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https://oercommons.org/courseware/lesson/123154/overview	Oral Health Poster Overview Working with Children for Health • Go to our website to view the FREE resources which you can use & adapt as you like. • Send us your questions which we will answer on our website and blog. • Translate or adapt our materials and please acknowledge us and send us a copy of your version. • We can be your mentor. This needs funding. • We can help develop your health education programme with training, writing materials, help to create stories and pictures to remember messages, programme design, research design or support with monitoring & evaluation. This needs funding. • Set up a joint venture with us. Our partners lead this process & manage the overall programme. We can apply for funding together. For more information, please visit www.childrenforhealth.org or contact clare@childrenforhealth.org For more information, please visit www.childrenforhealth.org or contact clare@childrenforhealth.org Diabetes Poster Where can I get the printed poster? You cannot! You need to print it yourself. It is best printed in full colour on A3 size paper and print the back too for reference or display. • Who is the poster for? Educators of many kinds, parents & children aged 10-14. • Where might it be used? Schools, at home, health clinics, projects, clubs, religious groups etc. • Why are the faces of the people on the poster look as if they come from many different countries around the world? Children for Health has a global audience, so we use multi-ethnic faces on our posters.	oercommons	2025-03-18T00:36:22.048373	Clare Hanbury	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123154/overview", "title": "Oral Health Poster", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/97681/overview	Forensic Who Done It Extra Credit- Can you solve the Kidnapping Overview You are looking at an actual kidnapping letter. Handwriting analysis was completed on this case to help convict the kidnapper. You are looking at an actual kidnapping letter. Handwriting analysis was completed on this case to help convict the kidnapper.	oercommons	2025-03-18T00:36:22.063703	10/04/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97681/overview", "title": "Forensic Who Done It Extra Credit- Can you solve the Kidnapping", "author": "Charles Bidondo" }
https://oercommons.org/courseware/lesson/88304/overview	ROBO Coding Instruction ROBO Functions Instruction ROBO Instruction Manual Overview Meet ROBO! As a simple, environment and design-friendly robot, ROBO is your hub to create, contribute, and learn through fun and unique activities. From simple self-regulated learning prompts to simple programming to making your own block-based or JavaScript code to personalise this robotic woody friend, ROBO focus on supporting your learning experience and learner progression. This manual will give you everything you need to get started! Learning Objectives: - I know what ROBO can do - I can play with ROBO - I can use ROBO to set a timer to learn, take a break, and motivate myself - I can remix some of ROBO functions Getting Started! Meet ROBO! As a simple, environment and design-friendly robot, ROBO is your hub to create, contribute, and learn through fun and unique activities. From simple self-regulated learning prompts to simple programming to making your own block-based or JavaScript code to personalise this robotic woody friend, ROBO focus on supporting your learning experience and learner progression. This manual will give you everything you need to get started! Learning Objectives: - I know what ROBO can do - I can play with ROBO - I can use ROBO to set timer to learn, to take a break, and to motivate myself - I can remix some of ROBO functions Have A Look At The Project Yourself Our experts take on ROBO What Can ROBO Do? ROBO STAGE 1 Grade level: Pre-primary Time required: 30-45 min Class size: 10 Subject Area: robotics, educational technology, computational thinking, pre-primary education Learning Objective: - Get student started off with an interest in robotics to know about robotics and technology in general - Trigger students’ curiosity about their surroundings, impart a better understanding of science - Self-explore, expose and experiment real robot Pre-requisite Knowledge: NA Resources: - ROBO (Full version with default functions) - Computer/laptop with internet access Instruction for teachers: - ROBO in this age will be used in the sense of experimenting class: for the student to have fun, know what robot is, and truly interact with it. - ROBO (full version) was made in 2 parts: - making shape (body & head) by laser cutter on wooden board - programming its functions with Micro:bit & Makey Makey - Basically, ROBO has been built up and programmed by default with following functions, but teachers can modify (appearance & content of functions) according to their intention and students’ demand: Functions \| Action / Description \| What teacher can customize \| Greeting (Microbit) \| Press ON button to show “HELLO” on the ROBO’s body \| Edit the “HELLO” to other contents such as “Hello + students’ name” \| Timer (Microbit) \| Press A to start setting the timer. Every time A is pressed, timer increase 10s Press B to reset \| Adjust the default timer to the expected duration. E.i.: instead of starting with 10s, teacher can change to 20s \| Countdown (Microbit) \| Press A&B to start counting down When timer finishes counting (at 0 second), “bip” sound (1) will be triggered \| Change tone or duration of the sound \| Eyes flashing (Microbit) \| Tilt the body to the right, ROBO’S eyes will be flashing \| For example: may customize to tilt to other side (left) \| Goodbye (Microbit) \| Shake ROBO’s body to display “Goodbye! It was nice to see you” on LED screen \| Change the content of the goodbye saying \| Menu list (Makey) (2) \| Touch the left hand to see the menu of all functions with Makey on the lap screen \| Customize the content of the menu \| Motivational quotes (Makey) (2) \| Touch right hand + Touch Green hair = show quotes on the lap \| Change content of the quotes \| Break (Makey) (2) \| Touch right hand + touch Orange hair = show exercises on the lap screen \| Change the content of the exercise \| To-dos (Makey) (2) \| Touch right hand + touch Red hair = show to-dos list on the lap screen \| Change the list of the To-dos \| Music (Makey) (2) \| Touch right hand + touch Yellow hair = show music on the lap screen \| Change the music \| (1) need to connect the headphone to the 2 legs of the Robo for hearing the “bip” sound (2) need to connect Robo to laptop Lesson Plan Activity number & organization \| Goal \| What the students are doing \| What the teachers are doing \| Materials \| 0-Introduction Teacher-Student (5-10 min) \| Open up conversation about robot \| Actively listen, watch, and participate \| Tell the students “you are going to meet a new special friend later today. His name is ROBO, he is a robot. “ Ask student: \| NA \| 1- Warm-up activity Whole class (5-10 min) \| Aim to think about what robot might be able to do, how we talk to robot to get them do what we want them to do \| Distinguish types of robots \| \| Pictures \| 2-Robo show time Teacher-Student& Whole class (3 min) \| Trigger curiosity on science world \| Watch \| Introduce real ROBO to students and show case 1 or 2 functions (up to teachers) \| ROBO \| 3-Making friend with Robo In group (10 min) \| Explore different existing functions \| Freely explore the whole robot, ask questions if any \| Divide into (2-3) groups Deliver Robo to each group Encourage students to experiment \| ROBO \| 4- Challenge Student-Student In group \| Articulate and justify between what students have known before and the real robot \| List down all functions after the exploration \| Collect Robo Ask each group to present the functions they discovered Support if needed (may ask question to scaffold) \| ROBO \| 5-Conclusion Teacher-student (2 min) \| understand robot follow commands, they can’t think, need coding, need someone to tell them what to do \| \| Sum up \| ROBO \| Grade level: Pre-primary Time required: 30-45 min Class size: 10 Subject Area: robotics, educational technology, computational thinking, pre-primary education Learning Objective: - Get student started off with an interest in robotics to know about robotics and technology in general - Trigger students’ curiosity about their surroundings, impart a better understanding of science - Self-explore, expose and experiment real robot Pre-requisite Knowledge: NA Resources: - ROBO (Full version with default functions) - Computer/laptop with internet access ROBO Hard Anatomy ROBO STAGE 2 Grade level: Grade 1-2 Time required: 30-45 min Class size: 12 Subject Area: robotics, educational technology, computational thinking, primary education Learning Objective: - Get student started off with an interest in robotics to know about robotics and technology in general - Trigger students’ curiosity about their surroundings, impart a better understanding of science - Self-explore, expose and experiment real robot Pre-requisite Knowledge: NA Resources: - ROBO (Full version with default functions) - Computer/laptop with internet access - White/blackboard, projector - A3 colour paper, Grade 1-2 stationeries Instruction for teachers: - ROBO in this age will be used in the sense of experimenting class: for the student to have fun, know what robot is, and physically interact with it. - ROBO (full version) was made in 2 parts: - making shape (body & head) by laser cutter on wooden board - programming its functions with Micro:bit & Makey Makey - Basically, ROBO has been built up and programmed by default with following functions, but teachers can modify (appearance & content of functions) according to their intention and students’ demand: (*) need to connect the headphone to the 2 legs of the Robo for hearing the “bip” sound Lesson Plan \| Activity number & organization \| Goal \| What the students are doing \| What the teachers are doing \| Materials \| \| 0-IntroductionTeacher-Student(5 min) \| The students share ideas of toys \| Students are guided to: \| The teacher asks: \| Some toys including dolls, cars, Legos, jigsaws, animal statues, etc. \| \| 1- Warm-up Whole class(5 min) \| The students have the first impression of ROBO and robot \| Students are guided to: \| The teacher shows the ROBO to the students: \| The ROBO \| \| 2-LearningTeacher-Student&Whole class(5 min) \| Students know the rules before ROBO exploration \| The students listen and raise questions to the rules, using communicative skills. \| \| \| \| 3-Individual taskIn group(7-22 min) \| Students are exposed to ROBO, interact with the robot and classmates.The teacher and TAs observe, monitor, scaffold the learning process. \| \| \| \| \| 4-EvaluationStudent-StudentIn group(2 min) \| Students elaborate the exploration by using communicative skills.The teacher and TAs record students’ work. \| Each group has 3 minutes to elaborate their findings to the class \| \| \| \| 5-ConclusionTeacher-student(3 min) \| Students take photos with their paper, classmates and ROBOs \| The teacher gathers students, take photos of the groups and together as a class, with ROBOs. \| Devices with camera functions \| \| \| 6-Reflection(3 min) \| Students go home and share the findings and feelings of ROBO interactions at school.Students can try to record what they want to express. \| Inform students to share what they have played with today (ROBO) today when they go home.The parents can help record what students have expressed and send to the teacher afterwards.Encourage students to come up with some questions about ROBO: the functions, the materials, the logics behind the functions, etc. \| Our ROBO's body is designed in a way that makes it easy for you to deconstruct, explore, reconstruct and even create something similar. Here is the general instruction on how ROBO's body is made. Be Creative! ROBO Soft Anatomy ROBO STAGE 3 Grade level: 3-4 Time required: varied (minimum 3x 1hrs lesson) Class size: 20 Subject Area: robotics, educational technology, computational thinking, pre-primary education Learning Objective: - Basic understanding of programming, block-based coding - How does programming link to robotic - How to utilise technology into daily use Pre-requisite Knowledge: - Makecode + Micro: bit - Code.org + Makey Makey Resources: - Micro: bit kit - Computer with internet access - Makey Makey kit - Paper - Colour Pen Lesson Plan \| Activity number & organization(draft) \| Goal \| What the student are doing \| What the teachers are doing \| Materials \| \| 0-IntroductionTeacher-Student(5 min) \| The students understand the connection between the programming and how ROBO interact \| - Students watch a video explain different part of ROBO and its function. \| The teacher: \| Computer/laptopProjectorVideoROBO \| \| 1- Warm-up Group of 4(15 minutes) \| Students explore the ROBO function and its coding anatomy \| Student are given the Function Guide Booklet (Pre-primary) to explore \| Familiar with the ROBO Function & Coding InstructionWalk the student through the Function Guide if needed Introduce briefly about the two main coding electronic bit: micro:bit and Makey MakeyAsk if they know which function are program in which part \| ROBOROBO Functions Guide (Pre-primary) (OER)ROBO Coding Instruction (OER) \| \| (Pre-requisite Knowledge)0.1 Introduction to Coding (2hr minimum, teacher can adjust this period according to the student awareness of these concept and program) \| Familiar student with the concept of Coding and the Code.org and Makecode platformIntroduce the concept of computational thinking \| Watch some video briefly explain Code.orgExplore & do the exercise on Code.org \| Familiar with the content (Code.org)Introduce basic concept of coding/Code.org platformPlay the video for studentSupport the student in their exploration and exercise \| Videohttps://www.youtube.com/watch?v=bQilo5ecSX4&t=7s Exercise: https://code.org/hourofcode/overview Laptops \| \| Watch some video briefly explain MakecodeExplore & do the exercise on Makecode \| Familiar with the content (Makecode)Can design the lessons based on Makecode lessonsIntroduce basic concept of coding/ Madecode platformPlay the video for studentSupport the student in their exploration and exercise \| Videohttps://www.youtube.com/watch?v=ZegjmbyBUs8 Link to lesson on Makecode https://makecode.microbit.org/courses/csintro/introduction Laptops \| \|\| \| (Pre-requisite Knowledge)0.2 Introduction to Electronic and Programming (2hr minimum, teacher can adjust this period according to the student awareness of these concept and program) \| For student to understand how coding program the electronic gadget: micro: Bit and Makey Makey \| (1 hours)Watch some video briefly explain micro: BitExplore & do some programming activities with Makecode and micro: Bit \| Familiar with the content (lesson on OER, micro: Bit + Makecode; Makey Makey + Code.org)Can design the lessons based on OER lessonsIntroduce basic concept of , micro: Bit + Makecode; Makey Makey + Code.orgPlay the video for studentSupport the student in their exploration and activities \| Micro: bitLaptopsLink to lesson on micro:bit (https://makecode.microbit.org/courses/csintro) https://www.youtube.com/watch?v=qDNdaeEMtjA https://onedrive.live.com/?authkey=%21AEWPObnLnAobvkw&cid=416406873CB120AB&id=416406873CB120AB%21141&parId=416406873CB120AB%21111&o=OneUp \| \| (1 hours) Watch some video briefly explain Makey MakeyExplore & do some programming activities with Code.org and Makey Makey \| Makey MakeyLaptopsLink to lesson on Makey Makey (OER curate)Video (https://www.youtube.com/watch?v=rfQqh7iCcOU&t=48s) https://www.youtube.com/watch?v=-X3hb__YynM) \| \|\|\| \| 2-LearningTeacher-Student In Groups of 4(25 minutes) \| Do a presentation for 2 functions of ROBO (1 from Makey Makey; 1 from micro: Bit) Change a variable in that coding \| Student divide into 2 small division in their group.One explore Makey Makey Function and its program in Code.org (from the Instruction as well as from the web) => remix one function (i.e. change the font of the motivational quote)One explore micro: Bit and its program in Makcode (from the Instruction as well as from the web) => remix 1 function (i.e. change the “Hello…” string to include your group name” Each division decide on 1 function/ coding that they are confident in and present how it work in the whole class.Each division show one of their remix Answering question from the whole class Presentation mode: anything student comfortable with paper and colour pen or ppt \| Provide the material for the studentsWalk through an example of presentation Divide the group and support the group (content & dynamic) when needed \| ROBOLaptops for students PaperColour pen \| \| 3-Individual task(30) \| Personalise ROBO further \| to reflect on your learning experience, and you can think of modifying one function to best suit your learning need, feel free to be creative and here are some suggestions \| Provide the material for the studentsExplain the task to studentWalk through an example of personalisationProvide time for student to brainstorm their personalisation idea Let the student hand-on modifying the taskSupport the student when needed \| ROBOLaptops \| \| 4-EvaluationStudent-StudentIn group(30 minutes) \| Students elaborate the exploration by using communicative skills.The teacher and TAs record students’ work. \| Each group has 5 minutes to elaborate their findings to the class \| \| \| \| 5-ConclusionTeacher-student(10 min) \| Students take photos with their personalise coding, classmates and ROBOs \| The teacher gathers students, take photos of the groups and together as a class, with ROBOs. \| Devices with camera functions \| Now you have some basic idea of what coding is, how that interact with ROBO and all of its function, your task is now to reflect on your learning experience, and you can think of modifying one function to best suit your learning need, feel free to be creative and here are some suggestions - Change the set of existing motivational quotes to those that you like - Create your to-do list - Create spites/background as visual reminders about routines and activities in the classroom - Create a counting function that increase by 1 after clicking. Some people use it as a strategy to regulate their emotion: i.e when you are angry, before doing anything/ react, they would try to have 15 – 20 deep slow breath. You can try this - Adapting different function of ROBO as an exit ticket - Be creative	oercommons	2025-03-18T00:36:22.136631	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88304/overview", "title": "ROBO Instruction Manual", "author": "Lesson" }
https://oercommons.org/courseware/lesson/69439/overview	Learning Domain: Reading for Informational Text Standard: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Learning Domain: Writing Standard: Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. Learning Domain: Writing Standard: Identify and write about one specific topic. Learning Domain: Writing Standard: Identify and introduce the topic. Learning Domain: Writing Standard: Identify and introduce the topic. Learning Domain: Writing Standard: Identify and introduce the topic clearly. Learning Domain: Writing Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Learning Domain: Writing Standard: Identify and introduce the topic clearly. Learning Domain: Writing Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly. Learning Domain: Writing Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Learning Domain: Writing Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly. Learning Domain: Writing Standard: Identify and introduce the topic clearly, including a preview of what is to follow. Learning Domain: Writing Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Learning Domain: Writing Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly. Learning Domain: Writing Standard: Identify and introduce the topic clearly, including a preview of what is to follow. Learning Domain: Writing Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Learning Domain: Writing Standard: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. Learning Domain: Writing Standard: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. Learning Domain: Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others' ideas and expressing their own clearly. Learning Domain: Speaking and Listening Standard: Demonstrate command of the conventions of standard English when speaking, based on Grade 5 level and content. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. Learning Domain: Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Learning Domain: Reading for Informational Text Standard: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Cluster: Integration of Knowledge and Ideas. Standard: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.	oercommons	2025-03-18T00:36:22.191809	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69439/overview", "title": "25 Things", "author": "Lesson" }
https://oercommons.org/courseware/lesson/119313/overview	Education Standards Botany for 3rd Grade Overview This resource is ready to teach early elementary level learners about the different types of leaves, comparing and contrasting, and sorting into various classifcations. All resources are attached or notated at the bottom! Botany Lesson Summary: In this biology field exercise, students will collect leaves, describe differences seen in casual and detailed observation and give reasons for the importance of trees. Students will use their five senses to take a closer look at leaves and find out more about leaf characteristics. Students will create leaf art. Looking at Leaves objectives: Students will describe how leaf shapes, sizes, and other characteristics vary from tree to tree and explain how particular types of trees can be identified by their leaves. Expand for more detail and links to related resources Used this activity? Share your experiences and modifications Learning Goals During the leaf activities, the students will compare, contrast, classify, categorize, identify attributes, learn art techniques and learn about the importance of trees. Vocabulary: -Observe -Environment -Categorize -Compare -Contrast -Attributes Context for Use Grade Level: K Materials: -Tree leaves -Plastic bags to collect leaves in -Pencil -Science journal -Hand lenses -Crayons -Plain drawing paper -Washable markers -Tempera paint -Glue -Iron -Towel -Wax paper -Large books to press leaves -Scissors -String -Tree identification books Description and Teaching Materials Introduction: KWL chart: What do you know about the leaves of trees? What do you wonder about? Read the book "Have You Seen Trees?" by Joanne Oppenheim. Have index cards with an ear, nose, eye, tongue and hand. Have these on display. Select students to select a card and then share what they learned from the book based on the index card they selected. 1. Have a variety of leaves, including pine, (some not found in the school yard) to share with the students. Place a few leaves on each table. Ask the students to share observations about the leaves. How are they the same? How are they different? What senses can we use to tell them apart? Why do you think the leaves do not all look the same? Have students glue one of the leaves into their science journal and share why they selected that leaf. 2. Nature Hike 1 Give students a plastic gallon zip bag to store collected leaves (10). Take the students out for a nature hike around the school area. Throughout the hike, encourage observation skills. Show student how to take a leaf off of a tree. Remind students to collect a variety of leaves. Back in the classroom, have students sort their leaves in a variety of ways. Have students share their sorting ideas. (Color, texture, shape, leaf edges, size, smoothness or roughness, smell) Have students use hand lenses to sort leaves. Encourage students to sort leaves using all five senses. 3. Preparing leaves of various sizes, shapes and colors for an art project. Place a variety of leaves on newspaper. Take care that the leaves do not touch. Cover the leaves with newspaper and put something heavy on top. Leaves should be flat, stiff and dry in about a week. When the leaves are ready to use, read/look at the pictures in: Look At What I Did With A Leaf! By Morteza E. Sohi. Create a class book. Each student page will have: ____________(student name) made a ____________(animal) using leaves. 4. Nature Hike 2 Before hiking, read "A Tree For Me" by Nancy Van Laan. Bring white paper, crayons (blue, red, green, purple and black) and clipboards. Go to a pre-selected location that has a variety of trees. Ask, discuss and have students share observations using questions such as the following. What do you like best about trees? What do you think is beautiful about trees? Why do people like to have trees in their yards? How are the trees we see here alike? Different? There are many different kinds of trees. How do people know the difference between one kind and another? (Leaves are a main clue.) Which tree is the largest in this area? Smallest? Which tree seems to be the oldest in this area? Youngest? How can you tell? Are there any signs that animals live in or near these trees? How is a tree a friend to an animal? How will these trees look different in other seasons? Art connection: Leaf Rubbing Have student collect 5 different leaves. Show students how to make a leaf rubbing using white paper, crayons and clipboard. Math connection: Graphing Back in the classroom, ask students how we could create a graph using the leaf rubbings. Have students create a graph based on the color of crayon used for their leave rubbings. 5. Art Activities Pressed Leaves - Activity found in Project Learning Tree Activity Guide page 229. Literature: The Giving Tree by Shel Silverstein Tree Poems and Tree Tunes found in the Teachers' Guide To Arbor Month pages 130 and 131. Be a Friend to Trees by Patricia Lauber Elm Tree and Three Sisters by Erika Weihs From Acorn to Oak by Jan Kottke Grandfather Four Winds and Rising Moon by Michael Chanin If the Trees Could Talk by Stuart A. Kallen In the Deep, Dark Forest by Paul Humphrey Mighty Tree by Dick Gackenback Oak Tree by Marcia S. Freeman The Tremendous Tree Book by Barbara Brenner and May Garelick Teaching Notes and Tips This activity is different from what I have done in the past as in other school years I feel I have not given the student enough time and opportunity to make and share their observations. In the activities I have given more focus on the students using their senses to classify and organize the leaves. I have added the leaf graphing activity. Used this activity? Share your experiences and modifications Assessment While completing activities: Students sorting skills, leaf graphing project, ability to collect a variety of leaves and state difference/similarities, Using a variety of leaves, have student select leaves that are the same and have them glue two or three leaves on a page of their science journal. Students state/write how the leaves are the same and different. (Teacher may need to record) In their science journal, students illustrate why trees are important. Standards Kindergarten: I. HISTORY AND NATURE OF SCIENCE B. Scientific Inquiry The student will raise questions about the natural world. 1. The student will observe and describe common objects using simple tools. IV. LIFE SCIENCE G. Human Organism The student will understand that people have five senses that can be used to learn about the environment. 1. The student will observe and describe the environment using the five senses.	oercommons	2025-03-18T00:36:22.219906	Amy Coulter	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/119313/overview", "title": "Botany for 3rd Grade", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/87001/overview	Cone lifting tool Copying shapes Import project Project Name Resize cylinder diameter Resize cylinder thickness Transparent cylinder Educational Technology: 3D Modeling Overview This is a lesson plan for beginners to 3D modeling. The project provided in the lesson is easy to print using a 3D printer. Welcome to 3D Modeling What is 3D modeling? The 3D modeling application in this project is used to create objects that can be printed using a 3D printer. Watch the video below to find out more about how 3D modeling and printing can be used. How 3D Printing Can Change the World Learn how to design 3D models for printing with this simple project: 3D Table Hockey Set Start by registering for Tinkercad. Tinkercad is a free online resource used to create 3D models for printing. All you will need is an email address. Create a Tinkercad account here. Name your project - You can add a name for your project in the top left of Tinkercad. - Be sure to add your last name to the beginning of the project name. *Please see the attached screenshots provided throughout this lesson if you have trouble. Your first shape - Go to the shape menu and add a cylinder to the workplane. - Click on the shape to select and resize. - Resize the thickness of the shape to 3mm. - Resize the diameter of the shape to 35mm. Making holes - At the top of the shapes menu you will see a transparent cube and cylinder. - Drag and drop a transparent cylinder onto the workplane. - Resize the thickness of the shape to 3mm. - Resize the diameter of the shape to 30mm. Lifting shapes - Above the shape that you placed onto the workplane, you will see a cone (see attached screenshot). - This will lift the shape off of the workplane. - Lift the shape 1mm. Align and group tools - Select the cylinder shape and while holding the shift key, select the transparent cylinder shape. - At the top right, select Align. - Circles will appear around both of the shapes. Select the middle circle along the bottom and side. - The transparent cylinder should be inside the cylinder shape. - At the top right, select Group. Copying shapes - From the basic shapes menu, drag and drop a Paraboloid shape onto the workplane. - Select both shapes and use the Align and Group tools again to combine the Paraboloid shape. - Select your new shape, on your keyboard press cntl C (or command C). - Then press cntl V (or command V) to create a copy of your new shape. - You have now created the 2 "hockey strikers." Finished project and importing - Add another cylinder shape to the workplane. - Resize the thickness of the shape to 3mm. - Resize the diameter of the shape to 35mm. - You have now created the "hockey puck." Your table hockey set is now complete. - Select Import at the top right above the shapes menu. - Save your project. - The table hockey set is now ready for 3D printing.	oercommons	2025-03-18T00:36:22.253490	Engineering	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87001/overview", "title": "Educational Technology: 3D Modeling", "author": "Educational Technology" }
https://oercommons.org/courseware/lesson/31201/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in or	oercommons	2025-03-18T00:36:22.281344	Karen Henrichs	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/31201/overview", "title": "Instructional TDAs - Grade 7 Fiction", "author": "Kelsi Wilcox Boyles" }
https://oercommons.org/courseware/lesson/78696/overview	Goosechase Scavenger Hunt Lesson plan 1:Life cycle of a butterfly (powerpoint) Lesson plan 2 Lifecycle_of_a_butterfly_wordsearch Life Cycle of a Butterfly Lesson Plan Overview This is a lesson plan designed for the grade 3 level, exploring life cycles of animals. This lesson plan itself is focusing on the life cycle of a butterfly. I've included 2 lesson plans that would be used a few weeks apart, the first one is an introduction into the lifecycle of a butterfly with a scavanger hunt activity. Lesson plan 2 focuses on the students and seeing the growth of butterflies brought into the class while working together with an older grade to show their understanding of the life cycle of a butterfly. Lesson Plan 1 Topic: \| Start of a butterflies life \| \|\| Lesson Title: \| Butterfly life cycles (social emotional learning) \| \|\| Grade: \| 3 \| Lesson Duration: \| 55 min \| Lesson Objectives / Learning Outcomes \| \| Outline of Tasks and Activities: \| \| \| Slide 1 of powerpoint: attention grabber \| \| Slide 2 of powerpoint: class objectives \| \| Using goosechase (scavenger hunt app) top create a hunt for the students to use https://gsch.se/game/1cade5f17f944543a728982f15842268/co-manage/ \| \| No digital technology needed \| \| activity creating websites? (need to find something) \| \| No digital technology needed \| \| \| Additional Notes or Resources: \| Lesson Conclusion / Summary \| https://education.alberta.ca/science-k-6/program-of-studies/?searchMode=3 https://www.alberta.ca/social-emotional-learning.aspx http://www.interaction-design.org/literature/article/bartle-s-player-types-for-gamification \| Take-home Tasks, Follow-up Activities, or Assessments: \| Lesson Plan 2 Topic: \| Final Stage \| \|\| Lesson Title: \| Yay! We’re a Butterfly! (Student Mentoring) \| \|\| Grade: \| 3 \| Lesson Duration: \| 45-50 min \| Lesson Objectives / Learning Outcomes \| \| Outline of Tasks and Activities: \| \| \| Virtual agenda on the smart board so students have visual interpretation of what the class entails \| \| *having a google classroom to put content on just for kids to have \| \| \| \| No educational technology needed \| \| No educational technology needed \| Additional Notes or Resources: \|	oercommons	2025-03-18T00:36:22.343959	Lecture Notes	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78696/overview", "title": "Life Cycle of a Butterfly Lesson Plan", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/70690/overview	Stem Integrated Modules Overview There are three weeks of online, stem-integrated modules. The first week is on Linear Equations, the second is Systems of Equations, and the third is Quadratic Equations. There is a teacher document that explains standards, links, and the order that everything is supposed to be viewed in. There is also a student checklist with links that provides the order in which students should be viewing the material. Teacher Document- includes Google Classroom layout. USF Noyce - 2020 Summer Session Modules Teacher Documents Ashley Hatz Information: For: High School Algebra Classroom How the modules should be used: - Each Lesson is made to be used within a 50 minute period. - Each Module is made to be completed within a 5-day week. - Each Module is based on some of the material from the Open Stax Elementary Algebra 2e: https://d3bxy9euw4e147.cloudfront.net/oscms-prodcms/media/documents/ElementaryAlgebra2e-WEB_1.pdf - Some of the questions are based on this textbook: http://www.wallace.ccfaculty.org/book/Beginning_and_Intermediate_Algebra.pdf - Google Classroom that supports these lessons can be accessed with code: lpazqtb b Standards From: Next Generation Science Standards - Illinois International Society for Technology in Education Common Core State Standards Initiative - Illinois Contents: Module 1: Solving Linear Equations Module 2: Systems of Equations Module 3: Solving Quadratic Equations Module 1: Solving Linear Equations Teacher Version Standards: Science/Engineering 5-PS1-3- Make observations and measurements to identify materials basked on their properties. MS-ETS1-3- Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4- Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Technology: EMPOWERED LEARNER 1C- Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. CREATIVE COMMUNICATOR 6C- Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Mathematics: CCSS.MATH.CONTENT.HSA.REI.A1- Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. CCSS.MATH.CONTENT.HSA.REI.B3- Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. CCSS.MATH.CONTENT.HSA.CED.A.1- Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CCSS.MATH.CONTENT.HSA.CED.A.4- Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R. CCSS.MATH.CONTENT.HS.SSE.A.1- Interpret expressions that represent a quantity in terms of its context. CCSS.MATH.PRACTICE.MP2-Reason abstractly and quantitatively. CCSS.MATH.PRACTICE.MP4-Model with mathematics. CCSS.MATH.PRACTICE.MP6-Attend to precision. Daily Outline: Day 1: SOLVING ONE-STEP AND TWO-STEP EQUATIONS - (10 minutes) Students should complete the warmup problems in the form of a Google Quiz titled Inverse Operations. They will be asked to identify the inverse operations that will solve the assigned equations. - (20 minutes) Students will then need to watch the narrated PowerPoint presentation that goes over an introduction to solving linear equations. - (10 minutes) Students will then need to play an individual Kahoot review game that will go over solving one and two step equations. - https://kahoot.it/challenge/04976889?challenge-id=5889a8f8-a5f1-4702-92e4-961fc28127f0_1593141449060 - (10 minutes) Students will then complete the review questions in the google doc that go over solving one and two step equations. Day 2: SOLVING GENERAL EQUATIONS WITH CONSTANTS AND VARIABLES ON BOTH SIDES - (20 minutes) Students should follow along with this Khan Academy video that introduces solving equations with constants and variables on both sides. - (30 minutes) After the video, students will complete the rest of their review questions from the document on Day 1. Day 3: FRACTIONS AND DECIMALS - (15 minutes) Students will follow through a Powerpoint presentation that shows them how to solve equations with fractions and decimals. - (20 minutes) Students will then watch a Youtube video that shows them another way of solving equations with fractions and decimals. - (15 minutes) Students will then complete Google Doc review questions on solving equations with fractions and decimals. Day 4: TRANSLATING WORD PROBLEMS - (20 minutes) Students will follow along with the emaze presentation that introduces translating word problems. - (20 minutes) Students will then create a FlipGrid explaining a word problem that they have created on their own that is 50-75 seconds long. They need to explain the problem they have created, the equation that is created from the word problem, and how to solve and verify their solution. - (10 minutes) Students will then take a look at their boat challenge for Day 5 and start to come up with their own ideas. Day 5: LAB DAY - (40 minutes) Students will complete the Boat Challenge that they should have already started brainstorming for. - (10 minutes) Students will then complete an exit slip on whether they think the lab would have been different if they built with cardboard instead of aluminum foil. Module 2: Systems of Equations Teacher Version Standards: Science: HS-PSI-7- 7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. Technology: EMPOWERED LEARNER 1C- Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Mathematics: CCSS.MATH.CONTENT.8.EE.C.7- Solve linear equations in one variable. CCSS.MATH.CONTENT.8.EE.C.8- Analyze and solve pairs of simultaneous linear equations. CCSS.MATH.CONTENT.HSA.REI.B.3- Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. CCSS.MATH.CONTENT.HSA.REI.C.5- Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. CCSS.MATH.CONTENT.HSA.REI.C.6- Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. CCSS.MATH.CONTENT.HSA.REI.C.8-(+) Represent a system of linear equations as a single matrix equation in a vector variable. CCSS.MATH.CONTENT.HSA.REI.D.10- Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). CCSS.MATH.PRACTICE.MP2-Reason abstractly and quantitatively. CCSS.MATH.PRACTICE.MP4-Model with mathematics. CCSS.MATH.PRACTICE.MP6-Attend to precision. Daily Outline: Day 1:CREATING SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES - (20 minutes) Students will read through an article about applying linear systems in reality. - (30 minutes) Students will complete a worksheet that guides them through creating systems of equations. This is provided by a Google Doc. Day 2: SOLVING SYSTEMS GRAPHICALLY - (15 minutes) Students will watch a Youtube video introducing systems of equations being solved graphically. They should follow along and take notes. - (35 minutes) Students will complete the alpine slide activity which guides them through creating a system of equations and solving it. Day 3: SOLVING SYSTEMS BY COMBINATION - (30 minutes) Students will follow along with the Emaze presentation based on the combination method. This includes watching a video at the end of the presentation that shows another example of this method. - (20 minutes) Students will fill out their exit slip for the day in this Google Forms. It asks questions about applying the method to their life. Day 4: SOLVING SYSTEMS BY SUBSTITUTION - (10 minutes) Students will complete the warmup for solving systems by substitution. It includes prior knowledge from past lessons. - (20 minutes) Students will follow along with a Youtube video about solving systems using substitution. Students will take notes. - (20 minutes) Students will complete the substitution activity provided in the Google Doc below. Day 5: LAB DAY - (5 minutes) Students will watch a video I have created to show them how to set up a matrix from a system of equations. - (10 minutes) Students will watch the Youtube video about balancing chemical equations using linear algebra. - (35 minutes) Students will complete the Google Doc that will assess their application skills using linear algebra and matrices to solve systems of equations. Module 3: Solving Quadratic Equations Teacher Version Standards: Technology: EMPOWERED LEARNER 1C- Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. CREATIVE COMMUNICATOR 6C- Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Mathematics: CCSS.MATH.CONTENT.HSA.REI.B.4- Solve quadratic equations in one variable. CCSS.MATH.CONTENT.HSA.REI.B.4.A- Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 = q that has the same solutions. Derive the quadratic formula from this form. CCSS.MATH.CONTENT.HSA.REI.B.4.B- Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. CCSS.MATH.CONTENT.HSA.CED.A.1- Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CCSS.MATH.CONTENT.HSA.SSE.B.3.A- Factor a quadratic expression to reveal the zeros of the function it defines. CCSS.MATH.PRACTICE.MP2-Reason abstractly and quantitatively. CCSS.MATH.PRACTICE.MP4-Model with mathematics. CCSS.MATH.PRACTICE.MP6-Attend to precision. Daily Outline: Day 1: QUADRATIC FORMULA - (30 minutes) Students will follow along with the Powerpoint presentation that introduces them to solving quadratic equations with the quadratic formula. - https://docs.google.com/presentation/d/19_PvCH3nGPaglO8NJwBrkuM15wlSNFRTc84V5KVxhsI/edit#slide=id.p1 - (5 minutes) Students will watch a Youtube video that plays a song to help students memorize the quadratic formula. - (15 minutes) Students will complete a Google Forms exit slip over the quadratic formula. Day 2: SQUARE ROOTS METHOD - (20 minutes) Students will follow a Khan Academy Youtube video that will show an example of solving quadratic equations using the square root method. - (30 minutes) Students will follow the Emaze presentation that will show them how to use the square root method and when to use it. Day 3: COMPLETING THE SQUARE - (10 minutes) Students will read the article about how and when to use the complete the square method. - (10 minutes) Students will watch a video of me giving an example of using the complete the square method. - (15 minutes) Students will complete the Kahoot Review Game that will assess their knowledge of using completing the square. - (15 minutes) Students will complete the exit slip for completing the square. Day 4: FACTORING AND ZERO PRODUCT PROPERTY - (35 minutes) Students will follow along with the Emaze presentation that will introduce the factoring method and the zero product property. - (15 minutes) Students will complete the exit slip for the day. Day 5: Applications Day - (10 minutes) Students will watch the Youtube video that will go through an example that is like the quadratic applications they will work on next. - (40 minutes) Complete the Quadratics Application worksheet in the Google Doc. Student Checklist	oercommons	2025-03-18T00:36:22.401703	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70690/overview", "title": "Stem Integrated Modules", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/88743/overview	Kahoot: Will vs. Going to Will - Going to: Fill the blankets FUTURE PLANS Overview In this resource, students will learn or review the topics WILL and GOING TO, the basic topics for the future tense. Future Plans: What do you want to be when you grow up? While activity: In this section, the students will realize two activities. The first activity will take place with the app Educaplay with the activity to fill the blankets about the main topics of the class which are GOING TO and WILL. You'll have to complete the sentences by clicking the answers that are a side of the activity. The second activity will take place in Kahoot, it will be an interactive quiz with 10 multiple-choice questions, the students will have 20 seconds to answer each question. The students that occupy the podium (3 students) will have points in the final grade of the class. Future Plans: What do you want to be when you grow up? Pre-activity: In this activity we will provide seven clues about different professions or jobs that we are familiar with. Each student will be chosen randomly with the game "Eeny, meeny, miny, moe". After this, the clues will be selected in a game call "The big wheel". 1.a person who saves people's lives. 2.a profession in charge of planning a building. 3. a person who teaches knowledge. 4.a person who puts out fires and saves cats. 5. a person who analyzes the financial state of a company. 6. a person who saves the lives of animals. 7. a person who composes music. 8. a person who creates art through paintings. 9. someone who helps in people's mental health. Future Plans: What do you want to be when you grow up? Post-activity: For the last section of the class, the students will create groups of four people and will make a sketch, conversation, anything they want that involves speaking and clear communication about the next topics including future sentences with going to and will (creativity is the main character in this activity): - A relative is getting married. - What do you want to be when you grow up? - Holiday or vacation plans. - Visit your family that lives abroad. - You are saving money to buy something (cellphone, laptop, tablet, etc.) - A plan that you have with your friends this weekend.	oercommons	2025-03-18T00:36:22.423916	12/14/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88743/overview", "title": "FUTURE PLANS", "author": "TELLT GROUP 3" }
https://oercommons.org/courseware/lesson/73193/overview	Vincent Van Gogh Study questions The Artist Vincent Van Gogh Overview A short review of a few important facts about the artist VIncent Van Gogh. Vincent Van Gogh Vincent Van Gogh is an artist that was born iMarch 30, 1853. Vincent made many contributions to art that where not truly recognized till after is death July, 1890. In his lifetime, he created nearly 900 paintings and other art works. Read over two sources above and review your knowledge with the two links below.	oercommons	2025-03-18T00:36:22.442873	10/06/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73193/overview", "title": "The Artist Vincent Van Gogh", "author": "Lena Blanton" }
https://oercommons.org/courseware/lesson/113943/overview	Book Study Team Meeting Planner Climate Educator Book Study Flyer 2023-2024 Meeting Guide (3 hours) Climate Educator Book Club: Guidance on how to create a flexible book club for educators Overview This resource shares all of the documents and planning guidance for the Washington Climate Educator Book Club, which is part of the greater ClimeTime community. The Book Club’s book study is designed to flexibly support teams of interdisciplinary K–12 educators, from schools and districts across Washington, to explore ways climate education can be integrated into all classrooms. Overview The Washington Climate Educator Book Club is part of the greater ClimeTime community. The Book Club’s book study is designed to flexibly support teams of interdisciplinary K–12 educators, from schools and districts across Washington, to explore ways climate education can be integrated into all classrooms. Books were purchased with state funds at the end of the previous fiscal year. A variety of books were purchased based on recommendation of educators and others in the ClimeTime network. Books used are found here: https://bit.ly/WAClimateEdBookClub2324 This resource will share how the book club was designed and all of the resources needed as evidence of learning for the participants. Attached is the flyer used for the 2023-2024 school year. Resources - Overview Document: This document is an overview of the entire book study. It includes the answers to the application used to apply for state approved "Clock Hours" for both Equity and STEM in Washington state, the documents used, and how the course was set up in Canvas. - Team Meeting Planner: This was just to help each team set up their meetings for the course - Asynchronous Guide (3 hours each): Each participant used this document during their individual team meetings.	oercommons	2025-03-18T00:36:22.464772	Languages	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113943/overview", "title": "Climate Educator Book Club: Guidance on how to create a flexible book club for educators", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/92543/overview	Puppet Play Overview Expressing needs is linked to identifying and expressing feelings. The activity's objective is to enable children to express feelings first and foremost to be able to identify and express their needs. Expressing needs and wants Puppet play is a good activity to try one-on-one or in small groups to help children explore and express their feelings, ideas, and concerns. Many children find it easier to talk about feelings during puppet play because it can give them some distance from scary or upsetting issues. Encourage children to pick up a puppet and be its voice while you or another child or adult adopts the character of another puppet. You can discuss the children’s feelings indirectly and then their needs with each feeling, and offer another point of view through your puppet. Reversing the characters so that children play another role can also promote empathy by helping kids experience how others feel. Activity Materials \| At least 2 to 3 \| Puppets \|	oercommons	2025-03-18T00:36:22.478117	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92543/overview", "title": "Puppet Play", "author": "Special Education" }
https://oercommons.org/courseware/lesson/78411/overview	Brain-Based Learning Lesson Overview This lesson is related to 3.NF.A.2-Fractions on a Numberline Fractions on a Numberline Lesson- 3rd Grade This lesson is based on these 3rd grade standards. In this lesson, students will be learning about fractions on a number line through brain-based learning strategies. 3.NF.A.2- Understand a fraction as a number on the number line, represent fractions on a number line. 3.NF.A.2.a- Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NF.A.2.b- Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.	oercommons	2025-03-18T00:36:22.494903	Mariya Skrzat	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78411/overview", "title": "Brain-Based Learning Lesson", "author": "Assessment" }
https://oercommons.org/courseware/lesson/73156/overview	Community Building Songs for Young Children Overview Song list of community building songs for young children. Song List These are songs used with young chidren to develop community in a classroom. They are demonstrated to student teachesrs at the beggining of a child dvelopment course, to serve as an ice breaker before the module which highilghts the importance of community and relationships in Early Childhood Education. Who Is Next To You? (Sung to a “pat, clap” chant beat) Hello, _____ How are, you And who is, next to you? (Name of the person to your left)! [Repeat, going around in a circle.] Hello Cheer (Sung to the “row, row, row your boat” melody) Hello hello hello ______. We’re sooo glad you’re here! We love to see you every day, and do the Hello Cheer. (Then wave and/or clap and say “hello ___!”) [Repeat until everyone is sung to, including the teachers.] *Can also be made into a book for an added visual aid. Who Has Come To School Today? Who has come to school today? School today. School today. Who has come to school today? (Name of Child A) & (Name of Child B). Yay! (Name of Child A) & (Name of Child B)! [Repeat until everyone is sung to, including the teachers.] I Have A Name I have a name, you have a name Every. Body. Has. A. Name. Your name is ____________. Let’s all wave to __________. (Then everybody waves to that child.) [Repeat until everyone is sung to, including the teachers.]	oercommons	2025-03-18T00:36:22.509641	10/04/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73156/overview", "title": "Community Building Songs for Young Children", "author": "Ashley Kipple" }
https://oercommons.org/courseware/lesson/86958/overview	Education Standards How to construct a 60 degree angle Constructing Angles Overview How to construct different angles using a straight edge and a compass. 60 degree angle \| After doing this \| Your work should look like this \| \|---\|---\| \| 1. Draw a line segment which will become one side of the angle. (Skip this step if you are given this line.) The exact length is not important. Label it PQ. P will be the angle's vertex. \| \| \| 2. Set the compasses on P, and set its width to any convenient setting. \| \| \| 3. Draw an arc across PQ and up over above the point P. \| \| \| 4. Without changing the compasses' width, move the compasses to the point where the arc crosses PQ, and make an arc that crosses the first one. \| \| \| 5. Draw a line from P, through the intersection of the two arcs. \| \| \| 6. Done. The angle QPR has a measure of 60° \| Construct a 60° angle, with compass and straightedge (For assistance see www.mathopenref.com/constangle60.html) \| 1. \| Construct a 60° angle with its vertex at the point P \| \| 2. \| Perform the construction twice to create a 120° angle from two 60° angles that are adjacent (share a side) as in the example: \| (C) Copyright John Page 2017 45 degree angle \| After doing this \| Your work should look like this \| \|---\|---\| \| 1. Draw a line segment which will become one side of the angle. (Skip this step if you are given this line.) The exact length is not important. Label it PQ. P will be the angle's vertex. \| \| \| In the next 3 steps we create the perpendicular bisector of PQ. See Constructing a perpendicular bisector of a line segment \| \| \| 2. Set the compasses' width to just over half the length of the line segment PQ. \| \| \| 3. With the compasses' point on P then Q, draw two arcs that cross above and below the line. \| \| \| 4. Draw a line between the two arc intersections. This is at right angles to PQ and bisects it (divides it in exactly half). \| \| \| 5. With the compasses' point on the intersection of PQ and the perpendicular just drawn, set the compasses' width to P \| \| \| 6. Draw an arc across the perpendicular, creating the point C \| \| \| 7. Draw a line from P through C, and on a little more. The end of this line is point R \| \| \| 8. Done. The angle ∠QPR has a measure of 45° \| Construct a 45° angle, with compass and straightedge (For assistance see www.mathopenref.com/constangle45.html) \| 1. \| Construct a 45° angle with its vertex at the point P \| \| 2. \| (a) \| Construct a 45° angle on each end of the line below as in the example. \| Example \| \| (b) \| What is the precise name of the triangle that results? \| \|\| \| (c) \| What properties does this triangle have? (list 3). \| (C) Copyright John Page 2017	oercommons	2025-03-18T00:36:22.538884	10/22/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86958/overview", "title": "Constructing Angles", "author": "Ryan Eberly" }
https://oercommons.org/courseware/lesson/107971/overview	Gender Equality School Education Overview This content is an information text prepared within the framework of the Erasmus project. NO MAN NO WOMAN JUST HUMAN The project aimed to improve gender perception through education, promoting healthy participation of women, girls, and boys in society and decision-making processes. Women and girls make up half of the population and are central to EU values. Priorities include democratic, equal, and inclusive education, preparing students to accept and internalize common European values. The goal was to provide innovative and high-quality educational content, fostering a strong society where women and men can work together. Education is crucial for breaking gender stereotypes and promoting gender equality. However, gender equality in education faces limitations and obstacles. Cultural codes in society and schools hinder girls' abilities and limitations. A holistic approach to gender equality requires developing gender-sensitive curriculum, materials, and teaching methods. Priority should be given to training teachers and students for a better gender-sensitive approach. The project aimed to raise awareness among educators, students, and parents, contributing to social gender equality. It aimed to educate educators in formal and non-formal education and create training modules for educators to apply to their age groups. General purpose of the project, to contribute to the supporting of Social Gender Equality. Purpose of this Project, To educate methodologically educators working in formal and non-formal education and to create training modules which support gender equality that educators can apply to their age groups. The aims of this Project were: • to develop a new pedagogy / method proposal in GE education, • to create a network for teachers and others in GE education; • to train a large number of educators by creating training packages, • to raise awareness about gender equality in and around the schools, • to disseminate gender equality education in formal education and create awareness, • to empower individuals through education to prevent gender discrimination, • to strengthen families by improving teachers' skills and expertise, • To recognize and spread the values of the European Union, • To strengthen democratic participation through education • To develop and apply educational approaches, activities and resources that can be applied to formal educational environments. The project was especially focused on developing GE educational materials in schools. In this sense, the project had sustainable results that could be used in other schools by targeting teachers and students in the impact area. The following activities were carried out within the scope of the project. 01:Gender Equality Questionnaire and Needs Analysis 02: e-learning platform: Online Courses for Teachers:These courses were created online with high quality and content.The courses were designed to empower gender equality awareness in teachers. O3: Gender Equality Activity Book (Curriculum and application proposal) Educational Pedagogy Proposal / Method for Improving Gender Equality Perception in Students Teacher's Guide Book -Gender Equality Book for Primary School Students -Gender Equality Book for Secondary School Students -Gender Equality Book for High School Students: O4: Gender Equality Awareness Materials: This output consisted of; external posters that can be downloaded and printed with high quality, infographics, posters, brochures, bookmarks,a short film of GE awareness and booklets to raise awareness for teachers /students / parents/ local people. 5 TPM Pilot applications 5 Multiplier Events Online meetings The project produced the following concrete outputs; 1.Gender Equality Questionnaire and Needs Analysis (5 reports) 2.E-learning platform 3 Project website and social media accounts 4. Manual and online Gender Equality courses were created for teachers. In this context, interactive courses and downloadable pdf training materials (modules) were created. 5.Gender equality themed; movie corner Game corner Useful Links corner *virtual walks corner 6. Gender Equality Activity Book (Curriculum and application proposal) 7.Educational Pedagogy Proposal / Method for Improving Gender Equality Perception in Students 8.Teacher's Guide Book 9.Gender Equality Activity Book for Primary School Students 10.Gender Equality Activity Book for Secondary School Students 11.Gender Equality Activity Book for High School Students 12.Gender Equality Awareness Materials.You can find them all in the links below; https://justhumanproject.com/home-page https://justhuman.aketh.eu/ Established a network for trainers promoting gender equality education, trained numerous trainers, increased awareness, strengthened social life, families, and multiplied effect by improving educators' skills and expertise. You can find them all in the links below; https://justhumanproject.com/home-page https://justhuman.aketh.eu/	oercommons	2025-03-18T00:36:22.559465	Syllabus	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107971/overview", "title": "Gender Equality School Education", "author": "Module" }
https://oercommons.org/courseware/lesson/71640/overview	Primary and Secondary Colors Overview Hey there we have a new interesting topic about colors! Primary and Secondary colors Primary colors are: - R E D - Y E L L O W - B L U E Secondary Colors are: - O R A N G E - G R E E N - P U R P L E	oercommons	2025-03-18T00:36:22.576194	08/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71640/overview", "title": "Primary and Secondary Colors", "author": "Ines Andrade" }
https://oercommons.org/courseware/lesson/92994/overview	Color Theory Color Theory Overview Activities for color theory. 1. Assessment of the color wheel and the terms associated with color families. 2. Color mixing activity to see how many colors a student or pair of students can make. Discussion of color and what is the favorite color they created. Color Theory In this resource, there are two activities for students to learn about color theory and color mixing. The first resource is about the color wheel, placing colors in the correct location. Discussing color mixing and the correct terms for color families. The second resource I like to tell my students is that it is a color challenge. They are to see how many colors they can create using the 3 primary colors along with black and white. They then have to discuss how they created their favorite color on the page and if they feel like they can re-create the color if needed. These activities get students discussing color, how colors are created and what colors appeal to them.	oercommons	2025-03-18T00:36:22.595533	Michelle Bridges	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92994/overview", "title": "Color Theory", "author": "Assessment" }
https://oercommons.org/courseware/lesson/65288/overview	Education Standards LEGO Practice Sandcastles Practice Whales Practice Math Overview Daily math assignments. Please refer to attached documents in this resource or your 'To Print' folder for required supplement material. Math \| Monday \| \| \| Tuesday \| \| \| Wednesday \| \| \| Thursday \| \| \| Friday \| Start your Amusement Park Inquiry Project \|	oercommons	2025-03-18T00:36:22.621981	04/15/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65288/overview", "title": "Math", "author": "Julie Cronin" }
https://oercommons.org/courseware/lesson/88306/overview	Introduction to Programming Overview Introducing children to Programming Programming for very beginner What is Programming...what is coding?Basics of Programming and Coding Teaching kids Programming and Coding Programming for very beginner What is Programming...what is coding?Basics of Programming and Coding Teaching kids Programming and Coding What is Programming...what is coding?Basics of Programming and Coding Teaching kids Programming and Coding	oercommons	2025-03-18T00:36:22.644508	Pasuree Poovachiranon	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88306/overview", "title": "Introduction to Programming", "author": "Saranyu Kladsawad" }
https://oercommons.org/courseware/lesson/65293/overview	Science Overview Daily science assignments. Please install Adobe Flash or change computer settings to 'Allow' for Microorganisms assignments to work. Science Note: You need to install Adobe Flash or change your computer settings to 'Allow' for science assignments to work \| Monday \| \| \| Tuesday \| \| \| Wednesday \| \| \| Thursday \| \| \| Friday \| Virtual Field Trip to Shark Bay in Australia \|	oercommons	2025-03-18T00:36:22.659204	04/15/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65293/overview", "title": "Science", "author": "Julie Cronin" }
https://oercommons.org/courseware/lesson/105317/overview	Product Based Assessment Overview Product-based assessment is an evaluation method that assesses an individual's learning or performance based on the outcomes or products they produce. It involves measuring the quality, effectiveness, or creativity of tangible outputs such as projects, presentations, essays, artworks, or prototypes. This approach focuses on the end result rather than the process, providing insights into the individual's abilities, understanding, and application of knowledge or skills. Product-based assessments are commonly used in education, creative fields, and professional settings to gauge performance and measure achievement. Product-based assessment is an evaluation method that assesses an individual's learning or performance based on the outcomes or products they produce. It involves measuring the quality, effectiveness, or creativity of tangible outputs such as projects, presentations, essays, artworks, or prototypes. This approach focuses on the end result rather than the process, providing insights into the individual's abilities, understanding, and application of knowledge or skills. Product-based assessments are commonly used in education, creative fields, and professional settings to gauge performance and measure achievement.	oercommons	2025-03-18T00:36:22.671725	Mary Grace Vallaso	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105317/overview", "title": "Product Based Assessment", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/34117/overview	Education Standards Frozen Planet Documentary-Six Episode Week one of Kindergarten IB Unit-Polar Regions Overview This lesson is to introduce the IB Unit of Inquiry, "Where We Are in Place and Time". The Central Idea: Environmental factors influence the adaption of living things. Lines of Inquiry that will define the scope of the inquiry into the central idea: - Animal/human adaptations - The location determines climate (map skills) - Compare/contrast the two polar regions Teacher questions/provocations that will drive these inquiries: - What is the landscape of the Polar Regions? - What factors affect the climate of the Polar Regions? - How does climate affect adaptations? KWL Day 1: The first activity with this unit will be a KWL exercise. Chart paper will be used to create a list of what the students know about the word, "polar" and "polar region". The class will be sitting together telling the teacher what they'd like to add to the list of what they "Know". This will be displayed in the classroom. Following the "Know" list students will begin to brainstorm what they'd like to learn about this region. These inquiries will help guide the unit. The teacher is the facilitator in this unit and will help guide the children to learn what it is they're curious about and what they don't already know. The "Want to learn" list will be created and displayed alongside the "Know" list. Books about the Polar Regions and animals will already be on display for students to browse during free time and reading time. Once the list of what the students would like to learn has been created the teacher will continue to add resources to the collection that cater to their questions. Peaking more interest Day2: To further stir students ‘curiosity the teacher will show the below link on the smart board. This has six photos with captions and links that will continue discussion on the Polar Region. This fourth slide also includes a map that will be part of the unit further along. The class will go through these six pages creating more questions and curiosities. This will also be the start of looking at maps of the Polar Regions. Questions can be added to the “Want to know” list created on day 1 Windows to the Universe: https://www.windows2universe.org/?page=/earth/polar/polar.html Another resource that will be used throughout this unit is the documentary series, “Frozen Planet”. One episode will be viewed each week of the unit-See Resources Mapping Day 3: Mapping Today the class will look at a map on the Smartboard to understand where the Polar Regions are located. They will see it as a globe and as a flat surface. After interacting with and learning about the globe students will create their own maps highlighting arctic regions. Polar Bear Habitat Day 4/5: Polar Bear Habitat - See Resource Tab	oercommons	2025-03-18T00:36:22.695798	11/13/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/34117/overview", "title": "Week one of Kindergarten IB Unit-Polar Regions", "author": "Brooke Reed" }
https://oercommons.org/courseware/lesson/65471/overview	Professional Learning Resources for Teacher Librarians Overview Professional learning opportunities and guidance resources for teacher librarians. Professional Learning Opportunities and Additional Resources for Teacher Librarians Professional Learning School Library Journal Webcasts \| MSI Information Services Register for free real-time webcasts or view archived recordings. Fee-based online courses are also available Washington Library Association Training Resources \| Washington Library Association Provides links to free and low-cost online continuing education resources and archived workshops. Washington State Library Tutorials \| Washington State Library Online learning platform for individual and group learning. Content includes internet basics, social media, open data, and youth and teen services. - Sign up for WSL Updates, a free weekly e-newsletter that provides a curated list of free webinars and other training opportunities for library staff as well as other news of interest to libraries. View the latest edition at Between The Lines: Washington State Library Blog. Wyoming State Library Training Calendar \| Wyoming State Library Offers many free online events and archived webinars open to all, in addition to Wyoming-specific trainings. General Resources Alki Journal \| Washington Library Association Alki’s purpose is to communicate current and enduring issues for and about Washington libraries, personnel and advocates and to facilitate the exchange of research, opinion, and information. Reading in the Time of COVID-19: Free access to eBooks, audiobooks, animated books, and read alouds \| Washington Office of Superintendent of Public Instruction Free reading options for all Pre K - 12 students. Sites include access for English learners as well as students with reading barriers. Opportunities are highlighted for online reading, downloadable eBooks, audiobooks, apps to read content on smartphones/tablets, and read aloud stories for our youngest learners. The Role of School Librarians in OER Curation - A Framework to Guide Practice \| Institute for the Study of Knowledge Management in Education Provides suggestions and a framework for resource curation promising practices. Washington State Library - Covid-19 Resources \| Washington State Library Washington State Library staff will be updating this site with learning and entertainment resources for home schoolers, workers-at-home, and career builders, and for librarians and K-20 educators as they continue to support their communities through the COVID-19 outbreak. Read Aloud Guidance for Schools and Libraries Reading Allowed: Fair Use Enables Translating Classroom Practices to Online Learning \| American University – Washington College of Law Reading Allowed YouTube Recording Essential Copyright Knowledge: A Toolkit for Teachers and Librarians Essential copyright knowledge: a toolkit for teachers and librarians – slides \| American University – Washington College of Law Attribution and License Cover image by Gerd Altmann from Pixabay Except where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners. This resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.	oercommons	2025-03-18T00:36:22.726073	Barbara Soots	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65471/overview", "title": "Professional Learning Resources for Teacher Librarians", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/84957/overview	Media Manipulations and Disinformation Introduction Overview Class/grade: 11th grade (Elementary school) authors: Bryan Villarreal - Nicolas Espitia Jose Quiroga - Ronal Perdomo Jonathan Sánchez - Jose Luis Delgado Time & Length of class: 1 hour 30 - 2 hours Achievement: - Students will be able to define what a media manipulator is and define some of their types and characteristics. Pre-activity TIME: 20 MINUTES At the beginning, the teacher starts the class with "the telephone game" to motivate the students; and then he asks what they think the reason they played that game for. Afterwards, the teacher conducts a conversatory about what they think is fake news and if they know of any. Then, he presents a video to clarify doubts. While-activity MANIPULATOR TYPES ( 30 MINUTES) Each student will choose two types of manipulators in the chapter “who is manipulating the media” and they will read it. Afterwards, each student will look for one example of fake news based on either of the two types they read about, and they will post it on a jamboard: https://jamboard.google.com/d/1XODKarQceDmnzW3KxTXu2JdsoU4Cb8YUai1B21CQOgk/edit?usp=sharing Then some students will be selected to expose their fake news and tell the class the type of manipulator they selected and its characteristics. CLASS DISCUSSION ( 15 MINUTES) The teacher will play the video about how fake news work or share it with students so they can watch it:https://www.youtube.com/watch?v=frjITitjisY Based on the video the whole class will answer some questions for discussion: -What role does mainstream news media play in influencing the public's opinion and attitudes in a political election? - what motivates people to create fake news? - how media manipulation and desinformation works? -"just happened to be more likely to share fake news" What do you think this means? Post-activity TIME: 25 MINUTES - Teacher asks the students to get into groups of five. Each group will be assigned one picture. The groups will have five minutes to find at least two features about media manipulation. Each group has to select a speaker to expose their findings. Each speaker will have two minutes to do so. Teacher provides feedback to the students. ASSESSMENT SECTION Assessment: - https://app.schoology.com/course/5167212531/assessments/5218749553 - https://app.schoology.com/event/5248728401/profile	oercommons	2025-03-18T00:36:22.749567	08/11/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84957/overview", "title": "Media Manipulations and Disinformation Introduction", "author": "Jose Quiroga" }
https://oercommons.org/courseware/lesson/87013/overview	Demand and Supply Curves Overview This resource is for anyone who wants to learn about the concept of demand and supply curves and their features as well as the concept of market equilibrium. It is designed to introduce the basic knowledge about the concepts, so it is more like an introduction to the field of microeconomics through learning the fundamental theory of demand and supply in the market. Demand Curve The demand curve is a graphical representation of the relationship between the price of a good or service and the quantity demanded for a given period of time. It is a downward-sloping curve because as the price of the good increases, people would want less of that good. In contrast, if the price decreases, meaning the good is much cheaper than before, customers will want more of the good so that they can save some money. Supply Curve The supply curve is a graphic representation of the correlation between the cost of a good or service and the quantity supplied for a given period. Typically, the supply curve is upward-sloping because as the market price for one good is increasing, the suppliers will be more lucrative to produce more so that they can earn more money. However, if the market price is decreasing due to some reasons, suppliers will want to produce less since the market for that good is not at its best, and producing more will lead to a considerable amount of loss. The Market Equilibrium Point By definition, the market equilibrium is where for a particular good, the demand is equal to the supply in the market. When the demand is equal to the supply, then we say we have reached an equilibrium point. Graphically, the market equilibrium is where the demand curve intersects with the supply curve. At this point, the quantities of goods supplied and demanded are the same, and the prices at which the goods are supplied and demanded are also the same. The market equilibrium is important because it represents that the market price is stable and helps the suppliers and the customers to decide their further actions.	oercommons	2025-03-18T00:36:22.768303	10/25/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87013/overview", "title": "Demand and Supply Curves", "author": "Yumeng Chen" }
https://oercommons.org/courseware/lesson/92932/overview	Danielson's Framework for Teaching Educator Resume Writing Guide Evaluation Form for Cooperating Teacher Lesson Cover Sheet LESSON COVER SHEET Lesson Plan Template Lesson Plan Template Reflection after Observation Reflection following Observation Resume Sample Sample Brochure TIMS Information University Supervisor Evaluation Form Student Teaching Seminar (Elementary & Secondary) Overview This seminar is offered concurrently with the student teaching practicum. The content will focus on 1) topics related to student teaching; 2) professionalism; and 3) career development. Student Teaching Seminar Course Description Course Description The Student Teaching Seminar course is offered every other week for 50 minutes. The purpose of the course is to offer a safe place to meet with student teachers to discuss topics related to student teaching, professionalism, and career development. This couse is offered concurrently with the student teaching practicum. The student teacher will turn in necessary paperwork to his or her Practicum professor. However, in Seminar, we will discuss the different requirements that need to be submitted throughout the student teaching experience and how this paperwork must be completed. Resumes and Cover Letters Resumes and cover letters were discussed thoroughly in pre-student teaching seminar and should be developed prior to this seminar. However, the student teacher may want to refer to this module to assist in preparing a final resume and cover letter for an application packet. Assignment: Professional Brochure Assignment: Trifold Professional Brochure Assignment This module will contain information and samples of the professional brochure required for this class. Create a professional brochure (typically trifold on Microsoft Publisher) outlining accomplishments. This will be something that pre-service teachers can leave with administrators at interviews. Include information such as: - Name - Major/Minor/Add-on Endorsements - Contact Information (address, Email) - Professional looking picture - Link to professional portfolio - Biography information (where student attended school; GPA if good, hours out in the field, for example, 200+, Leadership Opportunities/Experiences and Rewards) - Experiences that might set student apart from other interviewees - Professional Experiences - Technology Expertise - Provide a summary of your educational philosophy - Charlette Danielson’s Framework for Teaching Domains, summary of work completed in each domain - Favorite Education Quote - Other…. Assignment: Student Teaching Notebook Assignment: Student Teaching Notebook Student teachers will be responsible for maintaining a notebook throughout his or her student teaching assignment. These will be turned in at the end of the semester. Students will share ideas from their notebooks during the Student Teaching Seminar. SEPARATE YOUR NOTEBOOK(S) INTO THE FOLLOWING SECTIONS: Strategies and Resource Notebook: Directions: Keep a list/description of the strategies (ex. Jigsaw Method), resources (ex. children's literature), and technology (ex. Class Dojo) utilized in the planning, implementation, and assessment of prepared and presented lessons. Continue adding strategies for each of the content areas as you find and/or utilize them in your student teaching setting. Classroom Management: Directions: Keep a list/description of classroom management strategies shared and experienced during your student teaching semester. This will help you to reflect, analyze, and refine your personal classroom management style. Differentiation: Directions: Keep a list/description of differentiation strategies that you observed and/or implemented during your student teaching placement. How did the classroom teacher or you, as the student teacher, meet the needs of ALL learners? Culturally Relevant Teaching: Use the culturally relevant teaching competencies to document ways in which your cooperating teacher and/or you apply these competencies to your teaching and student learning. Miscellaneous Journal Writing: Directions: Your daily journal writing will include reflections on teaching and learning strategies, organizational/management systems, effective instruction, and diverse learners. Reflection is essential to learning and addressing what you are seeing and areas that you need to address. Be sure to include routines, timing, children’s responses to different situations, assessments, etc. This journal will be an invaluable reference, especially when you are a teacher of record. Danielson's Domains for Teaching/INTASC Standards/Feedback The evaluation process may seem stressful at first, but is intended to strengthen and prepare student teachers through valuable feedback provided by the professionals mentoring pre-service teachers. Danielson's Framework for Teaching is a resource that both student teachers and teachers will refer to as a way to plan for effective teaching and learning. The University Supervisor and Cooperating Teacher will use this tool to formally evaluate the student teacher (Administrators will also use this framework while conducting observations if the student teacher gets hired in a school district). Prior to the observation process with cooperating teachers and university supervisors, student teachers should assure that all 4 domains are being met. The Danielson's Framework is attached to this document. Also included below are the INTASC Standards previously used to evaluate student teachers and the correlation to Danielson's Framework currently used to evaluate student teachers. Receiving feedback from Cooperating Teacher(s) and University Supervisor This is extremely important. You are a novice teacher. You do not know more than the teacher or supervisor. You may have recently learned new methods or updated strategies or content, but they have the experience. If you choose to share things that you have recently learned in university courses or from a placement, be sure to share in a way that is not offensive. Many cooperating teachers enjoy seeing new ways to do things and will welcome your input. Others may find this offensive. Student teaching, though it may seem like it is long, is a very short time in your life. Enjoy the new experiences and learn from experienced teachers. Updated INTASC Standards with Correlation to Danielson’s Framework InTASC Standard Danielson Framework Component(s) \| Correlation of Danielson’s Framework of Teaching \| 1. Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. \| Planning and Preparation 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1e: Designing Coherent instruction Instruction 3c: Engaging Students in Learning \| 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. \| Planning and Preparation 1b: Demonstrating Knowledge of Students \| 3: Learning Environment The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. \| Classroom Environment 2a: Creating an Environment of Respect and Rapport Instruction 3c: Engaging Students in Learning \| 4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. \| Planning and Preparation 1a. Demonstrating Knowledge of Content and Pedagogy 1e: Designing Coherent instruction Instruction 3c: Engaging Students in Learning \| 5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. \| Instruction 3a: Communicating with Students 3c: Engaging Students in Learning 3f: Demonstrating Flexibility and Responsiveness \| 6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacherʼs and learnerʼs decision making. \| Planning and Preparation 1f: Designing Student Assessments Instruction 3d: Using Assessment in Instruction \| 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. \| Planning and Preparation 1b: Demonstrating knowledge of students 1e: Designing coherent instruction \| 8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. \| Instruction 3b: Using Questioning and Discussion Techniques 3c: Engaging students in learning \| 9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. \| Professional Responsibilities 4a: Reflecting on Teaching 4e: Growing and Developing Professionally 4f: Showing Professionalism \| 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. \| Professional Responsibilities 4c: Communicating with Families 4d: Participating in a Professional Community 4f: Showing Professionalism \| University Supervisor Evaluations (4) This module contains information and forms needed for the university supervisor observation and evaluation of the pre-service teacher. The student teachers will be evaluated 4 times by the University Supervisor. Lesson Observation Packet (for observations completed by the University Supervisor) - Lesson Observation Packet Cover Sheet - DAILY Lesson Plan - Lesson Observation Form - LESSON REFLECTION FOLLOWING OBSERVATION BY THE UNIVERSITY SUPERVISOR - Any additional forms used Cooperating Teacher Observation/Evaluation (2) This module contains information and forms needed for the cooperating teacher observation and evaluation of the pre-service teacher. The student teacher will be evaluated two times by the cooperating teacher. It is the student teacher’s responsibility to submit the packet of forms completed for each observation conducted by the Cooperating Teacher to Practicum professor within one week of each observation. Lesson Observation Packet (for observations completed by the Cooperating Teacher) - Lesson Observation Packet Cover Sheet - DAILY Lesson Plan - Lesson Observation Form - LESSON REFLECTION FOLLOWING OBSERVATION BY THE COOPERTING TEACHER - Any additional forms used Observations by Cooperating Teacher - The student teacher completes a DAILY Lesson Plan using the format provided by the program. He/she provides the Cooperating Teacher with a copy prior to the lesson/observation (hard copy or electronic) within the timeframe/format designated by the Cooperating Teacher, but no less than 48 hours prior to the lesson delivery. - The Cooperating Teacher reviews the DAILY Lesson Plan and, if time allows, conducts a pre-conference with the student teacher to discuss the lesson. - During the lesson, the Cooperating Teacher completes the Lesson Observation Form. The Cooperating Teacher assigns a ranking and provides written comments or identifies evidence of indicators that have been observed in four categories: - Planning and Preparation - Classroom Environment - Instruction - Reflection and Professionalism - After the observation, the Cooperating Teacher and student teacher meet to discuss the lesson, focusing on reflection and self-evaluation. The Cooperating Teacher documents student performance on the Supportive Feedback and Areas for Growth sections of the Lesson Observation Form. - Using information from the reflective discussion, the student teacher completes the LESSON REFLECTION FOLLOWING OBSERVATION BY THE COOPERATING TEACHER form so that both Cooperating Teacher and student teacher agree on what was discussed and a goal is identified for the next observation. Note: This reflection form is different than the form submitted to University Supervisor. - The student teacher and the Cooperating Teacher should each keep a copy of the completed DAILY Lesson Plan, Lesson Observation Form, and LESSON REFLECTION FOLLOWING OBSERVATION BY THE COOPERATING TEACHER forms for each lesson observed. - A Lesson Observation Packet, including each of the above-mentioned forms, should also be submitted to the university with a Lesson Observation Packet Cover Sheet. Cumulative Time Log The student teacher will create a time log at the beginning of student teaching to record date, activity, and number of hours. Create a table that numbers your days from 1 - 60 and lists the dates that you were in attendance. Note if the days were professional development. Submit time log at the end of semester. See example: \| DATE \| Activity \| Hours \| Day 1: 9/30/23 \| Student Teaching Placement \| 7 hours \| TIMS Information At the end of the semester, student teachers will complete a TIMS informational sheet prior to submitting an application on the TIMS system. This informational sheet should be completed for the Practicum professor.	oercommons	2025-03-18T00:36:22.816403	Jeanne Burth	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92932/overview", "title": "Student Teaching Seminar (Elementary & Secondary)", "author": "Jessica McCormick" }
https://oercommons.org/courseware/lesson/69183/overview	Education Standards OSPI Statistics and Geometry Instructional Task: Walkathon Overview This resource was created by the Washington Office of Superintendent of Public Instruction. Task OSPI Statistics and Geometry Instructional Task E Statistics and Geometry; Standard S-ID.A, Claim 3B; S-ID.A, Claim 1 Walkathon Sam claims that of the twenty-two juniors at River City High School who participated in a walkathon walked at least ten miles. \| - Justify or refute Sam’s claim. Show your reasoning using numbers and words. - Estimate the typical number of miles the juniors walked. Explain why you chose this value. Rubric Rubric Question Number \| Standard/Claim \| Description \| E \| S-ID.A/Claim 3B S-ID.A/Claim 1 \| A 2-point response demonstrates reasonable understanding of the standards and claims by doing all the following: States the median should be used because the data is skewed. \| A 1-point response demonstrates partial understanding of the standards and claims by doing two of the following: States the median should be used because the data is skewed. \| \|\| A 0-point response demonstrates almost no understanding of the standards and claims. \| OSPI Statistics and Geometry Instructional Task E Exemplar OSPI Statistics and Geometry Instructional Task E Statistics and Geometry; Standard S-ID.A, Claim 3B; S-ID.A, Claim 1 Walkathon Sam claims that of the twenty-two juniors at River City High School who participated in a walkathon walked at least ten miles. \| - Justify or refute Sam’s claim. Show your reasoning using numbers and words. - Estimate the typical number of miles the juniors walked. Explain why you chose this value. \|	oercommons	2025-03-18T00:36:22.850970	Hannah Hynes-Petty	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69183/overview", "title": "OSPI Statistics and Geometry Instructional Task: Walkathon", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/117520/overview	CAT - Parental Involvement in Intervention for Children with Speech Sound Disorders by Kelsie Simpkins Overview CAT - Parental Involvement in Intervention for Children with Speech Sound Disorders CAT - Parental Involvement in Intervention for Children with Speech Sound Disorders by Kelsie Simpkins	oercommons	2025-03-18T00:36:22.867027	07/01/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117520/overview", "title": "CAT - Parental Involvement in Intervention for Children with Speech Sound Disorders by Kelsie Simpkins", "author": "Kelsie Simpkins" }
https://oercommons.org/courseware/lesson/90085/overview	Physicochemical Properties of Drugs Overview The illustration presents a mind map of the physicochemical properties of drugs which can be used by instructors to summarize the course. Students can also use it to test their understanding of the subject matter. Mind Map Summary of the physicochemical properties of drugs.	oercommons	2025-03-18T00:36:22.879033	02/16/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90085/overview", "title": "Physicochemical Properties of Drugs", "author": "GLADYS MOKUA" }
https://oercommons.org/courseware/lesson/97612/overview	Education Standards Telling Time to the quarter hour Overview A quick lesson or center activity for telling time to the quarter hour. photo courtesy of clipartbest.com Telling Time: quarter hour Print and place in page protector sleeve for reuse or center activity with dry-erase markers. *This activity goes beyond matching, involving the student to draw the clock hands(long and short) for enhanced understanding. If students are struggling with drawing the clock hands, make some long and short clock arrows for students to place appropriately on the clocks. For students who have a basic understanding of telling time, practice with quarter hour time. Students will learn new vocabulary terms: quarter past, quarter 'till, half past. Begin with the introductory video from: https://www.youtube.com/watch?v=HKZOGR1pz1I 2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m	oercommons	2025-03-18T00:36:22.900849	09/30/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97612/overview", "title": "Telling Time to the quarter hour", "author": "Robin Allen" }
https://oercommons.org/courseware/lesson/88349/overview	Integration of Sketch-noting Overview This resource explains how teachers can integrate sketchnote to allow students to pull rich meaning from a text. Integration of Sketch-noting for Text Comprehension Gianni Llano EDR 529 ORE Technology Integration Project: Sketchnoting Part 1 Introduction Sketchnoting is a way of note-taking, where one combines both visuals and words to explore ideas and connect important information. Adding sketches to your notes allows for the activation of part of your brain, which would have remained dormant if one chooses to only include words when digging deeper into ideas. In integration, sketchnoting prompts students to analyze sections, with the goal of determining how the information connects to the overall structure and how it contributes to the development of theme/central idea, setting or plot (NGS 6R5). When completing a sketchnote, students integrate visual information with other information in print and digital text (NGS RH7). Sketchnoting is an awesome way to refine annotation, where students have access to advance their annotations to something much more than just thoughts onto paper. Sketchnoting presents students with a variety of tools they can choose from and create their own customized note-taking process, one that works well with their learning style and personality. Sketchnote can be introduced during comprehension activities, which allows students to dissect a text. Introduce the tool by showcasing all of the amazing features which is a set up from transitional note taking. Tools Students will need emails in order to create free accounts on explaineverything.com *There is a whiteboard app for iPads, Androids, Chromebooks, and browsers. \| Prerequisite lessons \| Part 1: Annotation lesson Aim: How can utilizing annotation symbols and writing on the margin further develop our comprehension of the text? In this lesson, model how to use various annotation symbols to react to the text. In addition, provide comprehension questions in which students can answer when rereading the passage of your choice. Part 2: Conduct Image Search Aim: How can we use keywords to narrow our search when researching images linked/related to our ideas and thoughts? In this lesson, model how to conduct image searches. Model how student’s ideas can generate keywords to plug into a search engine in order to narrow their search. \| Lesson Plan Outline \| Grade \| 6TH GRADE \| \|\|\|\|\|\| \| Aim \| How can the integration of Sketchnote allow for students to deeply explore text meaning and further develop comprehension? \| \|\|\|\|\|\| \| Text \| Select a text of your choice you’d like your students to closely read and check for text comprehension \| \|\|\|\|\|\| \| Materials \| Smart Board, Google Slides presentation, pencils/highlighters/notebook, text of your choice, student devices, student emails \| \|\|\|\|\|\| \| Standards \| Next Generation ELA Standards:6R5: In literary texts, analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of theme/central idea, setting, or plot. In informational texts, analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and how it contributes to the development of theme/central ideas.RH7 (6-8): Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.ISTE Standards:Empowered Learner1.1.b Students build networks and customize their learning environments in ways that support the learning process.Knowledge Constructor1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.Creative communicator1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. \| \|\|\|\|\|\| \| Objective \| Students will create a sketchnote to support their understanding of a challenging passage or idea in one of your school year text selections. Their sketchnotes will include simple drawings and doodles, text, and other elements to show how ideas are connected. As students begin to establish connections between elements within the text, they will be better equipped to pull meaning from the text and increase comprehension, which support’s in formulating the central idea, author's perspective and purpose of the text. \| \|\|\|\|\|\| \| Do Now \| Do Now: Lesson opener \| \|\|\|\|\|\| \| Mini-Lesson/ \| In your mini lesson be sure to explain to students the following: What is it? A sketchnote is a creative way to make notes. You combine words with drawings and other markings that make sense to you. Your doodles/sketches + your annotations/notes = Sketchnotes (Visualize translation of your understanding of a text) Why is this helpful? Because the pictures and words you use reflect your own thoughts, your sketchnotes can help you explore concepts, retell what you’ve learned, and even help you study for tests or find ideas for essays.Teacher Sample You may also demo a sample of your own sketchnote. You may want to create a sketchnote for a passage previously read in class, that depicts connections the students were able to establish when discussing and dissecting the passage. \| \|\|\|\|\|\| \| Brainstorm \| Ask students to recap a section of a passage read in class. Ask students to look for something chunks in the passage that may challenge them. \| \|\|\|\|\|\| \| Prepare \| DISCLAIMER: A sketchnote is not a work of art, so don’t worry about your drawing skills. Simple drawings or doodles, as long as they make sense to you, work best. Students can create an account on explaineverything.com, which they can link to their emails for free. Students will then be prompted to “Start Whiteboarding.” Allow students to explore the tool box, which allows them to link: Images, audio, text boxes, color, shapes, links, background, and color \| \|\|\|\|\|\| \| Directions \| Directions for students Guide: Picture the process. Reread the text that includes the challenging passage or idea. Then, use words and sketches to show your ideas about it. If you have questions, include them right in your sketchnote. Use the text, other sources, or your own experience to find the answers.Keep it simple. Your sketchnote is a record of your thinking, so be sure to use visuals that are meaningful to you. Keep your drawings simple. People, for example, can be difficult to draw, but you can represent them with basic stick figures. If you’d like to show emotions, you can add familiar symbols, such as hearts, question marks, exclamation points, or jagged “anger” lines, above a figure’s head.Weigh your words. Sometimes you’ll need to include words in your sketchnote, but choose your words carefully. Use words to identify key terms or concepts, to name important people, places, or events, and to help you remember an idea. Show a word’s importance by styling it for emphasis. For example, draw a box or starburst around a key term. Write a character’s name in bold bubble lettering and then underline it. Set off important ideas in bold colored text. Show structure. Review the ideas you had about organization during your planning. Use an organization that will best show how your ideas connect. For example, you might use a simple storyboard to analyze a plot, drawing boxes that include details of each scene. You can add numbers or arrows to show a sequence. You can use colors to show connections. You might write a character’s name and all points about that character in the same bright color. To lead the eye from one area of the sketchnote to another, you might add swooping lines or arrows. \| \|\|\|\|\|\| \| Reflection \| As a way to reflect and collaborate with other classmates on different perspectives on the meaning of a text, students should be prompted to upload a screenshot of their final sketchnote onto a discussion board thread. Students will then comment “1 connection, 1 comment, 1 question” for at least two classmate’s posts. \| \|\|\|\|\|\| \| Exit Slip \| \|	oercommons	2025-03-18T00:36:22.921655	Gianni Llano	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88349/overview", "title": "Integration of Sketch-noting", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/76050/overview	Reading 1-3 Overview These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.	oercommons	2025-03-18T00:36:22.938439	Linguistics	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76050/overview", "title": "Reading 1-3", "author": "Languages" }
https://oercommons.org/courseware/lesson/90355/overview	Teaching The Passive Voice: An Introductory Off2Class ESL Lesson Plan Overview This lesson is designed to incorporate speaking, listening, reading, vocabulary and grammar practice. Since introducing the passive to ESL students can be difficult, make sure you remain patient while teaching. To teach more effectively, be sure to refer to the given teacher notes. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class This lesson is the first in a series of ten lessons about the passive voice. These ten lessons are great for helping students grasp this difficult concept. With that being said, you should avoid using this lesson with beginner students. Instead, it is great for pre-Intermediate students but can also be used with intermediate learners for a review. To teach this lesson most effectively, I recommend that you download a free Off2Class account so you can access the accompanying Teacher Notes. These Teacher Notes will help you teach the concepts clearly while asking for information from students. All in all, Teacher Notes make the Off2Class lesson plans even better than they already are! Download the free lesson plan below: https://www.off2class.com/lesson-plan-downloads/teaching-the-passive-voice-an-introductory-lesson/	oercommons	2025-03-18T00:36:22.956333	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90355/overview", "title": "Teaching The Passive Voice: An Introductory Off2Class ESL Lesson Plan", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/116116/overview	Professional and Social Skills Slides in Handout Overview Slides about professional skills in the workplace. Handout See attachment for handout	oercommons	2025-03-18T00:36:22.972873	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116116/overview", "title": "Professional and Social Skills Slides in Handout", "author": "Aujalee Moore" }
https://oercommons.org/courseware/lesson/116115/overview	Interview Handout Overview Handout with tips about interviewing Handout See attachment for handout.	oercommons	2025-03-18T00:36:22.989403	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116115/overview", "title": "Interview Handout", "author": "Aujalee Moore" }
https://oercommons.org/courseware/lesson/93002/overview	German-speaking Countries Human Bingo Overview In this version of bingo, each student has an answer that they share with the others when they exchange information. It allows students to learn as they complete the task. I attached a PDF as well as the copy and paste from the Google doc did not keep the tables and font sizes. Feel free to edit to your needs. Answer key is the very last page. Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: Berlin \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: Danube or Rhine \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: Europe \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: soccer \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: the Euro \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: Österreich \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: Bern \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: black, red and gold \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: the Alps \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: Beethoven or Mozart \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: Deutschland \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: Vienna/Wien \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: red and white \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: Vaduz \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: Einstein \| F: German name of Switzerland? A: \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: \| F: Name of a big river in Germany? A: \| F: Continent where Germany is found? A: \| F: Most popular sports in Germany? A: \| F: Name of coin used in Germany/Austria? A: \| F: German name of Austria? A: \| F: Capital of Switzerland? A: \| F: German flag colors? A: \| F: Mountain region in German-speaking countries? A: \| F: Name of a famous composer? A: \| F: German name of Germany? A: \| F: Capital of Austria? A: \| F: Austrian flag colors? A: \| F: Capital of Liechtenstein? A: \| F: Name of a famous scientist/physicist? A: \| F: German name of Switzerland? A: die Schweiz \| Name: __________________ Homeroom Teacher: __________________ EXIT SLIP What is something new that you learned today during Human Bingo? ________________________________________________________________________ ________________________________________________________________________ Which country do you find the most interesting? Why? ___________________________ ________________________________________________________________________ ________________________________________________________________________ Which country do you sit at?________________________________________________ What do you know about the country you sit at? ________________________________ _______________________________________________________________________ _______________________________________________________________________ Name: __________________ Homeroom Teacher: __________________ Human Bingo KEY Be the first to collect four correct answers in a row diagonally, horizontally, or vertically. SPELLING COUNTS!!! F: Capital of Germany? A: Berlin \| F: Name of a big river in Germany? A: Danube/Rhine \| F: Continent where Germany is found? A: Europe \| F: Most popular sports in Germany? A: Soccer \| F: Name of coin used in Germany/Austria? A: Euro \| F: German name of Austria? A: Österreich \| F: Capital of Switzerland? A: Bern \| F: German flag colors? A: black, red and gold \| F: Mountain region in German-speaking countries? A: the Alps \| F: Name of a famous composer? A: Beethoven/Mozart \| F: German name of Germany? A: Deutschland \| F: Capital of Austria? A: Vienna \| F: Austrian flag colors? A: red and white \| F: Capital of Liechtenstein? A: Vaduz \| F: Name of a famous scientist/physicist? A: Einstein \| F: German name of Switzerland? A: die Schweiz \|	oercommons	2025-03-18T00:36:23.129640	05/24/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93002/overview", "title": "German-speaking Countries Human Bingo", "author": "Bethany Poppe" }
https://oercommons.org/courseware/lesson/64097/overview	Summary Test Your Knowledge Test Your Knowledge!! Unit 3: Pythagoras' Theorem (Online Book) Pythagoras' Theorem Overview This resource contains information which may be used by students for self-directed learning. Teachers may use it to supplement their lessons. Pythagoras' Theorem What is this strangely named formula and how does it work? Let's find out. Go through each section and ensure you have a very good understanding before moving on. By the end of the lesson students should be able to: 1. identify the parts of a right angle triangle 2. accurately state Pythagoras' Theorem 3. apply Pythagoras' Theorem in calculating the length of the hypotenuse 4. apply Pythagoras' Theorem in calculating the length of any of the shorter sides of the right angle triangle. Introduction Let's hear a story about how this theorem came into being! It is important that we know the parts of the triangle we will be working with. Pay close attention to how to identify the hypotenuse of the triangle. Before watching the following videos, click on the link below them, "Locating the Hypotenuse", to see if you know how to identify the hypotenuse. We are now at the stage where we really need to learn about this strangely named formula. Calculating the Hypotenuse In this first part of the lesson you will learn how to calculate the length of the longest side of the right angle triangle (hypotenuse). How is the formula used in calculating the hypotenuse? Pay attention to the steps involved. Need more guidance? Watch this next video. There is a document on the next page which summarises what has been demonstrated so far. Take a look if you prefer to read through the process. Click on the link below to "Test Your Knowledge" before moving on. Calculating the Shorter Side So what about the other sides? How is the formula used in calculating the shorter side? It's the same formula, just used differently, so pay attention. Need more guidance? Watch this next video. There is a document summarising what has been demonstrated so far. Take a look if you prefer to read through the process. Click on the link below to "Test Your Knowledge" before moving on. Let's Review Click on the link to have fun and test your knowledge Pythagorean Theorem Jeopardy Game	oercommons	2025-03-18T00:36:23.158229	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64097/overview", "title": "Pythagoras' Theorem", "author": "Lesson" }
https://oercommons.org/courseware/lesson/121254/overview	Why Technology is Beneficial in Education? Overview Explains why technology in education can be benficail tostudents and instructors alike. gives insight to different learning styles, as well as learning principles, and approaches. Introduction Technology is extremely useful and important in education! It helps education grow and cater to a leaner centered approach. Allowing for personalized education for all students! The learner centered approach is, "multimedia designs that are consistent with the way the human mind works are more effective in fostering learning than those that are not" (Mayer, 2014). Multimedia Learning Did you know that technology in education can allow for numerous different learning styles to be incorporated in everyday learning? Technology can allow for different multimedia learning. Multimedia is different ways that technology and social platforms allow people to connect and create. For more information about multimeida education as well as cognitive theory check out this video! Principles Did you know that technology in education can allow for numerous different learning styles to be incorporated in everyday learning? Technology can allow for different multimedia learning. Multimedia is different ways that technology and social platforms allow people to connect and create. In learning there are a couple of principles that can make education more universal some of those principles being: the multimedia principle, the modality principle, and the personalization principle. The multimedia principle states that, "people learn better from words and pictures than from words alone" (Mayer, 2014). The modality principle states, "people learn better from graphics and narration than graphics and printed text" (Mayer, 2014). The personalization principle states, "people learn better when the words of a multimedia presentation are in conversational style rather than formal style and when the words are spoken in a standard-accented human voice rather than a machine voice or foreign-accented human voice" (Mayer, 2014). Principles Introduction Video Who Benefits? All student benefit from multimedia learning and technology being incorporated into education. Students with disabilities benefit from it, so do students with learning disabilities. Closing In conclusion technology in education is very beneficial for all students as well as for all different learning styles. It also helps cater to the learner centered approach. Reference Mainero, R. (2017). Cognitive Theory of Multimedia Learning. YouTube. https://www.youtube.com/watch? v=qQ8luZR9NoM Mayer, R., (2014). Introduction to Multimedia Learning. In: Mayer, R. (Ed), The Cambridge Handbook of Multimedia. (pp.1-10). Cambridge, MA: Cambridge University Press. Peck, D. (2021). Mayer’s Principles of Multimedia Learning. YouTube. https://www.youtube.com/watch?v=d9WpfWriY7A Skynesher. (2018). Male teacher giving a lecture from desktop PC during a class at... iStock. https://www.istockphoto.com/signature/photo/mid-adult-professor-teaching-a-lecture-from-desktop-pc-at-computer- lab-gm1079587192-289307508?searchscope=image%2Cfilm	oercommons	2025-03-18T00:36:23.175919	Jesenia Melton	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121254/overview", "title": "Why Technology is Beneficial in Education?", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/89354/overview	No Bake Cookies Overview No bake cookies/worksheet to be completed before cooking No Bake Cookies for Low ability students We use this recipe for students what have low abilities-- geared towards middle school No Bake Cookies Day 4 Ingredients: List equipment needed here: 1/2 cups sugar 1. 2 Tbsp milk 2. 2 Tbsp butter 3. ½ Tbsp cocoa 4. ¾ cup quick oatmeal 5. ¼ tsp vanilla 6. Directions for tomorrow: Wash hands with soap and water, put apron on. Run warm sudsy water in kitchen sink. Get a dish cloth and a fabric towel for drying dishes. Why should you use a dish rag to wash with, instead of your hands? Where are dish towels & dish clothes located? Where should they be placed by the end of the class period? Gather ingredients and equipment needed. (Make list of all equipment needed above) Combine sugar, milk, butter, and cocoa in a saucepan. Bring to a boil then allow to boil for 1 minute. What equipment do you need to measure ingredients? What kind of utensil should you use to stir while ingredients are boiling? What do you put ingredients into? How long do you boil? Remove pan from heat and add oatmeal and vanilla. Stir well. What should you use to stir ingredients? Place wax paper in plastic container. Use two teaspoons to drop small cookies on wax paper and let cool. Where is the wax paper located? Store in container with a lid on it.	oercommons	2025-03-18T00:36:23.189758	Peggy Longmore	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89354/overview", "title": "No Bake Cookies", "author": "Lesson" }
https://oercommons.org/courseware/lesson/61917/overview	Robotic Golf Putter Overview Students in groups of two will use an EV3 kit, EV3 accessories kit and Microbit. To Create a robotic golf putter. The putter will use a Microbit to read and analyze its acceleration. The robot will be allowed to travel up to 2’ to strike the ball to make a 6-8’ putt. Robotic Golf Putter Robotic Golf Putter Summary: Students in groups of two will use an EV3 kit, EV3 accessories kit and Microbit. To Create a robotic golf putter. The putter will use a Microbit to read and analyze its acceleration. The robot will be allowed to travel up to 2’ to strike the ball to make a 6-8’ putt. Grade Level(s): 7-8 Time required: 1.5-2 weeks of 45 minutes classes Subject Area(s): Robotics or STEM Keywords: Design Process, Program, Sensors, Loops, Switches, Bluetooth Learning Objectives: - Program different computer components to work together using makecode.org/javascript editor. - Use sensors and sensor data to decide how to program robot. - Create inventive solutions to problems. After brainstorming multiple solutions. - Work in partnerships to implement chosen design solution Educational Standards: - 2-CS-02: Design projects that combine hardware and software components to collect and exchange data - 2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals - 2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. - 2-AP-14: Seek and incorporate feedback from team members and users to refine a solution that meets user needs. - 2-AP-18: Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts. Pre-requisite Knowledge: Nothing Vocabulary and Definitions: - Engineering Design Process: Problem solving process - Sensors: a device which detects or measures a physical property and records, indicates or responds to it. - Javascprit: a form of computer programing. - Blocks: Group of code grouped together. - Switch: Similar to an if statement controls the follow of the program based on the value of a variable. - Loop: Instructions continually repeated until a condition is reached. Resources: - EV3 kit - EV3 accessories kit - Microbit - Laptop computer - Putting Green or Surface - Golf Balls Introduction / Motivation: Let the students spend a few minutes taking turns putting on the practice putting greens Talk about technology and it use to improve performance in athletics and everyday life. Then explain that they will be creating robotic putters. In an attempt to make a 6-8’ putt. Lesson Background and Concepts for Teachers: - How to program an EV3 & Microbit with makecode.org/javascript editor. - The engineering or computer science design thinking process. Lesson Outline: Here are the step by step instructions for teaching the lesson - Students will be working in groups of 2. - If first time using Microbits walk class through it use and functions. 1 class period. - They will begin by brainstorming 3 or more ideas/solutions. This should be done in 1-2 class periods. (Teacher should monitor groups and help with groups that are struggling.) - Students will then discuss and decide on one solution and begin building the solution. Initial build will take 1-3 class periods. (Teacher monitors room and checks for equal participation from group members and helps as needed.) - As solution take shape students begin programing and experimenting with programing solution. Students will use computer table to document results and notes. 3 or more class periods. (Teacher will make spot checks of student documentation.) - When students feel they have a working prototype they will demonstrate and show program to instructor for grading. Lesson Closure: Once students have created a successful putter and program review the process and go over rubric to grade. Having the students help assess their work and partnership. Assessment: General STEM/Robotics Rubric \| STEM/ROBOTICS Rubric \| \|\|\|\|\| \| Students Name: Project Name: Period: Date: \| \|\|\|\|\| \| CATEGORY \| 100 \| 90 \| 80 \| 70-0 \| Total \| \| Daily Work(50) \| Clear evidence of troubleshooting, testing, and refinements based on the engineering design process. \| Some clear evidence of troubleshooting, testing and refinements based on the engineering design process. \| Some too little evidence of troubleshooting, testing and refinements based on the engineering design process. \| Little to no evidence of troubleshooting, testing or refinement based on the engineering design process. \| \| \| Written/Oral Report(10) \| Written/Oral explanations indicate a clear and accurate understanding of engineering design process underlying the construction and modifications as it relates to the project. \| Written/Oral explanations indicate a relatively accurate understanding of engineering design process underlying the construction and modifications as it relates to the project. \| Written/Oral explanations indicate some understanding of engineering design process underlying the construction and modifications as it relates to the project. \| Written/Oral explanations do not illustrate much understanding of engineering design process underlying the construction and modifications as it relates to the project. \| \| \| Design/Sketch/Plan(10) \| Appropriate materials/items were selected and creatively modified in ways that made it possible to complete the task. \| Appropriate materials/items were selected and there was an attempt at creativity and modification to complete part but not the entire task. \| Appropriate materials/items were selected. Some too little of the task was completed. \| Inappropriate materials/items were selected and little too none of the task was completed. \| \| \| Daily Journal (10) \| Journal provides a complete record of planning, construction, testing, modifications, reasons for modifications, and complete reflection about the strategies used and the results. \| Journal provides some record of planning, construction, testing, modifications, and reasons for modifications, and some reflection about the strategies used and the results. \| Journal provides some too little record of planning, construction, testing, modifications, and reasons for modifications, and some too little reflection about the strategies used and the results. \| Journal provides very little too no record of aspects of the planning, construction, testing, modifications, and reasons for modifications, and very little too no reflection about the strategies used and the results \| \| \| Project Testing(20) \| Project successfully meets all of listed criteria. \| Project successfully meets over 90% of listed criteria. \| Project successfully meets over 80% of listed criteria. \| Project successfully meets 0%-70% of listed criteria. \| \| \| Final Grade (100) \| Author: Tony Reisdorff Sources: https://education.lego.com/en-us/downloads/mindstorms-ev3/curriculum https://microbit.org/teach/	oercommons	2025-03-18T00:36:23.214968	Electronic Technology	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61917/overview", "title": "Robotic Golf Putter", "author": "Computer Science" }
https://oercommons.org/courseware/lesson/110459/overview	quiz Overview A short quiz about English pronouns The pronouns of English Do the short quiz in Kahoot	oercommons	2025-03-18T00:36:23.231267	11/23/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110459/overview", "title": "quiz", "author": "Aaya Alaamri" }
https://oercommons.org/courseware/lesson/70883/overview	Not Sedentary, My Dear Watson Overview In this lesson, students use a Micro:bit to create a movement reminder device. This device will signal anyone wearing it to get up and move if they have been in one place for too long. Design Challenge Title: Not Sedentary, My Dear Watson Author: Keith Royer Background: Research demonstrates that low-intensity movement interruptions are an effective means of combatting sedentary (being still in one place too long) behavior. Challenge: Create a wearable device, using the Micro:bit, to alert the wearer to move after being sedentary (being still in one place too long). \| \| \| SDG Goal: Goal #3Ensure healthy lives and promote well-being for all at all ages \| Why is this challenge relevant to students? A sedentary lifestyle leads to health problems, and simple movements can improve the overall health of a person. \| Constraints/Criteria: \| Materials: \| CS Standards: \| \| Problem Solving Practice(s)/Process(s): \| Coding Activities/Lessons: \| STEM Career Connections: \| Literature Connections: \| Attachments/Student Handouts: \| \| Additional Resources/Notes: Movement Study - Ace Fitness (link)Adapted from Micro:bit Fitness Friend Lesson (link) \|	oercommons	2025-03-18T00:36:23.251281	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70883/overview", "title": "Not Sedentary, My Dear Watson", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/77195/overview	Methodical recomendation to topic No. 1 Overview Methodical recomendation to topic No. 1 Subject: Clinical anatomy and operativesurgery Methodical recomendation to topic No.1 Subject: Clinical anatomy and operative surgery	oercommons	2025-03-18T00:36:23.267800	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77195/overview", "title": "Methodical recomendation to topic No. 1", "author": "Lesson" }
https://oercommons.org/courseware/lesson/91379/overview	Renaissance Learning Activity Overview My names Dario and this is my lesson plan for an activity that approaches Grade 8 Social Studies. Particularly the Renaissace section of Grade Social Studies will be approached. Positive Behaviour Supports Here is the link to a sample of what a fuliflled Google Jamboard should look like: https://jamboard.google.com/d/1NRhF14P1fA4PhkjOFd3UnLmEZkb0Du8-IhqjQEYntC0/viewer?f=0 The lesson plan utilizes the positive behaviour support section of Alberta Education K-12 instructional supports. This lesson plan is intended for Grade 8 Social Studies, in particular, the Renaissance section. Through the use of partner work students will gain a clear understanding of the important figures and themes of the Renaissance. Using Google Jamboard, students will work with one another to add sticky notes containing the names of key figures or themes of the renaissance.	oercommons	2025-03-18T00:36:23.283963	Dario N	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91379/overview", "title": "Renaissance Learning Activity", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/41452/overview	Oregon Coast Science Project Module 2 Tasks 5 & 6 Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students How Do We Increase Student Science Talk? How Do We Show Others? Individual Work Tips for Success: It's helpful to take a few notes while working your way through this, as you will be sharing your analysis in our group meeting and using the Task Analysis to analyze another task as a group. On Your Own: Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS. Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation. Please complete ONE of the task analysis surveys below on your own. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. Choose one of the sample tasks below (4th or 8th grade), read through it, and answer the survey that relates to that task. If you want to go through both of them and do both surveys, great, but you only have to do one. Please read the first pages of a relevant grade and/or core idea storyline below in preparation to think about a relevant task that could provide opportunities for productive participation by students by engaging them in NGSS practices. OPTIONAL: You may create a small task that would only take about 10-20 minutes by students. If you do, we can share and analyze these tasks in our group meeting; however, we will provide other tasks to analyze as a group, so you do not need to do this. Please do look at and take short notes on a storyline of your choice. NGSS Storylines How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion Tips for Success: Keep in mind that the goal of this module is to increase and improve Student Science Talk. In a Small Group: Components: Sample Task for review, task analysis survey, and NGSS Lesson Planning Template to drive reflection and creation. Collaboratively complete Survey 5. In your breakout group, open the sample task. Work through Survey 5 together and submit one Survey for the entire group. Next, follow directions below to outline a NGSS-aligned Task. Balloon Rocket Sample Task (mixed grades) (3PS2, 4PS3, 5PS1, MSPS1-3, HSPS1-3, various SEPs) Survey 5: Collaborative Survey for Task Analysis Here is an image of the 3 dimensions to quickly reference as you analyze the task. After your group has finished Survey 5, open the link for the NGSS Planning Template. One person should make a copy, change the name to reflect your group members, and share it to the group members and Kama (kama.almasi@lincoln.k12.or.us). Each person can then open it through google docs and work on it collaboratively to outline a modified lesson for the balloon rocket activity, aligning it to the NGSS. Once everyone has completed the surveys and the discussion has wrapped up: 1) Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom. 2) Take note of any ideas that come to mind about tasks you might do in your classroom to increase student science talk as we will discuss this before signing off for the night.	oercommons	2025-03-18T00:36:23.302162	Ruth McDonald	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/41452/overview", "title": "Oregon Coast Science Project Module 2 Tasks 5 & 6", "author": "Kama Almasi" }
https://oercommons.org/courseware/lesson/20296/overview	Oregon Coast Science Project Module 2 Tasks 3 & 4 Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students What Does Science Talk in the Classroom Look Like? Individual Work Tips for Success: Task 3 does not have a survey, but you will need to be ready to share your thoughts about the three or four videos you watch. We found it very useful to take notes on each of the videos. Relate what you are watching to your own classroom and teaching practices and be ready to discuss these during our group meeting on January 30th. On Your Own: Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School. Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) Secondary Discourse Primer (read pages 5-14 paying attention to "discourse moves") There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Tips for Success: We encourage you to open the survey before you start the Task 4 work together. Work collaboratively on the survey, using your notes from Task 3. In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3. Survey 3 Group Reflection and Individual Survey	oercommons	2025-03-18T00:36:23.320865	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20296/overview", "title": "Oregon Coast Science Project Module 2 Tasks 3 & 4", "author": "Kama Almasi" }
https://oercommons.org/courseware/lesson/79419/overview	Education Standards 7th grade computer scavenger hunt 8th grade actual scavenger hunt Scavenger hunt 2019 Scavenger hunt fall 2019 Library Scavenger Hunt Overview Students will learn how to use the library automation system. When using the library automation system, students will gather information about how to locate books in the library. Students will then go find the book and get a new clue using a QR reader. I attached the documents more as a guide so you can see what I have done. Feel free to use them or just use them as a template. I frequently change how I guide the scavenger hunt and of course due to COVID this past year I had to modify the scavenger hunt to just be online. So you will see a couple that say computer. Those are ones we did without moving around in the library. I did book talks and showed book trailers as a way of mixing it up with those students. When setting up the scavenger hunt, I find it best to lay out the QR codes and scan them in order to ensure students will complete the scavenger hunt before repeating themselves. In the past when I didn't double check that some groups might only find 4 clues before repeating and then it was a scramble to quickly fix the code. Students love this activity. I allow them to run and actuallly encourage it as a way of creating excitement about the race. Students find this helps them learn the library neighborhoods. My library is genrefied, so the sublocation is the genre or neighborhood where they would find the book. Students will learn how to search the library automation system and locate books in the library by participating in a library scavenger hunt. Using a free QR code generator, create clues for books in your library. Try to use clues that allow for different search terms. Clues I have used include things like: Find a book by Adam Rex about a special day, or The War that Saved my Life was written by this author. Students have to answer the questions or fill in the blank, additionally, students need to find the call number of the book and locate the book in the library. Each book used in the scavenger hunt has a QR code on the book with the next clue. Students work best in pairs for this activity. Students are required to activily participate. The best way to ensure that happens is to give each student a copy of the paper they must complete. Each group starts with a different clue. You will need to create enough clues for your largest group of students. Students might overlap while searching for books based on how much time each group takes to find each book. When a group finds the first clue they started with, they have completed the scavenger hunt.	oercommons	2025-03-18T00:36:23.347597	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79419/overview", "title": "Library Scavenger Hunt", "author": "Game" }
https://oercommons.org/courseware/lesson/100302/overview	Critical Appraisal of a Randomized, Controlled, Double-Blind Trial Entitled“Colchicine in Patients with Chronic Coronary Disease” Overview This is a critical appraisal of a randomized, controlled, double-blind trial on the effects of colchicine to patients with chronic coronary disease. A clinical scenario was presented to determine the applicability of the trial to an actual patient from the general population. The evaluation method followed the population (P), intervention (I), comparison (C), outcome (O) design. Overall, the appraisal revealed that all valdiity criteria were met in this study. The trial provide evidence suggesting that inflammation plays a causal role in the pathogenesis of cardiovascular disease and related complications and that interventions to mitigate inflammation, like the colchicine, may reduce the risk of cardiovascular events. Critical Appraisal of a Randomized, Controlled, Double-Blind Trial - GENERAL OBJECTIVE To evaluate a randomized, controlled, double-blind trial entitled “Colchicine in Patients with Chronic Coronary Disease”. Specifically, this scientific inquiry seeks to: - Assess the risk of bias, directness, and validity of the results of the study. - Determine if the effect is significant, generalizable, and applicable to the current clinical scenario. - CLINICAL SCENARIO S> A case of a 56-year-old male, diagnosed to have chronic coronary syndrome, known to be hypertensive for 7 years, non-diabetic, with a history of smoking - 10 packs per year, the last attack was 7 months ago, with creatinine of 88, had ACS UA 7 months ago, no previous surgery. , 2D echo revealed EF of 85%, with good systolic and diastolic function, no valvular heart disease. No allergies to food and drugs. Maintenance medications include: ASA, clopidogrel, atorvastatin , Losartan, Amlodipine O> Awake, not in cardiorespiratory distress BP: 130/70 mmHg HR: 67 bpm RR: 19 cpm T: 36.7 Anicteric sclera, pink palpebral conjunctiva, moist lips, moist oral mucosa (-) NVE, no palpable cervical lymphadenopathy O> symmetrical chest expansion, clear breathsounds - Adynamic precordium, normal rate, regular rhythm - Flabby, soft nontender abdomen - Full pulses, no edema A> Chronic Coronary syndrome, Hypertension stage 2, controlled - CLINICAL QUESTION - In adult patients with chronic coronary disease, does daily intake of colchicine or placebo reduce the risk of any cardiovascular event? Population \| Adult patients with chronic coronary syndrome. \| Intervention \| Low dose of daily colchicine \| Comparison \| No colchicine (placebo) \| Outcome \| Reduce the likelihood of poor outcomes (reduced composite of cardiovascular death, spontaneous MI, ischemic stroke, or ischemic-driven coronary revascularization) \| - JOURNAL SEARCH - METHODS Design \| Double-blind randomized controlled trial \| Setting \| 13 centers affiliated with Genesis Care and the Heart & Vascular Research Institute of Sir Charles Gairdner Hospital in Western Australia; 30 centers of the Dutch Network for Cardiovascular Research in the Netherlands \| Patient Population \| Adult patients with evidence of coronary disease on invasive coronary angiography or CT angiography or a coronary-artery calcium score of at least 400 Agatston units on a coronary-artery calcium scan. \| Description of Prognostic Factors Considered \| Patients must be clinically stable for at least 6 months before the trial. Excluded patients were those who had moderate to severe renal impairment, severe heart failure, severe valvular heart disease, or known side effects from colchicine. \| Analysis \| Cox proportional-hazards models (for cause-specific hazard ratios), Fine and Gray sub-distribution hazard models (for analysis of the primary & secondary end points) \| Outcomes \| Primary: Composite of cardiovascular death, spontaneous (nonprocedural) MI, ischemic stroke, or ischemic-driven coronary revascularization Secondary: Composite of cardiovascular death, spontaneous (nonprocedural) MI, ischemic stroke (key secondary end point); Composite spontaneous MI or ischemic-driven coronary revascularization; composite cardiovascular death or spontaneous MI; ischemic driven coronary revascularization; spontaneous MI; death from any cause; and CV death. \| Follow-up \| One month open-label run-in phase, 60 months since randomization \| - APPRAISING DIRECTNESS Does the research question of the study correspond that of the clinical question? Research Question \| Clinical Questions \| \| Population \| Chronic Coronary Syndrome \| Chronic coronary syndrome with history of hypertension \| Intervention \| Colchicine 0.5 mg/tab \| Colchicine \| Comparison \| Placebo use \| No colchicine use \| Outcome \| Reduced cardiovascular event and stroke \| Reduced cardiovascular event and stroke \| - APPRAISING VALIDITY Question 1: Were patients randomly assigned to treatment groups? Answer: Yes - Eligible patients entered an open-label run-in phase for 1 month (receive 0.5 mg of Colchicine daily). - After passing the run-in phase (i.e., stable condition, no side effects, still willing to participate), randomization was conducted in 1:1 ratio (either 0.5 mg Colchicine or placebo) - Randomization was performed in double-blind manner with the use of a computerized algorithm (i.e., both the patients and the doctors are blinded of the treatment or placebo). Question #2: Was allocation concealed? Answer: Yes - Double-blind randomization was made. Question #3: Were baseline characteristics similar at the start of the trial? Answer: Yes Question #4: Were patients blinded to treatment assignment? Answer: Yes - Randomization was performed in a double-blind manners with the use of a computerized algorithm, with stratification according to country. Question #5: Were caregivers blinded to treatment assignment? Answer: Yes - Double-blind randomization was made. Question #6: Were outcome assessors blinded to treatment assignment? Answer: Yes - The academic and clinical investigators designed the study, collected and managed the data, performed the statistical analysis, and drafted the manuscript. The members of the steering committee & the trial statisticians vouched for the completeness and accuracy of the data & analyses and for the fidelity of the trial. Question #7: Were all patients analyzed in the groups to which they were originally randomized? Answer: Yes Question #8: Was follow-up rate adequate? Answer: Yes - Clinical evaluations were scheduled before the run-in phase, at the time of the randomization, and at 6-month intervals until the completion of the trial. All follow-up assessments were performed in person, if person, or by telephone. The trial regimens were continued until the completion of the trial. Moreover, clinical follow-up was continued until the date of trial completion regardless of premature discontinuation of colchicine or placebo. Were all validity criteria met? ACHIEVED \| \| Randomization \| Yes \| Allocation concealment \| YEs \| Similar baseline data \| Yes \| Patients blinded \| Yes \| Assessors blinded \| Yes \| Caregivers blinded \| Yes \| Analyzed to original random group \| Yes \| Adequate follow-up \| Yes \| - APPRAISING RESULT How likely are the outcomes during a specified period of follow-up? The primary composite end-point event of cardiovascular death, spontaneous myocardial infarction, ischemic stroke, or ischemia-driven coronary revascularization occurred in 187 patients (6.8%) in the colchicine group and in 264 patients (9.6%) in the placebo group, with incidence rates of 2.5 and 3.6 events, respectively, per 100 person-years (hazard ratio, 0.69; 95% confidence interval [CI], 0.57 to 0.83; P<0.001). - With a hazard ration of 0.69, this indicate that people in the colchicine group at any individual time along the study are 31% less likely to develop a cardiovascular event than the people in the placebo group. How likely are the outcomes during a specified period of follow-up? In the prespecified hierarchical testing of the ranked secondary end points, the rates of the first five secondary end points, including spontaneous myocardial infarction, were significantly lower in the colchicine group than in the placebo group Colchicine did not result in a lower incidence of death from any cause than placebo (73 vs. 60 fatalities; incidence, 0.9 vs. 0.8 events, respectively, per 100 person-years; hazard ratio, 1.21; 95% CI, 0.86 to 1.71). - Colchicine has not significant benefit in reducing death from any cause than placebo. A hazard ration of 1.21 indicates that people in the colchicine group at any individual time along the study are 121% more likely to develop death from any cause than the people in the placebo group. How precise is the likelihood estimates? - The trial was designed to accrue a minimum of 331 primary end-point events and to have a minimum follow-up of 1 year. On the basis of a target enrollment of 6053 patients in the open-label run-in phase, with 5447 undergoing randomization after screening, we estimated that the trial would have more than 90% power, at a two-sided alpha level of 0.05, to detect a 30% lower rate (i.e., a hazard ratio of 0.70) of a primary composite end-point event in the colchicine group than in the placebo group, assuming a 10% rate of discontinuation of colchicine or placebo and an annual rate of the primary end point in the control group of 2.6%. - The main analysis was based on the time from randomization to the first occurrence of any component of the primary composite end point. If the incidence of the primary end point was significantly lower in the colchicine group than in the placebo group (P<0.05) then the ranked secondary end points were tested in a hierarchical fashion at a significance level of 0.05 in order to preserve the alpha level. - The main analysis was performed according to the intention-to-treat principle and included all adjudicated end-point events that occurred between randomization and the end-of-trial date in all patients who had undergone randomization, regardless of whether they adhered to their assigned regimen. Cause-specific hazard ratios in the colchicine group, as compared with the placebo group, and 95% confidence intervals were determined with the use of Cox proportional hazards models, stratified according to country. If an end-point event had not occurred, follow-up data were censored at the time of the competing risk event (death from non-cardiovascular causes or death from any cause, as appropriate) or at the end of the trial. Two-sided P values for superiority were calculated with the use of log-rank tests, as governed by the rules of hierarchical testing. The prespecified subgroup analyses were performed with the use of the Cox proportional-hazards method. - ASSESSING APPLICABILITY Biologic Consideration Inclusion Criteria \| Exclusion Criteria \| Age: 35-82 years old \| With moderate to sever renal impairment \| Had any evidence of coronary disease on invasive coronary angiography or CT angiography or a coronary-artery calcium score of at least 400 Agatston units on a coronary-artery calcium scan. \| With severe heart failure \| Clinically stable for at least 6 months \| With severe valvular heart disease \| With known sided effects from colchicine \| - Non-cardiovascular deaths occurred more frequently among the patients who received colchicine than among those who received placebo, with incidence rates of 0.7 and 0.5 events, respectively, per 100 person-years (hazard ratio, 1.51; 95% CI, 0.99 to 2.31) . Similar rates were observed of cancer diagnosis, hospitalization for infection, hospitalization for pneumonia, and hospitalization for a gastrointestinal reason in the two trial groups, in both the intention-to-treat analysis and the on-treatment analysis. Gout occurred in 38 patients (1.4%) in the colchicine group and in 95 patients (3.4%) in the placebo group (cumulative incidence ratio, 0.40; 95% CI, 0.28 to 0.58). Neutropenia and myotoxic effects were uncommon in both trial groups. Among the patients from the Netherlands, myalgia was reported in 384 (21.2%) in the colchicine group and 334 (18.5%) in the placebo group (cumulative incidence ratio, 1.15; 95% CI, 1.01 to 1.31). Dysesthesia was reported in 143 patients (7.9%) in the colchicine group and in 150 patients (8.3%) in the placebo group (cumulative incidence ratio, 0.95; 95% CI, 0.76 to 1.18). Assessing Applicability Patient’s Characteristics: - 56-year-old male, - diagnosed to have chronic coronary syndrome, - hypertensive for 7 years, - non-diabetic, - with creatinine of 88, - had ACS UA 7 months ago, no previous surgery. , - 2D echo revealed EF of 85%, - with good systolic and diastolic function, - no valvular heart disease - no allergies to food and drugs. Socioeconomic Consideration - Colchicine is an anti-inflammatory drug originally extracted from the autumn crocus (Colchicum autumnale) and was used by the ancient Greeks and Egyptians. - Usual price of Colchicine in the Philippine market ranges from P2.50 to P4.50 - CONCLUSION - The trial provided evidence suggesting that inflammation plays a causal role in the pathogenesis of cardiovascular disease and related complications and that interventions to mitigate inflammation may reduce the risk of cardiovascular events. - REVIEWER’S APPRAISAL - In scrutinizing the validity of the trial, the results, and its applicability, the study is acceptable. The trial design is appropriate, there was a true randomization of assignment of participants, treatment groups are concealed, both the patients and the care providers were blinded to treatment assignment, the outcomes were measured and analyzed adequately using an appropriate statistical tool. Hence, the effects of treatments were consistent across the majority of clinical subgroups examined. Article: Nidorf, S. M., Fiolet, A. T. L., Mosterd, A., Eikelboom, J. W., Schut, A., Opstal, T. S. J., The, S. H. K., Xu, X. F., Ireland, M. A., Lenderink, T., Latchem, D., Hoogslag, P., Jerzewski, A., Nierop, P., Whelan, A., Hendriks, R., Swart, H., Schaap, J., Kuijper, A. F. M., van Hessen, M. W. J., … LoDoCo2 Trial Investigators (2020). Colchicine in Patients with Chronic Coronary Disease. The New England journal of medicine, 383(19), 1838–1847. https://doi.org/10.1056/NEJMoa2021372	oercommons	2025-03-18T00:36:23.418753	01/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100302/overview", "title": "Critical Appraisal of a Randomized, Controlled, Double-Blind Trial Entitled\u000b“Colchicine in Patients with Chronic Coronary Disease”", "author": "Charlie Falguera" }
https://oercommons.org/courseware/lesson/108387/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. SmartShoe for Blind People We designed a smartshoe for blind people so that they can sense when they encounter an obstacle.	oercommons	2025-03-18T00:36:23.435648	09/08/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108387/overview", "title": "Designing a SmartShoe for Blind People", "author": "Ozge Bayat" }
https://oercommons.org/courseware/lesson/106582/overview	OREGON MATH STANDARDS (2021): [7.NS] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: 7.NS.A.1 Cluster: 7.NS.A - Apply and extend previous understandings of operations with fractions. STANDARD: 7.NS.A.1 Standards Statement (2021): Apply and extend previous understandings of addition, subtraction and absolute value to add and subtract rational numbers in authentic contexts. Understand subtraction as adding the additive inverse, p – q = p + (–q). Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.NS.C.5, 6.NS.C.6, 6.NS.C.7, 6.NS.C.8 \| 7.NS.A.2, 7.NS.A.3 \| 5.NF.A.1 \| 7.NS.A.1 7.NS.A Crosswalk \| Standards Guidance: Terminology - Part-whole reasoning refers to how numbers can be split into parts to add and subtract numbers more efficiently. - In the equation 3 + −3 = 0, 3 and −3 are additive inverses of each other. - Students should represent a variety of types of rational numbers on a number line diagram presented both horizontally and vertically. Teaching Strategies - Represent operations with rational numbers both visually and numerically, including number line diagrams. - Students should be allowed to explore the signs of integers and what they really mean to discover integer rules. - It is common to use colored chips to represent integers, with one color representing positive integers and another representing negative integers, subject to the rule that chips of different colors cancel each other out; thus, a number is not changed if you take away or add such a pair. Also implicit in the use of chips is that the commutative and associative properties extend to addition of integers, since combining chips can be done in any order. Progressions - A fundamental fact about addition of rational numbers is that p + (-p) = 0 for any rational number p; in fact, this is a new property of operations tha comes into play when negative numbers are introduced. (Please reference pages 9 and 10 in the Progression document). Examples - (─8) + 5 + (─2) may be solved as (─8) +( ─2) + 5 to first make ─10 by using the Commutative Property. - Your bank account balance is − $25.00. You deposit $25.00 into your account. The net balance is $0.00. - 6 + (–4) is 4 units to the left of 6 on a horizontal number line or 4 units down from 6 on a vertical number line. - Illustrative Mathematics: - Student Achievement Partners: - Signed Numbers - Operations on Rational Numbers Mini-Assessment - Smarter Balanced Assessment Item Illustrating 7.NS.A.1 [Option 1] [Option 2] 2021 Oregon Math Guidance: 7.NS.A.2 Cluster: 7.NS.A - Apply and extend previous understandings of operations with fractions. STANDARD: 7.NS.A.2 Standards Statement (2021): Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Interpret operations of rational numbers solving problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.NS.A.1, 7.NS.A.1 \| 8.NS.A.1 \| 5.NF.B.4, 7.AEE.B.3 \| 7.NS.A.2 7.NS.A Crosswalk \| Standards Guidance: Clarifications - Students should be allowed to explore the signs of integers and what they really mean to discover integer rules. - If p and q are integers (q ≠ 0), then –(p/q)=(-p)/q= p/(-q) - Students should be able to reason about direction on a number line when representing multiplication and division using the tool. Boundaries - Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. - Apply properties of operations as strategies to multiply and divide rational numbers. - Convert a rational number to a decimal using division; know that the decimal form of a rational number terminates or eventually repeats. Teaching Strategies - Represent operations with rational numbers both visually and numerically, - Apply properties of operations such as identity, inverse, distributive, associative and commutative properties. - Student should have opportunities to use concepts of repeated addition and the meaning of a negative sign as the “opposite of,” with both models and representations, leading to deriving the rules for multiplying signed numbers. Progressions - Just as the relationship between addition and subtraction helps students understand subtraction of rational numbers, so the relationship between multiplication and division helps them understand division.To calculate -8 divided by 4, students recall that (-2) x 4 = -8, and so -8 divided by 4 = -2. By the same reasoning, -8 divided by 5 = -8/5 because -8/5 x 5 = -8. (Please reference page 11 in the Progression document). Examples - –(20/5) = –4 is the same as (−20)/5= –4 and 20/(−5) = – 4 - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 7.NS.A.3 Cluster: 7.NS.A - Apply and extend previous understandings of operations with fractions. STANDARD: 7.NS.A.3 Standards Statement (2021): Understand that equivalent rational numbers can be written as fractions, decimals and percents. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.NS.B.3, 7.NS.A.1 \| 8.NS.A.1 \| 7.AEE.B.3, 8.AEE.A.2 \| 7.NS.A.3 7.NS.A Crosswalk \| Standards Guidance: Clarifications - Students should build upon their understanding of percents as a ratio comparison to 100. - This is an extension of previous understanding from 6th grade of writing common fractions as decimal numbers and percents. Boundaries - Use long division to convert fractions to decimals. - Students should know that every rational number can be written as the ratio of two integers, terminating decimal numbers, or repeating decimal numbers. Examples - A water well drilling rig has dug to a height of −60 feet after one full day of continuous use. If the rig has been running constantly and is currently at a height of −143.6 feet, for how long has the rig been running? (Modified from Illustrative Mathematics) - Identify whether the decimal form of a rational number is a terminating or repeating decimal. - Convert terminating decimals to fractions. - If Sara makes $25 an hour gets a 10% raise, she will make an additional 110 of her salary an hour, or $2.50, for a new salary of $27.50. - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:36:23.490055	07/10/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106582/overview", "title": "OREGON MATH STANDARDS (2021): [7.NS]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/112834/overview	Basic Hand Tools Overview This is a part of the Self learning material developed for Skill course in the department of Physics for under graduate students of Dr.B.R.Ambedkar Open University, Hyderabad,India Basic Hand Tools This is a part of the Self learning material developed for Skill course in the department of Physics for under graduate students of Dr.B.R.Ambedkar Open University, Hyderabad,India BASIC HAND TOOLS : Any person who does the electrician job should always use proper and well maintained tools. By using improper and defective tools, the efficiency of the craftsman is greatly reduced. Use a proper tool for each and every job. The main tools which we use generally are described below 1.Screw - Driver It is used to tight or loose a wooden or machine Screw. It has four parts namely the blade, shank femule, pin and the handle. The size of a screw driver depends upon the length of its shank. see the below figure. In general any electrician use 10 cm to 30 cm size screw - drivers The blade of the screw driver is well tempered so as to have a tough and proper shape. Connector screw driver are used for very small screws. The size of their shank is usually 5 to 8 centimeters. Safety Measures while using Screw-Drivers: - The blade of the screw driver should not be too sharp. - Always use proper screw - driver as per the head size of the screw. - Don’t use it like a hammer of a chisel. - The handle of the screw - driver should not be in splitted condition. 2. Combination plier The Combination piler is used for gripping, cutting, twisting and jointing the wires. Its head is plat and it is called a flat nose plier also its middle part is like a scissors which has cutters. The cutters are used for cutting the wires. Its tail side portion is called the handle which is covered with insulation see fig. The size of a combination plier varies from 15 to 30 centimetres. \| Safety Measures \| - Don’t cut steel wires with it. - Don’t use it like a hammer. - Check its insulation before using it on alive line. - Don’t use it for holding hot things. 3. Side Cutting Plier Side Cutting Piler is used for cutting the wires and for nipping their insulation. Its one end is flat which is used for cutting. The size of a side cutting plier is usually 15 cm. You can see the figure below. Safety Measures: - Don’t cut steel wires with it. - Don’t cut iron sheets with it. 4. Long Nose Plier It is used for gripping and twisting thin wires and for loosing and tightening small not - bolts. Its head is long and round from outside while flat from in side. A plier with a flat nose is called a flat long nose plier with round nose is called a round long nose plier. Its handle is generally insulated. Its size varies from 10 to 15 centimetress. You can find the figure below Safety Measyres: - Don’t use for tightening and loosening big size not bolts. - Don’t apply an exra ordinary force on it. 5. Pocker or Brodawal Pocker is used for making pilot holes in the wood plank and thus it is very useful in the fitting of switch socket etc,on wood boards with wooden screws. Its handle is made of wood with a round top. Its shank has a pointed tip with flat side and the rest of the shank is cylindrical like a screw - driver .See in the figure. 6. Hacksaw It is used for cutting metallic pipes, flats, sheets etc. It has an adjustable type or a fixed typed frame. The frame has a variable screw, gliding screw and a wing nut to hold the blade. The variable screw is fitted to a handle. The adjustable frame can accommodate the blades of different lengths varying from 15 to 30 centimetres. The frame is made of mild stell and the blade of high carbon steel. The constructional features of a hack saw are shown in fig below. The width the blade is usually 12 mm and the thickness is 0.6 mm. The blade is kept straight while sawing otherwise it will break. Safety Measures: - Keep the blade stretched in the frame. - Drive the blade in a straight direction on the job. - Carry on dropping the whether on the job while sawing. - Protect the frame and the blade against rust. 7. Hammer The Hammer is used in riveting, chipping etc. The various types of hammers are follows. - Ball pane hammer - Cross pane hammer - Riveters hammer - Straight pane hammer - Carpenter’s claw hammer 8. Extra type hammer We learned there are various types of hammers . Out of the above six types of hammers, only ball pane hammer is mostly used for electrical jobs. It is made of cast steel. It has face, post handle, pane, eye hole. Out of these parts,the face and the pane are tempered bat post part is kept soft. The size of a hammer varies accompany to its weight ranging from 100 grams to 1 kilogram. Below you find three different types of hammers. The eye holes of the hammer is made in egg shape so that its handle may not slip further, the forehead of the handle is splitted into two parts and a wedge is fitted in the slot. In this way the hammer holds the handle firmly. Safety Measures: - The handle should be tough and well fitted. - No part of the hammer should be greases. - Drive the hammer by holding it all its end. - Don’t work with lose handle hammer. 9. Hand Drilling Machine Hand Driller is used for making holes in the wooden and mild steel jobs. It has a geared wheel handle machine, handle and a drilt chuck a twist drill bit vary. From 1 mm to 12 mm figure shows a hand drill machine. Hand drill machine Safety Measures: - Keep it straight while drilling. - Lubricate its gears from time to time with grease. - The drill bit should be firmly held by the jaws of the drill chuck. Hellow students, these are some of the various hand tools which we use generally in our daily life. Hope you understand and enjoy this lesson.=	oercommons	2025-03-18T00:36:23.538873	02/15/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112834/overview", "title": "Basic Hand Tools", "author": "Pushpa Ghanta" }
https://oercommons.org/courseware/lesson/112801/overview	Strategy: Use varied ways to participate in data collection Overview Tips for ensuring that all learners participate in data collection. Use varied ways to participate in data collection - Is writing measurements the only data that can be collected? What about observations on what could impact the validity of the data? Having someone take on the role of “Field Notes observer” can show students the critical role of different types of data. - Encourage students to record observations using drawing or uploading. Encouraging these modalities will allow you to see more students’ skills and understanding. - Data check: After students collect their data and answer analyze questions, have them turn their chairs and talk in groups of 3 or 4.	oercommons	2025-03-18T00:36:23.594849	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112801/overview", "title": "Strategy: Use varied ways to participate in data collection", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/113635/overview	https://www.canva.com/design/DAF-Ttq4DfI/J3ObccKmhKohiyLmFoSlFw/edit?utm_content=DAF-Ttq4DfI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton U.S. States and Their Capitals Overview This is a review for the U.S. States and Capitals. Review Play an interactive review game through Canva or Kahoot to reveiw our U.S. States and Capitals.	oercommons	2025-03-18T00:36:23.612273	03/01/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113635/overview", "title": "U.S. States and Their Capitals", "author": "Andrea LaRue" }
https://oercommons.org/courseware/lesson/108212/overview	Class Dojo App in Language Teaching Overview Class Dojo Kullanımı Class Dojo App in Language Teaching Class dojo tanıtım	oercommons	2025-03-18T00:36:23.635381	09/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108212/overview", "title": "Class Dojo App in Language Teaching", "author": "Enver Güneş" }
https://oercommons.org/courseware/lesson/91887/overview	Jeoparty! - Social Security Law Overview I use this Jeopardy!-style game to test, reinforce, and enhance students' understanding of Social Security Law. Playing the game and discussing the answers takes about one hour. I use a free online multiplayer buzzer system that requires students to respond to questions by typing their answers into a text entry field (www.cosmobuzz.net). I give students plenty of time to answer each question and award points for all correct answers. At the end of the game, I award a prize to the winning student (e.g. a Starbucks gift card). I haven't uploaded the answer key here because I don't want students to see the correct answers online; feel free to email me at david.moss@wayne.edu for a copy of the answer key. Jeoparty! - Social Security Law I use this Jeopardy!-style game to test, reinforce, and enhance students' understanding of Social Security Law. Playing the game and discussing the answers takes about one hour. I use a free online multiplayer buzzer system that requires students to respond to questions by typing their answers into a text entry field (www.cosmobuzz.net). I give students plenty of time to answer each question and award points for all correct answers. At the end of the game, I award a prize to the winning student (e.g. a Starbucks gift card). I haven't uploaded the answer key here because I don't want students to see the correct answers online; feel free to email me at david.moss@wayne.edu for a copy of the answer key. The presentation template is available for free from SlidesCarnival: https://www.slidescarnival.com/jeopardy-free-presentation-template/11277 The presentation template is free to use under Creative Commons License Attribution 4.0 International: https://creativecommons.org/licenses/by/4.0/legalcode	oercommons	2025-03-18T00:36:23.652852	Game	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91887/overview", "title": "Jeoparty! - Social Security Law", "author": "Assessment" }
https://oercommons.org/courseware/lesson/70881/overview	HIV and Me: Teacher's Discussion Guide Understanding HIV/AIDS: Learn the Facts, Fight the Stigma, Stay Safe video for 6th grade HIV and Me: Marissa's Story Overview Video developed by Redefine+ to support teaching the KNOW HIV prevention curriculum 5th grade lesson. HIV and Me: Marissa's Story HIV and Me: Marissa’s Story video developed by Redefine+ to support the KNOW curriculum for 5th grade. Should be used with teacher’s discussion guide in order to meet requirements of the AIDS Omnibus Act. Reviewed by OSPI and the WA Department of Health for consistency with the requirements of the AIDS Omnibus Act. It was found to be consistent with those requirements when used with the teacher's discussion guide. See the 2015 Sexual Health Education Curriculum Review for more information.	oercommons	2025-03-18T00:36:23.673762	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70881/overview", "title": "HIV and Me: Marissa's Story", "author": "Module" }
https://oercommons.org/courseware/lesson/88926/overview	International and Foreign Copyright: A U.S. Perspective Overview How does copyright law vary around the world? When you’re working across borders, which laws apply? Ana Enriquez, Scholarly Communications Outreach Librarian, created this interactive PowerPoint to address these questions. This is intended to be used as an interactive workshop. This workshop can be adapted for between 60 and 90 minutes depending on the content included. The content includes hypothetical questions of international copyright for discussion. International and Foreign Copyright: An American Perspective This workshop is intended for people who have completed the Introduction to Copyright series. How does copyright law vary around the world? When you’re working across borders, which laws apply? Join Ana Enriquez, Scholarly Communications Outreach Librarian, for a workshop on these and other questions. This is an interactive workshop. This workshop can be adapted for between 60 and 90 minutes depending on the content included.	oercommons	2025-03-18T00:36:23.690178	Anamarie Enriquez	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88926/overview", "title": "International and Foreign Copyright: A U.S. Perspective", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/74115/overview	Quadratic Inverses Overview Using a Desmos activity, complete with videos, investigations, interactive graphs, etc. students explore inverses. Secondary Math III In this activity, students will learn to: - Idenfity the domain and range of a functions inverse. - Determine if a function's inverse is also a function. - Use the domain and range of a function to draw its inverse. - Know what the inverse of a function looks like in comparison to that function. Use the following interactive Desmos activity to teach your students more about inverses!	oercommons	2025-03-18T00:36:23.706858	Melissa Hesterman	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74115/overview", "title": "Quadratic Inverses", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/79307/overview	Education Standards Ocean Animal "Shark Lady" Fish Research Project Overview 2nd grade studens will listen to the book "Shark Lady" during storytime. They will then head to the computer lab to complete the digital/research portion of the project. The project will finale with a paired share activity where students can exchange information and present their findings. National Geographic Fish Research Project 2nd grade students are beginning a unit on animals. They will be introduced to graphic organizers as tools to portray their research. This is a direct standards correlation between library media and the 2nd grade team. We will work together to create a unit that supports and reiterates the classroom work. We will begin with storytime starring the book 'Shark Lady" by Jess Keating. We will discuss how to access the library web page via Cougar Links/Student Links that takes them directly to: kids.nationalgeographic.com Students will click on "Animals" and then "Fish." Students will use the information on the site to fill in their animal research graphic organizer. After they have completed the front page, they will turn it over and translate the bulleted information into paragraphs. We will finale with project with a paired share activity where students will present their projects.	oercommons	2025-03-18T00:36:23.729158	04/14/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79307/overview", "title": "\"Shark Lady\" Fish Research Project", "author": "Natasha Harris" }
https://oercommons.org/courseware/lesson/88188/overview	Media Literacy Overview Pre-Assessment and instrcution for a lesson on Media Literacy Media Literacy Interactive Activity Lesson PreTest Instructions: Answer True or False (t or f) for the following statements 1. If it’s online, it must be true. _____ 2. I see an email address on the website, so it’s got to be a legitimate site. _____ 3. I should always compare the information I find on a site with at least 2 other sources to be sure it’s factual. _____ 4. The webpage author lists his name and contact information. The page seems current and error-free so it’s clear this is a real site. _____ 5. If I’m looking for facts, blogs are a great place to start. _____ 6. I should always be skeptical of the information I find online. _____ 7.The website looks professional. The information on the site has to be true. _____ 8. Nobody checks the author and sources of a webpage. _____ Goals of this Activity: Goal 1: Students will learn that just because information is posted online does not make it true. Goal 2: Students will learn the guidelines for determining what information posted online is true. Goal 3: Students will evaluate and compare online sources for reliability, accuracy, relevance, and bias. Goal 4: Students will apply their knowledge of credible online sources to determine credibility. To Complete Today’s Work: Step 1: Review the lesson Vocabulary to ensure understanding of key terms. Common Sense Media: 5 Ways to Spot Fake News Webpage Step 2: Watch the Common Sense Media video "5 Ways to Spot Fake News" https://www.youtube.com/watch?v=g2AdkNH-kWA and note the 5 ways that are presented. Step 3: Students will view and evaluate, using the five ways taught in the video, the following websites to determine if they are credible sites. https://oercommons.s3.amazonaws.com/media/courseware/relatedresource/file/Websites_to_explore_UiW4Swp.pdf Step 4: After completing the credibility worksheet, get into small groups of 3 or 4 and discuss with your classmates your findings. Decide whether the websites are credible or not and help each other determine why you decided on that. After this, research any search engine for an article on something you are interested in. Find a credible article, and use all of these tools you just learned about to decide why it is credible. Then present this information to your group.	oercommons	2025-03-18T00:36:23.745538	11/20/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88188/overview", "title": "Media Literacy", "author": "Brittany Calloway" }
https://oercommons.org/courseware/lesson/88149/overview	Learning About and Creating Student Archives Overview The Rockefeller Archive Center (RAC) is a mixed-media repository that holds the historical records related to the study of philanthropy. These archival materials serve as the entry point into learning how to identify, read, and analyze primary sources in the workshop. This workshop teaches students the value of primary source literacy and ownership of the research process. This unit introduces students to archives, primary sources, and secondary sources. Students document their time during Covid-19 remote learning by creating, describing, and organizing primary sources. Each student’s personal papers are aggregated into a class archive that is presented in a mock finding aid. Students select one to three “folders” of their classmates’ personal papers to analyze and learn from. They then create a secondary source by describing what they learned about their classmate through their personal papers. Archival best practices and research skills are built into this nine-lesson unit.	oercommons	2025-03-18T00:36:23.762754	Primary Source	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88149/overview", "title": "Learning About and Creating Student Archives", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/118205/overview	Example of a Weekly Plan for Preschool Map Study Overview Physical Development Weekly Plan This lesson plan gives an example of a weekly plan a teacher might use that will include activities that promote physical development. Title image by Five Minute Mum (2024) https://fiveminutemum.com/games-and-activities/the-pirate-treasure-map	oercommons	2025-03-18T00:36:23.775743	07/21/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118205/overview", "title": "Example of a Weekly Plan for Preschool Map Study", "author": "Christy Feller" }
https://oercommons.org/courseware/lesson/9147/overview	Slide deck for Bauhinia Genome presentation. Quiz Community Genomes: using the example of Bauhinia Genome for genomics education. What is a genome project, and why are they important? Overview This genomics education lesson plan was formulated and tested on some year 6 students with the help of their teacher Michelle Pardini at the Hong Kong ICS School. Using the example of the ongoing citizen science Bahinia Genome project from Hong Kong it hopes to serve as a model to inspire and inform other national genome projects, and aid the development of crucial genomic literacy and skills across the globe. Inspiring and training a new generation of scientists to use these tools to tackle the biggest threats to mankind: climate change, disease, and food security. It is released under a CC-BY SA 4.0 license, and utilised the following slide deck and final quiz. Promoting open science, all of the data and resources produced from the project is immediately put into the public domain. Please feel free to utilise, adapt and build upon any of these as you wish. The open licence makes these open education resources usable just with attribution and posting of modified resources under a similar manner. Contact BauhiniaGenome if you have any questions or feedback. Bauhinia Genome overview For a slidedeck for the lesson plan laid out here you can use the set in slideshare here. Preparation Background Knowledge. Students need to have already covered “what is DNA” (deoxyribonucleic acid), briefly introducing the cell (including nucleus and chromosomes), and if possibly having touched on transcription and translation (there are useful OER resources on this like this). For background you can also show students BrainPop on DNA. For an introduction to what is the genetic code, see the BBC’s resources on this. For an overview of Human Chromosomes and Genes, see also CK12 for additional material. What is a Genome? What is a Genome? First coined by Hans Winkler in 1920 (translated from German) as: “I propose the expression Genom for the haploid chromosome set, which, together with the pertinent protoplasm, specifies the material foundations of the species.” I.e. all the genetic code in an organism. In the human that would be all the DNA from the 23 pairs of chromosomes. How big is the human genome? The human genome, all the instructions to code a living person is 3 billion basepairs (bp) in length. Referred to as 3Gbp (“Giga basepairs”), or 6Gbp if you count we are diploid (have two sets of chromosomes from each parent). Stretching out all of the DNA in a human cell, end-to-end would stretch out 2 meters long, Stretching out all of the DNA in all your 50 trillions cells would stretch to the moon and back 100,000 times. Opening Do you know what a genome is? All the genetic code in an organism. In the human that would be all the DNA from the 23 pairs of chromosomes. How large is the human genome? The human genome, all the instructions to code a living person is 3 billion basepairs (bp) in length. Writing these letters out in a book would produce roughly 1,000 volumes of the size of the Bible. All this is wrapped up into an organisms cell. Stretching out all of the DNA in a human cell, end-to-end would stretch out 2 meters long, Stretching out all of the DNA in all your 50 trillions cells would stretch to the moon and back 100,000 times. If you've not already covered the genetic code, see the BBC’s resources on this. For an overview of Human Chromosomes and Genes, see also CK12 for additional material. Main lesson plan on genomes, bauhinia flowers and more How do you read the genome, and what is the human genome project? What is DNA sequencing? Fred Sanger received his second Nobel prize for figuring out how to read the genetic code with his DNA sequencing method, developed in 1977. This was slow, used radioactive chemicals and gels, but people subsequently sped up and automated this technique using light, sensors and computers to read and interpret data. This newer technique provides a faster and more reliable means of sequencing (see study.com and pbslearning for more). What is the human genome? Some good videos on this including these two embedded examples. After realizing we could read the stretches of the DNA code, in 1985 the US Department of Energy proposed to sequence all 3 billion letters of the genetic code of the human. Starting in 1990, and eventually completed in 2003, the human genome project was the biggest ever project carried out in biology, and cost an estimated $3 billion US dollars to sequence one reference genome. See timeline: source. Thanks to incredible improvements in technology, the sequencing of one human genome can now be competed in a matter of days or weeks, and for a tiny fraction of the cost (roughly $1000 dollars by 2015). See: NHGRI sequencing cost graph. How do you read a genome, and what is the human genome project? : Work Time What is DNA sequencing? The British scientist Fred Sanger received his second Nobel prize for figuring out how to read the genetic code with his DNA sequencing method, developed in 1977. This was slow, used radioactive chemicals and gels, but people subsequently sped up and automated this technique using light, sensors and computers to read and interpret data. This newer technique provides a faster and more reliable means of sequencing (see study.com and pbslearning for more on this this if you are interested). What is the human genome? After realizing we could read the stretches of the DNA code, in 1985 the US government proposed to sequence all 3 billion letters of the genetic code of the human. Starting in 1990, and eventually completed in 2003, the human genome project was the biggest ever project carried out in biology, and cost an estimated $3 billion US dollars to sequence one reference genome. With the first genome costing billions of dollars and taking over a decade, things have changed rapidly. Thanks to incredible improvements in technology, the sequencing of one human genome can now be competed in a matter of days or weeks, and for a tiny fraction of the cost (roughly $1000 dollars by 2015). Why sequence genomes? On top of the importance for understanding human health and disease, there are amazing things that can be done studying biodiversity (environmental DNA studies and DNA barcoding, see this profile), the human microbiome (“our other genome”, with up to 10x more microbial cells in an on us than human cells), single cell sequencing to understand cancer evolution, DNA forensics, and ancient DNA sequencing. Ancient DNA: Is Jurassic park possible? We have sequenced DNA from ancient humans, and extinct species such as woolly mammoths. The oldest species sequenced to date is 700,000 years old, and we have now determined the half life of DNA is 521 years, meaning that even in cold environments all detectable levels of DNA would have been degraded in a million years. Writing DNA. Synthetic Biology and Genome Editing. “Synthetic biology is a) the design and construction of new biological parts, devices and systems and b) the re-design of existing natural biological systems for useful purposes.” Definition source: Synthetic Biology.org. As we have machines that can synthesize DNA sequences to order, we now how the equivalent of DNA printers that can synthesise sequences designed on computer, treat parts like interacting lego bricks, and even design and create entire organisms. Adventures in Synthetic biology webcomic. The first entirely synthetic organism was produced in 2010, Mycoplasma laboratorium, designed on a computer and assembled by a team lead by DNA researcher Craig Venter. The synthesized genome was transplanted into the existing empty cell of another bacterium that had had its DNA removed. This viable “synthetic” bacterium, nicknamed Synthia, is now be followed up by moves to synthesize larger synthetic organisms such as yeast and eventually nematode worms. See this cartoon for further on the story of Synthia. Would you and your students like to participate? The International Genetically Engineered Machine (iGEM) Competition is the premier student competition in Synthetic Biology. Since 2004, participants of the competition have experienced education, teamwork, sharing, and more in a unique competition setting that involves students and the public in the development of this new field of synthetic biology. In 2015 more than 260 teams participated from across the world (including four teams from Hong Kong), representing universities, high schools and community labs. Check out their homepage to see who is competing this year: Why study genomes? Why are they important? What is Synthetic Biology?: Work Time Why sequence genomes? On top of the importance for understanding human health and disease, there are amazing things that can be done studying biodiversity (environmental DNA studies and DNA barcoding, see this profile), the human microbiome (“our other genome”, with up to 10x more microbial cells in an on us than human cells), single cell sequencing to understand cancer evolution, DNA forensics, and ancient DNA sequencing. Ancient DNA: Is Jurassic park possible? We have sequenced DNA from ancient humans, and extinct species such as woolly mammoths. The oldest species sequenced to date is 700,000 years old, and we have now determined the half life of DNA is 521 years, meaning that even in cold environments all detectable levels of DNA would have been degraded in a million years. Writing DNA. Synthetic Biology and Genome Editing. “Synthetic biology is a) the design and construction of new biological parts, devices and systems and b) the re-design of existing natural biological systems for useful purposes.” As we have machines that can synthesize DNA sequences to order, we now how the equivalent of DNA printers that can synthesise sequences designed on computer, treat parts like interacting lego bricks, and even design and create entire organisms. See the adventures in Synthetic biology webcomic here. The first entirely synthetic organism was produced in 2010, Mycoplasma laboratorium, designed on a computer and assembled by a team lead by DNA researcher Craig Venter. The synthesized genome was transplanted into the existing empty cell of another bacterium that had had its DNA removed. This viable “synthetic” bacterium, nicknamed Synthia, is now be followed up by moves to synthesize larger synthetic organisms such as yeast and eventually nematode worms. See this cartoon for further on the story of Synthia. Would you like to participate? The International Genetically Engineered Machine (iGEM) Competition is the premier student competition in Synthetic Biology. Since 2004, participants of the competition have experienced education, teamwork, sharing, and more in a unique competition setting that involves students and the public in the development of this new field of synthetic biology. In 2015 more than 260 teams participated from across the world (including four teams from Hong Kong), representing universities, high schools and community labs. Check out their homepage to see who is competing this year: http://igem.org/Main_Page Further Reading. Synbio101 Definition of Synthetic Biology. FAQ on Synthetic Biology. Genomics in Hong Kong. Why is this important here? Hong Kong has since 2010 hosted the largest DNA sequencing facility in the world in Tai Po Industrial Estate (BGI HK profile), and also has researchers that have invented many of the key techniques that are making genomics a key technology used by medical doctors (see this interview with Dennis Lo, pioneer of circulating DNA diagnostics at the Chinese University of Hong Kong). Genomics is also estimated in coming decades to overtake astrophysics, social media, and video streaming from youtube to become the biggest “big data” on the internet. Despite this very few people in Hong Kong know and understand what genomics is. It will be very important to provide genomics education and literacy to the public, and train a future generation of data scientists to work in this area. Hence this project. What is the Hong Kong Bauhinia, and why is it relevant to genomics? The emblem of Hong Kong is the beautiful Bauhinia flower. This is the flower of the orchid tree Bauhinia blakeana, which was first discovered in Hong Kong. What many people may not know is that it is a sterile hybrid, and how and why it ended up in Hong Kong is shrouded in mystery. The tree was first discovered by a French missionary, Father Jean-Marie Delavay, in the 1880s, growing near Mount Davis on Hong Kong Island. Being an expert in horticulture, Jean-Marie took cuttings and introduced to the Hong Kong Botanic Gardens and across the world. The species is a hybrid, likely a cross of two local species, Bauhinia variegata and Bauhinia purpurea, but this has yet to be confirmed definitively. One of the best ways to help uncover the secrets of any organism is by looking at its genetic code. Sequencing the genome of the Hong Kong Bauhinia can hopefully help determine exactly where the plant originally came from. The BauhiniaGenome.hk project has launched to fund and carry this work out in Hong Kong, inspiring students and others to join these efforts and learn the skills and what is involved in putting together a genome project. Bauhinia is not actually an orchid. It is instead a legume, part of the same family of plants as peas and beans, and has nodules on its roots that enables special nitrogen fixing bacteria to produce their own fertilizer. This makes Bauhinia a special plant that is good for the soil by helping create its own fertilizer, and is also used as tasty food in India, Nepal, Thailand and Vietnam. We have set up some resources for students spot the different Bauhinia species in Hong Kong, and they can use the hashtag #bauhiniawatch on social media or our checklist if they do. See also some videos on BauhiniaGenome, plus coverage in SCMP, on CNN, on the radio, and on the Bauhnia Genome Homepage: The sample collection, and RNA/DNA extraction was captured on film by CNN and featured on a “On China” special covering science in China in April 2016. You can see the clip here. A blooming area of science. Hong Kong and Bauhinia Genomes.: Work Time Genomics in Hong Kong. Why is this important here? Hong Kong has since 2010 hosted the largest DNA sequencing facility in the world in Tai Po Industrial Estate, and also has researchers that have invented many of the key techniques that are making genomics a key technology used by medical doctors. Genomics is also estimated in coming decades to overtake astrophysics, social media, and video streaming from youtube to become the biggest “big data” on the internet. Despite this very few people in Hong Kong know and understand what genomics is. It will be very important to provide genomics education and literacy to the public, and train a future generation of data scientists to work in this area. What is the Hong Kong Bauhinia, and why is it relevant to genomics? The emblem of Hong Kong is the beautiful Bauhinia flower and appears on our flag and money. This is the flower of the orchid tree Bauhinia blakeana, which was first discovered in Hong Kong. What many people may not know is that it is a sterile hybrid, and how and why it ended up in Hong Kong is shrouded in mystery. The tree was first discovered by a French missionary, Father Jean-Marie Delavay, in the 1880s, growing near Mount Davis on Hong Kong Island. Being an expert in horticulture, Jean-Marie took cuttings and introduced to the Hong Kong Botanic Gardens and across the world. The species is a hybrid, likely a cross of two local species, Bauhinia variegata and Bauhinia purpurea, but this has yet to be confirmed definitively. One of the best ways to help uncover the secrets of any organism is by looking at its genetic code. Sequencing the genome of the Hong Kong Bauhinia can hopefully help determine exactly where the plant originally came from. The BauhiniaGenome.hk project has launched to fund and carry this work out in Hong Kong, inspiring students and others to join these efforts and learn the skills and what is involved in putting together a genome project. Bauhinia is not actually an orchid. It is instead a legume, part of the same family of plants as peas and beans, and has nodules on its roots that enables special nitrogen fixing bacteria to produce their own fertilizer. This makes Bauhinia a special plant that is good for the soil by helping create its own fertilizer, and is also used as tasty food in India and Nepal. We have set up some resources to spot the different Bauhinia species in Hong Kong, and you can use the hashtag #bauhiniawatch on social media or our checklist if you do. See more on the Bauhnia Genome Homepage: The sample collection, and RNA/DNA extraction was captured on film by CNN and featured on a “On China” special covering science in China in April 2016. You can see the clip here. How to extract DNA at home/in the classroom? How to extract DNA at home/in the classroom? Studying the DNA of a species is not just something very expensive high tech labs and universities can do. With the huge decrease in cost, genomics is getting increasingly democratized. Most genomics data is available for free on the internet to anyone who wants to use it, and there are growing numbers of DIYbio community labs around the world demonstrating what citizens can do at home. Extracting DNA is surprisingly easy, and there are some easy demos you can do in class if you have 15 minutes spare and all the suitable materials: fresh strawberries, salt, water, liquid detergent, coffee filters, ice cold rubbing alcohol, ziplock bag and a small beaker. More detailed on instructions on how to extract DNA from strawberries is here. From tougher species there are instructions here. Performance Task Your teacher will now attempt to demonstrate DNA extraction to you in about 15 minutes using strawberries and some common household ingredients. Or you can see the following example on this video. If you have the items to do this at home you can even have a go at this yourself. Final quiz on what you've learned about Bauhinia and Genomes Included as a resource is a final short final quiz on what you have learned in the lesson today. This should take 5-10 minutes maximum, and can be carried out at the end of the lesson, during the digestion step of a DNA extraction demo, or as homework. Answers if needed: 1). 3 billion (or 6 billion if you count being diploid). 2). 500 million. 3). 2m. 4). 100,000 times. 5). $3 billion USD. 6). Synthia (or Mycoplasma laboratorium). 7). Father Jean-Marie Delavay. 8). No, a legume (bean/pea family). 9). Produce their own fertizer (special bacteria in root nodules). 10). International Genetically Engineered Machine Competition. Homework Here we have a final short final quiz on what you have learned in the lesson today. This should take 5-10 minutes maximum. We hope you enjoyed learning about BauhiniaGenome, and if you'd like some further reading as homework see the following. How to extract DNA at home From strawberries: http://www.stevespanglerscience.com/lab/experiments/strawberry-dna/ From tougher species: http://learn.genetics.utah.edu/content/labs/extraction/howto/ More on Synthetic Biology Adventures in Synthetic biology webcomic: http://www.nature.com/nature/comics/syntheticbiologycomic/ iGEM competition: http://igem.org/Main_Page Bauhinia Genome How to spot Bauhinia (use the hashtag #bauhiniawatch if you do): http://bauhiniagenome.hk/get-involved/education/know-your-bauhinia/ How to cook Bauhinia: recipe for Bauhinia achaar (Nepali pickle): http://bauhiniagenome.hk/get-involved/education/recipe-koirala-achaar/ Bauhinia Genome in SCMP: Follow us: Twitter: @bauhiniagenome #bauhinawatch Facebook: https://www.facebook.com/BauhiniaGenome Website: http://bauhiniagenome.hk/ Youtube: https://www.youtube.com/channel/UC1zUwiLpoyeviqnDNAM40eg Indiegogo: http://igg.me/at/bauhinia	oercommons	2025-03-18T00:36:23.820525	Life Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/9147/overview", "title": "Community Genomes: using the example of Bauhinia Genome for genomics education. What is a genome project, and why are they important?", "author": "Genetics" }
https://oercommons.org/courseware/lesson/97419/overview	Education Standards Criteria Matrix Hazard Cerification Card https://oercommons.org/courseware/lesson/109077 Notice - Wonder - Know Student Sheet STEMify Your Classroom Supply List Overview In this lesson students will develop an evidence-based argument after investigating the product safety, performance, and cost of a variety of cleaning and disinfecting products designed to remove germs. Students will be introduced to principles of sustainable design, life-cycle thinking, and how to identify safer products to certifications. Except where otherwise noted, this work by Saskia van Bergen (Washington Department of Ecology), Vickei Hrdina (ESD 112), and Carissa Haug (NCESD) is licensed under Creative Commons Attribution License 4.0. All logos and trademarks are property of their respective owners. Lesson Plan STEM-ify Your Class Supply List Lesson Overview: In this lesson students will develop an evidence-based argument after investigating the product safety, performance, and cost of a variety of cleaning and disinfecting products designed to remove germs. Students will be introduced to principles of sustainable design, life-cycle thinking, and how to identify safer products to certifications. Lesson Objectives - Germs are bacteria. Bacteria are present everywhere and in/on all living things. Products can be used for different purposes; cleaning, sanitizing, or disinfecting. Choices in cleaning products come with benefits and tradeoffs. We can design investigations to help us make better decisions. Scientists use evidence to make claims. This lesson addresses the following Next Generation Science Standard Performance Expectation. In particular, ETS1.C: Materials: Clorox Disinfecting Wipes or another brand that has quaternary amines* as the active ingredient GreenWorks Compostable Cleaning Wipes or another brand of wipes on the Safer Choice product list or if you want to test a sanitizer or disinfectant from the Design for the Environment Product list Paper Towels Microfiber Cleaning Cloth GloGerm Powder Brush Masking Tape Marker Pre-filled LB plates and sterile swab kit Engage: Procedure Read, “Do Not Lick This Book” https://www.youtube.com/watch?v=U43kKGtgYBE Or another favorite book about germs. Ask students what they noticed and what they are wondering about after reading the book? Accept all responses. Ask students “What are different ways to clean a surface of germs?” School-Home connection - “What ways do you or your family clean surfaces at home?” (Potential student responses: soap and water, wipes, spray) Tell students that they will be working like scientists to determine what cleaning product is best to remove germs from a surface. Explore: As a class or individually, write a plan for how to determine the best cleaning product for removing germs. Show students the materials that are available for their investigation. Ask students to work together in small groups to come up with steps on how they think they can test for the cleaning product that removes germs the best. Bring class back together and build a class procedure for completing the investigation using student input. As ideas are shared, be sure to point out fair test ideas and good scientific practices. Follow the Physical Removal Activity and complete the investigation. Use a Scientist’s Circle Discussion to have students share their observations from the physical removal activity. Scientist Circle - Begin with Notice and ask one student to share just one of their observations. Ask other students if they have a notice that is similar or connected to the one that was previously shared. That student will then share their notice. Continue to work through the discussion allowing all students to share their notice. Then move on to Wonder and Know observations. Lead students in a discussion to come to a consensus, based on evidence, of what cleaning product appears to do the best at removing germs. Record the consensus claim on chart paper to refer to later. Follow the Disinfecting Activity and complete the investigation. *PLAN AHEAD - This investigation takes several days for bacteria to grow in order to collect data. Ask students to carefully walk around to other groups’ petri dishes and make observations. Have them note similarities and differences between their own petri dishes and other groups’ petri dishes. Discuss as a whole class what they notice and determine if a consensus can be made regarding the best cleaning product for killing germs. Discuss the difference between cleaning, sanitizing, and disinfecting. CLEANING removes dirt and most germs. SANITIZING reduces germs to safe levels. DISINFECTING kills most germs, depending on the type of chemical, and only when used as directed on the label. You can learn more at Washington State Department of Health’s website Explain: Draw students attention to the focus question, “What cleaning product is best to clean a surface of germs?” Tell students they are ready to make an initial claim based on their investigation evidence. Tell students that scientists use claim, evidence, and reasoning to communicate their scientific explanations to a question or problem. A claim is a statement that you believe to be true that answers the scientific question. Evidence is the data or research gathered through investigations, readings, videos, or observations. Reasoning shows how the evidence answers the question or solves the problem. Consider creating an anchor chart for students to refer to for C-E-R. Remind students that this is their initial C-E-R response to the focus question and that they will be learning more in the future so will be able to revise them. Ask students to share their C-E-R with a partner, provide and receive feedback, then make any necessary revisions Elaborate: Ask students if they think it is necessary to kill germs (disinfect) from a counter versus only physically removing them. Have them turn and talk before asking for student responses. Remind students of the difference between cleaning, sanitizing, and disinfecting, if necessary. Ask students, does removing or killing germs on a surface reduce the risk of disease? Could other actions be just as, or more, effective? Discussion could center on routes of exposure, effectiveness of surface washing for airborne diseases, effectiveness of handwashing for surface-borne diseases, the role of a healthy immune system and the impact of certain chemicals on the immune system. Ask students if they can think of reasons why we might not want to use products with harmful chemicals in the classroom. Tell students that scientists try to design chemical products that reduce or eliminate the use of hazardous substances. These scientists are called green chemists. Provide students with the Hazard Assessment and Certifications Card. Tell students that sometimes there are products that are safer to use because they are less hazardous for the environment and living things. We can look for symbols like the Safer Choice symbol and the Caution labels to learn more about a product. Ask students to look at the GreenWorks wipe container and identify its label using the Hazard Assessment and Certifications Card. Ask for a student volunteer to share their findings. Ask students to look at the Clorox wipe container and identify its label using the Hazard Assessment and Certifications Card. Ask for a student volunteer to share their findings. If using a spray product, ask students to look at the spray container and identify its label using the Hazard Assessment and Certifications Card. Ask a student volunteer to share their findings. Ask students to talk to a partner about which product is less hazardous for us to use: Clorox, GreenWorks, or the microfiber cloth. Handout a Criteria matrix to each student. Tell them this graphic organizer will help them develop an evidence based argument for what cleaning product is best for their classroom supply list. Ask students to help you fill in the matrix with information from their investigations and from the labels on the cleaning products. At this point, you can fill in just the Safety and Performance columns with students' input. You will need to provide students with cost evidence. Example shown below. Tell students that green chemists not only consider the hazards of a product but also its life cycle. Ask volunteers what they know about life cycles. Tell students things like cleaning products also have life cycles. When considering the life cycle of a product like the wipes, scientists think about what materials are needed to create that product, where those materials come from, who will be impacted by the use of those materials. They also consider who will use the products and how they might be impacted as well as what happens to the product when it is done being used. Ask students, “What did we do with the cleaning products we tested in our investigations?” (Potential student responses: threw the wipes away, put the microfiber cloth back in the cabinet) Ask students to consider which cleaning product seemed best based on what happened to it after it was used. Support students in filling out the final column in their criteria matrix. Discuss as a class what students see in their criteria matrix. Ask them to think about what recommendation they would make regarding cleaning products and why they would make it. Evaluate: Tell students that being a scientist means communicating their research and findings with others. They will now be responsible for recommending a cleaning supply for the class supply list based on their research. Have students use chart paper to create a poster with their cleaning product recommendation for the class supply list which should be based on their evidence. Students should use their criteria matrix to develop their argument. Ask students to post their posters around the classroom for a Gallery Walk. One team member from the group will serve as the spokesperson and stay behind at the poster to answer questions for other students. The rest of the group will move around the room to observe other groups’ posters. The group will share what they learned from others with their spokesperson when they complete their If this is the first time your students are engaging in a Gallery Walk be sure to establish norms around what this looks like and practice how to ask questions and provide feedback to others. Complete the lesson by asking the class for a letter recommendation for cleaning supplies for the future class supply list based on their poster information. (Literacy connection- writing a letter) Extension Activities: Determining Effectiveness of Disinfectants Ask students to use the EPA’s N list to investigate the effectiveness of the different disinfectants that are found in various commercial wipes like Clorox. EPA List N Tool EPA’s Video Tutorial on How to Use the List N Tool Promoting Safer Certifications for Communities and Families Have students design a marketing material (poster, placard, etc) that promotes consumer awareness around Safer Certifications for places like supermarkets and stores. Have students present their developed material to the class. Washington State Department of Ecology’s Safer Choice Blog as an example Extension Life Cycle Activities Sustainable STEM Lesson 03 Life Cycle https://www.beyondbenign.org/curriculum_topic/ms-sustainable-stem/ Are Mushrooms the New Plastic? https://www.beyondbenign.org/curriculum_topic/ms-enrichment-resources/ ‘Flusable” wipes causing problems in Tacoma (Unintended Consequences) Video (~3 minutes): https://www.youtube.com/watch?v=pJJvfF9XzeE Flushable Wipes - Do They Disintegrate? Video (~22 minutes): https://www.youtube.com/watch?v=_iASfS9esVU Do Flushable Wipes Actually Dissolve? Video (~12 minutes): https://www.youtube.com/watch?v=zAeRXSsVL-4 Physical Removal Investigation Procedure STEM-ify your Class Supply List Physical Removal Investigation Procedure Materials \| \| Before the Activity - Using a brush, apply GloGerm UV powder onto the surface that will be studied. Check with the UV flashlight that the material is dispersed. - Mark laboratory stations using masking tape to demark 4 quadrants. - Clearly label the 4 quadrants: Unwashed (control), Clorox Wipe, GreenWorks wipe, wet microfiber towel[a][b] With students - Instruct students to choose one student in each group for each of the following roles: the Supervisor (makes sure the washer wipes quadrants consistently) and the Washer (performs the washing and sanitizing of the sample quadrants). - Teacher or student shines the UV flashlight on the quadrants. - Instruct the Washer, to carefully and consistently wash the second quadrant with a Clorox Wipe. Be sure to have them wipe in a consistent manner (“s” wipe or 3 circles). Dispose of the wipe. - The Washer repeats the process for Quarants 3 and 4 (GreenWorks and Microfiber cloth). - Teacher or student shines the UV flashlight on the quadrants. Data Collection and Analysis - Have students in the group each document their observations and compare the quadrants. Notice - Wonder - Know Student Sheet - Have each group present their observatory notes.. What do they notice? What do they wonder? What do they know? In a Scientist Circle Discussion Safety Issues UV Flashlight- Do not shine into eyes. Always avoid contact with eyes. Extension Opportunities - Using Glogerm for handwashing- https://www.instructables.com/id/Teach-a-Glo-Germ-Lesson-for-Improved-Hand-Washing-/ - Handwashing- water temperature, time, soap https://learning-center.homesciencetools.com/article/glo-germ-projects/ - Glogerm- Educational Worksheets (http://www.glogerm.com/worksheets.html) [a]should we mention that they can use other things like paper towels and spray cleaning products? [b](if they want to test other products) Disinfecting Investigation Procedure STEM-ify your Class Supply List - Microbiology Disinfecting Investigation Procedure Materials Prefilled LB plates and sterile swab kit from Amazon ($20 for 10 plates) Clorox Disinfecting Wipes or another brand that has quaternary amines as the active ingredient GreenWorks Compostable Cleaning Wipes or another brand of wipes on the Safer Choice product list or if you want to test a sanitizer or disinfectant from the Design for the Environment Product list Microfiber cleaning cloth Before the Activity Prepare LB plates (or use pre-filled agar plates) Preparation instructions: Add 10 g LB agar to 250 ml water in a microwaveable container. Microwave the solution for about 3 minutes (until boiling). Pour the hot solution into the Petri dishes, so that you just cover the bottom completely. Let Petri dishes stand for 20 minutes while the agar solidifies. *(Note: 250 ml LB solution will make 30 Petri dishes; adjust quantities appropriately depending on how many dishes you want to prepare.) Label 4 Petri dishes for each group by using a marker to write the group number/name and class on the lids. Mark laboratory stations with students using masking tape to demark 4 quadrants. Clearly mark the following on each of the 4 lids: Unwashed (control), Clorox Wipe, GreenWorks wipe, wet microfiber towel With students Instruct students to choose one student in each group for each of the following roles: Swabber (collects the swabbing samples), the Supervisor (makes sure the correct Petri dish is being used) and the Washer (oversees the washing and sanitizing of the sample quadrants). Note: To reduce experimental error, it is important to have all samples come from the same person. Show students the video procedure on how to use swabs in the petri dishes https://www.youtube.com/watch?v=C4COfoS8Y6Y Hand out 4 pre-labeled Petri dishes to each group; ask students to notice how each lid is labeled. Direct students to begin with the "unwashed" Petri dish. The Swabber, should gently rub a cotton swab on the surface of the quadrant. Be sure the Swabber does not lay down the cotton swab. The Supervisor should open the "unwashed" Petri dish containing agar. The Swabber should gently rub the cotton swab sample taken from the unwashed quadrant back and forth on the agar. Remind Swabbers to be very careful not to apply too much pressure when doing this, so as to not tear the agar. The Supervisor should close the Petri dish. Instruct the Washer, to carefully wash the second quadrant with a Clorox Wipe. Be sure to have them wipe in 3 circles. Wait at least 30 seconds (this is the dwell time that it takes for the product to be effective). Dispose of the wipe. The Swabber and Supervisor should repeat steps 4-6 for this quadrant; being careful to streak the dish labeled "Clorox." The Washer repeats the process for Quarants 3 and 4 (GreenWorks and Towel). Swabber takes samples from each Quadrant. Supervisor is to keep each dish labeled accurately and places them in a safe area for observation. Data Collection and Analysis Allow the plates to sit in a well-vented, warm area (not direct sunlight) for 4 days. At the end of each day, instruct Supervisors from each group to take a photo of their group’s quadrants and save them to a digital file. Each student in the group should document their observations at the end of each day. On the 5th day, have each group present their observatory notes and the photos of the bacterial growth. What do they notice? What do they wonder? What do they know? Safety Issues As soon as the plates have been streaked and the Petri dish lid replaced, apply two pieces of tape to keep the lids connected; however any closure should not be made air-tight. Keep the Petri dish plates away from students until the time of data analysis. No student, at any time, should touch the agar or the bacteria. When taking pictures, open the lid briefly and replace it immediately. When the activity is complete and pictures have been taken of all samples, immediately discard the Petri dishes in a trash container that is securely away from the student population. Troubleshooting Tips For optimal bacterial growth, place the Petri dishes in well-ventilated warm locations, between 22 ⁰C (72 ⁰F) and 37 ⁰C (99 ⁰F.) Extension Opportunities For ways to expand this activity see “Bacteria are Everywhere!” lesson at https://www.teachengineering.org/activities/view/nyu_bacteria_activity1	oercommons	2025-03-18T00:36:23.888344	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97419/overview", "title": "STEMify Your Classroom Supply List", "author": "Engineering" }
https://oercommons.org/courseware/lesson/93833/overview	CUET: Game-Changer for India's Advanced Education System Overview This Blog is all about the CUET Exam and it's pattern syllabus. What exactly is CUET? What exactly is CUET? The Common University Entrance Test (CUET) is an entrance test conducted by the National Testing Agency (NTA) for admission to ug courses offered by the Central Universities. The name of this exam is Central Universities Common Entrance Test (CUET). The test is organised once a year in over 500 places across India. The duration of the exam will be hours 3 Hours 15 minutes or 3 Hours 45 minutes depending on the options the candidate has chosen. Firstly, CUET was administered in offline mode but now NTA has been administering the test in online mode since last year. CUET-2022 Colleges and Universities: The government has proposed holding a Common University Entrance Test, which might be a game-changer for India's advanced education system (CUET). From the academic session 2022- 2023, there are 44 CUET sharing universities and institutions. Many people may be surprised to learn that a plan to reduce the strain of advanced cut-offs in the utmost prestigious central institutions has been in the workshop for quite some time. Still, the Common Entrance Test was made possible by the National Education Policy (NEP), which aims to introduce dramatic changes to the country's educational system. The University of Delhi (DU), Jawaharlal Nehru University (JNU), Banaras Hindu University (BHU), and others are among India's 54 Central Universities. CUET 2022 will bring together 44 central universities from across the country. Aligarh Muslim University Assam University Babasaheb Bhimrao Ambedkar University Banaras Hindu University Central University of Andhra Pradesh Central University of South Bihar Central University of Gujarat Central University of Haryana Central University of Himachal Pradesh Central University of Jammu Central University of Jharkhand Central University of Karnataka Central University of Kashmir Central University of Kerala Central University of Odisha Central University of Punjab Central University of Rajasthan Central University of Tamil Nadu Harisingh Gaur Vishwa Vidyalaya Guru Ghasidas Vishwavidyalaya Hemvati Nandan Bahuguna Garhwal University Indira Gandhi National Tribal University Jamia Millia Islamia Jawaharlal Nehru University Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya Manipur University Maulana Azad National Urdu University Mizoram University Nagaland University North-Eastern Hill University Pondicherry University Rajiv Gandhi University Sikkim University Tezpur University The English and Foreign Languages University Tripura University University of Allahabad University of Delhi University of Hyderabad Visva Bharati University Mahatma Gandhi Central University Central Sanskrit University, Delhi Shri Lal Bahadur Shastri National Sanskrit University National Sanskrit University Eligibility Criteria for CUET 2022: On the CUET website, the sanctioned announcement for CUET 2022 has been published. According to the most recent CUET advertisement, there's no age limit for individuals applying for the CUET (UG) - 2022. Students who have passed or are listed to take the class 12th/original examination in 2022, are eligible to take the CUET (UG) - 2022 test. Students will be required to meet the age conditions (if any) of the universities to which they wish to apply. Crucial Points Regarding CUET 2022 Eligibility Criteria: Each Central University participating in the program is suitable for setting its own admissions criteria for CUET Eligibility. CUET Eligibility doesn't specify an age limit at this time. Central Universities, on the other hand, have the authority to set minimum and maximum age conditions for admission to all (or any) of the programs on offer. Students are recommended to consult the University website to which they're applying for their programs because the eligibility criteria for admission may be unique for each University. Students should ensure that they meet the eligibility conditions of the university to which they're applying before submitting an application form. A seeker's bare presence in the Entrance Test or passing the test doesn't allow him or her to be considered for admission to the Program unless he or she meets the University's Program-specific eligibility conditions. Reservation system in CUET: Because CUET is an entrance test for admissions to Undergraduate programs at Central Universities established under an Act of Parliament, each Central University must adhere to the Government of India's input and seat reservation guidelines. The SC/ ST, OBC, and PwD orders are given certain latitude in this area of the CUET Eligibility. A seeker must be suitable to present licit documents/ instruments to support claims for reservation benefits grounded on an estate (or any other group as defined). Every candidate must corroborate the legality of their application as per the guidelines listed in the CUET Eligibility criteria, as well as the Central University to which they're applying. The seeker should be apprehensive of any documents that may be needed during the application process or the admissions process. Test Pattern & Marking Scheme for CUET: Given the position of interest in CUET, all applicants must understand the CUET test Pattern in order to design an effective test plan for CUET 2022. The Computer Based Test (CBT) for the CUET entrance test will be held online. Depending on the option chosen by the aspirant, the test will last 3 hours 15 seconds or 3 hours 45 seconds. NTA will also conduct the CUET Exam in 13 languages (Tamil, Telugu, Kannada, Malayalam, Marathi, Gujarati, Odiya, Bengali, Assamese, Punjabi, English, Hindi, and Urdu). 1. CUET 2022 will be conducted in an online mode as Computer Based Test-CBT 2. CUET (UG) – 2022 will consist of the following 4 sections namely- Section IA – 13 Languages (Tamil, Telugu, Kannada, Malayalam, Marathi, Gujarati, Odiya, Bengali, Assamese, Punjabi, English, Hindi, and Urdu) Section IB – 19 Languages (French, Spanish, German, Nepali, Persian, Italian, Arabic, Sindhi, Kashmiri, Konkani, Bodo, Dogri, Maithili, Manipuri, Santhali, Tibetan, Japanese, Russian, Chinese.) Section II – 27 Domain-specific Subjects (listed below) Section III – General Test 3. The question paper will be Multiple Choice Question type only. 4. Section IA & IB- A candidate can choose a maximum of any 3 languages from Section IA and Section IB has taken together. (One of the languages chosen needs to be in lieu of Domain-specific subjects) 5. Section II offers 27 Subjects, out of which a candidate may choose a maximum of 6 Subjects. 6. Section III comprises General Test. 7. For choosing Languages (up to 3) from Section IA and IB and a maximum of 6 Subjects from Section II and General Test under Section III, the candidate must refer to the requirements of his/her intended University. Sphere-Specific Subject: CUET Test Pattern 2022 The CUET test Pattern lists 27 sphere-specific subjects, which are shown below, Students are allowed to elect up to six subjects from the list below. Accountancy/ Book Keeping Biology/ Biological Studies/ Biotechnology/ Biochemistry Business Studies Chemistry Computer Science/ Informatics Practices Economics/ Business Economics Engineering Graphics Entrepreneurship Geography/ Geology History Home Science Knowledge Tradition and Practices of India Legal Studies Environmental Science Mathematics Physical Education/ NCC/ Yoga drugs Political wisdom Psychology Sociology tutoring Aptitude husbandry Mass Media/ Mass Communication Anthropology Fine Arts/ Visual trades( Form/ oil)/ Commercial trades, Performing trades – (i) cotillion (Kathak/Bharatnatyam/Oddisi/Kathakali/Kuchipudi/Manipuri (ii) Drama- Theatre (iii) Music General (Hindustani/ Carnatic/Rabindra Sangeet/ Percussion/Non-Percussion) Sanskrit What's the importance of CUET 2022? While CUET 2021 gave access to 14 Central Universities, CUET 2022 will give access to all 54 Central Universities across the country. As a result, it's critical that scholars comprehend the CUET test Pattern and concentrate on well- preparing for the test in order to secure a spot in the programme and university of their choice.	oercommons	2025-03-18T00:36:23.919039	06/16/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93833/overview", "title": "CUET: Game-Changer for India's Advanced Education System", "author": "CUET Entrance Exam Book" }
https://oercommons.org/courseware/lesson/59557/overview	Video Art Overview Recap: Multimodality is multple modes of communication working together What is Multimodality? What is Multimodality	oercommons	2025-03-18T00:36:23.940649	11/09/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/59557/overview", "title": "Video Art", "author": "Thomas Henry" }
https://oercommons.org/courseware/lesson/110613/overview	Say and Jump Overview A fun way for children to practice sight words while adding in physical activity. Indiana Academic Standards for Physical Education and/or Health Standard 1: The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns. Students in early elementary will observe, learn, practice, and develop basic (fundamental) locomotor (traveling actions), non-locomotor (movement in place), and manipulative (object handling) movements. This foundation continues to be established and reinforced to facilitate motor skill acquisition which gives students the capacity for successful levels of performance as they mature. By the end of 5th grade, students continue to achieve maturity with locomotor (traveling actions), non-locomotor (movement in place), and manipulative (object handling) skills. They begin the process of integrating (putting together) these skills into a variety of individual and small-sided team sports and activities that have been adapted to their developmental Interdisciplinary Standards K.R.F.2 Recognize that written words are made up of sequence letters. Essential Question(s) Why are kindergarten sight words so important? (Fluency and comprehension) Children’s answer may be: so we can learn to read! Teachers: How many sight words do I want my kindergarten to get correct? Learning Objective Statements Students will be able to know 7 out of 10 sight words. Formative Assessments Assessment checklist while observing students. 1. Does the child jump over at least 7 of the 10 sight words? yes or no 2. Can the child read 7 of the 10 sight words? yes or no Summative Assessments After reviewing the sight words for a week, give an assessment. While holding card stock sight words, does the child know 7 of the 10 sight words? 7 out of 10 = 70% Essential Vocabulary Words and Phrases of Focus for this Lesson Sight words- my, the, for, to, what, does, that, are, on, off Materials & Resources Card stock paper with 10 sight words. (or paper and writing utensils) Hook/Phenomena Demonstrate for students. Teaching strategies Visuals- sight words on paper, Auditory- saying sight words aloud , hearing other students saying sight words aloud. Kinesthetic- jumping is a type of plyometric exercise. Jumping uses lower body muscles including calves, hamstrings, quadriceps, and glutes. \| Instructional Agenda 10 sheets of cardstock paper. (or any paper will work) 10 sight words printed on cards. (or use a marker to write on cardstock) Lay sight words on the floor with at least 8 to 12 inches apart making a path. Have the children follow in line. As the child is jumping over sight words they are saying the sight words aloud. They follow the path until they have jumped over all words. Scaffolding for Gap Repair and Extended Learning Opportunities For SPED Students- Have them repeat after the teacher, then they may jump over the word card or give them a buddy to help them sound out the sight word. For ELL Students- If English is there second language and can not read the sight words, make an IPAD available with the sight words on the screen so the can tap it and hear how to sound out the words. Or you can give the child a buddy. Use the sight word in a sentence to help child understand the word they are saying. For High Ability Students- add in new sight words to challenge advanced students. Have those students be helpers to friends that are struggling.	oercommons	2025-03-18T00:36:23.969242	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110613/overview", "title": "Say and Jump", "author": "Reading Foundation Skills" }
https://oercommons.org/courseware/lesson/97034/overview	Education Standards Content Learning Centers Designing Effective Activity Centers for Diverse Learners Editing Center Sample Learning Centers Learning Centers Learning Centers (1) Learning Centers[6860] Story Telling Center Sample Using Center Activities to Promote Student Learning Content Learning Centers Overview On this OER, My group and I focused on Content Learning Center, and we focused on how students and teachers were able to include centers into their curriculm. Introduction to Content Learning Centers Content Learning Centers: - Are small areas within the classroom students select from teacher prepared activities to practice and the skills they have been taught. The teacher creates these centers for the students, so they can build and reinforce their skills. In these centers, students need to be actively engaged in their centers while accommodating their own different approaches to learning, as well as their playful natures, and their need for choice. Allowing students to have the freedom of choice and developmentally appropriate centers differentiates instructuction. Which helps students build physical, social-emotional, and cognitive skills. The Benefits of Content Learning Content Centers The benefits of learning in a content learning environment. Our learning centers empower engagement when it is self-directed and based on learners' strength, ability, and interest. The benefits to gain are enhanced language interaction, responsiveness to story, increased art, reading and writing like behaviors, collaboration, peer activity, and independence. Research shows that content learning centers provide open ended activities that allow students to practice skills and strategies taught, and offer opportunities for development. The Goals to achieve when doing an activity center are Fairness: Increase opportunities for assistance by teachers and peers Instructions for all students through conversation and collaboration with the teacher in small groups, homogenous groups Harmony Collaboration on shared products with peers in small groups Inclusion Increased participation by all students Academic Excellence Instruction that is relevant and meaningful to students Opportunities for students to engage in extended reading time, writing. And speaking using academic language Instruction that is cognitively challenging and advances students understanding to more complex levels Instructional framing/ Topic center - The instructional frame: Framing each intructional between an opening and closing is an affective routine for developing, modeling, and practing the community values necessary for an activity center intrusction. The idea behind the opening and closing structure is to facilitate cooperative working relationship; encourage quality work by students, both independently and jointly with peers and the teacher: and promote high expextations for everyone particpating performance and learning Guidelines For A Successful Activity Center Applying learning centers into your classroom will look a little different for every class. Some general guidelines to follow include: Create activity centers that will be challenging to students, but ensuring they will still be able to complete the tasks on their own. During student directed activities, make sure to give the students some choices during the tasks. Make sure the room is set up for group work. Students should be familiar with the layout and where the supplies are located. Include activity center instructions such as task cards or instruction sheets. Break up the tasks of the center into steps for students to more easily understand what they should be doing. Establish a way to assess students after completing a center. There are many ways to accomplish this. An example would be a checklist that the student or teacher completes. (Application Do’s and Don’ts ) Do: Create a challenging environment for students where they still feel comfortable to share their ideas. Don’t: Dismiss student responses. Do: Actively listen to student responses and use them to further the discussion or build on their understanding. Don’t: Ignore answers you get from the students and only use known answers. Do: Ask questions that require discussion with students that will activate their knowledge. Don’t: Only ask questions that have one correct answer. - Do: Connect the instructional unit and activity together so that there is a good flow between topics. Selecting a theme is a great way to tie everything together. Don’t: Hop around to different topics without any connection. Do: Let students talk amongst themselves without selecting a group speaker to encourage participation for all members. Don’t: Assign a speaker or dictate speaking turns. - Here are some examples of activity centers that could be used for language arts: Storytelling Center In this storytelling center, students select a fairy tale and create a story map following the fairy tale. To add movement and role-play into the center, students will act out the selected story. Editing Center For the editing activity center, students will create their own editing checklist to use everytime they get done writing. After working as a group to come up with the things that will be on their editing checklist, they will have the opportunity to try it out with sample paragraphs and their own writing. Bookmaking Center Students will create their own paper bag book in this center. In this book, they will write their own fairytale Activity \| Date Month/Day/Year \| Check Yes ☑️ \| What did you do today? \| Storytellng \| 12/8/22 \| ☑️ \| How to read in front of my friends \| Editing \| \| \|\| Bookmaking \| 12/8/22 \| Applying it to the teacher > How does it apply to the teacher? - This idea of centers applies to teachers in two ways. First a teacher will need to establish routines, use age appropriate materials, and encourage problem-solving in the centers. The teacher will need to find a way to introduce the idea of centers to his/her students. The best way a teacher can do this is through a hands on/modeling demonstration. The second way centers apply to teachers is during center time, a teacher needs to be visibley walking around the room asking questions, providing feedback, highlighting positive examples of student behavior and work, and making adjustments when necessary. The teacher uses these centers to introduce a new skill or reinforce a skill already learned. A teacher should always keep documentation that they can use as a formative assessment to see a student’s progress. Article feedback/Being applied in the real world - In the article, Two Teachers Learn from Their Students: Examining, Teaching, Learning, and the Use of Learning Centers, by Barbara Dian O’Donnell and Rebecca Hitpas, the teacher, Becky did a study of her students, and while documenting this experience she was able to document and observe a couple of her studetns who were in this new transition of actvity centers. She wanted to document they progress her students gianed and the adapting part they failed to gain. Becky and a classroom aide documented each student as they work on the centers and were able to monitor her students’ progress and what they were lacking The students were given a checklist to monitor the progress of their literacy skills During the centers, Becky and her aide attended the centers with the students to Ask question And remediate when necessary The results of Ms. Becky and her Aid both learned that: Students A, one of the youngest students in the class, did not attend preschool and was noticeably behind the other students when school began. Although he made great strides to improve, he was a challenge for Becky, resisting authority and often arguing. As she stated, “He disputed me as well as other adults multiple times on a daily basis.” Becky soon found this new center format fit his circumstances well. She determined that he needed to have control over his environment. When center time came each day, his excitement and enthusiasm was apparent, and even contagious to those around him. - Student B, the youngest of three children and daughter of a fellow teacher, was used to getting her share of attention at home. Although she was normally a cheerful child, she had moments of stubbornness as most kindergarteners would be. Did Student B become more accountable as a result of the new center format? Videotapes and observation notes show that she used her checklist to document center work appropriately. Student B was productively involved on most occasions, but observation notes showed that on a few days she used center materials for actions having nothing to do with literacy, like a hiding game. Her written work samples showed that she was often careless or seemed to be rushed. Despite these occasional problems, Becky felt that Studnet B did become more accountable, and given more time, would show more improvement. The most important lesson she learned was that she does not need to be in control constantly She has to give her students choice and self-accountability in the centers to truly learn and to be productive Becky found new teaching roles in the literacy learning centers She formed new literacy centers and as students worked on the same activities, she will modify the activities on the spot to meet the needs of each different student Conclusion Learning centers are one of the most important ways to learn new content by either working in a group or individually for the students. Working in Centers students can gain social and emotional skills, and learn how to think independently. A good thing to remember when implementing learning centers in your classroom is to establish routines, use age appropriate materials, and encourage problem solving.	oercommons	2025-03-18T00:36:24.033739	Trixie Hodges	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97034/overview", "title": "Content Learning Centers", "author": "Lesley Guerrero" }
https://oercommons.org/courseware/lesson/78421/overview	Linear vs. Exponential Functions Overview The point of the lesson is for students to be able to distinguish between situations that can be modeled with linear functions and with exponential functions. • Prove that linear functions grow by equal differences over equal intervals, and exponential functions grow by equal factors over equal intervals. • Recognize linear situations. • Recognize exponential situations. Lesson Brian-Based Lesson \| Lesson Objectives: Distinguish between situations that can be modeled with linear functions and with exponential functions. • Prove that linear functions grow by equal differences over equal intervals, and exponential functions grow by equal factors over equal intervals. • Recognize linear situations. • Recognize exponential situations. \| \|\|\| Grade: 9th Algebra 1 Time frame: One class period \| Lesson Title: Linear vs. Exponential Functions \| \|\| Brain-based Strategies Used in the Lesson: \| Formative or Summative Assessments: Formative Assessment: An exit ticket will be given at the end of the lesson having the students show their reasoning skills. Also, will have a check-in on how they believe they are doing on the topic and why. \| \|\| Prior to this lesson: The information needing to be covered before this topic is how to determine what a function is, evaluating functions, and writing functions when given the slope and y-intercept. Before they enter 9th grade these students should have a basic understanding of graphing (even if it is just plotting points), key features, and slope. The unit we are working on is Linear and Exponential Functions. This topic should be taught after the students have some type of reasoning skills to determine real solutions based on context, can interpret information based on a graph, words, table, equation, and patterns. Students' mastery of that information will help them form a base of characteristics that can be used to compare to new functions. That way during the introduction to Exponential Functions they can use the previous information to understand the differences and similarities between the linear and the new function, be able to identify either function used based on the context, make sense of solutions, and identify key features. \| \|\|\| Materials: Computer and Desmos Technology materials: Desmos: (This includes their warm-up, lesson, and exit ticket) \| \|\|\| Content Core Standard: CCSS.MATH.CONTENT.HSF.LE.A.1 \| \|\|\| Technology used: \| \|\|\| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| \| 5Mins \| Intro to Exponential \| Intro activity to activate schema (background information)/Warm-up/or Bell-ringer Students will start by completing 5 views of a function with a linear function. This is so they are prepared to be able to compare/contrast a linear function to that of an exponential one (which they will be learning momentarily). \| \| \| 5 Mins. \| Introduce New Information: (Teaching)Students are given a pattern of clouds in which the hope is that they see it is increasing at an inconstant slope. They will discuss what they notice and wonder about the pattern they are seeing. From here we will do the Five Views of a function with the Exponential Function in which they will be able to see it unfound in a table, graph, and equation. \| \|\| \| 10 Mins \| Hands-on Activity Steps: (Prepare ways for students to practice the new information.)After learning what an exponential function is, students will go through a series of pictures, equations, tables, word problems, and determine if the function is linear or exponential based on the key features of each. They will also be asked to justify their answer. Each of these we will go over as a class – so that any misconceptions can be cleared up. Before ending the lesson, they will have to do a card sort in which they will be given multiple views of each function. (This they will fully on their own) \| \|\| \| 5 Mins. \| Feedback: (How will the students provide feedback?) Group activity? Instructor feedback? Feedback will be given in the Exit Ticket. Students will slide the slider to agree/disagree with the statement “I feel confident in my ability to determine if a function is linear or exponential.” They will also explain their answer. Lastly, to double-check their memory they will give me one way they know a function is linear and one way they know a function is exponential. \| \|\| \| Homework or in-class assignment \| Assessment(s): (assignments and/or activities) \|	oercommons	2025-03-18T00:36:24.056296	03/21/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78421/overview", "title": "Linear vs. Exponential Functions", "author": "Skylar Baumann" }
https://oercommons.org/courseware/lesson/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	2025-03-18T00:36:24.074571	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/78359/overview	Thermogram of copper sulphate pentahydrate Overview Overview: The diagram of Thermogram of copper sulphate pentahydrate created, explains the entire process of decomposition in image form. The picture is about the Thermogram of copper sulphate pentahydrate	oercommons	2025-03-18T00:36:24.090617	03/19/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78359/overview", "title": "Thermogram of copper sulphate pentahydrate", "author": "Shakira Khan" }
https://oercommons.org/courseware/lesson/95474/overview	Education Standards Playing for Change: Interactive Notebook and Jigsaw Overview After reading Playing for Change, students will have the opportunity to break into groups and do research about various subgroups and topics provided in the text. The intention is for this to be a jigsaw activity where groups can organize their information with the interactive notebook sheets provided, and then present or share with the class what they have learned. Teachers can use this for language arts or social studies assessments, if needed. Lesson Overview The attached lesson contains sample worksheets for the activities. Please adapt the content to fit your students' abilities and interests. Introduction After reading Playing for Change, students will have the opportunity to break into groups and do research about various subgroups and topics provided in the text. The intention is for this to be a jigsaw activity where groups can organize their information with the interactive notebook sheets provided, and then present or share with the class what they have learned. Teachers can use this for language arts or social studies assessments, if needed. Grades 3 – 5 Themes - Discrimination - Historical Change Objectives During this lesson, students will: - Analyze a variety of texts and organize information to share with their classmates on their specific subtopic (i.e., Civil Rights, Jackie Robinson, Special Olympics, Discrimination, etc.). Essential Questioning Students should be able to answer these questions by the end of this lesson: - How does your subtopic relate to Playing for Change? - How does your subtopic show a vital change in US History? Indiana Academic Standards INSS.ELA – (4)(5) RN.2.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. INSS.ELA – 6.RN.2.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). INSS.ELA – 4.RN.3.3 - Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided in the accounts. INSS.ELA – 5.RN.3.3 - Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives the accounts represent. INSS.ELA – 4.RN.4.2 - Combine information from two texts on the same topic in order to demonstrate knowledge about the subject. INSS.ELA – 5.RN.4.2 - Combine information from several texts or digital sources on the same topic in order to demonstrate knowledge about the subject. INSS.ELA – 6.RN.4.2 - Integrate information presented in different media or formats (e.g., visually, quantitatively, verbally) to demonstrate a coherent understanding of a topic or issue. Download the attached PDF document for complete lesson materials.	oercommons	2025-03-18T00:36:24.139737	Reading Literature	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95474/overview", "title": "Playing for Change: Interactive Notebook and Jigsaw", "author": "English Language Arts" }
https://oercommons.org/courseware/lesson/110720/overview	Civics 5th grade Overview This lesson plan is over civics for the 5th grade. It involves a fair amount of online resources and incorporates way they can be innovative in their own way. I highly encourage you to check out this lesson if you are teaching civics due to the fact that the students get to make their own comic strip to demonstrate the whole idea of civics and what it entails. I incorporated a lot of helpful websites that may be helpful for teachers even if they do not use the whole lesson plan they might find those interesting. supporting question 1 5th grade Introducing day one is basically going to get the students feet wet with the topic. The teacher will slowly start introducing it during this day. The information will get heavier as the days go on. While the studnets are exploreing make sure the students are on the coorect websites. Morning work: What is civics? Perception Write what you think civics is on a peice of scrap paper. Then write one exaple of a way a person can show civics in the community. Have students explore the websites: https://www.nps.gov/articles/000/-h-our-history-lesson-what-about-heroes-marshall-and-wilson.htm https://www.kidcitizen.net/https://www.kidcitizen.net/ https://eagleeyecitizen.org/ Write two things down that stook out to you while reading though the information. Action & Expression Now think of some ideas that youd think will help model civics. -turn and talk with you partner to share a way that you can participate in civics. Supporting question 2 5th grade -The police officers should be warned on what unit we just have started. They need to know that our main focus is civics and this is what our entire unit is stuctured around. Day two Before leaving brain storm some questions to ask the office. The students will be taking a feild trip to the local police station. Engagement The student will bring their note books to write down any questions they have for the police officers in order to help them with the poster when they get back. Comprehension When the students get back the students will begin on their posters that explains how a polcice officer models civics and relate them to the hero website that was given to them the day before. On the back side they will write how a major models civics as well. https://www.nps.gov/articles/000/-h-our-history-lesson-what-about-heroes-marshall-and-wilson.htm The students will present their posters front and back side to the whole class. Supporting question 3 5th grade educate the tsudents before the book on hwta it means to model civic virtues. Then read the book and ask the students how the charcter modeled responsiblity, coooperation, and respect. Then have the students creat their own comic book that pertains these virtues. Listen to the book "what can a citizen do?" by Dave Eggers Comprehension/ Recruiting interest After reading this lesson the students will create a commic book using people in the community modeling their super power of civics. Think of the professions that help make the city a better place. the people in the comic book should model civility, cooperation, respect, and responsible participation. Goal and standards of this lesson The goal of this lesson is to look at heroes in our everyday lives that have made a difference and look at them as an example of a person that shows that they care about the community. This lesson should introduce what civics is and how it can be modeled then we will go into looking at examples. This lesson is important because they students need to be able to see how they can model civics in their community and how they can be a good example like the models shown. Standard-5.C.6 Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect, and responsible participation.	oercommons	2025-03-18T00:36:24.160038	12/04/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110720/overview", "title": "Civics 5th grade", "author": "Magdalen Hare" }
https://oercommons.org/courseware/lesson/98277/overview	Ellie Grefenstette- Virtual Reality Overview Virtual Reality in the Classroom Virtual Reality in the Classroom Virtual Reality in the Classroom Ellie Grefenstette Fairfield University Introduction Virtual reality has been an up and coming form of technology for the past few years that has tremendous potential in a learning environment. Many educators and technological innovators believe that “we’re now on a path to reinvent education” (Kilmon, Brown, Ghosh, & Mikitiuk, 2010). Virtual reality can make it possible for students to experience real life simulations of places and things that would not otherwise be possible. According to various forms of research, studies done on all different ages, and feedback from a wide range of students, it is commonly thought that virtual reality could bring a lot of positive aspects to a classroom. However, this idea does not come without challenges and drawbacks. This paper aims to review the studies and articles written about virtual reality in the classroom, discuss its pros and cons, and determine how it could best be used in terms of learning. While virtual reality can be fun and is often used merely for entertainment, it has the potential to be a huge component to closing an educational gap in our classrooms and providing students of all backgrounds the same experience in learning. What Virtual Reality in the Classroom Entails Throughout the last couple of years, the functions on virtual reality headsets have increased tremendously. VR headsets went from being out of reach price wise with not a lot of options to very affordable and an incredible amount of features. Many studies use an experimental and control group to show the effects of learning language, science, math, and more with VR headsets. One study explained that “the results revealed that the experimental group obtained significantly higher academic achievement and engagement scores (cognitive, behavioral, emotional and social) than the control group. Moreover, the experimental group had a high level of technology acceptance for IVR usage in classrooms” (Bailenson, 2010). This study, along with so many others, show a common theme of higher achievement after using VR. Students generally enjoyed using Virtual Reality and seemed more engaged in what they were learning. The method of learning with VR is much more interactive and grabs the attention of students by providing a fun way to learn new things, experience new places and people, and play in simulated environments that make learning feel like a game. Another study showed that “students used virtual reality to learn about astrology and scored higher after using virtual reality” (Chen, 2010). Instead of learning about planets from a textbook, VR allows students to learn about astronomy by being placed in virtual environments that make it seem real. Students commonly report that it is easier to grasp new information on difficult topics such as astrology when it becomes visually presented to them in an interactive format. Barriers of Integrating Virtual Reality into the Classroom A major setback in Virtual Reality in the classroom is a lack of large scale studies done to convince schools of its proper benefits. While the majority of studies that have been done favor the push for Virtual Reality devices being used in a classroom, there is not a large enough scale to base the information off of. If the world was informed that another pandemic would occur in future years, it is more than likely that VR would be used in a number of places. However, a lot of training and resources need to be available before this could be possible. There are also a number of other barriers to this integration process. One researcher was able to “identify three challenges that must be met before VR can be integrated into educational settings: cost, usability, and fear of the technology” (Bricken, 1991). Although this quote is from an older article, the statement still holds the same truth today. Many studies show that despite VR’s incredible potential in learning, cost is a huge issue. In recent years VR devices have decreased tremendously and accessibility has become much more widespread. However, this still means that there needs to be enough solid evidence, studies, and research done to prove its effectiveness in order for school districts to spend money on such devices. Teachers today, especially after the pandemic, need to know how to use technology and be able to adjust to new tech tools as each year progresses. Technology is always changing and improving, and teachers need to evolve along with these advancements. “The extent to which these potential uses of virtual reality are realized, however, depends on the willingness of special educators to become knowledgeable about the technology and serve as advocates for its research and development in special education” (Velev, Zlateva, 2017). If educators and policy holders want to see this change happen in the classroom, they need to hold themselves accountable for learning how to use the devices, and learning how they can benefit their students. There is a common theme among the research that teachers’ lack of understanding and willingness to ty virtual reality results in a lack of studies and information on the topic. Regardless of how positive the current studies are and how much they benefiting the students using them, more studies need to be available and more teachers need to be willing to adapt and learn. Best Practices of Vitual Reality in the Classroom “Virtual reality is being used in medicine, chemistry, architecture, interior design, the military, space exploration, and robotics” (Velev, 2017). A common theme throughout the majority of research is the wide variety of uses that VR can support. When you look at how VR can change the way students learn, from learning astrology at a young age to learning about surgery as a medical student, there are endless possibilities. VR allows students to learn in a way that is engaging and fun for them and gets the students excited to learn. In later years, it also allows for students to have the same experiences as other students who have more of an opportunity to travel, intern, and be immersed in simulations that they would not have access to otherwise. “Unlike virtual reality, augmented reality does not replace the real world around you entirely, but augments and enriches it instead of adding layers of information on top of the things that are around us” (Velev, 2017). The last part of research that is common throughout is the idea that VR is a guide to learning rather than replacement of learning. Many people after the pandemic used technology as a total replacement for traditional learning. Rather than being a replacement, VR is used as a guide to enhance a student’s learning and life experiences. Conclusion “Recent technological innovations, including the rapid adoption of smartphones by society, have facilitated the access to virtual reality and augmented reality of anyone” (Martín-Gutiérrez, 2017). The more technology adapts and enhances, the more readily available things like Virtual Reality will be to be used in a classroom setting. Studies have shown that students enjoy using virtual reality headsets and find them fun to learn from. Research also backs up the fact that students score better on tests and other assessments after using Virtual Reality. If teachers and students become willing to learn how to use these tools, then Virtual Reality could have a major impact on how students of all ages learn. Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171-1182. Shin, D. H. (2017). The role of affordance in the experience of virtual reality learning: Technological and affective affordances in virtual reality. Telematics and Informatics, 34(8), 1826-1836. Bricken, M. (1991). Virtual reality learning environments: potentials and challenges. Acm Siggraph Computer Graphics, 25(3), 178-184. Vergara, D., Rubio, M. P., & Lorenzo, M. (2017). On the design of virtual reality learning environments in engineering. Multimodal technologies and interaction, 1(2), 11. Pantelidis, V. S. (1993). Virtual reality in the classroom. Educational technology, 33(4), 23-27. Bailenson, J. N., Yee, N., Blascovich, J., Beall, A. C., Lundblad, N., & Jin, M. (2008). The use of immersive virtual reality in the learning sciences: Digital transformations of teachers, students, and social context. The Journal of the Learning Sciences, 17(1), 102-141. Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40. Chen, C. H., Yang, J. C., Shen, S., & Jeng, M. C. (2007). A desktop virtual reality earth motion system in astronomy education. Journal of Educational Technology & Society, 10(3), 289-304. Freina, L., & Ott, M. (2015, April). A literature review on immersive virtual reality in education: state of the art and perspectives. In The international scientific conference elearning and software for education (Vol. 1, No. 133, pp. 10-1007). Kilmon, C. A., Brown, L., Ghosh, S., & Mikitiuk, A. (2010). Immersive virtual reality simulations in nursing education. Nursing education perspectives, 31(5), 314-317. Vogel, J. J., Greenwood-Ericksen, A., Cannon-Bowers, J., & Bowers, C. A. (2006). Using virtual reality with and without gaming attributes for academic achievement. Journal of Research on Technology in Education, 39(1), 105-118. Velev, D., & Zlateva, P. (2017). Virtual reality challenges in education and training. International Journal of Learning and Teaching, 3(1), 33-37. Difficulty in training teachers how to use vr Powers, D. A., & Melissa, D. (1994). Special education and virtual reality: Challenges and possibilities. Journal of Research on Computing in Education, 27(1), 111-121. Velev, D., & Zlateva, P. (2017). Virtual reality challenges in education and training. International Journal of Learning and Teaching, 3(1), 33-37. Pantelidis, V.S. (2010). Reasons to use virtual reality in education and training courses and a model to determine when to use virtual reality. Themes in Science and Technology Education, 2(1-2), 59-70. Martín-Gutiérrez, J., Mora, C. E., Añorbe-Díaz, B., & González-Marrero, A. (2017). Virtual technologies trends in education. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 469-486. Kilmon, C. A., Brown, L., Ghosh, S., & Mikitiuk, A. (2010). Immersive virtual reality simulations in nursing education. Nursing education perspectives, 31(5), 314-317. Chen, C. H., Yang, J. C., Shen, S., & Jeng, M. C. (2007). A desktop virtual reality earth motion system in astronomy education. Journal of Educational Technology & Society, 10(3), 289-304. Ray, A. B., & Deb, S. (2016, December). Smartphone based virtual reality systems in classroom teaching—a study on the effects of learning outcome. In 2016 IEEE eighth international conference on technology for education (T4E) (pp. 68-71). IEEE.	oercommons	2025-03-18T00:36:24.185244	10/27/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98277/overview", "title": "Ellie Grefenstette- Virtual Reality", "author": "Ellie Grefenstette" }
https://oercommons.org/courseware/lesson/61161/overview	Who is responsible for doping in professional team sports? Overview With pressure to perform at the highest level, are athletes the only ones responsible for doping in sports? Who is responsible for doping in professional team sports? Why do so many well-known athletes use performance-enhancing drugs today? Baseball players like Manuel “Manny” Ramírez, Roger Clemens, and Alex Rodriguez have all been accused of using steroids or banned drugs (“doping”) to enhance their athletic performance. Ramírez retired in 2011 in order to avoid a 100-game suspension from the Tampa Bay Devil Rays after he tested positive for performance-enhancing drugs for the third time in his career. Alex Rodriguez, a slugger for the New York Yankees, was suspended for the 2014 baseball season for using prohibited performance-enhancing drugs. Although Rodriguez denied the use of chemical compounds, he has been disgraced and his record remains under scrutiny. Since steroids have been declared illegal and are now easily detectable, athletes have started substituting new ways of cheating that are harder to detect. For example, cyclists and other endurance athletes give themselves blood transfusions to alter the oxygenation of their blood. In 2013, the cyclist Lance Armstrong finally admitted to doping to win his numerous titles and trophies, which had come with huge earnings and endorsement deals. Armstrong won the Tour de France seven times, but after evidence surfaced of his use of illicit compounds, the United States Anti-Doping Agency stripped him of his titles in 2012. The U.S. Postal Service is even suing Armstrong for fraud, because they paid millions of dollars to sponsor him and his team. Some critics argue that athletes should not be blamed for engaging in doping. Sports writers point out that athletes are so pressured to continuously perform and outdo competitors that steroid use is very tempting. If fans and sponsors didn’t push for more power hitting, faster times, and bigger championships, maybe athletes wouldn’t be so inclined to alter their bodies with potentially dangerous drugs. Many athletes are conflicted about using these chemical compounds, which take a toll on their mental and physical health. Those using steroids are aware of the negative consequences – men’s breasts grow, and their testicles shrink, they may get acne, and many users experience delusions or feelings of aggression, known as “roid rage.” Some fundamental questions that perhaps should be asked are: Who is responsible for making illegal substances part of team sports? Would athletes alter their blood and body chemistry if they didn’t feel so much pressure to outperform their peers? Should fans and sponsors bear some of the responsibility? Credits: Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License Image credit: Wikimedia Commons By Vzach - Own work, Public Domain.	oercommons	2025-03-18T00:36:24.201716	01/03/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61161/overview", "title": "Who is responsible for doping in professional team sports?", "author": "Kristin Robinson" }
https://oercommons.org/courseware/lesson/61164/overview	Politics and Privacy Overview What do we have a right to know about those who run for public office? Politics and Privacy Sam Ellis was a strong supporter of one candidate for President. He agreed with all of her positions. He planned to vote for her in the election. Then, one morning, Sam read in the newspaper that his candidate had once been caught with marijuana. This had happened back when the candidate was in high school, over 25 years earlier. Sam was disappointed. He wondered if she still deserved his vote. During campaigns, we learn a lot about political candidates. Some have abused alcohol or drugs. Some have cheated on their spouses or stolen money. Do we have a right to know personal details about political candidates? Some people say yes. They point out that a candidate is asking for the public’s trust. They ask how we, the public, can understand a candidate’s ethics if we don’t know about his or her personal life. Others think that if we exclude everyone whoever made a mistake, we might leave out people who would make good leaders. Some people think we should only focus on how candidates will handle crucial issues like terrorism, education, and global warming, not how they handle their marriage or their private mistakes. Should some parts of a candidate’s personal life be off-limits? Imagine this: One of your friends posted a photograph of you being a clown and doing something very embarrassing at a party (use your imagination). If one day you decided to run for public office, you could be sure that this photo would be displayed in newspapers, on television, and all over the internet. One funny moment from years earlier would follow you into your future. Would you feel like your privacy had been invaded? Or would you believe that the public has the right to know about your teenage behavior? Credits: Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License Image credit: Wikimedia Commons, Official White House Photo by Shealah Craighead, Public Domain	oercommons	2025-03-18T00:36:24.220116	01/03/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61164/overview", "title": "Politics and Privacy", "author": "Kristin Robinson" }
https://oercommons.org/courseware/lesson/61279/overview	Common Course Cartridge Argument: Build It With Care Overview Argument is a familiar concept to most people; however, to win an argument, or at least, to argue points effectively is not so easy. In this seminar, you will learn the basic concepts surrounding argument and, in turn, develop an argument utilizing components that set you up for success. Remember, argument does not mean yelling at someone because you think you’re right; argument refers to logical thinking with clear points, building toward a specific outcome. Standards CC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence. CC.1.4.9-10.C: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. CC.1.4.9-10.G: Write arguments to support claims in an analysis of substantive topics. Engage Introductory warm-up activity. Watch one of these videos about composing a logical argument. Focus on the structure of argument as you listen to the advice. As you watch the video, make a T-chart (on paper or electronically) that includes points of advice that are familiar to you already and points that are new. Don’t skip the T-chart; that’s an important step to help you and others understand what you do and don’t already know. Explore Read or watch the resources to learn about this concept, then do the practice activity. \| Read \| Watch \| Do \| Read over these graphic organizer examples to see how most effective arguments are built. Sometimes it’s easier to see the structure of an essay in “chunks” as these organizers show: Read this advice from the University of Iowa (considered one of the best writing schools in the country). Though the advice focuses on writing strong thesis statements, it is sound advice in developing the structure of your argument. Read more advice about effective arguments, this time from University of North Carolina. You should recognize many of the components from your earlier tasks. \| Use this (or another note-taking method of your choice) to jot down ideas, important concepts, and questions as you use the resources to learn more about argument: Watch this video from Khan Academy to get helpful tips on writing a good argument. Remember to use the note-taking method provided (or a different one of your choice): Here is another video with some sound advice on developing effective arguments. Use your graphic organizer to take notes and jot down further questions if you have them. \| Review this Quizlet to refresh your knowledge on the necessary vocabulary for understanding the structure of an argument. Create your own Top 10 List (or even Top 6 or Top 8) that contains the important advice you’ve gained about arguments. You may create an electronic list or hardcopy. Refer to your notes to help you create the list. Arrange your list so that number one is the most important to you. \| Evaluate Now it is time to self-check how much you have learned about the this topic. If you do not know as much as you thought, go back to the “Explore” section of this seminar and reread, rewatch, or redo the activities listed. See your facilitator if you have questions. Click here to take the quiz online. You do not have to log into the quiz site in order to take this quiz. If a window pops up asking you to sign up for the quiz site, just close the sign-up window and start your quiz.	oercommons	2025-03-18T00:36:24.243438	01/07/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61279/overview", "title": "Argument: Build It With Care", "author": "Emily Wilkins" }
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.	oercommons	2025-03-18T00:36:24.273400	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/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.	oercommons	2025-03-18T00:36:24.292304	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	oercommons	2025-03-18T00:36:24.314436	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	2025-03-18T00:36:24.332733	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	2025-03-18T00:36:24.357215	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/105435/overview	PORTFOLIO ASSESSMENT Overview This portfolio is a curated collection of documentaries that aims to inform, entertain, and provoke thoughtful discussion on a range of subjects. These portfolios can encompass a diverse array of topics, including social issues, historical events, scientific discoveries, cultural exploration, and personal narratives. By utilizing visual storytelling, interviews, archival footage, and expert analysis, documentary portfolios provide an immersive and engaging experience for viewers. The purpose of a documentary portfolio is to shed light on important issues, challenge preconceived notions, and inspire viewers to critically examine the world around them. Through the power of storytelling, these portfolios can educate, raise awareness, and promote understanding and empathy, ultimately encouraging positive social change. BTLED 2A BAGLEY The purpose of a documentary portfolio is to showcase a collection of documentaries that explore diverse subjects, cultures, and issues, providing a platform for education, cultural appreciation, critical thinking, and storytelling. It aims to inform, inspire, and engage viewers, fostering empathy, understanding, and a sense of global citizenship, while encouraging the development of research, communication, and creative skills among students and audiences.	oercommons	2025-03-18T00:36:24.374009	06/15/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105435/overview", "title": "PORTFOLIO ASSESSMENT", "author": "JASTINE ARRAH CAMAJALAN" }
https://oercommons.org/courseware/lesson/94882/overview	biology Overview kdddddddddddddddddddddddddddddd effect of maths hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhkkkkkkkkkkkkk	oercommons	2025-03-18T00:36:24.396384	07/05/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94882/overview", "title": "biology", "author": "nikita avasthi" }
https://oercommons.org/courseware/lesson/94160/overview	I went to school and brought… Overview ACTIVITY OBJECTIVE: The aim of the activity is to remember as many items we pack to school as possible! Memory This activity can be adapted to many different scenarios: "I went on holiday and packed…” or “I went shopping and bought …” ACTIVITY OBJECTIVE: The aim of the activity is to remember as many items we pack to school as possible! ACTIVITY DESCRIPTION: The first child starts the activity by saying, “I went to school and brought a ____,” identifying an item they would have. The second child continues, “I went to school and brought a (names the first child’s item) and a ___ (adding a new item to the list).” Children continue taking turns to remember the items brought in order as the list gets longer and longer. The winner is the last one who can correctly name all of the items in sequence.Page Break ACTIVITY MATERIALS 01 \| Previously prepared list of items \|	oercommons	2025-03-18T00:36:24.409941	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94160/overview", "title": "I went to school and brought…", "author": "Special Education" }
https://oercommons.org/courseware/lesson/93812/overview	Education Standards Rubric Example 2 Rubric Example 3 Like Riding a Bike - an introductory lesson to rubrics and student engaged assessment Overview This lesson serves as a starting point for teachers who are interested in implementing Student Engaged Assessment and seek to use rubrics as assessments for, and of, learning. By participating in a conversation about riding a bike and sequencing photos of cyclists according to skill, students create a “continuum of learning” that’s translatable to standard-based assessment and rubrics that they may encounter in the future. In order for formative assessment to be effective, students must feel respected, valued, efficacious, and engaged in their classroom. This lesson provides students the opportunity to participate in the development of the assessment language that they and their instructors will use to evaluate their performance. Students collaboratively create a continuum of skill-level descriptors that provide the framework for a mastery rubric. This lesson promotes an environment in which students participate fully in the assessment process, while developing the interpersonal and intrapersonal skills that they’ll need for success in school and life. \| Like Riding a Bike - An introductory lesson to rubrics and student engaged assessment Let’s Get Going w/Student Engaged Assessment Author of the Lesson: Dirk Matthias This lesson serves as a starting point for teachers who are interested in implementing Student Engaged Assessment and seek to use formative measures as assessment for learning. By participating in a conversation about riding a bike and sequencing photos of cyclists according to skill, students create a “continuum of learning” that’s translatable to standard-based assessment and rubrics that they may encounter in the future. In order for formative assessment to be effective, students must feel respected, valued, efficacious, and engaged in their classroom. This lesson provides students the opportunity to participate in the development of the assessment language that they and their instructors will use to evaluate their performance. Students collaboratively create a continuum of skill-level descriptors that provide the framework for a mastery rubric. This lesson promotes an environment in which students participate fully in the assessment process, while developing the interpersonal and intrapersonal skills that they’ll need for success in school and life. Note Re. the cultural and linguistic responsiveness of lesson context - While it’s not necessary for students to have any direct experience riding a bicycle to fully participate in this lesson, I selected the skill of bike-riding because of its global and intercultural relevance, as well as the bicycle’s accessibility across socio-economic levels. If you anticipate that riding-a-bike will be a barrier for your studentsI encourage you to gather your own gallery of photos that represents a continuum of skill levels. The point of this lesson is the general idea that learning can be represented as a continuum of proficiency and that when given the chance, placing ourselves on that continuum creates a powerful key for learning. Remember, it’s not a lesson about bicycling. LESSON GOALS AND OBJECTIVES Alignment and Objectives Content Standards: This lesson is designed to support teachers in any content area. The use of a non-academic context (learning to ride a bike) is designed to engage all students in the creation of a continuum of learning/mastery that can be transferred/applied to any content area. - 9-12.2 - An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analysis, responding to peer, audience or reader comments and questions. - 9-12.4 - An ELL can construct grade appropriate oral and written claims and support them with reasoning and evidence. - 9-12.9 - An ELL can create clear and coherent grade appropriate speech and text. The focus of this lesson is: Establishing a foundation for proficiency based assessment, student engagement in the assessment process, social belonging, metacognition, growth mindset, and self regulation. ELP Standards: - 9-12.2 - An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analysis, responding to peer, audience or reader comments and questions. - 9-12.4 - An ELL can construct grade appropriate oral and written claims and support them with reasoning and evidence. - 9-12.9 - An ELL can create clear and coherent grade appropriate speech and text. Supporting Academic Language Language Functions: describing processes, identifying continuua, comparing or contrasting things or ideas, classifying objects or ideas. Language Modalities: Listening & Speaking Vocabulary: Beginning, Developing, Accomplished, Advance, faster than, better than, Syntax or Sentence Structure(s): - I notice that (the bike/the biker/the helmet) _________________. I infer that (the bike/the biker/the helmet) _____________________. - This reminds me of _________________. Discourse: Description and comparison of levels of mastery. LESSON PREPARATION Considerations Prerequisite Knowledge and Skills: A basic understanding of riding a bike. Ability to organize objects in a sequence. Instructional Materials Resources, Materials, and Technology required or recommended for the lesson: Photo gallery of people riding bikes (included), tape, and/or magnets for hanging pictures. Lesson Target: I can ride my bike Learning Supports Socio-emotional supports: Worldwide, bike riding is a globally recognized mode of transportation that transcends socio-economic boundaries. Many children from around the world have experienced learning to ride a bike and/or have seen family and/or community members riding one. Cultural & Linguistic Responsiveness: The sentence frame, “This reminds me of _________________.” is included to create space in the classroom for students to relate their own cultural context and funds of knowledge to the task of analyzing the photos. Accessibility: Images and sentence starters are posted in the room, referenced in the lesson progression, and available for all regardless of English proficiency level. Instructional Supports Differentiation: L1 Supports: The use of images, without accompanying text, provides opportunities for students to use either English or other language/s. This opportunity for translanguaging early in the school year will hopefully establish the understanding that languages are tools for learning, building understanding and that they support socio-emotional development. L2 Development (by level): Posting and reviewing sentence frames and word walls of key vocabulary provide support for emerging English speakers. Also, addressing the meaning of “gallery,” how people behave in a gallery, and how that transfers to this instructional protocol. provides additional support for students who may never have experienced a gallery. LESSON PROCEDURES Anticipatory Set/Motivation/Hook Time: 4min Teacher Does/Students Do: Teacher: Arranges photos in a circle on the floor or table-top while students observe. Students: From their seats students respond to the prompt - “What are all of the people in these pictures doing?” Focused Instruction (Teacher-as-Model) Time: 7 min Teacher Does/Students Do: Teacher explains the gallery walk protocol, and describes how people behave in an Art Gallery. One/two teachers model walking around the circle, looking closely at the photos, pausing and noticing details. Students are invited to join teachers in the gallery walk. Guided Instruction (Teacher-to-Student Joint Responsibility) Time: 10min Teacher Does/Students Do: Teacher selects an individual photo and describes the photo while projecting it on the wall via a document camera. Teacher is modeling the norms of this type of analysis. Students are asked to follow suit. Every student takes a turn. “What I notice about this rider is that _______________. I can infer that _____________. Group Application (Student-to-Student Joint Responsibility) Time: 15min Teacher Does/Students Do: Teacher asks students to hang pictures on the board with magnets. Teacher models the thinking necessary to sequence the photos by level of skill. Class engages in conversation about how to classify photos. Teacher guides students to use language to classify the pictures, eventually landing on Beginning, Developing, Meeting, Advanced. Closure Time: 10min Teacher Does/Students Do: Explain the connection between learning to ride a bike and learning other skills and knowledge. Explain that the B,D,M,A scale will be the way that we measure our learning. Think briefly about where you are on this continuum when it comes to a sport you love, cooking, speaking English, playing basketball, etc. ASSESSMENTS Formative Assessment Content: Reflection on experience of developing the rubric collaboratively with others. Language: Have students explain how they decided to place certain photos in each classification. EXTENSIONS Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments: Using the new rubric conduct: - Have students journal about the following prompts: - What is the power of a growth mindset? - How does a growth mindset support learning? - Performance-character self assessment - At the end of activities/protocols/classes ask students to place themselves on the continuum of learning for skills like listening attentively, participating, avoiding side conversations, etc. - A day or two after developing the rubric, give students 3 minutes, without looking it up, to write two of their caregiver’s phone numbers and their addresses in their journals. The Learning Target is: I can remember two of my family members telephone numbers. At the end of the three minutes, have them place their performance on the BDPA continuum. - If students are attending school remotely the teacher can create a Jamboard where students are responsible for describing each photo and organizing them into a sequence.	oercommons	2025-03-18T00:36:24.447390	Language Education (ESL)	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93812/overview", "title": "Like Riding a Bike - an introductory lesson to rubrics and student engaged assessment", "author": "Graphic Arts" }
https://oercommons.org/courseware/lesson/121851/overview	Education for All - Social Studies Unit Overview This curriculum was written as part of a 2023 Fulbright-Hays Seminar Abroad in Jordan. It is titled Education for All because students use the Inquiry Design Model to investigate Sustatnable Development Goal 4 - Quality Education. The challenges of refugee education are explored, resutling in students taking informed action. The four middle school lessons can be accomplished in 90-minute blocks but can be adapted for six 60-minute blocks or eight 45-minute blocks. 6th Grade Inquiry Design Model This curriculum was written as part of a 2023 Fulbright-Hays Seminar Abroad in Jordan. It is titled Education for All because students use the Inquiry Design Model to investigate Sustatnable Development Goal 4 - Quality Education. The challenges of refugee education are explored, resutling in students taking informed action. The four middle school lessons can be accomplished in 90-minute blocks but can be adapted for six 60-minute blocks or eight 45-minute blocks.	oercommons	2025-03-18T00:36:24.465058	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121851/overview", "title": "Education for All - Social Studies Unit", "author": "World Cultures" }
https://oercommons.org/courseware/lesson/105182/overview	AFFECTIVE-BASED AUTHENTIC ASSESSMENT Overview AFFECTIVE-BASED AUTHENTIC ASSESSMENT -The affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning AFFECTIVE-BASED AUTHENTIC ASSESSMENT Subject: Personal Development Grade Level: Grade 9 Topic: Coping with Stress INTENDED LEARNING OUTCOMES \| : At the end of the lesson the students with 80% of accuracy should have: - Understand the basic principles of stress management. - Recognize your stress triggers and how to manage them. - Develop proactive responses to stressful situations. ASSESSMENT TASK: - To evaluate the students communication in coping with stress INSTRUCTIONS: Materials: Self- Report Questionnaires Process/ Mechanics: - The self-report questionnaire will be administered before the topic - The student must listen carefully and thoroughly - The teacher must collect the self-report questionnaire after the discussion which answered by the students during the discussion. - The self-report questionnaire is intended for grade 8 students - The teacher give feedback after she evaluates the results Tips & Reminder: - Take care of yourself. Avoid drugs and alcohol as they can add to stress. - Engage in self-relaxation. ... - Take breaks when needed. ... - Seek out social support. Time frame: - Approximately a hour or so on. Submission: The submission due date will be communicated by the teacher or facilitator. RUBRICS: Instructions: Teachers/Facilitators will use this Self- Report Questionnaires to their students in coping with stress. - The questionnaires should be dissiminate to the students before the assessment will begin, - The questionnaire will be use to assess and finalize the overall student performance - The submission due date will be depend to the teacher or facilitator. - Teachers should explain the questionnaire and its components and criteria to the students - Students should enlightened themselves with the questionnaire, and understanding the criteria and expectations for each component (LIKERT SCALE) DIRECTION: Put a check on the column for each of the statement that applies to you. LEGEND: Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D), Strongly Disagree (SD) \| SA 5 \| A 4 \| U 3 \| D 2 \| SD 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| REFERENCES: (APA, categorized, alphabetical) Online Sources: https://www.cdc.gov/violenceprevention/about/copingwith-stresstips.html https://pmctraining.com/site/training-course/stress-management-skills/ Learning Materials: Affective Assessment. (2022). Retrieved from https://www.studocu.com/ph/document/university-of-southern-mindanao/bseducation/learning-materials-affective-assessment/36810487 Books: Journals: PREPARED BY: VELAYO, KENNETH (kenneth.velayo@ctu.edu.ph) May 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.	oercommons	2025-03-18T00:36:24.520582	06/13/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105182/overview", "title": "AFFECTIVE-BASED AUTHENTIC ASSESSMENT", "author": "Kenneth Velayo" }
https://oercommons.org/courseware/lesson/103383/overview	Script Writing for Puppets Overview This resource was created by Molli Miller, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching. Content Area: Language Arts (Script Writing) Fine Arts Area: Theater (Puppets) \| \| Grade Level: 8th Grade \| Teacher: Molli Miller \| Standards and Alignment \| \| Content Area Standard: LA 8.2.2 Students will write in multiple modes for a variety of purposes and audiences across disciplines. \| Fine Arts Standard: FA 8.5.2.a Establish character and emotion through the use of rate, articulation and movement. \| Key Vocabulary: Dialogue, setting, narrator, rate, articulation \| Materials List: Puppets Paper/pencil \| Lesson Delivery \| Introduce script writing to students. (See slideshow below) There will be 2-3 students using puppets to tell a part of the book, “If I Grow Up”, they are reading. Students will introduce their character/puppet with emotion, good rate, articulation and movement. \| Assessment and Reflection \| \| Content Assessment: Students script writing will include: Dialogue, narration, blocking (who enters stage). \| Arts Assessment: Performance Checklist- see below \| Student Reflection: \| Teacher Reflection: \| Visuals and Handouts \| \| Scriptwriting slides: https://www.slideshare.net/JasBrown/parts-of-a-script Basic Puppetry w/ Avery Jones (Puppeteering for Beginners) https://www.youtube.com/watch?v=j0KILOGC_Vk \| Puppet Performance Checklist Puppet Manipulation \| Puppeteers always manipulated puppets so the audience could see them. \| \| Voice Projection \| Voices of puppeteers were always audible to people sitting in the back row. \| \| Character \| Performer stayed in character throughout the entire performance. \| \| Movement \| Performer stayed visible to the audience, did not block other performers and movement was specific to the character. \| \| Emotion \| Puppeteers’ voice expressed a lot of expression and emotion. \| \| Collaboration \| Performers worked together and shared the work equally. \| \| Accuracy of Story \| All important parts of the story were included and were accurate. \| \|	oercommons	2025-03-18T00:36:24.545529	Arts ESU2	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103383/overview", "title": "Script Writing for Puppets", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/81671/overview	Iowa Agriculture - The 3 Whys Overview Students will explore the importance of Iowa Agriculture by using "The 3 Whys" strategy. Objectives Standards: Iowa Agriculture CS.02. Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economy. -Students will explore Iowa Agriculture individually and in groups. -Students will use the strategy "The 3 Whys" to explore how Agriculture is connected to all citizens. Introduction This activity is developed to be done in small groups. It could be done individually by allowing students to select from a topic list. The following list is the list I use of important agricultural topics in Iowa. I compiled this list by looking at our national production levels for these commodities as well as the economic impact these commodities make in our state. This list could be as broad or specific as you would like for your specific situation. Iowa Ag Topics - Egg Production - Poultry Production (Broiler Chicken, Turkey) - Dairy Products - Beef Production - Pork Production - Corn Production - Soybean Production - Forage Crops - Sheep & Goat Production - Garden Vegetable Production - Foresty and Natural Resources For this activity we will be exploring Iowa Agriculture and answering the following three questions - known as "The 3 Whys": 1. Why might this [topic, question] matter to me? 2. Why might it matter to people around me [family, friends, city, nation]? 3. Why might it matter to the world? We will start by getting into small groups and exploring Iowa Agriculture. Iowa Agriculture I plan to give my students 20-30 minutes of work time for this phase of the project. This part can be adjusted based on your situation. You could have the students compile the information in many different ways: on paper, voice recording, notes outline, slide presentation. Each group will be assigned 1 Iowa Ag topic. You will have the remaining class time today to research and learn about your topic. Please gather your facts into a Slide presentation. We will present these later in the unit. Today, your job is to answer the following questions: 1. What does this industry include? 2. What does this industry look like in Iowa? 3. What is the scope of this industry in Iowa? 4. How does Iowa rank nationally in this industry? The 3 Whys I plan to give my students 20-30 minutes to complete this task. We will schedule presentations based on their progress. As a group I would like you to answer "The 3 Whys" for your topic. Please add a slide to your presentation for each of the three why questions. Put the question at the top as the title of the slide. 1. Why might this [topic, question] matter to me? 2. Why might it matter to people around me [family, friends, city, nation]? 3. Why might it matter to the world? Take time as a group to discuss each question and your Iowa Ag Topic. Make sure you answers are thorough and you have 3-5 points for each "Why" question. Presentations/Reflection While each group is presenting, please write down 3 interesting facts and 1 question you have about their Iowa Ag Topic. After each group has presented we will have a discussion about "The 3 Whys" for the Ag Topics. Exit Ticket: 1. What is something you learned from this project? 2. Why do you feel that Agriculture is important? 3. What would you tell someone to help them understand the importance of agriculture?	oercommons	2025-03-18T00:36:24.564455	06/03/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/81671/overview", "title": "Iowa Agriculture - The 3 Whys", "author": "Samantha Godwin" }
https://oercommons.org/courseware/lesson/91470/overview	A HISTORICAL STUDY OF AFRICAN RELIGIONS Overview Religion is a human activity that can be easily accepted only within the framework of reality that it creates for itself African Concept of God Learning Outcomes: By the end of the lesson you will be able to: - Explain the African concept of religion and God - Examine the he various forms of African religion - Assess the Eurocentric conceptualization of African religions. In this first lesson, we are laying the foundation of religion in Africa. Religious studies cannot agree on a common definition of its subject matter. To break the impasse, important insights from recent discussions about post-foundational political theory might be of some help. However, they can only be of benefit in conversations about “religion” when the previous debate on the subject matter of religious studies is framed slightly differently. Religion is a human activity that can be easily accepted only within the framework of reality that it creates for itself. Although it is difficult to define religion, it is necessary to proceed with an explanation of the object we are studying. The term "religion" can be defined as a system of beliefs and practices that relate to supernatural beings and are intended to organize and define the environment in which the religious community operates.	oercommons	2025-03-18T00:36:24.579464	03/31/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91470/overview", "title": "A HISTORICAL STUDY OF AFRICAN RELIGIONS", "author": "Susan Mwangi" }
https://oercommons.org/courseware/lesson/60786/overview	Education Standards Bullying Prevention Lesson Overview An impactful bullying lesson using a Ted Talk by Shane Koyzcan To This Day bullying lesson This is a great resource to use with high school students for a bullying prevention lesson. I have most recently used it with 9th graders at the beginning of the school year. Icebreaker- Have students introduce themselves and say one thing they are excited about in high school. Activity- Watch "To This Day" Ted Talk by Shane Koyzcan on YouTube. Students watch the Video and complete the viewing guide attached. Be sure to preview this video so you are prepared for strong language. After the video, discuss the significance of Mr. Koyzcan's experience using the viewing sheet as a guide. Have students flip over the viewing guide and write you a note as an exit ticket. This is a great time to ask a needs assessment question. For example: Who are three adults you can trust in the building? This data can be used to set up CICO mentors.	oercommons	2025-03-18T00:36:24.598943	12/16/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60786/overview", "title": "Bullying Prevention Lesson", "author": "Janet Buchhammer" }
https://oercommons.org/courseware/lesson/93556/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 CUADRO or	oercommons	2025-03-18T00:36:24.622831	06/08/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93556/overview", "title": "RAE", "author": "Isabel Medina" }
https://oercommons.org/courseware/lesson/68584/overview	- - Agriculture - Climate Science - ClimeTime - High School Climate Sci Life - Storyline - high-school-climate-sci-life - wa-ela - wa-science - License: - Creative Commons Attribution - Language: - English Education Standards - 1 - 2 - 3 - 4 - 5 - ... - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 22 - 23 - 24 - 25 - 26 - 27 - 28 - 29 - 30 - 31 - 32 - 33 - 34 - 35 - 36 - 37 - 38 - 39 - 40 - 41 - 42 - 43 - 44 - 45 - 46 - 47 - 48 - 49 - 50 - 51 - 52 - 53 - 54 - 55 - 56 - 57 - 58 - 59 - 60 - 61 - 62 - 63 - 64 - 65 - 66 Learning Domain: Earth and Human Activity Standard: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Learning Domain: Earth and Human Activity Standard: Use the results of a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Learning Domain: Ecosystems: Interactions, Energy, and Dynamics Standard: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Learning Domain: Reading for Informational Text Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Learning Domain: Reading for Informational Text Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Learning Domain: Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Learning Domain: Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing Standard: Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]”). Learning Domain: Writing Standard: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11��12 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9��10 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]"). Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Science Domain: Earth and Space Sciences Topic: Human Sustainability Standard: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).] Science Domain: Earth and Space Sciences Topic: Human Sustainability Standard: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.] Science Domain: Life Sciences Topic: Matter and Energy in Organisms and Ecosystems Standard: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.] Cluster: Key Ideas and Details. Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Cluster: Key Ideas and Details. Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Cluster: Integration of Knowledge and Ideas. Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Cluster: Research to Build and Present Knowledge. Standard: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). Cluster: Comprehension and Collaboration. Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently Cluster: Integration of Knowledge and Ideas. Standard: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Cluster: Integration of Knowledge and Ideas. Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Cluster: Research to Build and Present Knowledge. Standard: Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]”). Cluster: Comprehension and Collaboration. Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently. Cluster: Integration of Knowledge and Ideas. Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. PEI SOLS HS: Regenerative Agriculture (Eastern Washington) Overview Students will be learning about the practices of regenerative agriculture and how regenerative agriculture is a solution to climate change. Embedded in the storyline are scientific concepts relating to carbon cycling and soil microbial activity. The storyline culminates with students creating an infographic that is intended for educating the community about regenerative agricultural practices.	oercommons	2025-03-18T00:36:24.732180	Pacific Education Institute	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68584/overview", "title": "PEI SOLS HS: Regenerative Agriculture (Eastern Washington)", "author": "Hattie Osborne" }
https://oercommons.org/courseware/lesson/91293/overview	Lesson Plan Template (Physical Health Education + Responsiblity) Lesson Plans: Physical Health Education & Responsibility/Well-Being Overview The two lesson plans were created by myself (Michael Krahn) and partner, Gabe Milosovic. Lesson #1: Physical Health Education Through the first lesson plan of the gamification lab, we highlighted healthy habits. With the help of the Alberta Program of Studies, we developed two main lesson objectives which included: develop an enjoyment for physical activity through movement, games, and activities, and be able to make healthy food choices. We provided muliple ways for the students to learn this topic such as tag, coloring activity, and a group kahoot. Lesson #2: Responsibility and Well-Being Education The second lesson plan for the gamification lab, discusses responsiblity and well-being. The objectives of the lesson referenced from the Alberta Programs of Studies includes: learn to practice skills that they will contuine to enhance throughout their lives, and to learn to take responsiblity for completing activities and how it affects their well-being. Like the first lesson plan, we displayed muliple activites to learn about this topic, one in partciular being playing tag with a big red ball while expressing one example of how they keep up a healthy lifestyle.	oercommons	2025-03-18T00:36:24.751424	Michael Krahn	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91293/overview", "title": "Lesson Plans: Physical Health Education & Responsibility/Well-Being", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/65283/overview	Reading Overview Daily reading assignments. Please see activities folder for Wednesday and Friday's activites. Reading Monday \| Jordan Reeve Reading The picture below shows where the lexile level can be changed and the read to me option (Text to Speech) is located. \| Tuesday \| Robot Who Does Chores \| Wednesday \| Reading Activity (see activities folder) \| Thursday \| Jet Suit Scientist \| Friday \| Reading Activity (see activities folder) \|	oercommons	2025-03-18T00:36:24.766254	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65283/overview", "title": "Reading", "author": "Reading Literature" }
https://oercommons.org/courseware/lesson/31106/overview	About Time (text) Bold Plans (1 prompt) Bold Plans (text) Dr. Martin Luther King (2 prompts) Dr. Martin Luther King (text) My Life with Chimpanzees (1 prompt) My Life with Chimpanzees (text) Instructional TDAs - Grade 5 Non-Fiction Overview This is a collection of informational complex texts and TDA prompts to accompany each text. These can be utilized when developing text dependent analysis skills. Section 1 This is a collection of informational complex texts and TDA prompts to accompany each text. These can be utilized when developing text dependent analysis skills.	oercommons	2025-03-18T00:36:24.785051	Karen Henrichs	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/31106/overview", "title": "Instructional TDAs - Grade 5 Non-Fiction", "author": "Kelsi Wilcox Boyles" }
https://oercommons.org/courseware/lesson/70824/overview	SEL Unit, Lesson 1 Community Building Overview This lesson is designed to build community in your classroom. With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands. SEL Unit Lesson 1, Community Building Unit for SEL Lesson 1 Social Emotional Learning Lesson Topic: Community Building Lesson Description: This lesson is designed to build community in your classroom. With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands. Learning Goals/Outcomes: - The student will have an understanding of their class - The student will understand what it means to be involved using Challenge by Choice model - The students will create a Full Value Contract, setting expectations for the class. Nebraska Standards: Standard 1: S1M2, S1M3, Standard 4: S4 M1 & H1, S4 M2 & H2, S4 M3 & H3, S4 M4 & H4, S4 M5, S4, M6, S4 M7 Standard 5: S5 M6 & H4 Teacher Planning: Equipment/Materials Needed: Two 30 foot ropes, masking tape. Markers, poster board, fleece balls, one per student Time Required for Lesson: 45 mins Diagram/Setup: Technology Use: _____ YES ___X__NO Instructional Plan: Anticipatory Set/Pre-Activity: When students arrive hand them a 2ft noodle. Objective: to tag other students while trying to not be tagged by others. Benefits/Explanation/Real-World Connection: Accepting a challenge Activities (i.e. instructions, warm-up, lesson, cool-down): Warm-up Game: Knee Tag (10 minutes) - Everybody is it. - If your hands are on your knees you are safe but cannot move. - If your hands are off your knees you can move and tag people with your noodle (during covid) but be careful you can also get tagged. - If you are tagged you must stand with both hands up - To be untagged you must get tagged by a noodle by to peers. - Remember you are on your honor. Activity: Comfort Zones (10 minutes) Objective: to understand the importance of respecting and supporting their own and their classmates decisions regarding personal level of challenge. Use ropes to create three distinct zones Comfort Zone / Stretch Zone /Panic Zone Students will move into the zone that most appropriately fits with each question. Here are some examples: How do you feel about: Spiders? Speaking in front of a large group? Singing a solo in front of a large group? Dancing? Bungee Jumping? Heights? Confronting a friend about what he/she said? Snakes? Taking a math test? Introducing yourself to someone new? Coming to class? Covid-19 Debriefing: Ask the class if they noticed if people were in different places? What does that mean about the class? How can we support one another? How can we encourage each other to stretch to new zones? What can we do to help when some one is in the panic zone? Activity: Full Value Contract (10 minutes) Sit spaced apart in a circle This year as a class we are going to come up with a commitment contract that will define the expectations of the class. (Write on the poster boar) Be Here Be Safe Be Honest Set Goals Care For Self and Others Let Go Move On Now as a class discuss what each one means and write the class definition/expectation by each one. Then have each student sign the contract. This will become the go to when conflicts arise in class. Closure: Group Juggle (15 Minutes) Objective: to review the full value contract while playing a game. Set-up: Make a circle, a noodle length apart. Hand each person a yarn ball, pen and masking tape. Ask each student to write down one Full Value concept they find important or will be difficult for them on the tape and tape it to the ball. - Starting with 1 ball, develop a throwing pattern following these guidelines; - You cannot throw to someone on your immediate right or left. - You can only throw and catch once each while developing your pattern - Once everyone has thrown and caught the ball once make sure it can be repeated. - Ask the group to set a goal regarding how many balls they think they can juggle at once. - Students will now attempt to juggle as many balls as possible without dropping any. Start with one and gradually add. - Discussion questions: - What happened when a ball dropped? - Is it similar to what we do when we “drop” a full value concept? - Was it difficult to juggle multiple norms? - Do we feel confident we can manage our full value concept? Assessment : writing one concept on the ball	oercommons	2025-03-18T00:36:24.867609	08/03/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70824/overview", "title": "SEL Unit, Lesson 1 Community Building", "author": "Sheri Cohen Vollmer" }

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