmates in Padlet, watch the video about how Christmas is celebrated in different countries of the world and answer some questions in Edpuzzle. Now go back to Padlet and give your opinion to at least one of your classmate's traditions (150 - 200 words). Try to send make a comment to a person who has not received one. - Do you share anything in common? - Is there anything that surprised you? Activity 3 - Vocabulary Ready for a competition? The video contained many words related to Christmas traditions. Did you understand all of them? Check your comprehension by matching the following words to their meanings in Kahoot. Provide your answers in the forum by clicking on the link or scanning the following QR:	oercommons	2025-03-18T00:35:29.013392	01/08/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/111523/overview", "title": "Lesson plan: Christmas traditions around the world", "author": "Romina Heis" }
https://oercommons.org/courseware/lesson/70800/overview	(Remote Learning) Preschool-Kindergarten Ball Lesson Overview Students will explore what they can do with a ball (whatever size and kind they have at home). Throwing, rolling, kicking, etc. (Remote Learning) Preschool-Kindergarten Ball Lesson (Remote Learning) Preschool-Kindergarten Ball Lesson Plan Created August 2020 by Michelle Johnson Lesson Topic: Students will explore what they can do with a ball (whatever size and kind they have at home). Lesson Description: Students will explore what they can do with a ball (whatever size and kind they have at home). Throwing, rolling, kicking, etc. Learning Goals/Outcomes: The student will be able to play with a ball by throwing, rolling, or kicking it with thirty percent accuracy. Nebraska Standards: PE.K.1.3.a- Throws underhand with opposite foot forward. PE.K.1.3.b-Drops ball and catches it before it bounces twice. PE.K.1.3.d-Pushes a ball with one hand, attempting the second contact. PE.K.1.3.e-Kicks a stationary ball from a stationary position, demonstrating 2 of 5 critical elements. PE.K.4.1.a-Follows directions in group settings -if lesson is performed in classroom setting Teacher Planning: Equipment/Materials Needed: 15+ Foam and fluff balls varying in size and color OR Any soft material ball available at home—variations in size would be preferable Time Required for Lesson: 10-15 minutes Technology Use: _____ YES ___x__NO Instructional Plan: Anticipatory Set/Pre-Activity: The teacher or parent will talk to the student(s) about all the things they can do with a ball. Throw it against a wall and try to catch it, throw it to a friend or family member, roll the ball on the floor, kick the ball back and forth in the room, or simply throw up the ball into the air and try to catch it. Benefits/Explanation/Real-World Connection: Great for working on hand-eye coordination and experimenting with the world around them. Activities (i.e. instructions, warm-up, lesson, cool-down): The teacher/parent will hand out different size balls to the students and tell them to practice throwing, rolling, or catching the ball, but to watch for other classmates/objects in the house as they are performing these activities. The teacher/parent will observe the students, as well as,, participate with them. The ball sizes will be changed during the class time and the students need to identify which is smaller. Have fun and be creative with this activity. It is a way to work on various subjects: colors, sizes, shapes, and physical education elements. Closure: Ask students what ball was easiest to throw, kick, roll, etc. Were they able to catch the ball? Did they have a hard time with any of the activities? What did they like best? “Great job today. I can see you really had fun and tried different ways to use a ball!” Assessment : Teacher/parent will observe and correct students on proper form as needed. Step with opposite leg as throwing arm. Kick ball with the inside of your shoe. Supplemental Information: Modifications: Students can do what they feel comfortable doing with the ball. Use a small or bigger ball depending on activity. Safety Precautions: Have students be aware of their surroundings and stay in their space. Make sure to clear any furniture out of the play space if at home. Do not have very hard balls that can hurt anyone.	oercommons	2025-03-18T00:35:29.046145	08/03/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70800/overview", "title": "(Remote Learning) Preschool-Kindergarten Ball Lesson", "author": "Michelle Johnson" }
https://oercommons.org/courseware/lesson/87635/overview	Lesson Overview Summary: In these integrated lessons, students will evaluate their employment and volunteer experiences through writing exercises. These may include jobs they have held, hobbies, or volunteer work they have pursued. Portfolio & English for High School Special Education Life Skills By Terri Trepanier (Adapted from "Portfolio & English" by B. Chae, 2017, OER Commons.) Adapted with permission. Summary: In these integrated lessons, students will evaluate their employment and volunteer experiences through writing exercises. These may include jobs they have held, hobbies, or volunteer work they have pursued. Lesson Title: Where Have You Been? Where Are You Going? Content Area: Language; Career; Technology Grade/Level: High School Transition Student Learning Objective: Students will be able to identify one part of speech by making a selection. Students will be able to identify one graduation requirement by making a selection. Students will be able to participate in the discussion. Students will be able to answer questions by making a selection. Vocabulary: noun, pronoun, verb, modifier, adverb, adjective, conjunction, interjection, graduation, graduation requirement, computer, resume, goal, comma, email Standard-Performance Indicator 9-10.RL.2.1 Analyze what a text says both explicitly and implicitly as well as inferences and interpretations through citing strong and thorough textual evidence. 9-10. RV.1 Acquire and accurately use academic and content-specific words and phrases at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 9-10.RN.2.1. Analyze what a text says explicitly as well as inferences and interpretations are drawn from the text by citing strong and thorough textual evidence Relevant IEP Links Reading Comprehension Expanded Core Skills Vocabulary Word Cards Materials Vocabulary Word Cards: noun, pronoun, verb, modifier, adverb, adjective, conjunction, interjection, graduation, graduation requirement, computer, resume, goal, comma, email Instructional Strategies Collaborative Grouping Book Technology Peer Interaction Projects/Products Peer Instruction/Modeling Demonstrations Videos Student Presentations Content Area Reading Strategies Other: Homework/ Closure Practice using vocabulary in daily conversations. I. LESSON A. Songs – https://www.youtube.com/watch?v=c3yJhw7R3fI Eight Parts of Speech Review/Jack Hartmann Video: https://www.youtube.com/watch?v=VdYwtTmTKTo How to Write an Anecdote in 4 Easy Stages B. Learning Activities- explore using vocabulary and taking turns by role-playing. C. Differentiation/Accommodations- The Unique Learning System Curriculum is written for three different levels. Our class is primarily level 2, with two at level 1. The teaching guide is written to each level needed. II. ASSESSMENTS (PRE/POST) A. Informal Observation Anecdotal Record-description of student performance B. Formal Final observation at the end of the week III. REFLECTION Parts of Speech Pre-Test This quiz will introduce you to the main concepts and new vocabulary for this module. Read the questions below and then select the correct response from the choices given. 1. Which of these words is a verb? (33 Points) ______since _____idea ______realized 2. Which of these words is a conjunction? (33 Points) _____she _____or _____just 33 3. Which of these words is an adverb? (34 Points) _____really _____some ______welcoming s of Speech #1 — Nouns and Verbs Parts of Speech #1 - Nouns and Verbs Parts of Speech #1 - Nouns and Verbs The purpose of this assignment is to learn about the eight main parts of speech in English: noun, verb, pronoun, interjection, adjective, adverb, preposition, conjunction. This section will look at the first four. Directions: 1. Read the introductory information on the parts of speech. 2. Answer the questions by clicking on the correct response. Read: A noun is a person, place, thing, or idea. In addition, there are a few important ways to look at any noun. Here are some basic guidelines: - Nouns can be singular (an engineer, a garden, one chair, peace) or plural (sisters, mice, the books). Plural nouns are often made by adding an s to a singular noun, but some are not. A dictionary is an excellent way to check if you are not sure. - Nouns can be common (a man, the newspaper, a college) or proper (Mr. Lewis, the Seattle Times, Skagit Valley College). Common nouns are never capitalized, but proper nouns should always start with a capital letter. A person's name is capitalized when used as a title. For example, My aunt is a published author. Our family is proud of Aunt Teresa. - Nouns are either count nouns or non-count nouns. Count nouns can be counted (one hat, five pies, seven dollars). Non-count nouns can't be separated into smaller groups, so they are never written with a plural form (happiness, money, milk). Verbs are action words. The form you use for a verb will show whether the action described is in the past, the present, or the future. Read the questions below and select the correct response from the choices given. - A noun is a person, place, thing, or idea. Select the noun from the choices below. (25 Points) _____Chicken ______Sing ______Yell - A verb is an action word. It can describe the action as in the past, present, or future. (25 Points) ______Chicken _______Yell ______Beef - A noun is a person, place, thing, or idea. Select the noun from the choices below. (25 Points) ______Mom ______Go _____Type - Question: A verb is an action word. It can describe an action as in the past, present, or future. (25 Points) ______Mom _____Go ______Dad Where Have You Been? Where Are You Going? Life is a journey. Part of that journey includes your time here at school. Please take a few minutes and reflect on your time here. Then write a brief essay about this and be sure to answer the following questions. What classes have you taken? What classes do you still have to take? Are there specific requirements you still must meet? Where would you like to be after you graduate? Be sure to remember what you have learned about writing. Remember what you need to write a complete sentence, a noun, and a verb. Remember to include adjectives and adverbs to write more descriptive sentences. Have an introductory sentence, a minimum of 3 points to support the introductory sentence, and a conclusion. Write your response below. (100 Points) Parts of Speech #2 — Modifiers - Adjectives and Adverbs. This section aims to learn about the last two parts of speech in English: adjectives and adverbs. Directions: 1. Read the introductory information on the parts of speech. 2. Reach the questions below, and then select the correct response from the choices given. - She wore blue velvet. Identify the adjective in the sentence above from the choices below. (25 Points) _____she _____wore _____blue - She ran quickly. Identify the adverb in the sentence above from the choices below. (25 Points) _____she _____ran _____quickly - He ate slowly. Identify the adverb in the sentence above from the choices below. (25 Points) _____He _____ate _____slowly - He is tall. Identify the adjective in the sentence above from the choices below. (25 Points) _____He _____is ____tall Reflect and Write: Your Educational History Your experience as a student influences how you approach your education. Some past events, experiences, thoughts, and attitudes – both positive and negative – may still affect you as a student. This assignment will help you explore your educational history and think about your strengths and weaknesses, and how you learn best. 1. Write your answers to the six questions below. The answer to each question should be complete sentences. 2. When you have answered your questions. - What was school like for you? Was it mostly positive, mostly negative, or something in between (17 Points) - How do you learn best? Fill in the blank: "I learn best when..." (17 Points) - Were you good about turning in homework? Why or why not? (17 Points) - How do you communicate best? Fill in the blank: "I communicate best when..." (17 Points) - What do you do well? Fill in the blank: "I am very good at..." (17 Points) - What do you struggle with? Fill in the blank, "I struggle with..." (17 Points) Your Transcript Evaluation The purpose of this assignment is to help you understand what you need to do to fulfill the requirements for your certificate of completion. Read For a certificate of completion, you will need to have a minimum of 40 credits/applied units. The new CoC framework emphasizes employability skills and job experience, and activities. Overview For this assignment, you will look at the gaps in your transcript and begin to plan what you would like to do to complete your requirements. Directions 1. Review your transcript. 2. Answer the questions below. Read and Do You will need a copy of your transcript. For each subject, fill in the credits you have received and the number of credits remaining. At the bottom of each column, write the total number of credits you have received and the total number remaining. - How many years have you taken English? Subtract that number from 4. (17 Points) - How many years have you taken math? Subtract that number from 4. (17 Points) - How many years have you taken Unique? Subtract that number from 4. (17 Points) - How many years have you taken PE? Subtract that number from 4. (17 Points) - How many years have you taken ECC? Subtract that number from 4. (16 Points) - How many years have you taken electives? Subtract that number from 4. (16 Points) - Now add your answers in questions numbered 1 through 6 together and enter the total number below. Thinking About Program Planning For this assignment, you will think through various issues and situations that may affect how you fulfill your graduation requirements. Reflecting on these issues and scenarios will help you create a plan for completing your high school certificate. Write: 1. Would you complete school as quickly as possible, or would you prefer to move slowly and feel better prepared? 2. Think about different situations where you have learned something new. Did you prefer learning by yourself, or in a group with other people? Describe the situation. 3. If given the option, would you prefer to complete your certificate requirements online or through a face-to-face class? Respond to the questions in the space provided below. Writing Your Life Overview This section of the course will look at your prior learning experiences to identify what you have learned. Learner Outcomes Upon completion of this module, you will be able to: - Identify prior learning experiences. - Explain what you learned. -Write a structured paragraph. Why This Is Important In identifying previous life, work, and learning experiences, you will understand the skills you gained. Guidelines: - Be as thorough as possible when you write down your duties and accomplishments. Later in the course, you will be using this information as evidence when you produce your competency write-ups to go into your ePortfolio. - Remember that "Things You Learned" should include skills that apply to the world at large and that you might use in your life outside of that particular job. Ask for more clarification on this issue if you need it. Example Work History Company: Denny's Job title: Hostess Length of employment: 2 years The training you received: - OSHA Safety Training - Denny's Policies and Procedures - Sexual Harassment What you did: - Greeted customers and escorted them to the tables - Rang up checks and processed credit card payments. - Trained new greeters. - Assisted wait staff, as necessary. What you learned: I learned a lot about time management and multitasking. I also learned how to negotiate with unhappy customers. I learned to watch body language to see whether they would be happy with the solution I offered. Skills you acquired: - Time Management - Cash register and credit card operations (counting back change, running and balancing reports) Significant accomplishments: Supervised a team of 5 employees Certificates you earned: Certified Hostess Trainer Awards/recognition: Classes - Name of class: Zumba for Life - Length of class: 10 weeks, 1 hour per class - Organization offering the class: Riverside Health Club Subjects covered: - Cardiovascular Health - Stretching - Latino Dance Rhythms What you learned: - Zumba dance steps - How to monitor my pulse - Importance of cardiovascular exercise - History of Zumba Skills you acquired: - Salsa - Mambo - Merengue Significant accomplishments: I attended every class! Respond to the writing prompt in the space provided. (100 Points) Paragraph Structure - Where Are You Now? (100 Points) Overview The purpose of this lesson is to explain the structure of an introductory paragraph. Read Three-Part Paragraph Structure A good paragraph should always include all three of the following elements: Topic sentence. Usually, the first sentence states the paragraph's topics. The topic sentence is broad enough to cover all the information included in the section and helps to give unity and structure to the paragraph. In other words, it helps the reader to understand the paragraph. Supporting details. After the topic sentence comes the supporting information. The supporting information in a paragraph help to explain or prove the topic sentence. They provide specific information about the paragraph's topic and sometimes give examples to illustrate the claim made in the topic sentence. A section needs to include at least three supporting details, and these supporting details need to be linked to the topic sentence. Concluding sentence. Finally, a paragraph ends with a concluding sentence. This sentence should paraphrase the information in the topic sentence and should not include any supporting details. For this assignment, you will begin planning your "Where Are You Now?" paragraph. Directions - Read the passage below about your goal statement. - Think about your answers to the following: "Are you where you want to be in your life right now? Why or why not?" - Complete the section, writing a topic sentence, supporting statements, and a concluding comment. Read Your Goal Statement Over the next week, you will write and revise the first part of a personal goal statement. Write it in the last space below. The goal statement is one (1) of two (2) formal writing assignments you will complete and add to your Portfolio. The Portfolio will demonstrate that you have achieved high school-level competency in several areas. The goal statement serves two purposes. First, it indicates where you are headed after you graduate. Second, it provides the opportunity for you to demonstrate competency in writing. Because of this second purpose, your goal statement should be completely free of errors and adhere to formal writing standards. All the writing you produce this quarter will go through planning, revising, and proofreading stages to accomplish both objectives. Part of the revising phase involves peer reviews, in which you and a partner exchange your papers and provide feedback on ways to improve or refine your writing. Respond to the writing prompt in the space provided. 1. Please write your draft in the space below. (50 Points) 2. Write your final version in the space below. (50 Points) Email Etiquette Read Email Etiquette. Consider the following questions as you read: - What are the essential elements to include in an email? - Are there things you should not do when writing an email? Email Etiquette - Abbreviated Adapted from: Email Etiquette by Ali Hale Today, one of the most popular ways for people to communicate is email, especially at work. So, being able to write an email is very important. 1.) Start with a greeting like "Dear Mr. Jones, or Dear Professor Smith." It is also ok to say, "Hi Joe," or "Hello Joe." 2.) Write short paragraphs. Get to the point. Have 2 or 4 short sections and only one idea. Consider using bullet points. 3.) Stick to one topic. 4.) Use capital appropriately. Never write a whole sentence in all caps. 5.) Sign off the email. 6.) Use a sensible email signature, nothing corny. Make it easy for your correspondents to find your contact details. Directions: Read the questions below and then select the correct response from the choices given. - What should you include in an email? (33 Points) _____a greeting, 2-3 short paragraphs and a sign off. ______as much as you can ______humor 2. What should you not do in an email? (33 Points) _____Make sure your contact information is easy to find. _____Use all capital letters to emphasize your point. _____Stick to one topic. 3. Where is a good place to put your contact information? (34 Points) _____inside the paragraph with all the other information _____at the bottom of your email after your signature _____at the bottom of your email before your signature Writing an Email Overview For this assignment, you will practice writing a professional email to me. 1. Review the Email Etiquette you just read. 2. Then, write an email to me following the guidelines below. Read Although email is becoming an increasingly common way to communicate, many people still are unsure of the proper way to write a professional email. Should it be as formal as a handwritten letter, or can it be as casual as a text message? The answer is that it depends on the recipient and the content of the email. When writing to a person you do not know, it is best to err on being too formal. A job application, a note to a teacher, or a request for information from a stranger should all be proper. On the other hand, a message to your best friend or sibling can be very casual. Here is an example of how you should write an email: Dear Professor Smith, This is Melissa Tan from your portfolio class. I am sorry, but I will not be able to come to class tonight. My car broke down, and the bus is not running due to the strike. Would you be able to send me the homework assignments? Thank you, Melissa Tan Notice that Melissa's email includes her full name and which class she's taking. That lets the professor know who she is. She also has a greeting and a sign-off that are appropriate for their relationship. Consider the following guidelines when writing an email: - Instead of "Hey," use "Dear…," - Instead of no greeting, use "To whom it may concern" (very formal) or "Hello," (more casual). - Instead of "Love," use "Yours truly," or "Best regards," Do The assignment is to write a professional email to me. Complete the following: 1. Write an email to use Outlook. 2. The email should be about a question you have about the class. (For this assignment, you may make up a question. It does not need to be an actual concern.) 3. Be sure to include a relevant subject line, a greeting, a sign-off, and your name and course information. 4. Check your email for correct spelling and capitalization. 5. Send the mail through Outlook. Please write a draft of your email in the space provided below. Then open Outlook and send one to me. (100 Points) Prior Learning Planning Sheet Overview: For this assignment, you will write about your "Prior Learning." Directions: 1. Choose one work or volunteer experience to use for the assignment. 2. Then respond to the following questions with this experience in mind. Read: For this assignment, you will choose one work experience or volunteer experience. Do Complete the following: 1. Write about your work experience or volunteer opportunity, being sure to include two types of information: (1) What you did and (2) what you learned. 2. When you are done, click submit. Whether it was paid work or volunteer experience, you will answer the questions. Directions: Please respond to the writing prompt in the space provided below. - Topic Sentence: Simply put, your topic sentence should answer the main question (using a complete sentence). Example: I worked as a sales assistant at Johnson Jewelers for two years. Type your answer to the question, "Where did you work?" here: My answer: (15 Points) - Supporting Sentences: To answer the following question (Why?), you need to develop at least three (3) specific tasks you did at this job. You might have more if your job was more involved. Example: - I helped customers decide on jewelry purchases. - I was responsible for taking the annual inventory of all stock in the store and tracking it in a spreadsheet. - Part of my responsibilities included answering phones, entering data on the computer, and doing paperwork. My reasons: Reason 1: (17 Points) - Supporting Sentences: To answer the following question (Why?), you need to develop at least three (3) specific tasks you did at this job. You might have more if your job was more involved. Example: - I helped customers decide on jewelry purchases. - I was responsible for taking the annual inventory of all stock in the store and tracking it in a spreadsheet. - Part of my responsibilities included answering phones, entering data on the computer, and doing paperwork. My reasons: Reason 2: (17 Points) 4. Supporting Sentences: To answer the following question (Why?), you need to develop at least three (3) specific tasks you did at this job. You might have more if your job was more involved. Example: - I helped customers decide on jewelry purchases. - I was responsible for taking the annual inventory of all stock in the store and tracking it in a spreadsheet. - Part of my responsibilities included answering phones, entering data on the computer, and doing paperwork. My reasons: Reason 3: (17 Points) 5. Concluding Sentence: Finally, you need to paraphrase your first sentence to give your audience a sense of closure. Example: My work at Johnson Jewelers taught me many skills that will be helpful in any job I take in the future. My concluding sentence: (17 Points) 6. Now, pull it all together and write your paragraph below. (17 Points) Making Decisions Overview: In this module, you will learn more about options to help you reach your career goals. You will also learn about the subject-verb agreement and other elements of sentence logic to help you write more grammatical sentences. Learner Outcomes: Upon completion of this module, you will be able to: - Describe how much it will cost you to get the training you need for your career choice. - Evaluate various options to help you reach your career goals. - Edit your sentences to make them logical. Why This is Important Having correct sentences is one way you show that you are a well-educated writer. The sentence logic activities will give you the ability to present yourself well in your writing. You are choosing the right program to move forward in your career goals. Once you know which programs you'll be taking, you will need to figure out how much it costs and how you will pay for it. This module will give you the tools you need to make informed decisions about paying for your education. First, decide on a career that interests you. Visit Career One Stop by clicking on the link below and completing their interest inventory. https://www.careeronestop.org/Toolkit/Careers/interest-assessment.aspx and complete the interest inventory. Select a job that interests you and explore the training you will need. Write your results below. (100 Points) Commas, Part 1 Overview: The purpose of this lesson is to explain comma rules. Read: A comma is used to separate sentence parts like items in a list and dates. It can also connect clauses in sentences. We use commas with coordinating conjunctions (FANBOYS) to connect independent clauses. The comma's job is to mark the dividing line between two (or more) complete ideas so that the reader does not get confused. They are usually in the middle of the sentence. Rule 1. Use commas to separate words and word groups in a simple series of three or more items. - We need to buy eggs, milk, and juice. Rule 2. Use a comma to separate two adjectives when the order of the adjectives is interchangeable. - The milk is a sweet, healthy drink. Rule 3. The comma is placed before the conjunction and shows where one clause ends, and another begins. F = For A = And N = Nor B = But O = Or Y = Yet S = So -She may be small, yet she is mighty. Rule 4. The comma is used to set off a clause. In the morning, we will make waffles. Read the questions below and select the correct answer. Choose the correct placement for the comma in this sentence. - At night we listened to the coyotes. (25 Points) _____At night, we listened to the coyotes. ______At night we listened, to the coyotes. _____At night we listened to, the coyotes. - If we hurry we can catch the bus! (25 Points) ______If we hurry we can catch, the bus! ______If we hurry, we can catch the bus! ______If, we hurry we can catch the bus! 3. Raoul made a beautiful blue quilt. (25 Points) ______Raoul made a beautiful blue, quilt. _______Raoul made a beautiful, blue quilt. ______Raoul, made a beautiful blue quilt. 4. If I stand at this corner long enough maybe something exciting will happen. (25 Points) ______If I stand at this corner, long enough maybe something exciting will happen. ______If I stand at this corner long enough maybe something, exciting will happen. _____If I stand at this corner long enough, maybe something exciting will happen. Life Costs and Goals For this activity, you will consider the costs and benefits of various aspects of life and use this information to decide what you would like to do. One of the most important things to consider when choosing a career path is making sure it will pay you enough to support the family you have now and the one you want to have in the future. The size of your family can significantly impact your ability to become and remain self-sufficient. The cost of raising a single child in the United States today has gone up significantly in the last 50 years. Here is a description of the critical information provided in "The Cost of Raising a Child:" Think about whether it would be better for you and your family to rent or own a home. IF you choose to rent, select an apartment, and find out how much the rent will be . - Families are projected to spend an average of $233,610 raising a child born in 2015 from birth to 18. Think about how much money you spend on bills every month. For this section, you do not need to record exact amounts, but if you would like to, you might want to spend some time looking over your bank statements online for the past few months to find out exactly where your money goes. Once you have determined your expenditures, you can estimate what salary will be required to support you and your family. Knowing how much money you need to make each year is essential before choosing a career path. Add this information to the questions below. - How much do you spend each month on food? Write the amount below. (10 Points) - How much do you spend on rent or mortgage? Write that amount below. (10 Points) - How much will you need for transportation? Write that amount below. (10 Points) - How much do you spend on medical? Write that amount below. (10 Points) - How much do you spend on clothing? Write that amount below. (10 Points) - How much do you spend on entertainment? Write that amount below. (10 Points) - How much do you spend on children? One child is about $9,000 per year. Add $5,000 for each additional. Write that amount below. (10 Points) - How much do you spend on pets? Write that amount below. (10 Points) - How much do you spend on taxes? Write that amount below. (10 Points) - Add it all together and write that amount below. This amount is the minimum you will need to make each month. Multiply that number by 12 to get your annual salary. Also, write that number down, too. (10 Points) Resume Writing The purpose of this page is to learn about resumes. Read: A resume is a document that gives your work history, education history, and a small amount of background information on your abilities and interests. A resume will contain your name, address, phone number, and email at the top in bold letters. Then it will have a summary of your work experience or your career objective. Next, you will list your skills, work or volunteer experience, education, and then your references. Review a friend's resume or one online. Pay close attention to the way the writer has laid out the information. As you look, think about how your resume will look, and then create yours below. (100 Points) Resources CareerOneStop. (2016, December 01). Retrieved November 09, 2021, from https://www.careeronestop.org/Toolkit/Careers/interest-assessment.aspx. Chae, B. (2017, June 09). Portfolio & English. OER Commons. Retrieved November 07, 2021, from https://www.oercommons.org/authoring/22407-portfolio-english. Radhl, F. (2020, February 22). Learn How To Write An Anecdote Easily/4 Stages. [Video]. Youtube. https://www.youtube.com/watch?v=VdYwtTmTKTo Hartmann, J (2021). Eight Parts of Speech. [Video]. Youtube. https://www.youtube.com/watch?v=c3yJhw7R3fI Kahn Academy (2021). Meet the Comma. [Video]. Youtube. https://www.khanacademy.org/humanities/grammar/punctuation-the-comma-and-the-apostrophe/introduction-to-commas/v/meet-the-comma-the-comma-punctuation-khan-academy	oercommons	2025-03-18T00:35:29.296447	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87635/overview", "title": "Lesson", "author": "Special Education" }
https://oercommons.org/courseware/lesson/72728/overview	How Organisms Grow & Develop Overview With this resource, you will find a link to a Google Folder that contains the content of an online module that will teach students about the cell cycle, structure of DNA, DNA replication, and mitosis. Within this module, there are a number of interactive activites to help students understanding of the topics. How Organisms Grow & Develop https://drive.google.com/drive/folders/1h9V_SaPFv-wNzO-MDnr_CWZccn7WwWDE?usp=sharing This link will lead you to an online module that teaches students how organisms grow and develop. Within this (approximately) 4-day module, students will learn about the cell cycle, structure of DNA, DNA replication, and mitosis by navigating through Google Slides presentations. Within these presentations, different pictures and interactive activites are embedded for students to use and learn from. A teacher and student guide is also included in this Google Folder to aid in the navigation of the module.	oercommons	2025-03-18T00:35:29.312250	Bobbi Herrera	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72728/overview", "title": "How Organisms Grow & Develop", "author": "Lesson" }
https://oercommons.org/courseware/lesson/87585/overview	Education Standards Using Digital Tools-1st Grade Using Digital Tools for a Purpose & How Computers Work- grade 1 Overview This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose. Using Digital Tools for a Purpose & How Computers Work Overview This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose. Grade First grade Duration Two Lessons, 20 minutes each Standards and Learning Objectives Washington State Ed Tech Standards - 1.a. With guidance from an educator, students consider and set personal learning goals and utilize appropriate technologies that will demonstrate knowledge and reflection of the process. - 1.b. With guidance from an educator, students learn about various technologies that can be used to connect to others or make their learning environments personal and select resources from those available to enhance their learning - 1.c. With guidance from an educator, students recognize performance feedback from digital tools, make adjustments based on that feedback and use age-appropriate technology to share learning. - 1.d. With guidance from an educator, students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools. - 3.a. With guidance from an educator, students use digital tools and resources, contained within a classroom platform or otherwise provided by the teacher, to find information on topics of interest. - 5.a. With guidance from an educator, students identify a problem and select appropriate technology tools to explore and find solutions. English Language Arts - CCSS.ELA-LITERACY.W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. - CCSS.ELA-LITERACY.SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. Washington State Computer Science Standards - 1A-01: Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use. - 1A-03: Describe basic hardware and software problems using accurate terminology. Lesson One: How Computers Work & Coding Materials - Laptops - Account names and passwords - Headphones - Printed check-off lists of apps for each student - If doing the coding games today, it is suggested that you have both games linked in a place that will be easy for your students to navigate to and click. (This may vary by site.) Formative Assessment Observe students to make sure they are able to log in to HelloID, and from there locate Destiny, Canvas, Typing Agent, SORA and Outlook. Have them tell their neighbor what each application is for. Procedure: Parts of a Computer Video (3-4 minutes) Show the following video to students - Basic Parts of a Computer, GCFLearnFree.org, December 2020, (Length: 2:50 minutes) Demonstration (5-10 minutes) - Under the document camera, show a student laptop. - Point out the power button - Show the keyboard, pointing out the letters and the line of numbers. Explain that students will use those letters and numbers to type their log-ins. - Demonstrate the Caps Lock button, and the Shift button, explaining how both can be used to make letters capital rather than lower case. Demonstrate the Delete and Backspace buttons, explaining how they do a similar task, but work in different directions. - Show the touch mouse. Explain that the square surface is for moving the mouse (arrow) around on the screen. Show the two buttons below the square mouse surface. Show how students can use either a “tap” of the screen (if using touch-screens) or the touch-mouse surface, or left button when asked to “click” an app or picture on the screen. - Demonstrate the coding games below. (Kodable does need to be set up with a teacher account and password so you may choose to use only BotLogic.) - In order to play the game, students will first need to log in and locate the following apps: Destiny, Canvas, Typing Agent, SORA, and Outlook. (Give students the attached sheet of paper to check off the ones they have found.) Activity (10 minutes) - Have students log in and find the apps, checking them off on the sheet as they go. - When finished, students can try one of the coding games. \| \| \| \| \| \| \| \| \| Lesson Two: Using an Application for a Purpose (Outlook Email) Materials - Assigned laptops - Account names and passwords - Headphones Formative Assessment Students will send an email to the teacher. Procedure: Preparation (before class arrives) - Prepare and send all students an email that they will access and reply to. Modeling & Demonstration (10 minutes) - Read the book “Click Clack Moo, Cows that Type” by Doreen Cronin. - Discuss the purpose of communication (to relay information, ask questions, persuade, etc.). - Email is a type of communication that is handy, available and accessible. Activity (5-10 minutes) - Demonstrate to students how to log in to Outlook and access the email you sent and have them try it on their own laptops. - Model using the reply function and using the keyboard to type words. Demonstrate how to sign their name and hit “send. - Review the keyboard and use of the following buttons: Shift, CapsLock, Delete, Backspace. - Have the students type and send a response email back to you.	oercommons	2025-03-18T00:35:29.360325	shaelynn charvet bates	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87585/overview", "title": "Using Digital Tools for a Purpose & How Computers Work- grade 1", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/17911/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 Our Community Map Reasoning Triangle Science Flowchart (Dynamic) Science Flowchart (Static) Survey 1 Survey 2 Survey 3 Survey 4A Survey 4B Survey 5 Survey #6 Survey #7 Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity Overview The Oregon Science Project 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. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Why Teach Science? Why Teach Science? Overview of Module 1 Tasks Important Dates: Due by Mid - November Overview of Module 1 Tasks - Task 1: Why Teach Science? - Task 2: Why Teach Science in our Community? - Task 3: How Science Works - Task 4: Science as Process - Task 5: The Process of Science in the Classroom - Task 6: Making Thinking Visible Through Productive Discourse in the NGSS Classroom - Task 7: Equity in the Framework & NGSS-Inspired Classroom "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 Here is a link to the results in case you want to look back in your own response again. Group Instructions (Each person submits their own survey) Every Participant: Open "Survey #1" Reading for Understanding - Discussing 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 their thoughts about why the statement is important Reading to Rank - Ranking the statements: - Each person shares which statement is the most important to them and why - All members of the group can 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 discuss your rankings, each participants completes their own survey with their own answers and hits submit. 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 group ranking compares to the collective responses Individual Instructions Rank the five different reasons listed that argue for why we should teach science K-12. One you have completed this survey you will see all of the other participants' responses who have completed it before you. 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: "Our Community Map" - Create an orange marker - Place yourself on the Google Map Include the following information in the description accompanying your marker: - First Name - Last Name - Picture of yourself (that you like - could even be of you and your students) - Grade(s) you teach - School - District - Role (i.e. teacher, PD provider, or coach) - Institution - One reason that a high quality science education for ALL students is important for your 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 Overview of Module 1 Tasks - Task 1: Why Teach Science? - Task 2: Why Teach Science in our Community? - Task 3: How Science Works - Task 4: Science as Process - Task 5: The Process of Science in the Classroom - Task 6: Making Thinking Visible Through Productive Discourse in the NGSS Classroom - Task 7: Equity in the Framework & NGSS-Inspired Classroom "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 Group 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 you start, be sure to prepare to listen for: - How scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence One participant opens "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 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. 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. Each participant opens "Survey #2" on their own device - In your 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. Individual Instructions Watch the video below at least once and listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence Open "Survey #2" and respond the prompts about the process of science as explored in this video. In your responses be sure to include: - Material from the video (quotes, ideas, stories, claims, etc.) - Language from the Science Flowchart - Open up "NGSS Practices" to help you compare and contrast professional science and classroom science. - Open up "Matrix of Crosscutting Concepts" to help you compare and contrast professional science and classroom science. - Submit your survey Science as Process Science as Process Overview of Module 1 Tasks - Task 1: Why Teach Science? - Task 2: Why Teach Science in our Community? - Task 3: How Science Works - Task 4: Science as Process - Task 5: The Process of Science in the Classroom - Task 6: Making Thinking Visible Through Productive Discourse in the NGSS Classroom - Task 7: Equity in the Framework & NGSS-Inspired Classroom "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, ssmall 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. 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 on the list that they would like to explore further. (i.e. shift #2 and shift #5) - 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 your chosen shifts statements. 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 group ranking compares to the collective responses. - Share ideas about resources you could seek out to find out more. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSS - Identify two different conceptual shifts on the list that you would like to explore further - Read the text below each of your chosen shifts Open "Survey #3" and respond to the prompts about the NGSS shifts you chose to read about. The Process of Science in the Classroom The Process of Science in the Classroom Overview of Module 1 Tasks - Task 1: Why Teach Science? - Task 2: Why Teach Science in our Community? - Task 3: How Science Works - Task 4: Science as Process - Task 5: The Process of Science in the Classroom - Task 6: Making Thinking Visible Through Productive Discourse in the NGSS Classroom - Task 7: Equity in the Framework & NGSS-Inspired 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 Group 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 what you think the difference between a phenomena and an NGSS Disciplinary Core Idea. 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 phenomena that relates to that core idea. Share your idea with the group. One participant opens the "Reasoning Triangle" and shares their screen. - As a group, discuss the three parts of the tool and the role you see them playing 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 One person in the group open Survey #4A and shares the screen so all participants can see and answer as a group and submit one survey. - As a group, select if you think the statement is a phenomena or NGSS Disciplinary Core Idea. - If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas. - Once you submit your group submits your response, select the link to see all previous responses. - Does your group agree or disagree with the previous responses? - Find a response that is different than your 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 and you'd like to rethink it! Repeat for survey 4B and rotate the responsibility to share the screen during your discussion. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSS Watch the video below and listen for the role of phenomena in the Framework and NGSS inspired classroom. Read the brief statements below the video about phenomena. Open Appendix E: Progressions within NGSS - Read the first page - Find your grade or grade band in document and explore the Disciplinary Core Ideas covered in the NGSS vision Open and complete survey 4B (they are each just 2 questions). In each survey: - Select if the statement is a phenomena or NGSS Disciplinary Core Idea - If you think it's a phenomenon, utilize the Reasoning Triangle to justify your ideas - Once you submit your response, you will see all previous responses and reasoning Making Thinking Visible through Productive Discourse in the NGSS Classroom Making Thinking Visible Overview of Module 1 Tasks - Task 1: Why Teach Science? - Task 2: Why Teach Science in our Community? - Task 3: How Science Works - Task 4: Science as Process - Task 5: The Process of Science in the Classroom - Task 6: Making Thinking Visible Through Productive Discourse in the NGSS Classroom - Task 7: Equity in the Framework & NGSS-Inspired Classroom "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. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSSread "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Read "Developing and Using Models - A Snippet from the NRC Framework" 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 Open Survey #5 below. - 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 group picks and chooses 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 group. - Come up with one question you have about equity in the NGSS classroom. Each participant opens Survey #6. As a small group each participant shares their responses as the group goes through each prompt. Once you hit submit, choose to see the previous responses and, as a group, discuss how they were similar or different than your own responses. One person shares their screen and the group watches the video below. As Oregon Science Project NGSS Learning Facilitators 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 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. Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.	oercommons	2025-03-18T00:35:29.426575	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/17911/overview", "title": "Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity", "author": "Robert Fairchild" }
https://oercommons.org/courseware/lesson/91676/overview	BOOK PLANS Overview In this file, there are plan studies that appeal to different development areas created by integrating with world-famous books that appeal to 6-year-old students. Plans Integrated with Children's Books In this file, there are plan studies that appeal to different development areas, created by integrating with world-renowned books that appeal to 6-year-old students.	oercommons	2025-03-18T00:35:29.444009	Visual Arts	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91676/overview", "title": "BOOK PLANS", "author": "Reading Foundation Skills" }
https://oercommons.org/courseware/lesson/78696/overview	Goosechase Scavenger Hunt Lesson plan 1:Life cycle of a butterfly (powerpoint) Lesson plan 2 Lifecycle_of_a_butterfly_wordsearch Life Cycle of a Butterfly Lesson Plan Overview This is a lesson plan designed for the grade 3 level, exploring life cycles of animals. This lesson plan itself is focusing on the life cycle of a butterfly. I've included 2 lesson plans that would be used a few weeks apart, the first one is an introduction into the lifecycle of a butterfly with a scavanger hunt activity. Lesson plan 2 focuses on the students and seeing the growth of butterflies brought into the class while working together with an older grade to show their understanding of the life cycle of a butterfly. Lesson Plan 1 Topic: \| Start of a butterflies life \| \|\| Lesson Title: \| Butterfly life cycles (social emotional learning) \| \|\| Grade: \| 3 \| Lesson Duration: \| 55 min \| Lesson Objectives / Learning Outcomes \| \| Outline of Tasks and Activities: \| \| \| Slide 1 of powerpoint: attention grabber \| \| Slide 2 of powerpoint: class objectives \| \| Using goosechase (scavenger hunt app) top create a hunt for the students to use https://gsch.se/game/1cade5f17f944543a728982f15842268/co-manage/ \| \| No digital technology needed \| \| activity creating websites? (need to find something) \| \| No digital technology needed \| \| \| Additional Notes or Resources: \| Lesson Conclusion / Summary \| https://education.alberta.ca/science-k-6/program-of-studies/?searchMode=3 https://www.alberta.ca/social-emotional-learning.aspx http://www.interaction-design.org/literature/article/bartle-s-player-types-for-gamification \| Take-home Tasks, Follow-up Activities, or Assessments: \| Lesson Plan 2 Topic: \| Final Stage \| \|\| Lesson Title: \| Yay! We’re a Butterfly! (Student Mentoring) \| \|\| Grade: \| 3 \| Lesson Duration: \| 45-50 min \| Lesson Objectives / Learning Outcomes \| \| Outline of Tasks and Activities: \| \| \| Virtual agenda on the smart board so students have visual interpretation of what the class entails \| \| *having a google classroom to put content on just for kids to have \| \| \| \| No educational technology needed \| \| No educational technology needed \| Additional Notes or Resources: \|	oercommons	2025-03-18T00:35:29.506496	Lecture Notes	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78696/overview", "title": "Life Cycle of a Butterfly Lesson Plan", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/83000/overview	Presentation on Teaching Learning Material Overview This is a presntation to give an introduction on Teaching Learning Materials. The main target group is student teachers of primary and secondary level Presentation on Teaching Learning Materials ( TML) This presentation gives and overall view on Teaching Learning Materials(TLM) This presentation is an effort to go beyond the conventional materials used in classrooms. Introduction to Teaching Learning Materials, Theoretical Explanation. Effectiveness of TLM based on Edgar Dales Cone of Experience, Princiaples to be followed while selecting and using TLM, Categories of TLM, TLM during onlie Teaching and Learning	oercommons	2025-03-18T00:35:29.524716	Kavitha N Karun	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83000/overview", "title": "Presentation on Teaching Learning Material", "author": "Reading" }
https://oercommons.org/courseware/lesson/117028/overview	Education Standards Catapults Lesson Plan Catapults Lesson Plan Customize Presentation on Canva Constructing Catapults Overview In this elementary school lesson on catapult design, students will explore the principles of physics and engineering by constructing their own miniature catapults using simple materials. They will learn basic physics principles as they aim to launch objects with accuracy and distance. Through iterative design and testing, students will refine their models, applying critical thinking and problem-solving skills to achieve optimal performance. The lesson culminates in a friendly competition where teams showcase their catapults' capabilities, fostering creativity and collaborative learning. Introduction Subjects: • Science • Engineering • Math Time: 60-90 minutes Learning Objective/Goal: - Understand the basic principles of projectiles. - Apply engineering concepts to design and build a catapult that can travel the farthest or hit a target most accurately. - Evaluate the design and performance of their catapults. Materials Needed: - Popsicle sticks (10 per student) - Rubber bands (5 per student) - Plastic spoon - Pom-poms or small marshmallows (for projectiles) - Tape - Scissors Background Building catapults is a fun and educational activity that introduces students to the principles of physics, such as motion, and energy. By designing and testing their own catapults, students can explore these concepts in a hands-on, engaging way. Activity Introduction - Introduce the activity and explain the basic principles of catapults, including how force and energy are used to launch projectiles. - Discuss different types of catapults and their historical uses. - Have the students begin thinking about/writing down the ideas they want to use - Show them the materials that are available to use and the rules of the competition Activity (Continued): Brainstorming: - Show the students all the available materials as they brainstorm - Remind students that they want their catapult to be stable and launch an object at an angle Construction: - Allow at least 30 minutes for students to build their catapults. - Check on students frequently and ensure their catapult can function and have not made any serious mistakes that would impede their launch. - Allow them to periodically test to ensure their design works Final Launch: - Have the students line up in the designated area, from a set line or point - If launching simultaneously, make sure you can tell each catapult projectile from the other - Record the distances - Setup targets and have students fire catapults at targets (if measuring for accuracy) Optional: Have a small final reflection discussion on what students learned and how they did Extra Tips for Students: - Focus on creating a stable base to ensure your catapult launches consistently. - Make sure your launching mechanism is consistent if you are going for the accuracy challenge - Make sure your catapults can move between launch and ready positions - don't permanently glue or tape these parts that need to move! Tips for Teachers - Think about what item you want students launching - Marbles may not be best for tile floors but soft, lighter objects may not go as far - Ensure no one is in the danger zone while launching - Be prepared for disputes on which object went farther and have a way to settle these Extensions: - Make it a competition between students/groups on which goes the farthest - Experiment with different projectiles to see which one fits each group catapult the best - Have students find/make their own projectile to go with their caturpult	oercommons	2025-03-18T00:35:29.555533	06/20/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117028/overview", "title": "Constructing Catapults", "author": "Annabel Lee" }
https://oercommons.org/courseware/lesson/62439/overview	Water Cycle Experiment Overview This is a STEAM lesson designed for first or second grade students who are learning about the water cycle. \| STEAM Lesson \| \|\|\| \| Grade: 1st or 2nd Grade \| Lesson Title: Water Cycle \| \|\| STEAM Emphasis: Science, Technology, Engineering, Art, and/or Math (List all the topics that apply)Earth and Space Science: \| Time frame: 15-20 Minutes \| \|\| \| Lesson Objective: What understanding and/or knowledge will students demonstrate?Students should be able to understand the water cycle and how these attributes contribute to the formation of clouds. \| \|\|\| 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.Water Cycle Demonstration Materials: \| \|\|\| \| Content Core Standard:2-ESS2 - Earth’s Systems \| \|\|\| \| ISTE Student Standard: Knowledge ConstructorStudents critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. \| \|\|\| \| What is the problem or challenge that students will need to solve or complete? How will their creativity and thinking be challenged?Students will need to complete the Water Cycle Handout and be able to identify each of the steps of the cycle. Students’ critical thinking will be challenged. \| \|\|\| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| \| 5 Mins. \| Bill Nye Water Cycle video \| Introduce New Information:Teach about the water cycle by showing Bill Nye water cycle video and discussing evaporation, condensation, and precipitation \| \| \| 10 Mins \| Activity Directions \| Hands-on Activity Steps: (Describe the activity, problem, and how the students will complete it.) \| \| \| 5 Mins. \| Feedback: (How will the instructor provide feedback? Will you have students provide informal group discussion: This will include students’ time to show their activity while verbally labeling the parts of the water cycle. \| \|\| \| Assessment(s): (assignments and/or activities) \| Name:	oercommons	2025-03-18T00:35:29.575778	02/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62439/overview", "title": "Water Cycle Experiment", "author": "Gina Solano" }
https://oercommons.org/courseware/lesson/76017/overview	Education Standards Grade 3 Inquiry: Environment & Native Americans Overview This inquiry by Kristina Labadie, Evergreen Public Schools, is based on the C3 Framework inquiry arc. Third-grade students view the lifestyle and cultural development of Early Native Americans through the same lens of how lifestyles today have developed. How did the environment influence the lifestyle of early Native Americans? Inquiry Description This inquiry guides third graders to view the lifestyle and cultural development of Early Native Americans through the same lens of how lifestyles today have developed. While studying early Native Americans, students encounter vast differences between life today and life lived prior to the arrival of European settlers. Students will also begin to note that regardless of lifestyles, communities have the same basic needs to survive. Third graders are naturally curious as to how people lived and existed during these early centuries. The compelling question "How did environment influence the lifestyle of Early Native Americans?" encourages students to build on an understanding of how their own family and community functions as it relates to resources. It also asks them to draw comparisons between life today and life then. It allows for engagement with social studies, environmental science, and literacy. This inquiry is structured around comparative observations. Students will begin by exploring their own personal way of life and community, albeit briefly, and then move onto explorations regarding Early Northwest Tribes. They will present their findings in a culminating project. Attribution and License Attribution Photo by thor_mark on Foter.com / CC BY-NC-SA License Except where otherwise noted, original work in this inquiry by Kristina Labadie, Evergreen Public Schools 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.	oercommons	2025-03-18T00:35:29.604985	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76017/overview", "title": "Grade 3 Inquiry: Environment & Native Americans", "author": "Social Science" }
https://oercommons.org/courseware/lesson/98803/overview	Education Standards Japanese American Relocation Centers: Fear at Home Overview This activity was produced in conjunction with The Library of Congress and the TPS at Metropolitan State University of Denver. This activity will allow learners to: - Draw conclusions about relocation centers used during WW2 in the western US. - Analyze primary resources using a question method to discover details. - Discuss the concept of fear and why others may be treated differently due to fear and prejudice. Short lesson plan introducing Japanese American relocation centers (or internment camps) using primary resources from Library of Congress. The lesson focuses on a newspaper article about the center in Hunt, Idaho and a photo of a toddler from the Manzanar camp. Can be used before teaching the book Farewell to Manzanar. Students in Idaho will be reading Farewell to Manzanar in English class. This short lesson will introduce the idea of Japanese American relocation centers, using primary resources that highlight a Californian camp where Manzanar was and the Minidoka camp, in Idaho. Background knowledge is key to understanding the plot and ideas of Farewell to Manzanar. Students will begin to explore why the government decided to move thousands of citizens and how it impacted the families involved and the communities around them. The lens of fear of the unknown will be used to explore the topic of relocation centers in the west. Please see the attached lesson plan for details and handouts.	oercommons	2025-03-18T00:35:29.636062	Amy Armstrong	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98803/overview", "title": "Japanese American Relocation Centers: Fear at Home", "author": "Lesson" }
https://oercommons.org/courseware/lesson/57701/overview	European elections 2019 This Bridge 21 project allows students to learn more about the European elections and major (national) political parties that take part in it This Bridge 21 project allows students to learn more about the European elections and major (national) political parties that take part in it	oercommons	2025-03-18T00:35:29.652458	Lisa Steffen	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/57701/overview", "title": "European elections 2019", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/91831/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 climate change or	oercommons	2025-03-18T00:35:29.673272	04/15/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91831/overview", "title": "climate change3", "author": "Gamze KILIÇ" }
https://oercommons.org/courseware/lesson/62062/overview	Animal Rehabilitation Makerspace Overview Learn about animal rehabilitators and create your own vehicle to transport a wounded animal. Animal Rehabilitation Makerspace The goal of this program is to help children to learn about animal rehabilitators while creating their own vehicle to transport a wounded animal. Gather several books by local Maryland author and animal rehabilitator, Jennifer Keats Curtis. Some good examples include... -Baby Owl's Rescue -Turtles in My Sandbox -Seahorses Allow the children time to look through the books and discuss what they observe. Read one or two of the books while discussing the job of an animal rehabilitator as well as the animals themselves (manipulatives, videos and visuals are great for this). Discuss the engineering design process (ask, imagine, plan, create, improve) and give children their mission: to create a vehicle to transport a wounded animal (ask). Allow children time to brainstorm the things that their vehicle would need (imagine) and what materials they can use to create it (plan). Provide recyclable materials (cardboard, paper, plastic, etc.) as well as glue, scissors, tape, string, etc. and allow the kids to create their vehicle (create). After some time, ask the children how their process is going and allow them to make changes (improve). For added challenge, give the children a particular animal to transport, this way they have to think about that animals particular needs. ***Since Jennifer Keats Curtis is a Maryland author and animal rehabilitator, it could be an added bonus to have her come to the library and talk to the children before, during or after they create their vehicles	oercommons	2025-03-18T00:35:29.686698	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62062/overview", "title": "Animal Rehabilitation Makerspace", "author": "Zoology" }
https://oercommons.org/courseware/lesson/110660/overview	Eco Venture - Educational Game (User Guidelines) Overview In the board game "EcoVenture," resources play a crucial role in shaping players' decisions and strategies as they aim to achieve Sustainable Development Goals (SDGs). Here's a brief description of the types of resources in the game: Water: - Represents the sustainable use and management of water resources. Players may encounter decisions related to water conservation, clean water access, and responsible usage. Energy: - Focuses on renewable and sustainable energy sources. Players make choices related to energy production, consumption, and the impact on the environment. Agriculture: - Reflects sustainable farming and food production practices. Players may need to consider aspects such as organic farming, crop diversity, and responsible land use. Biodiversity: - Addresses the preservation of ecosystems and wildlife. Players make decisions related to habitat protection, conservation efforts, and sustainable practices to support biodiversity. Other Natural Resources: - Depending on the game's design, additional resource cards might represent minerals, forests, or other natural elements. Decisions could involve responsible extraction, reforestation, or conservation. "EcoVenture" is a board game designed to promote understanding and decision-making related to sustainable development. Players navigate through diverse landscapes, making strategic choices to achieve Sustainable Development Goals (SDGs). The game incorporates resource and event cards, with players aiming to balance economic growth, social equity, and environmental conservation. As they encounter challenges and opportunities, players collaborate or compete to implement sustainable practices and address environmental issues. The game combines elements of chance, strategy, and collaboration, fostering discussions about real-world sustainability challenges. The objective is to inspire players to think critically about the interconnected aspects of sustainable development while enjoying an engaging and educational gaming experience. To create and play the Sustainable Development-inspired board game "EcoVenture," you'll need various supplies. Here's a list: Game Board: - Create or print a game board featuring different landscapes (urban, rural, coastal). - Design spaces for resource cards, event cards, and player movement. Cards: - Resource Cards: - Water, energy, agriculture, biodiversity, etc. - Describe actions or decisions related to sustainable use. - Event Cards: - Environmental challenges and opportunities. - Sustainable Development Goal (SDG) Cards: - Goals players aim to achieve. - Resource Cards: Player Pieces: - Tokens or miniatures representing different industries or sectors. Dice: - Regular six-sided dice for movement. Scoreboard: - Paper or a board to track players' progress and scores. Instructions: - Clearly written rules for gameplay. Markers or Tokens: - For indicating progress on SDGs or other game elements. Collaboration/Competition Tokens: - Tokens indicating whether players are collaborating or competing. Timer: - If you want to add a time element to the game. Discussion Prompts: - Cards or prompts to encourage players to discuss their decisions and the real-world implications of sustainable development. Optional: Game Box or Container: - A box to store all the components when not in use. Optional: Design Elements: - Decorate the board and cards to make the game visually appealing and thematic. Optional: Money or Point System: - If you want to introduce a currency or point system for additional complexity. Remember to customize the game based on the age group and preferences of the players. Adjust the complexity and rules accordingly to ensure an enjoyable and educational gaming experience.	oercommons	2025-03-18T00:35:29.711911	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110660/overview", "title": "Eco Venture - Educational Game (User Guidelines)", "author": "Higher Education" }
https://oercommons.org/courseware/lesson/98245/overview	Digital Storytelling Overview For this lesson students are required to read"To Kill a Mockingbird" by Harper Lee. Students will then demonstrate an understanding by creating a digital story. Students will give an overview of their favorite part of the book, and present it to the class. Students will create a digital story for their presentation. What is Digital Storytelling? Digital storytelling involves using technology to tell stories. You can tell digital stories in many ways, for example: through text on a website or social media tool, through narration and images in a video, or through narration in a podcast. Digital stories are not just facts presented with accompanying images, they are narratives crafted to take the listener or reader on a journey. Just like a novel or a documentary, digital stories have a plot, characters, and themes. What are the Benefits of Digital Storytelling? Benefits Digital storytelling creates space for meaningful listening. Digital stories provide with the opportunity to digest information in a meaningful way. - Digital storytelling persuades the brain and the heart. Digital stories teach the value of emotional rhetoric, allowing you to explore new ways of acting or thinking differently. - The method allows you to showcase your learning to peers. Not only will you benefit from receiving information through digital stories but also from making digital stories that feature your experiences and learnings. How Does Digital Storytelling Benefit You? By using and creating digital stories you will be able to : - Organize and express ideas through knowledge - Design and communicate information - Create ideas you want to tell or share - Combine imagination skills - Problem solve - Edit How Do I Get Started? Follow these 6 Steps to get started creating your own digital story - Point of view. What’s your perspective? - A dramatic question. What uncertainty drives the piece, and how does it resolve? - Emotional content. What issues connect your audience to the story, and how do they emotionally respond to them? - The gift of your voice. How can you personalize the story? - The power of the soundtrack. What sounds will you use to support the story? - Economy. What amount of content do you need to tell your story? What can you cut? Your Turn! Now it is your turn to create your own digital story! Previously, we analyzed “To Kill a Mockingbird,” by Harper Lee. For the unit’s culminating assessment, you will choose your favorite part of “To Kill a Mockingbird” with the intention of communicate it to the audience, using a digital medium. - Media may include any combination of the following: text, images, video, audio, social media elements (like tweets), or interactive elements (like maps). Have Fun!!!	oercommons	2025-03-18T00:35:29.730209	Visual Arts	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98245/overview", "title": "Digital Storytelling", "author": "Literature" }
https://oercommons.org/courseware/lesson/108318/overview	grup 4 kahoot KAHOOT Overview Kahoot sanal sınıf uygulaması ile örnek quiz hazırlama Bu bölümde Kahoot sanal sınıf aracı ile basit bir quiz hazırlandı. Bu bölümde Kahoot sanal sınıf aracı ile basit bir quiz hazırlandı.	oercommons	2025-03-18T00:35:29.747488	Nurhan Çiftçi	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108318/overview", "title": "KAHOOT", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/59569/overview	5 Surefire Signs of a Bad Hire How To Improve The Candidate Experience To Attract Top Talent Recruitment Strategies for Sourcing the Ideal Candidate. Overview This module intends to provide an overview of key strategies to attract and acquire the "ideal" candidate for any role that your organization is hiring. The target audience for this module is professional Recruiters, Talent Consultants and or Managers tasked with recruitment for their organization Introduction & Overview - Recruitment Strategies for Sourcing the Ideal Candidate. The aim is to provide a brief insight as to the nature of the module and a short overview of the items to be covered. Welcome to "Recruitment Strategies for Sourcing the Ideal Candidate." This module intends to provide an overview of key strategies to attract and acquire the "ideal" candidate for any role that your organization is hiring. The target audience for this module is professional Recruiters, Talent Consultants and or Managers tasked with recruitment for their organization. The module will cover the following: - Overview of Recruitment - what is recruitment. - Importance and Impact of Recruiting the "Ideal Candidate" - The Recruitment Process - Intake Meeting - Job Posting - Interview Process - Selection Outcome: With the completion of this module, you will be able to identify strategies that will faciltate the hiring of not only the ideal candidate for the job but the individual who will be the right fit for your organization. Images, Videos and Text within this module are CC-BY, CC-BY 3.0, CC-BY-SA and CC-BY-NC unless otherwise stated. Recruitment - What is Recruitment? The aim of the activity is to provide a starting baseline of current recruitment strategies the individual currently uses or a lack thereof one. Use of the activity to start the participants' self-reflection of current practices used and how to succeed in an ever-changing market. The video is also a probe for recruiters who currently do not have a recruitment strategy in place to seed the need for one in the recruitment process. Reference: TheExecuSearchGroup, (2019) 4 Recruitment Strategies to Help You Succeed in a Candidate-Driven Market (Web Video). Retrieved from https://www.youtube.com/watch?v=PQdcimhPo3U Attribution and License CC- BY 3.0 To individual as yourself who work in Recruitment to ask of you "What is Recruitment?" may seem a bit redundant. However, if Recruitment is not clearly defined, the resulting strategies established will not achieve the desired outcome. Recruitment is often seen as the way in which individuals are attracted, shortlisted and brought into an organization after adequate screening to determine fit to the current job and or company. Activity 1. To get you started watch this video on "4 Recruitment Strategies to Help You Succeed in a Candidate - Driven Market" and answer the following questions: - What is the "employer brand" I currently show to candidates? - How flexible am I in my candidate requirements for the current posting? - How long does it take from meeting the candidate to issuing an offer? Video is Licensed under Creative Commons Attribution CC-BY 3.0 Importance and Impact of Recruiting the "Ideal Candidate." The positive impact of recruiting a great candidate vs negative impact. The Managers and recruiters who often focus on finding the ideal candidate will be redirected by the article on the "purple squirrel." The aim of the article is to have recruiters step outside the box of seeking the perfect candidate and look for an ideal. The ideal candidate that can be mentored to become that "purple squirrel." The "purple squirrel" is representative of the individual who checks all the boxes of the ideal candidate. The use of the Clip Art is to foster not only a bit of laugh but to also show how elusive finding an actual purple squirrel is. The Video on "The Cost of a Bad Hire" is to provide a pause for reflection on the negative implications of hiring the wrong candidate can have on an organization. Reference Materials used: TheExecuSearch Group, (2016). How To Improve The Candidate Experience To Attract Top Talent Retrieved from https://www.youtube.com/watch?v=-UXx87a6X4c CC-BY 3.0 The Top 5 Skills Recruiters Need Today (not Licensed - could be possibly defined as CC-BY-NC-ND)(not used - for future resource) - A very interesting video that would have elaborated on the skills recruiter needed. However, decided not to use at this point in time. Not purple squirrel clip art CC-BY-NC Haun, Lance (January 14, 2013). "Don't Hire the Perfect Candidate". Harvard Business Review. Retrieved 2019-11-08.CC-BY-NC-ND Next Generation Recruitment, (2015). The Cost Of A Bad Hire Retrieved from https://www.youtube.com/watch?v=0WIujg9yIfg Attribution and License BY-NC-ND Recruiting the "Ideal Candidate" is what every recruiter intends to achieve at the start of the recruitment process. However, the candidate hired can have both a negative and positive impact on the organization. Positive impact if the candidate is, in fact, the "right fit" and negative if the candidate chosen is the wrong one for the job. Throughout the hiring process, it is essential that the recruiter isn't chasing after what is referred to as the elusive "purple squirrel." The "purple squirrel" is the perfect candidate that checks all the boxes, including education, experience and skills. As you can see above, it is tough to find a "purple squirrel." In a recruiter's quest to hire the elusive "purple squirrel," an "ideal candidate" can be overlooked. The "ideal candidate" is an individual who, with time, could become your "purple squirrel." Lance Haun (2013), in the article "Don't Hire the Perfect Candidate," provides some great reasons why not to go after the elusive "purple squirrel." Take the time to read this and reflect if you have looked over some ideal candidates in your quest to obtain that "purple squirrel." Recruiting the ideal candidate provides the company with resulting great benefits. Benefits include but are not limited to: - Increase Productivity and Morale with old employees and the current new hire. - ROI (Return on Investment) for the company that has invested both time and money throughout the recruitment process. - Foster and increase engagement All these benefits aid and indirectly increase and impact the Company' s bottom line positively. With that been said, it is imperative to keep in mind the resulting negative impact; a bad hire can cause. From impacting the company's bottom line to reducing fellow employees' morale, a bad hire can be far-reaching. The monetary cost and invested time is also a considerable impact and loss from a "bad hire." Watch the video below to see "The Cost of a Bad Hire" has on an organization. To ensure that the "ideal candidate" is hired, it is important that the recruiter is highly skilled. What are these skills you may ask? Activity 2 will provide you with the opportunity to think about skills a recruiter should have. Activity 2. Watch the video below and keep the following questions in mind as you watch. - Do you agree with the video "How to Improve The Candidate Experience to Attract Top Talent?" - Are there vital skills that a recruiter should possess to enhance the Candidate Experience? - What do you currently do as a recruiter that is negatively impacting your company and the company's bottom line in your recruitment process? - How can you enhance the Candidate Experience in your current recruitment process? The Recruitment Process. The Recruitment Process and how each aligns to strategy is discussed in detail with the use of both the text and video to provide additional information on the recruitment process. The use of the activity at the end of the module provides the opportunity to gauge information learnt. Using Intake Meeting, Job Posting, Interview Process, and Selection to discuss the recruitment process. The use of the "5 Surefire Signs of a Bad Hire" video is to give a visual representation of what "bad" looks like and the impact of the resulting hire. References & Images used Attributions and License TheExecuSearchGroup, (2018). 5 Surefire Signs Of A Bad Hire Retrieved from https://www.youtube.com/watch?v=Qct65c5VHiY Attribution and Liscensed CC-B Y 3.0 CC LICENSED CONTENT, SHARED PREVIOUSLY - Beginning Management of Human Resources. Authored by: Anonymous. Provided by: Anonymous. Located at: http://2012books.lardbucket.org/books/beginning-management-of-human-resources/index.html. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike - Adaptation and revision. Authored by: Linda Williams and Lumen Learning. Provided by: Tidewater Community College. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike The Recruitment process needs to be aligned with the company's strategic plan. The alignment of the strategic plan and process will result in better candidate selection in the long hall. The Intake Meeting, Job Postings, Interview Process and Selection are all necessary parts of the recruitment process. - Intake Meeting provides the recruiter with the opportunity to connect with the manager to discuss the staffing plan for the role and to confirm that any job analysis done prior is accurate and still valid. - Job Posting and current job description are essential to the recruitment process as having the right job posting facilitate in targeting a specific pool of applicants. - Interview Process requires looking at the best recruitment strategy for the position and implement that strategy will result in the desired outcome of hiring the ideal candidate for the role. - Selection by following the recruitment process the end result should be that of a good hire. Watch the video below "5 Surefire Signs of a Bad Hire" for what to look out for during the selection process. Read "The Recruitment Process" and complete the mini quiz at the end for a detailed overview of the recruitment process. Note the above reading material Attribution and License CC Licensed Content, Shared Previously - Beginning Management of Human Resources. Authored by: Anonymous. Provided by: Anonymous. Located at: http://2012books.lardbucket.org/books/beginning-management-of-human-resources/index.html. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike - Adaptation and revision. Authored by: Linda Williams and Lumen Learning. Provided by: Tidewater Community College. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike Video is Licensed under Creative Commons Attribution: CC-BY 3.0 Conclusion You have come to the end of the module and have learnt and refresh your skills on strategies and processes as it relates to recruitment. The implementation of the skills learned and information gained or reviewed will assist in the hiring of the ideal candidate and in so doing you may arrive at the "purple squirrel." References, Attribution and Licenses. CC LICENSED CONTENT, SHARED PREVIOUSLY - Beginning Management of Human Resources. Authored by: Anonymous. Provided by: Anonymous. Located at: http://2012books.lardbucket.org/books/beginning-management-of-human-resources/index.html. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike - Adaptation and revision. Authored by: Linda Williams and Lumen Learning. Provided by: Tidewater Community College. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike Haun, Lance (2013). "Don't Hire the Perfect Candidate". Harvard Business Review. Retrieved 2019-11-08. ATtribution and Licensed CC-BY-NC-ND TheExecuSearch Group, (2016). How To Improve The Candidate Experience To Attract Top Talent Retrieved from https://www.youtube.com/watch?v=-UXx87a6X4c Attribution and Licensed CC-BY 3.0 TheExecuSearchGroup, (2018). 5 Surefire Signs Of A Bad Hire Retrieved from https://www.youtube.com/watch?v=Qct65c5VHiY Attribution and Licensed CC-BY 3.0 TheExecuSearch Group, (2016). How To Improve The Candidate Experience To Attract Top Talent Retrieved from https://www.youtube.com/watch?v=-UXx87a6X4c CC-BY 3.0 TheExecuSearchGroup, (2019) 4 Recruitment Strategies to Help You Succeed in a Candidate-Driven Market (Web Video). Retrieved from https://www.youtube.com/watch?v=PQdcimhPo3U Attribution and License CC-BY 3.0 Next Generation Recruitment, (2015). The Cost Of A Bad Hire Retrieved from https://www.youtube.com/watch?v=0WIujg9yIfg Attribution and License CC-BY-NC-ND	oercommons	2025-03-18T00:35:29.791075	11/10/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/59569/overview", "title": "Recruitment Strategies for Sourcing the Ideal Candidate.", "author": "Yanniquea Scarlett - Reid" }
https://oercommons.org/courseware/lesson/23648/overview	Resistor Capacitor Circuit Overview A simple hand drawn figure for electric network consisting resistor and capacitor.	oercommons	2025-03-18T00:35:29.810829	05/26/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/23648/overview", "title": "Resistor Capacitor Circuit", "author": "avinash yadav" }
https://oercommons.org/courseware/lesson/65785/overview	Color Bars Overview I Learn Math With Fun eTwinning project is the 'concept of colors' lesson plan. Mathematics,Play,Art In a box, sticks with colored papers attached to their ends are placed on the table. The children are asked about the colors in the sticks. Color matching is done with objects of similar color. For example, sun yellow, cloud blue, orange orange. Then, paper with colored stick pictures are distributed to the children. The children are asked to match the model and find the same colors of the stick on the paper. Children are provided to complete the activity by chatting about colors. The children, who have completed the matching process, take the papers that they match with each other and check. There is a conversation about the colors in natural life. Evaluation: What is out of our box? Have you had a hard time completing the picture? Why is that? Does every object have a color? What colors are similar? Which are very different? What are the natural colors in nature? The colors of fruits and vegetables are asked.	oercommons	2025-03-18T00:35:29.823133	04/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65785/overview", "title": "Color Bars", "author": "Hilal Şen" }
https://oercommons.org/courseware/lesson/105315/overview	Process-Oriented Based Authentic Assessment Overview Process-oriented assessment emphasizes evaluating an individual's understanding, skills, and progress throughout the learning or problem-solving process. This approach considers not only the final outcome but also the strategies, methods, and critical thinking employed during the journey. It aims to assess the individual's ability to analyze, synthesize, evaluate information, and adapt their approach as needed. Process-oriented assessments often involve observation, documentation, reflection, and feedback, allowing for a comprehensive evaluation of the individual's growth and development over time. Process-oriented assessment emphasizes evaluating an individual's understanding, skills, and progress throughout the learning or problem-solving process. This approach considers not only the final outcome but also the strategies, methods, and critical thinking employed during the journey. It aims to assess the individual's ability to analyze, synthesize, evaluate information, and adapt their approach as needed. Process-oriented assessments often involve observation, documentation, reflection, and feedback, allowing for a comprehensive evaluation of the individual's growth and development over time.	oercommons	2025-03-18T00:35:29.834819	Mary Grace Vallaso	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105315/overview", "title": "Process-Oriented Based Authentic Assessment", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/106106/overview	Finding Books in the Library Overview This is an introductory lesson on locating books in the library using the Dewey Decimal system. Attached are lecture slides. Dewey Powerpoint Attached are lecture notes I use with students to introduce the topic and begin practice in locating books in the library. I follow this with a guided tour of our library catalog on the screen followed by individual, partner, or small-group practice using the catalog to find call numbers and then locate books on the shelf. This is an introduction to the Dewey Decimal System for older elementary students. Included are lecture slides.	oercommons	2025-03-18T00:35:29.850908	06/30/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106106/overview", "title": "Finding Books in the Library", "author": "Ivy Gardner" }
https://oercommons.org/courseware/lesson/91574/overview	THE GİVİNG TREE WORK PLAN Overview It is a study plan that deals with different education methods prepared for 5-6 year old students. THE GİVİNG TREE WORK PLAN This plan, which I prepared with the Generous Tree book that appeals to all ages, covers students in the 5-6 age group. I included art work, coding, reading-writing, scamper, p4c education models in the plan.	oercommons	2025-03-18T00:35:29.868372	sevim KÖRKEM	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91574/overview", "title": "THE GİVİNG TREE WORK PLAN", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/69164/overview	Shapes Lesson Shape Template Shapes in the Real World Overview This Remote Learning Plan was created by Allison Pontious in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. This Remote Learning Plan is designed for second grade math students. Students will recognize and draw shapes having a specific number of angles, faces, or other attributes, including triangles, quadrilaterals, pentagons, and hexagons. The Remote Learning Plan addresses the following NDE Standard: MA 2.3.1.a Recognize and draw shapes having a specific number of angles, faces, or other attributes, including triangles, quadrilaterals, pentagons, and hexagons. 2nd Grade Math Remote Learning Plan This Remote Learning Plan was created by Allison Pontious in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Remote Learning Plan is designed for second grade math students. Students will recognize and draw shapes having a specific number of angles, faces, or other attributes, including triangles, quadrilaterals, pentagons, and hexagons. The Remote Learning Plan addresses the following NDE Standard: MA 2.3.1.a Recognize and draw shapes having a specific number of angles, faces, or other attributes, including triangles, quadrilaterals, pentagons, and hexagons. MA 2.3.1.a Students will recognize and draw shapes having a specific number of angles, faces, or other attributes, including triangles, quadrilaterals, pentagons, and hexagons. It is expected that this Remote Learning Plan will take students (approximately 25 minutes to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1Xl-lmtNPeFdouF4FJYadL6nKH7D7jVoJw99pyke_pSE/edit?usp=sharing	oercommons	2025-03-18T00:35:29.886175	06/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69164/overview", "title": "Shapes in the Real World", "author": "Allison Pontious" }
https://oercommons.org/courseware/lesson/64498/overview	Grade 9-12 Arts & Music Resources Overview Resources for high school students learning Arts & Music Arts & Music Resources Pixar-in-a-Box Animation Lessons:Pixar in a Box is a behind-the-scenes look at how Pixar artists do their jobs. You will be able to animate bouncing balls, build a swarm of robots, and make virtual fireworks explode. Adobe Exchange: Find thousands of extensions, plug-ins, scripts and more to enhance your creativity and extend the functionality of Creative Cloud applications. Photo by Ricardo Gomez Angel on Unsplash	oercommons	2025-03-18T00:35:29.898706	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64498/overview", "title": "Grade 9-12 Arts & Music Resources", "author": "Visual Arts" }
https://oercommons.org/courseware/lesson/105735/overview	Quiz: Resource Review: Agriculture Climate Change in Every Classroom - Asynchronous Course Template Overview In this fully asynchronous professional development opportunity designed for teachers, participants will have a chance to engage with activities and experts as they grow their understanding of how climate change has and will impact their community. Teachers analyze and interpret recent climate science data from Dr. Kat Huybers, a climate scientist and lecturer from the University of Washington. The training guides understanding on the most salient climate change indicators in Washington. Participants review topics related to various themes including air quality, heat, agriculture, and first foods and connect content to their specific subject area and grade level. Description This resource is a professional development template that provides educators a fully asynchronous opportunity to engage with climate science learning. Teachers explore a local climate change impact and draw connections to their classroom by basing progress through a driving question, illustrating models, making career connections . This particular template showcases a course focused on the Season of Smoke. This course introduced teachers to how local wildfires are related to climate change and how they impact air quality, human mobility, and agriculture. Presenters can reference the "Asynchronous Course Template One Pager" as a guide for the 6 modules including a course outline. The "Asynchronous Course: Resource Review- Agriculture" refers to an activity in the 3rd module.	oercommons	2025-03-18T00:35:29.916481	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105735/overview", "title": "Climate Change in Every Classroom - Asynchronous Course Template", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/105720/overview	Climate Justice Book Group - Instructional Template Overview This resource is a professional development template for facilitating synchronous learning for educators based on shared reading of a book. This template showcases a book group focused on the essay anthology All We Can Save. Teachers read sections of the book in preparation for each of the four sessions, with the option to focus on specific chapters. Each session addresses a key theme through open-ended discussion prompts and an arts-based storytelling activity. In this template, presenters can reference a sample agenda for a book group session, including example prompts that were provided to participating teachers. We encourage you to adapt the structure and content to fit the needs of educators you support! Climate Justice Book Group Template Guidance for facilitating a climate justice focused book group.	oercommons	2025-03-18T00:35:29.933648	06/22/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105720/overview", "title": "Climate Justice Book Group - Instructional Template", "author": "EarthGen Washington" }
https://oercommons.org/courseware/lesson/84936/overview	TEACHER GUIDE Iowa Early History Glaciers to Settlement Video Series : Instructional Guide Overview This instructional guide for teachers is to be used to support the Iowa Early History Glaciers to Settlement video series. It contains introductory activities, key terms and assessments . TEACHER GUIDE Iowa Early History Glaciers to Settlement Video Series : Instructional Guide This Instructional Guide is for teachers to use for the video series content Iowa Early History Glaciers to Settlement Video Series. It contains introductory activities and assessments. This content will support the teacher using the video series Iowa Early History Glaciers to Settlement also found in OER Commons	oercommons	2025-03-18T00:35:29.950571	Denise Krefting	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84936/overview", "title": "TEACHER GUIDE Iowa Early History Glaciers to Settlement Video Series : Instructional Guide", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/102497/overview	OER INTRODUCTION Overview OER means OPEN EDUCATIONAL RESOURCES Online educational material that is freely accessible and openly licensed for public consumption. Interactive mini lessons about a specific topic, such as physics and maths OER INTRODUCTION OER Means Open Educational Resource Online Educational materials that is freely accessible and openly licensed for public consumption. Interactive mini lessons about a specific topic, such as physics or maths	oercommons	2025-03-18T00:35:29.962694	04/02/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102497/overview", "title": "OER INTRODUCTION", "author": "Indumathi P" }
https://oercommons.org/courseware/lesson/76527/overview	Education Standards Move and freeze Pre-Activity Which animal is it? How much do you know about animals? Overview In this Interactive Lesson Plan, It aims to teach about various exotic animals belonging to different continents. Also, students will learn their names, characteristics, what their environment is like and where to find them. All this to improve the vocabulary of the students and their knowledge about other unusual animals. Overview In this Interactive Lesson Plan, It aims to teach about various exotic animals belonging to different continents. Also, students will learn their names, characteristics, what their environment is like and where to find them. All this to improve the vocabulary of the students and their knowledge about other unusual animals. Description of the class Traineer Teachers Karla Tatiana Yara Falla María Ximena Collazos Perdomo Mayra Gutierrez Sergio Alejandro Sanchez Grade: 5th Number of students: 25 Approximate age: 10-11 Topic: Animals Time: 2 hours School: Rodrigo Lara Objectives, classroom problems and solutions Achievement Students will be able to recognize and describe new animals appropriately with simple sentences and basic vocabulary. Lesson objectives: At the end of the class, students will learn about the different animals that they can be found around the world. Focus: Speaking, listening, reading and writing Language Focus: Listening and speaking Foreseeable Problems: - Students may not have a level of L2 that allows them to understand the new topic. - There may be no active participation during the class - Internet failures Planned Solutions: - The instructor will hep the students if they do not know any word - The activities have to be funny and open for participation - The instructor should have a good pronunciation for an entire learning in the students. Resources and materials: Powerpoint Computer Internet Estandares Basicos de Competencias Level: A2.1 (Basic) Speaking • Uso oraciones cortas para decir lo que puedo o no puedo hacer. • Describo con oraciones simples el clima y determino la ropa necesaria, según corresponda. • Hablo de las actividades que realizo habitualmente. • Busco oportunidades para usar lo que sé en inglés. Reading • Asocio un dibujo con su descripción escrita. • Comprendo descripciones cortas sobre personas, lugares y acciones conocidas. • Ubico en un texto corto los lugares y momentos en que suceden las acciones. • Identifico elementos culturales como nombres propios y lugares, en textos sencillos Listening • Sigo atentamente lo que dicen mi profesor y mis compañeros durante un juego o una actividad. • Participo en juegos y actividades siguiendo instrucciones simples. • Identifico los nombres de los personajes y los eventos principales de un cuento leído por el profesor y apoyado en imágenes, videos o cualquier tipo de material visual. • Identifico de quién me hablan a partir de su descripción física. Writing • Escribo descripciones y narraciones cortas basadas en una secuencia de ilustraciones. • Uso adecuadamente estructuras y patrones gramaticales de uso frecuente. • Verifico la ortografía de las palabras que escribo con frecuencia. Colombian ICT Framework • Elaboro actividades de aprendizaje utilizando aplicativos, contenidos, herramientas informáticas y medios audiovisuales. • Combino una amplia variedad de herramientas tecnológicas para mejorar la planeación e implementación de mis prácticas educativas. • Utilizo herramientas tecnológicas para ayudar a mis estudiantes a construir aprendizajes significativos y desarrollar pensamiento crítico. • Implemento estrategias didácticas mediadas por TIC, para fortalecer en mis estudiantes aprendizajes que les permitan resolver problemas de la vida real. Procedure Pre-Activity Duration: 15-20 minutes To begin the lesson, a world map which has the different continents colored will be shown. In the continents, there are a couple of characterictic animals of that place. Five students will be chosen at random, who will have the opportunity to choose the color that most attracts their attention regardless of location. Once the student has chosen the color, the continent will be clicked. The fist animal belonging to that area will automatically be displayed along with interesting information and facts about it and its lifestyles, and finally the second one afterwards. The student must read the information of each animal, being careful if he needs asistance in any word to know its meaning or form. Also, in each slide will be three audios of different animals which one of them belongs to the animal that appears in the slide. Likewise, then the student read the information, the professor will play three audios, the students will hear the three animals and they have to guess which is the sound of animal that appears in the slide. And in the same way, they must guess what animal the other audios are. This activity will help them improve their reading and they will also have fun discovering the sounds of new animals and reinforcing the names of animals they already know. While-activity Duration: 10 minutes Through the Educaplay page, an activity was created in which students will have the opportunity to have fun and put what they have learned into practice. There they will have to guess which animal is being talked about. The activity consists of sentences in the form of a riddle. The teacher will read the statement, which will have characteristics of the animal; after this, the teacher will randomly choose two or three students to read the statement aloud. Finally, the students will have to guess, write and correctly say the animal that is being described. Each riddle has three attempts, but each student has only one chance, so, three of them can participate for each statement. The objective of the activity is to put the students into practice by demonstrating their skills and abilities in listening, since the student will be able to hear the way in which these words are being pronounced when the teacher reads the sentence; The pronunciation, when the students read aloud the sentence and the grammar, since the students will have to write the animal in the answer box. Ice Breaker-Acitivity Duration: 7 minutes It will be a video where students have to follow the movements that they will see. With the video they can have the opportunity to relax in a funny way. Here the students have to pay attention the commands that they listen during the video and try to do it correclty Post-activity Duration: 15 minutes For this we will use the application called Vizia (an application that allows us to create videos with different types of questions or annotations). Students will watch a video in which they see the description of different animals. At the end of each description, the video will stop for a student to answer a question. Any student who wants to answer the question will answer it. The aim of this activity is for students to feel free to answer the questions whenever they want. At the same time students will practise their listening and expand their vocabulary. Assesment Students will make a video where they will talk about the animal they like the most. They will show a picture of the animal and tell the respective characteristics of the animal. They should upload the video to youtube and share it during the next class session. CC LICENSE "Interactive Lesson Plan" by Collazos, X. Yara, K. Gutierrez, M. Sánchez, S. Se distribuye bajo una Licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional.	oercommons	2025-03-18T00:35:30.002569	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76527/overview", "title": "How much do you know about animals?", "author": "Game" }
https://oercommons.org/courseware/lesson/81225/overview	In-Depth Timeline Video - The History of Recorded Music History of Recorded Music Overview Assignments and information on recorded music. The History of Recorded Music - Courtney Hess This assignment is all about the history of recorded music and its importance to society. First, you will watch the video outlining the history of recorded music. Then, you will go through a couple of papers outlining the history of recorded music and talking about the importance of music in society. When you are done going over the resoruces, you can complete the quiz on the informaiton learned.	oercommons	2025-03-18T00:35:30.021758	Courtney Hess	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/81225/overview", "title": "History of Recorded Music", "author": "Reading" }
https://oercommons.org/courseware/lesson/78173/overview	Science Domain: Life Sciences Topic: Structure, Function, and Information Processing Standard: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.] Science Domain: Life Sciences Topic: Matter and Energy in Organisms and Ecosystems Standard: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.] Science Domain: Life Sciences Topic: Matter and Energy in Organisms and Ecosystems Standard: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]	oercommons	2025-03-18T00:35:30.047143	03/15/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78173/overview", "title": "Cellular Respiration Lesson", "author": "Sara Catanese" }
https://oercommons.org/courseware/lesson/71870/overview	Flood Warning System Overview After learning about flooding, students consider the design problems caused by its early detection Flood Detecton Students use Micro:bit to create a flood detection system	oercommons	2025-03-18T00:35:30.063700	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71870/overview", "title": "Flood Warning System", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/91717/overview	Fill In The Blanks Overview 1st Song Go home, get ahead, light-speed internet I don’t want to talk about the way that it was Leave America, two kids follow her I don’t want to talk about who is doing it first 2nd Song But you didn’t have to cut me off Make out like it never happened And that we were nothing And I don’t even need your love But you treat me like a stranger And that feels so rough You didn’t have to stoop so low Have your friends collect your records And then change your number I guess that I don’t need that though Now you’re just somebody that I used to know 3rd Song My tea is gone cold I’m wondering why I got out of bed at all The morning rain clouds up my window And I can’t see it all 4th Song And the boys chase the girls with curls in their hair While the shy tormented youth sit way over there And the songs get louder each one better than before And you’re singing the songs thinking this is the life And you wake up in the morning and your head feels twice the size Where you going to go, where you going to go, where you going to sleep tonight? 1st Song Go home, get ahead, light-speed internet I don’t want to talk about the way that it was Leave America, two kids follow her I don’t want to talk about who is doing it first 2nd Song But you didn’t have to cut me off Make out like it never happened And that we were nothing And I don’t even need your love But you treat me like a stranger And that feels so rough You didn’t have to stoop so low Have your friends collect your records And then change your number I guess that I don’t need that though Now you’re just somebody that I used to know 3rd Song My tea is gone cold I’m wondering why I got out of bed at all The morning rain clouds up my window And I can’t see it all 4th Song And the boys chase the girls with curls in their hair While the shy tormented youth sit way over there And the songs get louder each one better than before And you’re singing the songs thinking this is the life And you wake up in the morning and your head feels twice the size Where you going to go, where you going to go, where you going to sleep tonight?	oercommons	2025-03-18T00:35:30.087977	04/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91717/overview", "title": "Fill In The Blanks", "author": "öykü akça" }
https://oercommons.org/courseware/lesson/78765/overview	Introduction to voice-overs using Blabberize Overview This is an introduction to voice-overs lesson that is designed to get students used to hearing their recorded voice. This project or a similar project is completed prior to our multimedia unit of designing and recording PSA videos. I have chosen to us Blabberize for this lesson but other options are available that would serve the same purpose. Creating a story This lesson is the first in a series that builds up to recording and producing PSA videos. Students should already be familiar with completing a storyboard, otherwise a mini lesson on completing one would need to take place prior to this activity. Students start with learning how to do voice-overs and getting used to hearing their voice recorded. Blabberize is a fun tool to help them get used to their recorded voice which makes the next steps in the process go much more smoothly. working either individually or in groups, fill in the sections of the story board. The story will be based on what happened today at lunch. The story can be fictional, true, or a combination of both. For this project you will only need to draw out the events in the first line and fill in the dialogue in the second line. Use as many copies of the story board as needed to complete your story. The dialgue for this project must be a narration by one person. The teacher should be able to see exactly what your voice-over will be by looking at your storyboard. It will also be your outline or script to follow as you record. Blabberize This activity will take several class periods as they choose and image and make their blabber. Students will also redo until they run out of time so a firm deadline is needed to keep them on target. It also requires a device and webcam for each student, extra time will need to be built in if students will be sharing. This particular program has a great app if students are allowed to use their phones. Once they have finished their project, they can easily share it via email. I would highly encourge the instructor to do one for themselves first as getting the picture to "talk" can take some manipulating. follow the online instructions along with your teacher to create your blabberize account or log into the teacher account. Create a blabber using an image of yourself, bitmoji, or another picture of your choosing. Once you have created a blabber, use it to tell the story you wrote in section 1.	oercommons	2025-03-18T00:35:30.107087	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78765/overview", "title": "Introduction to voice-overs using Blabberize", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/61162/overview	Should there be a grade requirement to participate in sports? Overview Should grades always come before sports? Should there be a grade requirement to participate in sports? Svenka worked hard on her soccer skills and made the school team. When she got an F on her report card, the coach told her she was not eligible to play unless her grades improved. The school that Svenka attends, like many others around the country, has a rule: If you don’t pass a class, you don’t get to play. Svenka thinks that this is unfair. She does not think this one bad grade should affect her place on the team. Some people think that middle and high school students should maintain certain grade point averages to play sports. Many schools use grades as a prerequisite for participation in after-school activities. They feel that the students should work as hard in the classroom as on the field. If students really want to play, they should work extra hard in school to make sure that they can. Not only does this rule encourage student-athletes to keep up with their schoolwork, it also motivates coaches to teach players how to balance their time. Coaches don’t want their star athletes to fall behind in school and be dropped from the team. On the other hand, there are people who do not think grade requirements are a good idea. They think that forcing students to get a certain grade will keep too many from participating. In previous years, some students took easier classes just so they could play sports. This was unfair to the athletes who had to work harder to keep up their grades in challenging classes. What do you think about this? Does the “no pass, no play” rule seem fair to you? Should middle and high school students have to meet a grade requirement to participate in sports? Credits: Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License Image credit: By Sandro Halank, Wikimedia Commons, CC BY-SA 4.0.	oercommons	2025-03-18T00:35:30.125665	01/03/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61162/overview", "title": "Should there be a grade requirement to participate in sports?", "author": "Kristin Robinson" }
https://oercommons.org/courseware/lesson/88356/overview	Unplugged Games Intro Course for Scratch Beginners Overview This a package of 3 lessons (including remote tasks for students) that can be used as scaffolding to beging coding in Scratch. Getting the class charged up and engage their tacit feelings LESSON PLAN \| \|\|\|\|\|\| Block/module of the curriculum \| (Fin) Maths, core contents at grades 3-6 \| \|\|\|\|\| TOPIC WITHIN THE MODULE \| SESSION \| SESSION NAME \| \|\|\|\| Coding in Scratch.mit.edu \| \| Jump into the Game Field \| \|\|\|\| Duration: \| 40 minutes \| \|\|\|\|\| Look at the notes from previous session \| \| \|\|\|\|\| Objectives: \| Outcome \| Way to assess \| \|\|\|\| Describe how they felt inside the game \| conversation \| \|\|\|\|\| Understand the logic of the game \| express the algorithm in words \| \|\|\|\|\| recognize the codes in scratch format \| quiz \| \|\|\|\|\| Teaser: \| There is an amazing application called scratch. If you join it, you can learn to create the games that other children can play \| \|\|\|\|\| Relate to students’ own \| Ask one student to tell about a simple game: how many players did it require? What was the target of the game? Many rules or just few rules? \| \|\|\|\|\| DISCOVERY ACTIVITY \| Resources \| Interaction, Prompts, Guidance \| \|\|\|\| ‘5 min introduce the game, split in teams of 4 ‘5 min draw an envelope with game-script for your team, get resources from desk ’5 min play the game in the teams ‘5 min guess whose code is this (QUIZ) \| Envelopes with Sprite badges Sprite rules Stands, ribbon IAS/IAB to display the codes \| Teacher helps with: Teacher prompts for presentation \| \|\|\|\| 5 minutes consolidation of discovery => \| present what you game’s goal was \| \|\|\|\|\| ACTIVITY TO APPLY THE NEW SKILL \| Resources \| Interaction, Prompts, Guidance \| \|\|\|\| ‘5 min split in pairs ‘5 min distribute sets of scratch code pieces ‘5 min compose the codes of your sprites \| Envelopes with code pieces (Motions, looks, etc) which were used in the games in DISCOVERY ACTIVITY A3 sheets + glue \| Teacher’s guidance \| \|\|\|\| 5 minutes consolidation of discovery => \| What changes if you swap the blocks? Debate \| \|\|\|\|\| EXTENSION ACTIVITY (for those finished earlier than the rest of the group) \| \|\|\|\|\|\| Have students click on Sprite 3 (the Owl) and complete the Challenge Task: Note: if the students do not know about the “broadcast” function, they may use a wait block with x seconds to wait before owl appears. Have students debug these projects: https://scratch.mit.edu/studios/475539/ \| \|\|\|\|\|\| Homework task (5min) \| Submit an idea of your own game in G-Classroom (describe your game as a story) \| \|\|\|\|\| Evaluate/reflect \| Teacher’s own notes for improvement \| \|\|\|\|\| Session 2 (online) Let's scribe that in Scratch Language LESSON PLAN \| \|\|\|\|\|\| Block/module of the curriculum \| (Fin) Maths, core contents at grades 3-6 \| \|\|\|\|\| TOPIC WITHIN THE MODULE \| SESSION \| SESSION NAME \| \|\|\|\| Coding in Scratch.mit.edu \| \| Copy your code to Scratch.mit.edu \| \|\|\|\| Duration: \| 40 minutes \| \|\|\|\|\| Look at the notes from previous session \| \| \|\|\|\|\| Objectives: the learners will know how to => \| Outcome \| Way to assess \| \|\|\|\| make codes for sprites \| Individual work at their devices \| \|\|\|\|\| recognize triggers vs. events \| Students can to explains WHAT => \| \|\|\|\|\| debug their codes \| =>does not happen until WHAT \| \|\|\|\|\| Teaser: \| We are making our first steps to code a game! Let me know when ready to go for \| \|\|\|\|\| Relate to students’ own \| show a video of a game created by a student \| \|\|\|\|\| DISCOVERY ACTIVITY \| Resources \| Interaction, Prompts, Guidance \| \|\|\|\| ‘5 min turn on the computers login to S.M.E. ’5 min get paper codes which you created during the last sessions and compose them in S.M.E. once done, go to help your peer ’5 min play it, spot the bugs & talk ab. them ‘10 min debug the bugs \| Devices IAS/IAB \| Teacher helps with: \| \|\|\|\| 5 minutes consolidation of discovery > \| Now we can guess what is going wrong in some draft games \| \|\|\|\|\| ACTIVITY TO APPLY THE NEW SKILL \| Resources \| Interaction, Prompts, Guidance \| \|\|\|\| ‘5 min split in pairs ‘5 min debug a story in S.M.E. ‘5 min tell us about how you debugged \| Link to a raw game with a bug (one for all pairs) \| Teacher asks for opinions: \| \|\|\|\| 5 minutes consolidation of discovery > \| What did you find easier online or paper for finding/fixing bugs in a Scratch program? \| \|\|\|\|\| EXTENSION ACTIVITY (for those finished earlier than the rest of the group) \| \|\|\|\|\|\| \| \|\|\|\|\|\| Homework task (5min) \| Fill out Exit Ticket for this session in Google Classroom \| \|\|\|\|\| Evaluate/reflect \| Teacher’s own notes for improvement \| \|\|\|\|\| Session 3 (hybrid) Let's play it and connect to keys LESSON PLAN \| \|\|\|\|\|\|\| Block/module of the curriculum \| (Fin) Maths, core contents at grades 3-6 \| \|\|\|\|\|\| TOPIC WITHIN THE MODULE \| SESSION \| SESSION NAME \| \|\|\|\|\| Coding in Scratch.mit.edu \| \| Let’s Elaborate on Coding \| \|\|\|\|\| Duration: \| 40 minutes \| \|\|\|\|\|\| Look at the notes from previous session \| \| \|\|\|\|\|\| Objectives: the learners will know how to => \| Outcome \| Way to assess \| \|\|\|\|\| Expand the understanding of “events” and dependencies in coding \| Verbal answers from students “what new have you spotted in this game?” \| \|\|\|\|\|\| Ignite imagination for new scenarios \| Contributions on “what could happen? \| \|\|\|\|\|\| Intro to connecting external keys \| Dynamics of interaction in activity \| \|\|\|\|\|\| Teaser: \| The sprites may face many more challenges if you wish! And players can use joystick! \| \|\|\|\|\|\| Relate to students’ own \| What is the longest challenge you remember from last summer? \| \|\|\|\|\|\| DISCOVERY ACTIVITY \| Resources \| Interaction, Prompts, Guidance \| \|\|\|\|\| ‘5 min log in and play Dino (individual) ’5 min tell the class about your findings What new trigger is there? How does it impact what happens next \| Devices for playing Lost Dino \| Teacher helps with: \| \|\|\|\|\| 5 minutes consolidation of discovery > \| Which let’s read one trigger and alter it to result otherwise \| \|\|\|\|\|\| ACTIVITY TO APPLY THE NEW SKILL \| Resources \| Interaction, Prompts, Guidance \| \|\|\|\|\| ‘2 min get in groups of 4 ‘3 min watch the start of a new game ‘10 min collaborate on what could happen next Fill it out on the Jamboard / Thinklink \| IAS/IAB to show the start of a new game Access to Jamboard \| Teacher asks for opinions: \| \|\|\|\|\| 5 minutes consolidation of discovery > \| What new props would we need for Your scenario? \| \|\|\|\|\|\| EXTENSION ACTIVITY (for those finished earlier than the rest of the group) \| \|\|\|\|\|\|\| Go the special desk (MakeyLab), get a set of MakeyMakey, read the instruction on how to connect the external keys, connect the key and test how they work. Once finished, explain every new joiner how to connect them \| \|\|\|\|\|\|\| Homework task (5min) \| Make how-to video about creating a block of commands in Scratch.Mit.Edu \| \|\|\|\|\|\| Evaluate/reflect \| Teacher’s own notes for improvement \| \|\|\|\|\|\| \| \|\|\|\|\|\|	oercommons	2025-03-18T00:35:30.230665	Anna Haapakangas	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88356/overview", "title": "Intro Course for Scratch Beginners", "author": "EvanAnnaAyaAkin TableB" }
https://oercommons.org/courseware/lesson/83099/overview	Accessibility for OER Microsite Part I Overview This slide deck is Part I of a two part professional learning series for educators to learn about accessibility, Universal Design for Learning, and how to think about accessibility for digital resources. This slide deck was presented to educators in a 90 minute virtual webinar session. Make a copy of the slide deck to customize for your needs. Overview This slide deck is Part I of a two part professional learning series for educators to learn about accessibility, Universal Design for Learning, and how to think about accessibility for digital resources. This slide deck was presented to educators in a 90 minute virtual webinar session. Make a copy of the slide deck to customize for your needs.	oercommons	2025-03-18T00:35:30.243299	07/02/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83099/overview", "title": "Accessibility for OER Microsite Part I", "author": "Pam Batchelor" }
https://oercommons.org/courseware/lesson/118713/overview	Soybean Seed Requirements Overview Soybean Seed Requirements Soybean Seed Requirements Soybean Seed Requirements	oercommons	2025-03-18T00:35:30.258958	08/04/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118713/overview", "title": "Soybean Seed Requirements", "author": "Colin Kubik" }
https://oercommons.org/courseware/lesson/60861/overview	Secondary Education Overview This video is to help parents train to gain knowledge on how to help out their children going through secondary education. While these activities that are in the video are to give the adults strategies and scenarios on how to help themselves down the road. This project is to inform people how to help adolescents when going through secondary education. The objectives that are covered in the video are to inform people how to help their adolescent while going through secondary education, what these learning actives do is to help train a parent on how to develop strategies to help them.	oercommons	2025-03-18T00:35:30.275004	12/17/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60861/overview", "title": "Secondary Education", "author": "Alex Low" }
https://oercommons.org/courseware/lesson/60832/overview	Integrating young (ex-) offenders into youth work Overview The present work (Integrating young (ex-) offenders into youth work) is the result of the Erasmus+ KA2 project "Climb Over", aimed at facilitating the reintegration of young offenders and preventing youth from making offences by making a good use of youth work. The paper contains useful guidelines for youth workers that want to carry out workshops and/or other activities in youth correctional facilities. Untitled Section Helping young (ex-)offenders is not easy, as it is not easy trying to help any other teenager. However, having in mind the complexity and difficulty of the backgrounds such convicted youngsters came from and experiences they had to live through and/or witness, makes them extra sensitive and vulnerable. This is why, having no prior experience in the field might determine some activities going not as wanted, despite all the planning efforts put way in advance. To fill in this knowledge gap and make the activities easier and beneficial on both ends, different activities and youth work efforts were tested and carried out with (ex-)offenders in Lithuania, Croatia and the United Kingdom. The experiences, tips and things to consider when working with the group mentioned has been compiled as well as suggestions of what exciting activities might be initiated.	oercommons	2025-03-18T00:35:30.291708	Federica Tornincasa	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60832/overview", "title": "Integrating young (ex-) offenders into youth work", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/115439/overview	Colonization and Imperialism Primary Source Analysis Overview Students will use primary sources to answer questions about the colonization of the new world and the effects of European imperialism on development in Africa and Asia. Attachments The attachment for this resource is a packet containing an activity for examining the impacts of European imperialism on Africa and Asia through primary source documents. About This Resource The sample assignment was submitted by a participant in a one-day workshop entitled “New Approaches to Frontier History” for world history teachers hosted by the Alliance for Learning in World History. This resource was contributed by Orli Kleiner.	oercommons	2025-03-18T00:35:30.310034	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115439/overview", "title": "Colonization and Imperialism Primary Source Analysis", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/60623/overview	2019 Theatre Art Content Standards Overview Theatre Arts Content and Achievement Standards for the state of North Dakota. Updated 2019. Theatre Arts Content and Achievement Standards for the state of North Dakota. Updated 2019.	oercommons	2025-03-18T00:35:30.326383	12/11/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60623/overview", "title": "2019 Theatre Art Content Standards", "author": "Brandon Lemer" }
https://oercommons.org/courseware/lesson/106473/overview	OREGON MATH STANDARDS (2021): [6.AEE] 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.AEE.A.1 Cluster: 6.AEE.A - Apply and extend previous understandings of arithmetic to algebraic expressions. STANDARD: 6.AEE.A.1 Standards Statement (2021): Write and evaluate numerical expressions involving whole-number bases and exponents. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 4.OA.B.4, 5.OA.A.1 \| 6.AEE.A.2, 7.AEE.B.3, 8.AEE.A.1 \| 5.NBT.A.2 \| 6.EE.A.1 6.AEE.A Crosswalk \| Standards Guidance: Teaching Strategies - Extend previous understanding by using brackets and parentheses and order of operations and exponents. - Students should interpret real-life, mathematical situations to write and evaluate numerical expressions. Progressions - In Grade 6 [students] start to incorporate whole number exponents into numerical expressions, for example when they describe a square with side length 50 feet as having an area of 50 ft2 (square feet). (Please reference page 4 in the Progression document) Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.A.2 Cluster: 6.AEE.A - Apply and extend previous understandings of arithmetic to algebraic expressions. STANDARD: 6.AEE.A.2 Standards Statement (2021): Write, read, and evaluate expressions in which letters stand for numbers. Apply knowledge of common mathematical terms to move between the verbal and mathematical forms of an expression including expressions that arise from authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.OA.A.2, 5.OA.B.3, 6.AEE.A.1 \| 6.AEE.A.3, 6.AEE.B.4, 6.AEE.B.5, 8.AEE.A.2, HS.AEE.A.1 \| \| 6.EE.A.2 6.AEE.A Crosswalk \| Standards Guidance: Clarifications - Students should write expressions that record operations with numbers and with letters standing for numbers. - Students should evaluate algebraic expressions for a given value of a variable, using the order of operations. Boundaries - Evaluate expressions at specific values of their variables. Numeric values should align with grade level expecations of positive rational numbers. - Includes identificaiton of the parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. - Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Teaching Strategies - Include expressions that arise from formulas used in authentic problems. - Students should understand letters called variables represent unknown numbers and the same rules apply in operations with numbers also apply in operations with variables. Progressions - Abstracting the pattern they write 10 - p for a book costing p dollars, thus summarizing a calculation that can be carried out repeatedly with different numbers. Such work also helps students interpret expressions. For example, if there are 3 and with letters standing for numbers. loose apples and 2 bags of A apples each, students relate quantities in the situation to the terms in the expression 3 + 2A. (Please reference page 4 in the Progression document) Example - Express the calculation subtract y from 5 as 5 – y. - Describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.A.3 Cluster: 6.AEE.A - Apply and extend previous understandings of arithmetic to algebraic expressions. STANDARD: 6.AEE.A.3 Standards Statement (2021): Apply the properties of operations to generate equivalent expressions and to determine when two expressions are equivalent. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.OA.A.2, 6.AEE.A.2 \| 7.AEE.A.1 \| 6.NS.B.4 \| 6.EE.A.3, 6.EE.A.4 6.AEE.A Crosswalk \| Standards Guidance: Clarification - Identify when two expressions are equivalent such as when the two expressions name the same number regardless of which value is substituted into them. Boundaries - This standard includes distributive property and combining like terms. Progressions - A firm grasp on variables as numbers helps students extend their work with the properties of operations from arithmetic to algebra. For example, students who are accustomed to mentally calculating 5 x 37 as 5 x (30 + 7) = 150 + 35 can now see that 5(3a + 7) = 15a + 35 for all numbers a. (Please reference page 5 in the Progression document). Examples - Apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x. - Apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y) - Apply properties of operation to the expression y + y + y to produce the equivalent expression 3y and know they are equivalent because they name the same number regardless of which number y stands for. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.4 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.4 Standards Statement (2021): Understand solving an equation or inequality as a process of answering which values from a specified set, if any, make the equation or inequality true. Use substitution to determine which number(s) in a given set make an equation or inequality true. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.AEE.A.2 \| 8.AEE.A.2, 8.AEE.C.8, HS.AEE.C.8, HS.AEE.D.9 \| N/A \| 6.EE.B.5 6.AEE.B Crosswalk \| Standards Guidance: Teaching Strategies - Students should be able to use algebraic reasoning to solve an equation as a process of answering a contextual question and explain their reasoning. - When solving an equation or inequality as a process of answering a question, students should be able to explain why specific values from a specified set, if any, make the equation or inequality true. - Students should use substitution to determine whether a given number in a specified set makes an equation or inequality true. Progressions - Solving is a process of reasoning to find the numbers which make an equation true, which can include checking if a given number is a solution. Although the process of reasoning will eventually lead to standard methods for solving equations, students should study examples where looking for structure pays off, such as in 4x + 3x = 3x + 20, where they can see that 4x must be 20 to make the two sides equal. (Please reference page 6 in the Progression document) Examples - Use an inequality of the form x > c or x < c . - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.5 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.5 Standards Statement (2021): Use variables to represent numbers and write expressions when solving problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.AEE.A.2 \| 7.AEE.B.4 \| N/A \| 6.EE.B.6 6.AEE.B Crosswalk \| Standards Guidance: Clarifications - Understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Progressions - As with all their work with variables, it is important for students to state precisely the meaning of variables they use when setting up equations (MP6). This includes specifying whether the variable refers to a specific number, or to all numbers in some range. For example, in the equation 0.44n = 11 the variable n refers to a specific number (the number of stamps you can buy for $11); however, if the expression 0.44n is presented as a general formula for calculating the price in dollars of n stamps, then n refers to all numbers in some domain. That domain might be specified by inequalities, such as n > 0. (Please reference page 7 in the Progression document). Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.6 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.6 Standards Statement (2021): Write and solve equations of the form x + p = q and px = q in problems that arise from authentic contexts for cases in which p, q and x are all nonnegative rational numbers. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.AEE.C.8 \| 7.AEE.B.4 \| 6.NS.A.1, 5.NF.A.1, 5.NF.B.3, 5.NF.B.4, 5.NF.B.5, 5.NF.B.6 \| 6.EE.B.7 6.AEE.B Crosswalk \| Standards Guidance: Teaching Strategies - p, x, and q include non-whole numbers. Students should be able to solve equations of this form using strategies such as related equations, fact families, inverse operations, and visual models. - Students should have opportunities to use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction and multiplication and division when solving one-step equations. - Students should be able to solve equations presented in contextual, mathematical problems involving positive rational numbers using number sense, properties of arithmetic and the idea of maintaining equality on both sides of the equation. - Students should be able to interpret a solution in the original context and assess the reasonableness of results. Progressions - For example, how many 44-cent stamps can you buy with $11? Students are accustomed to solving such problems by division; now they see the parallel with representing the problem algebraically as 0.44n = 11, from which they use the same reasoning as in the numerical solution to conclude that n = 11 <div> 0.44. (Please reference page 7 in the Progression document). Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.7 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.7 Standards Statement (2021): Write inequalities of the form x > c and x < c to represent constraints or conditions to solve problems in authentic contexts. Describe and graph on a number line solutions of inequalities of the form x > c and x < c. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.NS.C.7, 6.NS.C.6 \| 7.AEE.B.4 \| 5.NBT.A.3 \| 6.EE.B.8 6.AEE.B Crosswalk \| Standards Guidance: Clarification - Recognize that inequalities of the form 𝑥>𝑐 or 𝑥<𝑐 have infinitely many solutions. - Represent solutions of such inequalities on number line diagrams. Teaching Strategies - Students should represent contextual, mathematical situations using inequalities involving variables. - Students should be able to create contextual, mathematical situations corresponding to specific inequalities. - This objective includes the use of the symbols, < , > , = , ≤ , ≥. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: 6.AEE.C.8 Cluster: 6.AEE.C - Represent and analyze quantitative relationships between dependent and independent variables. STANDARD: 6.AEE.C.8 Standards Statement (2021): Use variables to represent and analyze two quantities to solve problems in authentic contexts. Including those that change in relationship to one another; write an equation to express one quantity in terms of the other quantity. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.OA.B.3 \| 6.AEE.B.6, 7.AEE.B.4 \| 6.RP.A.3 \| 6.EE.C.9 6.AEE.C Crosswalk \| Standards Guidance: Boundaries - Students should be able to represent equations involving positive variables and rational numbers. - Students should have opportunities to solve contextual, mathematical problems. Teaching Strategies - Students should have an opportunity to solve problem situations with variables in all positions. - Students should be able to explain that a variable can represent an unknown number, or depending on the purpose at hand, any number in a specified set. Progressions - As [students] work with such equations [they] begin to develop a dynamic understanding of variables, an appreciation that they can stand for any number from some domain. - This use of variables arises when students study expressions such as 0.60n, [presented as a general formula for calculating the price in dollars of n stamps that cost $0.60], - or equations in two variables such as d = 5 + 5t describing [the] relationship between distance in miles, d, and time in hours, t, for a person starting 5 miles from home and walking away at 5 miles per hour. Students can use tabular and graphical representations to develop an appreciation of varying quantities. (Please reference page 7 in the Progression document). Examples - Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example: - In a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:35:30.435388	07/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106473/overview", "title": "OREGON MATH STANDARDS (2021): [6.AEE]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/98179/overview	Tornado Safety Overview This is a resource designed to instuct children on how to handle a tornado drill. It goes over procedures as well as expectations for students. While also providing them a scenerio to reflect on with a classmate upon completion. Introduction As Tornado Season approaches it is important we all keep in mind the proper procedures Throughout this module we will be reminding you of all the proper ways to remain safe in the event of a tornado. This will also serve as a guide for next weeks bi-annual tornado drill the school will be particpating in. Stay safe everyone! Inside the Classroom When sirens intitially go off it is important to remain calm. Your teacher has specificic directions and has been trained properly for these situations. The first thing you should do as a student is line up on the side of the classroom away from all large windows. Roll call will be taken to make sure all students are accounted for. It is important to remmeber if you are not inside the classroom when the alarm goes off immediately proceed back to class - Without you in class ther is no way for your teacher to know where you are at, this is very important when taking roll call It is important to remember - This is something that needs to be taken seriously - If you have any questions always ask your teacher Designated Safe Area Once you have been escorted to your classroom's safety area teachers will begin to direct students where to line up Once there you will crouch down facing the wall on your knees Keeping your head forward you are to place your hands over the back of of your head and neck. - we use this technique to try and avoid any flying debri from hitting us. Students will need stay silent until the all clear is given from admistrators/teachers Review Main Points - Listen for your teacher's instruction - Stay calm - Head in between your legs with your hands covering the back of your head and neck when in safe area - Stay silent Scenerio Now that you are all up to speed on expectations and procedures for tornado drills consider this with your classmate next to you Which student handles the situation correctly Timmy goes to the bathrrom.While he is in the bathroom, the tornado siren goes off. Timmy quickly exits the bathroom and goes to the nearest classroom. When Timmy enters the room he quickly goes to the back of the line and stays quiet. Jenny goes to the bathroom. While she is in the bathroom the tornado siren goes off. Jenny quickly finshes up in the bathroom and hurries back to her class. Once she gets there she tells her teacher she is back and gets into line with her classmates. Tony is on his way back from the nurses' office when he hears the tornado siren go off. Instead of going back to clas Tony remmebers that everyone is suppossed to meet in the gym, so he heads that way. Once he gets to the gym he looks for his teacher but can not find her. He decides to sit down with another class and continue the drill with them.	oercommons	2025-03-18T00:35:30.453823	10/24/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98179/overview", "title": "Tornado Safety", "author": "Collin Pawlowski" }
https://oercommons.org/courseware/lesson/101110/overview	المنزل الذكي Overview المنزل الذكي البدايه الرئيسيه يهدف الموقع الى معرفة ماهي المنازل الالكترونية وايضا عيوبها ومميزاتها وكم تكلفتها ومكونات المنازل الالكترونية وابرز تقنياتها وايضا معرفة لماذا يعد المنزل الالكتروني هو المستقبل . الموضوعات ماهي المنازل االالكترونية فوائد المنزل الذكي عيوب المنزل الاكترونية ابرز التقنيات التي ستحتاجها في منزلك مميزات المنازل الالكترونية كم يكلف المنزل الاكتروني مكونات المنزل الذكي ما لذي يمكن أن يفعله المنزل لماذا يعد المنزل الذكي هو المستقبل تعريف المنازل الالكترونية : هي المنازل التي يمكن إدارتها باستخدام تطبيقات واجهزة التحكم عن بعد عبر شبكة الانترنت حيث يضم العديد من الانظمة متعددة الوظائف واجهزة المراقبة والمستشعرات ويوفر لمالكيها الراحة والامان بالإضافة الى ترشيد استهلاك الطاقة والسهولة في تأدية المهام . ماهي فوائد المنازل الالكترونية: هو المكان الذي يمكن التحكم في أي مكان فيه بشكل رقمي. جرس الباب, الاضاءة الخاصة بك, أمن منزلك, التدفئة والماء كل شيء يمكنك التحكم فيه ومراقبتها والتحكم بها عن بعد من خلال التكنلوجيا. :مميزات البيت الذكي استهلاك اقل للكهرباء قد يعتقد البعض ان مثل هذه التكنلوجيا قد تحتاج الكثير من الطاقة لتنفيذها ولكن العكس هو الصحيح فهي تعمل على التقليل من استهلاك الكهرباء حياة اكثر راحة- - السلامة والامان- منزل اكثر رفاهية- يساهم في تطور حياة البعض- تكنلوجيا صديقة البيئة- تلفزيونيات ذكية - :مميزات البيت الذكي استهلاك اقل للكهرباء قد يعتقد البعض ان مثل هذه التكنلوجيا قد تحتاج الكثير من الطاقة لتنفيذها ولكن العكس هو الصحيح فهي تعمل على التقليل من استهلاك الكهرباء حياة اكثر راحة- - السلامة والامان- منزل اكثر رفاهية- يساهم في تطور حياة البعض- تكنلوجيا صديقة البيئة- تلفزيونيات ذكية - :مكونات المنزل الذكي البرتوكولz-wave البرالبرتوكول ZigBee تقنيه البلوتوث سماعات جوجل هوه الذكية سماعات امازون ايكو الذكية أدوات مراقبة درجات الحرار ة كمنظم Ecobee3 إقفال الباب الذكية جهاز CURB لمراقبة استهلاك الطاقة ابرز التقنيات التي ستحتاجها في منزلك الاكتروني : الذكاء الاصطناعي التطبيقي ورق الحائط الرقمي الروبوتات الآلية وتكنلوجيا التنظيف المنزلي الذاتي انظمة إدارة الموارد الصديقة للبيئة الاقفال الذكية الاضاءة الذكية التحكم الصوتي بكل منزل ذكي اجهزة مراقبة السلامة والصحة مع اجهزة استشعار الحركة الذكية يمكن الكشف عن التنقل داخل المنزل ويخبر ما اذا كان الناس في المنزل أو من زيارة سابقة او لص . يمكن رعاية الحيوانات الاليفة باستخدام حقول متصلة مع بعضها .يمكن رش الاعشاب والنباتات في أي وقت باستخدام أجهزة التوقيت المتصلة من نحن نحن طلبة قسم التكنولوجيا التعليم والمعلومات مستوى ثالث شعبة معلومات الدفعه العاشره.	oercommons	2025-03-18T00:35:30.501726	02/17/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101110/overview", "title": "المنزل الذكي", "author": "امة الرحمن الاشوال" }
https://oercommons.org/courseware/lesson/64452/overview	Grade 9-12 Social Science Learning Resources Overview Resources for grade 9-12 Social Science Civics & Government Center for Civics Education: The Center’s lesson plans include We the People: The Citizen and the Constitution; Project Citizen; the School Violence Prevention Demonstration Program; Representative Democracy in America; Citizens, Not Spectators; and Foundations of Democracy. Library of Congress: The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. Teaching Civics: Lessons for civics, government, and law-related education in elementary, middle, and high school classrooms. Includes simulations, discussions, mock trials, case studies and other research based materials. Photo by Dan Meyers on Unsplash Economics & Financial Literacy EconED: Econ Ed Link provides classroom-tested, Internet-based economic and personal finance lesson materials for K-12 teachers and their students. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. Geography National Geographic: This site provides curated collections of activities that have been developed for educators, parents, and caregivers to implement with K–12 learners anywhere, anytime. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. History PBS Learning Media U.S. History and World History: These sites provides U.S. and world histories is broken down by time periods using an interactive maps and interactive lessons. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. Stanford History Education Group: The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills. Teaching Tolerance: These classroom lessons offer breadth and depth, spanning essential social justice topics and reinforcing critical social emotional learning skills.	oercommons	2025-03-18T00:35:30.519456	Social Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64452/overview", "title": "Grade 9-12 Social Science Learning Resources", "author": "Physical Geography" }
https://oercommons.org/courseware/lesson/69485/overview	Education Standards Earth Systems - Grade 5 Overview Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC Lesson - Making Waves Student Science Performance Phenomenon: Tsunami waves are destructive and change Earth’s landforms. Gather: Students develop questions to obtain information about how changes in the geosphere cause changes in the hydrosphere. Students obtain information about the causes of tsunamis. (Teaching Suggestions: Video to introduce phenomena to students. Maybe show a portion of the video that addresses what a tsunami is. Focus on the actual wave itself and how it differs from a normal wave and leave out any sections that talk about the causes of tsunamis. The students should be the ones that gather information about the causes of tsunamis. Don’t give away too much information to the students. Let them gather it for themselves.) - Phenomenon Video without Explanation of Causes: https://edpuzzle.com/media/5ec42273bafe873f1d0885a7 - Full Video including explanation of Cause: https://video.nationalgeographic.com/video/news/101-videos/00000144-0a30-d3cb-a96c-7b3dc88c0000 Class Discussion: - Of the four Earth systems that interact, what do these systems consist of? - How do the two spheres/systems interact with each other? - Why do we refer to these as systems? - How are energy and matter transferred from system to system? - What are the two systems that interact when a tsunami occurs? Reason: 3. Students analyze data to find patterns in the relationships of the geosphere and hydrosphere. 4. Students construct an explanation supported by evidence for the causes of tsunamis. 5. Students develop arguments from the evidence that tsunamis are caused by changes in the geosphere, but not all changes cause tsunamis. Class Discussion: - What caused changes in the system of the ocean (hydrosphere) that results in tsunamis? - Why does the input of energy cause the change in the ocean system? - How does the intensity of energy affect the change? - How does the tsunami affect the ecosystem? On land? In the ocean? (Teaching Suggestions: Changes in the geosphere (Earthquakes/landslides) cause a force to run through the water which displaces the water when it encounters something that can stop it (like land). The wind provides less energy to create waves vs. the energy created by an earthquake or landslide. Any change requires the input of energy into the system. The height of a wave is a measure of the energy of the wave. It takes more energy to make a large wave.) Communicate Reasoning: 6. Students develop a model to demonstrate the transfer of energy between the geosphere and hydrosphere that cause tsunami waves. (Teaching Suggestions: The source of energy of tsunamis originate from the geosphere and constitutes a larger input of energy causing waves. They should see the warning signs and know how to stay safe.) Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Clorinda Galbraith, Andrea Fernandez, Jaime Hernandez, Ann Ushiroda, and Misha Shidaki	oercommons	2025-03-18T00:35:30.542027	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69485/overview", "title": "Earth Systems - Grade 5", "author": "Physical Science" }
https://oercommons.org/courseware/lesson/88834/overview	"HUILA´S CULTURE” Universidad Surcolombiana Overview Objetivo general Motivar, animar y crear conciencia en los alumnos de undécimo grado sobre la importancia del sentido de pertenencia y amor a la cultura del Huila. Objetivos específicos Instruir a los alumnos sobre la historia del Huila y su importancia. Anime a los estudiantes a conocer más sobre lugares que no se conocen comúnmente en Huila. "HUILA´S CULTURE” Universidad Surcolombiana "HUILA´S CULTURE” Universidad Surcolombiana Names of Student Teacher: CODES: KAREN YULIETH CASTRO PEÑA 20191179574 CAREN TATIANA GUTIERREZ PERDOMO 20182172940 ALEJANDRO MORENO SOLANO 20191180802 KHRISTIAM JOHAN CHARRY CLAROS 201911177904 BRAJEAN ANDRÉS CHAUX 20181169857 \| \| \| School/Institution: UNIVERSIDAD SURCOLOMBIANA \| Class/grade: 11thCOMPUTER-ASSISTED LANGUAGE LEARNING \| \| Date: December 16th, 2021 \| Time & Length of class: 1:45 hours \| \| Achievement:-Recognizes general and specific information about the region of Huila and general culture of it. \| National Standard: \| Lesson objectives: 2.1 General objective At the end of the class Students will be able to: 2.2 Specific objectives \| Resources and materials:Gartic phone: https://garticphone.com/esPPT game (true or false)PPT game (who wants to be a millionaire) \| Skills Focus: WRITING, SPEAKING, AND LISTENING \| Language Focus:ENGLISH \| \| Foreseeable Problems: \| Planned Solutions: \| 4. Activities: \| TIME \| STAGE LESSON \| PROCEDURE \| INTERACTION \| \| 10 MIN \| PRE \| ICE BREAKING: Before starting the class, students are going to practice in the “gartic phone” activity. They need to type different Huila's places, monuments, typical foods among other characteristic things of Huila. Once all the students are done with the sentences, they will start drawing and guessing their partners' sentences.Additionally, after the first practice, we will prepare a true or false activity to get an idea and reinforce the previous knowledge students have about general Huila's culture. https://garticphone.com/es \| Student-studentTeacher-student \| \| 60 MIN \| WHILE \| To begin the class, we are going to play a short video about Huila's history. https://www.youtube.com/watch?v=K27hrxY33z8Students need to take notes and pay attention. After the video we are going to summarize the different ideas given by the video:(5mins).Continue the class with an activity in Genialy that is going to test the information given before. Martian Game. (5mins) https://view.genial.ly/61a971b4b367380d5c07d5a7/interactive-content-quiz-marcianitosGastronomy: Teachers will give information about some typical food of the department. Then, some open questions will come, where Students practice their speaking skill. (ppt presentation, 10 mins.) Activity(speaking) in powerpoint about gastronomy of Huila(Some questions).Then, teachers will talk about some tourist places around the department, giving specific information about the municipalities where they are located. (20 mins.)Activity in educaplay with memory cards to match the name of the municipalities and their flags. (10 mins) https://es.educaplay.com/recursos-educativos/11016904-huila_s_culture.htmlActivity in kahoot of the celebrations in each municipality of Huila. ( https://kahoot.it/challenge/?quiz-id=e34aa064-7346-4303-8896-06bd89957b30&single-player=true) (10 mins) \| Teacher-studentIndividual workTeacher-studentTeacher-studentTeacher-studentTeacher-studentTeacher-studentStudent - student \| \| 20 MIN \| POST \| In this final part, the professor will choose some students randomly. Those students will share with the class what aspects they found most interesting in the class. By answering the questions below: \| Student-studentIndividual work \| \| ASSESSMENTSECTION \| To conclude the class, the students will play a Who wants to be Millionaire game in order to reflect on what they have learned. (15 mins) \| Teacher-student \|	oercommons	2025-03-18T00:35:30.563311	12/16/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88834/overview", "title": "\"HUILA´S CULTURE” Universidad Surcolombiana", "author": "karen castro" }
https://oercommons.org/courseware/lesson/73280/overview	Education Standards My American Farm (Education Games) My Plate, My State from the U.S. Department of Agriculture My Plate, My State Resources Paper Slide Rubric POWER Library Rubric for Student Reflection State and DC Agricultural Facts Farm To Table Overview Students will research and learn about the process the industries use to get food from farm to table. Lesson Objectives Students will know / be able to: - Understand the food industry process. - Research where our food comes from. - Create a video which demonstrates the farm to table process. Warm Up / Introduction Instructor Notes: - Participate in a class discussion. Ask the students if they know: - What agriculture is. - Where their food comes from. - How their food is processed. - What food is produced locally. - What food other states are known for. - Each student will be given the name of a state to research. The student will use the attached resources to learn about what agricultural supplies are produced in that state. - Students will use the coloring sheet, specific to their state; to record their findings. Activity Directions: \| Research / Explore Activity Instructor Notes: - Students will use the POWER Library databases and other resources attached to further their research on the process of farm to table. Their research should include all industries. (seafood, cattle, dairy, grain, fruit, vegetable, etc.). - Students should learn about the process each industry uses to get the food from the farm to the table. POWER Library resources: - The POWER Library resources that can be used for this activity includes: - POWER Library TrueFLIX - Farm to Table category under Science and Nature - POWER Library Gale In Context Elementary - POWER Library Gale In Context Middle School - POWER Library Gale OneFile High School Edition - POWER Library Gale In Context Environmental Studies - POWER Library Gale General OneFile - POWER Library GreenFILE - POWER Library Gale Topic Collection - Agriculture - POWER Library E-Books (EBSCO) - Producing Vegetables - POWER Library BookFLIX - Let's Visit a Dairy Farm - Living on Farms - Vegetables, Vegetables - POWER Library Gale OneFile News - POWER Library Science Reference Center - POWER Library TrueFLIX Extended Activities: - The Ag Foundation has a Farm to Cart game that you can play with the students. Activity Directions: \| Reinforcement / Creation Activity Instructor Notes: - Introduce students to the paper slide concept by having them watch one of the videos listed below. - Group students into small working groups. Each working group will be given one of the industries below: - eggs - beef - seafood - fruit - milk - pork - grains - vegetables - chicken - Each group needs to take their topic and create a paper slide video which demonstrates the process that industry uses to get food from the farm to the table. Assessment: - Assessment will be based on their paper slide video using the rubric attached. Paper Slide Presentations: - The following resources can be used to learn about Paper Slide Presentations. - What is a paper slide presentation? by Rachel Hurst on Vimeo - How to make a Paper Slide Video by DMSFlippedMath on YouTube - How to make a Paper Slide Video by Regina Bale on YouTube Activity Directions: \| Reflection Instructor Reflection: Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson. Directions:Using the Lesson Reflection Worksheet, reflect on the following questions: \|	oercommons	2025-03-18T00:35:30.607474	Forestry and Agriculture	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73280/overview", "title": "Farm To Table", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/101521/overview	Google slides over Mean, Median, Mode, and Range Mean, Median, Mode and Range Escape Room Video over Mean, Median, Mode and Range Mean, Median, Mode, and Range Overview This interactive escape room will allow students to practice their skills in mean, median, mode and range. There is also a video over how to solve all of those as well as some notes. Let's talk about Mean, Median, Mode and Range As students come into class have them complete the attached bell work problem. On it they will need to find the mean, median, mode and range of the data given. After the allotted amount of time, work this problem on the board with them as a practice/review. Then move on to the notes review. In today's lesson we will be reviewing over Mean, Median, Mode and Range using the attached google slides. As we learned yesterday, the mean is the average of a given number set. To find the mean/average you first add up all of the numbers that are listed and then divide the sum of those numbers by how many numbers are in the set. In the example we did yesterday we had 6+7+9+2. Adding them together gives us a sum of 24 and we know we will divide by 4 because there are 4 numbers in that example set. 24 divided by 4 is 6, so our mean/average is 6. Next, we talked about median. The median is the middle number in a set of numbers. The most important part of finding the median may be step 1, which is to put the numbers in order from smallest to largest. Once that is done you can cover a number on each end simultaneously until you've reached the middle number, which is your median. If you end up with 2 numbers left in the middle you will add them together and divide by 2 (essentally finding the mean) and that would be your median. After median we talked about mode. Mode is the number that appears the most often in a set of numbers. Just like with the median, a step you can not skip over is step 1, putting the numbers in order from smallest to largest. This allows you to see them better so you can find the mode easiest. The mode will be the number that appears the most amount of times in your list. There are 2 exceptions to finding the mode, one being sometimes there is no mode (meaning all of the numbers are listed the same amount of times) and two being there may be more than one mode (if several numbers are listed the same amount of times, still being listed more than others). And lastly, we covered range. The range is the difference (answer to a subtraction problem) in the largest number and the smallest number in your number set. Again, step one will be putting the numbers in order from smallest to largest. And step two is subtracting the smallest number from the largest number. Having learned all of this in a previous days lesson and having reviewed it here, let's watch a video to be sure we are understanding and to see a few more examples. Let's Practice! To prepare for this assignment you will need to post the link for students to get to the assignment. How it works: - Students will use the link provided to interact in an escape room over Mean, Median, and Mode and Range. - They will answer questions over mean, median, mode and range using which will allow them to do puzzles that will lead to bits of information needed to escape. Additional options: - allow students to work with elbow partners - allow calculators - have notes posted on smart panel for additional help/reminders if students need it	oercommons	2025-03-18T00:35:30.630049	03/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101521/overview", "title": "Mean, Median, Mode, and Range", "author": "Angela Lesperance" }
https://oercommons.org/courseware/lesson/106329/overview	Justice in the Classroom & Determined: Middle School Chapter 4 Overview John Marshall Center for Constitutional History & Civics Sarah Waltman King, Richmond Public Schools Throughout the four centuries of history covered in Determined, access to education was at the heart of the African American struggle for equality. While slavery was legal, enslaved Americans were prohibited by law from being taught to read and write, and had no access to formal education. Following emancipation and the 13th Amendment, Black Americans temporarily enjoyed increased access to education, but those rights quickly evaporated under new Jim Crow laws. Under those provisions, Virginia and other southern states established “separate but equal” schools that segregated students by race, which resulted in unequal conditions for Black and White children. Despite these setbacks, African Americans continued to aggressively pursue their right to an education. What academic challenges and successes did Mary S. Peake and Barbara Johns experience throughout their lives? MARY S. PEAKE & BARBARA JOHNS: A FIGHT FOR ACADEMIC EQUALITY Directions: Use the link below to open the slideshow on your device. Force a copy by clicking the button that appears. Once you have the slides open, you can interact with the activities in the slides. Once finished, save your own copy of the slideshow to your computer/google account. https://docs.google.com/presentation/d/1S6a2QrarnwJgCVLvPbzAcqN0lyqtaDZwfqWk4TXZnNs/copy	oercommons	2025-03-18T00:35:30.643225	07/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106329/overview", "title": "Justice in the Classroom & Determined: Middle School Chapter 4", "author": "Woodson Collaborative" }
https://oercommons.org/courseware/lesson/76015/overview	- - Columbian Exchange - Columbus - Columbus Day - IDM - Inquiry Design Model - Wa-social-studies - Washington - wa-ela - License: - Creative Commons Attribution - Language: - English - Media Formats: - Downloadable docs Education Standards - 1 - 2 - 3 - 4 - 5 - ... - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 22 - 23 - 24 - 25 - 26 - 27 - 28 - 29 - 30 - 31 - 32 - 33 - 34 - 35 - 36 - 37 - 38 - 39 - 40 - 41 - 42 - 43 - 44 - 45 - 46 - 47 - 48 - 49 - 50 - 51 - 52 - 53 - 54 - 55 - 56 - 57 - 58 - 59 - 60 - 61 - 62 - 63 - 64 - 65 - 66 - 67 - 68 - 69 - 70 - 71 - 72 - 73 - 74 - 75 - 76 - 77 - 78 - 79 - 80 - 81 - 82 - 83 - 84 - 85 - 86 - 87 - 88 - 89 - 90 - 91 - 92 Learning Domain: History Standard: Analyze and interpret historical materials from a variety of perspectives in world history (1450-present) Learning Domain: Social Studies Skills Standard: Explain points of agreement and disagreement that experts have regarding interpretations of sources Learning Domain: Reading for Literacy in History/Social Studies Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Learning Domain: Reading for Literacy in History/Social Studies Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Learning Domain: Reading for Literacy in History/Social Studies Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Learning Domain: Reading for Literacy in History/Social Studies Standard: Compare and contrast treatments of the same topic in several primary and secondary sources. Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Learning Domain: Reading for Informational Text Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Learning Domain: Reading for Informational Text Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Learning Domain: Reading for Informational Text Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Learning Domain: Reading for Informational Text Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Learning Domain: Writing Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Domain: Writing Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Learning Domain: Writing Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Domain: Writing Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write arguments focused on discipline-specific content. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies Standard: Compare and contrast treatments of the same topic in several primary and secondary sources. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1��3 above.) Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1��3 above.) Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write arguments focused on discipline-specific content. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Cluster: Key Ideas and Details. Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Cluster: Key Ideas and Details. Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Cluster: Integration of Knowledge and Ideas. Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Cluster: Text Types and Purposes. Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Cluster: Range of Writing. Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Cluster: Production and Distribution of Writing. Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Cluster: Key Ideas and Details. Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Cluster: Key Ideas and Details. Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Cluster: Integration of Knowledge and Ideas. Standard: Compare and contrast treatments of the same topic in several primary and secondary sources. Cluster: Key Ideas and Details. Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Cluster: Key Ideas and Details. Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Cluster: Key Ideas and Details. Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Cluster: Integration of Knowledge and Ideas. Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Cluster: Text Types and Purposes. Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Cluster: Range of Writing. Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Cluster: Production and Distribution of Writing. Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Cluster: Text Types and Purposes. Standard: Write arguments focused on discipline-specific content. Cluster: Range of Writing. Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Cluster: Production and Distribution of Writing. Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. Grade 10 Inquiry: Columbus: An American Hero? Overview This inquiry by Ryan Theodoriches, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry leads students through an investigation of the decision by the federal government of the United States to honor Christopher Columbus with a federal holiday as well as efforts to challenge the view that Columbus should be revered as a national hero. Should Columbus Day Be Celebrated in the United States? Inquiry Description This inquiry leads students through an investigation of the decision by the federal government of the United States to honor Christopher Columbus with a federal holiday as well as efforts to challenge the view that Columbus should be revered as a national hero. The compelling question “Should Columbus Day Be Celebrated?” asks students to identify and weigh evidence from multiple primary and secondary sources. This inquiry delves into a question that educated and informed scholars have disagreed on for decades. The document set for this inquiry was purposely selected to allow students to support arguments on both sides of the issue. The formative tasks are intended to get students to engage with and understand individual documents so they may identify corroborations and areas of dispute. While content is important, the focus of this task is on the development of skills. Before entering this inquiry, students should have developed some basic background information about the Age of Exploration and Native American history before and after Columbus's voyages to the Americas. Attribution and License Attribution Cover image photograph of John Vanderlyn painting via Architect of the Capitol \| Public Domain License Except where otherwise noted, original work in this inquiry by Ryan Theodoriches, Evergreen Public Schools 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.	oercommons	2025-03-18T00:35:30.792713	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76015/overview", "title": "Grade 10 Inquiry: Columbus: An American Hero?", "author": "Lesson" }
https://oercommons.org/courseware/lesson/80802/overview	Careers Clusters Digital Book My Career Clusters Book Rubric My Career Clusters Book Rubric Careers Cluster Digital Book Overview This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used. Career Clusters Digital Book This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used. Career Clusters Digital Book This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used. Career Clusters Digital Book This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used.	oercommons	2025-03-18T00:35:30.813662	05/25/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80802/overview", "title": "Careers Cluster Digital Book", "author": "Loyce Ellingrod" }
https://oercommons.org/courseware/lesson/9046/overview	Study for the US Citizenship Test Connecticut Study Guide (download from Resource Library) Overview This study guide will help you prepare for the US citizenship test. The citizenship test is a one-to-one interview with a US CIS officer. The test has three areas. The US CIS officer wants to know: • that you understand and can answer these questions about US government, history and geography. • that you understood and answered the questions on your N-400 form correctly. • that you can read, write and speak English. This study guide will help you prepare for the test. It will teach you how to answer all the questions. Each chapter presents some information about the US government, history or geography. Use that information to write answers to the questions at the end of each chapter. Then do the multiple-choice exercises. If you have time you can go back and practice asking and answering the questions with a partner. There is also a dictation practice in the last 4 chapters. These are sentences used by the US CIS to show that you can write in English. Your answers don't have to be perfect. Have a partner read the questions and answers (from the lists at the end of this book). Write the answers. Check your answers. You don't have to write perfectly to pass this test. Finally, there are questions about the information on your N-400 form. Write answers to these questions, and then practice answering these questions with a partner. The officer will ask you about the information on your N-400 form. You may be asked to explain some of your answers to show that you understand the question and have answered it correctly. Section 1 This study guide will help you prepare for the US citizenship test. The citizenship test is a one-to-one interview with a US CIS officer. The test has three areas. The US CIS officer wants to know: • that you understand and can answer these questions about US government, history and geography. • that you understood and answered the questions on your N-400 form correctly. • that you can read, write and speak English. This study guide will help you prepare for the test. It will teach you how to answer all the questions. Each chapter presents some information about the US government, history or geography. Use that information to write answers to the questions at the end of each chapter. Then do the multiple-choice exercises. If you have time you can go back and practice asking and answering the questions with a partner. There is also a dictation practice in the last 4 chapters. These are sentences used by the US CIS to show that you can write in English. Your answers don't have to be perfect. Have a partner read the questions and answers (from the lists at the end of this book). Write the answers. Check your answers. You don't have to write perfectly to pass this test. Finally, there are questions about the information on your N-400 form. Write answers to these questions, and then practice answering these questions with a partner. The officer will ask you about the information on your N-400 form. You may be asked to explain some of your answers to show that you understand the question and have answered it correctly.	oercommons	2025-03-18T00:35:30.832029	04/28/2016	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/9046/overview", "title": "Study for the US Citizenship Test Connecticut Study Guide (download from Resource Library)", "author": "Charles LaRue" }
https://oercommons.org/courseware/lesson/19811/overview	Survey #5 Oregon Science Project Hybrid Module #2 - Topic: How Do We Increase Student Science Talk? Individual and Group Tasks 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: - If you prefer to print out the blog and/or articles it might help with note taking. - There is a task analysis that is just a link. - Take the survey and post your answers so we can delve into a rich discussion - Read as many of the NGSS Storylines as you would like. You will be creating a very short task and we will help each other dial them in. Module #2 Components: Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work (due by January 24th) 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. 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. 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	2025-03-18T00:35:30.856237	Nicole Duncan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/19811/overview", "title": "Oregon Science Project Hybrid Module #2 - Topic: How Do We Increase Student Science Talk? Individual and Group Tasks", "author": "Kathy Clunes" }
https://oercommons.org/courseware/lesson/64402/overview	Are Child Actors Exploited By the Film and TV Industry? Overview Consider are the pros and cons of children performing for TV and in other competitive performing environments. In August 2012, seven-year old Alana Thompson debuted in her own reality TV show called "Here Comes Honey Boo Boo." Alana, or Honey Boo Boo, emerged as an audience favorite in the hit show "Toddlers & Tiaras," a reality TV show about beauty pageants for young girls. She is a little heavier than many of the other girls and did not win the beauty pageant, but her funny lines and overly-confident personality won the hearts of TV viewers. During the first few weeks of the program, 2.3 million viewers watched Here Comes Honey Boo Boo. Some people argue that shows like "Here Comes Honey Boo Boo" and "Toddlers & Tiaras" exploit young children for the purposes of entertainment. They say that people are not watching these shows because they are interested in learning more about pageants or the people who participate. They say that people watch because they like to make fun of these girls and their parents. Furthermore, they claim that the children are not able to make a decision as to whether or not they want to have their lives recorded and broadcast to the world. They worry that these children will be confronted by viewers throughout their lives and reminded of embarrassing childhood behavior that they would rather forget. They point to the tragic lives of many child TV stars from the past that struggle with addiction and other emotional problems. Background: Child Labor Young children have worked throughout history to help their families have more money to live. Historically, in America, many children worked on farms from early morning hours until late at night. When America became more industrialized with factories and businesses, children worked all sorts of jobs. Some states passed laws to protect children under the ages of 14 or 15, but it was not until 1938 that a federal regulation (or law) was passed requiring all states to have a minimum age for workers and limited hours of work for young children. Advocates of kids participating in reality TV shows argue that kids have an opportunity to be discovered doing something that they loved to do. For instance, the hit TV show Dance Moms features a dancing class of talented young dancers and their mothers who make tremendous sacrifices while pursuing a dream. They argue that these kids have an opportunity to share their determination and talent with the world so that other children may be inspired to work hard at something they love to do. Just like Alana Thompson was discovered, other children on these shows may find themselves starring in a Broadway musical or a Hollywood movie. Some people also argue that participating in a reality TV show does not interfere with a child’s ability to be a happy and productive adult. They say that this experience makes them more confident and not afraid to take risks. They say it develops leadership qualities in these young people. For example, many childhood movie stars, such as Emma Watson from the Harry Potter movies, have been able to lead very successful lives. Emma Watson chose to attend Brown and Oxford Universities and is a successful model. If childhood movie stars can go on to lead successful and happy lives, why can’t childhood reality TV stars? Do you think children should be allowed to star in reality TV shows? Do you think there is a certain age where a child should be able to participate? Do you think children who participate in reality TV are more or less likely to have problems due to their fame? Credits: Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License Image credit: "Are beauty pageants good or bad for the child? Should they be banned?" by netivist is licensed under CC BY-NC-SA 2.0	oercommons	2025-03-18T00:35:30.876046	03/25/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64402/overview", "title": "Are Child Actors Exploited By the Film and TV Industry?", "author": "Kristin Robinson" }
https://oercommons.org/courseware/lesson/116100/overview	https://www.upwork.com/resources/how-to-design-an-infographic https://www.youtube.com/watch?v=bu3J0oDuNwQ https://www.youtube.com/watch?v=G4H1N_yXBiA Climate Change Overview Climate change lesson plan Global issues related to human and natural wellfare Methodology - Use of TIC. - Teamwork - Guides Objectives - Help students understand the basics of climate change and how they can take action to mitigate it in their communities. - Integrate ICT to deepen the understanding of climate change and promote environmental awareness among students. Activities - Introduction to Climate Change: The topic will begin with a Start the class with an interactive video or multimedia presentation that highlights the basic concepts of climate change and the Kahoot tool will be used to ask multiple choice questions about the topic and assess students' prior knowledge. - Online research: - Divide students into groups and assign each group a specific aspect of climate change to research online (e.g. effects on oceans, weather, food, human and animal health). Provides online resources such as articles, videos, and websites of environmental organizations for students to gather information. - Creation of Infographics: After research, ask each group to use online tools like Canva or Piktochart to create an infographic that summarizes the key findings of their topic. Encourage students to include relevant graphs, images, and data to effectively communicate information about climate change. - Presentation of Infographics: Each group presents their infographics to the class, explaining the main points and highlighting the importance of their topic in relation to climate change. Encourage interaction and questions between groups to promote the exchange of ideas. - Digital Commitment: Invite students to share their infographics on social media using a specific hashtag related to climate change. Encourage them to write a short message to accompany their post, urging them to take action to address climate change. Resources - Access to computers or mobile devices with an Internet connection. - Links to websites and online resources related to climate change: Introduction video: https://www.youtube.com/watch?v=G4H1N_yXBiA link kahoot: https://create.kahoot.it/share/take-care-our-environment/0d06e135-98ee-4ede-a14b-d20d12a32875 information video: https://www.youtube.com/watch?v=bu3J0oDuNwQ How to make an infographic: https://www.upwork.com/resources/how-to-design-an-infographic Topic Evaluation - Reflection and Closing: Concludes the class with a group reflection on what has been learned and the importance of using ICT to address environmental problems such as climate change. Highlights the ability of ICT to disseminate information, raise awareness and encourage action in the fight against climate change.	oercommons	2025-03-18T00:35:30.904057	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116100/overview", "title": "Climate Change", "author": "Laura Garzon" }
https://oercommons.org/courseware/lesson/116116/overview	Professional and Social Skills Slides in Handout Overview Slides about professional skills in the workplace. Handout See attachment for handout	oercommons	2025-03-18T00:35:30.920337	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116116/overview", "title": "Professional and Social Skills Slides in Handout", "author": "Aujalee Moore" }
https://oercommons.org/courseware/lesson/116115/overview	Interview Handout Overview Handout with tips about interviewing Handout See attachment for handout.	oercommons	2025-03-18T00:35:30.936392	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116115/overview", "title": "Interview Handout", "author": "Aujalee Moore" }
https://oercommons.org/courseware/lesson/116110/overview	Internships and Job Searching Overview Slides that combine the topics of internships and job searching. Presentation See attachment for slides.	oercommons	2025-03-18T00:35:30.952403	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116110/overview", "title": "Internships and Job Searching", "author": "Aujalee Moore" }
https://oercommons.org/courseware/lesson/68054/overview	Crime Scene Investigation Career Exploration Overview Middle and High School educators from across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year. Title of Lesson: Crime Scene Investigation Career Exploration Course Name: Crime Scene Investigation Grade Level: 11th -12th Author’s Name: Matthew Bishop Author’s School District: Annville Cleona School District \| PA Academic Standards for Reading & Writing in Science & Technical Subjects \| \| CC.3.6: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. CC.3.6.11-12.BWrite informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. \| \| \| PA Academic Standards for Career Education and Work \| \| 13.1: Career Awareness and Preparation 13.1.11.A. Relate careers to individual interests, abilities, and aptitudes. 13.1.11.B. Analyze career options based on personal interests, abilities, aptitudes, achievements, and goals. 13.1.11.C. Analyze how the changing roles of individuals in the workplace relate to new opportunities within career choices. 13.1.11.E. Justify the selection of a career. \| \| \| Learning Objectives \| \| \| \| \| Conceptual Background \| \| Students have already chosen their careers and spent a class period researching (Top Forensic Science Career Guide) and working on their presentations in order to present to the class \| \| \| Instructional Procedure \| \| \| 45 minutes (one period) \| \| Students present their projects highlighting on their new-found knowledge of a CSI career ** These must be detailed enough for everyone to understandDuring each presentation, students will take notes in order to analyze and compare all of the career options presented by other students. \| \| \| 45 minutes (one period) \| \| Students will write a reflective essay that addresses the following: *If students have not already had instruction on writing a basic informational essay, a mini lesson or lessons may be needed \| \| \| Formative Assessment \| \| \| \| \| Materials Needed \| \| \| References \| \|	oercommons	2025-03-18T00:35:30.974616	Matthew Bishop	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68054/overview", "title": "Crime Scene Investigation Career Exploration", "author": "Rachael Haverstick" }
https://oercommons.org/courseware/lesson/82847/overview	Classwork CLASSWORK ACTIVITY - OLIGOPOLY CLASSWORK - INDIVIDUAL WORK CLASSWORK - MONOPOLISTIC COMPETITION CLASSWORK ON MONOPOLY Course outline ECONOMICS GRADE 11 HOMEWORK - MONOPOLY HOMEWORK - SUMMATIVE HOMEWORK - SUMMATIVE ASSESSMENT HOMEWORK - SUMMATIVE ASSESSMENT PERFECT MARKET GR11 ECONS XI Overview This is an Economics Grade 11 Course. Content that is taught includes the following: - Lesson 1 on different kinds of markets - Lesson 2 on Perfect Competition market structure - Lesson 3 on Monopoly market structure - Lesson 4 on Monopolistic Competition market structure - Lesson 5 on Oligopoly market structure Welcome to ECONS XI! \| 1. Section 1: Welcome to ECONS XI \| Course outline \| \| 2. Section 2: Lesson 1 \| \| \| 3. Section 3: Lesson 2 \| \| \| 4. Section 4: Lesson 3 \| \| \| 5. Section 5: Lesson 4 \| Characteristics of monopolstic competition Profits made by monopolistic competition in short run and long run \| \| 6. Section 6: Lesson 5 \| Lesson 1 : Introduction to markets A market is where buyers and sellers meet in order to exchange goods and services for money. A market does not have to only exist in the physical form but we can also buy goods and services electronically without having to be physically there in the market. COMPOSITION OF A MARKET A market is made up of the following: Buyers (consumers) - they buy goods and services to satisfy their needs and wants Sellers (producers) - they sell goods and services in order to make a profit KINDS OF MARKETS (explain using PPT MULTIMEDIA) Goods and services market Factor market Financial market Perfect market Imperfect market Profit, what is the meaning of this word? Are there different kinds of profit made? Is it also possible to make a loss? A firm can make a profit or a loss in the Short run and theLong run. Now what is the difference between short run and long run? CONCLUSION In your Economics journal, write down a paragraph or two on the following:I need help with .... I learnt more about .... I can explain ....... I enjoyed ...... I disliked ...... Lesson 2: Perfect Market - an introduction to perfect competition INTRODUCTION WELCOME BACK TO YET ANOTHER INTERACTIVE LESSON ON DYNAMICS OF MARKETS! DIG IN WITHIN YOURSELF Based on what we learnt on the previous lesson, what did we say is a market? Who are the participants within a market? Give examples of markets. Today's focus is on the Perfect Market structure, also known as 'perfect competition'. Here is what you need to know about this market: A perfect market exists only as a theoretical concept in Economics, meaning that we read and learn about it in our Economics content but it does not meet the conditions of markets that do exist. This market is characterised by many businesses which have no control or influence over price. BODY Alright grade 11's now lets get "in-formation". See what I did there? (Formation) See "attach section resources" to access today's presentation on perfect market. (add a PPT ON ATTACH) CONCLUSION TAP INTO MY EVERYDAY KNOWLEDGE Think of what you were introduced to today. Can you think of any business that falls under the perfect market structure? Would you want to open a business that is under perfect competition, and why? Lesson 3: Imperfect Market - an introduction to Monopoly WHAT IS AN IMPERFECT MARKET STRUCTURE? - An imperfect market structure consists of firms which have excessive market power and they have no perfect competition. - Imperfect competition implies that there are no perfect market conditions. MONOPOLY - MONO MEANS ONE A monopoly firm occurs when there is only 1 large seller of a unique product with no close substitiutes. This firm has the ability to control both the prices and the quantities they sell. ---------------------------------------------------------------------------------------------------------------- EXAMPLES OF MONOPOLIES IN SOUTH AFRICA ---------------------------------------------------------------------------------------------------------------- PROFITS Due to the fact that a monopoly firm is the only seller of a unique product which has no close substitutes and they are price makers, they stand a good chance of making economic profit in the short run and long run. A monopolist firm that is selling an unfamiliar unique product with less demand can make normal profit in the short run. De Beers can be an example as they are selling diamonds which less fortunate people would demand less due to financial constraints.They can also make an economic loss in the short run if they are paying high costs for producing their product. Do you still remember what economic profit, normal profit and economic loss are ? ------------------------------------------------------------------------------------------------------------------------------ CHARACTERISTICS OF A MONOPOLY FIRM See the attached audio explaining the characteristics of a Monopolistic firm in detail. Homework and Classwork are also attached below. Lesson 4: Imperfect Market - an introduction to Monopolistic competition MONOPOLISTIC COMPETITION This firm is a combination of both Monopoly and Perfect Competition characteristics, hence the name 'Monopolistic Competition'. In a monopolistic competition firm there are many buyers and sellers who have very little influence on the price of goods and services they sell. EXAMPLES OF MONOPOLISTIC COMPETITION CHARACTERICS OF MONOPOLISTIC COMPETITION Number of businesses: There are many buyers and sellers (many businesses). Nature of product: Monopolistic competition sell differentiated producted which may have some similar characteristics. E.g. McDonald and Burger King sell burgers (similar good) but they are not exactly the same in terms of ingredients. Product differentiation: Also known as product variation. Monopolistic competition make use of different packaging, client service, advertising to make their products slightly different from their competitiors. Availability of information: Incomplete knowledge Barriers to enter/exit market: There are no barriers to enter or exit the market. Price detemination: Monopolistic competitors have little influence on prices, they are price searchers. KINDS OF PROFITS Now that you have been introduced to monopolistic competition, what similarities and differences can you notice about this firm in comparison to monopoly and perfect competiton? Would you be interested in opening a firm in the imperfect market structure or perfect market structure? Support your answer. Lesson 5: Imperfect Market - an introduction to Oligopoly OLIGOPOLY - A market structure characterized by few large sellers who have excessive market power. Examples include: Washing powder brands, telecommunication networks, cement industries, petrol stations, etc. ************************************************************************************************************************************* CHARACTERISTICS OF AN OLIGOPOLISTIC FIRM THE ABOVE LISTED CHARACTERISTICS OF AN OLIGOPOLY SHALL BE EXPLAINED IN DEPTH ON THE POWERPOINT PRESENTATION ATTACHED BELOW. COLLUSION One of the most key characteristics that distinguishes an oligopoly from the monopoly and monopolistic competition firms. Collusion refers to an agreement between oligopolists on how to fix prices in order to make more profit while reducing competition. Collusion can enable an Oligopoly to make economic profit both in the short run and long run, but these profits get depleted quickly due to the money spent on non-price competition strategies. Collusion is bad for the consumers because they are the ones who are expected to pay a high price for goods and services. Good news is that consumers have a variety of options or competitors to buy from if they cannot pay a high price.	oercommons	2025-03-18T00:35:31.018630	Diagram/Illustration	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82847/overview", "title": "ECONS XI", "author": "Assessment" }
https://oercommons.org/courseware/lesson/112180/overview	Race in Latin America Unit Overview The subject of this unit is race in Latin America. It contains material and activities for six parts: introduction to Latin American diversity, pre-Columbian civilizations, colonization, the slave trade, post-colonial Latin America, and present day Latin America. The goal of this unit is to help students understand the connections between colonialism and the ethnic demographics of Latin America. Attachments The attachment for this resource is a sample unit on race in Latin America. 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 Faith Anthony-Mejia.	oercommons	2025-03-18T00:35:31.036685	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112180/overview", "title": "Race in Latin America Unit", "author": "Unit of Study" }
https://oercommons.org/courseware/lesson/65131/overview	Exponential Growth/Decay PowerPoint Presentation Exponential Growth/Decay Video Exponential Growth/Decay Overview Exponential Growth/Decay	oercommons	2025-03-18T00:35:31.056216	04/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65131/overview", "title": "Exponential Growth/Decay", "author": "German Madrid" }
https://oercommons.org/courseware/lesson/91909/overview	DERS PLANI DERS PLANI Okul Öncesi Dönem Çocuklarda Kodlama Çalışması Overview kodlama çalışması Okul Öncesi dönem çocuklarda kodlama çalışması overview: Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitim Programı Subject:Early Childhood Development Level:Preschool Material Type: Lesson Plan Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitim Programı Okul Öncesi Dönem Çocuklarda Kodlama Çalışması Okul öncesi dönem çocuklarda kodlama çalışması	oercommons	2025-03-18T00:35:31.075519	04/18/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91909/overview", "title": "Okul Öncesi Dönem Çocuklarda Kodlama Çalışması", "author": "Nurdan Birlik" }
https://oercommons.org/courseware/lesson/61917/overview	Robotic Golf Putter Overview Students in groups of two will use an EV3 kit, EV3 accessories kit and Microbit. To Create a robotic golf putter. The putter will use a Microbit to read and analyze its acceleration. The robot will be allowed to travel up to 2’ to strike the ball to make a 6-8’ putt. Robotic Golf Putter Robotic Golf Putter Summary: Students in groups of two will use an EV3 kit, EV3 accessories kit and Microbit. To Create a robotic golf putter. The putter will use a Microbit to read and analyze its acceleration. The robot will be allowed to travel up to 2’ to strike the ball to make a 6-8’ putt. Grade Level(s): 7-8 Time required: 1.5-2 weeks of 45 minutes classes Subject Area(s): Robotics or STEM Keywords: Design Process, Program, Sensors, Loops, Switches, Bluetooth Learning Objectives: - Program different computer components to work together using makecode.org/javascript editor. - Use sensors and sensor data to decide how to program robot. - Create inventive solutions to problems. After brainstorming multiple solutions. - Work in partnerships to implement chosen design solution Educational Standards: - 2-CS-02: Design projects that combine hardware and software components to collect and exchange data - 2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals - 2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. - 2-AP-14: Seek and incorporate feedback from team members and users to refine a solution that meets user needs. - 2-AP-18: Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts. Pre-requisite Knowledge: Nothing Vocabulary and Definitions: - Engineering Design Process: Problem solving process - Sensors: a device which detects or measures a physical property and records, indicates or responds to it. - Javascprit: a form of computer programing. - Blocks: Group of code grouped together. - Switch: Similar to an if statement controls the follow of the program based on the value of a variable. - Loop: Instructions continually repeated until a condition is reached. Resources: - EV3 kit - EV3 accessories kit - Microbit - Laptop computer - Putting Green or Surface - Golf Balls Introduction / Motivation: Let the students spend a few minutes taking turns putting on the practice putting greens Talk about technology and it use to improve performance in athletics and everyday life. Then explain that they will be creating robotic putters. In an attempt to make a 6-8’ putt. Lesson Background and Concepts for Teachers: - How to program an EV3 & Microbit with makecode.org/javascript editor. - The engineering or computer science design thinking process. Lesson Outline: Here are the step by step instructions for teaching the lesson - Students will be working in groups of 2. - If first time using Microbits walk class through it use and functions. 1 class period. - They will begin by brainstorming 3 or more ideas/solutions. This should be done in 1-2 class periods. (Teacher should monitor groups and help with groups that are struggling.) - Students will then discuss and decide on one solution and begin building the solution. Initial build will take 1-3 class periods. (Teacher monitors room and checks for equal participation from group members and helps as needed.) - As solution take shape students begin programing and experimenting with programing solution. Students will use computer table to document results and notes. 3 or more class periods. (Teacher will make spot checks of student documentation.) - When students feel they have a working prototype they will demonstrate and show program to instructor for grading. Lesson Closure: Once students have created a successful putter and program review the process and go over rubric to grade. Having the students help assess their work and partnership. Assessment: General STEM/Robotics Rubric \| STEM/ROBOTICS Rubric \| \|\|\|\|\| \| Students Name: Project Name: Period: Date: \| \|\|\|\|\| \| CATEGORY \| 100 \| 90 \| 80 \| 70-0 \| Total \| \| Daily Work(50) \| Clear evidence of troubleshooting, testing, and refinements based on the engineering design process. \| Some clear evidence of troubleshooting, testing and refinements based on the engineering design process. \| Some too little evidence of troubleshooting, testing and refinements based on the engineering design process. \| Little to no evidence of troubleshooting, testing or refinement based on the engineering design process. \| \| \| Written/Oral Report(10) \| Written/Oral explanations indicate a clear and accurate understanding of engineering design process underlying the construction and modifications as it relates to the project. \| Written/Oral explanations indicate a relatively accurate understanding of engineering design process underlying the construction and modifications as it relates to the project. \| Written/Oral explanations indicate some understanding of engineering design process underlying the construction and modifications as it relates to the project. \| Written/Oral explanations do not illustrate much understanding of engineering design process underlying the construction and modifications as it relates to the project. \| \| \| Design/Sketch/Plan(10) \| Appropriate materials/items were selected and creatively modified in ways that made it possible to complete the task. \| Appropriate materials/items were selected and there was an attempt at creativity and modification to complete part but not the entire task. \| Appropriate materials/items were selected. Some too little of the task was completed. \| Inappropriate materials/items were selected and little too none of the task was completed. \| \| \| Daily Journal (10) \| Journal provides a complete record of planning, construction, testing, modifications, reasons for modifications, and complete reflection about the strategies used and the results. \| Journal provides some record of planning, construction, testing, modifications, and reasons for modifications, and some reflection about the strategies used and the results. \| Journal provides some too little record of planning, construction, testing, modifications, and reasons for modifications, and some too little reflection about the strategies used and the results. \| Journal provides very little too no record of aspects of the planning, construction, testing, modifications, and reasons for modifications, and very little too no reflection about the strategies used and the results \| \| \| Project Testing(20) \| Project successfully meets all of listed criteria. \| Project successfully meets over 90% of listed criteria. \| Project successfully meets over 80% of listed criteria. \| Project successfully meets 0%-70% of listed criteria. \| \| \| Final Grade (100) \| Author: Tony Reisdorff Sources: https://education.lego.com/en-us/downloads/mindstorms-ev3/curriculum https://microbit.org/teach/	oercommons	2025-03-18T00:35:31.101570	Electronic Technology	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61917/overview", "title": "Robotic Golf Putter", "author": "Computer Science" }
https://oercommons.org/courseware/lesson/70883/overview	Not Sedentary, My Dear Watson Overview In this lesson, students use a Micro:bit to create a movement reminder device. This device will signal anyone wearing it to get up and move if they have been in one place for too long. Design Challenge Title: Not Sedentary, My Dear Watson Author: Keith Royer Background: Research demonstrates that low-intensity movement interruptions are an effective means of combatting sedentary (being still in one place too long) behavior. Challenge: Create a wearable device, using the Micro:bit, to alert the wearer to move after being sedentary (being still in one place too long). \| \| \| SDG Goal: Goal #3Ensure healthy lives and promote well-being for all at all ages \| Why is this challenge relevant to students? A sedentary lifestyle leads to health problems, and simple movements can improve the overall health of a person. \| Constraints/Criteria: \| Materials: \| CS Standards: \| \| Problem Solving Practice(s)/Process(s): \| Coding Activities/Lessons: \| STEM Career Connections: \| Literature Connections: \| Attachments/Student Handouts: \| \| Additional Resources/Notes: Movement Study - Ace Fitness (link)Adapted from Micro:bit Fitness Friend Lesson (link) \|	oercommons	2025-03-18T00:35:31.121870	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70883/overview", "title": "Not Sedentary, My Dear Watson", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/77195/overview	Methodical recomendation to topic No. 1 Overview Methodical recomendation to topic No. 1 Subject: Clinical anatomy and operativesurgery Methodical recomendation to topic No.1 Subject: Clinical anatomy and operative surgery	oercommons	2025-03-18T00:35:31.137469	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77195/overview", "title": "Methodical recomendation to topic No. 1", "author": "Lesson" }
https://oercommons.org/courseware/lesson/77590/overview	Better Than Google: OER Commons Overview Welcome to Day 2 of the Open Ed Pop Up Conference! In this aysnchronous session we will take a guided trip through OER Commons. You must join the group in order to particpate in the discussion (the directions to create a log in are on the website) Welcome! We are excited you joined us for this experience! Check out this quick video on why OER matters! Check This Out: Bill Gates Engage:Why OER? Check out what Bill Gates has to say about textbooks! \| \|---\| YOUR TASK:After watching the video, return to our Open Education Week Group and answer the discussion question! \| Time To Explore! OER Commons is a lot like TJ Maxx; it can be overwhelming if you arent sure what you are looking for! This section will help in navigating OER Commons. There are different types of resources available here in OER Commons, everything from webpages to full student and professional development lessons. This can be very overwhelming, kind of like Google. If you live in Pennsylvania a great place to start is the PAIU Hub. Since you joined this group, the PAIU Hub should now show up in the "My Hubs" dropdown menu. EXPLORE:Head back to the PAIU Hub Home page, under PAIU Resources take time to explore the different sections: I love the Trends section 😀 \| YOUR TASK:Find a resource that you like and save it to your items. This will allow you to have quick access next time you are looking for it. To do this: \| Ready For More?! Ok, we know that all of us are here for different reason. Some may be looking for pk-4 resources while others are looking for Biology lessons. The awesome thing is that both are available here in the Commons. We are going to kick it up a notch and use the DISCOVER tab! This can be done either using the Discover tab or by searching. For this activity we will use the Discover Tab. Explain:From the Discover dropdown menu, on the OER Commons Home Page, choose Resources. On this page there are resources listed by Subject Area and Material Type. There is a TON! Explore the topic most related to your area as well as a material type. \| Your Task:Return to our Open Education Week group and share the information you found with the group using the Discussion: \| Takeaway and Prep for tomorrow! ReflectionHow could your instruction improve by including Open Education Resources? Do you have a team membr that would benefit from Open Education Resources? \| Preperation For Day 3Tomorrow we will be exploring how to add Open Education Resources to a Hyperdoc lesson. I have added a hyperdoc of the material used in this section above.Finishing up the exploration of OER Commons, and a shameless plug 😉 , I recommend visiting the AIU8 Group and browsing what a hyperdoc lesson looks like (boring template, I know). If you are new to HyperDocs you may want to choose one for tomorrow that you can remix! \|	oercommons	2025-03-18T00:35:31.164266	02/25/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77590/overview", "title": "Better Than Google: OER Commons", "author": "Tracy Rains" }
https://oercommons.org/courseware/lesson/73944/overview	Reliable Online Resources Overview Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year. Title of Lesson: Reliable Online Sources Course Name: Library / Research Grade Level: 6th Grade Author’s Name: Louise Leach Author’s School District: Palmyra Area School District \| PA Academic Standards for English Language Arts \| \| CC.1.4: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. CC.1.4.6.W - Gather relevant information from multiple print and digital sources; assess the credibility of each source. \| \| \| PA Academic Standards for Career Education and Work \| \| 13.3: Career Retention and Advancement 13.3.8.A. - Determine attitudes and work habits that support career retention and advancement 13.3.8.B - Analyze the role of each participant’s contribution in a team setting 13.3.8.C - Explain and demonstrate conflict resolution skills: 13.8.3.E - Identify and apply time management strategies as they relate to both personal and work situations. \| \| \| Learning Objectives \| \| \| \| \| Conceptual Background \| \| Another teacher teaching this lesson would need to know characteristics of reliable online sources. Characteristics to look for to determine the reliability of online sources: \| \| \| Instructional Procedure \| \| \| Pacing \| Instructional Procedure \| \| 5 mins \| Brainstorm what students already know about the reliability of online sources. Create a Popplet (www.popplet.com) and ask the following question - What do I already know about reliable online sources? Record student responses on Popplet. \| \| 5 mins \| Watch the BrainPOP video on Online Sources(You need to have a BrainPOP account to view the video.) \| \| 25 mins \| Divide students into groups and assign the following roles:FacilitatorRecorderReporterTime KeeperGive each group an index card with one reliable online source and one unreliable online source to evaluate. Web addresses for online sources should be written on index cards. Sample web addresses for online sources can include:Reliable online sources:www.worldbookonline.comwww.discoveryeducation.comwww.mrdonn.orgwww.si.eduUnreliable online sources:http://allaboutexplorers.comwww.dhmo.orghttps://zapatopi.net/treeoctopus/www.thedogisland.comWorking together in their groups, students should evaluate the two online sources - one reliable and one unreliable. Using inquiry, students need to determine which online source is reliable and which online source is unreliable. \| \| 20 mins \| Student groups will create a Google Slides presentation showcasing the two online sources they evaluated and explaining which online source is reliable and which online source is unreliable. Presentations will be shared with the teacher when finished. \| \| 5 mins \| Students will create a Flipgrid video that is no longer than one minute explaining what they have learned about reliable online sources. \| \| 5 mins \| Revisit the class-created Popplet from the beginning of class. Make any necessary changes to the Popplet now that students have evaluated online sources. \| \| Formative Assessment \| \| \| PoppletReliable Vs. Unreliable Online Sources ChecklistFlipgrid Video \| \| \| Materials Needed \| \| \| PoppletBrainPop Video - Online SourcesReliable Vs. Unreliable Online Sources Checklist \| \| \| References \| \|	oercommons	2025-03-18T00:35:31.188335	Louise Leach	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73944/overview", "title": "Reliable Online Resources", "author": "Rachael Haverstick" }
https://oercommons.org/courseware/lesson/91379/overview	Renaissance Learning Activity Overview My names Dario and this is my lesson plan for an activity that approaches Grade 8 Social Studies. Particularly the Renaissace section of Grade Social Studies will be approached. Positive Behaviour Supports Here is the link to a sample of what a fuliflled Google Jamboard should look like: https://jamboard.google.com/d/1NRhF14P1fA4PhkjOFd3UnLmEZkb0Du8-IhqjQEYntC0/viewer?f=0 The lesson plan utilizes the positive behaviour support section of Alberta Education K-12 instructional supports. This lesson plan is intended for Grade 8 Social Studies, in particular, the Renaissance section. Through the use of partner work students will gain a clear understanding of the important figures and themes of the Renaissance. Using Google Jamboard, students will work with one another to add sticky notes containing the names of key figures or themes of the renaissance.	oercommons	2025-03-18T00:35:31.204729	Dario N	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91379/overview", "title": "Renaissance Learning Activity", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/41452/overview	Oregon Coast Science Project 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 ONE of the task analysis surveys below on your own. 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. Choose one of the sample tasks below (4th or 8th grade), read through it, and answer the survey that relates to that task. If you want to go through both of them and do both surveys, great, but you only have to do one. 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: Sample Task for review, task analysis survey, and NGSS Lesson Planning Template to drive reflection and creation. Collaboratively complete Survey 5. In your breakout group, open the sample task. Work through Survey 5 together and submit one Survey for the entire group. Next, follow directions below to outline a NGSS-aligned Task. Balloon Rocket Sample Task (mixed grades) (3PS2, 4PS3, 5PS1, MSPS1-3, HSPS1-3, various SEPs) Survey 5: Collaborative Survey for Task Analysis Here is an image of the 3 dimensions to quickly reference as you analyze the task. After your group has finished Survey 5, open the link for the NGSS Planning Template. One person should make a copy, change the name to reflect your group members, and share it to the group members and Kama (kama.almasi@lincoln.k12.or.us). Each person can then open it through google docs and work on it collaboratively to outline a modified lesson for the balloon rocket activity, aligning it to the NGSS. 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	2025-03-18T00:35:31.222609	Ruth McDonald	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/41452/overview", "title": "Oregon Coast Science Project Module 2 Tasks 5 & 6", "author": "Kama Almasi" }
https://oercommons.org/courseware/lesson/20296/overview	Oregon Coast Science Project Module 2 Tasks 3 & 4 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 What Does Science Talk in the Classroom Look Like? Individual Work Tips for Success: Task 3 does not have a survey, but you will need to be ready to share your thoughts about the three or four videos you watch. We found it very useful to take notes on each of the videos. Relate what you are watching to your own classroom and teaching practices and be ready to discuss these during our group meeting on January 30th. 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 Tips for Success: We encourage you to open the survey before you start the Task 4 work together. Work collaboratively on the survey, using your notes from Task 3. 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	oercommons	2025-03-18T00:35:31.241483	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20296/overview", "title": "Oregon Coast Science Project Module 2 Tasks 3 & 4", "author": "Kama Almasi" }
https://oercommons.org/courseware/lesson/64314/overview	Education Standards Ratios in Real Life Overview This activitiy will look at different ways to write ratios and how we see and use ratios in real life. Ratios in Sports Ratios in Art Ratios in Business Introduction A ratio compares values. Ratio review A video that reviews basic ratios. Examples of ratios in real life. Look at these examples and find a ratio(s) in the image. Examples explained There are at least 6 ratios on this chart. Ratios like this are used in lawnmowers, chainsaws, snow blowers, etc. The amounts may change based on the type of machine you have. One example would be the first of 32:1 is when you put 128 ounces (1gallon) of gas with 4 ounces of oil. 128/4 = 32/1 Making Lemonade Recipes are a good of examples of using ratios in real life. For the lemonade, 1 cup sugar to 5 cups water so if I had 2 cups of sugar I would need 10 cups of water. 1/5 = 2/10 Salsa The ratio here is 2 jars to 5 dollars or 2:5. If I wanted to buy 1 jar it would be $2.50. 2/5 = 1/2.5 Or if I wanted to buy 4 jars it would cost $10. 2/5 = 4/10 Ribeye Steak Many items are sold per pound. These would include meat products, fruits and vegetables, candy, carpentry nails, feed for animals, etc. For the steak above, the ratio would be 1 pound to $14.99. So if your steak weighs 2 pounds it would cost $29.98. 1/14.99 = 2/29.98 Activity Now I would like you to find some examples of ratios around you in real life. You can find them online, take a picture from something in a store or at your home. Then copy and paste onto this padlet. After you have posted your examples, give short explanation of the ratio you are displaying.	oercommons	2025-03-18T00:35:31.269614	03/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64314/overview", "title": "Ratios in Real Life", "author": "Valerie Rosenthal" }

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