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https://oercommons.org/courseware/lesson/65007/overview
|
Okul Öncesi Öğrencilerinde Dikkat Becerilerini Geliştirme
Overview
Milli Eğitim Bakanlığılı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitim Programı
Teacher Lesson Plan
Lesson Plan |
Grade Level:Kindergarden Subject: To be able to concentrate
Lesson Aim/Objective: Paying attention to the object / situation / event. To focus on the object / situation / event that needs attention. To explain the object / situation / event that attracts attention. Making predictions about object / situation / event.
Materials: Cards with objects, plants and animals. Cards with stick figures in different movements, evadan circles, colored sticks.
Common Core Standards: Attention skill (Cognitive Development)
Motivation: Gaining attention skills in preschool period is vital in the child's development. It is known how important attention-raising skills are, especially for school success. Therefore, a special importance should be given to the development of attention-gathering skills starting from the preschool period.
Instruction/Procedure:
* The teacher enters the class with cards in his hand. Children sit in a semicircle. Children wonder what the cards are used for and what the cards are.
* Teacher what did you have for breakfast yesterday morning? Which movie did you watch last night? What did you do first when you wake up in the morning? asks questions like. Each student is given the opportunity to answer. Here our children mind is multifunctional. We can keep many things in mind. Only some things are erased, some remain in our minds. Topics that will help us. In this way, the activity starts.
* The teacher says that he will show the cards in his hand for 5 seconds from easy to difficult. He asks children to say what's on their mind from objects on the card. The teacher gives each student an opportunity to answer.
* Children are asked to close their eyes for 5 seconds. And the teacher changes the cards in his hand. Children are curiously asking what to do. The teacher tells the children that they will show their cards with the stickman for 5 seconds, respectively. And asks students to make the move of the scavenger. Children try to act. Every student is given the opportunity.
* Later, the students move to the table. This time the teacher shows the card in the same way. He asks the child to complete the shape he sees with the help of the circle eva and cub. Every child is given the opportunity.
Assessment Activity:
- Was it difficult to keep in mind the objects on the card at the first event?
- Was it difficult to remember the images on the low-object card? Or was it difficult to keep in mind the pictures on the multi-object card?
- Was time sufficient to keep in mind?
- Was it easy to do stickman movements on the card with your body? Or was it difficult?
- Was it easy to complete the stick figure on the card with the help of circle eva and cub? Or was it difficult?
- Is it more effective to do it using material or do it using our body?
- Was time enough to keep in mind for stickman activity?
Follow Up: When the children left the classroom for feeding, the teacher hung stickman cards in certain parts of the classroom. It is observed whether they attract their attention when they enter the classroom. The attention of the cards noticed by the children is measured by asking whether they are the same stickman movements used in the previous activity.
Notes/Reflections/Reminders Considering individual differences, there may be differences in students' attention span. In this case, while the activity is applied, its duration can be changed according to individual differences. (In individuals with hyperactivity and attention deficit) |
|
oercommons
|
2025-03-18T00:35:31.297789
|
İlknur Akbaş
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65007/overview",
"title": "Okul Öncesi Öğrencilerinde Dikkat Becerilerini Geliştirme",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/106623/overview
|
OREGON MATH STANDARDS (2021): [HS.GM]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: HS.GM.A.1
Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions.
STANDARD: HS.GM.A.1
Standards Statement (2021):
Apply definitions of rotations, reflections, and translations to transform a figure and map between two figures in authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.GM.A.2, 8.GM.A.3, 8.GM.A.5, HS.GM.A.2, HS.GM.A.4 | N/A | 8.AFN.A.1, HS.AFN.A.2, HS.AFN.D.9 | HSG.CO.A.2 HSG.CO.A.4 HSG.CO.A.5 HS.GM.A Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to determine congruency by identifying the rigid transformation(s) that produced the image of a figure.
- Opportunities should be provided for students to write statements of congruency.
- Given two polygons, students should be able to use the definition of congruence in terms of rigid motions to verify congruence if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
- Students should be able to use function notation to represent transformations in the coordinate plane.
Terminology
- A rigid transformation that preserves size and shape (e.g. translation, rotation, or reflection).
Boundaries
- Draw the transformation (rotation, reflection, or translation) for a given geometric figure.
- Students should be able to apply definitions of reflections across any line in context or on a coordinate grid.
- Students should be able to apply definitions of rotations around any point of any degree in context or on a coordinate grid.
Teaching Strategies
- Students should have ample opportunities to use geometric tools and/or technology to explore figures created from translations, reflections, and rotations.
- Students should be able to determine images created by a given translations, reflections, or rotations.
Examples
2021 Oregon Math Guidance: HS.GM.A.2
Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions.
STANDARD: HS.GM.A.2
Standards Statement (2021):
Verify experimentally the properties of a dilation given a center and a scale factor. Solve problems in authentic contexts involving similar triangles or dilations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.GM.A.3, 8.GM.A.4, 8.GM.A.5 | HS.GM.A.1, HS.GM.A.3, HS.GM.D.12 | HS.AFN.D.9 | HSG.SRT.B.5, HSG.SRT.A.1, HSG.SRT.A.2, HSG.SRT.A.3 HS.GM.A Crosswalk |
Standards Guidance:
Clarifications
- Explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
- Students should be able to identify dilation as reduction or enlargement depending on scale factor.
- Students should be given opportunities to draw a dilated image given any center and scale factor in context or on a coordinate grid.
- Students should be able to describe properties of dilations, such as center, scale factor, angle measure, parallelism, and collinearity.
Terminology
- A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
- The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
Teaching Strategies
- Triangles can be shown to be similar using transformations and triangle similarity theorems. Apply theorems of AA similarity, SSS similarity, and SAS similarity to prove similarity of two given triangles.
- Dilations should be limited to those centered at the origin.
Progressions
- Model with mathematics to use similarity to solve authentic problems to measure lengths and distances indirectly.
- Use the properties of similarity transformations could be used to establish the Angle-Angle (AA) criterion for two triangles to be similar.
Examples
- A high school student visits a giant cedar tree near the town of Elk River, Idaho and the end of his shadow lines up with the end of the tree’s shadow. The student is 6 feet tall and his shadow is 8 feet long. The cedar tree’s shadow is 228 feet long. How tall is the cedar tree?
2021 Oregon Math Guidance: HS.GM.A.3
Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions.
STANDARD: HS.GM.A.3
Standards Statement (2021):
Use the slopes of segments and the coordinates of the vertices of triangles, parallelograms, and trapezoids to solve problems in authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
HS.GM.A.2 | N/A | 8.AEE.B.5, 8.AEE.B.6, 8.AEE.C.8 | HSG.GPE.B.5 HS.GM.A Crosswalk |
Standards Guidance:
Clarifications
- Students should have opportunities to analyze and apply theorems about lines and angles from the context of parallel lines cut by a transversal to make sense of relationships between lines and angles in quadrilaterals and triangles.
- Students should be familiar with triangle congruence theorems (SSS, SAS, ASA, AAS, or HL) to solve problems and to prove relationships in geometric figures by applying geometric and algebraic reasoning.
Progressions
- Possible applications include using slopes to determine parallel sides in parallelograms and trapezoids, perpendicular diagonals in rhombuses, perpendicular sides in a rectangle
- Use slope and coordinates to verify mid-segment properties in triangles and trapezoids.
- Use coordinates of vertices for lengths of sides and diagonals to classify quadrilaterals and triangles.
Examples
2021 Oregon Math Guidance: HS.GM.A.4
Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions.
STANDARD: HS.GM.A.4
Standards Statement (2021):
Use definitions of transformations and symmetry relationships to justify the solutions of problems in authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.GM.A.1, 4.GM.A.2, 4.GM.A.3, 4.GM.C.7 | HS.GM.A.1 | HS.AFN.D.9 | HSG.CO.A.1 HS.GM.A Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to define and identify figures as preimages and images.
- Students use definitions to identify lines of symmetry and angles of rotation to map a figure onto itself.
- Students use definitions to identify angles of rotation, lines of reflection, and directions of translations to map a preimage onto its image.
- Students use definitions to experiment with transformations represented on and off the coordinate plane.
Terminology
- Definitions of geometric figures and geometric relationships could include definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
Boundaries
- Definitions should include angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.GM.B.5
Cluster: HS.GM.B - Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology.
STANDARD: HS.GM.B.5
Standards Statement (2021):
Apply and justify triangle congruence and similarity theorems in authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.GM.A.2 | HS.GM.B.6 | N/A | HSG.CO.B.7 HSG.CO.B.8 HS.GM.B Crosswalk |
Standards Guidance:
Clarifications
- Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure;
- Given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
- Students should be able to apply properties of congruence to solve problems with missing values involving corresponding parts. Opportunities should also be available for students to understand when conditions do not result in congruence.
Boundaries
- The focus here is to develop an understanding of techniques for proving that two triangles are congruent.
- Advanced courses could include explanations for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions (HSG.CO.B.8).
Terminology
- Logic statements include conditional, converse, inverse, and contrapositive statements.
Teaching Strategies
- Use of triangle congruence theorems (SSS, SAS, ASA, AAS, or HL) should be used to solve problems in authentic contexts.
- Students’ ways of communicating triangle congruence could possibly include formal methods such as: logic statements, two-column proofs, paragraph proofs, and flow proofs.
Examples
- Construct viable arguments and critique the reasoning of others when showing that two triangular roof trusses must be congruent.
2021 Oregon Math Guidance: HS.GM.B.6
Cluster: HS.GM.B - Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology.
STANDARD: HS.GM.B.6
Standards Statement (2021):
Justify theorems of line relationships, angles, triangles, and parallelograms; and use them to solve problems in authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.GM.B.4, 8.GM.A.5, HS.GM.B.5 | HS.GM.D.12 | N/A | HSG.CO.C.9 HSG.CO.C.10 HS.GM.B Crosswalk |
Standards Guidance:
Clarification
- Students should be given opportunities to explore using visual tools in order to precisely prove when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent.
Boundaries
- Angle and line relationship theorems include:
- when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; and conversely use to justify lines are parallel;
- points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
- vertical angles are congruent;
- Triangle Theorems include:
- Sum of interior angles 180 degrees
- Properties of special triangles (isosceles, equilateral, and right).
- Angle sums formed by polygons
- Parallelogram theorems include:
- Properties of special quadrilaterals (sides, angles, and diagonals), and
- Properties of special triangles (isosceles, equilateral, and right).
Clarifications
- Students should be provided opportunities to build a conceptual understanding of a point, line, line segment, plane, arc, and angle through modeling and exploration of authentic phenomena.
- Students should use symbolic notation for point, line, plane, line segment, angle, circle, arc, perpendicular line, and parallel line.
Progressions
- Construct viable arguments and critique the reasoning of others when justifying the congruence of diagonals in a rectangle that is built by a contractor installing a rectangular window.
Examples
2021 Oregon Math Guidance: HS.GM.B.7
Cluster: HS.GM.B - Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology.
STANDARD: HS.GM.B.7
Standards Statement (2021):
Perform geometric constructions with a variety of tools and methods.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.GM.A.2 | N/A | N/A | HSG.CO.D.12 HS.GM.B Crosswalk |
Standards Guidance:
Clarifications
- Student should be able to:
- Copy a segment and angle.
- Bisect a segment and angle.
- Construct perpendicular lines, including the perpendicular bisector of a line segment.
- Construct a line parallel to a given line through a point not on the line.
Teaching Strategies
- Tools to include compass and straightedge, string, reflective devices, paper folding, and/or dynamic geometric software.
- Constructions to include copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
Progressions
- Use appropriate tools strategically when choosing the physical method and appropriate procedures for performing a construction
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.GM.C.8
Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts.
STANDARD: HS.GM.C.8
Standards Statement (2021):
Solve authentic modeling problems using area formulas for triangles, parallelograms, trapezoids, regular polygons, and circles.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.GM.A.1, 7.GM.B.3, 7.GM.B.5, 8.GM.C.9 | HS.GM.C.9 | N/A | HSG.GMD.A.1 HS.GM.C Crosswalk |
Standards Guidance:
Teaching Strategies
- Students should give informal arguments for area formulas, and combine them to solve problems with composite figures.
- Students should be able to choose the appropriate geometric polygon to approximate the area of irregular objects.
Examples
- Model with Mathematics can be used here to solve a variety of problems involving area.
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.GM.C.9
Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts.
STANDARD: HS.GM.C.9
Standards Statement (2021):
Use volume and surface area formulas for prisms, cylinders, pyramids, cones, and spheres to solve problems and apply to authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.GM.B.5, 8.GM.C.9, HS.GM.C.8 | N/A | N/A | HSG.GMD.A.3 HS.GM.C Crosswalk |
Standards Guidance:
Teaching Strategies
- Students should be able to choose the appropriate geometric figure or solid to approximate density of irregular objects in a geometric situation.
- Students should give informal arguments for area and volume formulas, and combine them to solve problems with composite figures. This standard is limited to right solids.
Examples
- Make sense of problems and persevere in solving them when finding the volume of prisms and pyramids with regular polygon bases (possibly using trigonometry)
- Persons per square mile, fish per cubic feet of a fish tank
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.GM.C.10
Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts.
STANDARD: HS.GM.C.10
Standards Statement (2021):
Use geometric shapes, their measures, and their properties to describe real world objects, and solve related authentic modeling and design problems.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.GM.A.1, 7.GM.B.3, 7.GM.B.5, 8.GM.C.9 | N/A | HS.NQ.B.3, HS.NQ.B.4, HS.NQ.B.5 | HSG.MG.A.1 HSG.MG.A.3 HS.GM.C Crosswalk |
Standards Guidance:
Clarifications
- This includes the use of volume formulas for prisms, cylinders, pyramids, cones, and spheres.
- Students should be able to verify experimentally the formulas for the volume of a cylinder, pyramid, sphere, prism and cone; emphasize volume as the product of the area of the base and the height for both prisms and cylinders.
- Students should find the volume of solids and composite solids to explain real-life phenomena.
Terminology
- Prism – a solid figure that has the same cross section all along its length
Examples
- Model with Mathematics can be used here to solve a variety of problems such as designing a real world object with CAD design tools for 3D printing or CNC machining.
2021 Oregon Math Guidance: HS.GM.C.11
Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts.
STANDARD: HS.GM.C.11
Standards Statement (2021):
Apply concepts of density based on area and volume in authentic modeling situations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.GM.C.9 | N/A | HS.AFN.A.3, 7.RP.A.1, HS.NQ.B.4, HS.NQ.B.5 | HSG.MG.A.2 HS.GM.C Crosswalk |
Standards Guidance:
Clarifications
- The focus is on geometric probability and proportional reasoning.
- This should include an understanding of the ratios of areas (area ratio = (scale factor)^2) and volumes (volume ratio = (scale factor)^3) of similar figures.
Examples
- Model with Mathematics to compute persons per square miles, BTUs per cubic foot, or specimens per acre.
2021 Oregon Math Guidance: HS.GM.D.12
Cluster: HS.GM.D - Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions.
STANDARD: HS.GM.D.12
Standards Statement (2021):
Apply sine, cosine, and tangent ratios, and the Pythagorean Theorem, to solve problems in authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.GM.B.6, 8.GM.B.7, HS.GM.A.2, HS.GM.B.6 | N/A | N/A | HSG.SRT.C.8 HSG.SRT.C.6 HSG.SRT.C.7 HS.GM.D Crosswalk |
Standards Guidance:
Clarifications
- In seventh grade, students write and solve equations using supplementary, complementary, vertical, and adjacent angles.
- Explain and use the relationship between the sine and cosine of complementary angles (e.g. sin(30) = cos(60) = 0.5).
Teaching Strategies
- Demonstrate understanding that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
- Students should be able to use sine, cosine, and tangent to solve real-life problems that require them to find missing side and angle measurements.
Progressions
- Applications should involve finding angle and side measures of right triangles.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.GM.D.13
Cluster: HS.GM.D - Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions.
STANDARD: HS.GM.D.13
Standards Statement (2021):
Apply the Pythagorean Theorem in authentic contexts, and develop the standard form for the equation of a circle.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.GM.B.8 | HS.GM.D.14 | HS.AEE.A.2, HS.AEE.D.9 | HSG.GPE.A.1 HS.GM.D Crosswalk |
Standards Guidance:
Terminology
- The standard form of the equation for a circle is (x-h)2 + (y-k)2 = r2.
Clarifications
- Students should be able to identify the center and radius of a circle from an equation in standard form or from the graph of a circle.
- Students should be able to write the equation of a circle in standard form given the graph of the circle.
- Students should be able to graph a circle from the standard form equation of a circle.
Teaching Strategies
- Given the coordinates of the center and length of the radius, write the equation of the circle in standard form.
- Given the equation of a circle in standard form, determine the coordinates of its center and the length of its radius.
Progressions
- Use the Pythagorean Theorem to develop and apply the distance formula
- Look for and make use of structure to make connections to the Pythagorean Theorem and distance formula.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.GM.D.14
Cluster: HS.GM.D - Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions.
STANDARD: HS.GM.D.14
Standards Statement (2021):
Use the coordinate plane to determine parallel and perpendicular relationships, and the distance between points.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.GM.B.6, 8.GM.B.8, HS.GM.D.13 | N/A | N/A | HSG.GPE.B.4 HS.GM.D Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to classify quadrilaterals as parallelograms (including rectangles, rhombi, and squares) using sides and diagonals.
- Students should be familiar with the distance formula when calculating the area and perimeter of quadrilaterals and triangles.
Terminology
- Cartesian coordinates refer to (x,y) system on a rectangular grid with the x-coordinate representing horizontal distance from the origin, and the y-coordinate representing vertical distance from the origin.
Boundaries
- Course level expectation is limited to use of a rectangular (Cartesian) coordinate system.
Teaching Strategies
- Applications include the use of coordinates to compute perimeters of polygons and areas of triangles and rectangles. The distance formula will play an important role in these applications.
- Students apply their understanding of linear relationships to derive definitions and to solve problems related to distance, midpoint, slope, area, and perimeter.
Progressions
- Use slope and length of line segments to classify quadrilaterals in the coordinate plane.
- Calculate the area and perimeter of parallelograms, triangles, and regular polygons in the coordinate plane.
Examples
- Use appropriate tools strategically to choose between tools such as the slope formula, distance formula, midpoint formula, or Pythagorean Theorem.
- Find the length of a line segment plotted on the coordinate plane.
- Illustrative Mathematics:
|
oercommons
|
2025-03-18T00:35:31.503919
|
07/11/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106623/overview",
"title": "OREGON MATH STANDARDS (2021): [HS.GM]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/102067/overview
|
FRICTION!
Overview
This resource provides basic information on four types of friction - sliding, static, rolling, and fluid. It is aimed primarily at an upper elementary or lower middle school curriculum.
Background Information
Friction is all around us! Friction is a force that is trying to slow down the motion of objects. It even tries to stop objects from moving in the first place! In the photograph above, the girl is having a great time sledding down the sand dune at Great Sand Dunes National Park and Preserve. However, friction is trying to slow her down!
There are four main types of friction. These are:
- Sliding Friction
- Static Friction
- Rolling Friction
- Fluid Friction
We will learn about each type in the next several sections.
Sliding Friction
Sliding Friction
Sliding friction is the friction that occurs between two objects sliding over each other. This kind of friction can produce a lot of heat! In the picture below the man used a bow drill to start a fire without matches!
Static Friction
Static friction is the friction between two objects that are not moving. Static friction is trying to keep the object at rest! If you want to push an object and get it sliding, you would have to overcome the static friction. Static friction can often be the strongest frictional force.
In the picture below, the dog and the couch have static friction. It looks like it would take a lot of force to get the dog moving off of the couch!
Rolling Friction
Rolling friction is the force of one object rolling over another. Rolling friction is often a lesser force than static or sliding friction. Think about how the wheel makes life easier! Imagine having to carry all of the vegetables or drag them across the ground on a tarp. The wheel greatly decreases the amount of friction!
Fluid Fricton
Fluid friction is the frictional force when an object is moving through a fluid, which is a gas or liquid. Air resistance is a common form of fluid friction. Think of how hard it is to walk or ride a bicycle in the wind! The fluid friction is trying to slow you down and making it harder to move!
Dogs seem to love the fluid friction of air moving past a car's window!
Review and Assessment
To review, please watch the video titled "Real Life Examples of Friction" by MooMoo Math and Science. Then, answer the questions below. Please write the answers on paper and bring them to class.
Questions from the lesson and video:
- Which kind of friction is often the strongest?
- When you rub your hands together, what kind of friction are you experiencing?
- What kind of friction exists between a stationary refrigerator and the floor?
- What kind of friction exists between a swimmer and the water?
- Give an example of fluid friction from the video.
- Give an example of rolling friction from the video.
- Describe a situation in which you would want to have a higher frictional force. Explain why.
- Describe a situation in which you would want to have a lower frictional force. Explain why.
|
oercommons
|
2025-03-18T00:35:31.524252
|
03/23/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102067/overview",
"title": "FRICTION!",
"author": "Erin Wheeler"
}
|
https://oercommons.org/courseware/lesson/94732/overview
|
الوسائل التعليمية الطبية
Overview
يهدف الموقع الى
التعرف الى الوسائل الطبية
كيفية استخدام الوسائل الطبية
معرفة الادوات الطبية
معرفة الاجهزة الطبية
معرفة اهمية الاجهزة الطبية
الصفحة الرئيسية
مرحبا بكـــــم في موقع الوسائل التعليمية الطبية
إعداد/ سالي البعداني إشراف د/أنور الوحش
المواضيع
أنواع الوسائل التعليمية | أهمية الوسائل التعليمية الطبية | تعريف الوسائل التعليمية الطبية |
الأدوات الطبية |
من نحن
نحن طلبة قسم تكنولوجيا التعليم والمعلومات الدفعة التاسعة شعبة المعلومات
تعريف الوسائل التعليمية الطبية
تعريف الوسائل التعليمية الطبية
هي الوسائل المهمة للاستخدام لأغراض طبية وتفيد المرضى من خلال مساعدة مقدمي الرعاية الصحية في تشخيص المرضى وعلاجهم ومساعدة المرضى على التغلب على المرض وتحسين نوعية حياتهم
أهمية الوسائل التعليمية الطبية
أهمية الوسائل الطبية
كما نتعلم ان تشخيص الكثير من الأمراض وعلاجها يحتاج الى وسائل خاصة للقيام بالعلاج بسرعة عندما تذهب الى المستشفيات او العيادات نشاهد معدات يستخدمها الطبيب في التشخيص وفي العمليات الجراحية او غير الجراحية تشاهد اجهزة حديثة مع التقنيات الحديثة التي لا يمكن علاجها الا بمساعدتها او لا يمكن العلاج بالدعة عند عدم استخدامها ويحتاج الشخص الى بعض الوسائل الطبية لإنجاز العملية ولعله لا يحصل الى تحسين المرضى دون استخدام هذه الوسائل
أنواع الوسائل التعليمية الطبية
أنواع الوسائل التعليمية الطبية
الاجهزة الطبية التي تستخدم للوقاية من المرض
الاجهزة الطبية التي تساعد الطبيب لتشخيص المرض
الاجهزة الطبية التي تساعد الطبيب في علاج المرضى
الاجهزة الطبية التي تستخدم بعد العلاج
وتختلف الاجهزة الطبية من حيث الاستخدام المقصود لها ومن حيث دواعي الاستعمال وتتراوح الامثلة بين الوسائل بسيطة وقليلة المخاطر مثل اجهزة الاكتئاب التي تعمل بالسان
الأدوات الطبية
الأدوات الطبية
السماعات الطبية: تعد السماعة الطبية من اشهر الادوات التي يتميز بها الاطباء والتي من خلالها يسمعون نبضات القلب وصوت النفس وتستخدم مع جهاز الضغط لتحديد قراءة ضغط الدم الانبساطي والانقباضي
ميزان الحرارة البرغي :يعد ميزان الحرارة من اهم الادوات الطبية الموجودة مع الطبيب اذ انه يقيس درجة الجسم بدقة وله عدة انواع منها
1- ميزان الحرارة المستقيم
2- ميزان الحرارة الرقمي
3- ميزان الحرارة الخاص ب لاذن
3-الإبر :لا يمكن ذكر طبيب دون ذكر الابر وتختلف من حيث قياسها فمنها الابرة الثخينة التي تعطي العضل ومنها ما هو رقيق ولا تكاد تسبب الألم مثل ابرة المطاعيم وابر السكر التي يستطيع الشخص ان يأخذها بمفردة
4-أداة الحافظة :عبارة عن لوح صغير منبسط من الخشب ومعقم ومغلف ويستخدمها الطبيب في الضغط على اللسان لأسفل حتى يمكن من فحص اللوزتين ومعاينة التهاب الحلق
5-جهاز ضغط الدم: من الاساسيات التي تخلو منها مستوصف او عيادة ويعد من اكثر الانواع استخداما لأنه يتميز بقراءة ادق مقياس الضغط الإلكتروني الذي يعد مناسبا اكثر لاستخدام الشخصي في المنزل
6- المنظار الخاص ب الاذن يستطيع الطبيب من خلاله معرفة اذا كانت طبلة الاذن حمراء اللون او ملتهبة
7-المطرق :يستخدم لقياس مدى استجابة الاعصاب للمؤثرات الخارجية عن طريق ضرب الركبة ضربا خفيفا
8-جهاز السونار :يتواجد في جميع العيادات الطبية والمستوصفات ولا نستخدم فقط على الحامل والاطمئنان على الجنين
9-منظار العيون:
10-المقصات والخيوط الطبية
11- اكياس الدم والضمادات
|
oercommons
|
2025-03-18T00:35:31.545521
|
أماني علي المنصوب
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94732/overview",
"title": "الوسائل التعليمية الطبية",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/75058/overview
|
Integrated Criminal Justice Social Work Intervention Model
Overview
Social Work Intervention Model in CJS
Integrated Criminal Justice Social Work Intervention Model
The model dwells on three pillars:
- Prevent crime (Community Based Crime Prevention)
- Provide access to justice and psycho- social care for offenders (Custodial Social Work)
- Support clients through meaningful reintegration (Rehabilitation Social Work)
Community Based Crime Prevention
Globalization and liberalization of the economy has brought tremendous changes in the community. It has increased the difference among the poor and rich. The number of people jobless has increased. Combined with the above-mentioned fact, a new found consumerism has resulted in the increased crime rate. Thus, the local community should work on “creation of right opportunities at the right time”. The main activities in this pillar includes concentrating on youth by providing services such as crime prevention street plays, career development workshops, sports, vocational and entrepreneurship training. This reduces the chance of youth being criminalized.
Custodial Social Work
It is evident from statistics that crime is a socio- economic and political phenomena which will be happening in any given time and space. Hence the role of social worker is to strengthen the access to justice mechanism, namely the first time (accidental) offenders and innocent undertrials who are put behind bars. It is also important to reform the offenders. In order to motivate both under trail and convict prisoners (men and women) towards reformation, intervention at custody is necessary. Some of the activities in this pillar includes legal aid/ guidance to the under-trail prisoners, supporting convicts to obtain legal rights such as parole, furlough and death parole, etc.
Rehabilitation Social Work
Rehabilitation begins with vocational training inside the prison, adult literacy, establishing a suitable home environment and creating employment opportunities for the released prisoners. Rehabilitation will lead to re-integration of released inmates with the society.
|
oercommons
|
2025-03-18T00:35:31.568097
|
11/24/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75058/overview",
"title": "Integrated Criminal Justice Social Work Intervention Model",
"author": "RONALD YESUDHAS"
}
|
https://oercommons.org/courseware/lesson/69238/overview
|
Education Standards
OSPI Statistics and Geometry Instructional Task: Age Distribution
Overview
This resource was created by the Washington Office of Superintendent of Public Instruction.
Task
OSPI Statistics and Geometry Instructional Task H
Statistics and Geometry; Standard S-ID.2, Claim 1; S-ID.3, Claim 1; S-ID.2, Claim 4D; S-ID.3, Claim 1
Age Distributions
Random samples of 200 people from Kenya and the United States were taken. A study will compare the age distributions of the two countries. The data collected is represented in the box plots below.
- What measure would be used to compare the centers of these distributions? Explain your reasoning with numbers and words.
- Compare the centers of these distributions and interpret the meaning of these in terms of the population samples.
- Find the interquartile range (IQR) of each sample and explain what a smaller IQR indicates about a country.
- Compare the first quartile of each sample and interpret the meaning of these in terms of the population samples.
Rubric
Rubric
Question Number | Standard/Claim | Description |
H | S-ID.2/Claim 1 S-ID.3/Claim 1 S-ID.2/Claim 4D S-ID.3/Claim | A 4-point response demonstrates full and complete understanding of the standards and claims by doing all the following:
States the smaller first quartile for Kenya indicates the lowest 25% of the Kenya sample are younger than US’s. |
A 3-point response demonstrates reasonable understanding of the standards and claims by doing six of the following:
States the smaller first quartile for Kenya indicates the lowest 25% of the Kenya sample are younger than US’s. | ||
A 2-point response demonstrates partial understanding of the standards and claims by doing four of the following:
States the smaller first quartile for Kenya indicates the lowest 25% of the Kenya sample are younger than US’s. | ||
A 1-point response demonstrates limited understanding of the standards and claims by doing two of the following:
States the smaller first quartile for Kenya indicates the lowest 25% of the Kenya sample are younger than US’s. | ||
A 0-point response demonstrates almost no understanding of the standards and claims. |
OSPI Statistics and Geometry Instructional Task H Exemplar
OSPI Statistics and Geometry Instructional Task H Exemplar
Statistics and Geometry; Standard S-ID.2, Claim 1; S-ID.3, Claim 1; S-ID.2, Claim 4D; S-ID.3, Claim 1
Age Distributions
Random samples of 200 people from Kenya and the United States were taken. A study will compare the age distributions of the two countries. The data collected is represented in the box plots below.
- What measure would be used to compare the centers of these distributions? Explain your reasoning with numbers and words.
- Compare the centers of these distributions and interpret the meaning of these in terms of the population samples.
- Find the interquartile range (IQR) of each sample and explain what a smaller IQR indicates about a country.
- Compare the first quartile of each sample and interpret the meaning of these in terms of the population samples.
|
|
oercommons
|
2025-03-18T00:35:31.612988
|
Hannah Hynes-Petty
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69238/overview",
"title": "OSPI Statistics and Geometry Instructional Task: Age Distribution",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/73952/overview
|
Career Profile Research
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: Career Profile Research
Course Name: General English 12
Grade Level: 12
Author’s Name: Jenna Reich
Author’s School District: Lebanon School District
| PA Academic Standards for English Language Arts | |
CC.1.2: Reading Informational Text CC. 1.2.11-12.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. CC.1.4: Writing CC.1.4.11-12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction CC.1.4.11–12.V - 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. | |
| PA Academic Standards for Career Education and Work | |
13.1: Career Awareness and Preparation 13.1.11.B - Analyze career options based on personal interests, abilities, aptitudes, achievements and goals. 13.1.11.E - Justify the selection of a career.13.1.11.F - Analyze the relationship between career choices and career preparation opportunities. 13.2: Career Acquisition (Getting a Job) 13.2.11.B - Apply research skills in searching for a job
| |
| Learning Objectives | |
| |
| Conceptual Background | |
| This unit begins with students learning how to set SMART goals. Students will take guided notes on what a SMART goal is and write a SMART goal for their future career. | |
| Instructional Procedure | |
| Pacing | Instructional Procedure |
| Day 1 | |
| 5 minutes | Activating strategy: Begin class by having students share their SMART goal with a partner. (relates to the previous lesson on how to write SMART goals) |
| 10 minutes | Introduce the research assignment to the class and go over the expectations.
|
| 40 minutes | Allow students the remaining class time to begin conducting research on their chosen career. |
| Day 2 | |
| 62 minutes | Students should continue their research and answer the guided research questions during the class period. Students should submit the answers to the guided research assignment by the end of the second day. |
| Formative Assessment | |
| Students will submit their completed guided research assignment before they begin working on the Career Profile essay. | |
| Materials Needed | |
| Guided Research for Career Profile Occupational Outlook Handbook website | |
| References | |
|
oercommons
|
2025-03-18T00:35:31.635940
|
Jenna Reich
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73952/overview",
"title": "Career Profile Research",
"author": "Rachael Haverstick"
}
|
https://oercommons.org/courseware/lesson/92757/overview
|
Education Standards
OR Tribal History: Our 9 Native American Tribes
Overview
This was a presentation about Oregon's 9 Native Tribes that I created for my 2nd grade students amid distance learning from 2020-2022.
This in no way shape or form is a completed resource, and in fact I welcome feedback, comments, and collaboration to make this document better!
All of the information I have used within the presentation was gathered through each tribes website provided within the Oregon Blue Book (https://sos.oregon.gov/blue-book/Pages/national-tribes.aspx).
As this is a working/living resource, my hope is that I will also have this translated into Spanish (my first language) to be used in Dual language or World Language classrooms!
This was a presentation I created for my 2nd grade students amid distance learning from 2020-2022.
This in no way shape or form is a completed resource, and in fact I welcome feedback, comments, and collaboration to make this document better!
All of the information I used within the presentation was gathered through each tribes website provided within the Oregon Blue Book (https://sos.oregon.gov/blue-book/Pages/national-tribes.aspx).
As this is a working/living resource, my hope is that I will also have this translated into Spanish (my first language) to be used in Dual language or World Language classrooms!
|
oercommons
|
2025-03-18T00:35:31.656145
|
05/16/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92757/overview",
"title": "OR Tribal History: Our 9 Native American Tribes",
"author": "Adriana Rosales"
}
|
https://oercommons.org/courseware/lesson/93653/overview
|
Mixed-Media Mania
Overview
This resource will give some ideas of projects for an art club at your school.
Royall Art Club
Mixed-Media Mania
By: Krystal Fuentes-Royall Elementary School
Planning:
Name of Club: Royall Art Club
Grade Level: 3rd -5th
Number of Attendees: About 8-10 students
Goal of the Club: The goal of the club is for students to explore different areas of art that include drawing, printmaking, painting, and experimentation with a variety of materials. I want students to learn about art history, elements and principles, and expand on knowledge of creativity while applying personal ideas and meaning behind their artwork.
Monday #1
Drawing
Glue and Chalk Pastel Landscapes
Supplies:
Black Construction Paper, 12x18
Glue
Cray-Pas Junior Artist Oil Pastels (25 color set)
Directions:
- On the first day of the club, I will introduce students to several landscape artists and many ways to look at perspective, foreground, middle-ground, and background.
- I will then allow students to create a landscape making sure to use the horizon line.
- I will demonstrate and show an example of how to use clear glue on black paper to create landscape lines. This will need to be set aside to dry.
- The last step to this process is to use chalk to add warm and cool colors inside of the lines to create a landscape.
- We will discuss the final product together.
Monday #2
Painting
Warm/Cool Painted Paper Weaving
Supplies:
White Paper, 9x12, 80 lb.
Scissors
Tempera paint
Directions:
- I will introduce several different artists and cultures from around the world and discuss the process of weaving.
- I will prepare two square sheets of paper and supplies.
- The first paper will be painted with warm colors.
- The second paper will be painted with cool colors.
- I will demonstrate how to cut and weave paper together.
- The final product will be taped and mounted with a final discussion of warm and cool colors.
Monday #3
Printmaking
Vegetable Printing with Celery and Peppers
Supplies:
Celery, Peppers
Acrylic Paint
Different color papers for printing
Trays for paint
Directions:
- At first, we will discuss the importance of why we have an art club and why we are here.
- I will then introduce several different printing techniques and artists who have used printmaking to create art.
- Using this unconventional way of printmaking, I will show several different examples of ways of printing with vegetables and examples of different compositions that can be achieved.
- I will have pre-cut vegetables, different colors of paint, and different colors of paper for students to experiment with printmaking.
Monday #4
Make Your Own Paint
Creating paint with household items
Supplies:
Baking Soda
White vinegar
Light Corn Syrup
Cornstarch
Food Coloring
Ice Cube Tray
Directions:
- We will discuss how we can mix our own paint with ingredients you can find in your own kitchen or at the grocery store.
- I will pre-measure ingredients for students to then mix.
- I will demonstrate how to mix and add food coloring to ice cube trays.
- These will dry and maybe use within the classroom for a future project. This will also be displayed at the art show at the end of the year for our art club.
- Ingredients:
4 tbsps. Baking Soda (bicarbonate soda)
2 tbsps. White Vinegar
1/2 tsp. Light Corn Syrup
2 tbsp. Cornstarch
Food Coloring or Icing gels
Ice Cube Tray
Implementation:
Standards Addressed:
- Artistic Processes: Creating- I can make artwork using a variety of materials, techniques, and processes. Anchor Standard 1: I can use the elements and principles of art to create artwork. Benchmark VA.CR.NH.1 I can select and arrange the elements to demonstrate principles of art.
- Artistic Processes: Connecting - I can relate artistic ideas and work with personal meaning and external context. Anchor Standard 6: I can identify and examine the role of visual arts through history and world cultures. Benchmark VA.C NH.6-I can identify and use different artistic styles from various cultures and time periods.
As students become settled, I want to talk about the Royall Art Club and why we are here. We will discuss projects we will be working on the showcase at the end of the year for engagement and motivation. I would like to have an arts night or an afterschool event as a showcase for students, parents, and the community. The location will be decided before invitations go out. At this time, members of the community will be able to see their children’s artwork, enjoy refreshments, and then take home their student’s artwork. The OER is there for us to reference and parents to connect to see what we are working on. I will have a google classroom set up so that I can gather information and have a forum for communication. This link to the OER will be added so that we can stay on track.
Reflection:
In reflecting on this whole process of becoming an author of my first OER, I look forward to adding more videos, music, and photos to the OER to connect with other information to expand to a broader audience. I understand that this will be a work in progress and hope to expand on the information further.
Special Considerations:
Sometimes when students are working on artwork, things could possibly not go as we want it to. Planning well can turn into not so planned. You have to plan for an activity to bot work out. I just like for my students to stay engaged on a project they have started. Once they have touched it, I feel like they should finish it. Sometimes more time could be added to finish as long as they are engaged and excited. Letting students explore instead of listening to lectures is awesome. They have a choice to be creative and add their own ideas of how to do something. The OER keeps us all together and organized.
|
oercommons
|
2025-03-18T00:35:31.689075
|
06/10/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93653/overview",
"title": "Mixed-Media Mania",
"author": "Krystal Fuentes"
}
|
https://oercommons.org/courseware/lesson/75002/overview
|
Air Pollution
Overview
The image is created from canva app and describes what is air pollution, causes, types, effects and control measures of air pollution.
Pollution
The image is created from canva app and describes what is air pollution, causes, types, effects and control measures of air pollution.
|
oercommons
|
2025-03-18T00:35:31.703910
|
11/23/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75002/overview",
"title": "Air Pollution",
"author": "Mariyah Khatri"
}
|
https://oercommons.org/courseware/lesson/69170/overview
|
Education Standards
Array Template
PicCollage
Arrays 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.
The attached Remote Learning Plan is designed for second grade math students. Students will use addition to find the total number of objects arranged in an array no larger than five rows and five columns and write an equation to express the total (e.g., 3 + 3 + 3 = 9).
https://docs.google.com/presentation/d/15N0sKl_X1AH7aqswY7q-wZz8ZVCBsGdswtWCYPxoYGw/edit?usp=sharing
Arrays in the Real World
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 use addition to find the total number of objects arranged in an array no larger than five rows and five columns and write an equation to express the total (e.g., 3 + 3 + 3 = 9).
MA 2.1.2.f Students will use addition to find the total number of objects arranged in an array no larger than five rows and five columns and write an equation to express the total (e.g., 3 + 3 + 3 = 9).
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/15N0sKl_X1AH7aqswY7q-wZz8ZVCBsGdswtWCYPxoYGw/edit?usp=sharing
|
oercommons
|
2025-03-18T00:35:31.726988
|
06/30/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69170/overview",
"title": "Arrays in the Real World",
"author": "Allison Pontious"
}
|
https://oercommons.org/courseware/lesson/64658/overview
|
Nicotine Lesson
Overview
This is a lesson that can be used in teaching middle school students about the specific health effects caused by the use of nicotine devices such as cigarettes and vaping.
How Nicotine Effects the body
Lesson Plan Title: Nicotine lesson 2
Teacher’s Name: Jordan Miller
Unit: Nicotine Subject: Health Grade: 6
Lesson Objective(s): SWBAT
| Assessments:Formative: exit ticket: have students identify, in their opinion, the three worst diseases that come from tobacco use. Summative: N/A | |||
| ELL/SPED & Brain-Based Strategies:ELL: Visual aid-cdc infographic, Small group instruction and workBrain-Based strategy: Movement, students will use movement during the tobacco lab to learn about how nicotine affects the heart. | Technology Tools: Student LaptopsTimer | |||
Materials:
| ||||
State Standards:
| ||||
| ISTE Student Standard: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. | ||||
| Time | Materials | Strategy | Lesson Directions | |
| 5 min | QAR | Introduction: Bell Ringer: Besides lung cancer, what are some other health problems that nicotine products can cause? | ||
| 20 min | CDC WebsiteEffects of smoking worksheet | Small group instruction | Lesson: In small groups Students will Use the infographic from the CDC website to show some of the negative health effects caused by nicotine product usage. While students are using the website they will fill out their health effects worksheet. The teacher will help with comprehension of certain diseases, as well as encourage teamwork in the small groups, to help everyone get involved. | |
| 15 min | Tobacco Lab | Independent discoveryBrain based movement | Practice: Tobacco experiment: Go through the tobacco experiment with the students first. Each student will squeeze a tennis ball as many times as possible in 1 minutes. Students will follow the directions on the worksheet to complete the lab experiment. Talk about smoking afterwards and how it affects the heart. | |
| 5 min | Independent | Check for Understanding: Ask students to write down,in their opinion, what are the top 3 worst diseases that come from tobacco use. Have students turn this in as an exit ticket. | ||
| 5 min | Conclusion:What is one reason you would choose not to use nicotine products? | |||
| Assessment Goal:Students will complete the assignment with __ % accuracy. | Assessment: Exit ticket |
| Resources: |
| Gonzalez, J. (2018, September 21). 12 Ways to Support English Learners in the Mainstream Classroom. Retrieved March 6, 2020, from https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/Lynch, M. (2019, May 29). Brain-Based Strategies for Your Classroom. Retrieved March 6, 2020, from https://www.thetechedvocate.org/brain-based-strategies-for-your-classroom/ |
Instructor Notes:
|
oercommons
|
2025-03-18T00:35:31.745855
|
03/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64658/overview",
"title": "Nicotine Lesson",
"author": "David Miller"
}
|
https://oercommons.org/courseware/lesson/83502/overview
|
Education Standards
Jelly Marbles
Overview
Students will investigate the process of diffusion through a semi-permeable membrane.
Standards
B.2.2-Describe the structure of a cell membrane and explain how it regulates the transport of materials into and out of the cell and prevents harmful materials from entering the cell.
Learning Objectives
Students will investigate the process of diffusion through a semi-permeable membrane
Students will observe and be able to describe osmosis
Students will hypothesize what will happen when salt is added to the beaker
Materials
10 Clear Jelly Marbles (can be ordered from stevespangler.com),
Clear Orbeez, or DecobeadsWater(read directions from type of above ordered as some amounts of water vary)
4 beakers
Food coloring
Salt
Student worksheet
Extension options: Ice, Hotplate
Procedure
1.Recommended for students to work in groups of 2-3
2.Put all necessary materials on each table (you can decide you add the food coloring or leave it on the tables depending on how much dye you have available)
3.Have students observe the jelly marbles(This will take some time)
4.Add all 10 jelly marbles to a beaker and add water (40mL)
a.Watch a short clip about cell transport during this time
5.Afterjelly marbles have grown have students either hypothesize and/or describe what happened (this is dependent on whether it is an intro of follow up lesson to cell transport)
6.In a separate beaker add 40mL of water –add 2-5 drops of food coloring, add 5 of the jelly marbles from beaker 1
7.After jelly marbles have changed color have students either hypothesize and/or describe what happened (this is dependent on whether it is an intro of follow-up lesson to cell transport)
8.In a 3rdbeakerfill with 40mL of water add 5 of the jelly marbles from beaker 2
9.Have students hypothesize if they think the color will diffuse back out of the marble
10.In the 4thbeaker fill with 40mL of water and add salt until saturated –add 5 clear jelly marbles from beaker 1
11.Have students hypothesize what will happen when the marbles are added to a salt solution –what process does this describe
12.Extension –test different ways to make the diffusion happen faster –does the water temperature affect the rate of diffusion?
13.How could you make a hypotonic solution with the jelly marbles
14.Have students relate this to cells, cell membrane, osmosis, diffusion, hypotonic, hypertonic, isotonic etc
Credits
This learning module was created by Bridgette Drake, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).
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oercommons
|
2025-03-18T00:35:31.770641
|
07/13/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83502/overview",
"title": "Jelly Marbles",
"author": "Integrated Nanosystems Development Institute (INDI)"
}
|
https://oercommons.org/courseware/lesson/102433/overview
|
Boost Inverter for Standalone Power applications
Overview
Importance of SIne wave Boost Inverter for standalone power applications.
Overview
Boost Inverter: Challenges & Best practices
Introduction
With fast depletion of exhaustible energy and need for cleaner energy drives the use for solar energy. In rural areas where grid connected power supply is scarcely available, non grid connected solar power acts as a boon.
Primary problem with standalone power systems involve voltage and frequency variation with change in load which can be solved through a closed loop inverter design.
In closed loop configuration the load voltage is sensed and fed back to the Sinewave inverter circuit. The sine wave output therby generated is much better for use in common household electrical apparatus.
Detailed overview
Inverters are used to convert DC to AC power. Traditional inverters have drawbacks with repect to power quality and efficiency. These isuues predominantly come from the fact that they all use square wave for DC to AC power conversion.The above problems can be solved with employing Sine wave Boost Inverters with harmonic cacellation using closed loop Microcontroller Based Design. The firing required for the inverter controlled through SPWM technique with feedback from load current.Total harmonic distortion(THD) less than 1% was achieved.
Best Practices
This sectioin will present best practices for generation of Sine wave Boost Inverter with Minimal THD.
Feedback is necessary in standalone systems as voltage and frequency varies with load.
Three types of feedback mechanisms possible.
1. Simple Current controlled feedback
2. Hysteresis current controlled feedback
3. Voltage controlled feedback.
Conclusion
Sine wave inverters are the best solutions for standalone power applications as they provide the best power output for household apparatus. If square wave inverters are used most motor controlled apparatus age faster due to degradation of Inductors used. So SIne wave inverters are the most viable way forward.
|
oercommons
|
2025-03-18T00:35:31.785869
|
04/01/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102433/overview",
"title": "Boost Inverter for Standalone Power applications",
"author": "Shilpa Rao h"
}
|
https://oercommons.org/courseware/lesson/101546/overview
|
What is Accessibility?
Overview
This is an introduction to accessibility. It includes resources from experts in the accessibilty community including CAST and The National Center on Accessible Educational Materials. This is a great start for people who are ready to adapt materials to meet the needs of all students. “The most damaging phrase in the language is ‘it’s always been done that way.’” -Rear Admiral Grace Murray Hopper
The Case Against Assistive Technology
To get started with learning about accessibility, let's see what other tools were questioned! In this video you will learn about The Case Against Assistive Technology through the years!
Getting Started
Introduction to Accessibility
Curb Cut Effect
What is necessary for one can be beneficial for ALL! Watch this video on the Curb Cut from PBL Works to learn more.
SLIDE into Action
How do I get started?
Proactive planning will significantly increase the learner experience for all students, especially those who use assistive technology or those who have complex needs.
One easy way to get started with accessibility is by using the mnemonic SLIDE!
- Styles are used for section headings
- Links are descriptive and meaningful.
- Images have text descriptions.
- Design is perceivable, with high contrast.
- Evaluation is holistic and authentic.
Visit the CAST resources below to learn more.
SLIDE into OER - Accessibility in OER
Read:
- SLIDE Into Accessibility | OER Commons
- Protocol for Creating Accessible OER (cast.org)
- AEM Center: Creating Accessible Documents (cast.org)
Watch:
Your Turn!
Ok, now that you know some basics, give it a try!
Please do the following:
- Go to the Discover tab in OER Commons
- Choose a resource that meets the needs of your content
- Start small! Choose the SLIDE component that you believe will be the easiest to consistently incorporate into your resources and give it a try!
- If you still aren't sure and want to practice, check out the Try It Youself section from the The National Center on Accessible Educational Materials website
- Now add the resource to the subfolder that says resources!
Discussion
Please follow the link to the discussion and share your thoughts with others!
Continue the Learning
There are so many great resources available to learn about accessibility. Please continue your learning by checking out some other groups in OER Commons:
Also make sure you check out The National Center on Accessible Educational Materials: Coordinating K-12 Systems
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oercommons
|
2025-03-18T00:35:31.811084
|
Tracy Rains
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101546/overview",
"title": "What is Accessibility?",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/113839/overview
|
Lesson-Plan My Family
Lesson-Plan for grade 3
Overview
Lesson-Plan for grade 3
My Family
Module 7: My Family
Teacher: Nitiphum pongwiset
Level: Grade 3
Topic: Family’s members
Food and Drinks
Module 8: Food and drinks
Teacher: Nitiphum Pongwiset
Level: Grade 3
Topic: Food and drinks
|
oercommons
|
2025-03-18T00:35:31.828662
|
03/05/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113839/overview",
"title": "Lesson-Plan for grade 3",
"author": "Nitiphum Pongwiset"
}
|
https://oercommons.org/courseware/lesson/77871/overview
|
High Yield Routines
Overview
Strategies for Math
Introduction
Today, we will be exploring strategies from McCoy, Barnett, and Combs (2013) High Yield Routines, Grades K-8.
Guess My Rule
The Routine: A set of number pairs or an operational rule is presented to students. Students analyze the number pairs to determine the “rule” or relationship between the numbers, or students consider the rule and determine pairs of “in” and “out” numbers that demonstrate it.
Extensions: Students can apply a rule to a given set of “input” numbers or undo the rule given “output” numbers to find the input numbers. Students can create their own rule or set of number pairs and have a classmate determine number pairs or the relationship between the numbers. The teacher can specify what types of operations and numbers can be used. Multistep rules could also be used as a challenge.
Mathematical Content and Competencies: •
- demonstration of number sense, what numbers mean
- relationships between numbers
- looking for generalizations, functional relationships
- algebraic thinking
- flexibility and fluency with numbers
- operational skills and concepts
- representing quantity
- use of models
- apply mental math strategies
- communicate mathematical ideas
- connect mathematical concepts to each other and to the world
Alike and Different
Compare and Contrast Processes, Number, Fractions, Percentages, etc.
The Routine: A set of two or more objects (numbers, shapes, etc.) is presented to students. Students consider, discuss and share the similarities and differences between the objects.
Extensions: Place restrictions on how students need to represent the similarities and differences (a Venn diagram or other graphic organizer, using images, etc.), the number of similarities or differences that must be found, or the terms that must be used to describe the ways the objects are alike and different.
Mathematical Content and Competencies:
- comparative thinking
- demonstration of number sense, what numbers mean
- flexibility and fluency with numbers
- finding relationships among mathematical objects and concepts
- use of models • communicate mathematical ideas
- connect mathematical concepts to each other and to the world
- reasoning, critical thinking and problem-solving skills
- constructing logical arguments
How Do You Know?
The Routine: An open-ended question is presented to students. Students think about the question and discuss their responses with a classmate or small group. Students must explain and defend their answers.
Extensions: Teachers can have questions of a variety of levels to differentiate the activity for different students throughout the classroom. Teachers can specify what must be used in a response, for example, key terms, diagrams, operations, etc. Teachers can have students write an answer for a specific audience. Students can write their own questions for each other.
Mathematical Content and Competencies: •
- communicate mathematical ideas
- connect mathematical concepts to each other and to the world
- reasoning, explaining and building a strong answer
- introduction to conjecture and proof
- demonstration of number sense, what numbers mean
- flexibility and fluency with numbers
- use of models
- apply mental math strategies
Number Lines
The Routine: A number line that is strategically marked with values is presented to students. Students are asked to locate a value on the number line or determine the value of a marked location on the number line. Students explain or show their thinking (how they know that is the location of the value or that it is the value of the marked position). Students can explain themselves in words or by annotating the number line.
Extensions: The number of values to be determined can be changed depending on the level of the students. The number line can have fewer marked values, have different ranges of values (positive, negative, fractional, etc.). This routine can also be used for rounding.
Mathematical Content and Competencies:
- demonstration of number sense, what numbers mean
- flexibility and fluency with numbers
- composition and decomposition of numbers
- parts-whole relationships
- place value concepts
- representing quantity and magnitude
- use of models
- apply mental math strategies
- develop algebraic thinking
- communicate mathematical ideas
- reasoning, critical thinking and problem-solving skills
- constructing logical arguments
Quick Images
The Routine: An image is presented to the students for a short period of time (two-three seconds). This image can include a display of dots, geometric figures, base-ten blocks, or other materials. Students recreate what they saw by building, drawing or describing it. Students explain their own view of the image or model, including how they saw it or what it reminded them of.
Extensions: The teacher can change for how long the image is shown, how many times it is shown and the difficulty of the image. Students also enjoy creating images or constructions for their classmates to represent.
Mathematical Content and Competencies:
- composition and decomposition of numbers
- parts-whole relationships
- representing quantity
- use of models
- visual-spatial relationships
- positionality and transformational geometry
- apply spatial strategies such as subitizing
- communicate mathematical ideas
- connect mathematical concepts to each other and to the world
Mystery Number
The Routine: A set of clues is presented to students for a strategically chosen “mystery number.” Students discuss what each clue tells them about the mystery number, what some possible numbers may be, and what numbers it cannot be. Students use the clues to solve the mystery.
Extensions: Students can think of their own mystery number and create a set of clues for it. The teacher can set requirements for the clues. For example, the teacher can specify the type of mystery number, the number of clues, and the terms or operations that need to be used in the clues. Students solve each others’ mystery numbers.
Mathematical Content and Competencies:
- demonstration of number sense, what numbers mean
- flexibility and fluency with numbers • composition and decomposition of numbers
- parts-whole relationships
- place value concepts
- operational skills and concepts
- apply mental math strategies
- communicate mathematical ideas
- connect mathematical concepts to each other and to the world
- reasoning, critical thinking and problem-solving skills
- constructing logical arguments
Today's Number
The Routine: An intentionally selected “number of the day” is presented to students. Students create a variety of representations for the number. Students share and discuss their representations.
Extensions: Instead of being given a number, students think of their own number individually, in pairs, in small groups, or as a larger group. Students work with their own number or trade numbers with another person or group and create, share and discuss representations of it. Add enabling constraints depending on focus at the time.
Mathematical Content and Competencies:
- demonstration of number sense, what numbers mean
- flexibility and fluency with numbers
- composition and decomposition of numbers
- parts-whole relationships
- place value concepts
- operational skills and concepts
- equivalent expressions
- representing quantity
- use of models
- apply mental math strategies
- communicate mathematical ideas
- connect mathematical concepts to each other and to the world
Reflection
Complete this Google Form as a reflection of today's learning. Please reach out to one of the instructional coaches if you would like one of them to model the routines in your classroom, want to brainstorm any ideas, or want assistance in monitoring student progress.
|
oercommons
|
2025-03-18T00:35:31.854546
|
Amanda Keller
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77871/overview",
"title": "High Yield Routines",
"author": "Jami Daniel"
}
|
https://oercommons.org/courseware/lesson/104184/overview
|
How Open Educational Resources Can Support Digital Equity in Your State
Overview
On Thursday, January 26, 2023, #GoOpen held a public webinar titled, “How Open Educational Resources Can Support Digital Equity in Your State”. The session dove into the benefits of OER for digital equity, including hearing the perspective of a state that has invested in OER to promote equity. Featuring Connecticut education leader Doug Casey, the session provided specific examples of how participants might take action in their states to craft Digital Equity Plans that can leverage OER to support equity and capitalize on improved digital infrastructure.
Webinar Resources
On January 26, 2023, the #GoOpen National Network hosted the professional learning webinar titled "How Open Educational Resources Can Support Digital Equity in Your State," featuring:
- Amee Godwin, Senior Advisor, ISKME
- Reg Leichty, Founder and Partner, Foresight Law + Policy
- Doug Casey, Executive Director, Connecticut Commission for Educational Technology
Links to the slides and recording of the webinar are below:
And, you can access the OER and Digital Equity Policy Action resources from the session at the links below, as well as find them in the GoOpen Network Members group:
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oercommons
|
2025-03-18T00:35:31.868805
|
Rebecca Henderson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104184/overview",
"title": "How Open Educational Resources Can Support Digital Equity in Your State",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/72641/overview
|
Graduation: A Team Effort (GATE) - Equity Webinars
Overview
The Washington Office of Superintendent of Public Instruction hosts Graduation: A Team Effort (GATE) Equity webinars that help growth minded educators and education advocates to learn from Washington districts who are closing opportunity gaps. Watch archived sessions on OSPI's YouTube playlist.
Graduation: A Team Effort (GATE) Equity Webinars
These webinars help growth minded educators and education advocates learn from Washington districts who are closing opportunity gaps. Using Washington Office of Superintendent of Public Instruction (OSPI) data and experience from the field, GATE Equity webinars reveal the systems that drive success, an equity focus, and the key strategies that are getting students to graduation.
View GATE Equity Playlist on the OSPI YouTube channel.
Past webinars include topics such as:
- Attendance and Engagement
- Washington's SEL Standards Benchmarks
- Supporting Students with Disabilities
- Language Learners
- High School and Beyond Planning
One example is included below:
Visit the OSPI GATE Equity Webinar Series page for additional information, including viewing the upcoming webinar schedule and downloading archived slide decks.
Cover image by Shahid Abdullah from Pixabay
Original written content by OSPI is available under a Creative Commons Attribution License. Videos are available for viewing under the YouTube standard license.
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oercommons
|
2025-03-18T00:35:31.888097
|
Washington OSPI OER Project
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72641/overview",
"title": "Graduation: A Team Effort (GATE) - Equity Webinars",
"author": "Barbara Soots"
}
|
https://oercommons.org/courseware/lesson/70933/overview
|
Education Standards
Bug Biodiversity Lab Notebook Entry
Bug Biodiversity Lab Rubric
Bug Biodiversity- Student Pre-Work and Experiment Set-Up
Bug Biodiversity Lab: Sampling Ground Invertebrates
Overview
Students will utilize previously gained knowledge about the impact of land management practices on ecosystems to design, conduct and analyze an experiment to measure biodiversity and/or invertebrate ecosystem role in a field community. They will identify ecosystems that have been heavily and lightly impacted by human activities and make predictions about biodiversity in the area. They will then test and analyze the information gathered and apply what this means about the biodiversity in these ecosystems and the implications this may have on the region.
Lesson Title: Bug Biodiversity - Sampling Ground Invertebrates
Course: Environmental and Natural Resources
Lesson Topic: The Impact of Land Use on Ecological Biodiversity
Lesson Description:
Students will utilize previously gained knowledge about the impact of land management practices on ecosystems to design, conduct and analyze an experiment to measure biodiversity and/or invertebrate ecosystem role in a field community. They will identify ecosystems that have been heavily and lightly impacted by human activities and make predictions about biodiversity in the area. They will then test and analyze the information gathered and apply what this means about the biodiversity in these ecosystems and the implications this may have on the region.
Learning Goals/Outcomes - Students will be able to:
- Design, conduct and analyze an experiment to measure biodiversity and/or invertebrate ecosystem role in a field community.
- Describe the role of insects and other invertebrates in a field ecosystem.
- Explain how land management practices (tilling, fertilization, etc) and different plants (prairie, grass, etc) have an effect on invertebrate activity levels and biodiversity.
Nebraska Standards:
AFNR.HS.3.3.a Identify the components that comprise ecosystems.
AFNR.HS.3.2.e Associate farming (management) methods with different environmental conditions.
AFNR.HS.CR.5.a Research, examine and discuss issues and trends that impact AFNR systems on local, state, national and global levels
Technology Use: Minimal
Lesson Activities
Activity #1 - Bell Ringer - Time Required for Activity: 5-10 Minutes
Watch the video on biodiversity on Edpuzzle. Answer the questions as they are presented.
Other: Materials/Resources needed: Edpuzzle video on biodiversity - https://edpuzzle.com/media/5f285d5d61744a3f1ce0010a
Activity #2 - Anticipatory Set - Time Required for Activity: 10 Minutes
Discuss Objectives. Students read through Essential Questions.
Read through essential questions; record answers to 1 in your lab notebook. (#2-3 will be answered later in the lab.)
Essential Questions:
- What roles do insects play in an ecosystem? What might you expect to see in an imbalanced ecosystem?
- What land management practices are occurring on the sites you have chosen to observe?
- How might specific practices impact the areas?
Activity #3 - The Lab: Exploration Time Required: 50 Minutes in class (You will need to allow two days to two weeks to analyze data)
Materials
- Copies of Worksheets and Lab Notebook Rubric for each student
• Spade, post-hole digger, or small shovel (one per group)
• Small plastic cups or pint jars for pitfall traps
• One gallon soapy water (1 tbsp unscented dishwashing soap/gallon)
• Board to cover each trap/ fist sized rocks (optional)
• Strainer or cheesecloth (one per group)
• Marker flags.
Put students in groups of 3-4. Follow lab description
General notes on procedure: Pitfall traps can be left in the field for two days to two weeks. For short sampling periods, soapy water is an adequate capture solution. If rain is expected, the traps can be covered with a board – a square piece of wood, plastic, or metal that is propped up with rocks or wood chips over the cup so that they allow insects to pass underneath but do not allow rain to fall in.
---------------------------------------------------------------------------------------------------
Print the attached worksheet for student lab notebooks: See "Student Pre-Work and Experiment Set-Up". Complete the pre-work worksheet and follow the directions to set-up the experiment.
Activity #4 - Activity: Assess the Data Time Required for Activity: 15-20 Minutes
Collect the traps and use the "Assess the Data" worksheet to complete the lab experiment.
Activity #5 - Product or assessment: Time Required for Activity: 20-25 Minutes
Students: please complete the Bug Biodiversity Lab Notebook Worksheet and submit for a grade. Please consult the Rubric to ensure that you are meeting the requirements of a high quality submission.
Summary of Assessments
Formative Assessments:
- Teacher-made Test: The lesson begins with a formative assessment on biodiversity through the use of edpuzzle. This should be used to confirm that students understand the importance of biodiversity. This prior understanding is foundational to this hands-on activity.
- Interactive Discussion: The use of the essential questions begin as a formative assessment. The instructor or student peers should read over student answers and confirm or adjust areas of confusion.
- Projects: The instructor will use the “Student Pre-Work and Experiment Set-Up” worksheet to further assess student understanding. The sites which students choose will show whether or not they are taking land use into consideration.
- Observations: The “Assess the Data” worksheet helps students process and evaluate the results of their experiment.
Summative Assessment
- Journals: Students will use the Student Pre-Work and Experiment Set-Up and Assess the Data worksheet to complete the Lab Notebook (journal) Entry. - See attached resources
Enrichment: After the specimens are collected, students can report on the life cycle of specific invertebrates, their role in an ecosystem and how they are impacted or how they impact an imbalanced ecosystem. Identify any indicator species.
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oercommons
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2025-03-18T00:35:31.917301
|
Assessment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70933/overview",
"title": "Bug Biodiversity Lab: Sampling Ground Invertebrates",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/111131/overview
|
Resource Template
Overview
As one of the most practical resources amongst teachers, lesson plans are often shared to compare unit progression, activities and other planning techniques in FSL education. Lesson plans are so valuable because of the trial and error teachers go through to improve them. Giving back to the greater community helps continue the cycle of improvement and experimentation that is second-language instruction; contributing your own lesson plans will help encourage fellow FSL teachers to do the same.
Lesson Plan Template
Lesson Plan Template
Who is making FSL lesson plans?
- Teachers who want to communicate best practices and planning techniques
Who is likely to read them?
- Teachers who want to their improve lesson planning and find new ideas
- Researchers interested in best practices of teachers
What features are essential to my lesson plan?
- Class information (e.g.: grade, subject, lesson number, time and date, materials)
- Learning expectations (overall + specific to curriculum, background knowledge, goals)
- Formations and allotted time (for each activity / lesson section)
- Accommodations or modifications (for students with IEP or specific preferences)
- Next steps (e.g.: follow-up lesson, homework, take-home test, etc.)
What else could I add to my lesson plan?
- Possible obstacles or questions (with potential solutions or answers)
- Sub-headers for types of activities / lesson sections (e.g.: Think + Pair + Share, Minds-on + The Action + Consolidation)
- Specification of types of assessment (i.e.: teacher observation, peer feedback, etc.)
- Specification of SEL skills (e.g.: problem solving, connecting, communication, etc.)
- Guiding questions for each activity (e.g.: Can we make…? How do you know…?)
- Differentiation through challenges (i.e.: more difficult variations for more avid students)
What questions might arise while creating my lesson plan?
- How do you accommodate students with IEPs?
- How have you structured your long range plan?
- Is the lesson plan easily usable for substitute teachers?
What are some great examples of FSL lesson plans?
- Améliorons ensemble les compétences des élèves en français langue seconde en s’inspirant du CECR (Transforming FSL)
https://transformingfsl.ca/wp-content/uploads/2015/12/CSC697_Professional-Activities-Handbook.pdf
- Financial Literacy: Credit Card Lesson Plan (Ontario Teachers Federation)
- Sample Year Plans with Supporting Authorized Resources: Grade 4, Grade 5 and Grade 6 (Education Alberta)
https://education.alberta.ca/media/384898/gr4_6_sampleyearplans.pdf
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oercommons
|
2025-03-18T00:35:31.934452
|
12/14/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111131/overview",
"title": "Resource Template",
"author": "Connor Boyd"
}
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https://oercommons.org/courseware/lesson/90367/overview
|
Occupation mini game
Read aloud of the book
Different Jobs
Overview
This is a resource for studetns to use during class while trying to learn about different "outfits" that are used for different jobs.
Different gear used for different jobs
In todays lesson studetns will listen to a read aloud of the book "Closeline Clues to Jobs People Do" by Kathryn Heling. In the book studetns look at different outfits that are shown and try to guess what job each person does. They are then shown who the character is and told what job that they do.
After the lesson studetns will go to their tables or drama play area and either do dramatic play by putting on different outfits and acting out their job, or they also have a character and can add different outfits to him depending on what job he/she does.
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oercommons
|
2025-03-18T00:35:31.952887
|
02/24/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90367/overview",
"title": "Different Jobs",
"author": "carlen figueroa"
}
|
https://oercommons.org/courseware/lesson/83399/overview
|
Education Standards
Storyboard
Past Simple Tense
Overview
Storyboard
- Past Simple Tenses
- Regular and Irregular verbs
JENNILYN
Storyboard
JENNILYN
Storyboard
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oercommons
|
2025-03-18T00:35:31.974724
|
07/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83399/overview",
"title": "Past Simple Tense",
"author": "JENNILYN ASIONG"
}
|
https://oercommons.org/courseware/lesson/104747/overview
|
FINAL WORK-LESSON PLAN
Overview
This lesson gives suggestions related to the protection of the environment. The content is appropriate for secondary school students and adults. The lesson plan includes a handout and a presentation and some web 2 tools such as padlet,wordwall,mentimeter,Canva,answergarden.
The Climate Action Challenge Environmental Literacy Lesson Plan
This lesson gives suggestions related to the protection of the environment.The content is appropriate for secondary school students and adults. The lesson plan includes a handout and a presentation and some web 2 tools such as padlet,wordwall,mentimeter,Canva,answergarden.
|
oercommons
|
2025-03-18T00:35:31.992003
|
Technology
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104747/overview",
"title": "FINAL WORK-LESSON PLAN",
"author": "Literature"
}
|
https://oercommons.org/courseware/lesson/83497/overview
|
Education Standards
Serial Dilutions
Overview
Students will be completing a serial dilution to gain a grasp of the parts per billion nanotechnology concepts.
Standards
N.O.S Apply standard techniques in laboratory investigations to measure physical quantities in appropriate units and convert quantities to other units as necessary
Learning Objectives
Students will be able to perform an experiment using safety procedures
Students will investigate what the nano-scale
Students will describe the importance of keeping track of records
Materials
White paper
1 ml dropper
Food coloring
200 ml of water
Rinse cup of water
9 small cups or beakers
1 ml of mouthwash (not to be distributed until the extended section) o Note: any other aromatic scent is fine as well (Vanilla, mint, essential oils)
2 graduated cylinders (10ml)
Student sheet (One in a billion)
Procedure
1. Begin the activity by asking students, which number is larger one billion or one million? Then ask, which quantity is bigger: one part per million or one part per billion? Students may respond that one part per billion is larger because they know that one billion is larger. Some students may understand that one part per billion is smaller than one part per million, however, they may not have an accurate conception of the actual size of one part per billion
2. Ask students Would you prefer to have a concentration of a toxic substance in your drinking water at one part per billion or one part per million. Please explain why. Listen to their responses to get an understanding of their prior knowledge.
3. Ask students to give you some example of things that could represent one billion. They may give examples they learned from the “That’s Huge!” activity, such as, “It would take one billion grains of salt to fill a bathtub.” Write responses on the board.
4. Once you have written down five to six examples of one billion, draw a line beside it to make a two-column chart and write One-billionth a the top of the new column. Tell the students: Many people have a difficult time understanding very large numbers and very small number. In the last activity you learned about very large numbers, numbers in the billions. Today we are going to travel the opposite end of the spectrum and learn about very, very small numbers. After the activity we will complete our chart by filling in examples of one billionth.
5. If students do not already have an understanding of fractions and percents go over “part per” and percents in the teacher background information with them.
Credits
This learning module was created by Bridgette Drake, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).
|
oercommons
|
2025-03-18T00:35:32.016443
|
07/13/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83497/overview",
"title": "Serial Dilutions",
"author": "Integrated Nanosystems Development Institute (INDI)"
}
|
https://oercommons.org/courseware/lesson/89208/overview
|
Education Standards
‘New Day's Lyric’ by Amanda Gorman
Rubric for Imagery Poem (1)
It's a New Day
Overview
This is a poetry lesson that centers around Amanda Gorman's poem, New Day's Lyric. She published this poem near the end of 2021 (Covid-19). Filled with hope and gratitude, the poem is ideal for introducing the use of imagery as well as other poetic elements. It's an amazing poetic piece that ushers students into jumpstarting reflections through poetry. Expect writers to creatively ignite positive vibes that will disseminate throughout the classroom and beyond. What a great way to begin the new year!
Although the focus for this lesson is imagery, a variety of standards can be addressed using this poem. Feel free to make adjustments.
Lesson Plan
1. Activate Prior Knowledge: Ask students to share their New Year's Eve family traditions. For example, some may travel to a special place, partake in a traditional meal, or stay home and watch the ball drop in New York City at midnight. Students can also do this in their physical journals, via Padlet, or Google Jamboard.
2. Vocabulary: Introduce the term resolution. Confirm that students understand a resolution is a firm decision to do or not do something.
3. Introduction of Concept: Introduce the use of imagery in poetry using the Imagery video created by Red Room Poetry. Be sure to reiterate how and why a poet uses this poetic element.
4. Text: Next, distribute Amanda Gorman's poem, New Day's Lyric, or share the video using this link ( New Day's Lyric ) so that students have digital access. Provide background information about the young poet laureate. Information can be found on her website, Amanda Gorman.
5. Guided Practice: After listening to the poet as she recites her poem, read it aloud to students. This time, invite students to underline or highlight the poet's use of imagery. Students can also post their findings on sticky notes (physical notes or Google). Check for understanding at this point.
6. Collaborative Discussion: Discuss the findings using Think-Pair-Share or some other collaborative activity. Use this opportunity to also dig deeper. Be sure to address tone, theme, mood, etc. if they have already been taught.
7. Next, introduce this writing activity: A. Students will write their own poems reflecting on their feelings about the passing year and expectations for the new year. The poem must include imagery throughout (like Gorman's poem) and express a similar theme/tone. B. Via Flipgrid, students will share their poems.
8. To encourage interaction, instruct students to view at least three Flipgrid videos and include the following in the comments section: a compliment, a comment, and a question.
Assessment:
* Use the rubrics for the imagery poem and the Flipgrid video below to assess students.
|
oercommons
|
2025-03-18T00:35:32.058289
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89208/overview",
"title": "It's a New Day",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/113826/overview
|
How to Teach The Present Perfect Simple Tense - ESL Lesson Plan
Overview
Before teaching this lesson, it is expected that you have a good understanding of what the present perfect simple tense is. You should know that it is used to describe events that took place in the past, which have a result now (in the present). I recommend that you review the lesson plan before teaching it so that you have a firm understanding of the concepts and activities it includes.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
This lesson plan should be used with English learners at an intermediate level. Before starting this lesson students should have a strong understanding of how to use the past simple tense. They should also have a basic understanding of how to use question words. Off2Class offers lessons that cover these topics, just download a free account to find out more.
https://www.off2class.com/lesson-plan-downloads/how-to-teach-the-present-perfect-simple-tense/
This lesson plan students must know the structure of Present Perfect simple and know how to change the verb in to Past Participle
|
oercommons
|
2025-03-18T00:35:32.077852
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113826/overview",
"title": "How to Teach The Present Perfect Simple Tense - ESL Lesson Plan",
"author": "Speaking and Listening"
}
|
https://oercommons.org/courseware/lesson/18625/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: Why Teach Science?
Survey #2
Survey 3
Survey 4A
Survey 4B
Survey 5
Survey #6
Survey #7
Tool for generating Anchoring Phenomena
Oregon Science Project Hybrid NGSS Module #1: Phenomena & Equity (Joan Swafford)
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?
"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: 15-20 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
Open Survey #1
Rank the five different reasons listed that argue for why we should teach science K-12.
Once 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: 10-15 minutes Components: Google Map activity
Every Participant Open: "Our Community Map"
- Create an red 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
"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 your start, be sure to prepare to 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
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" 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.
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 "Task 3 Survey" and respond to 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
"Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments."
Approximate time: 20-25 minutes Components: reading, small group discussion, survey response
Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning.
As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS.
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.
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
"...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.
Making Thinking Visible through Productive Discourse in the NGSS Classroom
Making Thinking Visible
"Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins
Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response
Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS"
Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework"
As a group: decide which two-part video set you will watch (choose elementary or high school).
Watch Part 1 AND Part 2 of either the high school OR elementary video cases below.
Listen and watch for:
- What phenomena the students are trying to figure out
- How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.)
- The sets of ideas, or models, that the students are using to make sense of the phenomena
- How the classroom culture provides a safe space for students to:
- Engage in productive discourse
- Make their ideas public and visible
- Revise their ideas
- Ask questions
- Develop and use models
ELEMENTARY VIDEOS
HIGH SCHOOL VIDEOS
One person opens "Survey #5" and leads the group in filling out one survey.
Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion.
- Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena.
- Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling.
Equity in the Framework & NGSS-Inspired Classroom
Equity in the Framework & NGSS-Inspired Classroom
"..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity
Approximate time: 20-30 minutes Components: reading, survey response
Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online.
Every member of the 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 Teachers, you are advocates for science. 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
|
2025-03-18T00:35:32.136062
|
Cristina Trecha
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/18625/overview",
"title": "Oregon Science Project Hybrid NGSS Module #1: Phenomena & Equity (Joan Swafford)",
"author": "Joan Swafford"
}
|
https://oercommons.org/courseware/lesson/19182/overview
|
Oregon Science Project Hybrid Module #2 - Talk & Equity Topic: What does Science Talk Look Like? Individual & 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
What Does Science Talk in the Classroom Look Like? Individual Work
c
Module #2 Components:
Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work
Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion
Tips for Success:
Print Survey #3 or open on a different device. Do not sumbit the survey. Take notes and be prepared to share in a small group on January 10th.
On Your Own:
Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion
"Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School.
Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below:
Q: Why is it important to engage all of our students in science talk?
Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)?
Q: How would you like them to engage?
Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4.
As you engage, make connections to your own practice and your vision for increased productive participation by more of your students.
Primary Grades
Upper Elementary
Talk Moves Primer (read pages 7-11)
Secondary
Discourse Primer (read pages 5-14 paying attention to "discourse moves")
There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task.
What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion
c
In A Small Group:
Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific.
As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3.
|
oercommons
|
2025-03-18T00:35:32.160748
|
Nicole Duncan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/19182/overview",
"title": "Oregon Science Project Hybrid Module #2 - Talk & Equity Topic: What does Science Talk Look Like? Individual & Group Tasks",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/20124/overview
|
Middle School NGSS4Oregon OSP Module #2 - Talk & Equity
Overview
The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
Who talks and why?
Engaging All Students
Why Is Science Talk Important? Individual Work
C
Module #2 Components:
Task #1 - Why is Science Talk Important? Individual Work
Task #2 - Why is Science Talk Important? Group Reflection and Discussion
Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work
Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion
Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work
Task #6 - How Do We Increase Science Talk? How Do We Show Others? Group Reflection and Discussion
On Your Own:
Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2
Questions driving our work together in this module:
Q: Why is it important to engage all of our students in science talk?
Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)?
Q: How would you like them to engage?
Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that it is the teacher's framing of the classroom that is essentail for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public.
"I can do science."
"I want to do science."
"I belong."
Please click on the resources below that best relate to your practice and interests. As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. You will need to use these resources to complete Survey #1 at the end of this task below. Once you have completed that survey, you can proceed to Task #2.
Primary Resources to Complete this Task
Upper Elementary Resources to Complete this Task
Secondary Resources to Complete this Task
Survey #1 - complete after engaging with relevant resources
Why is Science Talk Important? Group Reflection and Discussion
c
In A Small Group:
Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific.
Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey.
Survey #2 Why is Science Talk Important? Group Reflection and Discussion
What Does Science Talk in the Classroom Look Like? Individual Work
c
On Your Own:
Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion
"Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School.
Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below:
Q: Why is it important to engage all of our students in science talk?
Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)?
Q: How would you like them to engage?
Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4.
As you engage, make connections to your own practice and your vision for increased productive participation by more of your students.
Primary Grades
Upper Elementary
Talk Moves Primer (read pages 7-11)
Secondary
Discourse Primer (read pages 5-14 paying attention to "discourse moves")
There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task.
What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion
c
In A Small Group:
Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific.
As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3.
Survey #3 Group Reflection and Individual Survey
How Do We Increase Student Science Talk? How Do We Show Others? Individual Work
c
On Your Own:
Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion
When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer
Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS.
Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation.
Please complete this task analysis survey below on your own by imagining a hypothetical group of students. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process.
Please read the first pages of a relevant grade and/or core idea storyline below in preparation to think about a relevant task to create and analyze that could provide opportunities for productive participation by students by engaging them in NGSS practices. Remember, the task should be very small requiring only 10-20 minutes of work by students. Any larger grain size of task and the task analysis is no longer a useful tool. We are having you use the storyline as a tool because it covers the core ideas of your grade(s) and lets us connect to our ideas of hands-on explorations. You are also welcome to go further into the documents and work from a performance expectation, but the task for this must be at a very small grain size in comparison to the gigantic performance expectations. You will be crafting the task with the support of your small group in Task #5.
NGSS Storylines
How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion
c
In a Small Group:
Components: Two surveys to drive reflection and creation.
Collaboratively complete Survey #4. Utilizing your experience learning more about framing, productive partcipation norms, and task analysis please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and you will be able to see others' tasks as well.
Survey #4: Collaborative Survey for Task Creation
Here is an image of the 3 dimensions to quickly reference as you create your tasks.
Collaboratively complete Survey #5. Each person will have the group analyze their newly created task and then each person submits their survey for their task only. Directions on survey.
Survey #5: Collaborative Survey for Analysis of Your Tasks
Once everyone has completed the surveys and the discussion has wrapped up:
Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.
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oercommons
|
2025-03-18T00:35:32.186950
|
01/17/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/20124/overview",
"title": "Middle School NGSS4Oregon OSP Module #2 - Talk & Equity",
"author": "Lisa Jacobs"
}
|
https://oercommons.org/courseware/lesson/16071/overview
|
K-5 Storylines by Topic
Primary Resource #1: Kindergarten Reasoning and Questioning Strategies (video)
Primary Resource #2: Second Grade Rocks discussion (video)
Primary Resource #3: Handling Children's Questions (chapter)
Sample Task Analysis
Survey 1 (complete after engaging with resources)
Survey 2
Survey 3
Survey 4
Survey 5
Upper Elementary Resource: Why is Talk Important? (video set)
Lane Science Project Hybrid NGSS Module #2 - Talk & Equity
Overview
The Lane Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
Who talks and why?
Engaging All Students
Why Is Science Talk Important? Individual Work
C
Module #2 Components:
Task #1 - Why is Science Talk Important? Individual Work
Task #2 - Why is Science Talk Important? Group Reflection and Discussion
Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work
Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion
Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work
Task #6 - How Do We Increase Science Talk? How Do We Show Others? Group Reflection and Discussion
On Your Own:
Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2
Questions driving our work together in this module:
Q: Why is it important to engage all of our students in science talk?
Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)?
Q: How would you like them to engage?
Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that the teacher's framing of the classroom is essential for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public.
"I can do science."
"I want to do science."
"I belong."
Use the resources below that best relate to your practice and interests (choose either the set of three "primary" resources or "upper elementary" resource -- or you may look at all of them if you have time). As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. After reviewing one of the resource sets, complete Survey #1 below. You will use your responses from Task 1 to aid in the group discussion of Task 2.
Additional information and context:
Primary Resource #1 is a video of Kindergarten students talking about where the water went after it is dropped onto their wood. This is one of the teachers' first times teaching science and it is the first time she tried out some science talk moves. Her class is a K/1 community where all students are hard of hearing and have other special needs as well.
Primary Resource #2 is a short video of a 2nd grader reading their notebook entry, a result of a lesson where students explored different types of rocks for the first time. This teacher traditionally teaches science in a lecture format and this was his first year trying out notebooks. The notebooks helped students prepare their ideas and questions to share with others.
Primary Resource #3 is a chapter from W. Harlen, The Teaching of Science in Primary Schools (1996).
The Upper Elementary resource is a set of videos capturing classroom discussions. The link opens up to the introductory video. Use the links to the left of the video to watch the remaining 7 videos in the series (around 25 minutes total).
Survey #1 - complete after engaging with relevant resources
Why is Science Talk Important? Group Reflection and Discussion
c
In A Small Group:
Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific.
Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey.
In our large group meeting in February, we will review your small group discussion responses and examine any significant differences.
What Does Science Talk in the Classroom Look Like? Individual Work
c
On Your Own:
Components: Grade-appropriate video examples and resources Relevance: Choose between primary and upper elementary 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: Learning and Teaching Science in Grades K-8 (2007)
Questions from prior work will continue 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)
There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task.
What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion
c
In A Small Group:
Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific.
As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3.
In our large group meeting in February, we will review your small group discussion responses and examine any significant differences.
How Do We Increase Student Science Talk? How Do We Show Others? Individual Work
c
On Your Own:
Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion
When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act."
-- Resources, Framing, and Transfer
1) Please read this short blog post linked in the image below comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding as envisioned by the NGSS.
2) Look at the "Sample Norms and Expectations" below 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.
3) Please complete the Sample Task Analysis below on your own by imagining a hypothetical group of students. Consider 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.
4) The "storyline" documents below contain narrative paragraphs for each grade level K-5 describing the progress in science topics and DCIs in that grade level. The narratives (which are identical in both documents) are followed by performance expectations, organized by either topic or DCI.
Please read the narrative and skim the performance expectations for the grade level most relevant to you. The goal of this exercise is to set the stage for your group assignment: to create and analyze a relevant task that could provide opportunities for productive student participation by engaging them in NGSS practices. The task should be very small, requiring only 10-20 minutes of work by students. Any larger, and the task analysis is no longer a useful tool. Using the NGSS storylines as a tool 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 small in comparison to the large performance expectations. You will be crafting the task with the support of your small group in Task #6.
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.
1) Collaboratively complete Survey #4. Utilizing your new knowledge of 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 discuss your task with your small group members. We will look at all tasks in our large group meeting in February.
Here is an image of the 3 dimensions to quickly reference as you create your tasks.
2) Collaboratively complete Survey #5. Each person will have the group analyze their newly created task. Each person submits a survey for their task only. Directions on survey.
We will review all of the tasks in our large group meeting in February and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.
|
oercommons
|
2025-03-18T00:35:32.227873
|
Dara Brennan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/16071/overview",
"title": "Lane Science Project Hybrid NGSS Module #2 - Talk & Equity",
"author": "Nick Spicher"
}
|
https://oercommons.org/courseware/lesson/27467/overview
|
Natural Disaster Placemat_Alternate Education Framework
Nature Informational_Alternate Education Framework
Natures Wonders and Woes Unit Plan_Alternate Education Framework
Night of the Twister Modified Text_Alternate Education Framework
Night of the Twister Storyboard_Alternate Education Framework
Wonders and Woes Sort_Alternate Education Framework
Grade 4: Natures Wonders and Woes Alternate Education Framework Remix
Overview
These introductory plans will springboard students into the fictional text, Night of the Twister. This modified text, and informational PowerPoint featuring four natural disasters, was inspired by a real event that happened in Nebraska in 1980. The modified text was created using more simplistic language while keeping the main idea intact. Students will recount events and analyze characteristics that define natural disasters, while answering the overarching unit question: How do natural disasters impact us?
This set of lessons is intended to span between 5-10 instructional periods and will also set the stage for specific learning structures and routines. Students will use response strategies to identify how nature can impact us. Through reading and discussion, students will cite key details and make inferences based evidence that support the main idea of portions of the text read. Included are examples of text dependent questions and sample questions to guide instruction. Contained in this plan are day-by-day lessons.
Section 1
These introductory plans will springboard students into the fictional text, Night of the Twister. This modified text, and informational PowerPoint featuring four natural disasters, was inspired by a real event that happened in Nebraska in 1980. The modified text was created using more simplistic language while keeping the main idea intact. Students will recount events and analyze characteristics that define natural disasters, while answering the overarching unit question: How do natural disasters impact us?
This set of lessons is intended to span between 5-10 instructional periods and will also set the stage for specific learning structures and routines. Students will use response strategies to identify how nature can impact us. Through reading and discussion, students will cite key details and make inferences based evidence that support the main idea of portions of the text read. Included are examples of text dependent questions and sample questions to guide instruction. Contained in this plan are day-by-day lessons.
|
oercommons
|
2025-03-18T00:35:32.248638
|
Lisa Johnson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/27467/overview",
"title": "Grade 4: Natures Wonders and Woes Alternate Education Framework Remix",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/93311/overview
|
Learning About Cavities and Proper Toothbrushing
Overview
This video reviews cavities and proper toothbrushing techniques, all in a fun interactive educational way that kids enjoy!!
Dental Care
In the seventeenth century, Anton van Leeuwenhoek was playing around with the microscope he had invented when he saw tiny living things in samples he took from his own teeth. Until then no one really knew that such a tiny form of life existed.
Bad breath and dental caries are both caused by bacteria. In most cases, however, they are not related to one another. Can you suggest several possibilities? Need some hints? Take a look at this TED-Ed lesson: What causes bad breath? by Mel Rosenberg.
Looking for some awesome tips on oral hygiene as it relates to preventing tooth decay? Start here. Then, take a look at this site and see what you can find out about your own cavities.
Do you know the amazing story of the US dentist Dr. Frederick McKay went to work in Colorado Springs who first made the connection between naturally fluoridated water and prevention of tooth decay? Learn all about Dr. McKay by looking at: The story of fluoridation.
Brushing your teeth is very important! You should brush at least 2 times a day for 2 minutes and floss at least 1 time a day.Remember to brush your tongue too!
Here is a video to review proper toothbrushing:
https://youtu.be/vcNAhUqH9U0
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oercommons
|
2025-03-18T00:35:32.266693
|
06/02/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93311/overview",
"title": "Learning About Cavities and Proper Toothbrushing",
"author": "Ashley Ramsey"
}
|
https://oercommons.org/courseware/lesson/118510/overview
|
Education Standards
Salmon Life Cycle Activity
Overview
Students model the life cycle of a salmon by moving from station to station following directions they receive on the station cards. They experience the challenges, both natural and human-caused, that salmon face.
Salmon Life Cycle Activity
| Grade | 3 |
| Number of Students | 15-30 |
| Lesson Duration | 45-60 min |
| Location | Outside area or trail |
Adapted from the Salmon Life Cycle Game by the Campbell Creek Science Center. Retrieved from blm.gov/CCSC
Summary
Students model the life cycle of a salmon by moving from station to station following directions they receive on the station cards. They experience the challenges, both natural and human-caused, that salmon face.
Subject
Salmon life cycle and habitat needs / Environmental science / Climate change impacts / Human activity
Objectives
Students will:
- Understand the stages of the salmon life cycle through modeling.
- Examine the challenges that salmon face throughout their life cycle.
- Explore what salmon need to survive in their varied habitats.
- Identify and think critically about positive and negative human impacts on salmon.
Materials
- Printed game signs (attached) laminated or in sheet protectors (optional to put them on stakes)
- Materials to represent things salmon interact with, which could include hula hoops, rope/string, dots, cones, small items for “food” (i.e., tokens, popsicle sticks, or natural materials such as pinecones or rocks), containers to put “food” in, jump ropes, pool noodles, etc.
- Optional to use dice for the activity on cards 1, 8, and 14
Background
Salmon Life Cycle
- Egg – in a freshwater stream, a female salmon lays 2,000-5,000 eggs in a redd, which a male fertilizes. The eggs hatch after about a month.
- Alevin – after hatching, the tiny salmon stay near their redd for a couple of months and get their nutrients from their yolk sac.
- Fry – the salmon grow bigger and develop parr marks. They emerge from the gravel, traveling further from their redd and eating macroinvertebrates. The five salmon species remain in this stage for different amounts of time.
- Smolt – the salmon migrate downstream toward the ocean and spend time in the estuary. Their bodies change to adjust to salt water in a process called smoltification.
- Sea-run Adult – the full-grown salmon migrate to the ocean to find food (e.g., fish, shrimp, krill, octopus, and squid) where they spend 18 months to eight years, depending on the species, and can travel thousands of miles.
- Spawning Adult – salmon use all their energy to journey back to the stream they hatched into spawn. On average, only two salmon from a redd make it back to spawn.
- Death – after spawning, the salmon die, supplying the river habitat with nutrients for the next generation of salmon that will someday return to continue the cycle.
Additional resources on the salmon life cycle: The Salmon Life Cycle - Olympic National Park (U.S. National Park Service) (nps.gov)
5 Types of Pacific Salmon
Salmon Threats
Predators:
Salmon have different predators at each stage of their life cycle.
- Eggs: Birds and fish
- Alevin: Birds and fish
- Fry: Racoons, snakes, otters, birds, and fish
- Smolt: Racoons, seals, birds, and fish
- Sea-run Adults: Whales, dolphins, seals, fish, and sea lions
- Spawning Adults: Bears, seals, and birds such as Eagles
Water Quality:
Poor water quality typically results from human activity throughout the watershed that pollutes waterways. Pollutants and contaminants (such as garbage and chemicals) in the water affect salmon growth, health, and vulnerability as well as their habitat and food sources.
Human impacts:
- Direct disturbance by walking through streams can damage redds and the eggs in them.
- Not picking up dog poop can result in bacteria and pollutants getting into the water and affecting salmon survival.
- Polluting through fossil fuel burning (from transportation, housing, industrial and commercial sectors, etc.) resulting in harmful runoff in waterways and causes climate change impacts including extreme water flows from changing rainfall and melting glaciers, ocean acidification, temperature changes, changing vegetation cover, food chain impacts, etc. Additional resources on the impact climate change has on salmon: Pacific Salmon Climate Vulnerability | NOAA Fisheries
- Littering, which clogs waterways and leaches chemicals into the water.
- Removing native plants that provide the 3 C’s (see term list definition), protection from predators, large woody debris for resting places, and leaves for macroinvertebrates that salmon fry eat.
- Introducing invasive plant species that take over native plants and are harmful to salmon and the environment. Invasive animal species also compete with salmon.
- Overfishing resulting in a decline of salmon populations.
- Modifying waterways—which affects salmon habitat and food sources— as well as creating migration barriers such as dams, culverts, or narrow river sections that constrict water flow.
Positive human impacts
- Properly dispose of garbage and animal poop to prevent them from getting into waterways. Additionally, put in natural buffers such as native plants to prevent harmful runoff and keep pets and livestock away from water.
- Restoration projects, such as planting native plants, removing invasive species, replacing culverts with bridges, and picking up garbage and dog poop.
- Reduce fossil fuel emissions and chemical usage through sustainable choices to keep the air and water clean. Additionally, disposing of chemicals properly (never down storm drains).
- Conserve water and energy.
- Reduce, reuse, recycle, compost.
- Be careful not to disturb wetlands and riparian zones.
- Support systematic change to protect salmon, such as policies to reduce fossil fuel emissions and promote sustainable harvests of salmon.
- Additional resources on positive human impacts: How to Help - State of Salmon (wa.gov)
Terms list (the bolded terms on the signs are defined below for your reference):
- Angler – a person who fishes with a fishing rod.
- Climate change – long-term changes in climate, weather, and temperature patterns. This occurs naturally and is also driven by human activity (I.e. burning fossil fuels that increase the amount of heat-trapping greenhouse gases in the atmosphere). Human-caused climate change is disrupting the usual balance of nature by increasing temperatures, melting glaciers, reducing polar ice, raising sea levels, creating more extreme weather, and changing cloud and vegetation cover.
- Commercial fishing – catching fish for commercial profit.
- Dissolved oxygen – a measure of the amount of oxygen in water, or the amount of oxygen available for aquatic organisms.
- Engineered log jam – man-made structures in waterways that replicate naturally occurring log jams, or the accumulation of large wood across a river or stream. Log jams help salmon by providing resting places, habitat and food diversity, shade for cold water, stabilized banks, and protection from predators.
- Erosion – an area of the stream bank that has fallen or slid into the stream, or an area that has been cut away by the stream.
- Estuary – the place where the ocean and river meet, causing saltwater and freshwater to mix.
- Invasive plants – plants that aren’t originally from an area but were introduced by humans (intentionally or accidentally) or natural pathways (wind, currents, etc.). They don’t work harmoniously with the ecosystem but instead grow out of control because they have no natural competitors, causing harm to the local environment and economy.
- Large woody debris – sticks and logs in the water that create calm pools and hiding places for salmon.
- Macroinvertebrates – insects that are big enough to see without a microscope, don’t have backbones, and spend at least part of their time in water. Macroinvertebrates are the main food source for salmon at the fry life stage. • Migrate - moving from one region or habitat to another.
- Native plants – plants that are indigenous to an area and co-exist well with the ecosystem. Native plants provide the 3 C’s for salmon: cold, clean, and clear water. They also provide leaves for macroinvertebrates, which fry eat, as well as large woody debris that creates resting places and protection for salmon.
- Ocean acidification – when the ocean’s pH lowers due to increased carbon dioxide absorption.
- Parr marks – dark bands on the side of salmon fry’s bodies that provide camouflage to hide from predators.
- Pollutants – substances that harm the environment and organisms. • Redd – a salmon nest in the gravel of a steam created when a female salmon digs up gravel with their tail.
- Restoration – to improve something to a previous condition.
- Riparian zone – an area of land bordering a stream.
- Spawn - to release eggs. Salmon spawning occurs when females deposit eggs in redds, which males then fertilize.
- Turbidity – a measure of the amount of sediment in water, or how clear the water is.
- Watershed – an area of land that drains to a common body of water.
- Weir - a low river dam intended to raise water levels or regulate flow.
- 3 C’s - cold, clean, and clear water that salmon need to survive. Native plants provide the 3 C’s by creating shade that keeps water cold, filtering out pollution with their roots to keep it clean, and preventing erosion by holding dirt in place with their roots to keep it clear. Cold water holds more oxygen for salmon to breathe and is vital at many stages of the life cycle. Salmon need clean water so that they don’t intake pollutants that make them sick. They also need water that is clear of dirt, which makes it hard to see and breathe.
Set up
- Print out the 22 game signs and cut them along the dotted lines.
- Organize them in order from 1 to 22 and set them up chronologically.
- Put the signs in sheet protectors or laminate them to be more durable.
- Game cards can be put on stakes – if desired.
- Set out the game cards in the area that will be used ahead of time to minimize distraction.
Procedure
Introduction:
- Tell students that they will be salmon going through the salmon life cycle and trying to survive the challenges they will face along the way.
- Ask students if they can identify any threats that salmon face during their life cycle. Examples are listed in the background section above.
- Highlight the stages of the salmon life cycle and reinforce the concept that threats exist throughout.
Activity:
- Have students begin individually or as a group at sign 1 as if they are salmon.
- Students will follow the signs according to the prompts on each sign through the entire life cycle. If the students get to a sign where they die, they must follow the directions by beginning again at the sign.
- Once students complete their journey at sign 22, they can play again by returning to sign
- Alternatively, students can gather at the end for the concluding discussion or complete a given activity (see Extensions).
- There are three signs where students pick which card to go to next (signs 1, 8, and 14). The teacher can decide how students pick this: roll a dice, student choice, create a spinner, rock paper scissors, etc.
- Optionally, the teacher can check in with students (individually or as a whole) at signs 8, 14, and 22 to check their progress, discuss how the population of salmon is doing, or look ahead to the next life cycle stage.
Conclusion:
1. Ask students to tell a story of their journey in a class discussion.
- What were the different types of threats you faced?
- Did you die and have to start over?
- What seemed to be the biggest threat you faced?
- How did the threats change at the different life cycle stages?
- What helped you survive?
- How did you feel while on your salmon journey?
2. Think critically about positive and negative human impacts.
- What human activities do you think are affecting our local salmon?
- What are some ideas of things you think we can do to be better stewards of the salmon in our watershed—individually and collectively?
- Can you identify a negative human impact and how it is a threat to salmon?
- How do you think human activity has impacted salmon populations over time?
- How did humans help you on your journey? How can we increase those actions that protect salmon?
- How do you think salmon loss impacts the environment and people?
- What would happen if average temperatures increased several degrees, there was an oil spill, a landfill’s chemicals leached into the groundwater, overfishing policies were lifted, invasive species outcompeted many of the native plants, etc.?
3. Optional activity: Have students write or draw their salmon journey.
Prompt: You have been learning about the salmon life cycle and things that affect their survival. Write a story (or draw pictures) about your experience being a salmon in our activity, including where you went and what happened to you along the way. Use examples from the activity to help the reader understand the human and natural factors that affect salmon survival.
Extensions/Modifications
Ideas for modifying the lesson
- For students grade K-3, the activity can be done in groups, facilitated and led by a teacher. Go over terms with students before beginning the activity and focus on the pictures on the signs and how they help or hurt salmon.
- For students grade 4-12, the activity can be done individually or in pairs. Students can be given questions to think about as they move through the life cycle that they will answer at the end, such as coming up with a creative solution to one of the sign’s threats to salmon, comparing the life cycle to that of other animals, considering what would happen to salmon in different scenarios, or identifying the specific ways a human activity might impact salmon.
- Scenarios to consider: average temperatures increase several degrees, an oil spill occurs, a landfill’s chemicals leach into the groundwater, overfishing policies are lifted, invasive species out-compete many of the native plants, etc.
- Potential to adjust information for local watershed.
Next Generation Science Standards
| Performance Expectation | ||
| 3-LS1-1: Develop models to describe that some organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. 3-LS4-3: Construct an argument that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. | ||
| Scientific and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
| ▪ Developing and Using Models ▪ Constucting Explanations and Designing Solutions ▪ Engaging in Argument from Evidence ▪ Analyzing and Interpreting Data | ▪ LS1.A: Structure and Function ▪ LS1.B: Growth and Development of Organisms ▪ LS2.C: Ecosystem Dynamics, Functioning, and Resilience ▪ ESS3.C: Human Impacts on Earth Systems | ▪ Patterns ▪ Systems and System Models ▪ Cause and Effect: Mechanism and Explanation |
Except where otherwise noted, this work by Nooksack Salmon Enhancement Association (www.n-sea.org) is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.
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oercommons
|
2025-03-18T00:35:32.308902
|
Diagram/Illustration
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/118510/overview",
"title": "Salmon Life Cycle Activity",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/91749/overview
|
Instructional Design OER: Don't Become THAT Teacher
Overview
Mountain Heights Academy Instructional Design OER; Presented by Julie Crisp
Instructional Design OER: Don't Become THAT Teacher
Mountain Heights Academy Instructional Design OER; Presented by Julie Crisp
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oercommons
|
2025-03-18T00:35:32.324908
|
04/12/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91749/overview",
"title": "Instructional Design OER: Don't Become THAT Teacher",
"author": "Sarah Weston"
}
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https://oercommons.org/courseware/lesson/65730/overview
|
Navigation Support Document. reading_Hachiko
Overview
Navigation support documents are worksheets that list a set of websites with a task created around them aligned to a teaching objective.
These worksheets can guide learners from one website/ webpage to the next asking them to perform certain learning activities using each link in order to achieve the objective.
Reading
Pre-Reading Activity
https://www.youtube.com/watch?v=PKotol5koDA
Watch the video given in the link given and then write a paragraph sharing your views on how it benefits to have a pet in your life.
The Reading
Go to the link given below and read the story about Hachiko, A Dog.
https://www.usingenglish.com/comprehension/10.html
Here’s another dog’s story. https://www.youtube.com/watch?v=1jLOOCADTGs
What does the narrator say about having a pet? Discuss similarities and differences between the video and the text on Hachiko in terms of the story/idea/message that was portrayed in both of them.
Post Reading Activity
Watch the following video clips on two dogs, Max and Hachiko:
Max: https://www.youtube.com/watch?v=4tgxoas-36Y
Hachiko: https://www.youtube.com/watch?v=a1gfePW-6tE
Similarities in Max and Hachiko | Differences in Max and Hachiko |
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oercommons
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2025-03-18T00:35:32.346643
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04/29/2020
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65730/overview",
"title": "Navigation Support Document. reading_Hachiko",
"author": "Kshema Jose"
}
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https://oercommons.org/courseware/lesson/20320/overview
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8th Grade Color Wheel- Kimberly Barent/Hannah Conner
Overview
Lesson Plan
Date: 1/16/18 Grade Level: 8
Concept: Color Wheel
Objectives:Students will demonstrate knowledge of color wheel in pairs by receiving 10/10 points on an assignment at the end of lesson.
Introduction: Utilize prior knowledge of primary and secondary colors to incorporate new concepts of complementary colors. Motivational Device- Red dot on white board, introduction to complementary colors
Vocabulary: Primary, secondary, complementary, cool and warm colors, and ROY G BIV.
Body of Lesson: Ask student’s favorite color to transition into previous knowledge primary and secondary colors. Relate favorite colors or colors around the room to the color wheel and explain primary and secondary color relationships. Use red dot optical illusion to introduce complementary colors (motivational device). Introduce color wheel assignment (worksheet).
Accommodations/Modifications: ADHD- Allow student(s) to stand or sit on exercise ball while working.
Multiple Intelligence(s) Addressed: Linguistic- Provide alternate activity.
Assessment: Color wheel assignment.
Materials: Red paper, colored pencils, color wheel example, blank assessment
Standards: HSE.MS.8.18- Understand Color Theory
Section 1
Lesson Plan
Date: 1/16/18 Grade Level: 8
Concept: Color Wheel
Objectives:Students will demonstrate knowledge of color wheel in pairs by receiving 10/10 points on an assignment at the end of lesson.
Introduction: Utilize prior knowledge of primary and secondary colors to incorporate new concepts of complementary colors. Motivational Device- Red dot on white board, introduction to complementary colors
Vocabulary: Primary, secondary, complementary, cool and warm colors, and ROY G BIV.
Body of Lesson: Ask student’s favorite color to transition into previous knowledge primary and secondary colors. Relate favorite colors or colors around the room to the color wheel and explain primary and secondary color relationships. Use red dot optical illusion to introduce complementary colors (motivational device). Introduce color wheel assignment (worksheet).
Accommodations/Modifications: ADHD- Allow student(s) to stand or sit on exercise ball while working.
Multiple Intelligence(s) Addressed: Linguistic- Provide alternate activity.
Assessment: Color wheel assignment.
Materials: Red paper, colored pencils, color wheel example, blank assessment
Standards: HSE.MS.8.18- Understand Color Theory
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oercommons
|
2025-03-18T00:35:32.364949
|
01/23/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/20320/overview",
"title": "8th Grade Color Wheel- Kimberly Barent/Hannah Conner",
"author": "Hannah Conner"
}
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https://oercommons.org/courseware/lesson/115961/overview
|
Snapshot Autobiography
Overview
In this project, students will think about the meaning of history by describing and illustrating several events from their own life, finding a witness to provide another description of one of those events, and thinking about the similarities and differences between the two descriptions.
Attachments
The attachment for this resource is an autobiography assignment where students reflect on how their life experiences influence the ways in which they view historical and current events and likewise how historians determine what happened in the past.
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 Patrick Sprinkle.
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oercommons
|
2025-03-18T00:35:32.382572
|
05/11/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115961/overview",
"title": "Snapshot Autobiography",
"author": "Alliance for Learning in World History"
}
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https://oercommons.org/courseware/lesson/101164/overview
|
https://drive.google.com/file/d/1aSxBDMgZDqWfCTSSL9T2uz6jHmpRoSUr/view?usp=sharing
https://drive.google.com/file/d/1-pyV1L-46yIN9Bdz9OEY8HeltnMI52vu/view?usp=share_link
https://drive.google.com/file/d/1SbW2R-hZcAYddHHSp2LvdRNh1aE6mGpb/view?usp=share_link
Paper X Unit 1
Overview
This resource includes the content related to first unit of paper X of B.Ed. IInd year
Paper X Unit 1
This Section Includes
- Concept of Philosophy
- branches of Philosophy
- Role of philosophy in education
- Concept of knowledge
- Nature of Knowledge
- Types of Knowledge
Paper X Unit 1
This course includes
- Concept of Philosophy
- Different branches of philosophy
- Role of philosophy in education.
- Concept of knowledge
- Types of knowledge.
Paper X Unit 1
This section includes
- Sources of knowledge
- Nature of Empirical knowledge
Paper X Unit 1
This section includes
- Nature of empirical knowledge
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oercommons
|
2025-03-18T00:35:32.404567
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02/20/2023
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101164/overview",
"title": "Paper X Unit 1",
"author": "Kusum Lata"
}
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https://oercommons.org/courseware/lesson/108388/overview
|
Designing a SmartShoe for Blind People
Overview
We designed a smartshoe for blind people so that they can sense when they encounter an obstacle.
Designing a SmartShoe for Blind People
We designed a smartshoe for blind people so that they can sense when they encounter an obstacle.
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oercommons
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2025-03-18T00:35:32.420851
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09/08/2023
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/108388/overview",
"title": "Designing a SmartShoe for Blind People",
"author": "Ozge Bayat"
}
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https://oercommons.org/courseware/lesson/120023/overview
|
Education Standards
Corpuz Family - An Indipino Family's Foodways
Jenkin's Family - A Black and Filipino Family's Foodways
Digital Stories & Recipe Book of Multi-Ethnic Filipinos: Website Guidance
Overview
In collaboration with two multi-ethnic Filipino families and the Smithsonian Institute Asian Pacific American Center (APAC), resource creators have developed zines that present a personal history of how these families lived in Washington State through oral histories, family trees, interviews, family photographs, and a celebrated family recipe. The zines begin a conversation of how these families' histories connect with larger conversations of identity and belonging — a groundbreaking K-12 curriculum resource on Filipino American history.
Background from the Developers - 100% Project
This project marks the first in the nation to focus on Filipino American families in Seattle, with a particular emphasis on honoring the Filipino American Pioneers, especially the Jenkins family—the first Filipino American family in Seattle—and the Corpuz family- Indipino community of Bainbridge Island.
Our decision to highlight these legacies is a deliberate effort to address anti-Blackness and settler colonialism within our community by showcasing histories that are often left out of mainstream narratives and won’t be found on social media and other K-12 curriculum. By centering the powerful and influential legacy of the Jenkins family and the Indipino community, we are not only telling the stories that have shaped our past but also ensuring that these voices receive the national recognition they deserve. This project is about more than just history; it is about reclaiming our place in U.S. history, putting our community on the map, and making sure future generations learn about the contributions of Filipino American pioneers in Seattle. It’s an opportunity to ensure that the rich history of Filipino Americans and their impact are permanently woven into the fabric of our nation’s educational resources.
One thing Auntie Gina told me at a very young age, that I will always carry with me is, you know, she doesn't view herself as 50% Filipino or 50% indigenous. She views herself as 100% Filipino and 100% Indigenous...
Lanessa Monroe-Cerrill
Corpuz Family | Jenkins Family |
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Tips for Effective Implementation or Differentiation
Consider providing voice and choice on how students use the resource
Provide models or demonstrations to meet the needs of learners
Have students contribute their own ideas and recipes to celebrate culture and diversity in the classroom.
Comments
This zine is available for online viewing only. The resource itself is not available under an open license but is able to be freely accessed and viewed.
Attribution and License
Attribution
Cover Image by Seattle 100% Project | Used pursuant to fair use.
License
Except where otherwise noted, this website guidance document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.
This resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI Please confirm the license status of any third-party resources and understand their terms before use.
The 100% Project work was created in partnership with the Smithsonian Asian Pacific American Center's National Education Program and its co-creation program with funding from Boeing.
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oercommons
|
2025-03-18T00:35:32.458492
|
Primary Source
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120023/overview",
"title": "Digital Stories & Recipe Book of Multi-Ethnic Filipinos: Website Guidance",
"author": "Interactive"
}
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https://oercommons.org/courseware/lesson/65253/overview
|
Instagram Page
Step Ahead Gifted Academy (SAGA)
Overview
Step Ahead Gifted Academy is a non-traditional learning environment in Cary, NC, built on the belief that earning is a continual social, emotional, and academic process. Focusing attention on both academics and social-emotional development equally, SAGA bridges the gap between a homeschool environment and a private, small learning setting.
SAGA’s program offers:
- Data driven instruction tailored to the specific needs of each student
- Flexible scheduling, both in daily instruction as well as across the curriculum
- An understanding, supportive community where parent and student input is valued and encouraged
- A small teacher to student ratio to provide individual and small group instruction
- Project based instruction to promote creative, collaborative learning with clear connections to the real world
- Additional support services are offered through, but not limited to, our local partner Collaboration Wynns Family Psychology.
Gifted education: Step ahead gifted academy: United States. (n.d.). Retrieved from http://www.stepaheadacademy.org
Step Ahead Gifted Academy (SAGA)
Step Ahead Gifted Academy is a non-traditional learning environment in Cary, NC, built on the belief that earning is a continual social, emotional, and academic process. Focusing attention on both academics and social-emotional development equally, SAGA bridges the gap between a homeschool environment and a private, small learning setting. SAGA provides gifted students ages 5+ with a research based curriculum. Curriculum is individualized for each student to allow students to be appropriately challenged, leading to growth in all academic areas.
SAGA’s program offers:
- Data driven instruction tailored to the specific needs of each student
- Flexible scheduling, both in daily instruction as well as across the curriculum
- An understanding, supportive community where parent and student input is valued and encouraged
- A small teacher to student ratio to provide individual and small group instruction
- Project based instruction to promote creative, collaborative learning with clear connections to the real world
- Additional support services are offered through, but not limited to, our local partner Collaboration Wynns Family Psychology.
Step Ahead Gifted Academy is for families with students ages 5+ in the Triangle area looking for a non-traditional, parent-teacher collaborative approach to their gifted child’s education.
Gifted education: Step ahead gifted academy: United States. (n.d.). Retrieved from http://www.stepaheadacademy.org
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oercommons
|
2025-03-18T00:35:32.521676
|
04/14/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65253/overview",
"title": "Step Ahead Gifted Academy (SAGA)",
"author": "Julie Cronin"
}
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https://oercommons.org/courseware/lesson/78865/overview
|
Science: Human Impacts on the Environment: The Salmon Population in Oregon
Overview
Native American people have lived in the area now known as Oregon since time immemorial. During the era of colonialism (beginning in the 1600s)-and even into the 21st century-non-Native people often portrayed the North American continent as a vast wilderness that was virtually unpopulated when they arrived. This could not be farther from the truth. In Oregon alone there were dozens of tribes, each with its own ancestral territory and rich cultural history. There was not a single region of Oregon that did not have an Indigenous tribe or band living within it. Nothing was discovered or “untapped”, but instead well managed as Indigenous stewards of the land. Over time, the environment has been impacted by changes such as an increase in human population, and over consumption of natural resources (freshwater, minerals and energy). This lesson focuses on the impact of dams on the salmon population of Oregon. The activity in this lesson will give students an essential understanding of why salmon are essential to the traditional lifeways of Native Americans in Oregon. It will also highlight the important contributions tribes are making to salmon restoration efforts in Oregon.
Human Impacts on the Environment: The Salmon Population in Oregon
Native American people have lived in the area now known as Oregon since time immemorial. During the era of colonialism (beginning in the 1600s)-and even into the 21st century-non-Native people often portrayed the North American continent as a vast wilderness that was virtually unpopulated when they arrived. This could not be farther from the truth. In Oregon alone there were dozens of tribes, each with its own ancestral territory and rich cultural history. There was not a single region of Oregon that did not have an Indigenous tribe or band living within it. Nothing was discovered or “untapped”, but instead well managed as Indigenous stewards of the land. Over time, the environment has been impacted by changes such as an increase in human population, and over consumption of natural resources (freshwater, minerals and energy). This lesson focuses on the impact of dams on the salmon population of Oregon. The activity in this lesson will give students an essential understanding of why salmon are essential to the traditional lifeways of Native Americans in Oregon. It will also highlight the important contributions tribes are making to salmon restoration efforts in Oregon.
Additional Materials
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oercommons
|
2025-03-18T00:35:32.536985
|
Renée House
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78865/overview",
"title": "Science: Human Impacts on the Environment: The Salmon Population in Oregon",
"author": "Lesson Plan"
}
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https://oercommons.org/courseware/lesson/116996/overview
|
Education Standards
Customize Presentation on Canva
Designing Aluminum Foil Boats & Competition Lesson Plan
Designing Aluminum Foil Boats & Contest
Overview
In the aluminum foil boats challenge, elementary students learn about buoyancy by creating boats from aluminum foil. They experiment with different shapes to see which can hold the most weight before sinking. This fun activity teaches them about balance and how things float. The lesson ends with a competition, where students add weights to their boats and discover which designs work best.
Introduction
Subjects: • Science • Engineering • Math
Time: 60-90 minutes
Skills: • Teamwork • Problem-solving • Measurement • Engineering Design Process
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:
- Aluminum foil (sheets of approximately 12 inches by 12 inches)
- Weights for testing (e.g., pennies, marbles)
- Large container of water (e.g., plastic tub, sink)
Background
Boats float on water because their shape allows them to displace enough water to counteract their weight. Understanding buoyancy and density is crucial in designing boats that can hold weight without sinking.
Activity
Introduction
- Introduce the concept of buoyancy and how boats float.
- Explain the challenge: Students will design and build a boat using only aluminum foil to hold the most weight without sinking.
- Show the class the objects that will be used as weights, other materials, and example boat designs
Construction:
- Provide each team with one or two sheets of aluminum foil (or more).
- Students should start building their boats according to their designs.
- Encourage teamwork and problem-solving as they encounter challenges.
Testing:
- Each team will place their boat in the water in the large container with water and gradually add weights until the boat sinks.
- Record the weight each boat holds and note the design features.
Redesign
- Ask the students what they would like to change about their boat design and to brainstorm new features they could add
- Have them make a new version of the boat with the updated features and new design
- Retest this design and see if it can hold more weight than the first
This process of construction, testing, and redesign can occur more than once, the goal is for students to understand the fundamentals and that the process is not linear.
Extra
Tips for Students:
- Use the aluminum foil efficiently and strategically to ensure your boat is strong and buoyant.
- Think creatively about the design and aesthetic aspects of your boat.
Tips for Teachers:
- Have example designs of boats or pictures for students to look at
- The more rounds there are, the more materials students will need
- Other materials such as craft supplies can be added but this lesson mainly focuses on boats made solely from aluminum foil
Extensions:
- Integrate a math lesson by having students calculate the volume and surface area of their boats.
- Have students present their designs in front of the class
- Make other constraints, such as a character/figurine cannot get wet or that the boat can only be a certain length, etc.
|
oercommons
|
2025-03-18T00:35:32.566205
|
06/19/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116996/overview",
"title": "Designing Aluminum Foil Boats & Contest",
"author": "Annabel Lee"
}
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https://oercommons.org/courseware/lesson/114970/overview
|
Revisão das Classes e Camadas Nomenclaturas e Funções Principais
Overview
Classes e camadas são conceitos fundamentais em computação que contribuem para a organização, reutilização, modularidade, manutenabilidade e escalabilidade de software.
Apresentação
As classes representam unidades de organização do código fonte, cada uma com uma responsabilidade específica no funcionamento do sistema. Por outro lado, as camadas representam agrupamentos lógicos de classes com funcionalidades semelhantes ou relacionadas, contribuindo para uma arquitetura robusta e escalável.
Ao revisar cada classe e camada, entenderemos melhor a estrutura do sistema, sua organização interna e as responsabilidades atribuídas a cada componente. Isso nos permitirá ter uma visão mais clara do funcionamento do sistema como um todo e identificar possíveis áreas de melhoria ou otimização.
Vamos agora analisar detalhadamente cada uma das classes e camadas, explorando suas funções principais e contribuições para o sistema.
Nomeclatura e funções principais
Nomeclatura: frmLogin
Funcões Principais
frmLogin_Load: Este método é acionado quando o formulário de login é carregado.
Ele configura o caractere de senha para o campo de senha como um caractere especial, geralmente usado para ocultar a senha.
Além disso, verifica se há algum usuário com função de administrador no banco de dados. Se não houver, abre o formulário de registro de usuário.
2. btnEntrar_Click: Este método é acionado quando o botão de login é clicado. Ele verifica se os campos de usuário e senha estão preenchidos e,
em seguida, executa uma consulta SQL para verificar se as credenciais correspondem a um usuário válido no banco de dados.
Se as credenciais forem válidas, exibe uma mensagem de boas-vindas e direciona o usuário para o formulário principal.
Se não forem válidas, exibe uma mensagem de erro.
3. ToolStripButton2_Click: Este método é acionado quando um botão de fechar é clicado. Ele descarta o formulário de login.
4. btnCancelar_Click: Este método é acionado quando o botão de cancelar é clicado. Ele fecha a aplicação.
5. txtPass_KeyDown: Este método é acionado quando uma tecla é pressionada no campo de senha.
Se a tecla pressionada for "Enter", chama o método `btnEntrar_Click`. Se for "Escape", descarta o formulário de login.
Métodos e Rotinas:
1. Connection: Este método estabelece a conexão com o banco de dados MySQL.
2. LogHistory: Este método registra a entrada do usuário no sistema, inserindo um registro na tabela `tbllog`.
3. Dashboard: Este método atualiza o painel principal do sistema com informações relevantes, como total de vendas, descontos, número de produtos e usuários.
4. CheckStatus: Este método verifica se o sistema está aberto para operações de ponto de venda.
5. CountRecords: Este método conta o número de registros retornados por uma consulta SQL.
Nomeclatura e funções principais
Nomenclatura: frmCancelOrder
Funções Principais:
1. Label2_Click: Este método é acionado quando o rótulo "Label2" é clicado. Ele descarta o formulário de cancelamento de ordem.
2. LoadRecords: Este método carrega os registros das ordens concluídas para exibição em um `MetroGrid`.
Ele executa uma consulta SQL para selecionar todas as ordens com status "Concluído" entre duas datas específicas.
Em seguida, adiciona cada registro ao `MetroGrid` para exibição.
3. Timer1_Tick: Este método é acionado quando o temporizador é ativado. Ele atualiza o rótulo "lblDate" com a data e hora atuais.
Métodos e Rotinas:
1. frmCancelOrder_Load: Este método é acionado quando o formulário de cancelamento de ordem é carregado.
No momento, está vazio, sem funcionalidade.
2. MetroGrid1_CellContentClick: Este método é acionado quando o conteúdo de uma célula no `MetroGrid1` é clicado.
Ele verifica se o conteúdo da célula clicada é o botão "Cancel Order" e, em seguida, abre o formulário `frmAdminPassword`
para confirmar o cancelamento da ordem. Ele também extrai o ID, número da transação e valor da ordem da linha clicada para uso posterior.
Nomeclatura e funções principais
Nomenclatura: frmCategory
Funcções Principais:
Label2_Click: Descarta o formulário de categoria quando o rótulo "Label2" é clicado.
Button1_Click : Adiciona uma nova categoria ao banco de dados quando o botão "Button1" é clicado.
Exibe uma caixa de mensagem de confirmação antes de adicionar a categoria.
3. Button1_KeyDown : Permite que o usuário pressione a tecla Enter para adicionar uma nova categoria ou a tecla Escape para descartar o formulário.
4. frmCategory_Load : Carrega todas as categorias existentes do banco de dados quando o formulário de categoria é carregado.
5. LoadRecords : Carrega todas as categorias existentes do banco de dados para exibição em um `MetroGrid`.
6. Clear : Limpa o campo de texto da categoria e habilita o botão "Button1" para adicionar uma nova categoria.
7. btnCancel_Click : Chama o método `Clear` para limpar o formulário de categoria quando o botão "Cancelar" é clicado.
8. MetroGrid1_CellContentClick : Manipula os cliques nas células do `MetroGrid1`. Permite a edição e exclusão das categorias existentes.
btnUpdate_Click : Atualiza uma categoria existente no banco de dados quando o botão "Atualizar" é clicado.
Exibe uma caixa de mensagem de confirmação antes de atualizar a categoria.
Essas funções permitem adicionar, editar, excluir e visualizar categorias no sistema.
Cada método desempenha um papel específico na interação do usuário com o formulário de categoria.
Nomeclatura e funções principais
Nomeclatur: frmDiscountComputation
Funções Principais:
1. Label2_Click : Descarta o formulário de cálculo de desconto quando o rótulo "Label2" é clicado.
2. txtDining_KeyPress : Controla o comportamento da entrada de dados no campo de texto `txtDining`, permitindo apenas números e o backspace.
3. btnStart_Click : Inicia o cálculo do desconto ao carregar o formulário.
LoadDiscount : Calcula o desconto com base no valor fornecido pelo usuário no campo `txtDining` e
atualiza os valores nos campos `txtTotal`, `frmSettle.txtTotal`, `frmSettle.txtDiscount`, `frmPos.txtTotal` e `frmPos.txtDiscount`.
5. frmDiscountComputation_Load : Carrega os descontos disponíveis do banco de dados ao iniciar o formulário.
6. LoadDiscount1 : Carrega os descontos disponíveis do banco de dados e os exibe na ComboBox `ComboBox1`.
7. ComboBox1_SelectedIndexChanged : Define o valor do campo `txtDining` com base no item selecionado na ComboBox `ComboBox1`.
8. txtDining_KeyDown : Permite que o usuário pressione a tecla Enter para calcular o desconto ou a tecla Escape para descartar o formulário.
Essas funções permitem ao usuário calcular descontos com base em valores predefinidos ou personalizados e atualizar os
valores correspondentes nos formulários relacionados. Cada método desempenha um papel específico na interação do usuário com o formulário
de cálculo de desconto.
Nomeclatura e funções principais
Nomeclatura:frmLogHistory
Funções Principais:
1. LinkLabel1_LinkClicked : Descarta o formulário de histórico de log quando o link é clicado.
2. LoadRecords : Carrega os registros de log entre duas datas especificadas nos controles `dt1` e `dt2` e
exibe-os no `MetroGrid1`. Os registros são recuperados da tabela `tbllog` do banco de dados e
incluem informações como nome de usuário, data, hora de entrada, hora de saída e status.
3. dt1_ValueChanged : Atualiza os registros de log quando o valor da data no controle `dt1` é alterado.
4. dt2_ValueChanged : Atualiza os registros de log quando o valor da data no controle `dt2` é alterado.
Essas funções permitem ao usuário visualizar os registros de log armazenados no banco de dados entre duas datas específicas.
Os registros são exibidos em uma grade e atualizados conforme as datas são modificadas nos controles de data.
Nomeclatura e funções principais
Nomenclatura: frmPos
Funcções Principais:
Configuração de Impressão: O código define um documento de impressão (`PrintDocument`) e
um diálogo de visualização de impressão (`PrintPreviewDialog`). Ele configura o tamanho do papel
e os eventos para o início da impressão e a impressão real.
2. Carregamento de Categorias e Produtos: Existem métodos para carregar as categorias de produtos e os produtos associados a essas categorias.
Os produtos são exibidos em um `FlowLayoutPanel` para seleção fácil.
3. Gerenciamento do Carrinho: Os produtos selecionados são adicionados a um carrinho de compras.
O usuário pode aumentar ou diminuir a quantidade de itens no carrinho e remover itens individualmente.
As informações do carrinho são exibidas em um `DataGridView`.
4. Pagamento e Faturamento: Quando o usuário decide pagar, ele pode inserir o valor em dinheiro e calcular automaticamente o troco.
Após o pagamento, uma fatura é gerada e pode ser impressa.
5. Outras Funcionalidades: Existem também outras funcionalidades, como criação de novos pedidos, gerenciamento de seções, cancelamento de pedidos,
visualização de detalhes de vendas, alteração de senha, entre outros.
Nomeclatura e funções principais
Nomenclatura: frmCategory
Funcções Principais:
O frmCategory permite aos usuários adicionar novos produtos (`btnSave_Click`), atualizar produtos existentes (`btnUpdate_Click`),
cancelar operações (`btnCancel_Click`) e selecionar uma imagem para o produto (`Button4_Click`).
3. O método `LoadCategory` popula a caixa de combinação (`cboCategory`) com categorias obtidas da tabela do banco de dados `tblcategory`.
4. A validação de entrada é realizada para garantir que campos obrigatórios estejam preenchidos antes de salvar ou atualizar um produto.
Se algum campo obrigatório estiver vazio, uma caixa de mensagem é exibida indicando o erro.
5. A validação numérica é implementada para a caixa de texto `txtPrice` para permitir apenas valores numéricos e um ponto decimal.
6. Ao salvar ou atualizar um produto, a imagem selecionada pelo usuário é convertida em uma matriz de bytes e
armazenada no banco de dados junto com outros detalhes do produto.
7. O método `Clear` redefine os controles do formulário para seu estado inicial após salvar ou atualizar um produto.
8. Alguns manipuladores de eventos (`KeyPress`, `SelectedIndexChanged`, `Click`, etc.) são definidos para lidar com
interações do usuário com os controles do formulário.
9. O tratamento de erros é implementado usando blocos `Try-Catch` para lidar com quaisquer exceções que possam ocorrer
durante operações de banco de dados ou outras partes do código.
10. Por fim, existem alguns manipuladores de eventos para carregamento do formulário e outros controles, embora atualmente estejam vazios.
No geral, o código fornece funcionalidades básicas para gerenciar produtos em um banco de dados, incluindo adição de novos produtos,
atualização de produtos existentes e exibição de informações relevantes ao usuário..
Nomeclatura e funções principais
Nomenclatura: frmProductList
Funcções Principais:
1. A classe `frmProductList` contém funcionalidades para carregar os registros de produtos, exibir a lista no `DataGridView`, editar e excluir produtos.
2. No método `frmProductList_Load`, o formulário é configurado para aceitar teclas de atalho e, em seguida,
os registros de produtos são carregados chamando o método `LoadRecords`.
3. O método `LoadRecords` popula o `DataGridView` com os registros de produtos recuperados do banco de dados.
Ele limpa as linhas existentes no `DataGridView`, consulta o banco de dados para obter os registros de produtos e
adiciona cada registro como uma nova linha no `DataGridView`.
4. Quando o usuário clica no botão "Adicionar Novo Produto" (`ToolStripButton1_Click`), o formulário de produto é exibido em modo de diálogo,
permitindo ao usuário adicionar um novo produto. Após adicionar o produto, a lista é recarregada para exibir o novo registro.
5. Quando o usuário clica no botão "Fechar" (`ToolStripButton2_Click`), o formulário é fechado.
6. Quando o usuário pressiona a tecla "Esc", o formulário também é fechado (`frmProductList_KeyDown`).
7. Quando o usuário clica nos botões "Editar" ou "Excluir" em uma linha específica do `DataGridView` (`DataGridView1_CellContentClick`),
as operações correspondentes são realizadas. Para editar um produto, os detalhes do produto selecionado
são carregados no formulário de produto para edição. Para excluir um produto, uma confirmação é solicitada antes de excluir o registro do banco de dados.
O código faz uso de consultas SQL para interagir com o banco de dados MySQL,
manipulando operações CRUD (Create, Read, Update, Delete) nos registros de produtos. Além disso, ele inclui manipulação de eventos
para responder às interações do usuário com os controles do formulário.
Nomeclatura e funções principais
Nomenclatura: frmQty
Funcções Principais:
1. A classe `frmQty` possui variáveis para armazenar o ID e o preço do produto, bem como métodos e eventos para interagir com o usuário e o banco de dados.
2. No método `frmQty_Load`, o formulário é configurado para aceitar teclas de atalho.
3. No método `frmQty_KeyDown`, são tratadas as teclas pressionadas pelo usuário.
Se o usuário pressionar a tecla Enter, o código executa a lógica para adicionar o produto ao carrinho.
4. O método `DuplicateEntry` verifica se já existe uma entrada no carrinho para o produto atual.
Se uma entrada duplicada for encontrada, o método retorna verdadeiro; caso contrário, retorna falso.
5. O método `AddToCart` é usado para definir o ID e o preço do produto que será adicionado ao carrinho.
6. Os eventos `TextChanged` e `KeyPress` dos controles `txtQty` são usados para validar a entrada do usuário.
Apenas números são permitidos, juntamente com o caractere de ponto decimal e a tecla Enter.
7. Dependendo se a entrada é válida e se a tecla Enter é pressionada, o código decide se deve
inserir um novo item no carrinho ou atualizar a quantidade de um item existente.
8. Após adicionar ou atualizar o item no carrinho, o método `LoadCart` do formulário principal (`frmPos`) é chamado para atualizar a exibição do carrinho.
Este código demonstra um exemplo de integração de um formulário de POS com um banco de dados MySQL,
usando consultas SQL para inserir novos registros ou atualizar registros existentes no banco de dados.
Ele também ilustra a interação com o usuário para coletar e validar dados antes de executar operações no banco de dados.
Nomeclatura e funções principais
Nomenclatura: frmSalesDetail
Funcções Principais:
2. O método `LoadSales` é usado para carregar as vendas com base na data selecionada.
Ele consulta o banco de dados MySQL para obter os detalhes das vendas, como ID do produto, descrição, preço, quantidade e total.
3. Os métodos `PD_BeginPrint` e `PD_PrintPage` são usados para lidar com o processo de impressão dos detalhes da venda.
Eles definem a configuração de impressão, incluindo o tamanho da página, as fontes utilizadas e a disposição dos elementos na página.
4. O método `GetData` é usado para executar consultas SQL simples e retornar um valor único do banco de dados.
5. O evento `Button2_Click` é acionado quando o usuário clica no botão "Pesquisar".
Ele filtra as vendas com base no número da fatura inserido pelo usuário e exibe os resultados no `DataGridView`.
6. O evento `btnFaturaReimprime_Click` é acionado quando o usuário clica no botão "Reimprimir Fatura".
Ele chama o método `ImprimirFatura` para iniciar o processo de impressão dos detalhes da fatura.
Nomeclatura e funções principais
Nomenclatura: frmTable
Funcções Principais:
O método `LoadTable` é usado para carregar as mesas disponíveis a partir do banco de dados MySQL.
Ele consulta a view `vwtable` para obter os detalhes das mesas, como número da mesa e total da conta associada.
2. Para cada mesa recuperada, um botão é criado dinamicamente e adicionado ao `FlowLayoutPanel1`.
A cor de fundo do botão é definida com base no valor da conta associada à mesa. Se a conta for maior que 1, o botão terá uma cor vermelha (`Crimson`),
caso contrário, terá uma cor azul (`Color.FromArgb(55, 176, 213)`).
3. O método `GetTable_Click` é chamado quando um dos botões de mesa é clicado.
Ele obtém o número da mesa associado ao botão clicado e o utiliza para atualizar o número da mesa no
formulário `frmPos` (presumivelmente o formulário principal do ponto de venda). Em seguida, chama o método `GetOrder`
no formulário `frmPos` para carregar os pedidos associados à mesa selecionada.
4. O evento `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar".
Ele fecha o formulário atual (`frmSelectTable`).
Nomeclatura e funções principais
Nomenclatura: frmSettle
Funcções Principais:
1. O método `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar". Ele fecha o formulário atual (`frmSettle`).
2. O evento `txtCash_TextChanged` é acionado sempre que o texto no campo `txtCash` é alterado.
Ele calcula o troco com base no valor inserido pelo usuário e exibe o resultado no campo `txtChange`.
3. O evento `txtCash_KeyPress` é acionado quando uma tecla é pressionada no campo `txtCash`.
Ele permite apenas números, o ponto decimal, a tecla Backspace e a tecla Enter. Quando a tecla Enter é pressionada,
ele chama o método `btnAccept_Click`, que simula o clique no botão "Aceitar".
4. O método `btnAccept_Click` é acionado quando o usuário clica no botão "Aceitar".
Ele verifica se o valor inserido no campo `txtCash` é suficiente para cobrir o total da compra.
Se for suficiente, exibe uma mensagem de confirmação e salva o pagamento no banco de dados chamando o método `SavePayment`.
Caso contrário, exibe uma mensagem informando que o valor inserido é insuficiente.
5. O método `SavePayment` é responsável por salvar o pagamento no banco de dados.
Ele insere um registro na tabela `tblsales` com os detalhes do pagamento,
incluindo o número da transação, o total da compra, a data e a hora do pagamento, e o nome do caixa que realizou a transação.
Em seguida, atualiza o status dos itens do carrinho (`cart`) para 'completed', indicando que foram pagos. Após salvar os dados,
exibe uma mensagem informando que o pagamento foi confirmado.
6. Os eventos `frmSettle_Load` e `frmSettle_KeyDown` são acionados quando o formulário é carregado e uma tecla é pressionada, respectivamente.
Eles definem a propriedade `KeyPreview` do formulário como `True`, permitindo que o formulário capture eventos de teclado antes dos controles individuais.
7. Os eventos `LinkLabel1_LinkClicked` e `LinkLabel2_LinkClicked` são acionados quando o usuário clica nos links "Desconto"
e "Limpar Desconto", respectivamente. O primeiro link abre o formulário `frmDiscountComputation` para calcular um desconto,
enquanto o segundo link limpa o desconto e restaura o total da compra ao valor original.
Nomeclatura e funções principais
Nomenclatura: frmStart
Funcções Principais:
1. O método `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar". Ele fecha o formulário atual (`frmStart`).
2. O evento `txtInnitial_KeyPress` é acionado sempre que uma tecla é pressionada no campo `txtInnitial`.
Ele permite apenas números, o ponto decimal e a tecla Backspace.
3. O método `btnInnitial_Click` é acionado quando o usuário clica no botão "Confirmar".
Ele verifica se o campo `txtInnitial` está vazio. Se não estiver vazio, insere um registro na tabela `tblstart` no banco de dados,
registrando o valor inicial do caixa e a data atual. Em seguida, atualiza o estado dos botões no formulário `frmPos`
com base no status atual do caixa. Por fim, fecha o formulário atual (`frmStart`).
4. O evento `txtInnitial_KeyDown` é acionado quando uma tecla é pressionada no campo `txtInnitial`.
Se a tecla pressionada for a tecla Enter, ele chama o método `btnInnitial_Click` para processar o valor inserido.
Se a tecla for a tecla Escape, ele fecha o formulário atual (`frmStart`).
Nomeclatura e funções principais
Nomenclatura: frmTable
Funcções Principais:
1. O método `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar". Ele fecha o formulário atual (`frmTable`).
2. O método `btnSave_Click` é acionado quando o usuário clica no botão "Salvar". Ele verifica se o campo `txtTable` não está vazio e,
em seguida, insere um novo registro na tabela `tbltable` do banco de dados, que armazena o número da mesa. Após a inserção bem-sucedida,
limpa o campo `txtTable` e recarrega os registros da tabela.
3. O método `LoadRecord` é usado para carregar os registros existentes da tabela `tbltable` no `DataGridView`.
4. O evento `DataGridView1_CellContentClick` é acionado quando o usuário clica em uma célula do `DataGridView`.
Se o usuário clicar no botão de edição (`colEdit`), ele permite ao usuário editar o número da mesa.
Se o usuário clicar no botão de exclusão (`colDelete`), ele permite ao usuário excluir o registro correspondente da tabela `tbltable`.
5. O método `btnCancel_Click` é acionado quando o usuário clica no botão "Cancelar". Ele limpa o campo `txtTable` e redefine o estado dos botões.
6. O método `btnUpdate_Click` é acionado quando o usuário clica no botão "Atualizar". Ele verifica se o campo `txtTable` não está vazio e, em seguida,
atualiza o registro correspondente na tabela `tbltable` com o novo número da mesa. Após a atualização bem-sucedida, limpa o campo `txtTable` e
recarrega os registros da tabela.
Nomeclatura e funções principais
Nomenclatura: frmUserRegister
Funcções Principais:
1. Método Label2_Click: Este método é acionado quando o usuário clica no `Label2`, que parece ser um botão de fechar. Ele fecha o formulário atual (`frmUserRegistration`).
2. Método Clear: Este método é usado para limpar todos os campos de entrada do formulário.
Método frmUserRegistration_Load: Este método é acionado quando o formulário é carregado.
Ele configura o caractere de senha para os campos de senha (`txtPass` e `txtConfirm`) para que
os caracteres inseridos sejam exibidos como um caractere de ponto preto.
Método btnSave_Click_1: Este método é acionado quando o usuário clica no botão "Salvar".
Ele verifica se todos os campos necessários estão preenchidos e se as senhas coincidem. Em seguida,
insere os dados do novo usuário na tabela `tbluser` do banco de dados.
Método MetroGrid1_CellContentClick: Este método é acionado quando o usuário interage com as células da grade de dados (`MetroGrid1`).
Ele manipula a lógica para alterar o status de um usuário (ativo/inativo) ou excluir permanentemente um usuário.
Método LinkLabel1_LinkClicked: Este método é acionado quando o usuário clica no `LinkLabel1`.
Ele abre o formulário `frmChangePassword` para permitir que o usuário altere sua senha.
Outros métodos: Existem vários outros métodos para
limpar campos individuais (`btnLimpar_Click`, `Button3_Click`, `Button4_Click`, `Button5_Click`) e
o botão "Cancelar" (`btnCancel_Click_1`) para limpar todos os campos.
Nomeclatura e funções principais
Nomenclatura: frmAdminPassword
Funcções Principais:
Método frmAdminPassword_Load: Este método é acionado quando o formulário é carregado.
Ele configura o caractere de senha para o campo de senha (`txtPass`) para que os caracteres inseridos sejam exibidos
como um caractere de ponto preto. Além disso, ele habilita a detecção de tecla pressionada para o formulário.
Método frmAdminPassword_KeyDown: Este método é acionado quando uma tecla é pressionada enquanto o formulário tem o foco.
Ele verifica se a tecla pressionada é a tecla Esc (para fechar o formulário) ou a tecla Enter (para validar a senha).
Método validatePassword: Este método valida a senha inserida pelo usuário comparando-a com a senha armazenada no banco de dados
para o usuário com função de "Administrador". Se a senha estiver correta, ele chama o método `CancelOrder` para cancelar um pedido específico.
Caso contrário, exibe uma mensagem informando que a senha é inválida.
Método CancelOrder: Este método é chamado quando a senha de administrador é validada com sucesso.
Ele cancela um pedido específico no banco de dados, atualizando o status do pedido para "Cancelado" na tabela `cart`.
Além disso, ele atualiza o total da venda na tabela `tblsales`, subtraindo o valor do pedido cancelado.
Em seguida, exibe uma mensagem informando que o registro foi cancelado com sucesso e fecha o formulário.
Método Label2_Click: Este método é acionado quando o usuário clica no `Label2`, que parece ser um botão de fechar.
Nomeclatura e funções principais
Nomenclatura: frmAuditTrail
Funcções Principais:
1. Método LinkLabel1_LinkClicked: Este método é acionado quando o link é clicado. Ele simplesmente fecha o formulário atual (`frmAuditTrail`).
Método LoadRecords: Este método é responsável por carregar os registros de auditoria entre as datas selecionadas nos controles
DateTimePicker (`dt1` e `dt2`). Ele limpa as linhas existentes no `MetroGrid1`, abre a conexão com o banco de dados e executa uma consulta SQL
para recuperar os registros de auditoria no intervalo de datas especificado. Os registros são adicionados ao `MetroGrid1` linha por linha. Finalmente,
o método atualiza o texto do rótulo `lblCount` para exibir o número de registros recuperados.
Método dt1_ValueChanged: Este método é acionado quando o valor do controle DateTimePicker `dt1` é alterado.
Ele chama o método `LoadRecords` para recarregar os registros com base nas novas datas selecionadas.
Método dt2_ValueChanged: Este método é acionado quando o valor do controle DateTimePicker `dt2` é alterado.
Ele também chama o método `LoadRecords` para recarregar os registros com base nas novas datas selecionadas.
Em resumo, este formulário permite ao usuário selecionar um intervalo de datas e exibir os registros de auditoria que ocorreram dentro desse intervalo.
Cada registro é exibido com informações como ID, usuário, resumo, data e hora.
Nomeclatura e funções principais
Nomenclatura: frmCancelOrderList
Funcções Principais:
1. Variáveis `sdate1` e `sdate2`: Essas variáveis são usadas para armazenar as datas selecionadas nos controles DateTimePicker `dt1` e `dt2`, respectivamente.
Método `LoadRecords`: Este método é responsável por carregar os registros de pedidos cancelados dentro do intervalo de datas especificado.
Ele limpa as linhas existentes no `MetroGrid1`, abre a conexão com o banco de dados e executa uma consulta SQL na exibição `vwcart`.
Esta exibição parece ser uma visualização que combina informações de várias tabelas relacionadas. Os resultados da consulta são então adicionados
ao `MetroGrid1` linha por linha, exibindo informações como número da transação, descrição do item, preço, quantidade, total, número da mesa, usuário e data.
Finalmente, o método fecha o leitor de dados e a conexão com o banco de dados.
Evento `PictureBox1_Click`: Este evento é acionado quando o usuário clica na imagem representando um botão de fechar.
Ele simplesmente fecha o formulário atual (`frmCancelOrderList`).
Eventos `dt1_ValueChanged` e `dt2_ValueChanged`: Esses eventos são acionados quando o valor dos controles DateTimePicker `dt1` e `dt2` é alterado,
respectivamente. Ambos os eventos chamam o método `LoadRecords` para recarregar os registros com base nas novas datas selecionadas.
Nomeclatura e funções principais
Nomenclatura: frmChangePassword
Funcções Principais:
1. Método `clear`: Este método é usado para limpar os campos de texto `txtNew` e `txtConfirmPass` quando chamado.
2. Evento `btnSave_Click`: Este evento é acionado quando o usuário clica no botão "Salvar". Ele executa a lógica para alterar a senha do usuário.
Primeiro, verifica se os campos `txtNew` e `txtConfirmPass` não estão vazios.
Em seguida, verifica se o texto em `txtNew` é igual ao texto em `txtConfirmPass`, ou seja, se a nova senha e a confirmação da nova senha correspondem.
Se as condições forem atendidas, uma caixa de mensagem é exibida perguntando se o usuário tem certeza de que deseja salvar as alterações.
Se o usuário confirmar, a senha no banco de dados é atualizada para a nova senha fornecida. Em seguida, uma mensagem de aviso é exibida informando que
a senha foi atualizada com sucesso e os campos de texto são limpos usando o método `clear`.
3. Evento `PictureBox1_Click`: Este evento é acionado quando o usuário clica na imagem representando um botão de fechar.
Nomeclatura e funções principais
Nomenclatura: frmDiscount
Funcções Principais:
1. Método `LoadRecords`: Este método é responsável por carregar os registros de desconto do banco de dados e exibi-los no `MetroGrid1`.
Evento `btnSave_Click`: Este evento é acionado quando o botão "Salvar" é clicado.
Ele insere um novo registro de desconto no banco de dados com a descrição e percentual fornecidos.
Antes de salvar, exibe uma caixa de mensagem para confirmar a operação. Após salvar, limpa os campos e recarrega os registros.
3. Método `Clear`: Este método limpa os campos `txtDiscription` e `txtPercent` e redefine os estados dos botões `btnSave` e `btnUpdate`.
Evento `MetroGrid1_CellContentClick`: Este evento é acionado quando há um clique em uma célula do `MetroGrid1`.
Se o clique for no botão de edição, preenche os campos de texto com os dados do desconto selecionado e
desabilita o campo `txtDiscription` e o botão `btnSave`. Se o clique for no botão de exclusão, exclui o registro de desconto correspondente do banco de dados.
Evento `btnUpdate_Click`: Este evento é acionado quando o botão "Atualizar" é clicado.
Ele atualiza o registro de desconto selecionado no banco de dados com o novo percentual fornecido.
Antes de atualizar, exibe uma caixa de mensagem para confirmar a operação. Após a atualização, recarrega os registros e limpa os campos.
Nomeclatura e funções principais
Nomenclatura: frmMain
Funcções Principais:
Método `frmMain_Resize`: Este método é acionado quando o formulário é redimensionado e ajusta o tamanho
e a posição do formulário de acordo com as dimensões da tela.
Métodos de clique dos botões (`btnProduct_Click`, `btnSales_Click`, `btnTable_Click`, etc.):
Esses métodos são acionados quando os botões no formulário principal são clicados.
Eles exibem diferentes formulários (como `frmProductList`, `frmSales`, `frmTable`, etc.) dentro de um painel (`Panel4`) no formulário principal.
Evento `Button5_Click`: Este evento é acionado quando o botão "Sair" é clicado. Ele fecha o formulário principal, registra a saída do usuário e
exibe novamente o formulário de login.
Outros eventos de clique de botão (`btnBestSelling_Click`, `btnSalesSummary_Click`, `btnAuditory_Click`, etc.):
Esses eventos são semelhantes aos métodos de clique dos botões mencionados acima, mas cada um exibe um formulário
diferente com suas respectivas funcionalidades.
5. Método `btnDiscount_Click`: Este método é acionado quando o botão "Desconto" é clicado e exibe o formulário `frmDiscount` para gerenciar descontos.
Método `btnUser_Click`: Este método é acionado quando o botão "Usuário" é clicado e exibe o formulário `frmUserRegistration`
para registrar novos usuários.
Método `Button1_Click`: Este método é acionado quando o botão "Caixa" é clicado e exibe o formulário `frmPos`
para gerenciar as transações de vendas.
Nomeclatura e funções principais
Nomenclatura: frmReport
Funcções Principais:
Declarações de variáveis: O formulário declara várias variáveis para manipular conexão com banco de dados (`con1`), comandos SQL (`cmd1`),
adaptador de dados (`adp1`) e uma tabela de dados (`dtb`).
Sub `viewdata`: Esta sub-rotina executa uma consulta SQL para recuperar os dados do carrinho de compras (`vwcart`)
para as vendas concluídas (`status` igual a "Completed") dentro de um determinado intervalo de datas. Os resultados são armazenados na tabela de dados (`dtb`).
Sub `loadRecords`: Esta sub-rotina carrega os registros para o relatório.
Ela cria uma nova instância do relatório Crystal Reports (`myrpt`) e define os dados usando a tabela de dados previamente preenchida (`dtb`).
Além disso, os parâmetros do relatório são definidos com base nas informações das vendas (`lblTotalSales`, `lblTotal`, `lblDiscount`, `lblInitialValue`) e
nos detalhes de contato do cliente (`txtNif`, `txtContact`). Por fim, o relatório é exibido no `CrystalReportViewer1`.
Evento `frmReport_Load`: Este evento é acionado quando o formulário `frmReport` é carregado.
Ele chama a sub-rotina `loadRecords` para carregar e exibir o relatório.
Nomeclatura e funções principais
Nomenclatura: frmSales
Funcções Principais:
Declaração de variáveis: O formulário declara variáveis para armazenar a data inicial e final (`sdate1` e `sdate2`),
bem como variáveis para o valor inicial, subtotal e desconto das vendas.
Sub `LoadRecords`: Esta sub-rotina carrega os registros de vendas dentro do intervalo de datas especificado. Ela limpa o `MetroGrid1`,
executa consultas SQL para recuperar as vendas da tabela `vwcart` com status "Completed" dentro do intervalo de datas, e preenche o grid com os resultados.
Além disso, ele calcula o total das vendas, o valor inicial, o subtotal e o desconto usando consultas SQL separadas.
Esses valores são exibidos nos rótulos correspondentes.
3. Evento `frmSales_Load`: Este evento é acionado quando o formulário `frmSales` é carregado. Ele inicializa as datas iniciais e finais com a data atual.
Eventos `dt1_ValueChanged` e `dt2_ValueChanged`: Esses eventos são acionados quando as datas iniciais ou finais são alteradas.
Eles chamam a sub-rotina `LoadRecords` para recarregar os registros de vendas com base nas novas datas.
Evento `PictureBox2_Click`: Este evento é acionado quando o usuário clica na imagem do ícone de relatório.
Ele abre o formulário `frmReport` para exibir um relatório das vendas dentro do intervalo de datas especificado.
Nomeclatura e funções principais
Nomenclatura: frmSalesSummary
Funcções Principais:
1. Sub `LoadYearSales`: Esta sub-rotina carrega o resumo das vendas por ano. Ele limpa o `MetroGrid1`, executa uma consulta SQL que calcula a soma
do subtotal de vendas agrupadas por ano e preenche o grid com os resultados.
2. Sub `LoadQuarterSales`: Esta sub-rotina carrega o resumo das vendas por trimestre. Da mesma forma que a sub-rotina anterior,
ela limpa o `MetroGrid2`, executa uma consulta SQL que calcula a soma do subtotal de vendas agrupadas por ano e trimestre e preenche o grid com os resultados.
3. Sub `LoadMonthSales`: Esta sub-rotina carrega o resumo das vendas por mês. Da mesma forma que as sub-rotinas anteriores,
ela limpa o `MetroGrid3`, executa uma consulta SQL que calcula a soma do subtotal de vendas agrupadas por ano e mês e preenche o grid com os resultados.
4. Evento `PictureBox1_Click`: Este evento é acionado quando o usuário clica na imagem do ícone de fechar.
Ele fecha o formulário `frmSalesSummary`.
5. Evento `frmSalesSummary_Load`: Este evento é acionado quando o formulário `frmSalesSummary` é carregado.
No momento, está vazio e não executa nenhuma ação.
Conclusão
As classes mencionadas representam diferentes funcionalidades e aspectos do sistema.
Elas são organizadas em camadas para garantir uma arquitetura bem estruturada e modular.
Através da separação de responsabilidades em diferentes classes e camadas, o sistema torna-se mais fácil de entender, dar manutenção e
escalar conforme necessário. Isso promove uma melhor organização do código, facilitando a colaboração entre desenvolvedores e garantindo uma
experiência consistente e confiável para os usuários finais.
|
oercommons
|
2025-03-18T00:35:32.627490
|
04/06/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114970/overview",
"title": "Revisão das Classes e Camadas Nomenclaturas e Funções Principais",
"author": "marcio macedo"
}
|
https://oercommons.org/courseware/lesson/73150/overview
|
Education Standards
"Why Teen Are Impulsive"
Overview
First, students will read and analyze NPR's interview with Dr. Frances Jensen, "Why Teens are Impulsive, Addition-Prone And Should Protect Their Brains."
Students will then compare and contrast this reading with the article they previously read, "Teenage Brain." Students applied the ideas conveyed in "Teenage Brain" to Romeo and Juliet's rash actions in Shakespeare's play, Romeo and Juliet.
Lastly, students will practice using context clues to decipher word meaning and consult a dictionary to verify the accuracy.
In this assignment, students will read and analyze NPR's interview with Dr. Frances Jensen "Why Teens are Impulsive, Addition-Prone And Should Protect Their Brains." They will then compare and contrast this reading with the article they previously read "Teenage Brain."
|
oercommons
|
2025-03-18T00:35:32.648436
|
10/04/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73150/overview",
"title": "\"Why Teen Are Impulsive\"",
"author": "Melissa Daley"
}
|
https://oercommons.org/courseware/lesson/115485/overview
|
Adding Negative Numbers
Overview
This mini-lesson can be used as a reteach to small groups who may need a refresher.
What are Negative Numbers?
A negative number is any number that is less than zero.
For instance, -7 is a number that is seven less than 0.
***You can watch the video below to learn more about negative numbers.***
Video provided by:
Examples
Using Integer Chips
Your Turn
Answers
How well did you do?
|
oercommons
|
2025-03-18T00:35:32.663603
|
04/23/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115485/overview",
"title": "Adding Negative Numbers",
"author": "Bathsheba Bradley"
}
|
https://oercommons.org/courseware/lesson/99161/overview
|
Use of geophysical techniques in groundwater exploration Problem (PBL) task Based Learning
Overview
Use of geophysical techniques in groundwater exploration Problem Based Learning (PBL) Task
Geophysics course
Use of geophysical techniques in groundwater exploration Problem Based Learning (PBL) Task
|
oercommons
|
2025-03-18T00:35:32.678585
|
11/30/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99161/overview",
"title": "Use of geophysical techniques in groundwater exploration Problem (PBL) task Based Learning",
"author": "milton Kataka"
}
|
https://oercommons.org/courseware/lesson/52933/overview
|
LED Breakout Boxes with Java and Raspberry Pi
Overview
This project helps students gain experience and proficiency with different types of programming software and languages, such as Raspberry Pi and Java in the context of programming a wearable device. Students will learn how to build programs while working with a large group and utilizing different technologies.
Section 1
This project helps students gain experience and proficiency with different types of programming software and languages, such as Raspberry Pi and Java in the context of programming a wearable device. Students will learn how to build programs while working with a large group and utilizing different technologies.
|
oercommons
|
2025-03-18T00:35:32.694421
|
04/02/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/52933/overview",
"title": "LED Breakout Boxes with Java and Raspberry Pi",
"author": "Marie Caniglia"
}
|
https://oercommons.org/courseware/lesson/98080/overview
|
FREEAcornsSizeOrderingforFallOrderbySizeCutandGlue-1
Length Video
MeasurementLength-1
ShortestLongestFirstGradeMath-1
Size Video
UbD 2.0 - Size and Length
Overview
Size and Length lesson plan for Pre-K / Kindergarten
Stage 1 - Desired Results
ESTABLISHED GOALS |
Describe and compare measurable attributes.CCSS.MATH.CONTENT.K.MD.A.1 CCSS.MATH.CONTENT.K.MD.A.2 |
Transfer
Students will be able to independently use their learning to… |
Use size and length terms in their daily lives. Point out what is bigger or smaller than other things in their daily lives. Point out what is longer or shorter than other things in their daily lives. Follow directives involving size or length. (ex. Can you get me the smaller fork please, Jacquie?) |
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
Size is different than length. You can compare the sizes and lengths of everyday things in the real world.
| What is the difference between size and length? What does smallest mean? What does biggest mean? What does longest mean? What does shortest mean? What does it mean if something is shorter than something else/what does it mean if something is longer than something else? What does it mean if something is smaller than something else/what does it mean if bigger than something else? |
Aquistion
Students will know… | Students will be skilled at… |
What size and length mean What small, smaller, and smallest mean What big, bigger, and biggest mean What short, shorter, and shortest mean What long, longer, and longest mean | Identify things as shorter or longer than other things. Identify things as bigger or smaller than other things. Rank objects or lines in order by length. Rank objects or shapes in order by size.
|
Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
| If a kid can demonstrate the concepts of size and length with objects in the real world, I can assume that they truly understand them. | PERFORMANCE TASK(S): (One at a time in a controlled environment) Ask each kid to bring me the longest pen on a designated table, as well as the shortest eraser, the smallest piece of paper, and the biggest book. |
If the kids can verbally explain the difference between length and size, they likely understand and distinguish the two concepts. I would like my students to be able to demonstrate their understanding of size and length on worksheets as well. | OTHER EVIDENCE: Have them individually explain to me the difference between longer and bigger and the difference between shorter and smaller. Worksheets in which kids circle the longest line out of a set of lines or the biggest square out of a set of squares, etc... |
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
W, E2, R ------> Give explanation and show examples on the board. I might use PowerPoint or Google Slides to assist my explanation, and I could do examples on a ViewBoard. With this board, I could drag things to change their size or length. I could do this over Zoom or Stream for students who aren't there in person. (This explanation of size and length will show the students where the unit is going and what is expected. I will learn where the students are coming from by asking them how many of them know what size or length is. They will have to rethink and revise they're understanding when I show them that something longer than something else could actually still be smaller than it. After reminding them of this later on, students could evaluate their own work to make sure they did that right.)
H, E1, T, E2 ------> Compare the sizes and lengths of things in the room. I could have the kids record and share themselves comparing the sizes and lengths of things using tools like Audacity, FlipGrid, or YouTube. (It can be personalized to the different interests of students by individually allowing them to compare the sizes of things they each like.)
H, O ------> Watch a video about length and size. I could also put videos on YouTube, FlipGrid, or Zoom for them to watch. (A video is a great way to hook the students.)
H, E1, E2 ------> Have kids rank pieces of string by length. This is meant to be a very physical representation, but for kids who can't be there for it, I could record myself interacting and sorting the strings for kids to watch on FlipGrid or YouTube. These kids could even talk with me about the string I'm using live over Zoom or Google meet.
O ------> Fill out worksheets about it. Some of these could be on Google Forms to quickly give information about how many students understand the concepts as well as save paper. (The multiple means of engagement should help maximize engagement and learning.)
|
oercommons
|
2025-03-18T00:35:32.727027
|
10/19/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98080/overview",
"title": "UbD 2.0 - Size and Length",
"author": "Landon Meadows"
}
|
https://oercommons.org/courseware/lesson/115479/overview
|
WRLC Implementation Guide
Overview
- Overview:
- This guide overviews how our team is addressing digital accesibility and our goal plans to expand digital accessibility knowledge among the 9 institutions we engage with.
|
oercommons
|
2025-03-18T00:35:32.743441
|
04/23/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115479/overview",
"title": "WRLC Implementation Guide",
"author": "Brianna Chatmon"
}
|
https://oercommons.org/courseware/lesson/13860/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 Why Teach Science
Survey 2
Survey 3
Survey 4A
Survey 4B
Survey 5
Survey #6
Survey #7
Tool for generating Anchoring Phenomena
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?
"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 (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 Survey #1
Rank the five different reasons listed that ague 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
"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 your start, be sure to prepare to 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
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 (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)
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
"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
"...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
"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
|
2025-03-18T00:35:32.810379
|
04/11/2017
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/13860/overview",
"title": "Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity",
"author": "Cristina Trecha"
}
|
https://oercommons.org/courseware/lesson/81198/overview
|
FROM THE LEARNİNG PIT TO LIFE P4C PLAN INTEGRATION
Overview
Felsefi çalışmalarımız 4 oturumdan oluşur, kolaylaştırıcı öğretmen kitabı okur ve çocukları soru sormaya ve düşünmeye teşvik eder.Oturumdan sonra drama, müzik, deney, gözlem, oyun, web 2 araçları, sanat eserleri ve plan entegrasyonu çocuklar.
FROM THE LEARNİNG PIT TO LIFE P4C PLAN INTEGRATION
Our philosophical studies consist of 4 sessions, the facilitating teacher reads the book and encourages children to ask questions and to think.After the session, drama, music, experiment, observation, game, web 2 tools, art works and plan integration are integrated with children.
|
oercommons
|
2025-03-18T00:35:32.828493
|
Syllabus
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/81198/overview",
"title": "FROM THE LEARNİNG PIT TO LIFE P4C PLAN INTEGRATION",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/78478/overview
|
Changes in Temperature and Elevation
Overview
This lesson is designed for students to begin practicing adding integers in real world context. Students also create number line diagrams to support their thinking when adding integers.
Brian-Based Lesson
Jennifer Grubbs
Lesson Objectives:Learners will be able to:
| |||
| Grade: 7thTime frame: 60 -90 minutes (1 day - 1 ½ days) | Lesson Title: Changes in Temperature and Elevation | ||
| Brain-based Strategies Used in the Lesson: *Brain breaks*Color-coding*Teach in small chunks | Formative or Summative Assessments: Exit Ticket: Slide 10
| ||
| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?Due to the nature of this school year, I have spiraled back to the 6th grade curriculum to re-introduce and re-explain the following topics: opposites, absolute value, ordering and comparing rational numbers. Typically this lesson would be two separate lessons, lessons 2 and 3, but due to the incorporation of 6th grade lessons, they are now combined to be the 4h lesson of Unit 5 in 7th grade. | |||
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.6.NS.C: Apply and extend previous understandings to the system of rational numbers7.NS.A.1: Apply and extend previous understandings of addition and subtraction to add and subtractive rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. 7.NS.A.1.a: Describe situations in which opposite quantities combine to make 0. | |||
Technology used:
| |||
| Time | Materials | Lesson Procedures(Include the materials & technology.) | |
| 1 min | Slide 1 of Desmos, Compute | Review of learning goals for the lesson | |
| 5Mins | Slide 2 of Desmos | Warm-Up:Which set of arrows do not belong? Explain you choice.Give students about 2 ½ minutes to select which arrows do not belong and explain why. Teacher has options where they can snapshot select students’ work to share with the class or they can as the students to share their opinions about which set does not belong. It is extremely imperative to explain to the students that there is not a correct answer. | |
| 10 -15mins. | Slide 3 of Desmos | Introduce using number lines to add positive and negative numbers. Complete the first table together along with the number lines. Students will be introduced to using two arrows and a dot in their representation of addition on the number line, particularly focusing on the lengths of the arrows. Allow students to work on the second chart on their own, asking questions for about 5 minutes. Then as a group review the answers and have the students explain how to graph the addition equation on the number line. Focus on using the colors of blue and black to help with retention of the models, especially for the arrows. To improve memory use a red dot for the solution. | |
| 5 mins | Hidden Meanings | Brain break: Students will attempt to figure out the saying, TV show, etc from pictures and/or words. | |
| 10-12Mins | Desmos Slides 5 and 6 | Give students 7 minutes to work on their own. During this time, they can ask questions about things they do not understand. Students get instantaneous feedback on this slide, meaning the coding will let them know if they got their answers right. Take 3-5 minutes to ask for any questions or anything that students need clarified. | |
| 5 min | Slides 3, 5, and 6 of Desmos- Wrap up |
| |
| 5 | Sit/Stand | Brain Break- Students will answer some quick rapid fire questions by either sitting or standing to show their choice. Some may include using other motions to represent their choice if given more than 2 choices. | |
| 2 Mins. | Feedback: (How will the students provide feedback?) Group activity? Instructor feedback?Students will complete a quick Google Form evaluating how they felt about the lesson and their comfort level with the skill(s) taught in class. Instructor(s) can give feedback at any time during the lesson on any slide, except slide 4 and slide 7. Students will need to be reminded to check for the green box at the top of the slide to indicate that the instructor has provided feedback. | ||
| 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.
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oercommons
|
2025-03-18T00:35:32.852245
|
Jennifer Grubbs
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78478/overview",
"title": "Changes in Temperature and Elevation",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/78460/overview
|
Educational Psychologist - Educational Psychology in the Open Science Era
Overview
Special Issue of Educational Psychologist - Educational Psychology in the Open Science Era
Recently, scholars have noted how several “old school” practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly.
Educational Psychologist - Educational Psychology in the Open Science Era
From old school to open science: The implications of new research norms for educational psychology and beyond
Hunter Gehlbach and Carly D. Robinson
Preprint Link: https://edarxiv.org/za7p5
EP Link: https://doi.org/10.1080/00461520.2021.1898961
Replication is important for educational psychology: Recent developments and key issues
Jonathan A. Plucker and Matthew C. Makel
Preprint Link: https://edarxiv.org/s3wye
EP Link: https://doi.org/10.1080/00461520.2021.1895796
Preregistration and registered reports
Justin Reich
Preprint Link: https://edarxiv.org/wrvt2
EP Link: https://doi.org/10.1080/00461520.2021.1900851
Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research
Jesse I. Fleming, Sarah E. Wilson, Sara A. Hart, William J. Therrien and Bryan G. Cook
Preprint Link: https://edarxiv.org/qyxgs
EP Link: https://doi.org/10.1080/00461520.2021.1897593
Improving norms in research culture to incentivize transparency and rigor
David Mellor
Preprint Link: https://edarxiv.org/thny5
EP Link: https://doi.org/10.1080/00461520.2021.1902329
Strengthening the foundation of educational psychology by integrating construct validation into open science reform
Jessica Kay Flake
Preprint Link: https://psyarxiv.com/vqjb8
EP Link: https://doi.org/10.1080/00461520.2021.1898962
Implications of the open science era for educational psychology research syntheses
Erika A. Patall
Preprint Link: https://edarxiv.org/2kzav
EP Link: https://doi.org/10.1080/00461520.2021.1897009
Open science reforms: Strengths, challenges, and future directions
Kathryn R. Wentzel
Preprint Link: https://edarxiv.org/sgfy8
EP Link: https://doi.org/10.1080/00461520.2021.1901709
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oercommons
|
2025-03-18T00:35:32.873656
|
03/22/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78460/overview",
"title": "Educational Psychologist - Educational Psychology in the Open Science Era",
"author": "OSKB Admin"
}
|
https://oercommons.org/courseware/lesson/87577/overview
|
Education Standards
K-6th scope & sequence
Evaluating Resources- grade 1
Overview
Students will look at images and determine how they have been altered. Discuss why someone might alter photographs that are online.
Lesson Title: Evaluating Resources
Overview
Students will look at images and determine how they have been altered. Discuss why someone might alter photographs that are online.
Grade
First Grade
Duration
20 minutes
Standards and Learning Objectives
Washington State Ed Tech Standards:
3.b. With guidance from an educator, students become familiar with age-appropriate criteria for evaluating digital content.
Washington State ELA Standards:
W.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Formative Assessment
Teacher will observe the discussion and make adjustments to student understanding as needed.
Materials
- Pictures of photoshopped or altered images from websites – share the explanations of the images after showing the pictures to see if kids can figure out what the purpose of the photos is.
From https://fstoppers.com/composite/dad-poses-his-children-out-world-images-using-photoshop-270909
These images were created by a man who was learning photoshop and had a sense of humor. He tried to create images in a way that weren’t real but could look like they were. He frequently uses his family for his pictures.
These images were created by a dad who thought it would be funny to put his kids’ artwork into real life which is how the animals look funny but are in an actual photo.
- Smartboard or similar to share images
- Magazines to create their own “photoshopped” images
- Crayons, colored pencils or markers
- Glue and construction paper
Background
There are many images on the internet that are real but may be altered in some way. Begin a discussion showing students how to start determining whether images are real or modified.
Procedure
Step 1
Begin the lesson by showing students images on websites such as Britannica that have not been altered as a review from kindergarten. Discuss what they are seeing and how they might be helpful to a website.
Step 2
Then show students websites with altered photographs. Lead a discussion about what they observe. Ask these questions…
What do you notice?
Why might someone do something like this to pictures?
When might you see pictures like these?
What do we need to do to make sure we don’t believe what we are looking at?
Step 3
Pass out magazines, paper and glue and scissors. In either pairs or on their own, students will create their own “photoshopped” pictures. Find a background image. The find an animal or person that doesn’t fit (example: person walking a dog in an aquarium). Glue images together to create a “photoshopped” picture. Share with the class.
Table Sample {H1}
Do not use tables for formatting content. Do not forget to add alt text to table.
Column 1 | Column 2 | Column 3 |
data | data | data |
data | data | data |
data | data | data |
data | data | data |
Image Sample
Image by WikiImages from Pixabay
Notes
- Do not hit enter button to add spaces between objects – adjust the paragraph spacing
- Always use Styles – modify font/color/size to suit but adjust from style menu
- Use headers in correct order – e.g. do not start with header 3
- Any image/icon/piece of content that is not your original work needs to be used with permission – either via an open license or written permission from the copyright holder – and properly attributed.
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oercommons
|
2025-03-18T00:35:32.914613
|
shaelynn charvet bates
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87577/overview",
"title": "Evaluating Resources- grade 1",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/84178/overview
|
21st Century Literature from the Philippines and the World
Overview
Most of the learners here in our area don't have much access to the internet because there is no signal reception. They can sometimes access but only for those who can afford. So, teachers preferred modular learning. 21st Century Literature from the Philippines and the World is a senior high school subject which aims to engage students in appreciation and critical study of 21st Century Literature from the Philippines and the World, encompassing their various dimensions, genres, elements, structure, contexts, and traditions. In order to attain this, different activities are implemented. Other activities also have the need to apply multimedia and ICT skills.
This resource is a way in applying multimedia and ICT skills of the students in spite of the fact that not all of them have the accessibility on the internet. This is just a step to mold students' skill in using multimedia.
LESSON 1
Goals
- The learner will be able to understand and appreciate the elements and contexts of 21st Century Philippine Literature.
Content Standard
- The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions.
Objectives
- Compare and contrast the various 21st century literary genres and the ones from the earlier genres/periods citing their elements, structure and tradition.
- Contrast the said elements and conventions with Philippine essays from earlier periods.
- Produce a creative representation of a literary text by applying multimedia and ICT skills.
Readings/Activities
The learner will read the essay “Five Brothers, One Mother from ‘Many Mansions’ by Exie Abola (Manila)
- What defines home to you?
- If you need to leave where you are staying now, what would you do to make yourself at home?
- How does Abola’s essay dramatize the saying “home is where the heart is?”
Assignments/Tests
- The learner will make a close written analysis of different literary genres through creating a blog post to be posted on his Facebook account.
- The learner will make a PowerPoint Presentation about the things they love about their home.
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oercommons
|
2025-03-18T00:35:32.938455
|
07/24/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84178/overview",
"title": "21st Century Literature from the Philippines and the World",
"author": "Ednamie Gabonada"
}
|
https://oercommons.org/courseware/lesson/69960/overview
|
Active Recovery/Stretch Series
Overview
This is a quick and easy to implement active recovery/stretch series to use with a PE class that is sore from a few intense workout sessions. It could be used for a High School Aerobis Class, Lifetime Activities Class or even a Beginning/Advanced Strength Training Class.
Recovery Workout Series
Lesson Topic:
Recovery/Stretching Series
Lesson Description:
A 20 minute recovery session with multiple stretches/poses to give your students the needed physical break from strenuous aerobic activity expected in class. This lesson can be done at home and used for a virtual PE assignment.
Learning Goals/Outcomes:
Students will understand the importance that allowing your body an active recovery day is essential to improved performance of overall fitness and health.
Nebraska Standards:
PE.HS.8.2.a Identifies and applies the movement concepts and principles utilized for the improvement of performance.
Teacher Planning:
Equipment/Materials Needed: A Timer.
Time Required for Lesson: 25-30 minutes
Diagram/Setup: Space students six feet apart in all directions for safety.
Technology Use:
YES X NO
Instructional Plan:
Anticipatory Set/Pre-Activity:
As a teacher make sure that you practice the stretch series yourself to get the timing down and feel comfortable with your own cues and descriptions of the stretches/poses.
Benefits/Explanation/Real-World Connection:
This activity allows students to understand that a rest day doesn’t mean sitting on the couch, you can do active recovery workouts that are very beneficial to their physical and mental health.
Activities (i.e. instructions, warm-up, lesson, cool-down):
Instructions:
- Ask students to spread themselves out so there is a 6 feet open area completely around them.
- Explain the benefits of an active recovery workout.
- Begin the Stretching Series: You will time/hold each stretch for 30 seconds, then proceed to the next stretch. The stretches are designed in an order that should flow very smoothly and offer maximum health benefit to the students.
Active Recovery/Stretch Series Order of Progression (includes some teacher cues)
- Students stand up with good posture, taking 5 big deep breaths. Have students inhale for a 3 second count and exhale for a 3 second count
- Slowly roll down in a Hamstring Stretch keeping feet close together.
- Move into a Sumo Squat Hold.
- Slowly straighten your legs into Hamstring Stretch again this time keeping feet a little wider than your shoulders.
- Slowly Roll Up. Take your right foot over your left foot and roll back down into an IT Band Stretch.
- Slowly Roll Up. Take your left foot over your right foot and roll back down into an IT Band Stretch for the other side.
- Slowly move your feet shoulder width apart and walk your hands out into Downward Dog. Push your palms and heels into the floor raising your hips to the ceiling.
- Step your right foot up to the outside of your right hand into Runner’s Stretch.
- Staying in this position take your left hand and move it closer to your right foot, take your right hand to the ceiling and open your chest toward your right thigh.
- Now put your right hand where your left hand was and take your left hand to the ceiling and have your back toward your right thigh.
- Return to original Runner’s Stretch. Bring your right foot under your body parallel to your hands so that your right heel is at your left hip. Lower your body down to the ground into Pigeon Stretch.
- Take your body back into Child’s Pose keeping your knees together and sinking your hips back into your heels, stretching your hands out long in front of you and resting your forehead to the floor.
- Move your body so your torso is on the floor. Align your elbows so they are directly under your shoulders, lift your chest off the ground into a Sphinx Pose.
- Push yourself back up into Downward Dog. Cue the class that we will repeat all those stretches on the other side of the body next.
- Step your left foot up to the outside of your left hand into Runner’s Stretch.
- Staying in this position take your right hand and move it closer to your left foot, take your left hand to the ceiling and open your chest toward your left thigh.
- Now put your left hand where your right hand was and take your right hand to the ceiling and have your back toward your left thigh.
- Return to original Runner’s Stretch. Bring your left foot under your body parallel to your hands so that your left heel is at your right hip. Lower your body down to the ground into Pigeon Stretch.
- Take your body back into Child’s Pose this time opening your knees wide and sinking your hips back into your heels, stretching your hands out long in front of you and resting your forehead to the floor.
- Move your body so your torso is on the floor. Align your hands so they are directly under your shoulders, lift your torso off the ground into a Cobra Pose.
- Turn your body over onto your back. Take your arms out to make a “T”, palms flat on the floor. Bring your Right foot up to your left hand in an Iron Cross Hold.
- Slowly bring that right knee into your right armpit. Be sure to gently pull your leg from behind the knee on the hamstring and not on top of the knee to reduce stress on the joint.
- Straighten that right leg, flex your right toe. If you are more flexible than cue students they may walk their hands up their leg to hold at the base of the calf muscle above the ankle.
- Slowly lower the right leg and cue students we are going to repeat on the left side of the body. Take your arms out to make a “T”, palms flat on the floor. Bring your left foot up to your right hand in an Iron Cross Hold.
- Slowly bring that left knee into your left armpit. Be sure to gently pull your leg from behind the knee on the hamstring and not on top of the knee to reduce stress on the joint.
- Straighten that left leg, flex your left toe. If you are more flexible than cue students they may walk their hands up their leg to hold at the base of the calf muscle above the ankle.
- Hug both knees into your chest.
- Release your legs. Bring your knees to a 90 degree angle stacked over your hips, flex your toes. Have arms out to a “T” palms down to the ground. Slowly lower your knees to the right and turn your head to look to the left. Cue students to keep both shoulders square on the floor.
- Slowly rotate that same movement to the other side. Lower your knees to the left and turn your head to look to the right. Cue students to keep both shoulders square on the floor.
- Sit up with excellent posture in Butterfly Stretch.
- Extend your feet a little away from your body and reach your arms attempting to bring your nose to your toes in a deeper stretch.
- Tuck your Right leg into your groin, bring the left foot over so it is parallel to the right thigh, bring your right elbow over the left knee drawing your chest toward the left thigh in a Pretzel Stretch.
- Slowly release and repeat on the other side. Tuck your Left leg into your groin, bring the right foot over so it is parallel to the left thigh, bring your left elbow over the right knee drawing your chest toward the right thigh in a Pretzel Stretch.
- Slowly extend your legs straight out in front of you. Keep your toes flexed and pointed to the ceiling. Sit up tall, have good posture and raise your hands up to the ceiling. Stretch and reach for the ceiling then slowly bend forward to reach and touch your toes.
- Slowly lift your arms back up towards the ceiling sitting up with good posture. Reach and stretch then gradually roll your body flat on it’s back on the floor, pointing your toes and stretching your arms in a final Full Body Stretch.
Closure:
While the students are lying in the Full Body Stretch cue them to do another 6 rounds of deep breathing. With each exhalation have them do a full body scan of how their major muscle groups feel after that recovery workout. Also have them reflect about how they feel mentally after the recovery workout. (Is their body more relaxed, heart rate lowered, etc.)
Assessment :
This would be more for a formative assessment day. Are the students able to follow teacher cues/prompts as directed throughout the series?
Supplemental Information:
Modifications:
Always tell students that stretching/recovery should not be painful so if their body can’t move through the full range of motion to position themselves so they feel an easy stretch but not an aggressive pull on their muscles.
Safety Precautions:
Make sure students have a clear space around them because some students may lose their balance and fall over during the workout.
Comments (adaptations for various grades/ages, teaching styles, etc.)
If the teacher wants you could play soothing, relaxing music in the background to create a more calming atmosphere.
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oercommons
|
2025-03-18T00:35:32.959034
|
07/21/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69960/overview",
"title": "Active Recovery/Stretch Series",
"author": "Michelle Fisher"
}
|
https://oercommons.org/courseware/lesson/94363/overview
|
The Business Of Philanthropy – A Free ESL Lesson Plan
Overview
For upper intermediate language students looking for a new challenge, this ESL Lesson Plan on the Business of Philanthropy offers an excellent reading activity.
This lesson plan from the Off2Class library provides a nuanced look into the world of philanthropy (e.g. charities, donations) and the business aspects that surround the industry. The lesson also includes several warm-up activities (prior to the reading text) and basic comprehension questions (after the reading text).
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
For upper intermediate language students looking for a new challenge, this ESL Lesson Plan on the Business of Philanthropy offers an excellent reading activity.
This lesson plan from the Off2Class library provides a nuanced look into the world of philanthropy (e.g. charities, donations) and the business aspects that surround the industry. The lesson also includes several warm-up activities (prior to the reading text) and basic comprehension questions (after the reading text).
Philanthropy refers to the role of private citizens in donating time and money either through individual activities or more formalized organizations, such as foundations. In 2021, Citibank estimated that global philanthropy makes up about $2.3 trillion, just under 3% of global GDP.
Famous philanthropists include Bill and Melinda Gates, Dolly Parton and Marc Benioff. Philanthropy can come in all shapes and sizes. The business of philanthropy refers to the work taken when that giving is operationalized. This normally happens via a foundation. While these operations were set up with noble intentions, the activities of larger philanthropists can attract attention and controversy.
This lesson tells the story of a hypothetical individual named John Coulter. John chooses to spend his retirement working with education charities in Africa.
John faces the challenge of how best to help educate people in Africa. To do that, he must listen to the point of view of numerous people and constituencies
The reading activity encourages students to understand key terms that impact the sector, such as “ideals,” “civil servants” and “work-life balance.”
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
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oercommons
|
2025-03-18T00:35:32.978402
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94363/overview",
"title": "The Business Of Philanthropy – A Free ESL Lesson Plan",
"author": "Reading Foundation Skills"
}
|
https://oercommons.org/courseware/lesson/72840/overview
|
"Job Now...Career Soon"
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: “Job Now...Career Soon”
Course Name: Community Based Education
Grade Level: 11 and 12
Author’s Name: Clinton Hibshman
Author’s School District: Lebanon
| PA Academic Standards for English Language Arts | |
CC.1.2 Reading Informational Text CC.1.2.11–12.A. Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas;provide an objective summary of the text CC.1.2.11–12.B. Cite strong and thorough textual evidence to support analysis of what the text says explicitly,as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.4 Writing CC.1.4.11–12.D. Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension CC.1.5 Speaking & Listening CC.1.5.11–12.C. Integrate multiple sources of information presented in diverse formats and media (e.g.,visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data | |
| 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-F. Analyze the relationship between career choices and career preparation opportunities. 13.1.11-H. Review personal high school plan against current personal career goals and select postsecondary opportunities based upon personal career interests | |
| Learning Objectives | |
| Students will gain an understanding that:They need more than high school training to have a career that pays a family sustaining wageThere are opportunities, such as ABC Keystone in which the employer will pay for that training | |
| Conceptual Background | |
| Many kids are unprepared for the job market. They have no money saved for post-secondary education and they have no concept of what a livable wage is. | |
| Instructional Procedure | |
| Pacing | Instructional Procedure |
| 10 minutes | Students are handed 2 note cards and a pencil. They already have iPads.On the first notecard they write down their name and grade and the answer to three questions:
|
10 minutes 20 minutes 10 minutes 5-10 minutes |
The difference between a job and a career is discussed. Students then must assess the three examples on their card and decide if they have written about jobs or careers. Using the iPad, Students will then pick a career and research how much the schooling costs to prepare for this career and record this information on the second card. Students who do not have a career will be given one to research. The example would be a High School Tech Ed/Woodshop teacher and how much does four years of college cost? Competition- Find the career that costs the most. Find the career that costs the least. The obvious conclusion that students will find is that it costs money to make money. This is a catch phrase. Then students will then be directed to this website:https://abckeystone.org/Ask, Why have I sent you here? Search the website for a reason. ABC KEYSTONE WILL PARTNER WITH YOUR JOB AND TRAIN YOU FOR FREE (YOUR JOB PAYS FOR IT). THIS IS THE WAY AROUND COLLEGE DEBT. THIS IS HOW YOU GET A JOB NOW AND A CAREER SOON Cue Promo video Q and A |
| Formative Assessment | |
| Students will write a reflective essay explaining the post secondary education costs and potential ways around it (Like ABC Keystone) | |
| Materials Needed | |
Notecards Pencils iPads Prizes Projector and screen for promo video | |
| References | |
| References:https://abckeystone.org/ |
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oercommons
|
2025-03-18T00:35:33.000947
|
Clinton Hibshman
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72840/overview",
"title": "\"Job Now...Career Soon\"",
"author": "Rachael Haverstick"
}
|
https://oercommons.org/courseware/lesson/90301/overview
|
How To Teach Conditionals - True In The Present And Future - ESL Lesson Plan
Overview
In this lesson, students will learn how to use the first conditional. As well they will be introduced to the concept of how the speaker feels about a statement and whether that statement is true or not. In addition, students will learn the if-clause and result cause, and the idea of action and result. This lesson does not cover the difference between particular and habitual activities. Nor does it cover the result clauses with modals. Nevertheless, the student will learn how to talk about the present and the future. By the end of the lesson, students will be making 1st conditional sentences and predictions.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2class
As you know, teaching conditionals can be a bit tricky. What that means is that it is even more difficult to learn but especially important! So, this lesson is not recommended for beginner ELs and rather intermediate students. Students should be familiar with the basic past, present and future tenses. You should note this lesson includes a lot of content and concepts, so it is not necessary to complete it in one go. Rather, gauge how much you can get through based on a students proficiency and retention. Keep scrolling to read more on how to teach conditionals and to find a free lesson plan download.
You can download the lesson plan here: https://www.off2class.com/lesson-plan-downloads/how-to-teach-conditionals-true-in-the-present-and-future/
|
oercommons
|
2025-03-18T00:35:33.019946
|
Reading
|
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"url": "https://oercommons.org/courseware/lesson/90301/overview",
"title": "How To Teach Conditionals - True In The Present And Future - ESL Lesson Plan",
"author": "Lesson Plan"
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|
https://oercommons.org/courseware/lesson/90182/overview
|
IELTS – Introduction to Listening - Off2Class Lesson Plan
Overview
How to teach IELTS: Listening
This lesson plan introduces the listening portion of the test and outlines the format students should expect. In this lesson there are listening exercises and audio files, you can access them by signing up for a free Off2Class teacher account. It is important to note that the listening test is the same for both the academic and general IELTS tests.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
This lesson plan introduces the listening portion of the test and outlines the format students should expect. In this lesson there are listening exercises and audio files, you can access them by signing up for a free Off2Class teacher account. It is important to note that the listening test is the same for both the academic and general IELTS tests.
Download your free Off2Class IELTS – Listening lesson plan here: https://www.off2class.com/lesson-plan-downloads/how-to-teach-ielts-4-lesson-plans-to-get-you-started/
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oercommons
|
2025-03-18T00:35:33.037782
|
Reading Foundation Skills
|
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"url": "https://oercommons.org/courseware/lesson/90182/overview",
"title": "IELTS – Introduction to Listening - Off2Class Lesson Plan",
"author": "Language, Grammar and Vocabulary"
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|
https://oercommons.org/courseware/lesson/119363/overview
|
Education Standards
Pres
Fiction or Nonfiction
Overview
K-1 Lesson on Fiction vs Non-Fiction
Standards
Arkansas State Standards for Library Media
Online Learning Class
Ms. Williams
Fiction/Nonfiction
Standards Addressed
- I.T.1 Formulate questions about a personal interest or a curricular topic.
- 1. I.C.1 Use evidence to investigate questions.
- 1. I.C.2 Devise and implement a plan to fill knowledge gaps.
- 1. I.G.1 Continually seek knowledge.
- 3. C.T.2 Develop new understandings through engagement in a learning group.
Video of Lesson on Fiction vs Non-Fiction
Video of Lesson on Fiction vs Non-Fiction
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oercommons
|
2025-03-18T00:35:33.063112
|
Lecture
|
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"url": "https://oercommons.org/courseware/lesson/119363/overview",
"title": "Fiction or Nonfiction",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/77681/overview
|
Interesting facts about Spain
Overview
Interesting facts about Spain
- In Spain, most people celebrate their name day. If you have the same name as a saint or a name related to the story of a saint, then you will have a name day.
- In Spain, everyone has two surnames. The first is your father's first surname and the second is your mother's first surname.
Your father's surname is considered to be more important and that is why it is positioned first. It is always the father's surname that is carried forward to the next generation!
Here is an example: A man is called Jaime López García.
When Jaime marries a lady called Elena Martín Pérez, their children's surnames will be López Martín. Only the men's surnames survive - those of Jaime's father and Elena's father.
The word for 'surname' is 'apellido.' Some of the most common Spanish surnames are - García, Rodríguez, Martínez, Martín, Fernández, López, González, Sánchez and Pérez. - In addition to Spain, the Spanish language is spoken in the following countries-
Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, Equatorial Guinea,
El Salvador, Guatemala, Honduras, Mexico, Nicaragua,
Panama, Paraguay, Peru, Puerto Rico, Uruguay, Venezuela. - In Spain, the Spanish language is officially called Castilian (el castellano). There are other Spanish languages spoken there too, such as, Catalan (el catalán), Galician (el gallego), Basque (el vasco or el euskera), Valencian (el valenciano).
- Spanish people love to sing and dance. The most famous type of Spanish music is Flamenco in the south of Spain.
- During the hot summer, Spanish ladies cool themselves with a hand-held fan called 'un abanico.'
Although the fan is believed to have originated in China, it is known to have been used in Spain. In those times, people who carried a fan were considered to be of high class. - One of the most important foods in Spain is rice (arroz). It is the main ingredient in la paella which is one of the most famous traditional dishes of Spain. La paella is cooked in a very big frying pan called la paellera and traditionally it is cooked outside in the open air.
It is a mixture of rice, meat, seafood and vegetables. - The Spanish flag is red, yellow, red. There is a legend that the yellow represents the sand of the bull-fighting arena and the red is for the bulls' blood.
- In Spanish punctuation there is an upside-down question mark ¿ at the beginning of a question and a normal one at the end. In written Spanish, there is also an upside-down exclamation mark. ¡Ay!
- In Spain, the main meal of the day is at lunch time. Shops close during this time for several hours. After lunch, many people rest or take a nap. This is called a 'siesta.'
- The last night of the year is called the old night.
At New Year, it is the tradition to eat twelve grapes at midnight - one grape for each stroke of the clock. Those who eat the twelve grapes believe they will have twelve months of good luck. One grape is eaten for each month. -
There is NOT a tooth fairy in Spain. Instead, there is a tooth mouse and his name is Ratoncito Pérez.True/False
1. Most people in Spain celebrate their name day every day.
2. Mother's surname is carried forward to the next generation.
3. There are some Spanish languages spoken in Spain.
4. Spanish people love to play golf.
5. Spanish women cool themselves with the wet sponge.
6. The traditional dish of Spain is pizza.
7. Red on the Spanish flag means the bull's blood.
8. There is a special punctuation in the written Spanish.
9. In Spain many people go home after lunch.
10. At New Year people eat twelve grapes early in the morning.
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oercommons
|
2025-03-18T00:35:33.089661
|
02/28/2021
|
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"url": "https://oercommons.org/courseware/lesson/77681/overview",
"title": "Interesting facts about Spain",
"author": "Helen Kozlova"
}
|
https://oercommons.org/courseware/lesson/75431/overview
|
South Carolina Regions and Resources - Music lesson
Overview
This music lesson for Upper Elementary students includes a rhythm chant to help students remember the South Carolina geographical regions and basic information about natural resources as well. Students have the opportunity to practice beat and complex speech rhythm patterns. They will be able to plan and organize rhythmic ostinati to go with the chant. This lesson allows for arts integration into South Carolina social studies and science units.
South Carolina Regions and Resources:
An Upper Elementary Music lesson for Arts Integration with South Carolina geography, landforms, regions.
Dolovis Jacklyn Viazanica Clemson3654
Standards:
MU:Cr2.1.3b Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.
MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context.
Goal: The students will learn a rhythmic chant to support learning the regions of South Carolina (Fig 1). They will create an instrumental arrangement with the steady beat, rhythmic ostinati and/or the rhythm of the words.
Objectives:
- The students will be able to recite the words to the chant while playing a steady beat on an instrument.
- The students will track the steady beat while speaking the words.
- The students will choose and play one or more ostinato rhythmic pattern(s) while speaking the poem.
- The whole class or small groups will create an arrangement of the poem with drums and other unpitched percussion instruments.
Instructional Plan
Materials/Equipment:
Handouts with the chant words with the heartbeat indicated
Unpitched percussion instruments, as available: drums (could be bucket drums) rhythm sticks, wood blocks, shakers, tambourines, repurposed household items, triangles, etc.
Academic Vocabulary:
Ostinato
Quarter note
Eighth note
Quarter rest
Instrumentation
Overlapping Rhythms
Lesson Process:
1. The teacher teaches the rhythm of the chant by echoing each line and/or by speaking the whole poem or part of the poem. The students play along to the beat by patting, clapping, better yet a pat-clap pattern or a two-beat body percussion pattern of their choosing. Other options for keeping the beat include walking, stepping in place, a two-person clapping pattern. Finding different ways to keep the beat, repeat the poem until most students begin to say it.
“SC Regions and Resources Chant” (The musical score is attached in Resources.)
South Carolina Regions and resources, too.
South Carolina Regions and resources, too.
Blue Ridge Mountains, Piedmont are in the Upstate.
Sandhills in the Midlands, and Columbia is great.
Down through the Coastal Plains to the Low Country
Where the beach and the Coastal Zone are as pretty as can be.
Natural Resources
They help us live. They help us live.
They help us make a living and even get around
Look and you’ll see where they are found.
Rocks and minerals, Trees and water, too.
Food we can grow, Amazing places we can show.
We have a wealth of things to share,
Send them to the world, but treat them with care.
South Carolina Regions and resources, too.
South Carolina Regions and resources, too!
2. Give the students the poem with the beat indicated ( Fig. 2) and have them track the heartbeat with a pencil while speaking the poem. Then find the rests where there are no words on a beat. (Some classes may not need this step).
3. Using a drum or other small percussion instrument, have the students play the beat while speaking the poem, better yet have them play a two beat pattern (tapping in two places or pat the drum then clap) while speaking the poem.
4. Assuming that students have reviewed and practiced 4-beat patterns using quarter notes, quarter rests and eighth notes (Fig. 3), students can decide on an ostinato pattern to play. ½ of the class can play the pattern while the rest speak the poem. Then add another ostinato to layer the rhythms.
5. After this demonstration, have students work in groups of 4 to create an arrangement of part of the poem. One or two people could play the steady beat, one or two could play an ostinato. Advanced groups could add another ostinati. The groups can decide on the instrumentation.
6. Considering the student ideas for ostinati and instrumentation, the whole class can choose the best ideas for a whole class performance.
* Special considerations: This lesson allows for many places of differentiation. Keeping the steady beat while speaking part of all of the poem may be enough for some classes. Quarter note and rest patterns could be an easier way to add ostinati. Having the whole class or a small group of students play the rhythm of the poem is a good challenge. Small groups can be challenged as needed with multiple ostinati and playing the rhythm of the words. More advanced students can play more challenging rhythm patterns.
Assessment
Formative assessment, evaluation and reflection:
Small groups play their arrangements for the class. The class discusses accuracy of the rhythms and the quality of the instrumentation. Small groups may choose to revise their work.
The performance in small groups or with the whole class is the summative assessment.
Fig. 1
Alexrk Modified to include region names.
Fig. 2
Fig. 3 - Example rhythms
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oercommons
|
2025-03-18T00:35:33.113757
|
Teaching/Learning Strategy
|
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"title": "South Carolina Regions and Resources - Music lesson",
"author": "Lesson Plan"
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|
https://oercommons.org/courseware/lesson/90867/overview
|
DROUGHT
Overview
What is drought?
DROUGHT
Drought is an important climatic event that affects the entire environment all around the world. It is the second-most costly weather event after hurricanes. Drought is a lack of precipitation (such as rain, snow, or sleet) in a place for a protracted period which results in a water shortage. The lack of adequate precipitation can cause reduced soil moisture or groundwater, diminished streamflow, crop damage. The duration of droughts varies widely. It may last for weeks, months, or years and the beginning of drought is hard to pinpoint. The longer a drought lasts, the greater the harmful effects it has on people. Drought occurs naturally but some human activities such as excessive water use, and improper water management can exacerbate dry conditions.
Droughts affect people in several ways. Clean drinking water is essential for all life, and sources of water may diminish during a drought. Also, crops need water to grow, and during a drought, water sources (lakes, rivers, streams) are diminished and may even dry up, preventing crops from being irrigated and causing them to die off. Also, drought affects the environment, dry conditions often lead to brush fires or wildfires. Consequently, people may not drink clean water, eat fresh vegetables or fruits, take a shower, swim, animals may extinct, and people may not survive at all.
To prevent drought here are some actions you should take:
- Take shorter showers. Turn the water on to get wet; turn 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 clothes washers 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!
SAVE WATER, SAVE PLANET.
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oercommons
|
2025-03-18T00:35:33.128332
|
03/11/2022
|
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"url": "https://oercommons.org/courseware/lesson/90867/overview",
"title": "DROUGHT",
"author": "betül cakcak"
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|
https://oercommons.org/courseware/lesson/120420/overview
|
Research Fundamentals Podcast (AI Generated)
Overview
Summary
The sources provide a comprehensive overview of statistical concepts and methods used in research, focusing on the foundations of quantitative data analysis. The first source, "Research Benchmark," covers key aspects of research methodology, including defining research rules, comparing qualitative and quantitative approaches, explaining sampling techniques, and outlining measures of central tendency and dispersion. The second source, "RES6003 Vocabulary," provides a detailed glossary of terms used in statistical research, covering topics like levels of measurement, measures of central tendency and variability, sampling methods, probability, hypothesis testing, and errors in statistical analysis. This resource was created using Google NotebookLM
AI Generated Podcast: Statistics in Research
https://oercommons.org/editor/documents/13929
Keller, D. (2016). The beginning — the question. In The Tao of Statistics: A Path to Understanding (With No Math) ( Second ed., pp. 1-1). SAGE Publications, Inc., https://doi.org/10.4135/9781483397429
Wagner, III, W., & Gillespie, B. (2019). brief introduction to research in the social, behavioral, and health sciences. In Using and Interpreting Statistics in the Social, Behavioral, and Health Sciences (Vol. 0, pp. -). SAGE Publications, Inc., https://doi.org/10.4135/9781071814284
McGregor, S. (2018). Understanding and evaluating research. (Vols. 1-0). SAGE Publications, Inc, https://doi.org/10.4135/9781071802656
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oercommons
|
2025-03-18T00:35:33.141629
|
10/04/2024
|
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"url": "https://oercommons.org/courseware/lesson/120420/overview",
"title": "Research Fundamentals Podcast (AI Generated)",
"author": "Amanda Potts"
}
|
https://oercommons.org/courseware/lesson/76032/overview
|
Education Standards
Antelopes
Book report-The Kingdom of the Golden Dragon
http://photodendro.edu.gr/v/item/video/8522/920
Reporting
Overview
Lesson plan on the genre of report
Activity 1
Have you ever read or listened to a report?
When did you find it?
What was it about?
Why was it written?
Activity 2 - Comparing and analyzing texts
Read the texts in the links provided and answer the questions.
What is the topic?
What kind of information can we find in the text?
Where can these texts be found?
Why do you think were they written
Who were they written for?
Activity 3 - video watching
Watch the video about Odysseas Elytis and think of possible subheadings for the information in the video.
Alternativley, go to the transcripts section and try to organize the text in paragraphs, providing a heading for each one.
Activity 4 - Organizing Information
Listen to the audio text about Ancient Egypt and fill in information under the right heading.
Alternatively go to the transcripts section and try to organize the text in paragraphs providing a heading for each one.
Activity 5 - Final Homework Assignment
Some of your schoolmates have started a school newspaper, and they are inviting you to contribute with your work. Pick a topic of your interest (person, event, activity, artefact, place, etc.) and write or record your report for the online version of the school newspaper.
Transcripts
Video transcript
Odysseas Elytis was the pen name for Odysseas Alepoudelis. He was born in Herakleion in 1911. In 1914, his family, which originally came from Lesvos, moved to Athens were Elytis began to study law after leaving school. After some years, however, he broke off his studies and devoted himself entirely to his literary and artistic interests. He got to know the poet Andreas Embirikos, who became his life long friend. As time went by, he was inspired by Embirikos and the Greek Byzantine cultural tradition. In 1935, he published his first poems in the magazine "Nea Grammata". He also took part in the 1st International surrealistexhibition arranged that year in Athens. Experiences from the war lie behind the work that made Elytis famous. He is known as one of the most prominent poets of the Greek resistance and struggle for freedom. After the war, Elytis was busy with various public assignments and he published very little in the following ten years. The poetic cycle "To Axion Esti", which began in 1948 but did not appear until 1959, is recognised as Elytis's greatest work. It has been translated into several languages and in 1960 was awarded the National Prize in poetry. It was set to music by Mikis Theodorakis in 1964. Odysseas Elytis was awarded the Nobel Prize for literature in 1979. He died in 1996
(Script based on a text from Think Teen 2nd Grade (Advanced) of Junior High School Studdents' Book)
Audio text transcript
We have all heard of the sophisticatedcivilisation of the Egyptians. Not only was it one of the first, it also lasted the longest: nearly 3,500 years! One reason for this was Egypt's location. It lies in valley between two deserts, and the great river Nile, almost 1000 km long, crosses it from top to bottom. Every year, for about four months, the Nile overflowed the surrounding fields. As the water sllowly receded, it left behinf a thick layer of mud. This made the fields very fertile and gave Egypt its ancient name, Kemet, which meant "black land". The Egyptians were superb engineers, astronomers, accountants, mathematecians and surgeons, and they used mysterious symbols called hieroglyphics to write. They built temples dedicated to their Gods and a famous statue, the Sphinx. What they are best known for, though, are the pyramids they built. How did they build them? No one really knows how they managed to lift the tremendously heavy stone blocks and lay them in place. What is even more remarkable is that they had no heavy equipment, such as cranes, to help them; they didn't even use the wheel until a few centuries later! Probably, thousands of men dragged and pulled the blocks up specially made ramps.
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oercommons
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2025-03-18T00:35:33.167108
|
12/30/2020
|
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"url": "https://oercommons.org/courseware/lesson/76032/overview",
"title": "Reporting",
"author": "Angeliki Panagiotakopoulou"
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https://oercommons.org/courseware/lesson/91827/overview
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What is the secret of successful people?
Overview
Successful People
‘Success’ is a very powerful word. Many of the people run behind it; most of the people want to conquer it. So, what is success all about? Does this mean acquiring money or fame? Success means different things to different people . The Oxford dictionary defines success as “The accomplishment of an aim or purpose”.This is the definition of success in theory, but in reality it differs according to people’s interests and goals so Succes is aim of nearly every person but not everybody can achieve the success which they want. People who achieved success must have some secrets and beacuse of most people do not know the secrets of successful life they fail. If one want to live a happy and life full of success then one have to follow certain principles which have been left by the philosophers and learned persons.
First of the secrets successful people is that they take risks. They don’t sit on the side lines day dreaming. As they take risks they fail but in the and take always become successful. Many may have a negative view of failure, but actually, it can provide an essential tool for building character. Failure makes people stronger and more resilient. People who fail repeatedly develop persistence in the face of difficulties. Stephen McCranie said something about that which is about taking risks and trying again and again . “The master has failed more times than the beginner has even tried.”
Another secret of succsessful people is that they don’t care what others think. The do it in their own style it does not mean that they are arrogant. People who worry about what others think often start digging into “matters” and not understanding the difference between a forest and a tree so one should be able to understanding conditions and one shoould act according to it. Anything, mostly the negative thoughts of people should not have impact on a person otherwise one will fail.
Final secret of successful people is the way they think. They think outside the box. Thinking outside the box simply means that one is willing to consider different solutions and methods for reaching his desired outcome. That is to say: One wants to get from point A to point B, but one does not necessarily need or want to take the tried and true route to get there. Thinking differently can have a powerful and positive effect on one’s career. Thinking in such a way lead people to success but the problem is that people are creatures of habit and most of us prefer the comfort of familiar routines. Thinking outside the box can mean challenging long-held beliefs. Without challenging long-held beliefs and himself one will fail.
In conclusion, Success is aim of neraly every person but success can change according to people. People who achieved the success know the secrets of succsess but the other people can not reach the success because they do not know the secrets of success. There are some secrets of being successfull. These are taking risks, not caring what others think and thinking outside the box.
‘Success’ is a very powerful word. Many of the people run behind it; most of the people want to conquer it. So, what is success all about? Does this mean acquiring money or fame? Success means different things to different people . The Oxford dictionary defines success as “The accomplishment of an aim or purpose”.This is the definition of success in theory, but in reality it differs according to people’s interests and goals so Succes is aim of nearly every person but not everybody can achieve the success which they want. People who achieved success must have some secrets and beacuse of most people do not know the secrets of successful life they fail. If one want to live a happy and life full of success then one have to follow certain principles which have been left by the philosophers and learned persons.
First of the secrets successful people is that they take risks. They don’t sit on the side lines day dreaming. As they take risks they fail but in the and take always become successful. Many may have a negative view of failure, but actually, it can provide an essential tool for building character. Failure makes people stronger and more resilient. People who fail repeatedly develop persistence in the face of difficulties. Stephen McCranie said something about that which is about taking risks and trying again and again . “The master has failed more times than the beginner has even tried.”
Another secret of succsessful people is that they don’t care what others think. The do it in their own style it does not mean that they are arrogant. People who worry about what others think often start digging into “matters” and not understanding the difference between a forest and a tree so one should be able to understanding conditions and one shoould act according to it. Anything, mostly the negative thoughts of people should not have impact on a person otherwise one will fail.
Final secret of successful people is the way they think. They think outside the box. Thinking outside the box simply means that one is willing to consider different solutions and methods for reaching his desired outcome. That is to say: One wants to get from point A to point B, but one does not necessarily need or want to take the tried and true route to get there. Thinking differently can have a powerful and positive effect on one’s career. Thinking in such a way lead people to success but the problem is that people are creatures of habit and most of us prefer the comfort of familiar routines. Thinking outside the box can mean challenging long-held beliefs. Without challenging long-held beliefs and himself one will fail.
In conclusion, Success is aim of neraly every person but success can change according to people. People who achieved the success know the secrets of succsess but the other people can not reach the success because they do not know the secrets of success. There are some secrets of being successfull. These are taking risks, not caring what others think and thinking outside the box.
|
oercommons
|
2025-03-18T00:35:33.186515
|
04/15/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91827/overview",
"title": "What is the secret of successful people?",
"author": "Ilkim Basdogan"
}
|
https://oercommons.org/courseware/lesson/109520/overview
|
Teachers' Guide
Overview
A set of materials developed as part of the Science for Earth project in the Erasmus+ program. It contains a set of science lesson scenarios and useful film materials, as well as interactive exercises and tests.
Teachers' Guide - How to teach science
A set of lesson plans for natural sciences and ecology.
|
oercommons
|
2025-03-18T00:35:33.203228
|
Aneta Dobrzyńska
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109520/overview",
"title": "Teachers' Guide",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/114951/overview
|
Kahoot Pictures 1-4
Mindfulness Soundboards Instructions
schoolofy convo
schoology logo
schoology-student
Using Technology as Classroom Management
Overview
This is a template for an inquiry project in a senior level early childhood course.
There are so many technology based resources geared towards classroom management that you can implement in your classroom. For this reason, it is easy to find one that is best suited for your class since there are so many options available. Technology is such a big part of today’s world and having it as a classroom management gives your students something fun to look forward to and guides them to reach certain goals within the resource.
Introduction and Purpose
Introduction
One of the most important aspects of classroom management is the ability to organize and manage students' behavior. This resource is designed to give new teachers a general guideline of how to implement and incorporate technology into their behavior management practices! This OER provides a plethora of various resources that can be used for various tasks such as assigning assignments, managing classroom transitions, and creating reward systems to help manage student behavior!
Within this Open Educational resource, we will be covering the following:
- Classroom Dojo
- Schoology
- Kahoot
- Mindfulness soundboards
Purpose
Using technology as a resource in classrooms is a great way to promote learning and cooperation between teachers and students in a positive and engaging way!
Below you will find all of the instructions and resources needed to incorporate all of these into your classroom routine!
Classroom Dojo And Mindfulness Sound Boards
Classroom Dojo
Ability to track students' behavior
Accessible to parents
Messages for parents to communicate with the teacher
Class Story to share moments
Dojo Classrooms
Create your classroom by adding all of your students.
When you click on each egg, you can give points to each student based on their performance.
In the class story tab, you're able to provide updates, pictures, and comments about whats going on in your classroom.
You can communicate with the parents through the class chat or they can privately message you through this tab.
Last, we have Dojo Islands. This can be used as a positive reward at the end of the week for good behaviors. Dojo Islands is a virtual world that has different learning based games and students are able to build their teamwork skills by playing.
Mindfulness Soundboards
Help children to practice mindfulness
Help children learn self-emotional regulation
The tool can be used for students who possess behavioral or emotional difficulties
Can create a personalized soundboard for each student
In order to create a mindfulness soundboard two apps are needed on your iPad, one is the pages app that is already included on your iPad! You can insert the template within the resource below!
The second app is the garage app, which is an app to create the sounds for your mindfulness board! Garage Band contains tons of different sound packages you can use for free!
There is also a recording option to record your own sounds!
Within the link attached below in section 2 resources, there is a more in-depth step by step by step guide to creating your own soundboards for your students! Your students can use their creativity to record whatever sounds they want! This hands-on process in making a tool for emotional regulation will help to allow your students to feel involved!
Schoology And Kahoot
Schoology
Allows teachers to create content and assignment
Perfect to connect with students in an online environment
This link provides an overview on Schoology and the basics about the websites.
This is a depiction of the dashboard, where students can find their different classes.
This screenshot shows a conversation between a student and their educator and how easy it is to communicate through the website.
Includes attendance, grade book, a platform for the posting of assignments and assessments
Gives the teacher the ability to provide feedback
Kahoot
Very popular classroom resource that can be used in all grade levels.
Very flexible, with thousands of pre-made games/quizzes or you can even make your own!
An interactive resource that keeps kids excited to learn!
Can be used for studying or even a mental check in!
Students can participate from any device! (Phone, Computer, Tablet)
When making a Kahoot, there are so may templates that can be used, depending on what the Kahoot will be going over! If you don't like any of the templates, you can create one from scratch!
On the Kahoot website/app you can save the past Kahoots that you have created or done in your classroom. This makes it easy to access the same topics to review or reuse for multiple classes!
At the end of each question, it shows how many people get the question right and how many people chose the other answer choices. The student and the teacher are the only ones that can see the individual answers, I think this is great because it doen't make any students feel left out when they get an answer wrong.
In the link that I provided there are step by step instructions on how to make and use your own Kahoot in the teacher perspective. There is also pros and cons to using Kahoot!
Final Conclusion
There are so many technology based resources geared towards classroom management that you can implement in your classroom. For this reason, it is easy to find one that is best suited for your class since there are so many options available. Technology is such a big part of today’s world and having it as a classroom management gives your students something fun to look forward to and guides them to reach certain goals within the resource.
|
oercommons
|
2025-03-18T00:35:33.236771
|
Michalea Shanahan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114951/overview",
"title": "Using Technology as Classroom Management",
"author": "Abigail Wardlaw"
}
|
https://oercommons.org/courseware/lesson/60745/overview
|
Education Standards
Fences by August Wilson - Characterization, Conflict, and Theme
Overview
This is a project for the play Fences by August Wilson.
Project Instructions
Advanced students should complete multiple fence posts and explain how the characters are connected or disconnected by their own personal fences.
Common Core Standards:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
This is a culminating project after reading the play Fences by August Wilson.
Each student will be assigned a character from the play - Troy, Rose, Bono, Gabriel, Corey, or Lyons - to use for the project. For that character, each student will create a fencepost with information and inferences. The fence post must include:
- Character name
- Description (at least 3 sentences)
- physical description
- relationship(s) description
- personality description
- Character Conflict
- in your own words, identify and explain a main conflict for the character in the play
- quote and in-text citation that relates to that conflict
- Theme
- in your own words, explain how the character interacts with literal and/or figurative fences in the play
- quote and in-text citation that relates to that theme
- All writing must be neat and in color
The fence posts will be connected and displayed in the hallway to create a long, literal fence. An example fence post has been attached for Raynell.
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oercommons
|
2025-03-18T00:35:33.262827
|
Reading Literature
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60745/overview",
"title": "Fences by August Wilson - Characterization, Conflict, and Theme",
"author": "Literature"
}
|
https://oercommons.org/courseware/lesson/82989/overview
|
word scramble
Physical Education Cognitive Fun Worksheets
Overview
Worksheets for PE that work the cognitive domain
Word Search
Worksheet with word seraches and cognitive questions related to components of fitness, pathways and travelling. Word searches are an easy and fun way to engage the cognitive domain.
Word Scramble
Here is a worksheet with two different word scrambles.
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oercommons
|
2025-03-18T00:35:33.279967
|
06/30/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82989/overview",
"title": "Physical Education Cognitive Fun Worksheets",
"author": "Emma Sullivan"
}
|
https://oercommons.org/courseware/lesson/90719/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
taxi
ankara taksi
or
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oercommons
|
2025-03-18T00:35:33.300544
|
03/07/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90719/overview",
"title": "ankara taksi",
"author": "Shadman Mammadli"
}
|
https://oercommons.org/courseware/lesson/77099/overview
|
Self-Driving Cars Discussion and Debate (Copy and Paste)
Overview
In this lesson students will discuss and debate the pros and cons of self-driving cars. Students will do research on current self-driving car technologies along with the benefits and risks before formulating a position.
This lesson plan was created by a participant of the 2020-21 Decision Education Fellowship, hosted by the Alliance for Decision Education.
Lesson Overview
Lesson Author
Allen Wang
Lesson Description
In this lesson students will discuss and debate the pros and cons of self-driving cars. Students will do research on current self-driving car technologies along with the benefits and risks before formulating a position.
Lesson Objectives
Students will be able to:
Analyze the impact of the 1929 and 2008 stock market crashes
Create stock market graphs from the Great Depression and Great Recession Eras and use the data to evaluate the risks and benefits of investing in stocks
Debate and discuss with peers based on the position taken regarding self-driving car technology.
Lesson Requirements
This lesson plan should take 120 minutes to teach
Deciding and Critical Thinking Skills
This lesson emphasizes the Clarifying Values [CV], Generating Alternatives [GA], and Gathering Information for Deciding [GID] Deciding Skills, as well as the Gathering Information for Critical Thinking [GICT], Analysis [A], Evaluation [EV], and Explanation [EX] Critical Thinking Skills.
Standards Alignment
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
SEP - HS.SEP.6: Construction Explanations and Designing Solutions
DCI - HS.ETS1.C: Optimizing the Design Solution
CC - Influence of Science, Engineering, Technology, and Application of Science
Materials and noticeable setup requirements
Business Insider - Why Don’t We Have Self Driving Cars Yet
Student Handout
Lesson Procedure
Activating Prior Knowledge - 5 Minutes
Students start off the class by answering questions about their knowledge of self-driving car.
Business Insider Video - 10 Minutes
Students watch a video by Business Insider, which describes the various stages of self-driving car technology and highlights the stage we are currently in. Students then answer a number of reflection questions.
*Teachers should break students into groups.
Team Search and Explore [SE] - 30 Minutes
(10 mins) Students work in groups to write down two lists, labeled PRO (arguments for self-driving car technology) and CON (arguments against self driving car technology.
(10 mins) Each student should pick one argument to further investigate, explicitly looking for information that supports the argument and undermines the argument.
(10 mins) Students come back to their groups and participate in a group discussion discussing the process and challenges of investigating for evidence. The results of the search and explore can be discussed if there is time.
Argument Analysis [A] - 10 Minutes
Each student should take their argument and research evidence and fill out a claim evidence and reasoning chart. The argument should be the claim. Students should then break down the rest of the evidence into the evidence and the reasoning.
Argument Evaluation [EV] - 5 Minutes
In pairs, students will evaluate the argument on a scale of 0 (totally useless or misleading) to 10 (excellent) based on a set of criteria such as expertise, potential bias, quality of writing/reasoning, logical fallacies, psychological biases, assumptions, etc.
Clarifying Values - 10 Minutes
Now that students have researched arguments on both sides, it is time for students to clarify what is most important to them as they make a decision to whether to support self-driving technology, not support, or take an alternative position.
Preparing Your Stance - 25 Minutes
Students will take their values, their arguments, their research and decide on a position regarding self-driving car technology. Students will then create a quick presentation with their position and their arguments.
Debate and Discussion - 20 Minutes
In groups of four, students will debate and discuss their position of self-driving car technology. Students should note their position before the debate/discussion and note if their position changed after the debate. Note: This debate/discussion can also be done full class but will take longer unless it is run as a seminar.
|
oercommons
|
2025-03-18T00:35:33.320675
|
Alliance for Decision Education
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77099/overview",
"title": "Self-Driving Cars Discussion and Debate (Copy and Paste)",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/67660/overview
|
https://www.nist.gov/topics/cybersecurity
CYBER SECURITY
Overview
example
1
Prevent Ransomeware attacks and stay safe.
Cybersecurity is the practice of protecting systems, networks, and programs from digital attacks. These cyberattacks are usually aimed at accessing, changing, or destroying sensitive information; extorting money from users; or interrupting normal business processes.
Implementing effective cybersecurity measures is particularly challenging today because there are more devices than people, and attackers are becoming more innovative.
What is cybersecurity all about?
A successful cybersecurity approach has multiple layers of protection spread across the computers, networks, programs, or data that one intends to keep safe. In an organization, the people, processes, and technology must all complement one another to create an effective defense from cyber attacks. A unified threat management system can automate integrations across select Cisco Security products and accelerate key security operations functions: detection, investigation, and remediation.
People
Users must understand and comply with basic data security principles like choosing strong passwords, being wary of attachments in email, and backing up data. Learn more about basic cybersecurity principles.
Processes
Organizations must have a framework for how they deal with both attempted and successful cyber attacks. One well-respected framework can guide you. It explains how you can identify attacks, protect systems, detect and respond to threats, and recover from successful attacks. Watch a video explanation of the NIST cybersecurity framework (1:54)
Technology
Technology is essential to giving organizations and individuals the computer security tools needed to protect themselves from cyber attacks. Three main entities must be protected: endpoint devices like computers, smart devices, and routers; networks; and the cloud. Common technology used to protect these entities include next-generation firewalls, DNS filtering, malware protection, antivirus software, and email security solutions.
Why is cybersecurity important?
In today’s connected world, everyone benefits from advanced cyberdefense programs. At an individual level, a cybersecurity attack can result in everything from identity theft, to extortion attempts, to the loss of important data like family photos. Everyone relies on critical infrastructure like power plants, hospitals, and financial service companies. Securing these and other organizations is essential to keeping our society functioning.
Everyone also benefits from the work of cyberthreat researchers, like the team of 250 threat researchers at Talos, who investigate new and emerging threats and cyber attack strategies. They reveal new vulnerabilities, educate the public on the importance of cybersecurity, and strengthen open source tools. Their work makes the Internet safer for everyone.
Types of cybersecurity threats
Phishing
Phishing is the practice of sending fraudulent emails that resemble emails from reputable sources. The aim is to steal sensitive data like credit card numbers and login information. It’s the most common type of cyber attack. You can help protect yourself through education or a technology solution that filters malicious emails.
Ransomware
Ransomware is a type of malicious software. It is designed to extort money by blocking access to files or the computer system until the ransom is paid. Paying the ransom does not guarantee that the files will be recovered or the system restored.
Malware
Malware is a type of software designed to gain unauthorized access or to cause damage to a computer.
Social engineering
Social engineering is a tactic that adversaries use to trick you into revealing sensitive information. They can solicit a monetary payment or gain access to your confidential data. Social engineering can be combined with any of the threats listed above to make you more likely to click on links, download malware, or trust a malicious source.
2
With a world-class measurement and testing laboratory encompassing a wide range of areas of computer science, mathematics, statistics, and systems engineering, NIST’s cybersecurity program supports its overall mission to promote U.S. innovation and industrial competitiveness by advancing measurement science, standards, and related technology through research and development in ways that enhance economic security and improve our quality of life.
The need for cybersecurity standards and best practices that address interoperability, usability and privacy continues to be critical for the nation. NIST’s cybersecurity programs seek to enable greater development and application of practical, innovative security technologies and methodologies that enhance the country’s ability to address current and future computer and information security challenges.
|
oercommons
|
2025-03-18T00:35:33.352239
|
05/30/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67660/overview",
"title": "CYBER SECURITY",
"author": "MAHESH KUMAR V C"
}
|
https://oercommons.org/courseware/lesson/116732/overview
|
Education Standards
Guided Notes Handout_ Understanding Context Clue Types
_Test_ Context Clues
Understanding Context Clues
Overview
This lesson is geared to ninth grade language arts. It covers context clues types inference, definition, example, antonym, and synonym. Students are introduced to context clues, given guided and independent practice, and a small assessment.
9th Grade ELA: Context Clues
Lesson Plan: Understanding Context Clues
Standard: LCS 10.1: Use context clues to determine meanings of words and phrases.
Objective:
Students will be able to identify and utilize context clues of the types definition and restatement to determine the meanings of unfamiliar words and phrases with 80% accuracy by the end of the lesson.
Materials:
Texts with unfamiliar words and phrases
Worksheets with exercises
Assessment handout
Process/Steps:
Introduction:
Hook: Begin the lesson by asking students if they've ever come across words they didn't know the meaning of while reading.
Discussion: Discuss with students the importance of understanding unfamiliar words in context and how context clues can help.
Explanation: Introduce IDEAS using the video from Khan Academy: https://youtu.be/CiNggzdWkIo
Guided Practice:
https://docs.google.com/presentation/d/1RC2Rx3VmDBkD3t2GQgYoWq7QtUSkcQy089WtkYz4TQA/edit?usp=sharing
Activity: Use the google slides for guided practice for each context clue for IDEAS
Independent Practice:
Individual Work: Provide each student with a worksheet of five additional items with unfamiliar words and phrases.
Instruct students to identify the context clues of the types definition and restatement, and determine the meanings of the words and phrases on their own.
Monitoring: Walk around the classroom to monitor students’ progress and offer assistance if necessary.
Assessment:
Individual Assessment: Distribute assessment sheet with five items containing unfamiliar words and phrases.
Task: Instruct students to use context clues of the types definition and restatement to determine the meanings of the words and phrases independently.
Evaluation: Collect the assessment sheets for grading.
Closure:
Review: Review the different types of context clues covered in the lesson: definition and restatement.
Reflection: Ask students to reflect on how understanding these context clues can help them become better readers.
|
oercommons
|
2025-03-18T00:35:33.379133
|
06/10/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116732/overview",
"title": "Understanding Context Clues",
"author": "Angela Carter"
}
|
https://oercommons.org/courseware/lesson/105984/overview
|
Education Standards
Angle Relationships (7th and 8th grade)
Overview
This OER explores the angle relationships using inquiry-based methods. The included slideshow has multiple examples and practice problems, as well as notes for student to take.
Angle Relationships
This OER explores the different angle relationships using inquiry-based methods. There are multiple practice questions and examples for 7th and 8th grade students to use. You can also make a copy of the slideshow and make it your own if need be.
|
oercommons
|
2025-03-18T00:35:33.398254
|
06/28/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105984/overview",
"title": "Angle Relationships (7th and 8th grade)",
"author": "Sara Parker"
}
|
https://oercommons.org/courseware/lesson/93282/overview
|
Minefield
Overview
This game aims to enhance children’s leadership skills.
Leadership Skills
Age of Child: 8-12
SEL: Relationships Skills
Type of Resource: Activity/Game
ACTIVITY NAME: Minefield
ACTIVITY OBJECTIVE: This game aims to enhance children’s leadership skills.
ACTIVITY DESCRIPTION:
This game is played in pairs. The aim is to build trust and improve communication skills. One of the participants is blindfolded and tries to walk through a set of obstacles (or “mines”) following instructions given by their partner. To make the game more interesting, you can limit the instructions to a set of four words, such as “forward, backward, left, right”. After a player successfully navigates the “minefield”, they switch roles with their partner.
|
oercommons
|
2025-03-18T00:35:33.410782
|
Nadeen Abu-Zeid
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93282/overview",
"title": "Minefield",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/115096/overview
|
Education Standards
Great depression and the role of women
Overview
This engaging lesson plan, designed for primary school students, lasts 1 hour and 40 minutes. It introduces the Great Depression and explores its impact on women's roles. It incorporates interactive visual aids, group activities, and creative tasks that will keep you actively engaged throughout the lesson, making your learning experience more enjoyable and memorable.
Also, you will find a comprehensive lesson plan tailored for high school students that spans 1 hour and 40 minutes, offering a unique opportunity to delve deeper into the Great Depression and its impact on women's roles in the workforce. This in-depth exploration will challenge you to think critically and develop a nuanced understanding of this significant historical period. It employs advanced visual aids, collaborative discussions, vocabulary activities, and creative tasks to engage and challenge older learners. The lesson commences with an interactive visual analysis activity, prompting students to examine historical images and speculate about the depicted scenarios critically. Through guided discussions, students contribute their insights, gradually building a nuanced understanding of the historical context surrounding the Great Depression.
5th Grade, Pre-activity
- Lesson aim: By the end of the lesson, students will be able to understand and discuss basic aspects of life during the Great Depression using simple English phrases, identify key vocabulary words related to the Great Depression, and categorize pictures depicting different aspects of life during the Great Depression into relevant themes.
- BLR Social Science (Basic Learning Rights): Analyzes the changes that occurred in Colombian society in the first half of the 20th century, associated with expanding industry and establishing new communication networks.
- BLR English (Basic Learning Rights): Understands general and specific information on known and interesting topics in a short narrative text.
- CLIL Matrix: Content-cognition: In CLIL, learners deal with complex content in another language. It is necessary to ensure that the methods used in the classroom nurture the cognitive demands resulting from CLIL.
- Language of learning: This refers to the language in which students actively engage with and process the taught content. It's the language through which students understand, analyze, and internalize new information.
"People are sad because they have no food."
"During the Great Depression, many people had no jobs."
"I remember 'sad.' It means feeling unhappy."
"This picture shows people helping each other by sharing food."
- Language for learning refers to the language used to convey content, instructions, and information to students.
"Look at the pictures. What do you see?"
"We'll learn new words today. Repeat after me: 'sad,' 'money,' 'job,' 'help.'"
"Let's read this story. Listen and tell me what happened."
"Sort these pictures into two groups: 'Hard Times' and 'Helping Others.'"
- Language through learning: This refers to the language used as a tool or medium for learning rather than the primary focus of instruction. It involves using language to explore, discuss, and apply knowledge and skills across different subject areas.
Students describing pictures: "This shows people with no money."
Students discussing artifacts: "This was for cooking. It's old."
Students retell the story: "The family had no food, so they asked for help."
Students asking questions: "Why were people sad?" "Because they had no money."
8th Grade, Pre-activity
- Lesson aim: By the end of the lesson, students will be able to make a roleplay in which they show the impact of the Great Depression: how it affected social relationships, women’s place in society, and community.
- BLR Social Science (Basic Learning Rights): Evaluates transcendental facts for human dignity (abolition of slavery, recognition of women's rights, minority rights) and describes the discriminations that still occur.
BLR English (Basic Learning Rights): Exchange information on academic topics of the school environment and general interest through simple conversations, dialogues, and role-playing. - CLIL Matrix: Language-culture CLIL teaching often provides the possibility to develop cultural aspects of using language. A quality CLIL classroom will allow the learner to acquire and use a broad range of registers in the target language.
- Language of learning: This refers to the language in which students actively engage with and process the taught content. It's the language through which students understand, analyze, and internalize new information.
"People are sad because they have no food."
"During the Great Depression, many people had no jobs."
"I remember 'sad.' It means feeling unhappy."
"This picture shows people helping each other by sharing food."
- Language for learning refers to the language used to convey content, instructions, and information to students.
"Look at the pictures. What do you see?"
"We'll learn new words today. Repeat after me: 'sad,' 'money,' 'job,' 'help.'"
"Let's read this story. Listen and tell me what happened."
"Sort these pictures into two groups: 'Hard Times' and 'Helping Others.'"
- Language through learning: This refers to the language used as a tool or medium for learning rather than the primary focus of instruction. It involves using language to explore, discuss, and apply knowledge and skills across different subject areas.
Students describing pictures: "This shows people with no money."
Students discussing artifacts: "This was for cooking. It's old."
Students retell the story: "The family had no food, so they asked for help."
Students asking questions: "Why were people sad?" "Because they had no money."
|
oercommons
|
2025-03-18T00:35:33.436577
|
maria jose and annie
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115096/overview",
"title": "Great depression and the role of women",
"author": "Student Guide"
}
|
https://oercommons.org/courseware/lesson/116208/overview
|
Tennessee Open Education 2024 Summer Institute
Overview
The Summer institute is an opportunity for grantees to connect and share best practices with open education leaders in Tennessee; learn about the landscape of open education throughout the state; explore, curate, and contribute resources in the TN Open Education Hub; and plan and get feedback on their OER projects.
Introduction
The Summer institute is an opportunity for grantees to connect and share best practices with open education leaders in Tennessee; learn about the landscape of open education throughout the state; explore, curate, and contribute resources in the TN Open Education Hub; and plan and get feedback on their OER projects.
Pre-Activities
To prepare for the Summer Institute, explore resources, and connect with other grantees, we invite participants to do the following pre-activities:
- Register & create an OER Commons profile.
- Join the TBR Grants Group.
- Explore the group resource folders.
- Reply to the group discussion post.
Need help registering? Please read the help article on How to Create an Account.
Agenda & Resources
Welcome and introductions
Overview of the open education landscape in Tennessee
2024 TN Open Education Institute Presentation Slides
TN Open Education Leaders Panel
- Jessica Champman, Roane State Community College
- April Crenshaw, Chattanooga State Community College
- Dustin Williams, Southwest Tennessee Community College
Exploration of the TN Open Education Hub
Search the OER Commons digital library and explore the Tennessee Open Education Hub collections
- To search the entire OER Commons digital library, type keyword(s) into the Search Bar or use Advanced Search to identify additional search criteria, such as material type, educational level, and more. Once you get your search results, you can further filter them.
- You can also browse resource collections for different content areas and working groups in the Tennessee Open Education Hub with collections for different content areas and working groups.
Save resources you find to our shared group resource folders
- To create folders / subfolders in group our shared group resourses, click on New and add the title of the folder.
- To save resources you find, click Save on the resource and select the folder you wish to save it to. For inspiration, check out this example of a group curating language learning resources for the Pathways Project at Boise State University.
Contribute OER: Submit, author, and remix resources
- To submit an open educational resource link to share in the OER Commons library, click Submit a Resource in our group and add the link and descriptive information.
- To author content in our digital editing tool, Open Author, click Open Author in our group, and begin editing your resource. When you are ready to publish your resource, click next to describe and license your resource, and then publish. See Open Author video tutorial below.
- To remix a resource, click Remix on our template, edit the title, content, and description of the resource. When you are ready to publish your resource, click next to describe and license your resource, and then publish. See Open Author video tutorial below.
Team Work Time
Tennessee Open Education Planning Template
Once logged in, click the remix button on the Tennessee Open Education Planning Template to make your own version of the template. Change the title to describe your project and add text, videos, images, and attachments to the sections below. When you are ready to publish, click next to update the overview, license, and description of your resource, and then click publish.
Scaling OER Programs
Scaling OER Programs in Tennessee presentation slides and activity sheet
Artificial Intelligence and OER Session
To develop students’ agency & accountability, we can design open pedagogy assignments with Critical AI Literacy in mind.
Guiding Questions:
How should we be exploring AI as a tool to empower learners and enrich the learning experience?
What can we glean from open pedagogy practices to guide AI-informed learning and teaching?
How can AI support instructors’ to be successful delivering open pedagogy-enriched learning experiences?
Closing and next steps
Post-Activities
Explore the different Evaluation Tools below:
Share your evaluation criteria by replying to the group discussion
|
oercommons
|
2025-03-18T00:35:33.457253
|
Robert Denn
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116208/overview",
"title": "Tennessee Open Education 2024 Summer Institute",
"author": "Megan Simmons"
}
|
https://oercommons.org/courseware/lesson/97498/overview
|
Distance Learning Support for Teachers Overview Explore this area to learn about appropriate distance learning supports. Distance Learning Support for Teachers
|
oercommons
|
2025-03-18T00:35:33.480203
|
09/26/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97498/overview",
"title": "Distance Learning Support for Teachers",
"author": "Allie Stein"
}
|
https://oercommons.org/courseware/lesson/115179/overview
|
The Great Pyramid of Giza Google Arts & Culture
The Great Pyramids of Egypt Virtual Field Trip
Overview
"Over Time: Discover The Great Pyramids of Giza Through the Ages" by Google Arts & Culture is a successive series of slides that depict the Great Pyramids and The Great Sphinx of Giza over a period of 100+ years. Captions for each image help the viewer infer archeological significance of the site. The exploration tool at the end enables the viewer to take a closer look around.
The printable scavenger hunt encourages students to slow down and focus on the main points of each caption. They will record information on the printout.
Great Pyramids of Giza Virtual Field Trip
The second page of the printout has an answer key.
If you can't take your class to Egypt - bring Egypt to your class!
On this virtual field trip, students will view the Great Pyramids of Egypt over a 100+ year period, learning some basic background knowledge while also using inferencing skills. As students view the stunning images in this Google Arts & Culture production, they will see changes that have occurred both naturally and by the influence of man.
While students will enjoy looking at the images, they will read the captions and record responses on their Scavenger Hunt printout. Implementation of this lesson is flexible - station rotation in small groups, gallery walk in pairs with a different image on consecutive devices, or students working on their own device are a few suggestions. If every student has a device, this would also be an easily managed sub plan.
Link to the Google Arts & Culture site. https://artsandculture.google.com/story/2QVRfjfqXR4Tcg
Grade: upper elementary and sixth grade
Time: one class period
Resources: printout of Scavenger Hunt page and computers for viewing
Alignment: SCCCRS.SS.6.1.CO
|
oercommons
|
2025-03-18T00:35:33.499390
|
Reading Informational Text
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115179/overview",
"title": "The Great Pyramids of Egypt Virtual Field Trip",
"author": "Art History"
}
|
https://oercommons.org/courseware/lesson/103009/overview
|
Women safety using “Machine learning based logic regression algorithm” on Iot based device
Overview
By 2020, It is estimated that the huge number of IoT connected devices expected to grow more and more rapidly to fifty or above billion. The main reason is not a human population, fact that devices we use everyday life like car, light, fan, washing machine with connected entities across the globe.
DIVYA P
Women safety using “Machine learning based logic regression algorithm” on Iot based device
|
oercommons
|
2025-03-18T00:35:33.514300
|
04/20/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103009/overview",
"title": "Women safety using “Machine learning based logic regression algorithm” on Iot based device",
"author": "DIVYA P"
}
|
https://oercommons.org/courseware/lesson/83435/overview
|
Motivational Quotes
Overview
The world’s most powerful motivational quotes in English that will change your life.
Inspirational Quotes
The world’s most powerful motivational quotes in English that will change your life.
Setting goal is the
first step in turning the
invisible into the visible.
Life is 10% what happens to you
and 90% how you react to it.
Change your life today
Do not gamble on your future
act now, without delay.
To shine like the sun,
you need to burn like one.
You never fail until
you stop trying.
Don’t be pushed by your problems,
be led by your dreams.
Whatever brings you down,
will eventually make you stronger.
Success is the sum of small efforts,
repeated day in and day out.
No matter what people tell you,
words and ideas can change the world.
Discouragement and failure are
two of the surest stepping
stones to success.
if you want to get motivated then read our motivational quotes in english
|
oercommons
|
2025-03-18T00:35:33.529026
|
07/12/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83435/overview",
"title": "Motivational Quotes",
"author": "sanjay jangam"
}
|
https://oercommons.org/courseware/lesson/117051/overview
|
Edit Worksheet on Google Docs
Paper Airplane Investigation Worksheet
Paper Airplanes Presentation
Paper Airplane Investigation
Overview
Students will design and test various paper airplane models to explore the principles of flight. They will formulate hypotheses about which designs will fly the farthest, then conduct controlled experiments by launching each model and measuring the distances flown. Data collected will be analyzed to determine the most effective design, fostering skills in observation, measurement, and data analysis. Through this hands-on activity, students will deepen their understanding of the scientific method and paper airplanes.
Introduction
Subjects: • Science • Engineering • Math
Time: 60-90 minutes
Skills: •Scientific Method • Critical thinking • Data collection • Measurement
Learning Objective/Goal:
- Students will understand the steps of the scientific method.
- Students will learn to collect, and interpret data.
- Students will be able to draw conclusions based on their experiments.
Materials Needed:
- Various types of paper (printer paper, construction paper, cardstock)
- Measuring tape or ruler
- Stopwatch
- Paper clips (for adding weight)
- Presentation and Worksheets to go with lesson (linked at the end)
Background
The scientific method is a systematic way of learning about the world around us and solving problems. By testing different variables that affect the flight of paper airplanes, students can explore concepts of aerodynamics and understand how changes in design and materials can influence outcomes.
Activity
Introduction (15 minutes):
- Begin with a brief discussion of the scientific method. Introduce the steps: Question, Research, Hypothesis, Experiment, Analysis, and Conclusion.
- Explain the purpose of each step and why it is important
- Introduce the idea of testing what makes a paper airplane fly farther
- Mention to the students that science is not always linear and that the steps may not happen exactly in that order
Planning and brainstorming (15 minutes):
- Have the students order all the steps of the scientific method after the presentation is done.
- Use the first part of the worksheet to let them brainstorm and think about observations of how it flys, materials they could use, and what they plan on testing
- They can then begin to describe their procedure (using the fill-in-the-blanks provided or writing their own)
Conducting the Experiment (30 minutes):
- As the students make the airplanes and test them, have them record data in the provided table
- Consider having them do multiple trials for consistency
Reflection (10 minutes):
- Have students fill out the last section of the worksheet where they reflect on their findings
- Once finished have them share their findings with their neighbors
Extra
Tips for Students:
- Try to keep all the other variables the same except for the one you are testing
- Make sure the data collected is accurate
Tips for Teachers:
- Provide demonstrations of certain steps such as conducting the test and recording data
- This lesson can be adjusted to be very open where students can choose to investigate similar topics such as what makes an airplane fly high
- It can also be simpler and done as a class if needed
Extensions:
- Have students create bar graphs to represent their data visually.
- Make the procedure open-ended and have students write their own
|
oercommons
|
2025-03-18T00:35:33.554611
|
06/20/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117051/overview",
"title": "Paper Airplane Investigation",
"author": "Annabel Lee"
}
|
https://oercommons.org/courseware/lesson/60620/overview
|
2019 North Dakota Music Content Standards
Overview
Music Content and Achievement Standards for the state of North Dakota. Updated 2019.
2019 North Dakota Music Content Standards
- Music Content and Achievement Standards for the state of North Dakota. Updated 2019.
|
oercommons
|
2025-03-18T00:35:33.570772
|
12/11/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60620/overview",
"title": "2019 North Dakota Music Content Standards",
"author": "Brandon Lemer"
}
|
https://oercommons.org/courseware/lesson/60824/overview
|
Video on Eutrophication
Eutrophication
Overview
The resource describes the meaning, causes and effects of Eutrophication
Meaning of Eutrophication
Sometimes excess nutrients such as nitrogen and phosphorous compounds in formed in the water. This results in an explosive growth of algae. This is called as Eutrophication. This may lead to an algal bloom where foam or a green tide may appear in the waters. Besides algal blooms, eutrophication leads to depletion of oxygen in the water body. Eutrophication leads to decline in quality of water. The literal meaning of the term Eutrophication is ‘well fed’. In the mid 20th century this was looked upon as a type of water pollution. Ulsoor Lake in Bangalore has been affected by such Eutrophication leading to death of fish. Lake Udaisagar in Rajasthan received sewage water and industrial waste and was dominated by blue green algae. Agricultural runoff into the Baltic Sea has caused eutrophication. There are two types of eutrophication.. Natural eutrophication is seen due to aging of a water body. Artificial eutrophication is due to organic pollutants released by manmade activities.
Causes of Eutrophication
- Runoff from fields: Farmers use fertilizers and pesticides to increase their yield. Excess nitrogen and phosphorus from these can be washed away into nearby water bodies thus increasing the nutrients in the water body leading to eutrophication.
- Industrial waste let into waters: Industrial waste may contain compounds rich in nitrogen and phosphorus. Such waste may find its way to lakes and ponds causing eutrophication.
- Disposal of urban sewage: Detergents, soaps and dish washing liquids contain phosphorus. Waste water from households containing these compounds may find its way into water bodies leading to eutrophication.
- Atmospheric fallout from burning fossil fuels: Burning of coal, cowdung cakes, wood leads to formation of gases like carbon dioxide, nitrogen dioxide etc. These gases return back to the ground when dissolved in rain water and encourage the overgrowth of algae.
- Volcanic gases: In places where volcanic activity is high, the air contains gases that comes down with rain water. When such water enters the water body a rise in nitrogen and phosphorus compounds is seen leading to eutrophication.
Effects of Eutrophication
- Impact of fishing: Eutrophication leads to increase in algae and water plants. The plants block the surface of water and prevent dissolution of oxygen. Sometimes content of carbon dioxide in water increases. This slows the growth of fish and may prevent shell formation shellfish.
- Reduction in aquatic life: Because of the high concentration of organisms in a eutrophic system, there is often a lot of competition for resources. Animals and plants struggle to survive in such a system. As a result the diversity of organisms is lower in eutrophic than in oligotrophic (non eutrophic) systems.
- Algal blooms: Increasing biomass of phytoplankton results in 'algal blooms'. Such algal blooms change the colour of water and choke the surface of the water body. Sometimes bad smell is found and this increases pollution in the area.
- Reduced oxygen in water: Reduced dissolved oxygen content of a body of water is called as hypoxia. Such conditions are very common in eutrophic water bodies. Reduced oxygen is harmful to aquatic life.
- Spurt in diseases: Eutrophic water bodies have high concentration of phytoplankton. Some phytoplankton species produce toxins that cause severe symptoms such as diarrhea, memory loss, paralysis. Water from such sources is not fit for drinking.
- Rate of sedimentation increases: When the organisms causing eutrophication get decayed, they settle at the bottom of the water body. Such sedimentation can decrease the volume of the water body. It begins to shrink and thus the life span of the water body is lowered.
|
oercommons
|
2025-03-18T00:35:33.597281
|
12/16/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60824/overview",
"title": "Eutrophication",
"author": "Cynthia D'Costa"
}
|
https://oercommons.org/courseware/lesson/98769/overview
|
Glocal issues related to Human and Natural welfare
Overview
With the following Lesson Plan, you will find a variety of resources to learn about how you can have a healthy life with the help of nature.
Have you ever wondered: What happens to your body when you eat?
If so, with the following lesson plan you will learn about how nature can help you with health caring...
Presented by:
Ma. Fernanda Perdomo, David Santiago Moreno,
Laura Marcela Chavez, Yuvia Dhamar Díaz and Mariana Luna.
Lesson Plan
School/ Institution: Date:
I.E Gustavo Torres Parra Thursday, November 17th, 2022
Class/ Grade Time and Lenght of the class:
Ninth Grade (9th) 8:00 a.m - 10:00 a.m (2 hours)
Achievement and Lesson Objectives
The achievement to reach is to explain the influence of the plans and actions related to students' personal, school, and community environment.
By the end of the class, students will be able to identify how to lead a healthy life by using organic resources.
By the end of the class, students will be able to communicate using the target language and vocabulary about healthy life.
By the end of the class, students will make a personal reflection on their eating habits, knowing what they should change about it.
Focus
Skills Focus:
Listening Reading Speaking
Language Focus:
Introduction to healthy habits
Learning Standards
English National Standard
ICT National Standard:
Interferences and Solutions
Foreseeable Problems: | Planned Solutions: |
Lack of attention. Class and students' behavior management. Poor knowledge of the vocabulary of the topic. | Active bursts that capture students’ attention. Establish clear rules at the beginning of the class and maintain the teacher's position without falling into arguments. Shared dictionaries or attempt to negotiate meaning between students, or students-teacher. |
Resources and Materials
Resources and Materials
Pre-Activities
Click on the attachment below:
|
oercommons
|
2025-03-18T00:35:33.631364
|
Assessment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98769/overview",
"title": "Glocal issues related to Human and Natural welfare",
"author": "Language Education (ESL)"
}
|
https://oercommons.org/courseware/lesson/102502/overview
|
Python for Beginners
Overview
Next Steps
If you are done with the above tutorials, we can read the below tutorials.
Introduction
An Introduction to Python
This section will help you get started with Python Programming language by installing it and running your first program. Also, it will walk you through the basic concepts and fundamentals of Python.
5 RESOURCES
- Get Started With Python: Learn how to use IDLE to run Python code interactively. Also, understand syntax and indentation in Python.
- Python Statements: A statement is an instruction that a Python interpreter can execute. Learn simple statements and compound statements.
- Python Comments: Comments are descriptions that help programmers to understand the functionality of the program. Learn how to add comments in your Python code. Use inline comments, block comments, and multi-line comments.
- Python Keywords: Python keywords are reserved words that have a special meaning associated with them and can’t be used for anything but those specific purposes.
- Python Operators: Python has several operators that we can use to perform different mathematical, logical, and boolean operations on data.
Practice:
- Basic Python Exercise for beginners
- Basic Python Quiz For Beginners
- Python Operators and Expressions Quiz
Variables and Data Types
Learn how to create, modify, delete variables of different types. Learn to use some basic numeric (int, float, and complex), string, and Boolean types that are built into Python.
For example, we can create a variable with a specific name. Once you create a variable, you can later call up its value by typing the variable name.
5 RESOURCES
- Python Variables: A variable is a reserved memory area (memory address) to store value.
- Python Data Types: Data types specify the different sizes and values that can be stored in the variable.
- Python Casting (type conversion): Learn type conversion and typecasting. Convert variable declared in specific data type to different data types.
- Python Number: Learn to work with numerical data in Python. Learn numerical data types. Also learn Math module, Decimal, and Fraction modules.
Practice:
Control Flow and Loops
In Python, flow control is the order in which statements or blocks of code are executed at runtime based on a condition. The loop statement repeats a code block a number of times.
Learn to use loops, conditional statements, iterative statements, and transfer statements.
5 RESOURCES
- Control flow statements: Use the
if-else
statements in Python for conditional decision-making - Python for loop: To iterate over a sequence of elements such as list, string.
- Python range() function: Using a
for
loop withrange()
, we can repeat an action a specific number of times - Python while loop: To repeat a block of code repeatedly, as long as the condition is true.
- Break and Continue: To alter the loop’s execution in a certain manner.
- Nested loop: loop inside a loop is known as a nested loop.
- Print pattern in Python: Learn to use loops to print number and pyramid pattern.
Practice:
Python Input and Output
This section lets you know input and output in Python. Learn to get input from the user, files, and display output on the screen or console. Also, learn output formatting.
5 RESOURCES
- Python Input and Output: Use the
input()
function, to take input from a user, and theprint()
function, we display output on the screen. - How to check if user input is a number or string
- Take a list as an input from a user
Practice:
Basic Data Structures
In Python, Data structures are the fundamental constructs that we can use to store multiple values. Data structure provides a way to organize and access data efficiently. Python comes with an extensive set of data structures in its standard library.
In this section, we'll learn basic data structures such as list, dict, set, and tuple.
5 RESOURCES
- Python Lists: In Python, a list is an ordered sequence of items. Learn to create, iterate, access a list. Also, learn list operation and methods.
- Python Tuples: Tuples are ordered collections of heterogeneous data that are unchangeable. Learn how to use a tuple data structure in Python. Also, learn how to create, access, and modify a tuple.
- Python Sets: In Python, a Set is an unordered collection of data items that are unique. Learn to create a set and add, update, and remove items from a set. Also, learn the different set methods and operations such as union, intersection, differance, and many more.
- Python Dictionaries: Dictionary are unordered collections of unique values stored in (Key-Value) pairs. Learn how to create, access, and modify a dict in Python and all other operations we can perform on a dictionary
Python Functions and Modules
Python Functions and Modules
In Python, the function is a block of code defined with a name. We use functions whenever we need to perform the same task multiple times without writing the same code again. It can take arguments and returns the value.
In Python, modules refer to the Python file, which contains Python code like Python statements, classes, functions, variables, etc. A file with Python code is defined with py
extension.
5 RESOURCES
Practice:
|
oercommons
|
2025-03-18T00:35:33.658832
|
Lecture Notes
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102502/overview",
"title": "Python for Beginners",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/70642/overview
|
Education Standards
(Remote Learning) Exercise from Home
Overview
Exercises/Workouts to do from home.
Exercise from Home
**Students may submit videos or simply reply back to the assignment on the platform your school uses for remote learning. You can take it further by asking the students to take their heart rates before, during, and after the exercises.
Hello students!
We are going to stay active by exercising from home! I have attached a word document that includes a variety of fun workouts you can do at home. It's even more fun with a family member, so get the whole family involved.
Please participate in at least two different workouts this week. You may send a video or reply to this assignment and let me know some of your favorite exercises and what workouts you tried. Were the exercises harder or easier than you anticipated?
Thank you and keep up the great work. I love hearing how active you all have been!
|
oercommons
|
2025-03-18T00:35:33.678618
|
07/30/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70642/overview",
"title": "(Remote Learning) Exercise from Home",
"author": "Michelle Johnson"
}
|
https://oercommons.org/courseware/lesson/94324/overview
|
Three-person personal pronoun in New Testament Greek
Overview
personal pronoun declension for Greek New Testament, koine Greek
First person declension
Unaccented forms are enclitic and less emphatic.
Generally, αὐτός -ή -ό is a reflexive pronoun but often it serves as the third person pronoun in Greek New Testament
Singular
| Case | Greek | English translation |
| Ὀνομαστική-Nominative | ἐγώ | I |
| Γενική- Genitive | ἐμοῦ, μου | of me, my |
| Δοτική- Dative | ἐμοί, μοι | to me |
| Αιτιατική- Accusative | ἐμέ, με | me |
| Κλητική- Vocative | -------------- | ------------ |
Plural
| Case | Greek | English translation |
| Ὀνομαστική-Nominative | ἡμεῖς | we |
| Γενική- Genitive | ἡμῶν | of us, our, ours |
| Δοτική- Dative | ἡμῖν | to us |
| Αιτιατική- Accusative | ἡμᾶς | us |
| Κλητική- Vocative | ------------ | ----------- |
Second person declension
Singular
| Case | Greek | English translation |
| Ὀνομαστική-Nominative | σύ | you |
| Γενική- Genitive | σοῦ, σου | of you, your |
| Δοτική- Dative | σοί, σοι | to you |
| Αιτιατική- Accusative | σέ, σε | you |
| Κλητική- Vocative | ------------ | ---------- |
Plural
| Case | Greek | English translation |
| Ὀνομαστική-Nominative | ὑμεῖς | you |
| Γενική- Genitive | ὑμῶν | of you, your |
| Δοτική- Dative | ὑμῖν | to you |
| Αιτιατική- Accusative | ὑμᾶς | you |
| Κλητική- Vocative | ---------------- | -------------- |
Third person declension
Singular
| Case | Greek | English translation |
| Ὀνομαστική-Nominative | αὐτός, αὐτή, αὐτό(ν) | he, dhe, it |
| Γενική- Genitive | αὐτοῦ, αὐτῆς, αὐτοῦ | his, hers, i |
| Δοτική- Dative | αὐτῷ, αὐτῇ, αὐτῷ | to/for him, to/for her, |
| Αιτιατική- Accusative | αὐτόν, αὐτήν, αὐτό(ν) | him, her |
| Κλητική- Vocative | ------------------ | -------------- |
Plural
| Case | Greek | English translation |
| Ὀνομαστική-Nominative | αὐτοί, αὐταί, αὐτά | they, they, they |
| Γενική- Genitive | αὐτῶν, αὐτῶν, αὐτῶν | their. their, their |
| Δοτική- Dative | αὐτοῖς, αὐταῖς, αὐτοῖς | to them. to them, to them, |
| Αιτιατική- Accusative | αὐτούς, αὐτάς, αὐτά | them, them, them |
| Κλητική- Vocative | ----------- | ------------- |
|
oercommons
|
2025-03-18T00:35:33.703764
|
Languages
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94324/overview",
"title": "Three-person personal pronoun in New Testament Greek",
"author": "Arts and Humanities"
}
|
https://oercommons.org/courseware/lesson/94158/overview
|
Picking up Sticks
Overview
ACTIVITY OBJECTIVE: Build up the decision-making skills. This is a good exercise of choices with frequent use of decision power.
thinking and reasoning
ACTIVITY OBJECTIVE: Build up the decision-making skills. This is a good exercise of choices with frequent use of decision power.
ACTIVITY DESCRIPTION:
Scatter many sticks of different colors and sizes.
Then the children pick up the sticks and pile up them in order. They arrange the sticks of similar colors, the same sizes, and common shapes.
These arrangements of the sticks require the decision power of the children.
ACTIVITY MATERIALS
many | Straws different in shape and color |
01 | Scissors to be used by the adult |
|
oercommons
|
2025-03-18T00:35:33.717559
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94158/overview",
"title": "Picking up Sticks",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/73575/overview
|
PRESENT CONTINUOUS OR PRESENT SIMPLE resimli
Present Simple vs Present Continuous
Present Simple and Present Continuous Tenses
Overview
This lesson plan introduces Present Simple and Present Continuous and then focuses on their differences with different exercises.
Present Simple
We use the Present Simple for
- habits and regular events
- thoughts, feelings and state of being. State verbs include: like, prefer, mean, need, remember, seem, know, love, hate, forget, understand, belong, believe, hope, own
ACTION | EXAMPLE |
Habit | She runs the Berlin marathon every year. |
State | They live in London. |
Present Continuous
We use the Present Continuous for:
- a temporary action happening now
- a definite plan for the future
ACTION | EXAMPLE |
Temporary Action | It's snowing, and it's only November! |
Definite plan for | I'm flying to Paris tomorrow. |
Practice
The sections and the exercises are from various sources. They are used here with the courtesy of copyright owners.
Exercise 1
Each student needs to explain their daily routine to the rest of the class, or alternatively they can make a list of things that they do weekly, or every year (and present them to the class in full sentences).
Exercise 2
All the students need to write a list of all the things they are doing right now. Who can come up with the longest list?
|
oercommons
|
2025-03-18T00:35:33.749641
|
Ahmet Kaya
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73575/overview",
"title": "Present Simple and Present Continuous Tenses",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/79206/overview
|
LOCP Full Implementation Training Webinar
Overview
LOCP Full Implementation Training Webinar
LOCP Full Implementation Training Webinar
LOCP Full Implementation Training Webinar
|
oercommons
|
2025-03-18T00:35:33.764660
|
04/13/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79206/overview",
"title": "LOCP Full Implementation Training Webinar",
"author": "Resource Center for Family-Focused Practice"
}
|
https://oercommons.org/courseware/lesson/64889/overview
|
Education Standards
2. Chp. 9 Teacher Guide (doc)
3. State We're In: Washington - Chapter 9
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. 9: What's Next
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 9 focuses on the future of the state of Washington including challenges its citizens will face and various ways the state and individuals can have an impact on that future.
What's Next for Washington
General Overview
This chapter focuses on the future of the state of Washington including challenges its citizens will face and various ways the state and individuals can have an impact on that future.
Enduring Understanding
While the state of Washington faces challenges in the future, they are not insurmountable and individuals can have an impact on the future of the state by being an active citizen and through choices made.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- What challenges does the state of Washington and its residents face in the future?
- How has the state already tried to address future challenges?
- How can individuals in Washington impact the future of the state?
Learning Targets
Students will be able to…
- explain how individuals can have an impact on the future of the state (C4.6-8.2, C 4.6-8.3).
- analyze and evaluate different ways individuals and the government can have an impact of economic issues of the future (E1.6-8.2, E 3.6-8.2).
- explain how human actions may impact the environment of the state in future (G2.6-8.3).
- use evidence to support the best way the government and/or the residents of Washington can impact the future of the state (SSS4.6-8.1).
Tasks
- Launch
- Focused Notes
- Text-Dependent Questions
- Focused Inquiry
Attribution and License
Attribution
This Teacher’s Guide for Chapter 9: The State We’re In Washington was developed by Ryan Theodoriches, Evergreen 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.
Cover image by Gerd Altmann from Pixabay
License
Except where otherwise noted, this Teacher Guide for The State We’re In Washington Chapter 9, 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
Task 1: 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
Task 2: 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
Task 3: 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 (pg. 138) 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.
- Reread the first paragraph. What does “sustainable” mean?
- How are the plans of each organization similar?
- How are the plans of each organization different
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:
- Look at the images on page 138. How do the images connected to or help you understand the text.
- Think about your community. How are the problems and solutions related to sustainability presented in the text similar to or different from problems and/or solutions seen in your area?
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
Focused Inquiry
In this focused inquiry, students investigate the question: What is the most important thing a resident of the Washington can do to help ensure the best possible future for the state and its people? Students engage in the analysis of multiple sources to determine an answer to the question. Students will develop an argument that includes a claim, evidence, and reason that address the compelling question of this inquiry.
Standards
- SSS1.6-8.1 Analyze positions and evidence supporting an issue or an event.
- SSS2.6-8.1 Create and use research questions to guide inquiry on an issue or event.
- SSS4.6-8.1 Analyze multiple factors, make generalizations, and interpret sources to formulate a thesis in a paper or presentation, while observing rules related to plagiarism and copyright.
- C4.6-8.2 Describe the relationship between the actions of people in Washington State and the ideals outlined in the Washington State constitution.
- C4.6-8.3 Employ strategies for civic involvement that address a state or local issue.
Learning Goals
- Students will make observations, inferences and conclusions about ways residents of Washington can impact the future.
- Students will be able to properly cite and use evidence from a source to support a claim.
- Students will develop a claim with evidence and reasoning to answer the compelling question.
Compelling Question
What is the most important thing a resident of the Washington can do to help ensure the best possible future for the state and its people?
Staging the Question
- In small groups, have students brainstorm ways they are concerned about the future.
- Have small groups share with the whole class and identify any trends.
- Have students vote on the concerns that worry them the most and make a prioritized list for the class.
Supporting Question
What are some future challenges that face the state of Washington?
What are ways individuals can do to impact the future of the state in a positive way?
Formative Performance Task
- Use the Student Handout: Analysis Organizer to hold thinking about three sources.
- Answer the supporting questions:
- What are some future challenges that face the state of Washington?
- What are ways individuals can do to impact the future of the state in a positive way?
If needed, students can build background knowledge about the future challenges facing the state as well as ways individuals can impact the future by reading chapter 9 of The State We’re In: Washington.
Featured Source(s)
- City Slicker vs. Country Bumpkin: Who Has a Smaller Carbon Footprint? (linked) | LiveScience
- Excerpt from 9 Reasons to Plant a Tree | The Arbor Day Foundation
- Engine Idling and Air Pollution | Department of Ecology: State of Washington
Argument
After students analyze various sources to answer the supporting question and discuss their thinking with the class, they will write a brief response to the compelling question, What is the most important thing a resident of the Washington can do to help ensure the best possible future for the state and its people? Responses should include a claim, evidence, and reasoning and cite specific information from sources, including a connection to a key ideal.
Taking Informed Action
Students will write to a state legislator making a case for legislation related to the future challenge determined to be the most important.
Attribution and License
This focused inquiry was developed by Ryan Theodoriches, Evergreen Public Schools.
Except where otherwise noted, this Teacher Guide for The State We’re In Washington Chapter 9, 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
|
oercommons
|
2025-03-18T00:35:33.828105
|
Ryan Theodoriches
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64889/overview",
"title": "The State We're In: Washington - Teacher Guide Ch. 9: What's Next",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/105767/overview
|
ÇOCUK KİTAPLARINA ENTEGRE EĞİTİM PLANLARI
Overview
KARNI AĞRIYAN DÜNYA
VİCTOR'UN BAL KABAKLARI
İKİ BANA BİR SANA
AÇ TIRTIL
3 KEDİ BİR DİLEK
TEKNOLOJİ BAĞIMLISI BABAM
kitaplarına entegre olrak hazırlanmış, farklı gelişim alanlarına hitap eden çalışmalar yer alan planlar hazırlanmıştır.
|
oercommons
|
2025-03-18T00:35:33.846162
|
sevim KÖRKEM
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105767/overview",
"title": "ÇOCUK KİTAPLARINA ENTEGRE EĞİTİM PLANLARI",
"author": "Syllabus"
}
|
https://oercommons.org/courseware/lesson/94168/overview
|
Waking Up the Frogs
Overview
ACTIVITY OBJECTIVE: making new friends
Relationship Skills
ACTIVITY OBJECTIVE: making new friends
ACTIVITY DESCRIPTION:
First, you take a bunch of children who don’t know each other, and direct their attention to a “pond” — a blue blanket spread on the floor with several “lily pads” on it. Toy frogs sit on the lily pads.
Then you tell the children the frogs are sleeping. It’s morning, and the frogs need our help to wake up! So you give the children simple musical instruments and ask them to sing a little wake-up song while they walk around the pond in time with the music.
The children have to agree to one song to play together or else the frogs won’t wake up.
ACTIVITY MATERIALS
1 | Blue Blanket |
enough number for the frog toys | Lily pads |
enough number | Frog Toys |
|
oercommons
|
2025-03-18T00:35:33.860084
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94168/overview",
"title": "Waking Up the Frogs",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/70339/overview
|
Education Standards
Capote's In Cold Blood
Overview
Here are several activities for In Cold Blood by Truman Capote: group work over the author and times, a review and creative writing activity, a discussion of themes, and a creatvie writing rubric.
Knowing the Author
I take notes during the presentation and make a quiz from my notes to use as an assessment.
Truman Capote
You (and your partner/group) will be doing a power point over a portion of Truman Capote’s life. Everyone in class will be responsible for taking the notes, including me. Then, there will be a test/quiz over the notes.
The topics:
Childhood
Writing Career (Excluding In Cold Blood )
The writing of In Cold Blood
D. His Personal Life
E. Events during his lifetime
Your Power Point should include:
A. 5 or more slides
B. 5 or more pictures/graphics
C. 12 or more facts
Review Literary Devices
These are terms students should be very familiar with at this point, but it is always a good idea to review.
What is a simile?
What is alliteration?
Using a Mentor Text to Inspire Creativity
Go through the googleslide of sentences written by Capote and try your hand at writing similes.
Theme
This could be used as small group discussion or assigned as an essay.
Major Themes - In Cold Blood
Modern-day Mythology/Epic Storytelling
In Cold Blood is crafted like a modern-day tragedy, on the scale of one of the Greek dramas, and deals with many of the same universal themes: murder, vengeance, and the pursuit of justice. This, for Capote, was the power of his new literary genre, the nonfiction novel: to take events from the contemporary world and elevate them to epic storytelling proportions, enabling them to reflect on broader truths about humanity.
What truth about humanity do you think In Cold Blood reveals?
American Dream
Capote assembles the separate facts and perspectives about the Clutter case from multiple sources into a narrative that speaks profoundly on the nature of human life and death, criminality, American society and the pursuit of individual happiness -- reinventing in the process many of our modern-day forms of mythology (for example, the myth of the American dream).
Which character do you think pursues the American dream the most, what is the American dream he or she wants, and what keeps him or her from finding the American dream?
Family
Family life is a key determinant of individual character in the the book. The Clutters, who symbolize the utmost integrity of family life, are obliterated by Perry, who represents everything it means to come from a broken home. The Clutters’ uprightness is related to the strength of their family, as Perry’s criminality is connected to the dissolution of his own kinship. In spirit, Dick is still wedded to his first wife, and his dreams of becoming self-sufficient are linked to the ability to support her and their three sons. The strength of a person’s family ties has the larger implication of whether that person can live happily, well-off, and in a self-determined fashion.
A continuing argument in psychology is nature vs. nurture. Define what you believe nature vs. nurture means?
Do you believe nature or nurture (or lack thereof) plays the biggest role in the way Nancy, Dick and Perry turn out and how does nature or nurture influence them?
Composing a Narrative
Fiction, Creative Non-Fiction or Memoir
Requirements:
Build on what we’ve covered:
*Grabbing Opening – Try describing the setting as an opening or state the
moral of your story or begin with a line of dialogue.
*An inch wide and a mile deep. Keep the time span of your essay short - less than an hour is best; trying to cover several days will lead to a boring, sketchy essay that lacks detail and description
Apply Rules of Narratives:
*build to a climax but remember life is full of peaks and low points
*use a consistent point of view
*Pacing
*focus on and develop the important events that pertain to your theme and
help achieve your purpose
*skip over or diminish the unimportant events like what the main character ate or wore
*use shorter sentences and paragraphs when the action is building to
climax
Requirements
*The purpose is to entertain or relate an experience.
*You must have a theme.
Although narratives don’t always have a stated theme, yours must to receive an ‘A.’
*You must have at least three lines of dialogue throughout the essay.
*properly formatted
*Sensory Detail
*one paragraph, preferably in or near the climax, should contain details that appeal heavily to one sense.
Tips
*Varied word choice and specific nouns - not a car - my 2018 Dodge Dart or the clunker I inherited from my reckless driver of a brother.
*Literary Devices - At least three of two different types
Length
*5 pages typed
Points
*65
Don’t forget an intriguing title, a header, and the due date.
|
oercommons
|
2025-03-18T00:35:33.896680
|
07/24/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70339/overview",
"title": "Capote's In Cold Blood",
"author": "Leslie Kreikemeier"
}
|
https://oercommons.org/courseware/lesson/90526/overview
|
HANDICRAFT RECYCLES
Overview
A simple DIY handicraft madeup of drinking straw
TLE LEARNING ACTIVITY SHEET HANDICRAFT RECYCLE
Try this simple DIY handicraft and it will be more exiting to create sleeping mat made up of deinking straw.
|
oercommons
|
2025-03-18T00:35:33.912619
|
03/01/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90526/overview",
"title": "HANDICRAFT RECYCLES",
"author": "Ginalyn Pallorina"
}
|
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