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https://oercommons.org/courseware/lesson/30888/overview	What do I want to be when I grow up? Overview This is a PBL project used at the beginning of an Integrated Math course and is intended to help students identify gaps in their foundational knowledge and then fill those gaps by relating the topics to a real-world application in the context of what they want to do for their eventual career. Note that the project was designed and delivered per the North Carolina Math 2 curriculum and also references the North Carolina College Foundation website - both of these items can be customized to meet your own specific curriculum and college/career resources. Section 1 This is a PBL project used at the beginning of an Integrated Math course and is intended to help students identify gaps in their foundational knowledge and then fill those gaps by relating the topics to a real-world application in the context of what they want to do for their eventual career. Note that the project was designed and delivered per the North Carolina Math 2 curriculum and also references the North Carolina College Foundation website - both of these items can be customized to meet your own specific curriculum and college/career resources.	oercommons	2025-03-18T00:36:24.885524	Measurement and Data	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/30888/overview", "title": "What do I want to be when I grow up?", "author": "Mathematics" }
https://oercommons.org/courseware/lesson/66189/overview	Grammar Overview There are three main verb tenses in English: present, past and future. The present, past and future tenses are divided into four aspects: the simple, progressive, perfect and perfect progressive Tenses There are three main verb tenses in English: present, past and future. The present, past and future tenses are divided into four aspects: the simple, progressive, perfect and perfect progressive.	oercommons	2025-03-18T00:36:24.902474	05/04/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66189/overview", "title": "Grammar", "author": "Rakesh Babu.M" }
https://oercommons.org/courseware/lesson/67957/overview	BlendEd Best Practices: Multiplication of a Fraction by a Whole Number and Other Fractions 4th Grade Overview This resource was created by Eric Uher in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for Grade 4 math. Unit Plan BlendEd Learning Best Practices Unit Title: Multiplication of a Fraction by a Whole Number and Other Fractions Content Area Skills: MA 4.1.1.j & 4.1.2.g Digital Age Skills: 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Duration of Unit: 6 class days Unit Author: Eric Uher BlendEd Coach: Karen Dux Overview of Unit: In this unit students will be working with fractions in terms of multiplying them and finding ways they will be using them in their daily lives. Empower Learners \| \| \| Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning. \| \| Learning Objectives \| \| \| Content Area Skills: \| Student Friendly Learning Objectives: \| \| Multiplying fractions by whole number and other fractions \| The student will be able to multiply fractions by whole numbers and fractions by fractions. \| \| Organize Fractional Number Stories \| The student will master an organizational skill for data found in different number story problems \| \| Empower Learner Activity \| \| \| Detailed Description Use self-assessment page that comes with the test on the first day and then just before the test. (self-assessment, goal sheet, action plan). At the end of the self-assessment ask the students, “What is one thing you will do differently in this unit.” After the unit, ask yourself, “Did it work? Why or why not.” \| \| \| Link to Empower Learner Activity \| This is to review where they are at in other skills that were covered previously and lets me know what I may need to go over and review in the future. We will focus mainly on 2 and 3 for this plan. Knowledge Application \| \| \| The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know. \| \| Artifact Profile \| \|\| \| Title of the Artifact: Three Fruit Salad Lesson part 1 and 2 (2 day) \| \|\| \| Detailed Description: 1. Students will click on the link and see the rubric for all their points. Inside the rubric there is another link to the 3 fruit salad recipe. They will need to fill that out and answer the questions on the bottom of the page. At the end of the day, they should be finished with it and share it with the teacher.. 2. On the second day the students will practice presenting to each other and on Seesaw where they will explain what the recipe is and how they were able to know how many ingredients they would need for each student to get a serving. They will talk more in depth about the other questions there as well. \| \|\| \| Content Area Skills Addressed:-Multiplying fractions-Using words and drawings to show understanding of multiplying fractions on Seesaw \| Digital Age Skills Addressed:1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. \| Link to Rubric: \| Knowledge Deepening \| \| \| During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills. \| \| Task 1: \| \|\| \| Description: A choice board where the students must do a Seesaw Activity for each standard, but they can choose which other task they would like to do. \| \|\| \| Must Do’s:Seesaw Activity \| May Do’s:Study Island or Game \| Resources: Unit 7 Choice Board \| Direct Instruction \| \| \| Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning. \| \| Learning Path \| \|\|\| \| Day # \| Description \| BlendEd Model \| Resources \| \| 1 \| Exploring Fraction Multiplication Situations \| Whole Group, Flex to facilitate Small Group \| Multiplying Fraction Word Problems \| \| 2 \| A Fraction as a Multiple of a Unit Fraction \| Whole Group, Flex to facilitate Small Group \| Fraction of a Whole \| \| 3 \| Multiplying Fractions by Whole Numbers \| Whole Group, Flex to facilitate Small Group \| Visual of Fraction and Whole Number being Multiplied \| \| 4 \| Multiplying Mixed Numbers by Whole Numbers \| Station Rotation \| Video Review \| \| 5 \| Three Fruit Salad Day 1: Use fraction tools to create salads recipes \| Small Group \| 3 fruit salad recipe \| \| 6 \| Three Fruit Salad Day 2: Students discuss problem-solving strategies and fix them. \| Whole Group, Small Group, Individual \| Artifact \|	oercommons	2025-03-18T00:36:24.925511	06/02/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67957/overview", "title": "BlendEd Best Practices: Multiplication of a Fraction by a Whole Number and Other Fractions 4th Grade", "author": "Karen Dux" }
https://oercommons.org/courseware/lesson/80843/overview	Describing Accidents Using Classifiers Overview Students will demonstrate how to describe an accident scenario using classifiers in ASL. Classifiers in ASL Instructions: For this assignment, you will use classifiers to explain a time you had an accident and got hurt. This may be a real scenario or a made-up scenario. You will record yourself signing your accident scenario. For this scenario, you will use classifiers to describe the following: Describe the barrier/cause of the accident (i.e. pole, car, puddle, tree) Explain the accident (i.e. fall, slam into something, slip, car crash) Explain the resulting injury (i.e. scratches, bruise, broken bone, headache) *Note: The more detailed your scenario, the better. Watch the below video for a couple examples. Step 1. Practice signing your accident scenario until you feel comfortable with it. See the description requirements above, and review the classifiers lesson, classifier vocabulary words, and sample conversation for the week. Step 2. Record your accident scenario.	oercommons	2025-03-18T00:36:24.943954	Tahna Mazziotti	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80843/overview", "title": "Describing Accidents Using Classifiers", "author": "Lesson" }
https://oercommons.org/courseware/lesson/117476/overview	Effectiveness of Group vs. Individual Therapy for Children with Speech Sound Disorders Overview My focused PICO question related to my clinical scenario is: In children with speech sound disorders, is group therapy more effective than individual therapy in improving speech sound production? This summer I am working at Lebanon Valley College’s Speech-Language and Hearing Disorders Clinic as a student clinician. The clinic offers a variety of group therapy session that are designed to meet the needs of different speech and language needs for children of different ages. I am directing a speech sound group for two children ages six and seven who are working on different sounds. One child’s targeted sounds for therapy include / s, ʃ, z/. After my first session, I questioned the overall efficacy of group therapy with children working on different speech sounds. My focused PICO question related to my clinical scenario is: In children with speech sound disorders, is group therapy more effective than individual therapy in improving speech sound production?	oercommons	2025-03-18T00:36:24.962270	06/29/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117476/overview", "title": "Effectiveness of Group vs. Individual Therapy for Children with Speech Sound Disorders", "author": "Kaylie LaFrance" }
https://oercommons.org/courseware/lesson/112915/overview	Strategy: Brainstorm predictions! Overview Providing opportunities for all voices to be heard and all contributions to be recognized is an effective strategy for building science understanding, collaboration skills, and promotes successful group work. Brainstorm predictions! In addition to whole group discussion, consider alternate ways to brainstorm that will include more ideas and voices. - Have pairs or small groups brainstorm predictions to answer the focus question. Each group member has a role (e.g., recorder, prompter, reasoner, reporter) then have each group share their ideas with the class. - Do a sticky note prediction activity. Students make their predictions anonymously on post-it notes. As a whole group, sort predictions into themes and post them somewhere in the class for later reference. Providing opportunities for all voices to be heard and all contributions to be recognized is an effective strategy for building science understanding, collaboration skills, and promotes successful group work.	oercommons	2025-03-18T00:36:24.974785	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112915/overview", "title": "Strategy: Brainstorm predictions!", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/91937/overview	CS Integration in MATH Overview This course is an overview of CS integration in math Introduction and Objectives \| Introduction \| \| \| Objectives \| \| If you are interested in enrolling in this course, CS Integration for Act 48 Credit in the Commonwealth of Pennsylvania, please complete this form for more information. <Add Form Link Here> Overview of MATH Integration Main Content \| Please use the links below to watch the video that applies to the grade level band(s) you teach. Explanation and Overview of CS Integration in Math- by Grade Level Bands: Consider the following questions as you build: Why integrate CS into what you (participant) teach? What natural connections can be made between CS and this content area? \| Examples of Integration Create a video overview of the resources which you are sharing and their integration into this content area.	oercommons	2025-03-18T00:36:25.000511	Rich Mackrell	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91937/overview", "title": "CS Integration in MATH", "author": "Kendy Schiffert" }
https://oercommons.org/courseware/lesson/100333/overview	Telling Time to the quarter hour Telling Time to the quarter hour Remix 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 fifteen-minute interval.	oercommons	2025-03-18T00:36:25.020596	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100333/overview", "title": "Telling Time to the quarter hour Remix", "author": "Lesson" }
https://oercommons.org/courseware/lesson/65861/overview	Introduction to Moodle Learning Management System Overview Introduction to Moodle Moodle Learning Management System This is an open source video I used it for demo purpose only. Introduction to Moodle This is an open source video I used it for demo purpose only.	oercommons	2025-03-18T00:36:25.035449	05/01/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65861/overview", "title": "Introduction to Moodle Learning Management System", "author": "Rathiga R" }
https://oercommons.org/courseware/lesson/96256/overview	Kindness Bingo Overview In this lesson, students will recognize acts of kindness in their classroom community. They will then demonstrate these actions by competing in a kindness bingo activity. Lesson Overview Introduction In this lesson, students will recognize acts of kindness in their classroom community. They will then demonstrate these actions by competing in a kindness bingo activity. Grades K – 5 Themes - Inclusion - Belonging - Respectfulness - Kindness - Acceptance Objectives During this lesson, students will: - Identify kind actions and words - Demonstrate kindness to others in the classroom community Essential Questioning Students should be able to answer these questions by the end of this lesson: - What does it mean to show kindness? - How can I demonstrate kindness toward others? Indiana Academic Standards INSS.ELA – K.SL.1 - Listen actively and communicate effectively with a variety of audiences and for different purposes. INSS.ELA – 1.SL.1 - Listen actively and adjust the use of spoken language (e.g., vocabulary) to communicate effectively with a variety of audiences and for different purposes. INSS.ELA – 2.SL.1 - Listen actively and adjust the use of spoken language (e.g., conventions, vocabulary) to communicate effectively with a variety of audiences and for different purposes. INSS.ELA – 3-4.SL.1 - Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. INSS.ELA – 5.SL.2.5 - Review the key ideas expressed and draw conclusions in reference to information and knowledge gained from the discussions. Download the attached PDF document for complete lesson materials. Download the attached Word version for fully accessible document. Coming Soon	oercommons	2025-03-18T00:36:25.056166	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96256/overview", "title": "Kindness Bingo", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/71674/overview	Idioms Vocabulary Overview This resource contains a list of 10 idioms that can help you to improve and increase your vocabulary. Learning Idioms In this document, you can find at list 10 idioms very useful for you to improve Your knowledge.	oercommons	2025-03-18T00:36:25.072894	08/25/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71674/overview", "title": "Idioms Vocabulary", "author": "Clara Huilca" }
https://oercommons.org/courseware/lesson/99467/overview	BABOCHKI Overview Хто такі BABOCHKI? LYUBLU BABOCHEK Лускокри́лі, або метелики, молі (Lepidóptera) — ряд комах з повним метаморфозом. Виник, вірогідно, у середині мезозою, викопні рештки надійних представників ряду відомі з юрського періоду. Найбільш характерна особливість комах, які належать до цього ряду — це наявність густого покриву хітинових лусочок (сплощених волосків) на крилах (при цьому лусочки розташовані як на жилках, так і на криловій пластинці між ними). Для більшості видів має спеціалізований сисний ротовий апарат з хоботком, утвореним подовженими лопатями нижньої щелепи. Розвиток з повним перетворенням: є стадії яйця, личинки (званої гусеницею), лялечки та імаго. Личинка червоподібна, характеризується недорозвиненими черевними ногами, потужно склеротізованними покривами голови, гризучим ротовим апаратом і парними залозами, виділення з яких, при контакті з повітрям, утворюють шовкову нитку. Надзвичайна різноманітність форм метеликів є їхньою вражаючою особливістю. Лускокрилі — один із рядів комах, найчисленніших за кількістю видів. Представники ряду поширені на всіх континентах, за винятком Антарктиди. 55 видів лускокрилих занесено до Червоної книги України. Лепідоптерологія — це наука, яка вивчає метеликів.	oercommons	2025-03-18T00:36:25.086030	12/16/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99467/overview", "title": "BABOCHKI", "author": "Sergey Solovyov" }
https://oercommons.org/courseware/lesson/117251/overview	Behavior Management for Adults with Dementia Overview Critically Appraised Topic - Behavior Management in Adults with Dementia N/A	oercommons	2025-03-18T00:36:25.101962	06/25/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117251/overview", "title": "Behavior Management for Adults with Dementia", "author": "Madison Rambler" }
https://oercommons.org/courseware/lesson/71062/overview	Boundaries, Consent, Healthy Relationships Overview Videos, worksheets and other resources for educators to provide remote instruction on boundaries, consent, and healthy relationships. King Co. Sexual Assault Resource Center. Boundaries, Consent, Healthy Relationships Resources The King Co. Sexual Assault Resource Center has free resources for remote learning, including videos, companion worksheets and more. Designed for use with middle and high school students:	oercommons	2025-03-18T00:36:25.115212	Module	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71062/overview", "title": "Boundaries, Consent, Healthy Relationships", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/102741/overview	Arts Integration Lesson Plan \| Lesson Title: \| \| Content Area: Science & Language Arts \| Fine Arts Area: Visual Arts \| \| Grade Level: 5th Grade \| Teacher: Mrs. Pischel \| \| Standards and Alignment \| \| Content Area Standard:SC.5.8.2.B Support an argument that plants get the materials they need for growth chiefly from air and water.LA.5.W.1 Create grammatically correct multi-paragraph compositions with varied sentence structures. \| Fine Arts Standard:FA.5.2.1.eFA.5.2.3.a \| \| Key Vocabulary:Color - using the correct hue, intensity, and value of paint for the flower petals, leaves, stem, and dirtTexture - the look or feel of objects \| Materials List:- Paper white plates - Blue construction paper - Green construction paper - Water paint colors - Paint brushes - Cups for water - Sponge pieces - Salt *Could you bring the materials highlighted in yellow? \| \| Lesson Delivery \| - As a whole, we will review the parts of a plant and the functions of each part - Flower - to help the plant reproduce - Petals - attract pollinators by the color and smell - Leaves - produce food for the plant through photosynthesis - Stem - support the leaves, carry water & minerals to leaves - Roots - keeps the plant in the ground, absorb water, and dissolve minerals - We will review the expectations of water colors: do not mix colors, keep your area neat - Talk about color and the intensity they want for the colors - With watercolor, if they want a light color, do more water, if they want a darker color, do less water - Hand out paper plates and have the students design their flower petals (have salt if they want to add texture) - (maybe have little chunks of a sponge for texture as well?? - Once they are done painting, they will need to cut out “v” shaped pieces and then fold to make it look like a flower - Glue the paper plate to a piece of blue construction paper - Take out green paper and have the students cut out a long piece for the stem and oval shaped leaves - Glue those on the construction paper - Next, have the students either paint or color with a crayon the dirt - If they paint the brown on, they could use the sponge pieces to add texture as well - Have the students take a white crayon and draw roots - The students will then need to take their parts of plant pieces and glue them to the corresponding parts https://docs.google.com/document/d/1BCPpqdiu57Xij2-CWWdfHxleX5VriqqtY0eo2_BDn4E/edit- Once that is done, they need to write on the other worksheet what the function of each part is https://docs.google.com/document/d/1M44pLSnF4pU7NVHTudM4obHaC0NnSN3bIDcpX9DZiYw/edit- We will then cut those out and put around edges of the flower - Students can add sun and cloud with crayons if they want \| \| Assessment and Reflection \| Content Assessment:- Check craft to make sure each part is labeled correctly on the plant. - Check the written worksheet to make sure they know the function of each part \| Arts Assessment:- Check the students work to see if they have different intensity of colors on their flower - Check if the students have different textures from using either salt or sponge pieces \| \| Student Reflection:Students will fill out a reflection paper \| Teacher Reflection:Go over with Hannah \|	oercommons	2025-03-18T00:36:25.137662	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102741/overview", "title": "Parts of Flowers + Painting Parts", "author": "Visual Arts" }
https://oercommons.org/courseware/lesson/69601/overview	Cultural activity for learning language Overview Topic : Eid milan party (Eid gathering party) Learners: 5th - 8th students Level of culture: All three levels Skills: listening, speaking and writing Objectives: To teach students about our festivals and how these festivals are celebrated in different Islamic and non-Islamic countries by muslims Topic : Eid milan party (Eid gathering party) Learners: 5th - 8th students Level of culture: All three levels Skills: listening, speaking and writing Objectives: To teach students about our festivals and how these festivals are celebrated in different Islamic and non-Islamic countries by muslims To check listening, speaking and writing skills of students Students were asked to choose any country and come wearing traditional dresses of that country which they wear on festival of Eid. They were also asked to bring traditional foods of those countries they had choosen, preparing it from their homes. On the day of party, students were ask to recognized the traditional food and dresses of each country and write it in there notebooks. Every student with the help of his teacher tried to recognize foods and dresses and write it with names fo students that what those students are wearing and what country they belong to and what food belongs to that country. It was very hard task for them but they performed very well. After the writing skills activity they were asked to come om stage and speak about what they've put on and what make them put it on and what is history of that dress. Like a student told us that he's wearing Abaya and Arabians wear it because it is very hot there and they can't wear western dresses like jeans and shirt etc. Students wearing Pakistani dresses were representing source culture and those students who were wearing dresses of Arab countries and other Islamic countries were representing international culture and those who were wearing western dressing like jeans and three peice suits were showing target culture. At the end there was quiz competition in which different quiz were asked and prizes were given to students who gave right answers.	oercommons	2025-03-18T00:36:25.152061	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69601/overview", "title": "Cultural activity for learning language", "author": "Literature" }
https://oercommons.org/courseware/lesson/65471/overview	Professional Learning Resources for Teacher Librarians Overview Professional learning opportunities and guidance resources for teacher librarians. Professional Learning Opportunities and Additional Resources for Teacher Librarians Professional Learning School Library Journal Webcasts \| MSI Information Services Register for free real-time webcasts or view archived recordings. Fee-based online courses are also available Washington Library Association Training Resources \| Washington Library Association Provides links to free and low-cost online continuing education resources and archived workshops. Washington State Library Tutorials \| Washington State Library Online learning platform for individual and group learning. Content includes internet basics, social media, open data, and youth and teen services. - Sign up for WSL Updates, a free weekly e-newsletter that provides a curated list of free webinars and other training opportunities for library staff as well as other news of interest to libraries. View the latest edition at Between The Lines: Washington State Library Blog. Wyoming State Library Training Calendar \| Wyoming State Library Offers many free online events and archived webinars open to all, in addition to Wyoming-specific trainings. General Resources Alki Journal \| Washington Library Association Alki’s purpose is to communicate current and enduring issues for and about Washington libraries, personnel and advocates and to facilitate the exchange of research, opinion, and information. Reading in the Time of COVID-19: Free access to eBooks, audiobooks, animated books, and read alouds \| Washington Office of Superintendent of Public Instruction Free reading options for all Pre K - 12 students. Sites include access for English learners as well as students with reading barriers. Opportunities are highlighted for online reading, downloadable eBooks, audiobooks, apps to read content on smartphones/tablets, and read aloud stories for our youngest learners. The Role of School Librarians in OER Curation - A Framework to Guide Practice \| Institute for the Study of Knowledge Management in Education Provides suggestions and a framework for resource curation promising practices. Washington State Library - Covid-19 Resources \| Washington State Library Washington State Library staff will be updating this site with learning and entertainment resources for home schoolers, workers-at-home, and career builders, and for librarians and K-20 educators as they continue to support their communities through the COVID-19 outbreak. Read Aloud Guidance for Schools and Libraries Reading Allowed: Fair Use Enables Translating Classroom Practices to Online Learning \| American University – Washington College of Law Reading Allowed YouTube Recording Essential Copyright Knowledge: A Toolkit for Teachers and Librarians Essential copyright knowledge: a toolkit for teachers and librarians – slides \| American University – Washington College of Law Attribution and License Cover image by Gerd Altmann from Pixabay Except where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners. This resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.	oercommons	2025-03-18T00:36:25.181878	Barbara Soots	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65471/overview", "title": "Professional Learning Resources for Teacher Librarians", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/67957/overview	BlendEd Best Practices: Multiplication of a Fraction by a Whole Number and Other Fractions 4th Grade Overview This resource was created by Eric Uher in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for Grade 4 math. Unit Plan BlendEd Learning Best Practices Unit Title: Multiplication of a Fraction by a Whole Number and Other Fractions Content Area Skills: MA 4.1.1.j & 4.1.2.g Digital Age Skills: 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Duration of Unit: 6 class days Unit Author: Eric Uher BlendEd Coach: Karen Dux Overview of Unit: In this unit students will be working with fractions in terms of multiplying them and finding ways they will be using them in their daily lives. Empower Learners \| \| \| Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning. \| \| Learning Objectives \| \| \| Content Area Skills: \| Student Friendly Learning Objectives: \| \| Multiplying fractions by whole number and other fractions \| The student will be able to multiply fractions by whole numbers and fractions by fractions. \| \| Organize Fractional Number Stories \| The student will master an organizational skill for data found in different number story problems \| \| Empower Learner Activity \| \| \| Detailed Description Use self-assessment page that comes with the test on the first day and then just before the test. (self-assessment, goal sheet, action plan). At the end of the self-assessment ask the students, “What is one thing you will do differently in this unit.” After the unit, ask yourself, “Did it work? Why or why not.” \| \| \| Link to Empower Learner Activity \| This is to review where they are at in other skills that were covered previously and lets me know what I may need to go over and review in the future. We will focus mainly on 2 and 3 for this plan. Knowledge Application \| \| \| The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know. \| \| Artifact Profile \| \|\| \| Title of the Artifact: Three Fruit Salad Lesson part 1 and 2 (2 day) \| \|\| \| Detailed Description: 1. Students will click on the link and see the rubric for all their points. Inside the rubric there is another link to the 3 fruit salad recipe. They will need to fill that out and answer the questions on the bottom of the page. At the end of the day, they should be finished with it and share it with the teacher.. 2. On the second day the students will practice presenting to each other and on Seesaw where they will explain what the recipe is and how they were able to know how many ingredients they would need for each student to get a serving. They will talk more in depth about the other questions there as well. \| \|\| \| Content Area Skills Addressed:-Multiplying fractions-Using words and drawings to show understanding of multiplying fractions on Seesaw \| Digital Age Skills Addressed:1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. \| Link to Rubric: \| Knowledge Deepening \| \| \| During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills. \| \| Task 1: \| \|\| \| Description: A choice board where the students must do a Seesaw Activity for each standard, but they can choose which other task they would like to do. \| \|\| \| Must Do’s:Seesaw Activity \| May Do’s:Study Island or Game \| Resources: Unit 7 Choice Board \| Direct Instruction \| \| \| Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning. \| \| Learning Path \| \|\|\| \| Day # \| Description \| BlendEd Model \| Resources \| \| 1 \| Exploring Fraction Multiplication Situations \| Whole Group, Flex to facilitate Small Group \| Multiplying Fraction Word Problems \| \| 2 \| A Fraction as a Multiple of a Unit Fraction \| Whole Group, Flex to facilitate Small Group \| Fraction of a Whole \| \| 3 \| Multiplying Fractions by Whole Numbers \| Whole Group, Flex to facilitate Small Group \| Visual of Fraction and Whole Number being Multiplied \| \| 4 \| Multiplying Mixed Numbers by Whole Numbers \| Station Rotation \| Video Review \| \| 5 \| Three Fruit Salad Day 1: Use fraction tools to create salads recipes \| Small Group \| 3 fruit salad recipe \| \| 6 \| Three Fruit Salad Day 2: Students discuss problem-solving strategies and fix them. \| Whole Group, Small Group, Individual \| Artifact \|	oercommons	2025-03-18T00:36:25.204614	06/02/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67957/overview", "title": "BlendEd Best Practices: Multiplication of a Fraction by a Whole Number and Other Fractions 4th Grade", "author": "Karen Dux" }
https://oercommons.org/courseware/lesson/80843/overview	Describing Accidents Using Classifiers Overview Students will demonstrate how to describe an accident scenario using classifiers in ASL. Classifiers in ASL Instructions: For this assignment, you will use classifiers to explain a time you had an accident and got hurt. This may be a real scenario or a made-up scenario. You will record yourself signing your accident scenario. For this scenario, you will use classifiers to describe the following: Describe the barrier/cause of the accident (i.e. pole, car, puddle, tree) Explain the accident (i.e. fall, slam into something, slip, car crash) Explain the resulting injury (i.e. scratches, bruise, broken bone, headache) *Note: The more detailed your scenario, the better. Watch the below video for a couple examples. Step 1. Practice signing your accident scenario until you feel comfortable with it. See the description requirements above, and review the classifiers lesson, classifier vocabulary words, and sample conversation for the week. Step 2. Record your accident scenario.	oercommons	2025-03-18T00:36:25.222615	Tahna Mazziotti	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80843/overview", "title": "Describing Accidents Using Classifiers", "author": "Lesson" }
https://oercommons.org/courseware/lesson/117476/overview	Effectiveness of Group vs. Individual Therapy for Children with Speech Sound Disorders Overview My focused PICO question related to my clinical scenario is: In children with speech sound disorders, is group therapy more effective than individual therapy in improving speech sound production? This summer I am working at Lebanon Valley College’s Speech-Language and Hearing Disorders Clinic as a student clinician. The clinic offers a variety of group therapy session that are designed to meet the needs of different speech and language needs for children of different ages. I am directing a speech sound group for two children ages six and seven who are working on different sounds. One child’s targeted sounds for therapy include / s, ʃ, z/. After my first session, I questioned the overall efficacy of group therapy with children working on different speech sounds. My focused PICO question related to my clinical scenario is: In children with speech sound disorders, is group therapy more effective than individual therapy in improving speech sound production?	oercommons	2025-03-18T00:36:25.241012	06/29/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117476/overview", "title": "Effectiveness of Group vs. Individual Therapy for Children with Speech Sound Disorders", "author": "Kaylie LaFrance" }
https://oercommons.org/courseware/lesson/97612/overview	Education Standards Telling Time to the quarter hour Overview A quick lesson or center activity for telling time to the quarter hour. photo courtesy of clipartbest.com Telling Time: quarter hour Print and place in page protector sleeve for reuse or center activity with dry-erase markers. *This activity goes beyond matching, involving the student to draw the clock hands(long and short) for enhanced understanding. If students are struggling with drawing the clock hands, make some long and short clock arrows for students to place appropriately on the clocks. For students who have a basic understanding of telling time, practice with quarter hour time. Students will learn new vocabulary terms: quarter past, quarter 'till, half past. Begin with the introductory video from: https://www.youtube.com/watch?v=HKZOGR1pz1I 2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m	oercommons	2025-03-18T00:36:25.263274	09/30/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97612/overview", "title": "Telling Time to the quarter hour", "author": "Robin Allen" }
https://oercommons.org/courseware/lesson/91937/overview	CS Integration in MATH Overview This course is an overview of CS integration in math Introduction and Objectives \| Introduction \| \| \| Objectives \| \| If you are interested in enrolling in this course, CS Integration for Act 48 Credit in the Commonwealth of Pennsylvania, please complete this form for more information. <Add Form Link Here> Overview of MATH Integration Main Content \| Please use the links below to watch the video that applies to the grade level band(s) you teach. Explanation and Overview of CS Integration in Math- by Grade Level Bands: Consider the following questions as you build: Why integrate CS into what you (participant) teach? What natural connections can be made between CS and this content area? \| Examples of Integration Create a video overview of the resources which you are sharing and their integration into this content area.	oercommons	2025-03-18T00:36:25.288706	Rich Mackrell	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91937/overview", "title": "CS Integration in MATH", "author": "Kendy Schiffert" }
https://oercommons.org/courseware/lesson/81368/overview	The Lion Sleeps Tonight- Ukulele Overview Students wil demonstrate Chucking and Muting on their Ukulele while playing "The Lion Sleeps Tonight" The Lion Sleeps Tonight Learning Objectives: - I can demonstrate fluency in rhythmic accuracy and chord accuracy. - I can produce an appropriate tone on my ukulele. Instructions: Watch The Lion Sleeps Tonight Lesson if you haven't done so already. Then, record yourself playing and singing the entire song using Screencastify. Be sure to play using the use the correct strum patterns. Use The Lion Sleeps Tonight- Chord Chart if you would like to access the entire tab (or chord chart). The Lion Sleeps Tonight Chord Chart The Lion Sleeps Tonight By Solomon Linda, Arr. by Cynthia Lin VERSE: C/ F/ C/ G7/ In the jungle, the mighty jungle, the lion sleeps to-night In the jungle, the quiet jungle, the lion sleeps to-night CHORUS x2: C F [d u X u-d u X u] A-wim-o-weh A-wim-o-weh A- wim-o-weh A-wim-o-weh C G7 A-wim-o-weh A-wim-o-weh A- wim-o-weh A-wim-o-weh VERSE: (Add knock on 2&4) C/ F/ C/ G7/ Near the village, the peaceful village, the lion sleeps to- night Near the village, the quiet village, the lion sleeps to- night CHORUS x2: C F C G7 A-weee -e-e-e- ee-um-o-weh VERSE (Muted Island Strum): C/ F/ C/ G7/ Hush my darling, don’t fear my darling, the lion sleeps to- night Hush my darling, don’t cry my darling, the lion sleeps to- night CHORUS x2: C F C G7 A-weee -e-e-e- ee-um-o-weh OUTRO: C/ F/ C/ G7/ END C/ Dee-dee-dee-dee-dee Dee-dee-dee-dee-dee the lion sleeps to-night	oercommons	2025-03-18T00:36:25.306021	Katie Hackett	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/81368/overview", "title": "The Lion Sleeps Tonight- Ukulele", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/94109/overview	Positive Affirmations Overview Increase self-esteem and positive self-talk. Emotional and social skills ACTIVITY OBJECTIVE: Increase self-esteem and positive self-talk ACTIVITY DESCRIPTION: Discuss two or three positive qualities with the child related to situations that happened during the day. Help them spot the times where they acted in a positive way. IMPORTANT NOTES FOR PRACTITIONER It’s important to talk about these qualities when the positive behavior occurs so the child would be able to connect the dots. Discuss why these positive qualities are important.	oercommons	2025-03-18T00:36:25.317802	06/19/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94109/overview", "title": "Positive Affirmations", "author": "CIPPO Egypt" }
https://oercommons.org/courseware/lesson/64304/overview	The Laramie Project Lesson Overview This activity asks students to think about prejudices before they begin to read The Laramie Project. Stereotypes vs. Prejudices This lesson asks students to write in journals. If students do not keep journals for your class, they could easily record information on a blank piece of paper or a digital document. Webster Dictionary defines a stereotype as "a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment." It defines prejudice as " injury or damage resulting from some judgment or action of another in disregard of one's rights." In your journal, reflect on these two terms. What is the difference between a stereotype and a prejudice? How are the two terms connected? Also, reflect on what examples of stereotypes and/or prejudices you see presented in media (film, television, literature, video games, etc.). Do you see stereotypes and/or prejudices in your own life (family, community, self, etc.)? Strive to answer each of these questions as fully as possible. Hate Crime Webster Dictionary defines a hate crime as "any of various crimes (such as assault or defacement of property) when motivated by hostility to the victim as a member of a group (such as one based on color, creed, gender, or sexual orientation)." In your journal, reflect on this term. Put this definition in your own words. Is it easy to define a violent act as a hate crime? Why or why not? What motivates a hate crime? Is hate speech a precursor or an aggravator of hate crimes? What is the severity of a hate crime? What should the punishment of a hate crime be? Can you think of any real-world examples of hate crimes? Strive to answer each of these questions as fully as possible. “It Can’t Happen Here” The Laramie Project is an experimental play in which a theatre group goes into Laramie, Wyoming to interview town's residents after a tragic hate crime was committed in their town. "It can't happen here," was a common response when asked if people thought such a violent act could have happened in their community. But it did happen in their community. It did happen there. Could it happen here? In your journal, reflect on this quote. What are the attitudes towards American minorities in our community? Which minorities are more widely accepted? Are there any that are widely rejected? Do you think a hate crime could happen in our community? Why or why not? Strive to answer each of these questions as fully as possible. Share Out When having the circle discussion, it is advised to break into multiple smaller groups if there is more than one adult in the room to help facilitate these discussions. We are going to get into circles shortly and you will be asked to share out one thought, idea, or question you have from today's journaling activities. Pick two or three ideas to share out with the group just in case someone has the same share out idea as you. After everyone shares out, we will have time to discuss and comment on the ideas brought up in the circle. Reflection Now, you will log in to our LMS and complete a reflection writing assignment. The following instructions are also available there. Reflect on the thinking and conversations we have had today. Strive to write a solid academic paragraph or two. (I would suggest at least ten sentences in your reflection document.) You do not have to answer all of the following questions but you should pick at least a couple to get you started. - How did the conversation we had make you feel? - What about this lesson made you think differently? - Have these topics related to any of the stories we've read so far this semester? - How do you predict these topics will apply to the story we are about to read? - Why are these topics so important to discuss? - How do these topics tie in with American history? If you take the time to answer this prompt fully, you will earn full points.	oercommons	2025-03-18T00:36:25.336121	03/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64304/overview", "title": "The Laramie Project Lesson", "author": "Charles Carter" }
https://oercommons.org/courseware/lesson/101978/overview	Education Standards Punctuation song from Grammaropolis - "Punctuation.?!” Ending Punctuation Overview This lesson is designed for students with disabilities to assist them in comprehending what a text, passage, or sentence is saying, asking, or the emotion exhibited. This lesson will help students comprehend and understand at a rate commensurate with their peers. Ending Punctuation Usage In this lesson, students will: Use a period, ., to end a sentence. Use a question mark, ?, to ask a question in a sentence. Use an exclamation point, !, to show excitement or fear in a sentence. Students will recite a sentence using the tone of the punctuation at the end of the sentence. Period, Question Mark and Exclamation Point Ending punctuation is crucial to comprehending what is written, what is being said, and what is being asked and how the writer is feeling. This lesson has helped my students with disabilities comprehend texts and passages and have assisted them in their written expression IEP goals. Ending Punctuation Objective: Students will use a period, question mark and exclamation point to interpret and comprehend sentences. Examples 1. The end of the grading period is March 21, 2023. 2. When is the end of the grading period for the 3rd Quarter? 3. Ms. Brown has not entered all of my grades for the 3rd Quarter! Endng Punctuations Usage Period-used at the end of a complete sentence. Question Mark-used at the end of a sentence asking a question. Exclamation Point-used at the end of a sentence showing emotions (i.e. fear, anxiety, etc.)	oercommons	2025-03-18T00:36:25.366768	03/20/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101978/overview", "title": "Ending Punctuation", "author": "Faith Brown" }
https://oercommons.org/courseware/lesson/63507/overview	Education Standards Radiometric Dating Slides Radiometric Dating Basics Overview A set of lessons that introduces the concepts of radiometric dating through lab, mini-lesson, and practice. M&M Half-Life Lab Make sure to prepare baggies of M&Ms with 50 in each bag. This is usually best done in groups of two (splits M&Ms easier that way and is more cost effective). You'll also need to label plates for as many groups as you will have. Reuse plates and cups to save money/trash as well. Radiometric Dating and Half Life Lab Materials: - Baggie with 50 M&Ms - Cup - Plates Procedure: - NO EATING ANY M&MS UNTIL THE LAB TELLS YOU YOU CAN! - Shake the M&Ms in the cup (NOT TOO HARD) for about 10 seconds and dump them out onto the plate labeled “POUR”. - Count the number of M&Ms with the “m” down as you put them on the second plate labeled “M DOWN”. Record that value in the daughter column of the chart for the first pour. The “m” up amount (those left on the plate labeled POUR) should be recorded in the parent column. - Leave the M&Ms on the M DOWN plate there. Take ONLY the remaining M&Ms that are “m” up ON THE PLATE LABELED POUR, and put them back in the cup. Shake those in the cup, and repeat the procedure from step 2. In the “m down” daughter column, put the total amount of “m down/daughter” M&Ms you have on the second plate. Record the “m up” amount in the parent column--not a total, just from the second pour. - Continue the procedure until you have done 5 pours or there are no more m&ms on the POUR plate. - Complete the chart by calculating the percentage of parent and daughter M&Ms for each pour. - Check with your instructor that you’ve done it correctly and get permission to eat the m&ms. - Answer the questions below the table. \| Pour \| No. of parent \| % of parent \| No. of daughter \| % of daughter \| \| 0 \| 50 \| 100 \| 0 \| 0 \| \| 1 \| \|\|\|\| \| 2 \| \|\|\|\| \| 3 \| \|\|\|\| \| 4 \| \|\|\|\| \| 5 \| 1. Create a graph of your parent AND daughter M&M data with the following graph set up: x-axis: pour y-axis: number of M&Ms Title: come up with an appropriate title for your graph. 2. Based on your graph, describe the trend in the amount of parent M&Ms with the amount of pours. 3. Based on your graph, describe the trend in the amount of daughter M&Ms with the amount of pours. 4. After how many pours did you have about ¼ of the original parent M&M? 5. Compare your chart to the chart of another group. Were your results the same? Why or why not? Radiometric Dating Mini Lesson Go over the slides as your teacher discusses them. It might be important to take notes in your own words as well. Radiometric Dating Practice Answers: - Thorium-234 - 13 - Polonium-214 - We can figure out how much U-238 is present in a rock and compare that to the amount of daughter material. If we know that ratio (% parent to % daughter) we can look at the half life time and figure out how many half lives the rock has been through and then figure out the age. That’s how old the rock would be. - Nitrogen-14 - 5,730 years - 2 - 25% - 75% \| Half Lives \| Parent material \| Daughter material \| \| 0 \| 30 g \| 0 g \| \| 1 \| 15 g \| 15 g \| \| 2 \| 7.5 g \| 22.5 g \| \| 3 \| 3.75 g \| 26.25 g \| \| 4 \| 1.875 g \| 28.125 g \| - Royalium-77 - Reginon-30 - 10 hours - 20 hours/2 half lives - 3 half lives Answer the questions on the radiometric dating practice document.	oercommons	2025-03-18T00:36:25.397239	Lecture Notes	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63507/overview", "title": "Radiometric Dating Basics", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/92281/overview	I THİNK I QUESTİON AND I APPLY Overview p4c egitim yöntemi ile gems-montessori-waldorf-stem eğitim yaklaşımlarını bir arada kullanmak hiç aklınıza geldimi. bu planlarda farklı eğitim metotlarını bir araya getirdik. ETKİNLİK PLANI p4c ve gems-waldorf-stem-montessori ile entegre edilmiş eğitim planlarıdır.	oercommons	2025-03-18T00:36:25.414966	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92281/overview", "title": "I THİNK I QUESTİON AND I APPLY", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/90013/overview	Education Standards https://docs.google.com/forms/d/e/1FAIpQLScrcDzG-w_qzI7hWa0qQz7XaM9RGYzjzdNMJEu12aB0nOnpMw/viewform Problem Solution Project - Exploring Computer Science Overview This is an introdutory lesson to computer science combinded with a 3-part project, students will prepare for programming by practicing the problem-solving steps. They will select a problem that they are dealing with at home, at school, or a problem in the community. They will then research and gather data to help them find a step by step plan to solve the problem. Lesson Includes: Activity, Pre-Post Survey, 3-part project and rubric Introductory Questions Instructor Notes: Think-Pair-Share (F2F - Day 1) - Your students will have a wide range of experiences with the different kinds of problems they have experienced. - Be sure to allow plenty of time for students to think. You may even want to suggest that they write down a few keywords related to their problem. - You can demonstrate this by modeling this for them. - Now pair them up for a Pair-Share - You can demonstrate by sharing an example problem you may have had before having your students do a pair-share. - Be sure to allow plenty of time for students to share. - SWD: Some students with disabilities may struggle to listen and follow along simultaneously during the demonstration. To allow students to focus on listening skills during this task, you can provide a list of key terms and steps for repeated actions/tasks to refer to later. - ELL: Be sure that ELLs are able to follow the explanation that you provide. Ask questions during your explanation to check for understanding. - After you have given the student plenty of time to Pair-Share ask for volunteers to share with the whole group. Opening To get you started thinking about solving problems answer the following questions below. - Think of some problems you may have had in the past or you are experiencing recently? - What did you do to solve your problem? - Did you use any type - Was your problem resolved? Why? or Why not? - Do any challenges come to mind when you attempt to solve problems on your own or with others? Problem Solution Survey (F2F) - The results of this survey can be used to help you understand individual students, of course, but you can also use them to think about your class as a whole. As your year begins, it’s important to let your teacher know more about you as a student and learner. Take some time to independently complete this Problem Solution Survey, and then answer the question below on a Post-It note. Then place the Post-It note on the big letter T bulletin board. - What can you tell me about yourself as a learner that will help me teach you better this year? Hopes and Worries Reflection F2F - Day 2 - This quick reflection will help you get a sense of each student's readiness for the school year/semester. - ELL: Make sure that ELLs have access to a bilingual dictionary as well as monolingual dictionaries in English and their primary language. Using good dictionaries is very important in building their knowledge of the language and their vocabulary. After the students have completed working on Task #1 be sure to be observant and make sure each student has two peers whom have signed their note to the teacher (Task #1). Task #1 Take a few minutes to reflect on what you’ve seen and done so far, and to think about the upcoming semester. What are your hopes and fears? Write a short note to your teacher, completing the following prompts. - This year, I hope that . . . - This year, I worry that . . . Task #2 Share your hopes and fears with two other students. Have them sign your short note. Select wisely, for these two students will become your support system through out the semester with this class. The teaacher may override a signature and ask you to select a different student to become one of your two support system team members. Problem Solution Survey Discussion (F2F) - Facilitate a discussion about how the Learning Survey can help foster a learning partnership. Reflect with your class on the Learning Survey. - What lessons can you, your teacher, and your classmates learn about how best to move forward through the year? Problem-Solution Project - Exploring Computer Science (Self - Pace) Provide time for students to start this section of the lesson in class. Possibly 20-30 minutes depending on much time your previous discussions take. Once a student has completed Part 3 (of section 5), they will need to self score and comment on their own project usin gthe shared rubric. After making adjustments to their project, the student will then have two peers score and comment on their project using the shared rubric. Be sure to give three different deadlines to the class: Deadlines #1 for completion of the project #2 for completion of self evaluation #3 for completion of 2 peer evaluations All of this needs to be completed before moving to Section 6. Problem-Solution Project - Exploring Computer Science Instructions: For this 3-part project, you will practice using the problem-solving steps by selecting a problem that you are dealing with at home, at school, or a problem in the community. You will then research and gather data to help you find a solution to the problem. \| What are the Problem-Solving Steps? \| \| CLICK HERE to view a video about the problem-solving steps. \| \| Part 1 - Select a Problem \| \| CLICK HERE to open the Problem Solving Worksheet. Identify a problem that you would like to solve. This problem can be something from the community, your home, or your school. Identify a research question to guide your research. Full instructions are on the worksheet. \| \| Part 2 - Gather Data and Make a Plan \| \| Identify questions (at least 3) that will help you gather information to help you with your solution. Carefully consider the answers to your questions. Carry out an experiment if needed to gather the data. CLICK HERE to open the Problem Solving Worksheet and type in the answers to your data questions. \| \| Part 3 - Carry out Your Plan, Review and Revise \| \| CLICK HERE for the instructions on how to present your findings. \| Problem Solution Post Survey (self-paced) Student will complete this section of the lesson between F2F times. If a student submits a Problem Solution Survey you can check to make sure they have submitted their project and rubric links here: Ready To Be Graded Now that you have learned a way to problem solve and applied your new knowledge, it's time to take the Problem Solution Survey again to see if you feel any differently regarding designing solutions for different problems.	oercommons	2025-03-18T00:36:25.450130	Jody Kelley	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90013/overview", "title": "Problem Solution Project - Exploring Computer Science", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/115779/overview	An excerpt from John Brown’s address to the court after hearing his guilty verdict, 1859. An excerpt from speeches delivered in the US Senate by Senators Clement Clay of Alabama and William Gwin of California, December 13, 1859. A photograph of John Brown’s tombstone in North Elba, New York, ca. 1900 A print depicting Brown’s raiders and hostages in the interior of the engine house before the US Marines break-in, 1859. A print of the engine house occupied by John Brown and his raiders as US Marines attempted to break in, ca. 1859 A print showing an encounter between raiders and the militia at the railroad bridge, from Frank Leslie’s Illustrated Newspaper, 1859. A program for a commemorative town hall meeting held in Concord, Massachusetts following John Brown’s execution on December 2, 1859 A sheet of lyrics to “Old John Brown: A Song for Every Southern Man,” ca. 1861 Buttons from the clothing of John Brown’s raiders, mounted with a depiction of John Brown. https://dp.la/primary-source-sets/john-brown-s-raid-on-harper-s-ferry/sources/1726 John Brown John Brown Address The sheet music to “John Brown’s Body,” published in 1902 John Brown's Raid on Harper’s Ferry Final Version Overview A DPLA primary Source Set about John Brown that has been imported onto OER Commons. Content Warnings: Old John Brow: A song for Every Southern Man contains slurs, outdated and offensive language is utilized in several other of the primary sources as well. Original primary source set created by Nancy Schurr, Chattanooga State Community College, Tennessee Imported into OER Commons by Andrew CharltonJones as part of his capstone for his University of Washington MLIS Degree Introduction John Brown first made a name for himself as a militant abolitionist in 1854, when Brown traveled to Kansas following the Kansas-Nebraska Act, intent on defending the territory from the scourge of slavery. It was in “Bleeding Kansas,” named for violent conflicts between proslavery and antislavery settlers there, that John Brown led a guerilla warfare campaign against the territory’s proslavery settlers, including a deadly attack against residents of Pottawatomie Creek. By 1859, fueled by donations from wealthy abolitionists, Brown was again ready to strike a blow against slavery and slaveholders—this time in the South. Brown’s target was the sleepy Virginia town of Harper’s Ferry (now spelled “Harpers Ferry"), where he planned to capture the stockpile of guns and ammunition at the federal arsenal. He intended to start a war between slaves and slaveholders by distributing these weapons to the enslaved. Brown believed this war would end the “peculiar institution” of slavery in the United States forever and that God approved of his plan. Accompanied by twenty-one other men, including three of Brown’s sons, and equipped with rifles and pikes, Brown and his raiders launched their attack on the night of Sunday, October 16, 1859. Some of the raiders captured local civilians as hostages, including Colonel Lewis Washington, great-grandnephew of George Washington, while others headed for the arsenal. By the morning of October 17, townspeople had discovered the plot and forced Brown and his men into the arsenal’s engine room, which was where they made their last stand as local militia and US Marines attacked. By the following day, at least sixteen people, including members of Brown’s party and several townspeople, were dead and Brown and other remaining raiders were captured, imprisoned, and charged with treason and murder. Brown’s trial and subsequent execution galvanized the American public around the already profoundly contentious issue of slavery. The fallout from Brown’s raid likely hastened the secession of slaveholding states from the Union, igniting the Civil War. The primary sources in this set document John Brown’s raid and the broad range of responses it provoked across the country. John Brown Daguerrotype Examine the daguerreotype of John Brown. Why is Brown’s hand raised in the photograph? What might the flag in the picture represent? Read the excerpt from John Brown’s address to the court and explain how John Brown defends his actions during the raid on Harper’s Ferry. Do the daguerreotype of John Brown and the illustration of the swivel gun and pike support or oppose Brown’s defense of his actions? Why? John Brown and the Engine House Examine the print of the engine house occupied by John Brown and his raiders. What kind of activity is taking place outside of the engine house? Examine the print depicting Brown's raiders and hostages in the interior of the engine house. Which men are the hostages and which men are the raiders? What ideas were the artists of each image trying to convey to the audience? Based on these images, did the artist of each sketch approve or disapprove of Brown’s raid Raiders and Millita at the Railroad Bridge Examine the print showing an encounter between raiders and the militia at the railroad bridge and explain how an antislavery American and a proslavery American might have interpreted this image differently. Comparing George B. cheever's Sermon and Edward Everett's Speech Read the excerpt from George B. Cheever’s sermon. How does Cheever describe John Brown as a person? How does Cheever connect Brown’s actions to his Christian duty? According to Cheever, what is the “great lesson of this tragedy?” According to the excerpt from Edward Everett’s speech, would he agree with Rev. Cheever? Why or why not? Dirge What is the main idea of the “Dirge” printed on the program for the commemorative town hall meeting? According to their speeches delivered in the US Senate eleven days later, would Senators Clement Clay and William Gwin agree or disagree with this portrayal? How did Clay and Gwin think that Brown’s raid would affect national politics? Comparing John Brown Songs Read the lyrics of the songs entitled “John Brown’s Body” and “Old John Brown: A Song for Every Southern Man.” What was the purpose of each of these songs? Who were the intended audiences for each? Can you think of any other songs written in response to newsworthy events such as John Brown’s raid? Remembering John Brown Examine the photograph of John Brown’s tombstone, the buttons from the clothing of John Brown’s raiders, and the photograph of “John Brown’s Fort." What do you notice about John Brown’s grave? Why are there three names on the tombstone? Why do you think the three buttons are now artifacts in a museum? Who might have renamed the Engine Room “John Brown’s Fort”? What does each of these sources suggest about John Brown’s legacy? John Brown from the viewpoint of white Southerners Based on the speeches delivered in the US Senate and “Old John Brown: A Song for Every Southern Man,” describe the significance of John Brown’s raid for white southerners. Class Room Activities - Ask students to select a nineteenth-century abolitionist and write a letter about John Brown’s raid to the editor of an antislavery newspaper such as The Liberator or Frederick Douglass’ Paper from that person’s perspective. Choices of abolitionists might include, but are not limited to, Frederick Douglass, Harriet Tubman, Henry Highland Garnet, William Lloyd Garrison, Henry Ward Beecher, or Lucretia Mott. Students might use the excerpt from John Brown’s address, the program for the commemorative town hall meeting, the excerpt from George B. Cheever’s sermon, and the excerpt from Edward Everett’s speech to inform their letters, but may also conduct outside research about the abolitionist of their choosing to see how they responded to John Brown’s raid. - Based on their analysis of the print of the engine house occupied by John Brown and his raiders, the print depicting Brown’s raiders and hostages in the interior of the engine house, and the print of an encounter between raiders and the militia at the railroad bridge, ask students to consider how images in newspapers might have shaped Americans’ reactions to Brown’s raid. Ask students to gather examples of documentary photographs about a topic in the news today to share with the class and discuss how the American public consumes news through images. Finally, have students take a photograph that captures an issue or current event in their community and write a caption for it. Students will present their photographs to the class and explain what they think it conveys. Summary A daguerreotype of John Brown with his hand raised, ca. 1846. This is the earliest known photograph of abolitionist John Brown. Pioneering African American daguerreotypist and fellow abolitionist Augustus Washington made this portrait. An illustration of the swivel gun and pike used by the Harper’s Ferry raiders, November 1859 Before the raid on Harper’s Ferry, John Brown ordered 950 pikes from a Connecticut forgemaster named Charles Blair. Brown intended to issue these inexpensive weapons to his army of slave insurgents. He had the pikes designed in the fashion of a Bowie knife he captured from a pro-slavery Missourian in the mid-1850s. This print depicts United States Marines preparing to storm the building where John Brown and his raiders were holding several Harper’s Ferry residents as hostages. In this print, several of Brown’s men lay wounded while others hold civilian hostages. This illustration appeared in Frank Leslie’s Illustrated Newspaper on November 5, 1859. Frank Leslie’s was published weekly beginning in 1855. The newspaper gained popularity as a result of its coverage of John Brown’s raid and other events leading to the Civil War. After being captured, John Brown was tried for treason and murder. The trial began on October 27 and Brown was found guilty on November 2. Upon hearing his verdict, Brown delivered a statement to the court, including this excerpt. This account comes from “The Raid of John Brown at Harper’s Ferry As I Saw It,” by Rev. Samuel Leech. Twenty-one year old Leech was one of several eyewitnesses to John Brown’s raid who subsequently wrote about what they saw. This print depicting John Brown’s raid appeared in Frank Leslie’s Illustrated Newspaper, which was published weekly beginning in 1855. The newspaper gained popularity as a result of its coverage of John Brown’s raid and other events leading to the Civil War. John Brown was executed on December 2, 1859, and many of Brown’s supporters held public meetings to mourn and commemorate his death. One of these meetings took place in Concord, Massachusetts. Residents of Concord, including Ralph Waldo Emerson and Henry David Thoreau, gathered at a town hall meeting on the day of John Brown’s execution. This document is a program from that meeting and includes a “Dirge” celebrating Brown’s martyrdom. Edward Everett was the most famous American orator of the mid-nineteenth century. In this speech, delivered at Boston’s Faneuil Hall on December 8, 1859, Everett warns his listeners about the potential side effects of John Brown’s raid. This excerpt comes from a sermon delivered by George B. Cheever entitled “The Curse of God Against Political Atheism: With Some of the Lessons of the Tragedy at Harper’s Ferry.” Cheever preached this sermon at the Church of the Puritans in New York City on November 6, 1859, and it was published later that same year. This document contains excerpts from two speeches delivered in the United States Senate on December 13, 1859, eleven days after John Brown’s execution. Senator Clement C. Clay of Alabama gave the first speech (p. 1-2) and Senator William M. Gwin of California gave the second speech (p. 7). Both men address the political fallout of John Brown’s raid. Gwin was born in Tennessee and was a protégé of Andrew Jackson. As a result, he was sympathetic to slaveholders despite representing the non-slaveholding state of California. “John Brown’s Body,” first sung in Boston in 1861, was a favorite song among Union soldiers during the Civil War. “Old John Brown: A Song for Every Southern Man,” was written from a southern pro-slavery perspective. The term “Old Ossawattomie Brown” in the song’s chorus refers to John Brown’s abolitionist activism in the Kansas Territory (also known as “Bleeding Kansas”) in the mid-1850s. Note that the word “niggers” appears in the chorus and the word “darkie” appears in the last verse. The names of two other men also appear on the grave marker. Captain John Brown (d. 1776) was John Brown’s grandfather. He was an officer in the 18th Connecticut Regiment and died during the American Revolution. Oliver Brown, a son of John Brown, died from wounds he received during the Harper’s Ferry raid. Pictured are three bone buttons acquired from the bodies of John Brown’s raiders, whose remains were reinterred at the John Brown Farm in North Elba, New York, in 1899. The image of John Brown mounted above the buttons appears to use imagery from the mural Tragic Prelude by John Steuart Curry, which was completed between 1938 and 1940. A photograph of “John Brown’s Fort,” the former engine room of the federal arsenal at Harper’s Ferry, circa 1890. Teaching Guide Discussion questions - Examine the daguerreotype of John Brown. Why is Brown’s hand raised in the photograph? What might the flag in the picture represent? Read the excerpt from John Brown’s address to the court and explain how John Brown defends his actions during the raid on Harper’s Ferry. Do the daguerreotype of John Brown and the illustration of the swivel gun and pike support or oppose Brown’s defense of his actions? Why? - Examine the print of the engine house occupied by John Brown and his raiders. What kind of activity is taking place outside of the engine house? Examine the print depicting Brown’s raiders and hostages in the interior of the engine house. Which men are the hostages and which men are the raiders? What ideas were the artists of each image trying to convey to the audience? Based on these images, did the artist of each sketch approve or disapprove of Brown’s raid? - Examine the print showing an encounter between raiders and the militia at the railroad bridge and explain how an antislavery American and a proslavery American might have interpreted this image differently. - Read the excerpt from George B. Cheever’s sermon. How does Cheever describe John Brown as a person? How does Cheever connect Brown’s actions to his Christian duty? According to Cheever, what is the “great lesson of this tragedy?” According to the excerpt from Edward Everett’s speech, would he agree with Rev. Cheever? Why or why not? - What is the main idea of the “Dirge” printed on the program for the commemorative town hall meeting? According to their speeches delivered in the US Senate eleven days later, would Senators Clement Clay and William Gwin agree or disagree with this portrayal? How did Clay and Gwin think that Brown’s raid would affect national politics? - Read the lyrics of the songs entitled “John Brown’s Body” and “Old John Brown: A Song for Every Southern Man.” What was the purpose of each of these songs? Who were the intended audiences for each? Can you think of any other songs written in response to newsworthy events such as John Brown’s raid? - Examine the photograph of John Brown’s tombstone, the buttons from the clothing of John Brown’s raiders, and the photograph of “John Brown’s Fort." What do you notice about John Brown’s grave? Why are there three names on the tombstone? Why do you think the three buttons are now artifacts in a museum? Who might have renamed the Engine Room “John Brown’s Fort”? What does each of these sources suggest about John Brown’s legacy? - Based on the speeches delivered in the US Senate and “Old John Brown: A Song for Every Southern Man,” describe the significance of John Brown’s raid for white southerners. Classroom activities - Ask students to select a nineteenth-century abolitionist and write a letter about John Brown’s raid to the editor of an antislavery newspaper such as The Liberator or Frederick Douglass’ Paper from that person’s perspective. Choices of abolitionists might include, but are not limited to, Frederick Douglass, Harriet Tubman, Henry Highland Garnet, William Lloyd Garrison, Henry Ward Beecher, or Lucretia Mott. Students might use the excerpt from John Brown’s address, the program for the commemorative town hall meeting, the excerpt from George B. Cheever’s sermon, and the excerpt from Edward Everett’s speech to inform their letters, but may also conduct outside research about the abolitionist of their choosing to see how they responded to John Brown’s raid. - Based on their analysis of the print of the engine house occupied by John Brown and his raiders, the print depicting Brown’s raiders and hostages in the interior of the engine house, and the print of an encounter between raiders and the militia at the railroad bridge, ask students to consider how images in newspapers might have shaped Americans’ reactions to Brown’s raid. Ask students to gather examples of documentary photographs about a topic in the news today to share with the class and discuss how the American public consumes news through images. Finally, have students take a photograph that captures an issue or current event in their community and write a caption for it. Students will present their photographs to the class and explain what they think it conveys.	oercommons	2025-03-18T00:36:25.503469	Andrew CharltonJones	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115779/overview", "title": "John Brown's Raid on Harper’s Ferry Final Version", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/70836/overview	Computer Networks - Data Communications Overview Data Communiations in Computer Networks refers to the exchange of information between two devices via some form of transmision medium such as wire cable. This Multiple Choice Questions(MCQ) focus on the characteristics, components and data flow in Data Communiations. Data Communiations Multiple Choice Questions on Data Communications Q1. There are ______________ components in data communications. - 4 - 5 - 6 - 7 Q2. ___________ is a set of rules that govern data communications. - Transmission medium - Protocol - Receiver - Message Q3. Text, numbers, audio are examples of ______________ to be communicated. - Sender - Protocol - Receiver - Information/data Q4. The physical path by which message travels from sender to receiver is known as ____________. - Sender - Protocol - Transmission medium - Information/data Q5. Which of the following are the characteristics of Data Communication system - Jitter - Accuracy - Receiver - Timeliness Q6. The process of delivering data without error and accurately is ___________ - Accuracy - Receiver - Timeliness - Protocols Q7. The communication of data in both directions is _________ one at a time. - Simplex - Half-duplex - Full-duplex - Uni direction Q8. Communication in one direction is ___________. - Simplex - Half-duplex - Full-duplex - Double-duplex Q9. Simplex communication is also known as ___________ communication. - Half-duplex - Full-duplex - Uni direction - Double-duplex Q10. Communication of data at both direction at all the time is _____________. - Half-duplex - Full-duplex - Uni- direction - Double-duplex	oercommons	2025-03-18T00:36:25.533309	08/04/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70836/overview", "title": "Computer Networks - Data Communications", "author": "Dr. Minorita Lyngdoh" }
https://oercommons.org/courseware/lesson/87999/overview	Every Student Belongs: Hate Symbols Overview Since this lesson focuses on the swastika and other hate symbols—hate symbols that target a range of identity groups including Jewish people, people of color, etc.—it is important to be mindful that seeing and discussing these symbols could be upsetting for some or many of your students. Some students may feel relieved or comfortable discussing these issues in class and others may feel nervous, uncomfortable or angry to be talking about a topic so close to home. Prior to teaching the lesson, assess the maturity of your students in being able to handle this challenging content, review your classroom guidelines for establishing a safe learning environment and provide opportunities for students to share their feelings as the lesson proceeds.] LEARNING OBJECTIVES Students will reflect on the significance of symbols in our society. Students will learn about specific hate symbols and teach their classmates what they learned. Students will identify what can be done as individuals, school or a community to confront hate symbols. LESSON OVERVIEW We see symbols every day in all aspects of our lives. Symbols are used to convey ideas, qualities, emotions, material objects/products, opinions and beliefs. Unfortunately, symbols are also used to convey hate and bias. Lately, we have seen a lot of hate symbol graffiti in public spaces and specifically the swastika, which in most circumstances is understood as an expression of antisemitism. There has reportedly been an increase in antisemitic incidents, including the display of swastikas on school and college campuses, sidewalks, places of worship, online, on doors, buildings, dorm rooms, buses, school and public bathrooms, vehicles and other places. The proliferation of other hate symbols is also of increasing concern. This lesson provides an opportunity for students to reflect on the importance of symbols in our society, understand more about specific hate symbols, and identify strategies for responding to and eliminating hate symbols.	oercommons	2025-03-18T00:36:25.551350	Case Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87999/overview", "title": "Every Student Belongs: Hate Symbols", "author": "World History" }
https://oercommons.org/courseware/lesson/82922/overview	Online Game - 9 Men's Morris 9 Men's Morris Resources Overview This collection of resources is intended to support the OER Commons resource "Historic Games: 9 Men's Morris." In that resource, Jefferson Patterson Park and Museum's Director of Education Deb Rantanen teaches how to play one of the most popular board games from ancient times up to the United States' Colonial Era: Nine Men's Morris. Along the way she'll also share some of the history of where the gameboard has been found. Resource List Attached, find: - A word document listing some of the locations where 9 Men's Morris has been discovered at archaelogical sites. - A link to an online version of the game for student. These resources are intended for use with the OER Commons resource "HIstoric Games: 9 Men's Morris" found here.	oercommons	2025-03-18T00:36:25.570463	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82922/overview", "title": "9 Men's Morris Resources", "author": "World Cultures" }
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	2025-03-18T00:36:25.594477	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/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	2025-03-18T00:36:25.642401	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/73946/overview	Why Learn a Second Language Overview Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year. Title of Lesson: Why Learn a Second Language Course Name: Spanish Grade Level: 6-8 Author’s Name: Knepp Author’s School District: Palmyra Area SD \| PA Academic Standards for World Languages \| \| 12.5.1 World Languages in the COMMUNITY (PERFORMANCE INDICATORS) 12.5.1.S2.A - Use target language skills to communicate interactively for practical purposes and for personal enjoyment of the resources in the local community. 12.5.1.S2.B - Use target language skills to communicate interactively for practical purposes and for personal enjoyment in the national community. 12.5.1.S2.C - Use target language skills to communicate interactively for practical purposes and for personal enjoyment in the global community. \| \| \| PA Academic Standards for Career Education and Work \| \| 13.1: Career Awareness and Preparation 13.1.8A - Relate careers to individual interests, abilities, and aptitudes. 13.1.8B - Relate careers to personal interests, abilities and aptitudes. \| \| \| Learning Objectives \| \| \| \| \| Conceptual Background \| \| \| N/A- This is an introductory lesson. All things will be explained through the lesson. \| \| \| Instructional Procedure \| \| \| Pacing \| Instructional Procedure \| Day 1 - 10 Minutes Day 1- 10 Minutes Day 1/2- 45 Minutes Day 2- 5 Minutes Day 2- 5 minutes \| Question- You have been offered your dream job. A job in your field that you have been working towards for the past 10-15 years. The job is located in Switzerland and will require a relocation of your family. Are you accepting this job position. Why or Why not? Grab Devices and Open up Poll Everywhere.Make sure all devices are connected and see the first question.Click on share, open results, etc Click on the first question and give students time to answer. After each answer, stop and ask students for their thoughts. Why? Does this surprise them? What are their reactions to these answers? What does it mean for us? Continue conversation by providing students with appropriate/relevant information. Repeat of question 1…. Question- You have been offered your dream job. A job in your field that you have been working towards for the past 10-15 years. The job is located in Switzerland and will require a relocation of your family. Are you accepting this job position. Why or Why not? 3-2-1 Closing Activity \| \| Formative Assessment \| \| \| 3-2-1 Out the Door3- Things you learned2- Things that Surprised You1- Way your mindset has changed \| \| \| Materials Needed \| \| 1- Electronic Device (Laptop, Ipad, Phone w/ internet access)2- www.pollseverywhere.comPoll Everwhere Questions: \| \| \| References \| \|	oercommons	2025-03-18T00:36:25.666090	Douglas Knepp	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73946/overview", "title": "Why Learn a Second Language", "author": "Rachael Haverstick" }
https://oercommons.org/courseware/lesson/116992/overview	Education Standards Escape Room Lesson Plan Math Escape Room Presentation View Presentation on Canva Math Escape Room Overview In this math escape room lesson, students work in teams to solve a series of math puzzles and riddles to "escape" a themed room. Each puzzle is designed to reinforce key math concepts such as fractions, geometry, and basic algebra. As students solve each problem, they receive clues that lead them to the next challenge, promoting critical thinking and collaboration. The activity concludes with a debrief where students discuss the strategies they used and the math skills they applied. Introduction Subjects: • Math Time: 30-60 minutes Skills: •Collaboration • Problem-Solving • Logical Reasoning Learning Objective/Goal: - Apply mathematical concepts to solve problems. - Develop teamwork and collaboration skills. - Enhance logical thinking and reasoning abilities. - Solve puzzles and challenges to complete a task with peers Materials Needed: - Envelopes or folders for clues - Whiteboard and markers - Scratch paper and pencils - Math worksheets with problems related to the clues - Timer - Optional: Reward for completion (certificates, candy, etc.) Background This scavenger hunt is designed to take place on school grounds where students can have a break from the classroom, while still practicing their math skills. It can be easily modified based on location, duration (adding or taking away tasks), and students' current level. Activity Setup: - Read the prompts and modify them to fit your situation - Print out the clues and place them around the room - they can be in creative spots but students must be able to find them - Optional: Decorate the room based on the scenario, or add a physical lock for them to solve or break out of - decide how much time students get to “break out” and have a timer ready. Introduction (5 minutes): - Hook: Present a scenario where the students are "locked" in a room and must solve math problems to escape. - Explain: The rules and objectives of the breakout room. - Optional: Divide students into small groups (3-4 per group) or allow them to work together as a whole group. - Present the instruction slide on the board. - Start the timer. Breakout Session: - Students will engage in solving segments of the code, likely making notes on scratch paper. - If students encounter challenges that hinder their progress, they may exhibit frustration, potentially disrupting others or expressing annoyance. - Upon collecting all components of the code, students attempt to unlock the designated lockbox. Successfully opening it signifies their breakout from the room. - Distribute rewards as applicable. Debrief: - Review the solutions to the mathematical problems collectively. - Assist students in resolving any lingering difficulties. - Have a class discussion to reflect on the experience, highlighting positive aspects and identifying areas for potential improvement. Extra Tips for Students: - Communicate effectively with your team. - Even if you encounter challenging problems, maintain a positive attitude and keep trying. Persistence often pays off in problem-solving activities. - Double-check your work to avoid simple mistakes. - Stay Focused: Concentrate on one problem at a time. If you get stuck, take a moment to re-read the problem or discuss possible strategies with your group. Tips for Teachers: - Ensure each station is well-organized and the clues are clear. - Monitor the groups to provide hints if they are struggling too much. - Incorporate elements from other subjects, such as science or history, into the riddles. Extensions: - Create more advanced problems for students to solve, such as multi-step problems or word problems - Use tablets or computers to provide digital clues and problems. - Incorporate more complex logic puzzles that require critical thinking and pattern recognition. - Design clues that require input from multiple stations or groups to solve a final challenge.	oercommons	2025-03-18T00:36:25.713574	06/19/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116992/overview", "title": "Math Escape Room", "author": "Annabel Lee" }
https://oercommons.org/courseware/lesson/119533/overview	H5P Drag the Words Storyboard Sample Overview This is a simple script and storyboard sample for a H5P Drag the words activity with parts of the plant sample. Script and Storyboard Sample View tutorial. Script: Title: Drag the Words – Parts of a Plant Learning Objective: By the end of this activity, students will be able to correctly identify and label the parts of a plant in a sentence-based format. Instructions: Drag the correct word into the blank spaces in the sentences. Complete each sentence by selecting the appropriate term from the list of plant parts. Feedback: (depends upon type of activity) Correct answer: "Good job! You’ve correctly identified the plant part." Incorrect answer: "Oops! That’s not correct. Try again." Or Excellent! Good! Keep it up! Try again! Sentences for Drag the Words: The part of the plant that absorbs water and nutrients from the soil is called the ________. ________ transports water and nutrients to other parts of the plant. ________ is responsible for making food for the plant through photosynthesis. ________ is the reproductive part of the plant where seeds are produced. Drag Words: Root Stem Leaf Flower Storyboard: Screen Elements \| User action \| Feedback \| \|---\|---\|---\| Title: Drag the Words – Parts of a Plant \| NA \| NA \| Metadata: Author: Sushumna Rao Source: https://openstax.org/books/biology/pages/30-1-the-plant-body License: CC BY \| NA \| NA \| Assets to use: Media type: Image/Video/Audio \| NA \| NA \| Task Description: Drag the words into the correct boxes \| NA \| NA \| Text The part of the plant that absorbs water and nutrients from the soil is called the Root Stem transports water and nutrients to other parts of the plant. Leaf is responsible for making food for the plant through photosynthesis. Flower is the reproductive part of the plant where seeds are produced. \| Drag words into blank spaces \| NA unless Instant feedback is enabled \| Overall Feedback and score range \| 0-25% :- Excellent! 26-50%:- Good! 51-75%:- Keep it up! 76-100%:- Try again! \| \| Behavioural settings Enable "Retry" Enable "Show Solution" button Disable “Instant feedback” \| Click on the retry button to retry the activity. Click on the Show Solution button to see the solution. \| NA \|	oercommons	2025-03-18T00:36:25.733919	09/09/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/119533/overview", "title": "H5P Drag the Words Storyboard Sample", "author": "sushumna Rao" }
https://oercommons.org/courseware/lesson/97449/overview	Learning Domain: Expressions and Equations Standard: Write and evaluate numerical expressions involving whole-number exponents. Learning Domain: Expressions and Equations Standard: Write, read, and evaluate expressions in which letters stand for numbers. Learning Domain: Expressions and Equations Standard: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5"ť as 5 - y. Learning Domain: Expressions and Equations Standard: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. Learning Domain: Expressions and Equations Standard: Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2. Learning Domain: Expressions and Equations Standard: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Learning Domain: Expressions and Equations Standard: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Write and evaluate numerical expressions involving whole-number exponents. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Write, read, and evaluate expressions in which letters stand for numbers. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2. Cluster: Reason about and solve one-variable equations and inequalities Standard: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Cluster: Reason about and solve one-variable equations and inequalities Standard: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.	oercommons	2025-03-18T00:36:25.768182	09/25/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97449/overview", "title": "Patterns, Relationships and Functions in Middle School Mathematics", "author": "Twianie Roberts Ed.D" }
https://oercommons.org/courseware/lesson/97814/overview	Plural Noun Worksheet Plural /s/ Overview Students will be working on identifying pluralizations and deciding which of the three pluralization sounds are used for the words on the worksheet after watching the video. Plural Nouns Students will watch the videos and then fill out the worksheet. The two links are here to help you better understand what sound to use for pluralization. You will need to watch the video and then fill out the worksheet.	oercommons	2025-03-18T00:36:25.785976	10/09/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97814/overview", "title": "Plural /s/", "author": "Phoenyx Baker-Blount" }
https://oercommons.org/courseware/lesson/94062/overview	One / many Overview It is a wordwall resource which contains a game of cards for preschoolers. The game is ,,One / many,, Preschool game Preschoolers will click on the deck of cards, and for each object ilustrated, will say the plural form of the word. They can start a new deck, with shuffled cards.	oercommons	2025-03-18T00:36:25.802628	06/19/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94062/overview", "title": "One / many", "author": "ANASTASIA RACU" }
https://oercommons.org/courseware/lesson/90347/overview	Teaching Numbers To Beginner ESL Students ( 21-100 ) - Off2Class Lesson Plan Overview Numbers 2 This lesson plan introduces the numbers 20 to 100. Students will also do basic math to practice identifying numbers out of sequential order. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class Numbers 2 This lesson plan introduces the numbers 20 to 100. Students will also do basic math to practice identifying numbers out of sequential order. Download the lesson plan Numbers 2 here: https://www.off2class.com/lesson-plan-downloads/teaching-numbers-to-beginner-esl-students/	oercommons	2025-03-18T00:36:25.820444	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90347/overview", "title": "Teaching Numbers To Beginner ESL Students ( 21-100 ) - Off2Class Lesson Plan", "author": "Numbers and Operations" }
https://oercommons.org/courseware/lesson/86021/overview	The 25th Amendment: Presidential Disability & Succession and Vice Presidential Vacancies Overview This eLesson by Dr. Felix Yerace will provide students with an opportunity to learn about the text of the Twenty-Fifth Amendment as well as its historical usage and potential need. It will ask them to consider why such an Amendment was deemed necessary and how it has been, and could be, used. It will also give students the opportunity to debate possible applications of the Twenty-Fifth Amendment. Summary & Background Information In the above photo are Nelson A. Rockefeller and Gerald R. Ford. Both men became Vice President under The 25th Amendment provision that allows the President of the United States to fill a vice presidential vacancy. To date, this has only occurred twice in history: in 1973 when President Richard M. Nixon selected Congressman Gerald R. Ford of Michigan to fill the vacanacy created by the resignation of Vice President Spiro T. Agnew, and in 1974 when Ford became president upon Nixon's resignation, and selected former Governor Nelson A. Rockefeller of New York to succeed him as vice president. According to Section 2 of the 25th Amendment, the president nominates the person he would like to be vice president and they must be confirmed by a majority vote by both houses of Congress. This eLesson was created by Dr. Felix Yerace, Founders Fellowship 2018, South Fayette High School, McDonald, Pennsylvania. Summary: At the White House ceremony that certified the ratification of the Twenty-Fifth Amendment, President Lyndon Johnson noted that “It was 180 years ago, in the closing days of the Constitutional Convention, that the Founding Fathers debated the question of Presidential disability. John Dickinson of Delaware asked this question: “What is the extent of the term ‘disability’ and who is to be the judge of it?” No one replied.” The Twenty-Fifth Amendment was ratified in 1967 and contains several important provisions dealing with the executive branch. Most notably, it provides a procedure by which the vice-president can assume the role of “Acting President” in the event the chief executive is incapacitated. The need for the Twenty-Fifth Amendment was borne out of several factors. One was the increased power and responsibility that American presidents held in the twentieth century. Another was the responsibility presidents had for national security; in the nuclear age the president may be called upon at any moment to determine how to defend the nation. In the aftermath of World War I, President Woodrow Wilson had suffered a debilitating stroke that rendered him extremely limited in his ability to execute his powers as president, yet no mechanism existed for him to transfer his powers to Vice-President Thomas Marshall had he wanted to do so. While this did not do lasting damage to the government, a similar situation during the Cold War could have had disastrous consequences. However, the most immediate reason that spurred the Twenty-Fifth Amendment was a realization that, due to advancements in modern medicine, it may be possible for a president to suffer a serious health crisis that could render them incapacitated for an extended time period, yet not end their life. President Dwight Eisenhower suffered a major heart attack in office that led him to work out an informal agreement with Vice President Richard M. Nixon on how to manage the government in Eisenhower’s absence, yet this agreement had no legal standing. President John F. Kennedy’s assassination was a further reminder that a president could theoretically be incapacitated and be unable to execute the responsibilities of their office. Thus, there was an urgency to pass the Twenty-Fifth Amendment, which Congress did in the wake of the Kennedy assassination. Since its passage, the Twenty-Fifth Amendment’s provision for the president to pass authority to the vice president has only occurred three times: Once by President Ronald Reagan and twice by President George W. Bush, all three times the president was undergoing a colonoscopy, and all three times were done by the voluntary action of the president. The Twenty-Fifth Amendment contains language for the president to lose power involuntarily, but this has never been used. The closest this has ever been a possibility was in the wake of President Reagan’s attempted assassination. Despite this, the Twenty-Fifth Amendment’s value is shown in such cases as Israeli Prime Minister Arial Sharon, who suffered a massive and ultimately fatal stroke, and was removed as prime minister under Israeli law, allowing the Israeli government to continue functioning. Despite the limited usage of passing presidential authority, this function is probably what the Twenty-Fifth Amendment is best known for and has been dramatized in pop culture references such as the movie Air Force One and television show The West Wing. However, it has actually been another part of the amendment, the part that allows presidents to appoint, with the consent of Congress, a person to fill the position of vice-president,that has been more consequential in U.S. History. This provision was used by President Nixon to appoint Gerald Ford as vice president after the resignation of Spiro T. Agnew, and by Ford to appoint Nelson Rockefeller vice president after Nixon’s own subsequent resignation and Ford’s elevation to the presidency in August 1974. This eLesson will provide students with an opportunity to learn about the text of the Twenty-Fifth Amendment as well as its historical usage and potential need. It will ask them to consider why such an Amendment was deemed necessary and how it has been, and could be, used. It will also give students the opportunity to debate possible applications of the Twenty-Fifth Amendment. Objectives - Students will explain how President Tyler’s decision to become president upon the death of William Henry Harrison was an important precedent for the United States. - Students will examine the current line of presidential succession and suggest possible improvements. - Students will debate different scenarios for invoking Section 4 of the Twenty-Fifth Amendment. - Students will consider who should make the decision that the President is incapacitated under Section 4 of the Twenty-Fifth Amendment. Resources Handout A: Article II, Section 1, Clause 6 of the Constitution Handout B: John Tyler Biography (The Accidental President ) Handout C: US Code: Title 3, Chapter 1, Handout D: The 25th Amendment Activities - Have students read Handout D: The Twenty-Fifth Amendment Call students attention to Section 1 (which validates Tyler’s position that the vice-president truly does become the president upon the president leaving their position), Section 2 (which has been used twice to fill the vacant office of vice-president) and Section 3 (which has been used three times to allow the vice-president to be acting president due to a president undergoing a medical procedure) - Have students carefully examine Section 4, and inform students it is the only part of the Twenty-Fifth Amendment which has never been invoked. - Engage students in a classroom debate involving different hypothetical scenarios under which Section 4 of the Twenty-Fifth Amendment may be invoked and see if students believe it would be appropriate for the vice-president to become the acting president in each one. The teacher may provide for their own scenarios, or use or modify the ones provided below: - The President of the United States has suffered a massive heart attack and is unresponsive; doctors are unsure when the president will regain consciousness (this is a modified version of what could have happened during the Eisenhower presidency) - The President of the United States has suffered a massive stroke and is confined to his bedroom. Although unable to walk and only with a limited ability to communicate, the president makes it clear that he intends to remain as president and continue to exercise the functions of his job (this is essentially what happened during the Wilson presidency) - A member of the president’s immediate family has been kidnapped by terrorists and is being held hostage (this scenario is from the television show The West Wing, in the show, President Bartlett, played by Martin Sheen, voluntarily gives up power under the Twenty-Fifth Amendment, in this case, to the Speaker of the House, as the vice-presidency was vacant at the time) - The president has been the victim of an assassination attempt, and while the president is undergoing emergency surgery, the vice-president has not yet made it back to the Capitol (this happened after the assassination attempt on President Reagan). - Erratic statements and behavior of the president have called into question the president’s fitness for the position; although the president has received a clean bill of health from his physicians and has not stated he is unfit for office, the personal and private experiences his Cabinet members have witnessed have led them to conclude he is unable to fulfill his oath of office (this scenario was alleged to have been debated by the author of an anonymous op-ed article in the New York Times during the Trump presidency). - Point out to students that Section 4 of the Twenty-Fifth Amendment states “Whenever the Vice President and a majority of either the principal officers of the executive departments or of such other body as Congress may by law provide…” Ask students if they believe it might be more proper for “such other body as Congress may by law provide” to make the decision along with the vice-president that the president is incapacitated. Then, ask students who should comprise this body? Wrap Up - Ask students how the US might be different had the Twenty-Fifth Amendment not been passed (most notably, there would not have been a Ford presidency, and most likely Carl Albert, the Speaker of the House of Representatives during the mid-1970’s, would have become president) - Ask students if they have any concerns over how Section 4 of the Twenty-Fifth Amendment could be used, and if so, what suggestions they might have for improvement of the process.	oercommons	2025-03-18T00:36:25.840352	Tom Marabello	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86021/overview", "title": "The 25th Amendment: Presidential Disability & Succession and Vice Presidential Vacancies", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/118399/overview	Videos on Proportions Overview Explore Proportions in this free video unit. It is comprised of 7 lessons with 4-6 short videos in each lesson. Featuring the reasoning of Grade 6 students, the unit explores how to form and iterate ratios through the use of a dynamic applet. The videos provide a foundation for the Common Core State Standards about using ratios and rates to solve math problems. Showing these videos are helpful for teachers who want to move students from reasoning additively to forming multiplicative comparisons. https://mathtalk.sdsu.edu/wordpress/mathtalk-for-students/proportional-reasoning-unit/	oercommons	2025-03-18T00:36:25.853537	07/25/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118399/overview", "title": "Videos on Proportions", "author": "Joanne Lobato" }
https://oercommons.org/courseware/lesson/109431/overview	Geo over time Chart https://www.pexels.com/photo/world-map-illustration-592753/ Landforms Landforms Landforms Quiz #1 Landforms Quiz #2 Landforms Review Landforms TEST - Donnelly Landforms_ Worksheet Test Taking Strategies Topographic Maps Lesson Topographic Maps practice Exit Pass Where is your Geo_ What is Geography and Landforms Within It Overview Geography and Landforms Unit! What in the world? Prompting Questions: Geography - Where are you from? What is Geography? How does Geography affect where you live? The study of physical features of the earth, its atmosphere and human activity (land use, resources, industries) What is Geography? The study of physical features of the earth, its atmosphere and human activity (land use, resources, industries) Let’s get thinking! Use the checklist below to ask yourself the following questions. Record your answers in your notebook or a method of your choice. If you would like, you can use speech-to-text or audio recording tools. Where are you born? What city do you live in? What province do you live in? What coutry do you live in? Physical Changes over time! Prompting Question: What are certain things that can effect landforms when it comes to weather? 1. Weather Events: Short-term variations in weather patterns, such as storms, droughts, and heatwaves, can have immediate impacts on the physical environment. These events can result in flooding, erosion, landslides, and other changes to the landscape. 2. Tectonic Activity: Plate tectonics and associated geological processes, such as earthquakes, volcanic eruptions, and the formation of mountain ranges, can reshape the Earth's surface over millions of years. 3. Erosion and Sedimentation: The processes of erosion and sedimentation continually reshape the Earth's surface. Over time, rivers, glaciers, wind, and other forces wear down landforms and deposit sediments, creating new landscapes. 4. Sea-Level Rise: Rising sea levels, primarily driven by global warming, can lead to the inundation of coastlines and changes in coastal ecosystems. This is a long-term consequence of climate change. 5. Glacial and Permafrost Changes: In polar and mountainous regions, the extent and behavior of glaciers and permafrost can change due to climate fluctuations. This affects landforms, hydrology, and ecosystems. 6. Human Activities: Human activities like urbanization, deforestation, agriculture, mining, and construction can lead to significant changes in the physical environment. These activities can alter landscapes, disrupt ecosystems, and cause pollution. Natural Disasters: Events such as volcanic eruptions, tsunamis, and wildfires can cause rapid and dramatic changes to the physical environment. These changes may be destructive in the short term but can also contribute to long-term environmental adaptations. The physical environment in geography changes over time due to a variety of natural and human-induced factors. These changes can occur on various timescales, from short-term, rapid changes to long-term, gradual changes. Here are some of the key factors contributing to changes in the physical environment over time. Understanding such things as weather events, tectonic plate shift, sea level rise, human activity and natural disasters, and studying these changes in the physical environment is a central focus of the field of geography. Geographers and scientists use a variety of tools, techniques, and models to monitor, analyze, and predict these changes and their impacts on ecosystems, human societies, and the planet as a whole. Please fil out the chart and be prepared to discuss in class. My Place Map Prompting question: What are some of the symbols/traditions and representation of Canada such as: Maple syrup and Tim Hortons are two iconic symbols that hold a special place in Canadian culture and identity. Both maple syrup and Tim Hortons are symbolic elements of Canadian identity and culture, representing the country's natural abundance and culinary traditions, as well as its love for coffee and communal gatherings. These characteristics showcase the unique and diverse aspects of Canada's cultural landscape. Geography usually focuses on long-term changes. Geographers want to understand what causes the changes and the role humans have in bringing them about. Things to Consider: Space - location Place - space with meaning - emotions someone attaches to an area based on experiences. Using a Canadian Map, FIND 1 RESPRESNTATION OF EACH PROVINCE - See Example. Must include Example 10 pictures 12 words compass rose coloured neatly good use of space boundary stands out Different Landforms Landforms refer to the natural features and shapes of the Earth's surface, and they are the result of various geological and environmental processes. Canada, due to its vast size and diverse geography, exhibits a wide range of landforms. Here are some of the prominent landforms found in Canada: Such landforms include: Mountain \| Plateau \| Shield \| Plain \| Valley \| Fill out the esxit pass accordin to the numbered picture. Be prepared to discuss it in class Maps of Landforms Prompting Questions: Gather Reference Material: - Before you start sketching, gather reference materials such as maps, photographs, or diagrams of the landform you want to draw. These references will help you understand the shape, size, and details of the landform. Choose Your Perspective: - Decide on the perspective from which you want to depict the landform. Are you sketching it from an aerial view, a side view, or a three-dimensional perspective? The choice of perspective will affect how you approach the sketch. Use Basic Shapes: - Begin by breaking down the landform into basic geometric shapes. For example, mountains can be represented by triangles, hills by ovals, and rivers by wavy lines. This simplification makes it easier to start the sketch. Outline the Landform: - Start by lightly sketching the outline of the landform using the basic shapes as a guide. Pay attention to the contours and edges, as they are crucial in conveying the form of the landform. Add Details: - Gradually add details to your sketch. Include features like ridges, valleys, cliffs, vegetation, and water bodies if they are relevant to the landform. These details can provide a more accurate representation of the landform. Shading and Texture: - Use shading and texture to add depth and realism to your sketch. Lightly shade areas that are in shadow and use lines or stippling to depict texture, such as rock surfaces or forests. This adds dimension to your drawing. Label Key Features: - If your sketch is part of an educational project, label key features of the landform, such as its name, elevation, prominent landmarks, or any other relevant information. Scale and Proportions: - Pay attention to the scale and proportions in your sketch. Ensure that the relative sizes and distances of features are accurately represented. This is especially important in topographic maps and cross-sectional sketches. Choose Appropriate Tools: - Depending on your skill level and preferences, you can use a variety of tools such as pencils, pens, charcoal, or digital drawing software. Each has its unique advantages and can be used to create different effects. Practice and Observation: - Landform sketching, like any form of art, improves with practice. Spend time observing landforms in the field or through photographs, and practice sketching different types of landforms to hone your skills. . Landforms - A landform is a natural feature that makes up Earth's surface. There are five large landforms that make up most of Earth's surface: mountains, plateaus, shields, plains and valleys. Remember that sketching landforms is a valuable skill in geography, geology, and environmental sciences. It helps in understanding the Earth's surface features, their formation, and their impact on the environment. Whether you're a student, researcher, or simply interested in geography, sketching landforms can be a helpful tool for visualizing and communicating geographical concepts Please watch the video on Landforms. https://youtu.be/BsqKTJtK_vw?si=9f2_Mjw4_0vwGblr "Landforms" is in the Public Domain After Identifying the differnt types of landforms from the previous slides, pleaase take a look at the chart attached. Please print qa hard copy and sketch out the equired landforms. Once finished, please hand it in in the "IN" bin. Topographic Maps A topographic map is a detailed, accurate graphic representation of features that appear on the Earth's surface, including: - human-made (such as roads and railways, provincial and national parks, place names, municipal and township boundaries, lots and concessions) - natural (such as lakes and rivers, falls, rapids and rocks, wooded areas, wetlands) Read through the slide deck and answer the questions on slide deck #6 and submit it on google classroom. Based on the knowledge of your research and after you have completed, pull up the worksheet called Topographic Maps Worksheet and complete the sheet on slopes and peaks and submit it on gogole classroom. This is your exit pass for this assignment. Landforms Review Landforms are essential features of the Earth's surface, and they play a significant role in shaping our planet's physical, biological, and human environments. Here are some key reasons highlighting the importance of landforms: It important to note that human-induced changes to landforms can have both positive and negative consequences. While they can support human needs and economic development, they can also lead to environmental degradation, habitat loss, and disruption of natural processes. Sustainable land management and conservation efforts are essential to mitigate adverse human impacts on landforms and preserve their natural beauty and ecological functions. FINAL RECAP MOMENT - Please prepare to discuss Landforms and Geo review to prepare for your quiz! Why is it important? How are Human changes and Natural changes different when talking about landforms? Landforms Practice Quiz Please complete the pratcice open book quiz and submit through Google Classroom. FINAL TEST IS ON FRIDAY! LANDFORMS TEST Please make sure you review the qeustions first. If you need any extra time please. Please review the test taking tips clide deck first to get in the zone! GOOD LUCK!	oercommons	2025-03-18T00:36:25.900109	10/18/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109431/overview", "title": "What is Geography and Landforms Within It", "author": "Laura Donnelly" }
https://oercommons.org/courseware/lesson/76468/overview	The Unit Circle Overview These are the slides needed to teach the Unit Circle lesson. Included are talking points and examples.	oercommons	2025-03-18T00:36:25.917339	01/19/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76468/overview", "title": "The Unit Circle", "author": "Sunee Eardley" }
https://oercommons.org/courseware/lesson/86879/overview	Education Standards 2. Who Are We - Appreciating Diverse Backgrounds and Cultures Through Music (editable) SEL 3 Signature Practices Playbook \| CASEL SEL-Music Unit: Who Are We? Appreciating Diverse Backgrounds and Cultures Through Music Overview Through a sequence of activities using songs, creative movement, and picture books, students will learn about each others’ similarities and differences, gain an appreciation for cultural diversity, and identify ways that various social and cultural groups bring new ideas to society. Unit Overview Flexible Activities The activities in this unit are deliberately presented in a flexible format, so teachers can take an idea and adjust it for their unique teaching situations. Each main activity is followed by suggested follow up ideas. The broad state music standard listed here is “Performing,” but individual music teachers may prefer to adapt these activities to suit their own sequence and goals for their students. The CASEL SEL 3 Signature Practices Playbook - A Tool That Supports Systemic SEL provides best practice guidance for creating lessons using the 3 Signature Practices. Table of Contents Lesson 1 - Same and Different - Activity 1 - “Jump In, Jump Out!” - Activity 2 - Same, Same, but Different - Activity 3 - “Like” Charades - Activity 4 - Magic Ears Lesson 2 - Diverse Cultures - Activity 1 - “We Like Spinach” - Activity 2 - “Mary Wore Her Red Dress” Attribution and License Attribution This lesson was developed by Betty Baeskens, Northshore School District. SEL 3 Signature Practices Playbook copyright Collaborative for Academic, Social, and Emotional Learning (CASEL) and developed by the 2016-2017 Oakland Unified School District SEL Team based on the 2013 work of CASEL Consultant Ann McKay Bryson. \| License Agreement Social Emotional Learning: Standards, Benchmarks, and Indicators developed for the Washington Office of Superintendent of Public Instruction by the SEL Workgroup is licensed under a Creative Commons Attribution 4.0 International License. Washington Arts K–12 Learning Standards by the Washington Office of Superintendent of Public Instruction are licensed under a Creative Commons Attribution Non-Commercial 4.0 International License. Cover image by Albrecht Fietz from Pixabay License Except where otherwise noted, this lesson by Northshore School District is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.	oercommons	2025-03-18T00:36:25.946869	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86879/overview", "title": "SEL-Music Unit: Who Are We? Appreciating Diverse Backgrounds and Cultures Through Music", "author": "Lesson" }
https://oercommons.org/courseware/lesson/116654/overview	School Based Goat Dairy Enterprise, North Carolina Service Learning One Pager Service Learning Video SAE for All resources Overview This is a compilation of SAE for All resources, including informational materials and videos and teacher created resources. Many more additional resources can be found at https://saeforall.org/educator-resources/ SAE for All resources SAE opportunities are truly endless and entirely based on exploring passions and career interests. Students will start with a Foundational SAE, then expand to include one or more Immersion SAEs. Full information and resources found at: - SAE for All website, with vast resources: https://saeforall.org. - Educator Resources, including all guides: https://saeforall.org/educator-resources/ - National Council For Agricultural Education’s SAE Page: https://thecouncil.ffa.org/sae/ - SAE for All Philosophy and Guiding Principles - SAE Misconceptions National FFA Resources Teacher Created Foundational SAE Resources Teacher-Created Foundational SAE Resources School-Based Enterprise SAEs Resources on School-Based Enterprise SAEs Service Learning SAEs Resources on Service Learning SAEs	oercommons	2025-03-18T00:36:25.972181	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116654/overview", "title": "SAE for All resources", "author": "Assessment" }
https://oercommons.org/courseware/lesson/67627/overview	Small practice problem on Probability Overview http://www.iosrjournals.org/iosr-jbm/papers/Vol19-issue11/Version-3/H1911035459.pdf OER Thank for OER IMG-20200418-WA0007 Download View Article http://www.iosrjournals.org/iosr-jbm/papers/Vol19-issue11/Version-3/H1911035459.pdf	oercommons	2025-03-18T00:36:25.999823	05/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67627/overview", "title": "Small practice problem on Probability", "author": "Dr.G. Linganna" }
https://oercommons.org/courseware/lesson/105130/overview	Portfolio Assessment Overview Portfolio assessment is a comprehensive method of evaluating an individual's progress, achievements, and skills by collecting and reviewing a collection of their work samples. This collection, or portfolio, showcases a person's best examples of projects, assignments, or artifacts that demonstrate their abilities, growth, and learning journey over time. By examining a portfolio, educators, employers, or evaluators can gain a deeper understanding of an individual's strengths, weaknesses, and overall development. Portfolio_Assessment_RadejQB.docx Portfolio assessment is a comprehensive method of evaluating an individual's progress, achievements, and skills by collecting and reviewing a collection of their work samples. This collection, or portfolio, showcases a person's best examples of projects, assignments, or artifacts that demonstrate their abilities, growth, and learning journey over time. By examining a portfolio, educators, employers, or evaluators can gain a deeper understanding of an individual's strengths, weaknesses, and overall development.	oercommons	2025-03-18T00:36:26.012222	Camel Villafuerte	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105130/overview", "title": "Portfolio Assessment", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/115159/overview	Frisbee Math Overview Your and your team will calculates angles by throwing a frisbee at a target. Frisbee Math Students will calculate using trig functions.	oercommons	2025-03-18T00:36:26.028161	04/12/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115159/overview", "title": "Frisbee Math", "author": "Gina Chapman" }
https://oercommons.org/courseware/lesson/82435/overview	- - Climate Science - ClimeTime - Energy - Engineering - High School Science - Modeling - Solar - adaptations - climetime - light - modeling - 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 Learning Domain: Waves & Their Application in Technologies for Information Transfer Standard: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Learning Domain: Engineering, Technology, & Applications of Science Standard: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Learning Domain: Engineering, Technology, & Applications of Science Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Learning Domain: Energy Standard: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: 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: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: 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 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: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. 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: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Science Domain: Physical Sciences Topic: Energy Standard: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Cluster: 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: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from 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: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Cluster: Integration of Knowledge and Ideas. Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. PEI SOLS High School Renewable Energy: Solar Overview Solar energy in the form of light is available to organisms on Earth in abundance. Natural systems and other organisms have structures that function in ways to manage the interaction with and use of this energy. Using these natural examples, humans have (in the past) and continue to design and construct homes which manage solar energy in passive and active ways to reduce the need for energy from other sources. In this storyline, students will explore passive and active solar energy management through examples in the natural world. Students will use knowledge gained to design a building that maximizes the free and abundant energy gifts of the sun.	oercommons	2025-03-18T00:36:26.127030	Pacific Education Institute	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82435/overview", "title": "PEI SOLS High School Renewable Energy: Solar", "author": "Unit of Study" }
https://oercommons.org/courseware/lesson/108910/overview	E-tutorial to the Re-NEWed Spaces project. Overview Acarbio had previously created the Re-NEWed Spaces project. At the beginning of the seminar, the project had no digital outlet other than a PDF manual. https://www.acarbio.org/wp-content/uploads/2019/11/ReNEWed-Spaces.pdf The main focus of their project is to revitalize abandoned places and buildings for the local community. Thanks to the Digitool team, the PDF was transformed into : - a more interactive tool with Prezi https://prezi.com/view/KgfsbttAL8J5hshT58o9/ - a more accessible resource thanks to an e-tutorial video of the project Acarbio had previously created the Re-NEWed Spaces project. At the beginning of the seminar, the project had no digital outlet other than a PDF manual. https://www.acarbio.org/wp-content/uploads/2019/11/ReNEWed-Spaces.pdf The main focus of their project is to revitalize abandoned places and buildings for the local community. Thanks to the Digitool team, the PDF was transformed into: - a more interactive tool with Prezi https://prezi.com/view/KgfsbttAL8J5hshT58o9/ - a more accessible resource thanks to an e-tutorial video of the project	oercommons	2025-03-18T00:36:26.144576	09/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108910/overview", "title": "E-tutorial to the Re-NEWed Spaces project.", "author": "Ruth MORALES COSANO" }
https://oercommons.org/courseware/lesson/69368/overview	Depression and the Struggle for Survival Nonfiction Reading - Esperanza Rising Making Connections Between Esperanza Rising and Migrant Farm Workers of the Great Depression and Today Overview This is a resource to accompany the novel "Esperanza Rising" by Pam Munoz Ryan. In the novel, the main character, Esperanza, by a turn of events, is forced to work in the produce fields in California. This resource provides nonfiction an social studies connections to help students make real world connections. Nonfiction Connections Students will use the included resources to complete the self-paced slideshow. Although "Esperanza Rising" by Pam Munoz Ryan is a work of fiction, thousands of children live a life simliar to that of Esperanza. After reading "Esperanza Rising", we will be researching the real lives of children who are forced to work in fields and on farms, much like Esperanza. Your task is to complete the activities in the attached PowerPoint to gain an understanding of what life is like for children like Esperanza. You will be reading nonfiction articles and watching a short video about children in the fields.	oercommons	2025-03-18T00:36:26.164156	World Cultures	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69368/overview", "title": "Making Connections Between Esperanza Rising and Migrant Farm Workers of the Great Depression and Today", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/109479/overview	Modifications Reflection Modifications Wheel Assessment OAS Standard: I.VA.P.2.2 Production Digital Citizenship: 1.2.c Intellectual Property Overview This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism. Standards & Expectations This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism. Overview of Lesson Grade Level: Advanced Art/11th & 12th Grade Duration: 2 weeks Teaching Strategy: Lecture, Guided Practice Lesson Objectives: - Understand the concepts of digital citizenship, intellectual property, and plagiarism. - Identify online resources available for free and legal image download. - Create an original piece of work inspired by their chosen 20th-century piece with enough modifications to avoid plagiarism. - Complete a CFA including evaluation, analysis, and reflection. Task 1: Locating & Using Open-Access Images - Students will be able to search online to find an open-access image of a piece of artwork from the 20th century that they wish to recreate. Students will be able to download a version of their chosen image and present it with their finished recreation. Task 2: Create an Orignal Piece of Art - Students will create an original piece of work inspired by their chosen piece from history. Students will apply the necessary modifications to avoid plagiarism. Task 3: Assessment - Students will complete a CFA where they will evaluate and analyze their own work and a peer's work. - Students will reflect on their process, techniques, and modifications in a 1 paragraph written response.	oercommons	2025-03-18T00:36:26.187631	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109479/overview", "title": "Digital Citizenship: 1.2.c Intellectual Property", "author": "Visual Arts" }
https://oercommons.org/courseware/lesson/62337/overview	Pancake Recipes (for US and UK English PPT) US vs. UK English Overview A handy overview of some of the main spelling and vocabulary differences between US and UK English, focused on food vocabulary. Powerpoint (US/UK English) Should accompany pancake recipe worksheets below. - Powerpoint about differences between US and UK English - designed for high school students in EFL context - uses food vocabulary to make evident language differences - focuses on differences in spelling and in word meaning Information Gap Activity (US/UK English - pancake recipes) Information gap activity with two versions to accompany US and UK English PPT.	oercommons	2025-03-18T00:36:26.206808	Andrea Leone-Pizzighella	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62337/overview", "title": "US vs. UK English", "author": "Lesson" }
https://oercommons.org/courseware/lesson/75818/overview	Weather Status: LET IT SNOW Overview This module refers to elementary school, students’ level A1-A2, 5th grade. The module has 3 vocabulary activities about the weather and 3 grammar activities about adjectives. The last section is a short film for keeping students interested and relaxed, for rewarding them for all the effort they put through the module and of course discuss thoughts and opinions. This module is a combination of listening and speaking, focusing on new vocabulary and grammatical phenomenon. It is multidirectional and has a variety of activities to not only students learn but also to have fun. The videos, one at the beginning and the other one at the end, play significant role, same objectives but different perspectives. 'Tis The Season To Be Freezin! - Listen to the song and complete the missing words!! Good luck and sing along!! 🎵 Lyrics 🎵 If you notice it starts getting _____ And the sky’s getting covered with _____ Go get your boots, ______, jacket and put them on quickly Because it’s about to snow Little _________ are falling and falling And the city’s been all painted ______ The children on their _____, they are riding and riding It is a wonderful sight White snow’s falling, falling Everybody’s enjoying Now the snow is finally here If you look at the snowflakes up closely They’re all different, just come and see And not to mention that they are all quite a ______ They’re amazing don’t you agree You can find them in many unique ______ There are _____, triangles and plates Others are shaped like _____ and they have many______ Come with me, let’s go and play White snow’s falling, falling Everybody’s enjoying White snow’s falling, falling Covering our garden White snow’s falling, falling Everybody’s enjoying Now the snow is finally here Let's learn new words! \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2. Choose the correct word for each sentence from the list below white, covered with clouds, snowflakes, chilly, triangle, scarf, sleigh, gloves What's the weather like? 1. It is colourful and appears after the rain. 2.This kind of weather is warm. 3.You use an umbrella when the weather is like this. 4.We should wear this outside when it is raining or cold. 5.It is white and soft. Take a look on grammar! - Adjectives are words that describe another word,noun. Put an X next to the adjectives \| star \| \| \| amazing \| \| \| paint \| \| \| unique \| \| \| wonderful \| \| \| ride \| \| \| naughty \| \| \| nice \| \| \| town \| Still on grammar. Be patient!! 5. Are the sentences correct or wrong? - I saw a programme really good on TV last night. Time to work together!! Each group of three have to costruct five sentences with five adjectives from the list bellow. Choose one collumn of the twelve kinds of adjectives and work together to form the sentences. For any inconvenience feel free to use this platform to help you out https://www.wordreference.com/engr/ A taste of Christmas, a bite of thoughts Last but not least, let's watch this short film and then discuss thoughts and ideas through the forum in our e-class!! "What would you like for Chistmas? What would you ask Santa Claus? ''Self-Assesment'' This section is for you to check your answers and see if they are correct, hence to assess your effort. Good luck and remember; do not worry if you have mistakes; we learn from them and we become better every time!! 1. 🎵 Lyrics 🎵 If you notice it starts getting chilly And the sky’s getting covered with clouds Go get your boots, gloves, jacket and put them on quickly Because it’s about to snow Little snowflakes are falling and falling And the city’s been all painted white The children on their sleighs, they are riding and riding It is a wonderful sight White snow’s falling, falling Everybody’s enjoying Now the snow is finally here If you look at the snowflakes up closely They’re all different, just come and see And not to mention that they are all quite a beauty They’re amazing don’t you agree You can find them in many unique shapes There are prisms, triangles and plates Others are shaped like stars and they have many branches Come with me, let’s go and play White snow’s falling, falling Everybody’s enjoying White snow’s falling, falling Covering our garden White snow’s falling, falling Everybody’s enjoying Now the snow is finally here 2. \| chilly \| \| gloves \| \| sleigh \| \| snowflakes \| \| white \| \| triangle \| \| scarf \| \| covered with clouds \| 3. - 1. Rainbow - 2. Sunny (day) - 3. Rainy - 4. Jacket - 5. Cloud(s) 4. \| star \| \| \| amazing \| x \| \| paint \| \| \| unique \| x \| \| wonderful \| x \| \| ride \| \| \| naughty \| x \| \| nice \| x \| \| town \| 5. - 1. WRONG - 2. CORRECT - 3.WRONG - 4.CORRECT - 5.CORRECT - 6.WRONG - 7.WRONG - 8.CORRECT - 9.CORRECT - 10.CORRECT - 11.CORRECT	oercommons	2025-03-18T00:36:26.267720	Speaking and Listening	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75818/overview", "title": "Weather Status: LET IT SNOW", "author": "Language, Grammar and Vocabulary" }
https://oercommons.org/courseware/lesson/61416/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 learning about lights lights or	oercommons	2025-03-18T00:36:26.289174	01/09/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61416/overview", "title": "Electrcity", "author": "marram alshammari" }
https://oercommons.org/courseware/lesson/90442/overview	Modal Verbs - Probability - May - Might and Could - Off2Class ESL Lesson Plan Overview Probability – May, might, and could This lesson plan is great for beginner students and introduces them to the concepts of possibility and probability. Your students can practice speaking, reading, and listening while using may, might, and could in positive and negative forms. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class Probability – May, might and could This lesson plan is great for beginner students and introduces them to the concepts of possibility and probability. Your students can practice speaking, reading and listening while using may, might and could in positive and negative forms. Download the lesson plan Probability – May, might and could here: https://www.off2class.com/lesson-plan-downloads/seven-esl-lesson-plans-to-teach-modal-verbs/	oercommons	2025-03-18T00:36:26.307545	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90442/overview", "title": "Modal Verbs - Probability - May - Might and Could - Off2Class ESL Lesson Plan", "author": "Speaking and Listening" }
https://oercommons.org/courseware/lesson/69211/overview	Equal Parts Template Equal Parts Overview This Remote Learning Plan was created by Allison Pontious in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for second grade math students. Students will divide circles and rectangles into 2, 3 or 4 equal parts. They will also describe the parts using the language of halves, thirds, fourths, half of, a third of, and a fourth of. Equal Parts Remote Learning This Remote Learning Plan was created by Allison Pontious in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Remote Learning Plan is designed for second grade math students. Students will divide circles and rectangles into 2, 3 or 4 equal parts. They will also describe the parts using the language of halves, thirds, fourths, half of, a third of, and a fourth of. Nebraska State Standards MA 2.3.1.c Students will divide circles and rectangles into 2, 3 or 4 equal parts. They will also describe the parts using the language of halves, thirds, fourths, half of, a third of, and a fourth of. It is expected that this Remote Learning Plan will take students approximately 25 to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1_cTJM-w5BWxZksuhbUVcUwrauW4pvFsmDfJHkRZuQas/edit?usp=sharing	oercommons	2025-03-18T00:36:26.326182	06/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69211/overview", "title": "Equal Parts", "author": "Allison Pontious" }
https://oercommons.org/courseware/lesson/101600/overview	Hard Bites: An OER Lesson Model for Difficult Discussions Overview This lesson is structured to walk learners through how to use OER to build teaching assignments for discussing difficult topics using cultural touchstones. The intent is to not only instruct through the lesson but to also model how to instruct and encourage learners to build their own OER for these types of activities. Purpose of this activity Questions to ask for example: As instructors, ministers, deaconesses, etc... we are at the forefront of difficult conversations. For those in ministry this can be especially difficult and complex because there is not only the difficult conversation, there is being able to communicate the issue theologically. In this assignment, I am going to model the assignment to use with students: whether they be parents of children, parishioners, or a high-school bible study. These are simply basic culture-based activities that can be used for and by anyone to discuss complex topics. In this lesson we are going to build our own OER, open educational resources, for an activity to discuss difficult topics. It will provide you with not only a tool for doing such in your own instruction, but also help to build resources for the future. OER framework encourages building tools for discussion, sharing, and further development of ideas. Building these on OER commons not only makes the resource public but also teaches and utilizes important inclusive practices such as ALT text and creating resources for the community rather than for a select few. By the end of this lesson, we will have (1) reviewed a basic lesson plan for how to have difficult conversations using cultural touchstones as examples (2) practiced a simple, teachable activity that can easily be adapted for various groups (3) built a catalog of open educational resource documents for discussing difficult topics Let's begin! Questions to ask for example: As instructors, ministers, deaconesses, etc... we are at the forefront of difficult conversations. For those in ministry this can be especially difficult and complex because there is not only the difficult conversation, there is being able to communicate the issue theologically. In this assignment, I am going to model the assignment to use with students: whether they be parents of children, parishioners, or a high-school bible study. These are simply basic culture-based activities that can be used for and by anyone to discuss complex topics. Whether you are 50 years old and have seen it all, or 16 and still learning how the world works. Humans understand the world around them through cultural outputs, such as literature, film, television, and music. Let's begin to work through an exercise in developing some cultural analysis that opens up conversations about hard issues, such as gender identity, abortion, sexuality, and mental health. Using Cultural Touchstones to ask questions Here is where you need to think about desired goals for how you want to build the output for this lesson. For ministers and deaconesses and teachers who you are working with in developing their construction of teaching tools, I would encourage you to utilize OER resources as their output for their projects. This example will do so. However, if you are working with a different demographic, you may want to use google docs or can even have them construct their catalog with pencil and paper. One thing I can say for google docs, is that you could have everyone in the same document so that they can be realizing in real time that these conversations are things that everyone struggles with and can start forming their thoughts and discussion topics. You can also have them work in groups with this type of platform. What are some topics that you know could cause awkward discussions, anger, frustration, or insecurity at how to express feelings and knowing the right words to say? One question you can ask to get started is: What are issues you would like to understand and know more about, but do not know how to talk about them, who to ask, and/or what to say? Can you think of an example of this topic in a film, television series, book, etc? You've probably already thought of several "hot-button" topics. Now:Let's build a catalog of cultural issues to discuss difficult topics in a healthy, productive way. This catalog provides us with not only a view of what our group's concerns are but shares with each other how we all have questions that need discussion. Sometimes the most difficult part of a hard conversation is admitting that we do not know something -- mainly for fear that we are the outsider, the only one, and we will be judged for this lack of knowledge and questions. When we see that others are in the same position, we can be comforted by the fact that we NEED to have these conversations in order to gain understanding, solve, resolve, and learn. Before we really begin: Ground rules and safe spaces This is a really important foundation for hard topics and can take a lot of different approaches depending on the audience. Overall what is most important is teaching some level of conflict management through how people speak about topics they have differing opinions on. Some instructors might choose to have their audience write an agreement for the group. Others can simply have a brief discussion on the topic. Some might need to set the rules, while others can let the classroom work through what rules they want. One helpful site for ideas can be found at the American Association of University Women's Diversity, Equity & Inclusion toolkit If you have the time, you can also use a TedTalk or other form of media to show different practices in communication. Such as this TedTalk where the presenter models restorative practices that aim to cultivate empathy through calm discussion: Empathy: The Heart of Difficult Conversations \| Michelle Stowe One of the issues with discussing hard topics in any setting, but especially outside of our comfort zones and though we already know agree with us, is that we are afraid of conflict and judgment. As a general rule, people do not want to risk hurting others or being hurt. So, what are some good ground rules for having these discussions and thinking about how we are talking about difficult topics? 1. Do not use generalizations (Example: use "I" instead of "We", "They") Example: X - Pro-Abortion activists are all angry women O - I have been yelled at about my anti-abortion stance by a family member and it has caused me to feel like I will be met with anger whenever I try to talk about this topic. 2. Actively listen and be aware of non-verbal communication (Example: scowling, rolling eyes, using technology while others are talking) 3. Do not use personal attacks, violent language, slurs, etc... (Example: you don't understand because you are angry about your parent's divorce) 4. Remember that the goal is not to convince others to agree with you! It is to discuss hard topics, and differences, and to learn and understand other viewpoints better. When building your catalog entry, you can even include one or two ground rules that you might think are helpful for that specific topic. Building the Class Catalog The amount of time here is optional and based on your groups needs and constraints. When everyone is done have everyone's page collected into a single "catalog" document From here you can use this to illustrate or instruct a lot of different facets of culture, hard topics, or teaching. It can be the first step of a larger classroom project for example. Another class period could be on adding a page that responds to these questions by others in the group. Take 5 minutes and work through these steps: 1. What is a cultural item that touches on a difficult topic, abortion, same-sex marriage, substance abuse, etc... that you feel brings up important issues and questions regarding that topic? 2. Find a reference point from that cultural item (lines of lyrics, still from a film, quote from a book, image from a comic book, etc...) that illustrates your topic and you can share. 3. What are three questions that you have about this topic that the cultural item brought up in your mind? 4. Collect all of these steps in a single document. Remember when building your catalog entry the ground rules of the group and that you can even include one or two additional ground rules that you might think are helpful for that specific topic.	oercommons	2025-03-18T00:36:26.347820	Natalie Whitaker	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101600/overview", "title": "Hard Bites: An OER Lesson Model for Difficult Discussions", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/83285/overview	https://youtu.be/KsDMOJbWt_Y Phonics First 1-34 Day 1 Letters and Their Sounds Overview This is a Phonics First lesson that teaches students about the letters in the alphabet and the sounds that they make. Students will watch the letter sound song, then a video lesson of our Three-Part Drill, followed by letter slide show for practice, finishing with reading practice of our dictation sentences. Letter Song Video Phonics First Video Lesson Phonics First Lesson 3 Part Drill Phonemic Awareness: Identifying sounds: ask students to listen for the /qu/ sound at the beginning of the word and bend their forefinger into a question mark sign and hold it in the air. Blending: ask students to listen to the onset and rime of the words (containing the /qu/ sound) and blend it together, saying the word (qu-iz, qu-it, qu-ag, qu-ill). Slide Presentation of Letters and their Sound Pictures Practice saying the letter name and sound as the slideshow plays. https://docs.google.com/presentation/d/1zY3JwEh9JdaDM7dCiwLFsOLaSSJkxeahPgO6Ts8qlEE/edit?usp=sharing	oercommons	2025-03-18T00:36:26.370260	07/07/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83285/overview", "title": "Letters and Their Sounds", "author": "Brandy George" }
https://oercommons.org/courseware/lesson/65899/overview	Eight Limbs of Yoga Overview Eight Limbs of Yoga are very useful Eight Limbs of Yoga: Ashtanga Yoga By Dr. Pravin Dabre , Shripad Krishna Kolhatkar Mahavidyalaya Jalgaon Jamod We all are in search of peace. Almost all human beings whether they seem to be living happily or not feel restlessness all the time. Everybody is running behind some or the other materialistic things of this world and thinks that he will get happiness after achieving it, but even after achieving the most desirable object of this world, he still feels restless. This is nothing but our need of the soul to get Peace. In order still our mind, a great sage Patanjali presented a system call Ashtanga Yoga. It is also called eight limbs of the yoga. In brief the eight limbs, or steps to yoga, are as follows: - Yama: Universal morality, Attitude - Niyama: Personal observances or the rules to follow - Asanas: Body postures or stretching - Pranayama: Breathing exercises or control of prana - Pratyahar: Control of all the five senses - Dharana: Concentration and cultivating inner perceptual awareness - Dhyana: Devotion, Meditation on the Divine - Samadhi: Union with the Divine Yama and Niyama explain about our living style, out attitude. Many people believe that it is almost impractical to follow these. Asanas and Pranayama are explained in detail in this site. All the other four stages are the steps of meditation achieve God. Yama (Restraints, Abstinence or Universal Morality) The verbal meaning of "Yama" is "rein, curb, or bridle, discipline or restraints" In the present context, it is used to mean "self-control, forbearance, or any great rule or duty". It can also be interpreted as "attitude" or "behavior". Certainly a particular attitude can be expressed as discipline, which then influences our behavior. Patanjali's Yoga Sutra mentions five different yama, that is, behavior patterns or relationships between the individual and the outside world. The prescribed rules are: Ahimsa or Ahinsa (Harmlessness) The word ahimsa literally mean not to injure or show cruelty to any creature or any person in any way whatsoever. Ahimsa is, however, more than just lack of violence as adapted in yoga. It means kindness, friendliness, and thoughtful consideration of other people and things. It also has to do with our duties and responsibilities too. It could even mean that we must fight if our life is in danger. Ahimsa implies that in every situation we should adopt a considered attitude. Satya (Truthfulness) Satya means "to speak the truth," yet it is not always desirable to speak the truth on all occasions, for it could harm someone unnecessarily. We have to consider what we say, how we say it, and in what way it could affect others. If speaking the truth has negative consequences for another, then it is better to say nothing. Satya should never come into conflict with our efforts to behave with ahimsa. The Mahabharata, the great Indian epic, says: "Speak the truth which is pleasant. Do not speak unpleasant truths. Do not lie, even if the lies are pleasing to the ear. That is the eternal law, the dharma." Please note that this does not mean speak lie. Keeping quiet and saying lies are two different things. Asteya (Non-stealing) Asteya is the third yama. Steya means "to steal"; asteya is the opposite-to take nothing that does not belong to us. This also means that if we are in a situation where someone entrusts something to us or confides in us, we do not take advantage of him or her. We are to refrain from taking that which is not ours by right of consciousness and karma. Brahmacharya (Sense-control) Brahmacharya is a movement toward the essential truth. It is used mostly in the sense of abstinence, particularly in relationship to sexual activity. Brahmacharya suggests that we should form relationships that foster our understanding of the highest truths. If sensual pleasures are part of those relationships, we must take care that we keep our direction and do not get lost. Avoid relationships that makes us deviate from finding the eternal truth. On the path of serious, constant searching for truth, there are certain ways of controlling the perceptual senses and sexual desires. Brahmacharya does not necessarily imply celibacy. Rather, it means responsible behavior with respect to our goal of moving toward the truth. Aparigraha (Neutralizing the desire to acquire and hoard wealth) The last yama is aparigraha, a word that means something like "hands off" or "not seizing opportunity." Parigraha means "to take" or "to seize." Aparigraha means to take only what is necessary, and not to take advantage of a situation or act greedy. We should only take what we have earned; if we take more, we are exploiting someone else. In addition, unearned rewards can bring with them obligations that might later cause problems. The Yoga Sutra describes what happens when these five behaviors outlined above become part of a person's daily life. For example, as we develop ahimsa (kindness and consideration), our presence will create pleasant and friendly feelings in those around us. And if we remain true to the idea of satya, everything we say will be truthful. We will become trustworthy. In India, one's word is considered one's biggest asset. The Yoga Sutra also states that a person who is firmly anchored in asteya will receive all the jewels of this world. Such a person may not be interested in material wealth, but he or she will have access to the finest things in life. The more we recognize and search for the meaning of the essential truth, the less will we be distracted by other things. Certainly it requires great strength to take this path. The Yoga Sutra teaches that the more faith we have, the more energy we have. At the same time we also have more strength to pursue our goals. So the more we seek the truth in the sense of brahmacharya, the more vitality we will have to do so. Parigraha is the increasing orientation toward material things. If we reduce parigraha and develop aparigraha, we are orienting ourselves more inwardly. The less time we spend on our material possessions, the more we have to spend on investigating all that we call yoga. We will learn to enjoy what we have rather than constantly seeking things we don't have and never getting satisfied in life. It is a scientific fact that the more money and material possessions we have, the more stressful we become. Thus, the yamas are the moral virtues which, if attended to, purify human nature and contribute to health and happiness of society. Niyama (Observances, Disciplines, Devotion, Personal Observances) The verbal meaning of ‘Niyama’, is rules or laws. These are the rules prescribed for personal observance. Like the five yamas, the niyamas are not exercises or actions to be simply studied. They represent far more than an attitude. Compared with the yamas, the niyamas are more intimate and personal. They refer to the attitude we adopt toward ourselves. Sauca (Saucha) The sauca is cleanliness. Sauca has both an inner and an outer aspect. Outer cleanliness simply means keeping ourselves clean. Inner cleanliness has as much to do with the healthy, free functioning of our bodily organs as with the clarity of our mind. Practicing asanas or pranayama are essential means for attending to this inner sauca. Samtosa or Santosha Modesty and the feeling of being content with what we have. To be at peace within and content with one's lifestyle. Literally the word means happiness. There are occasions we work hard to get something. We get very disappointed when we don't get it. Some people will get into extreme depression as a result. Some people may even contemplate suicide in extreme cases. We do these things because we do not have the discipline of being content with what we have. We should accept that there is a purpose for everything - yoga calls it karma. In 'Celestine Prophecy', James Redfield calls this synchronicity. The real meaning of samtosa is 'to accept what happens'. God has a plan. Christians prays, 'Thy will be done.' Accept what God has given us with humility and happiness. Be happy with what we have rather than being unhappy about what we don't have. A commentary on the Yoga Sutra says: "Contentment counts for more than all sixteen heavens together." Instead of complaining about things that go wrong, we can accept what has happened and learn from them. Samtosa encompasses our mental activities such as study, our physical efforts, and even how we earn our living. It is about ourselves-what we have and how we feel about what God has given us. It is about our whole outlook on life. Do we look at a cup as half empty or as half full? Tapas or Tap Tapas refer to the activity of keeping the body fit or to confront and handle the inner urges without outer show. Literally it means to heat the body and, by so doing, to cleanse it. Behind the notion of tapas lies the idea that we can get rid of the rubbish in our body. Asanas and pranayama are tools we can use to keep ourselves healthy. Another form of tapas is paying attention to what we eat. Eating when we are not hungry is the opposite of tapas. Attention to body posture, attention to eating habits, attention to breathing patterns-these are all tapas that help to prevent the buildup of rubbish in the body, including excess weight and shortness of breath. Tapas makes the whole body fit and well functioning. It gives us the discipline of developing healthy eating habits and prevent us from getting high cholesterol, high blood pressure and heart diseases. Svadhyaya Sva means "self' or "belonging to me." Adhyaya means "inquiry" or "examination". The word svadhyaya literally means, "to get close to something." It means to get close to yourself, that is, to study yourself. It could also mean meditation or contemplation. It teaches us to be centered and non-reactive to the dualities, to burn out unwanted and destructive tendencies. All learning, all reflection, all contact that helps you to learn more about yourself is svadhyaya. In the context of the niyama the term is often translated as "the study of ancient texts." Yes, yoga does instruct us to read the ancient texts because we cannot always just sit down and contemplate things. We need reference points. The world is changing fast around us. We can read the Bible or a book on spiritual healing or one that is of personal significance or the Yoga Sutra. According to the Yoga Sutra, as we progress in our self-examination, we will gradually find a link with the divine laws and with the prophets who revealed them. And since mantras are often recited for this purpose, we sometimes find svadhyaya translated as "the repetition of mantras."/ Isvarapranidhana or Ishvarapranidhana Isvarapranidhana means "to lay all your actions at the feet of God." It is the contemplation on God (Isvara) in order to become attuned to god and god's will. We should accept the fact that we will not always get everything we want. Sometimes we get disappointed. Things do go wrong. This is the reason why samtosa (modesty) is so important. We have done our share. We have done the best we could under the circumstances. We can leave the rest to a higher power. In the context of the niyamas we can define Isvarapranidhana as the attitude of a person who usually offers the fruits of his or her action to God in daily prayer. Asanas (Yogic postures) The practice of physical postures is called Asana. It is the most commonly known aspect of yoga for those unfamiliar with the other seven limbs. The verbal meaning of ‘Asana’ is staying or abiding. Asana is one way in which a person can experience the unity of body and mind. Asana is defined as that which is comfortable and easy, as well as firm. In the west, asana is commonly called "posture". Yogic postures (asanas) are prescribed for the purpose of comfort and firmness during meditation and the practice of pranayama. An upright seated posture in which one can sit with comfort and no need to move is ideal for meditation. Asana is a dynamic position, in which the practitioner is perfectly poised between activity and non-activity. There is a corresponding mental balance between movement and stillness. Indeed, Patanjali teaches that each posture reflects a mental attitude, whether that attitude be one of surrender, as in a forward-bending asana, or the strengthening of the will, through backward-bending postures, or the creation of a physical prayer with the body, as in the practice of Padmasana, the well-known lotus posture. Yoga Sutra says that when we master asanas, we are able to handle opposites. To be able to handle opposites does not mean going outside naked in winter or dressing in warm woolen clothing in summer. It means that we become more sensitive. We learn to adapt because we know our body better. We know how our body reacts in different situations. Practically speaking, we should be able to stand for a few minutes with ease; we should be able to sit for a while easily as well. One advantage of asana practice is that it helps us get used to different situations and be able to cope with different demands. If we want to practice pranayama, for example, we have to be able to sit comfortably erect for a period of time. Asanas help us focus on the breath rather than the body during pranayama practice. If we can sit comfortably and effortlessly erect there is nothing to distract us from our concentration on the breath. Asana is a two-way street. Once the mental attitude has been created, it can then be spontaneously expressed as an asana; if one takes on the external form of an internal attitude, soon that attitude moves through body into mind, thus creating it there. Whichever way one works, the results are the same. Asana is thus both a preparation for meditation and a meditation sufficient in and of itself. Another advantage of asana is that it is direct. It can temporarily bring peace and quiet the mind. This quieting encourages the balancing of the mental functions of the individual, since it allows the intuitive aspects of the mind to have free play. This soothing effect on the brain has been verified by EEG data of brain during meditation. It has great healing implications. Patanjali suggests that the asana and the pranayama practices will bring about the desired state of health; the control of breath and bodily posture will harmonize the flow of energy in the organism, thus creating a fertile field for the evolution of the spirit. Pranayama (Breath Control) Pranayama is all about the breathing and concentrating the mind. It is the measuring, control, and directing of the breath. Pranayama controls the energy within the organism, in order to restore and maintain health and to promote evolution. Pranayama gives control of breathing processes and control of vital force. When the inflowing breath is neutralized or joined with the out flowing breath, then perfect relaxation and balance of body activities are realized. In yoga, we are concerned with balancing the flows of vital forces, then directing them inward to the chakra system and upward to the crown chakra. Pranayama or breathing technique is very important in yoga. It goes hand in hand with the asana or pose. In the Yoga Sutras, the practices of pranayama and asana are considered to be the highest form of purification and self-discipline for the mind and the body, respectively. The practices produce the actual physical sensation of heat, called tapas, or the inner fire of purification. It is taught that this heat is part of the process of purifying the nadis, or subtle nerve channels of the body. This allows a more healthful state to be experienced and allows the mind to become calmer. Pratyahara (Retraction of the Senses) This limb of Ashtanga Yoga deals with the preparation to meditation. Pratyahara means drawing back or retreat. The word ahara means "nourishment"; pratyahara translates as "to withdraw oneself from that which nourishes the senses." In yoga, the term pratyahara implies withdrawal of the senses from attachment to external objects. What does this mean? It means our senses stop living off the things that stimulate; the senses no longer depend on these stimulants and are not fed by them anymore. Let us look at this concept a little closely. When we see a sunset, first our eyes are drawn to it; the eyes sent a message to the brain; the brain computer will assimilate the information sent by the eyes and form the picture of the sunset. This is the way our senses function normally. But there is also the possibility that the most beautiful sunset on earth will not attract our attention, will not engage our senses, because we are deeply immersed in something else. We may be concentrating on something without any awareness of what is going around us. Normally the senses say to the mind: "Look at this! Smell this! Touch that!" The senses register an object and the mind is drawn to it at once. In pratyahara we sever this link between mind and senses, and the senses withdraw. Each sense perception has a particular quality to which it relates: the eyes relate to the form of something; the ears to the sound, the vibration it makes; the nose to its smell. In pratyahara it is as if things are spread out with all their attractions before our senses, but they are ignored; the senses remain unmoved and uninfluenced. In effect the brain will disregard all that is received by the various sensory organs and will only accept and process the signals sent by sensory organs at the command of the brain. Now we have control over our senses rather than being controlled by them. For example, when we are totally absorbed in the breath during pranayama, pratyahara occurs quite automatically. The mind is so intensely occupied with the breath that all links between mind, senses, and external objects that have nothing to do with the breath are cut off. So pratyahara is not a state of sleep. The senses are quite capable of responding, but they do not because they have withdrawn or detached. When the senses are no longer tied to external sources, the result is restraint, interiorization or pratyahara. Now that the vital forces are flowing back to the Source within, one can concentrate without being distracted by externals or the temptation to cognize externals. A person experiences this state, to a degree, just before going to sleep or upon awakening. We are aware of what is going on; but, are not overly influenced by what is going outside. We can achieve a similar condition at any time of the day by practicing pratyahara. It is easy for us to "be in the world but not of it" when we learn to practice interiorization of the sense currents. We can be aware of the world (at times other than during meditation) but not be attached to it. Practicing this restraint, one soon finds that tendencies and habits are neutralized, because "needs" are abandoned. This discipline allows us to practice meditation any time any place. Pratyahara occurs almost automatically when we meditate because we are so absorbed in the object of meditation. Precisely because the mind is so focused, the senses follow it; it is not happening the other way around. No longer functioning in their usual manner, the senses become extraordinarily sharp. Under normal circumstances the senses become our masters rather than being our servants. The senses entice us to develop cravings for all sorts of things. In pratyahara the opposite occurs: when we have to eat, we eat, but not because we have a craving for food. In pratyahara we try to put the senses in their proper place, but not cut them out of our actions entirely. Much of our emotional imbalances are our own creation. A person who is influenced by outside events and sensations can never achieve the inner peace and tranquillity. This is because he or she will waste much mental and physical energy in trying to suppress unwanted sensations and to heighten other sensations. This will eventually result in a physical or mental imbalance, and will, in most instances, results in illness. Patanjali says that the above process is at the root of human unhappiness and uneasiness. When people seek out yoga, hoping to find that inner peace which is so evasive, they find that it was theirs all along. In a sense, yoga is nothing more than a process which enables us to stop and look at the processes of our own minds; only in this way can we understand the nature of happiness and unhappiness, and thus transcend them both. Dharana (Fixation of Attention) The objective in dharana is to steady the mind by focusing its attention upon some stable entity. Dhar means "to hold." Literally, the word dharana means ‘immovable concentration of the mind’. The essential idea is to hold the concentration or focus of attention in one direction. This is not the forced concentration of, for example, solving a difficult mathematics problem; rather dharana is a form of meditation which could be called receptive concentration. For example, imagine a large reservoir of water used by farmers for watering their fields. There are channels leading away from the reservoir in different directions. If the farmer has dug all the channels the same depth, the water runs equally in all directions. But if one channel is deeper than the others, more water flows through it. This is what happens in dharana: we create the conditions for the mind to focus its attention in one direction instead of going out in many different directions. Deep contemplation and reflection can create the right conditions, and the focus on this one point that we have chosen becomes more intense. We encourage one particular activity of the mind and, the more intense it becomes, the more the other activities of the mind fall away. Before retracting one’s senses, he may practice focusing attention on a single inanimate object. After such retraction, some inner means of focusing may help. Practices such as: - Rolling the eyes upward and holding them together, as if attending to a spot in the center of the forehead, - Rolling the eyes downward, as if attending to the navel, - Rolling the eyes forward, as if attending to the tip of the nose These are quite popular in this regard. The particular object selected has nothing to do with the general purpose, which is to stop the mind from wandering -through memories, dreams, or reflective thought-by deliberately holding it single-mindedly upon some apparently static object. When the mind has become purified by yoga practices, it becomes able to focus efficiently on one subject or point of experience. Now we can unleash the great potential for inner healing. If the yogi chooses to focus on a center ("chakra") of the inner energy flow, he or she can directly experience the physical and mental blocks and imbalances that remain in his or her system. This ability to concentrate depends on excellent psychological health and integration and is not an escape from reality, but rather a movement toward perception of its true nature. Dhyana (Devotion, Fusive Apprehension) Dhyana is the seventh limb of Ashtanga Yoga. Dhyana means worship, or profound and abstract religious meditation It is perfect contemplation. It involves concentration upon a point of focus with the intention of knowing the truth about it. During dhyana, the consciousness is further unified by combining clear insights into distinctions between objects and between the subtle layers of veils that surround intuition. We learn to differentiate between the minds of the perceiver, the means of perception, and the objects perceived, between words, their meanings, and ideas, and between all the levels of evolution of the nature. We realize that these are all fused in an undifferentiated continuum. One must apprehend both subject and object clearly in order to perceive their similarities, for a clear grasp of real identity of two apparently different things requires a clear grasp of their seeming difference. Thus, dhyana is apprehension of real identity among ostensible differences. During dharana the mind is moving in one direction like a quiet river-nothing else is happening. In dhyana, one becomes involved with a particular thing - a link is established between self and object. In other words, you perceive a particular object and at the same time continuously communicate with it. Dharana must precede dhyana, because the mind needs focusing on a particular object before a connection can be made. Dharana is the contact, and dhyana is the connection. Obviously, to focus the attention to one point will not result in insight or realization. One must identify and become "one with" the object of contemplation, in order to know for certain, the truth about it. In dhyana, the consciousness of the practitioner is in one flow; it is no longer fixed on one subject as in dharana. Samadhi (Fully Integrated Consciousness) Smadhi is last step of Ashtanga yoga. When we succeed in becoming so absorbed in something that our mind becomes completely one with it, we are in a state of samadhi. Samadhi means "to bring together, to merge." In samadhi our personal identity-name, profession, family history, social security number, driver's license number etc.-completely disappears. In the moment of samadhi none of that exists anymore. Nothing separates us from the object of our choice; instead we blend and become one with it. During samadhi, we realize what it is to be an identity without differences, and how a liberated soul can enjoy pure awareness of this pure identity. The conscious mind drops back into that unconscious oblivion from which it first emerged. The final stage terminates at the instant the soul is freed. The absolute and eternal freedom of an isolated soul is beyond all stages and beyond all time and place. Once freed, it does not return to bondage. Thus, samadhi refers to the union of the contemplating being with the object of contemplation. Here, the object of the meditation and the meditator become one. This is like the unity of process; it is like the union of function and structure. The polarity of viewer and viewed, like the polarity of opposites, is no longer relevant; the mind does not distinguish between self and non-self, or between the object contemplated and the process of contemplation. There are various stages of samadhi, depending upon whether one is identified with the object while yet conscious of the object, or whether one has transcended the object of meditation and is resting in the experience of being, without conceptual support or without support of any aspect of Consciousness. Pratyahara, dharana, dhyana, and samadhi cannot be practiced. A person cannot simply sit down and say, "Right now I am going to do dharana." All the person can do is to create the right conditions to help bring about a state of dharana; For example, he or she can practice asanas and pranayama that, according to the Yoga Sutra, create favorable conditions for the mind to enter these states. In order to experience dharana and dhyana, the mind must first be in a particular condition. Allow the many things that are going on in the mind to settle so that it becomes quiet. If the mind is too busy responding to external stimuli, it cannot enter into a state of dharana. Forcing dharana when your mind is not ready for it can get you into trouble. For this reason, the Yoga Sutra suggests the practice of asanas and pranayama as preparation for dharana, because these influence mental activities and create space in the crowded schedule of the mind. Once dharana has occurred, dhyana and samadhi can follow. The perfection of samadhi embraces and glorifies all aspects of the self by subjecting them to the light of understanding. The person capable of samadhi retains his or her individuality and person, but is free of the emotional attachment to it. <a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons License" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.	oercommons	2025-03-18T00:36:26.416943	05/02/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65899/overview", "title": "Eight Limbs of Yoga", "author": "Pravin Dabre" }
https://oercommons.org/courseware/lesson/89366/overview	South Carolina - 7th Grade Science - 7.P.2A.1 (Atomic Structure) Overview Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it undergoes changes. 7.P.2A. Conceptual Understanding: All substances are composed of one or more elements. Elements are pure substances which contain only one kind of atom. The periodic table organizes these elements based on similar properties. Compounds are substances composed of two or more elements. Chemical formulas can be used to describe compounds. Performance Indicator: Students who demonstrate this understanding can: 7.P.2A.1 Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons). Big Question(s): What is everything made of? Atomic Structure - SC 7.P.2A.1- Student Copy South Carolina 7th Grade Science Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it undergoes changes. 7.P.2A. Conceptual Understanding: All substances are composed of one or more elements. Elements are pure substances which contain only one kind of atom. The periodic table organizes these elements based on similar properties. Compounds are substances composed of two or more elements. Chemical formulas can be used to describe compounds. Performance Indicator: Students who demonstrate this understanding can: 7.P.2A.1 Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons). Big Question(s): What is everything made of? Engagement: (10-15 Minutes) Use the Scale of The Universe interactive model to begin exploring the makeup of the universe. The following questions will help guide your exploration: - Record some of your initial observations regarding the scale of the universe. - What is the largest body of matter you found? What is the smallest? - Locate the point that says, “Smallest thing visible to an electron microscope” - List the four closest structures to that point. - What are some similarities and differences between the four structures? - Can you find the names of the particles that those four structures seem to be made of? - Do you notice any patterns as it relates to the location of those particles within the structures? Exploration: (10-15 Minutes) Watch the 5 minute TEDed Video, “Just How Small is An Atom” to answer the following questions: - What is the structure in the center of the atom called? - The structure in the center of the atom contains which two types of particles? - Moving particles outside of the nucleus are called what? - What exists between the innermost structure of an atom and the particles outside of that structure? - Where is almost all of the mass of the atom located? Experience: (20 Minutes) Use the Build and Atom Simulation to solidify what you know and discover what you don’t. - Drag a proton into the nucleus of the atom. - Is the met charge of the atom positive (+), negative (-), or neutral (o)? - Keep the proton in the nucleus and add a neutron as well. - Is the net charge of the atom positive (+), negative (-), or neutral (o)? - Keep the proton and neutron in the nucleus. Now add an electron. - Is the net charge of the atom positive (+), negative (-), or neutral (o)? - What conclusion can you make about the charges of protons, neutrons, and electrons? - Reset your atom, and drag a proton into the nucleus of the atom. - What is the mass number of the atom? - Keep the proton in the nucleus and add a neutron as well. - What is the mass number of the atom? - Keep the proton and neutron in the nucleus. Now add an electron. - What is the mass number of the atom? - What conclusions can you make about the mass of protons, neutrons and electrons? - Reset your atom. Spend some time adding different combinations of protons, neutrons, and electrons to the atom. Start with small amounts of each, and then increase them in number. What trends do you notice regarding the mass of atoms, element types, and their placement on the Periodic Table? Examples: (15 Minutes) In your time remaining, review the following notes presentation. Once you are familiar with terms and concepts, take the exit assessment. ASK QUESTIONS at any point! Author: William Judge Contact: wijudge@gmail.com Date: 1/19/22 NAME: ________________________________ Students will be able to: 7.P.2A.1 Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons). Big Question(s): What is everything made of? Engagement: (10-15 Minutes) Use the Scale of The Universe interactive model to begin exploring the makeup of the universe. The following questions will help guide your exploration: - Record some of your initial observations regarding the scale of the universe. ________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________ - What is the largest body of matter you found? What is the smallest? ________________________________________________________________________________________________________________________________________________________ - Locate the point that says, “Smallest thing visible to an electron microscope” - List the four closest structures to that point. ________________________________________________________________________________________________________________________________________________________ - What are some similarities and differences between the four structures? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ - Try to find and list the names of the particles that the four structures seem are made of. ____________________________________________________________________________ - Do you notice any patterns as it relates to the location of those particles within the structures? ________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________ Exploration: (10-15 Minutes) Watch the 5 minute TEDed Video, “Just How Small is An Atom” to answer the following questions: - What is the structure in the center of the atom called? ____________________________________________________________________________ - The structure in the center of the atom contains which two types of particles? ____________________________________________________________________________ - Moving particles outside of the nucleus are called what? ____________________________________________________________________________ - What exists between the innermost structure of an atom and the particles outside of that structure? ____________________________________________________________________________ - Where is almost all of the mass of the atom located? ____________________________________________________________________________ Experience: (20 Minutes) Use the Build and Atom Simulation to solidify what you know and discover what you don’t. - Drag a proton into the nucleus of the atom. - Is the met charge of the atom positive (+), negative (-), or neutral (o)? ____________________________________________________________________________ - Keep the proton in the nucleus and add a neutron as well. - Is the net charge of the atom positive (+), negative (-), or neutral (o)? ____________________________________________________________________________ - Keep the proton and neutron in the nucleus. Now add an electron. - Is the net charge of the atom positive (+), negative (-), or neutral (o)? ____________________________________________________________________________ - What conclusion can you make about the charges of protons, neutrons, and electrons? ____________________________________________________________________________ - Reset your atom, and drag a proton into the nucleus of the atom. - What is the mass number of the atom? ____________________________________________________________________________ - Keep the proton in the nucleus and add a neutron as well. - What is the mass number of the atom? ____________________________________________________________________________ - Keep the proton and neutron in the nucleus. Now add an electron. - What is the mass number of the atom? ____________________________________________________________________________ - What conclusions can you make about the mass of protons, neutrons and electrons? ____________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________________________ - Reset your atom. Spend some time adding different combinations of protons, neutrons, and electrons to the atom. Start with small amounts of each, and then increase them in number. What trends do you notice regarding the mass of atoms, element types, and their placement on the Periodic Table? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Examples: (15 Minutes) In your time remaining, review the powerpoint notes, work through the examples at the end, then take the exit poll before we finish our time together! Author: William Judge Contact: wijudge@gmail.com Date: 1/19/22	oercommons	2025-03-18T00:36:26.456873	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89366/overview", "title": "South Carolina - 7th Grade Science - 7.P.2A.1 (Atomic Structure)", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/20650/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	2025-03-18T00:36:26.479613	01/31/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20650/overview", "title": "Science: Living & Nonliving", "author": "Mattie Potthoff" }
https://oercommons.org/courseware/lesson/97780/overview	Google Earth Oklahoma State History Overview 3rd grade appropriate simple oklahoma state facts questions. Oklahoma State Geography Answer Key 1. Texas, New Mexico, Colorado, Kansas, Missouri, Arkansas. 2. Oklahoma City, Tulsa, Chickasha, Enid, Stillwater. Read questions and then go to website and find the answer. Write down your answers and turn in when finished. 1. What are the 6 states that are surrounding Oklahoma? 2. What are the names of 4 towns in Oklahoma? Oklahoma State Facts Answer Key 3. Oklahoma City 4. Mistletoe 5. Redbud 6. Honeybee 3. What is the Capital of Oklahoma called? 4. What is the Oklahoma State flower? 5. What is the Oklahoma State Tree? 6. What is the Oklahoma State insect? 7. What is a fun fact you learned about Oklahoma that you didnt know before?	oercommons	2025-03-18T00:36:26.498938	10/07/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97780/overview", "title": "Oklahoma State History", "author": "Rebekah Branch" }
https://oercommons.org/courseware/lesson/69660/overview	Education Standards Diary writing from Target Study Indiana University of Pennsylvania - Indiana, Pennsylvania in the Civil War Introduction to personal letters from the Purdue University Online Writing Lab Pennsylvania Highlands Community College - Cambria Civil War 150 Postcard planning sheet from Read Write Think Rubric for Analyzing Primary Sources Rubric for Discussion Rubric for Reflection Project Rubric for Writing Project The State Library of Pennsylvania - Abraham Lincoln The State Library of Pennsylvania - Civil War Examining Primary Sources from the Civil War Overview Primary sources provide firsthand evidence and perspectives of historical events by the person writing them. Students will read various types of correspondence (letters, diaries, and postcards) and analyze their content. Students will then take on the role of a citizen and write a letter as if they were part of a major event of the Civil War. Lesson Objectives Students will be able to: - Analyze primary sources generated by ordinary people. - Understand what events were critical to the outcome of the Civil War. - Generate character discriptions based on a citizen who experienced the Civil War firsthand. - Create a fictional document from a firsthand account of a factual event. Warm Up / Introduction Instructor Notes: Today's students utilize a vast amount of communication types to stay in touch with family and friends. Most forms of communication today were not available back in the time of the Civil War. People of those days, due to geographically location, only had letter, postcards, and diaries for communication and documenting the events of the time. Poll students on what communication types they use today. Discuss with them how they would communicate if they lived during the Civil War. Also discuss what other items may have been available at that time and why they might not have been a good choice for personal communications. As part of the discussion, ask the students why it was important to receive written communication, what possibly may have been in the communication from those that were part of the enlisted armies and those family members that were left at home. The polling of the students can be created either through a show of hands, paper ballot, or by using an online resource such as Poll Everywhere. If students were not yet introduced to the various components of diaries, letters, or post cards, you can have them use the attached links to introduce them. Activity Directions:In today's world, a vast amount of communication methods available to you for corresponding with friends and family were not available back in the time of the Civil War. Take a few moments to look at the communication methods below and record those you currently use. Now that you have figured out how you communicate today. Look at the list above and determine how you would communicate if you were a citizen during the Civil War. After you have analyzed the list, answer the following questions: Be prepared, to discuss your choices with the entire class. \| Research / Explore Activity Instructor Notes: Primary sources from an event will provide a look at the personal experience's citizens faced. This activity will allow the students to examine some diaries and letters from the Battle of Gettysburg to get insights on various aspects of the war. As they examine the items, students will be asked to observe, reflect upon and question what they are seeing based on a series of guided questions This activity can be done individually by each student or as a small group activity where each group examines one item and then they discuss what they found with the rest of the group. Activity Directions: \| Reinforcement / Creation Activity Instructor Notes: Students will reflect on the lives of the individuals living in the time of the Battle of Gettysburg and write letters to each other. Once the letters are completed, have students volunteer to read their letter. This activity can be used for many events in history. You can replace the Battle of Gettysburg with Emancipation Proclamation, Battle of Vicksburg, the attack on Fort Sumter or any other historical event. Activity Directions:You and a partner will be playing a role in the Battle of Gettysburg and write letters to each other. These letters should be written on stationery and should be dated and marked with the place where the letter was written. Before you begin, you need to discuss with your partner what character’s you will play. The following items should be answered. The letters should include background information about your character and their personal life. Research should also be competed on events of the Battle of Gettysburg so event facts can also be included in the correspondence. \| Reflection Instructor Reflection: Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson. Directions:Now that you had the opportunity to put yourself in the shoes of someone from an historical event, reflect upon what you want to know more about. Once you have documented what your questions are, develop a research plan for locating the answers. Record your questions and research strategy in your portfolio. \|	oercommons	2025-03-18T00:36:26.552780	History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69660/overview", "title": "Examining Primary Sources from the Civil War", "author": "English Language Arts" }
https://oercommons.org/courseware/lesson/117296/overview	Education Standards 2013 Cinematic Adaptation of The Great Gatsby Bootleg Liquor Gertrude Ederle New Money Rod Wave Lyrics on The Great Gatsby The Charleston Resource to Lesson Plan - Capstone Project Option D Overview This resource is developed as a template for Library Media Specialist and Dual Enrollment Teachers to collaboratively choose, evaluate and develop a resource set. Template updates and content are authored by Jessica Bogle in accordance with the culminating Capstone Project for Cohort 2024. Identifying and Evaluating a Resource Although this set of four images ranks high on both OER rubrics, classroom teachers can expand on this collection by accessing the Digital Public Library of America personally. This section of the template supports Library Media Specialists and Classroom Teachers in aligning and evaluating curated resources. Instructions: Use OER primary source materials from the Digital Public Library of America to collaboratively choose, evaluate and develop a resource set. 1. Notes on alignment of the resource: - When you aligned the resource, was it fully aligned to the standard or partially? - In a lesson plan designed around LDOE Standard: RL.11-12.9, the following visual images are considered primary resources and found via Digital Public Library of America. These images could align with a unit on The Great Gatsby since the anchor text and the attached images are all from the same time period. These images from 1920, 1925, 1929, and 1930 are all historical relevant to the anchor text. - What additional notes do you have about alignment to the standard? - The standard states: "Demonstrate knowledge of foundational works of U.S. and world literature, including how two or more texts from the same period treat similar themes and topics." Students can analyze and decipher how primary-sourced materials, such as these four images, enhance the theme(s) of The Great Gatsby. 2. Notes on evaluation criteria: - When you evaluated the resource using the Achieve OER Rubric, why did you choose the indicator that you chose? - I chose that the Achieve OER Rubric scored the images a comprehensive 2.5, which means the resources are Strong to Superior. The images align to the anchor text content, explain and explore themes, are of excellent quality, include opportunities for deeper learning, and provide an assurance of accessibility. - What other evaluation criteria did you mentally note when you reviewed the resource that is not included on this rubric? - Using the (Sample) Checklist for Evaluating OER, I also considered how culturally relevant and sensitive the resources are to the background and demographic of my students. A connection I was able to make includes a rap song by Rod Wave that is popular among my students, and the topic/central idea of the lyrics is based on The Great Gatsby. Students can use primary-sourced materials to deepen their understanding of the novel and further understand/analyze modern-day music. Supporting and Expanding the Resource(s) for Teachers This section of the template supports Library Media Specialists and Classroom Teachers in supporting and expanding the curated resources. The resources below should help teachers prepare for the lesson. 1. What additional background knowledge and resources might be needed to support the teacher? - Please share 1-2 additional teacher-facing resources that will help the teacher better understand and use this resource set. These might be videos, readings or pedagogical strategies. - Teachers can also reference the 1974 and 2013 cinematic adaptation of The Great Gatsby. Attached are images from the Digital Public Library of America regarding both films. Films of a literary text connect to the following LDOE Standard: RL.11-12.7. The standard states: "Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text." Teachers can support their students understanding of the primary-sourced visual images in this resource set by playing clips of the film(s) that showcase the themes present in the novel, the primary-sourced visual images, and contemporary films. Supporting and Expanding the Resource(s) for Students This section of the template supports Library Media Specialists and Classroom Teachers in supporting and expanding the curated resources. The resources below should help teachers develop resources for students to sucessfully explore the resources and meet learning targets. 1. What additional resources might be needed to support students? - Please share 1-2 additional student-facing resources that will help the student better understand and use this resource set. These might be student handouts, rubrics or supporting videos/readings. - Students can better understand this resource set of primary-sourced images by connecting an audio medium from their generation to the themes present in the attached song (and lyrics). Attributions This is a remix (and template) regarding Foundations of Open Educational Resources: A Professional Development Course by Selena Burns, Anastasia Karaglani, and Joanna Schmizzi (CC BY 4.0). This template specifically derives from Module 7: Capstone Project of Foundations of Open Educational Resources: A Professional Development Course authored by Emily Frank (CCBY). Content for this resource set was revised or remixed from the following source material: "Open Educational Resource" [image] by LibGuides at Whitman Collage https://www.google.com/imgresq=oer&imgurl=https%3A%2F%2Fupload.wikimedia.org%2Fwikipedia%2Fcommons%2Fb%2Fbb%2FGlobal_Open_Educational_Resources_%2528OER%2529_Logo_-_Black_and_White_variation.svg&imgrefurl=https%3A%2F%2Flibguides.whitman.edu%2Foer&docid=4rqLYWiJ4NjgiM&tbnid=LUgUYqeeXPnDTM&vet=12ahUKEwiGhO6P0_eGAxU6ibAFHYVtCSwQM3oECGsQAA..i&w=850&h=567&hcb=2&ved=2ahUKEwiGhO6P0_eGAxU6ibAFHYVtCSwQM3oECGsQAA "LDOE K-12 ELA Standardy" by Louisiana Believes https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/k-12-ela-standards.pdf "A photograph of Marion Davies and her colonial beach home, Santa Monica, CA, circa 1930" [image] by Digital Public Library of America. https://dp.la/primary-source-sets/the-great-gatsby-by-f-scott-fitzgerald/sources/276 "A photograph of Gertrude Ederle, 1920s" [image] by Digital Public Library of America. https://dp.la/primary-source-sets/the-great-gatsby-by-f-scott-fitzgerald/sources/285 "A photograph of prohibition enforcers disposing of confiscated bootleg liquor, 1929." [image] by Digital Public Library of America https://dp.la/primary-source-sets/the-great-gatsby-by-f-scott-fitzgerald/sources/277 "Photograph of a Charleston dance contest in St. Louis on November 13, 1925." [image] by Digital Public Library of America https://dp.la/primary-source-sets/the-great-gatsby-by-f-scott-fitzgerald/sources/287 "The Great Gatsby" [image] by Digital Public Library of America https://dp.la/item/969f6a6af0fb0e3992f508567eb196e4?q=the+great+gatsby "The Great Gatsby" [image] by Digital Public Library of America https://dp.la/item/bf80ec8d067510251c39f2dd8ec0fcdb?q=the+great+gatsby "Great Gatsby" by Lyric Find	oercommons	2025-03-18T00:36:26.591669	06/25/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117296/overview", "title": "Resource to Lesson Plan - Capstone Project Option D", "author": "Jessica Bogle" }
https://oercommons.org/courseware/lesson/15773/overview	Appendix A: Conceptual Shifts in the NGSS Appendix E: Progressions Within the NGSS Appendix F: NGSS Practices Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Chapter 11: NRC Framework Developing and Using Models - A Snippet from the NRC Framework Matrix of NGSS Crosscutting Concepts Padlet board: NGSS Questions, Goals and Concerns Reasoning Triangle Science Flowchart (Dynamic) Science Flowchart (Static) Survey #1: Why Teach Science? Survey 2 Survey 3 Survey 4A Survey 4B Survey 5 Survey #6 Survey #7 Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity Overview The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. What did you just get yourself in to? We are all in this together! The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. While you are participating in this content please remember one thing: We are all in this together. Every participant in this module has volunteered his or her time to enrich their understanding of the NGSS. We, as a group, are equals. We will work together and share our personal discoveries of NGSS with each other to hopefully build a collaborative and holistic understanding of the new Science standards. Please refer to the available resource below to access the expected norms of our collaborative work. The ultimate result from completing each module should result in a dialogue amongst us that will ultimately lead to a better understanding of NGSS. Before continuing onto Task 2, please write a few sentences regarding any concerns, goals, or questions you may have with NGSS using the Padlet link below. Why Teach Science? Why Teach Science? "A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research: - that science learning involves the integration of knowing and doing - that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts - that science learning is best supported when learning experiences are designed to build and revise understanding over time" - Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) Estimated time: 10 minutes Components: small group discussion, survey response to statements about teaching science Group Instructions (Each person submits their own survey) Every Participant: Open "Survey #1" Reading for Understanding - Discussing the statements: - Starting with the statement at the top left and going down one by one: - One person reads the statement out loud - Each person shares their thoughts about why the statement is important Reading to Rank - Ranking the statements: - Each person shares which statement is the most important to them and why - All members of the group can question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind. - As you discuss your rankings, each participants completes their own survey with their own answers and hits submit. Discussing the results - Once you have all submitted and see the collective results of those who completed it before you: share surprises or wonderings you have about how your individual and group ranking compares to the collective responses Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible) Open Survey #1 Rank the five different reasons listed that ague for why we should teach science K-12. Once you have completed this survey you will see all of the other participants' responses who have completed it before you. How Science Works How Science Works "Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School Approximate time: 25-30 minutes Components: video, small group discussions, survey response Group Instructions Video One participant shares their screen choosing the option to show their internet browser. Scroll down to the video below so that all participants can watch the video below together. Before your start, be sure to prepare to listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence One participant opens "Science Flowchart (Dynamic)" and shares their screen so that everyone can see. - The person sharing their screen slowly mouses over the different parts of the flowchart. - The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres. - Once you have done that, stop screen sharing and gather together again. Each participant opens "Appendix F: NGSS Practices" - It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion. - As a group, discuss where each practice could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap. Each participant opens "Matrix of NGSS Crosscutting Concepts" - As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap. Each participant opens "Survey #2" on their own device - In your group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works. - Include material from the video (quotes, ideas, stories, claims, etc.) in your responses. - Each participant completes and submits their own survey. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible) Watch the video below at least once and listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence Open "Survey #2" and respond the prompts about the process of science as explored in this video. In your responses be sure to include: - Material from the video (quotes, ideas, stories, claims, etc.) - Language from the Science Flowchart - Open up "NGSS Practices" to help you compare and contrast professional science and classroom science. - Open up "Matrix of Crosscutting Concepts" to help you compare and contrast professional science and classroom science. - Submit your survey Science as Process Science as Process "Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments." Approximate time: 20-25 minutes Components: reading, ssmall group discussion, survey response Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning. As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS. Each participant open "Appendix A: Conceptual Shifts in the NGSS" - Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements on the list that they would like to explore further. (i.e. shift #2 and shift #5) - One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts. - Each participant then silently reads the text below each of your chosen shifts statements. Each participant opens "Survey 3" on their own device - Each participant fills out the survey based upon what they shared with the group. - As a group, discuss each of the specific group prompts on the survey before each of you complete your survey. Discussing the results - Once you submit your individual responses, select the link to see all previous responses. - Read the collective responses and share surprises or wonderings you have about how your individual and group ranking compares to the collective responses. - Share ideas about resources you could seek out to find out more. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSS - Identify two different conceptual shifts on the list that you would like to explore further - Read the text below each of your chosen shifts Open "Survey #3" and respond to the prompts about the NGSS shifts you chose to read about. The Process of Science in the Classroom The Process of Science in the Classroom "...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response Group Instructions One participant shares their screen and everyone watches the video below. The group actively listens for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, stop screen sharing and gather together as a group to engage in discussion. Each member of the group silently reads the brief statements below. Each participant opens "Appendix E: Progressions within NGSS" - Read the first page. - On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision. - Discuss with your what you think the difference between a phenomena and an NGSS Disciplinary Core Idea. What are some key differences? - Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomena that relates to that core idea. Share your idea with the group. One participant opens the "Reasoning Triangle" and shares their screen. - As a group, discuss the three parts of the tool and the role you see them playing the science classroom. - Each person shares an example of when you have started an activity, exploration, or unit with a question. - Each person shares an example of when you have started with a phenomenon. - How do you think this tool changes your approach or thinking about phenomena, questions, and modeling? - Stop screen sharing One person in the group open Survey #4A and shares the screen so all participants can see and answer as a group and submit one survey. - As a group, select if you think the statement is a phenomena or NGSS Disciplinary Core Idea. - If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas. - Once you submit your group submits your response, select the link to see all previous responses. - Does your group agree or disagree with the previous responses? - Find a response that is different than your group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's? - If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed and you'd like to rethink it! Repeat for survey 4B and rotate the responsibility to share the screen during your discussion. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSS Watch the video below and listen for the role of phenomena in the Framework and NGSS inspired classroom. Read the brief statements below the video about phenomena. Open Appendix E: Progressions within NGSS - Read the first page - Find your grade or grade band in document and explore the Disciplinary Core Ideas covered in the NGSS vision Open and complete survey 4B (they are each just 2 questions). In each survey: - Select if the statement is a phenomena or NGSS Disciplinary Core Idea - If you think it's a phenomenon, utilize the Reasoning Triangle to justify your ideas - Once you submit your response, you will see all previous responses and reasoning Making Thinking Visible through Productive Discourse in the NGSS Classroom Making Thinking Visible "Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework" As a group: decide which two-part video set you will watch (choose elementary or high school). Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS One person opens "Survey #5" and leads the group in filling out one survey. Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSSread "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Read "Developing and Using Models - A Snippet from the NRC Framework" Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models Open Survey #5 below. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom "..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity Approximate time: 20-30 minutes Components: reading, survey response Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online. Every member of the group picks and chooses different parts of the chapter that they are interested in reading and find relevant for their practice or their context. As you read: - Find three things you have learned (keep reading and exploring the text until you find three things new to you) - Look for two things you found very interesting and would like to discuss with your group. - Come up with one question you have about equity in the NGSS classroom. Each participant opens Survey #6. As a small group each participant shares their responses as the group goes through each prompt. Once you hit submit, choose to see the previous responses and, as a group, discuss how they were similar or different than your own responses. One person shares their screen and the group watches the video below. As Oregon Science Project NGSS Learning Facilitators you are an advocate for science, especially an advocate for science in elementary. It's important that all secondary teachers get a glimpse of what NGSS can look like in the elementary classroom. Science in elementary is a large equity issue in Oregon where we are 50th in the nation for time spent teaching science K-5. In your group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students. Each participant opens Survey #7 and reflects on the prompt in a small group discussion, and then submits their own response. Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.	oercommons	2025-03-18T00:36:26.652942	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/15773/overview", "title": "Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity", "author": "Kevin Lair" }
https://oercommons.org/courseware/lesson/16032/overview	Appendix E: Progressions Within the NGSS Appendix F: NGSS Practices Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Chapter 11: NRC Framework Developing and Using Models - A Snippet from the NRC Framework Google Map Instructions Matrix of NGSS Crosscutting Concepts Our Community Map Reasoning Triangle Science Flowchart (Dynamic) Science Flowchart (Static) Survey 2 Survey 3 Survey 4A Survey 4B Survey 5 Survey #6 Survey #7 Tool for generating Anchoring Phenomena Why Teach Science? Survey #1 Central Oregon Science Project- Redmond NGSS Module #1 - Phenomena & Equity Overview The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Why Teach Science? Why Teach Science? "A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research: - that science learning involves the integration of knowing and doing - that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts - that science learning is best supported when learning experiences are designed to build and revise understanding over time" - Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) Estimated time: 10 minutes Components: small group discussion, survey response to statements about teaching science Here is a link to the results in case you want to look back in your own response again. Group Instructions (Each person submits their own survey) Every Participant: Open "Survey #1" Reading for Understanding - Discussing the statements: - Starting with the statement at the top left and going down one by one: - One person reads the statement out loud - Each person shares their thoughts about why the statement is important Reading to Rank - Ranking the statements: - Each person shares which statement is the most important to them and why - All members of the group can question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind. - As you discuss your rankings, each participants completes their own survey with their own answers and hits submit. Discussing the results - Once you have all submitted and see the collective results of those who completed it before you: share surprises or wonderings you have about how your individual and group ranking compares to the collective responses Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible) Open Survey #1 Rank the five different reasons listed that ague for why we should teach science K-12. One you have completed this survey you will see all of the other participants' responses who have completed it before you. Why Teach Science in Our Community? Why Teach Science in Our Community? "In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms Approximate time: 5-10 minutes Components: Google Map activity Every Participant Open: "Our Community Map" - Create an orange marker - Place yourself on the Google Map Include the following information in the description accompanying your marker: - First Name - Last Name - Picture of yourself (that you like - could even be of you and your students) - Grade(s) you teach - School - Role (i.e. teacher, PD provider, or coach) - Institution - One reason that a high quality science education for ALL students is important for your community If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video. How Science Works How Science Works "Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School Approximate time: 25-30 minutes Components: video, small group discussions, survey response Group Instructions Video One participant shares their screen choosing the option to show their internet browser. Scroll down to the video below so that all participants can watch the video below together. Before your start, be sure to prepare to listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence One participant opens "Science Flowchart (Dynamic)" and shares their screen so that everyone can see. - The person sharing their screen slowly mouses over the different parts of the flowchart. - The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres. - Once you have done that, stop screen sharing and gather together again. Each participant opens "Appendix F: NGSS Practices" - It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion. - As a group, discuss where each practice could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap. Each participant opens "Matrix of NGSS Crosscutting Concepts" - As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap. Each participant opens "Survey #2" on their own device - In your group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works. - Include material from the video (quotes, ideas, stories, claims, etc.) in your responses. - Each participant completes and submits their own survey. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible) Watch the video below at least once and listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence Open "Survey #2" and respond the prompts about the process of science as explored in this video. In your responses be sure to include: - Material from the video (quotes, ideas, stories, claims, etc.) - Language from the Science Flowchart - Open up "NGSS Practices" to help you compare and contrast professional science and classroom science. - Open up "Matrix of Crosscutting Concepts" to help you compare and contrast professional science and classroom science. - Submit your survey Science as Process Science as Process "Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments." Approximate time: 20-25 minutes Components: reading, ssmall group discussion, survey response Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning. As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS. Each participant open "Appendix A: Conceptual Shifts in the NGSS" - Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements on the list that they would like to explore further. (i.e. shift #2 and shift #5) - One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts. - Each participant then silently reads the text below each of your chosen shifts statements. Each participant opens "Survey 3" on their own device - Each participant fills out the survey based upon what they shared with the group. - As a group, discuss each of the specific group prompts on the survey before each of you complete your survey. Discussing the results - Once you submit your individual responses, select the link to see all previous responses. - Read the collective responses and share surprises or wonderings you have about how your individual and group ranking compares to the collective responses. - Share ideas about resources you could seek out to find out more. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSS - Identify two different conceptual shifts on the list that you would like to explore further - Read the text below each of your chosen shifts Open "Survey #3" and respond to the prompts about the NGSS shifts you chose to read about. The Process of Science in the Classroom The Process of Science in the Classroom "...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response Group Instructions One participant shares their screen and everyone watches the video below. The group actively listens for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, stop screen sharing and gather together as a group to engage in discussion. Each member of the group silently reads the brief statements below. Each participant opens "Appendix E: Progressions within NGSS" - Read the first page. - On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision. - Discuss with your what you think the difference between a phenomena and an NGSS Disciplinary Core Idea. What are some key differences? - Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomena that relates to that core idea. Share your idea with the group. One participant opens the "Reasoning Triangle" and shares their screen. - As a group, discuss the three parts of the tool and the role you see them playing the science classroom. - Each person shares an example of when you have started an activity, exploration, or unit with a question. - Each person shares an example of when you have started with a phenomenon. - How do you think this tool changes your approach or thinking about phenomena, questions, and modeling? - Stop screen sharing One person in the group open Survey #4A and shares the screen so all participants can see and answer as a group and submit one survey. - As a group, select if you think the statement is a phenomena or NGSS Disciplinary Core Idea. - If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas. - Once you submit your group submits your response, select the link to see all previous responses. - Does your group agree or disagree with the previous responses? - Find a response that is different than your group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's? - If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed and you'd like to rethink it! Repeat for survey 4B and rotate the responsibility to share the screen during your discussion. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSS Watch the video below and listen for the role of phenomena in the Framework and NGSS inspired classroom. Read the brief statements below the video about phenomena. Open Appendix E: Progressions within NGSS - Read the first page - Find your grade or grade band in document and explore the Disciplinary Core Ideas covered in the NGSS vision Open and complete survey 4B (they are each just 2 questions). In each survey: - Select if the statement is a phenomena or NGSS Disciplinary Core Idea - If you think it's a phenomenon, utilize the Reasoning Triangle to justify your ideas - Once you submit your response, you will see all previous responses and reasoning Making Thinking Visible through Productive Discourse in the NGSS Classroom Making Thinking Visible "Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework" As a group: decide which two-part video set you will watch (choose elementary or high school). Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS One person opens "Survey #5" and leads the group in filling out one survey. Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSSread "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Read "Developing and Using Models - A Snippet from the NRC Framework" Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models Open Survey #5 below. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom "..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity Approximate time: 20-30 minutes Components: reading, survey response Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online. Every member of the group picks and chooses different parts of the chapter that they are interested in reading and find relevant for their practice or their context. As you read: - Find three things you have learned (keep reading and exploring the text until you find three things new to you) - Look for two things you found very interesting and would like to discuss with your group. - Come up with one question you have about equity in the NGSS classroom. Each participant opens Survey #6. As a small group each participant shares their responses as the group goes through each prompt. Once you hit submit, choose to see the previous responses and, as a group, discuss how they were similar or different than your own responses. One person shares their screen and the group watches the video below. As Oregon Science Project NGSS Learning Facilitators you are an advocate for science, especially an advocate for science in elementary. It's important that all secondary teachers get a glimpse of what NGSS can look like in the elementary classroom. Science in elementary is a large equity issue in Oregon where we are 50th in the nation for time spent teaching science K-5. In your group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students. Each participant opens Survey #7 and reflects on the prompt in a small group discussion, and then submits their own response. Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.	oercommons	2025-03-18T00:36:26.713988	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/16032/overview", "title": "Central Oregon Science Project- Redmond NGSS Module #1 - Phenomena & Equity", "author": "Jennifer Callahan" }
https://oercommons.org/courseware/lesson/91714/overview	How To Teach Relative Clauses: An ESL Lesson Plan Overview A relative clause or adjective clause can be joined together to give more information about something. That is to say, it gives more information about the noun. As an example, the student might write, “This is a dog that is eating a bone.” To introduce a relative clause, include a relative pronoun (such as who, that, whose) or a relative adverb (when, where, why). This lesson is suitable for Intermediate students and is classified CEFR High B1 or B1+. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class How to teach relative clauses is a critical skill for an ESL teacher. At Off2Class, we want to ensure that teachers can easily obtain that teaching tool. At Off2Class, we have spent years building lesson plans for ESL teachers. Therefore, we know how to build content that will inform your students and make your job easier. This lesson plan on how to teach relative clauses includes definitions of relative clauses, examples of relative pronouns and relative adverbs. Each example is illustrated to encourage comprehension. This lesson is suitable for Intermediate students and is classified CEFR High B1 or B1+. If you want additional lesson plans and support, including teachers’ notes, be sure to download a free Off2Class account.	oercommons	2025-03-18T00:36:26.732719	04/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91714/overview", "title": "How To Teach Relative Clauses: An ESL Lesson Plan", "author": "Christine Chan" }
https://oercommons.org/courseware/lesson/9051/overview	Study for the US Citizenship Test Delaware Study Guide (download from Resource Library) Overview This study guide will help you prepare for the US citizenship test. The citizenshiptest is a one-to-one interview with a US CIS officer. The test has three areas.The US CIS officer wants to know:• that you understand and can answer these questions about US government,history and geography.• that you understood and answered the questions on your N-400 formcorrectly.• that you can read, write and speak English.This study guide will help you prepare for the test. It will teach you how to answerall the questions.Each chapter presents some information about the US government, history orgeography. Use that information to write answers to the questions at the end ofeach chapter. Then do the multiple-choice exercises. If you have time you can goback and practice asking and answering the questions with a partner.There is also a dictation practice in the last 4 chapters. These are sentences usedby the US CIS to show that you can write in English. Your answers don't have tobe perfect. Have a partner read the questions and answers (from the lists at the endof this book). Write the answers. Check your answers. You don't have to writeperfectly to pass this test.Finally, there are questions about the information on your N-400 form. Writeanswers to these questions, and then practice answering these questions with apartner. The officer will ask you about the information on your N-400 form. Youmay be asked to explain some of your answers to show that you understand thequestion and have answered it correctly. Section 1 This study guide will help you prepare for the US citizenship test. The citizenshiptest is a one-to-one interview with a US CIS officer. The test has three areas.The US CIS officer wants to know:• that you understand and can answer these questions about US government,history and geography.• that you understood and answered the questions on your N-400 formcorrectly.• that you can read, write and speak English.This study guide will help you prepare for the test. It will teach you how to answerall the questions.Each chapter presents some information about the US government, history orgeography. Use that information to write answers to the questions at the end ofeach chapter. Then do the multiple-choice exercises. If you have time you can goback and practice asking and answering the questions with a partner.There is also a dictation practice in the last 4 chapters. These are sentences usedby the US CIS to show that you can write in English. Your answers don't have tobe perfect. Have a partner read the questions and answers (from the lists at the endof this book). Write the answers. Check your answers. You don't have to writeperfectly to pass this test.Finally, there are questions about the information on your N-400 form. Writeanswers to these questions, and then practice answering these questions with apartner. The officer will ask you about the information on your N-400 form. Youmay be asked to explain some of your answers to show that you understand thequestion and have answered it correctly.	oercommons	2025-03-18T00:36:26.749725	04/29/2016	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/9051/overview", "title": "Study for the US Citizenship Test Delaware Study Guide (download from Resource Library)", "author": "Charles LaRue" }
https://oercommons.org/courseware/lesson/113184/overview	The Scientific Revolution and Enlightenment Overview This is an activity for students to learn more about persons that were involved in the Scientific Revolution and the Enlightenment period. This activity will give students a chance to learn more about the people of this period and the paticular thoughts they came up with. Scientist and Enlighteners Project Students will begin reserching any person that was involved in the Scientific Revolution or the Enlightenment. Each student will present the person of choice to the class. The following points are what each student needs to have in their research about the specific person. - A biography on the person of your choice. As many facts as possible. - Research all the theories your person came up with during the Scientific or Enlightenment period. - Discover their beliefs and ideas. - Discuss the impact had on European society and the society of science. - Discuss the opposition that was experienced for their new ideas and why was there opposition to thier new ideas.	oercommons	2025-03-18T00:36:26.762566	02/20/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113184/overview", "title": "The Scientific Revolution and Enlightenment", "author": "Reginald Frazier" }
https://oercommons.org/courseware/lesson/90821/overview	How to Study Shakespeare Overview 5 Keys to Study Shakespeare How to Study Shakespeare Shakespeare’s works are very precious and important, however; it can be a confusing experience at times. Shakespeare’s style and language have some role in this difficulty. To fully understand and appreciate his works, there are some tips which can help. First, one can start with his plays.Romeo and Juliet, Taming of the Shrew, or especially Macbeth are popular and intriguing plays. Secondly, choosing a good edition is very important. There are two ways. One can reach modernized texts or texts that have not been modernized. When non-modernized texts are preferred, one can use annotated texts which provide definitions, context, and value-added information that will help you to understand what is going on in the play.Third, you should keep up with his language because some of the words in Shakespeare's plays have a different meaning today than when the plays were written, or they are no longer in use.Then, read carefully and slowly. Before you start, make sure you will be in a quiet area. Finally,pay attention to his wordplay. He uses a lot of metaphors and similes that makes some passages more difficult to understand.	oercommons	2025-03-18T00:36:26.774362	03/10/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90821/overview", "title": "How to Study Shakespeare", "author": "Berfin Ersan" }
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	2025-03-18T00:36:26.792920	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	2025-03-18T00:36:26.807832	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/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	2025-03-18T00:36:26.835438	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	2025-03-18T00:36:26.858488	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	2025-03-18T00:36:26.873902	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/104327/overview	Integrated Curriculum Overview This document describes the meaning, characteristics, approaches, levels and benefits of integrated curriculum. Introduction of Integrated Curriculum INTEGRATED CURRICULUM INTRODUCTION A holistic approach to education, known as an integrated curriculum, enables children to engage in learning without the limitations imposed by subject boundaries. It emphasizes the interconnectedness of different areas of study, aiding children in acquiring fundamental learning skills. By integrating various subjects and designing complementary learning experiences, this curriculum fosters the transferability of knowledge to different contexts, enhancing the child's overall learning capacity. An integrated curriculum connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts. Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. James Beane, a well-known proponent of curriculum integration, defines it as a form of meaningful learning that revolves around significant topics identified by both teachers and students. According to Beane (2005), this approach to curriculum integration aligns with the principles of democracy. Definitions Date \| Author \| Definition \| 1991 \| Vars \| Integrated curriculum seems to be the best vehicle for empowering students, parents, and teachers. \| 1999 \| Montgomery \| Instructional techniques such as differentiated instruction, constructivism and cooperative learning are often components of an integrated curriculum. \| 2016 \| Brown \| Curriculum integration “engages students as active learners who make the most of the decisions about what they study” \| 2007 \| Dowden \| According to a report on curriculum integration in Australian middle schools, the primary objective is to resituate subject matter within relevant and meaningful frameworks. \| 1996 \| Jensen \| “The brain learns best in real life, immersion style multi path learning, piecemeal presenting can forever kill the joy and love of learning” \| Objectives of integrated curriculum - Apply critical thinking skills across a variety of disciplines, including , Humanities, arts, Mathematics, Social Studies, Science, Communication and Technology. - Enhance team working skills - Acquire skills that prepare learners for lifelong learning - Possess the appropriate knowledge and skills - Critically evaluate written and oral communication and express themselves - Demonstrate ability to think logically about the society and develop investigative skills within their interests. - Characteristics of an Integrated Curriculum An integrated curriculum encompasses the following elements: - Experiences that aim to develop children's attitudes, skills, and knowledge while facilitating connections across different areas of study. - Activities that cater to a diverse range of abilities. - Activities that are initiated and guided by both teachers and students. - Engagement in whole-class, small group, and individual learning experiences. - Opportunities for critical and creative thinking. - Assessment conducted by teachers, peers, and self-assessment. - Opportunities for experiencing learning as a cohesive and meaningful whole. - A holistic approach that seeks to enhance all aspects of learning content. - A curriculum that cuts across disciplines to address market needs and demands. - The integration of all subjects and experiences, where comprehension, for instance, is regarded as comprehension regardless of whether it is taught in a language class or a science class. - Program learning outcomes that systematically flow down to learning outcomes in each of the educational components, for example, courses, modules, or other units of instruction. - Educational system components that mutually support the learning of disciplinary fundamentals, and the achievement of desired levels of professional skills. - An explicit curriculum plan that is adopted and owned by the entire faculty Components of integrated curriculum - Focuses on basic skills, content and higher level thinking - Encourages lifelong learning - Structures learning around themes, big ideas and meaningful concepts - Provides connections among various curricular disciplines - Provides learners opportunities to apply skills they have learned - Encourages active participation in relevant real-life experiences - Captivates, motivates, and challenges learners - Provides a deeper understanding of content - Offers opportunities for more small group and industrialized instruction - Accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences. Shoemaker (1991) enlists the following as essential components of an integrated curriculum: - Core skills and processes: These include basic skills, such as reading and mathematics, as well as social skills and problem solving. - Curriculum strands and themes: These are the organizing principles around which the curriculum is built. They are broad-e.g., Human Societies-and integrate content from multiple areas. - Major themes: Each curriculum strand is further divided into major themes, e.g., Environments or Diversity. - Questions: Questions are used to further define major themes and focus activities. - Unit development: From the major theme and the questions, knowledge, and skills related to the concepts, teachers plan activities that will lead to the development of knowledge and skills which will answer the questions. Teachers also collect resources and develop actual lesson plans and assessment strategies. - Evaluation: Through an assessment of student progress the unit is evaluated. Approaches of integrated curriculum Approaches of Integrated Curriculum The interdisciplinary approach calls on educators to structure the curriculum around themes that run through all of the participating areas. For instance how India got its freedom might include reading on Rabindernath Tagore in language, studying British rule in History, Learning about Swaraj and Revolt of 1857 in social science. Teachers can fully immerse students in the subject by teaching it in all three classes, giving them the chance to explore the links and correlations between various parts. Multidisciplinary Integration: In a multidisciplinary approach, two or more subject areas are organized around the same theme or topic. For example teaching about the physical and chemical properties of water in science, an essay on saving water in language, sources of water in social science, concept of measuring liquids in mathematics, and poster on importace of water in creative arts can be used for integrating curriculum using multidisciplines. Aspects of integrated curriculum In Beane's work (1993), four dimensions of integration were highlighted, which prioritize addressing important issues while also aligning with democratic principles: Experiential Integration: This involves combining past and present experiences to facilitate the process of acquiring new knowledge. Social Integration: It occurs when students from diverse cultural backgrounds participate in shared learning experiences, fostering a sense of unity. Knowledge Integration: This dimension focuses on integrating concepts from different subject areas by centering them around significant issues. Curriculum Design Integration: This aspect emphasizes the incorporation of project-based learning and other practical applications of knowledge into the curriculum design Levels of integration As one examines the Levels of Integration, an increased understanding develops: Level 1: Discipline Integration This is a first step in an integration approach that is actually quite unpopular today. It is inspired from practices that encourage isolated repetition and rote memorization of knowledge. Level 2: Combined Integration In this approach to integration, there is an effort to pair up subjects that have an explicit connection. Level 3: Multidiscipline Integration A multidiscipline integration approach involves combinations of more than two subjects together. Not only do they connect to each other where connections are explicit, but they also connect through a central theme. Level 4: Interdisciplinary Integration In an interdisciplinary approach to integration, the learning becomes much more conceptual and the themes are articulated in the form of deep questioning to reach higher level understanding. Level 5: Transdiscipline Integration The transdisciplinary step of integration encourages a curriculum that makes connections between the subjects, not only through explicit and conceptual ties, but also through the personal experiences of the learners. It ties in also the notion of relevance. At this level of integration, concepts are sometimes organized in different types. Benefits of integrated curriculum Benefit of presenting curriculum in an integrated way Before examining the specifics of integration, it is important to consider the potential benefits of presenting curriculum in an integrated manner. Adopting a more integrated approach suggests that in order to engage children effectively, the curriculum should be situated in the "real" world, where subjects and disciplines are not artificially separated. Here are the benefits associated with curriculum integration: - Elimination of duplication and promotion of meaningful connections: An integrated approach reduces redundancy across subject areas and encourages valuable connections. Research by Jensen (2005) suggests that more effective learning occurs when such connections are made. - Enhanced teacher creativity and student agency: Integration allows teachers to tailor their instruction to the needs and interests of their students, fostering greater creativity. Similarly, students have the opportunity to explore and deepen their understanding. - Development of a community of learners: This approach, as advocated by Meyer, Meinbach, Rothlein, and Fredericks, supports the cultivation and strengthening of a community of learners. Additionally, in an era where the internet offers vast amounts of information, attempting to teach everything becomes futile. Instead, the focus shifts to developing skills in accessing, evaluating, critiquing, and contextualizing information. - Flexibility: Curriculum integration enables teachers to plan for the development of key skills and understandings that transcend individual strands and subjects, allowing for greater flexibility. - Building on prior knowledge and experiences: Meaningful connections among subject areas help students build upon their diverse prior knowledge and experiences, supporting a holistic perspective of the world and facilitating more meaningful learning. - Unifying students' learning: Integration enables students to develop a unified view of the curriculum, extending the context of their learning beyond individual subject areas. - Reflection of the real world: Organizing the curriculum in a holistic manner better reflects the real world and aligns with how children learn at home and in the community. - Alignment with students' thinking: Research on brain development supports the idea that younger students assimilate and process multiple pieces of information simultaneously. Teaching ideas holistically, rather than in fragmented pieces, aligns with the natural cognitive processes of young students. By integrating curriculum, these benefits contribute to a more effective and comprehensive approach to education that goes beyond mere knowledge acquisition. Students will be able to: - Recognize the unique characteristics and interconnected components of different subject areas. - Engage more actively in their learning as the context becomes more relatable and meaningful to them. - Apply and demonstrate their knowledge, skills, and attitudes in various learning situations. - Easily establish connections between what they learn in school and their experiences outside of the classroom. - Develop a clearer focus on conceptual understanding as the content is organized around essential ideas. Teachers will be able to: - Recognize the interconnections within and across different subject areas. - Establish a meaningful learning context that caters to the students' individual needs. - Evaluate students' skills and comprehension in various learning situations. - Effectively manage the curriculum's content by addressing outcomes from different areas or key learning skills concurrently and reinforcing them. - Enhance students' motivation and active participation.	oercommons	2025-03-18T00:36:26.941600	05/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104327/overview", "title": "Integrated Curriculum", "author": "Gagandeep Kaur" }
https://oercommons.org/courseware/lesson/106946/overview	Reconstruction Refresh Overview This resource is a guide to Reconstruction events and elements. It can serve as a refresher, study guide, or introduction to the period. This resource is a guide to Reconstruction events and elements. It can serve as a refresher, study guide, or introduction to the period.	oercommons	2025-03-18T00:36:26.958905	07/20/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106946/overview", "title": "Reconstruction Refresh", "author": "Katherine Ryan" }
https://oercommons.org/courseware/lesson/107430/overview	Poster - Silly Questions Forum - 2023 MLA Annual Meeting Detroit Overview Poster - Silly Questions Forum - 2023 MLA Annual Meeting Detroit Poster - Silly Questions Forum - 2023 MLA Annual Meeting Detroit Poster - Silly Questions Forum - 2023 MLA Annual Meeting Detroit	oercommons	2025-03-18T00:36:26.975365	Stephanie Roth	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107430/overview", "title": "Poster - Silly Questions Forum - 2023 MLA Annual Meeting Detroit", "author": "Leila Ledbetter" }
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	2025-03-18T00:36:26.994532	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/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	2025-03-18T00:36:27.018632	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/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	2025-03-18T00:36:27.099990	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" }
https://oercommons.org/courseware/lesson/117420/overview	Critically Appraised Topic: LiPS Program Overview This critically appraised topic delves into the effectiveness of the Lindamood Phoneme Sequencing (LiPS) program in kindergarteners with reading difficulty due to suspected delays in phonological awareness skills. .	oercommons	2025-03-18T00:36:27.115843	06/27/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117420/overview", "title": "Critically Appraised Topic: LiPS Program", "author": "Hannah Burke" }
https://oercommons.org/courseware/lesson/90230/overview	Teaching The Past Perfect Simple – An ESL Lesson Plan For Teachers Overview In English, the past perfect tense is used to describe the relationship between two actions that happened in the past. Using had + past participle makes the order of the two events clear. For example, one can say, “I had studied English before I moved to Australia”. This sentence is clear and concise. As well, one can see the past perfect contained in the if clause in the third conditional. Ultimately, the past perfect is used in complex sentences, which may be why new English learners are so intimidated by it. Don’t worry, with practice your students will be confident expressing their ideas using the past perfect. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class The past perfect simple is a complex verb tense that often intimidates new English learners. Normally, students don’t see this tense until they reach intermediate levels of any given ESL course. However, it’s used frequently in everyday life. In this post, I’ll talk about the past perfect simple, when it’s used and when teachers should start teaching it. As well, I’ll show you a simple, easy-to-follow lesson plan that teachers can use to introduce the past perfect simple. Thanks to Off2Class, teaching this complex tense has never been easier! Download your free, ready-to-teach lesson plan here: https://www.off2class.com/lesson-plan-downloads/teaching-past-perfect-simple/	oercommons	2025-03-18T00:36:27.134366	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90230/overview", "title": "Teaching The Past Perfect Simple – An ESL Lesson Plan For Teachers", "author": "Reading Foundation Skills" }
https://oercommons.org/courseware/lesson/100333/overview	Telling Time to the quarter hour Telling Time to the quarter hour Remix 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 fifteen-minute interval.	oercommons	2025-03-18T00:36:27.154554	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100333/overview", "title": "Telling Time to the quarter hour Remix", "author": "Lesson" }
https://oercommons.org/courseware/lesson/91287/overview	Lesson Plan #2- Diversity Lesson Plan: Gamification and Inclusive Education Overview We hope you find the lesson plan templates we have created surrounding Inclusive education, focusing on inclusivity and diversity, helpful in your classroom! Created by: Kerri O'Neill, Brooke Stilling, and Josh Stayko. Lesson Plan #1: What is Inclusion? The following resources are used in the lesson plan. There are links provided in the document as well as you can find them here: Scavenger hunt Padlet example- https://padlet.com/oneillk221/a1xoqfkhysegyfo7 Create your own Padlet- https://padlet.com/ Link for you to create your own poll everywhere- https://www.polleverywhere.com/ We did one as a multiple-choice assessment to the question "Inclusion can be defined as?" as well as an open-ended poll in which the students were able to answer the question "What does the word inclusion mean to you?" in their own words. You will find that poll everywhere has many different options to choose from including multiple-choice and word clouds and surveys. The following lesson plans include class activities based on Inclusion featuring gamification activities, group work, and discussions. The lessons are suitable according to the Alberta Program of Studies for Elementary age students, grades 2-3, and the subject area of Social Studies. This first lesson will be centered around teaching the definition and concepts of what inclusion is and looks like, preparing them to build on this acquired knowledge in the second lesson plan. The first lesson plan has two objectives 1. To provide the definition of Inclusion as well as examples of what Inclusion can look like in the classroom. 2. To present the concept of Inclusion to the students as well as how it will occur in the classroom and in their daily lives Lesson Plan #2 These are the following resources used in the provided lesson plan. You can access them on the lesson plan or from here: The article which inspired the collage assignment- https://www.gettingsmart.com/2016/10/08/student-activities-to-promote-diversity-inclusion-and-empathy/ Youtube video about diversity and cultures around the world- https://www.youtube.com/watch?v=RwSYrsjTiW4 Make your own Kahoot- https://create.kahoot.it/ The second lesson plan will be building on ideas from the first lesson plan which focused on teaching students about inclusion . This lesson centers on teaching children about what diversity is and help them understand and accept diversity in the classroom and around the world. The lesson plan adheres to the Alberta Program of Studies for Elementary students, Grades 2-3. The subject area the lesson is suitable for is Social Studies. This lesson includes gamification activities and group-work to increase engagement throughout the lesson. The objectives of this lesson are: 1. Demonstrate and help students to understand what Diversity means 2. Get students to recognize where diversity can occur; in public, in the classroom, throughout their day-to-day lives	oercommons	2025-03-18T00:36:27.177195	Game	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91287/overview", "title": "Lesson Plan: Gamification and Inclusive Education", "author": "Assessment" }
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	2025-03-18T00:36:27.192887	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/71674/overview	Idioms Vocabulary Overview This resource contains a list of 10 idioms that can help you to improve and increase your vocabulary. Learning Idioms In this document, you can find at list 10 idioms very useful for you to improve Your knowledge.	oercommons	2025-03-18T00:36:27.208911	08/25/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71674/overview", "title": "Idioms Vocabulary", "author": "Clara Huilca" }
https://oercommons.org/courseware/lesson/99467/overview	BABOCHKI Overview Хто такі BABOCHKI? LYUBLU BABOCHEK Лускокри́лі, або метелики, молі (Lepidóptera) — ряд комах з повним метаморфозом. Виник, вірогідно, у середині мезозою, викопні рештки надійних представників ряду відомі з юрського періоду. Найбільш характерна особливість комах, які належать до цього ряду — це наявність густого покриву хітинових лусочок (сплощених волосків) на крилах (при цьому лусочки розташовані як на жилках, так і на криловій пластинці між ними). Для більшості видів має спеціалізований сисний ротовий апарат з хоботком, утвореним подовженими лопатями нижньої щелепи. Розвиток з повним перетворенням: є стадії яйця, личинки (званої гусеницею), лялечки та імаго. Личинка червоподібна, характеризується недорозвиненими черевними ногами, потужно склеротізованними покривами голови, гризучим ротовим апаратом і парними залозами, виділення з яких, при контакті з повітрям, утворюють шовкову нитку. Надзвичайна різноманітність форм метеликів є їхньою вражаючою особливістю. Лускокрилі — один із рядів комах, найчисленніших за кількістю видів. Представники ряду поширені на всіх континентах, за винятком Антарктиди. 55 видів лускокрилих занесено до Червоної книги України. Лепідоптерологія — це наука, яка вивчає метеликів.	oercommons	2025-03-18T00:36:27.222844	12/16/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99467/overview", "title": "BABOCHKI", "author": "Sergey Solovyov" }
https://oercommons.org/courseware/lesson/78594/overview	Application of NMR Overview The diagram of NMR created, which explains the different application of NMR. The diagram of NMR created, which explains the application of NMR.	oercommons	2025-03-18T00:36:27.243305	03/25/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78594/overview", "title": "Application of NMR", "author": "Shakira Khan" }
https://oercommons.org/courseware/lesson/55598/overview	Education Standards Job Interview Basics-Observe, Discuss, Create Overview This is a plan about a job interview. Job Interview Job Interview Basics-Observe, Discuss, Create https://www.oercommons.org/authoring/13401-job-interview-basics-observe-discuss-create Created Apr 27, 2016 by Janet Lee Adult Education English Language Arts SUMMARY: Learners will observe and discuss two similar interview scenarios. Using information from classroom discussion and input from a professional recruiter, learners will create their own unique response to the difficult prompt, Tell me about yourself. LEARNING GOALS: - Plan and demonstrate an appropriate response to the interview prompt, “Tell me about yourself.” - Discuss 2 interview scenarios - Locate and record key concepts TABLE OF CONTENTS: Job Interview Basics-Observe, Discuss, Create 1 Part 1: Lesson Description 3 Lesson Title 3 Job Interview Basics-Observe, Discuss, Create 3 Abstract 3 Learner Audience / Primary Users 3 Educational Use 3 College & Career Readiness Standards (CCRS) Alignment 3 Language 4 Material Type 4 Instructional Strategies and Activities 8 Presentation / Modeling / Demonstration 9 Part 3: Supplementary Resources & References 12 References 12 Designers for Learning - Adult Learning Zone Part 1: Lesson Description Lesson Title Job Interview Basics-Observe, Discuss, Create Abstract Learners will observe and discuss two similar interview scenarios. Using information from classroom discussion and input from a professional recruiter, learners will create their own unique response to the difficult prompt, "Tell me about yourself." Learner Audience / Primary Users Teacher, Student (aged 17-80) Low reading level Grade 1-3 Please note: the examples used are focused on a male audience but are easily applied to female learners. Although the lesson is accessible to learners with low reading levels, this lesson can be applied to all levels of instruction. Educational Use - Curriculum / Instruction College & Career Readiness Standards (CCRS) Alignment - Level: Adult Education - Grade Level: CCRS A - Subject: English Language Arts / Literacy - Strand: Speaking and Listening - Standard Description: - SL.1.1 CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. A-Participate in collaborative discussions with diverse partners in small and larger groups. a. Follow agreed upon rules for discussions (e.g. listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of other through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. - SL.K.2 CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. a. Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. - CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.1.6 Produce complete sentences when appropriate to task and situation. Language English Material Type - Lesson Plans - Audio - Video - Simulations - Teaching and Learning Strategies Learning Goals The purpose of this lesson is for learners to be able to: - Discuss 2 interview scenarios - Locate and record key concepts - Plan and demonstrate an appropriate response to the interview prompt, “ Tell me about yourself.” Keywords - Designers for Learning - Adult Education Time Required for Lesson 30 minutes or multiple sessions if necessary Prior Knowledge Learner must have an understanding of classroom/online discussion etiquette. A Note about Reading Aloud: The script is written at a higher reading level than this learner can handle. If learners are forced to read this script aloud to the class would be an obstacle to the objectives of the lesson. If you use the print version, please read the text to students in your best acting voice. Placement of Lesson This lesson has the ability to build confidence and forge a relationship between the learner, class, and teacher. If it is placed in the first few weeks of instruction, the teacher may be able to break down some communication barriers. The learner may open up about their background, culture, belief systems, etc. but only if they feel the environment is safe and supported. Required Resources Video link/download-If using video version Speakers-If using video or audio version Chart paper-markers ***************** Resource Links Follow: #1 Interview Scenario Audio- Download: #1 Interview Scenario Audio.mp3 Movie- Click here for Video Version of Interview scenario #1 Printable Script- Download: Interview Scenario #1_2.docx #2 Interview Scenario Audio- Download: #2 Interview Scenario audio.mp3 Movie- Click here for video version of scenario #2 Printable Script- Download: Interview Scenario #2_1.docx Interview Advice Audio- Download: Interview Advice Audio.mp3 Click here for Video Job Interview Advice Printable Script- Download: Interview Advice Transcript_1.docx Lesson Author & License - Lesson Author: Janet Lee - License: Creative Commons CC BY 4.0 license Part 2: Lesson Learning Objectives By the end of this lesson, the learner should be able to: - Discuss effectiveness of two interview scenarios. - Collect and synthesize interview advice from a job recruiter. - Plan and demonstrate an appropriate response to the interview prompt, Tell me about yourself. Lesson Topics Key topics covered in this lesson include: - Job Interview Basics - Appropriate attire for an interview - Interview Language - Attitude Context Summary All of us have been put in a situation where we are required to talk about ourselves. Whether it is a future mother-in-law or employer, organizing our thoughts and delivering a cohesive message is an important skill. This lesson presents two similar scenarios in a job interview context. Learners must discuss the scenarios and create a list of guidelines for interviews. A job recruiter comment is supplied to add supplemental information. Learners will create a personal response to the prompt tell me about yourself. This lesson is designed for learners with low literacy levels but can be applied to all literacy levels. To aid in accessibility for the learners, speaking and viewing will be the main medium for activities and culminating assessments however, audio and written transcripts are provided. Relevance to Practice Confidence in oral language is a key to success for successful living. Whether explaining your day to a spouse or describing your work history to a potential employer, it is important to speak articulately and appropriately. By observing and discussing two opposite interview scenarios, learners can collaborate a good response to the prompt, Tell me about yourself. This learning has real world applications that can translate to successful job interviews and communication in general. Key Terms and Concepts - Appropriate Language - Attire - Attitude Instructional Strategies and Activities Warm-Up Time: 3 minutes Think about a time when you were interviewed. Remember an interview can be a job interview, mother-in-law meeting, parole officer, teacher, judge, etc. What kind of questions did the other person ask you? How did the interview turn out? Have learners quietly think about their answers and then turn to a neighbor for sharing. Remind learners about creating a safe environment for discussion. (e.g. allow others to speak, put your hand up and wait to be acknowledged before speaking, no disrespect) Open the floor for discussion. Record important points from the discussion on the board or on chart paper. Introduction Time: 2 minutes Remind learners that interviewing takes practice. Share a time when you interviewed for a position. NOTE: If you share a negative experience you once had, this might build a relationship with learners. Talk about what happened during the interview. Discuss what you could have done differently to create a more successful outcome. I interviewed for a server position one time. When the interviewer asked me how much I knew about the restaurant, I felt stuck because I had never been to the restaurant before. I hadn’t even looked up the menu. In the future, I make sure I do a little investigating before I go to an interview. Remind your learners that if you prepare for an interview, you can appear more capable than you actually feel. Reassure learners this lesson will help them feel more confident when speaking about themselves in public. Presentation / Modeling / Demonstration Time: 10 minutes We will be watching (listening to or reading) two interview scenarios involving a man named Robert. While you watch (listen or read) think about what worked well for Robert and what he could have done differently. Use Interview Scenario #1. (video, audio, or script) #1 Interview Scenario Video- Click here for Interview scenario #1 Audio- Download: #1 Interview Scenario Audio.mp3 Script Download: Interview Scenario Script #1.docx NOTE: Please do not force learners to act out the script from the written version. This lesson is not meant for a read aloud. If you must only use the printed version, then read the script aloud for your learners. Allow time for the learners to think about what could have been done differently in this scenario #1. Encourage learners to share their thoughts with a neighbor before sharing with the entire class. Jot down responses on a chart paper labelled, Advice for Robert. Tell learners to watch (listen or read) scenarios #2 with the purpose of finding the positive things Robert changed. Use Interview Scenario #2. (video, audio, or script) #2 Interview Scenario Video- Click here for video version of scenario #2. Audio- Download: #2 Interview Scenario audio.mp3 Script Download: Interview Scenario #2.docx Again, encourage learners to discuss the scenario with a neighbor before sharing with the group. Remind learners to actively listen to classmates so they do not repeat responses. Record the responses on the chart paper under the heading, Good work, Robert! Tell learners that experts have studied job interviews for years. Some people actually make a living by searching out jobs for others. These people are called recruiters. Michelle Nelson is a recruiter who knows a lot about landing a job. Have your learners listen to Michelle’s advice with the purpose of comparing her information to their own chart. Your learners might be surprised to find out how much they already know about interviewing. This will build confidence. Use Interview Advice (video, audio, or script) Interview Advice Video- Click here for Job Interview Advice Audio- Download: Interview Advice Audio.mp3 Script Download: Interview Advice Transcript.docx Add Michelle’s advice to the chart paper under the title, More Advice. NOTE: The scenarios offered are specific to a male applicant but these scenarios are applicable to females. Guided Practice Time: 5 minutes Have learners work with a partner to discuss how they would respond appropriately to the prompt, “ Tell me about yourself.” Remind learners to give each other effective feedback during the process. Encourage learners to role-play their answers with each other once or twice to gain experience. Evaluation Time: 5 minutes Allow one or two volunteer learners to respond to the prompt in front of the class. Allow the rest of the class to respond but require them to add one positive comment and one next step for the volunteer. Application Time: 5 minutes Have learners complete an exit ticket (orally) what is the most important thing they learned from the lesson. Part 3: Supplementary Resources & References Supplementary Resources None References None Attribution Statements None This course content is offered by Designers for Learning under a CC Attribution license. Content in this course can be considered under this license unless otherwise noted. Page (Design Guide effective March 29, 2016) Job Interview Basics-Observe, Discuss, Create https://www.oercommons.org/authoring/13401-job-interview-basics-observe-discuss-create Created Apr 27, 2016 by Janet Lee Adult Education English Language Arts SUMMARY: Learners will observe and discuss two similar interview scenarios. Using information from classroom discussion and input from a professional recruiter, learners will create their own unique response to the difficult prompt, Tell me about yourself. LEARNING GOALS: - Plan and demonstrate an appropriate response to the interview prompt, “Tell me about yourself.” - Discuss 2 interview scenarios - Locate and record key concepts TABLE OF CONTENTS: Job Interview Basics-Observe, Discuss, Create 1 Part 1: Lesson Description 3 Lesson Title 3 Job Interview Basics-Observe, Discuss, Create 3 Abstract 3 Learner Audience / Primary Users 3 Educational Use 3 College & Career Readiness Standards (CCRS) Alignment 3 Language 4 Material Type 4 Instructional Strategies and Activities 8 Presentation / Modeling / Demonstration 9 Part 3: Supplementary Resources & References 12 References 12 Designers for Learning - Adult Learning Zone Part 1: Lesson Description Lesson Title Job Interview Basics-Observe, Discuss, Create Abstract Learners will observe and discuss two similar interview scenarios. Using information from classroom discussion and input from a professional recruiter, learners will create their own unique response to the difficult prompt, "Tell me about yourself." Learner Audience / Primary Users Teacher, Student (aged 17-80) Low reading level Grade 1-3 Please note: the examples used are focused on a male audience but are easily applied to female learners. Although the lesson is accessible to learners with low reading levels, this lesson can be applied to all levels of instruction. Educational Use - Curriculum / Instruction College & Career Readiness Standards (CCRS) Alignment - Level: Adult Education - Grade Level: CCRS A - Subject: English Language Arts / Literacy - Strand: Speaking and Listening - Standard Description: - SL.1.1 CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. A-Participate in collaborative discussions with diverse partners in small and larger groups. a. Follow agreed upon rules for discussions (e.g. listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of other through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. - SL.K.2 CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. a. Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. - CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.1.6 Produce complete sentences when appropriate to task and situation. Language English Material Type - Lesson Plans - Audio - Video - Simulations - Teaching and Learning Strategies Learning Goals The purpose of this lesson is for learners to be able to: - Discuss 2 interview scenarios - Locate and record key concepts - Plan and demonstrate an appropriate response to the interview prompt, “ Tell me about yourself.” Keywords - Designers for Learning - Adult Education Time Required for Lesson 30 minutes or multiple sessions if necessary Prior Knowledge Learner must have an understanding of classroom/online discussion etiquette. A Note about Reading Aloud: The script is written at a higher reading level than this learner can handle. If learners are forced to read this script aloud to the class would be an obstacle to the objectives of the lesson. If you use the print version, please read the text to students in your best acting voice. Placement of Lesson This lesson has the ability to build confidence and forge a relationship between the learner, class, and teacher. If it is placed in the first few weeks of instruction, the teacher may be able to break down some communication barriers. The learner may open up about their background, culture, belief systems, etc. but only if they feel the environment is safe and supported. Required Resources Video link/download-If using video version Speakers-If using video or audio version Chart paper-markers ***************** Resource Links Follow: #1 Interview Scenario Audio- Download: #1 Interview Scenario Audio.mp3 Movie- Click here for Video Version of Interview scenario #1 Printable Script- Download: Interview Scenario #1_2.docx #2 Interview Scenario Audio- Download: #2 Interview Scenario audio.mp3 Movie- Click here for video version of scenario #2 Printable Script- Download: Interview Scenario #2_1.docx Interview Advice Audio- Download: Interview Advice Audio.mp3 Click here for Video Job Interview Advice Printable Script- Download: Interview Advice Transcript_1.docx Lesson Author & License - Lesson Author: Janet Lee - License: Creative Commons CC BY 4.0 license Part 2: Lesson Learning Objectives By the end of this lesson, the learner should be able to: - Discuss effectiveness of two interview scenarios. - Collect and synthesize interview advice from a job recruiter. - Plan and demonstrate an appropriate response to the interview prompt, Tell me about yourself. Lesson Topics Key topics covered in this lesson include: - Job Interview Basics - Appropriate attire for an interview - Interview Language - Attitude Context Summary All of us have been put in a situation where we are required to talk about ourselves. Whether it is a future mother-in-law or employer, organizing our thoughts and delivering a cohesive message is an important skill. This lesson presents two similar scenarios in a job interview context. Learners must discuss the scenarios and create a list of guidelines for interviews. A job recruiter comment is supplied to add supplemental information. Learners will create a personal response to the prompt tell me about yourself. This lesson is designed for learners with low literacy levels but can be applied to all literacy levels. To aid in accessibility for the learners, speaking and viewing will be the main medium for activities and culminating assessments however, audio and written transcripts are provided. Relevance to Practice Confidence in oral language is a key to success for successful living. Whether explaining your day to a spouse or describing your work history to a potential employer, it is important to speak articulately and appropriately. By observing and discussing two opposite interview scenarios, learners can collaborate a good response to the prompt, Tell me about yourself. This learning has real world applications that can translate to successful job interviews and communication in general. Key Terms and Concepts - Appropriate Language - Attire - Attitude Instructional Strategies and Activities Warm-Up Time: 3 minutes Think about a time when you were interviewed. Remember an interview can be a job interview, mother-in-law meeting, parole officer, teacher, judge, etc. What kind of questions did the other person ask you? How did the interview turn out? Have learners quietly think about their answers and then turn to a neighbor for sharing. Remind learners about creating a safe environment for discussion. (e.g. allow others to speak, put your hand up and wait to be acknowledged before speaking, no disrespect) Open the floor for discussion. Record important points from the discussion on the board or on chart paper. Introduction Time: 2 minutes Remind learners that interviewing takes practice. Share a time when you interviewed for a position. NOTE: If you share a negative experience you once had, this might build a relationship with learners. Talk about what happened during the interview. Discuss what you could have done differently to create a more successful outcome. I interviewed for a server position one time. When the interviewer asked me how much I knew about the restaurant, I felt stuck because I had never been to the restaurant before. I hadn’t even looked up the menu. In the future, I make sure I do a little investigating before I go to an interview. Remind your learners that if you prepare for an interview, you can appear more capable than you actually feel. Reassure learners this lesson will help them feel more confident when speaking about themselves in public. Presentation / Modeling / Demonstration Time: 10 minutes We will be watching (listening to or reading) two interview scenarios involving a man named Robert. While you watch (listen or read) think about what worked well for Robert and what he could have done differently. Use Interview Scenario #1. (video, audio, or script) #1 Interview Scenario Video- Click here for Interview scenario #1 Audio- Download: #1 Interview Scenario Audio.mp3 Script Download: Interview Scenario Script #1.docx NOTE: Please do not force learners to act out the script from the written version. This lesson is not meant for a read aloud. If you must only use the printed version, then read the script aloud for your learners. Allow time for the learners to think about what could have been done differently in this scenario #1. Encourage learners to share their thoughts with a neighbor before sharing with the entire class. Jot down responses on a chart paper labelled, Advice for Robert. Tell learners to watch (listen or read) scenarios #2 with the purpose of finding the positive things Robert changed. Use Interview Scenario #2. (video, audio, or script) #2 Interview Scenario Video- Click here for video version of scenario #2. Audio- Download: #2 Interview Scenario audio.mp3 Script Download: Interview Scenario #2.docx Again, encourage learners to discuss the scenario with a neighbor before sharing with the group. Remind learners to actively listen to classmates so they do not repeat responses. Record the responses on the chart paper under the heading, Good work, Robert! Tell learners that experts have studied job interviews for years. Some people actually make a living by searching out jobs for others. These people are called recruiters. Michelle Nelson is a recruiter who knows a lot about landing a job. Have your learners listen to Michelle’s advice with the purpose of comparing her information to their own chart. Your learners might be surprised to find out how much they already know about interviewing. This will build confidence. Use Interview Advice (video, audio, or script) Interview Advice Video- Click here for Job Interview Advice Audio- Download: Interview Advice Audio.mp3 Script Download: Interview Advice Transcript.docx Add Michelle’s advice to the chart paper under the title, More Advice. NOTE: The scenarios offered are specific to a male applicant but these scenarios are applicable to females. Guided Practice Time: 5 minutes Have learners work with a partner to discuss how they would respond appropriately to the prompt, “ Tell me about yourself.” Remind learners to give each other effective feedback during the process. Encourage learners to role-play their answers with each other once or twice to gain experience. Evaluation Time: 5 minutes Allow one or two volunteer learners to respond to the prompt in front of the class. Allow the rest of the class to respond but require them to add one positive comment and one next step for the volunteer. Application Time: 5 minutes Have learners complete an exit ticket (orally) what is the most important thing they learned from the lesson. Part 3: Supplementary Resources & References Supplementary Resources None References None Attribution Statements None This course content is offered by Designers for Learning under a CC Attribution license. Content in this course can be considered under this license unless otherwise noted. Page (Design Guide effective March 29, 2016)	oercommons	2025-03-18T00:36:27.468794	06/22/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/55598/overview", "title": "Job Interview Basics-Observe, Discuss, Create", "author": "Mahmoud Kotob" }
https://oercommons.org/courseware/lesson/74954/overview	Example Lesson: Infographics and COVID-19 Data Overview Example lesson for Case 2 "Responding to COVID-19" from Dr. Erin Lark, science teacher at Vancouver iTech Preparatory in the Vancouver School District. This middle school science lesson introduces students to infographics and how they are used to convey public health information, and has students create their own infographic based on COVID-19 data and/or their State of Innovation Challenge project topic. Example lesson for Case 2 "Responding to COVID-19" from Dr. Erin Lark, science teacher at Vancouver iTech Preparatory in the Vancouver School District. This middle school science lesson introduces students to infographics and how they are used to convey public health information, and has students create their own infographic based on COVID-19 data and/or their State of Innovation Challenge project topic.	oercommons	2025-03-18T00:36:27.486320	11/20/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74954/overview", "title": "Example Lesson: Infographics and COVID-19 Data", "author": "Julia Reed" }
https://oercommons.org/courseware/lesson/22862/overview	Problem Based Lesson Overview What Are Some of the Best Environmentally Friendly Methods Which Help Preserve Our Environment and Protect From Global Warming? Grade: 5th Names: Stephanie Metzendorf, Karly Berger, Collin Johnson, and Anna Kesten Overall Goal: To equip students with tools to make more environmentally conscious decisions. Standards \| Learning Objective \| Assessment \| 5.ESS.3 Investigate ways individual communities within the United States protect the Earth’s resources and environment. \| \| We will assess the standards by our final assessment which will take the concepts which were learned in class and apply them directly to their lives. They will create a solution to an issue they see in their school. This will provide us with an understanding of what they learned because it allows the students to digest the knowledge, recognize the issue using this knowledge, and come up with an ecofriendly solution which shows how they can fix some of the issues they encounter. \| Key Terms & Definitions: Recycle - to treat or process (used or waste materials) so as to make suitable for reuse Reduce - To make smaller Reuse - To use more than once or again Pollution - The presence of harmful chemical in the atmosphere Resources- A supply which can be drawn upon to function effectively Environment- The surrounding in which a person, plant, or animal lives in. Food Chain- A series of organisms depending on the energy from the organism before. Global warming- A gradual increase in the global temperatures attributed to greenhouse gases and pollution. Lesson Introduction: For our hook, we will use a fun and engaging activity which incorporates the students ability to recognize the importance of the environment and touch on some of their favorite aspects of it. We will have the students make a rap or a song discussing the environment and maybe some ways that they could improve protection for the environment or how they are already doing so. For the teachers sake, I have included an example of what we are looking for. Instructions: Create a song representing a topic of the environment which you think is important. Some of these possible topics could be: Why we need to keep the planet safe . Things you love from the environment. What pollution does to the good things in nature. How you can help the environment. Lesson Main: Competition for who has the best ecosystem This section should provide a detailed description of the various activities that will occur throughout the lesson. Make sure to include timing, formative assessments, and reference all materials that you will be creating and that you have found. Could have environment machine which shows how the cycle works. Concept Map: This is a concept map which we can use to explain to the kids what the issue is with climate change and often how this climate change occurs. There are several things that humans do to make climate change an issue bigger than it needs to be and this is obvious by the flow of this concept map. From the increase of meat consumption in the U.S, there has been a dramatic increase of meat production which directly puts chemicals into the environment, causing pollution which is a direct factor of climate change. Another fact this concept map shows is that from the burning coal humans do to gain energy, greenhouse gases are directly released causing a greenhouse gas in the atmosphere which causes pollution yet again. Lesson Ending: For our lesson ending we are going to have a little competition between the students. The students are going to be required to make a model or come up with an idea of what they think the best way to environmentally help the school is. The first thing we will do as the instructor is to randomly break up the classroom into groups of four students. After we have broken up these groups, we will explain the assignment as follows: Now that we have learned about some environmental issues we face and also some solutions that are already in place, we are going to ask you guys to save our school! Is there something you notice around school that could be changed in order to help the environment? This could include turning off the lights in the gym, making a compost for the lunch food, or even implementing a recycling program into each of the classrooms. After we have presented the assignment we will give each of the groups a little time to discuss what they notice around the school. To even further this, we will take the students on a walk around the school with their notebooks to allow them to write down notes about what they notice. After we complete this walk, we will give the students a couple more minutes to reconvene and share what they saw. After the group has decided on a problem, the instructor will create a spreadsheet and allow only two groups to focus on the same issue. For example, this means that only two groups can focus on a solution to the problem of plastic waste from the school. After this has been recorded, we will distribute the assignment sheet which will be attached below, the students will have approximately 40 minutes to come up with a solution to this issue, create a presentation, and share what they thought of to their peers. They will be graded according to their knowledge, creativity, and the way they present their ideas. To make the incentive a little higher, we are going to have the best idea win and that group will receive a prize for their efforts. This prize will most likely be either a candy bar, a toy, or something else that is small yet exciting for kids this age. As well as the prize, the winning group will be able to present their idea to the principle in hopes that it will be implemented school wide!As for the grades of these groups, they will be graded based upon the rubric listed below. Save Your School! Your schools has become in great environmental danger due to all of the wrong ways they are handling the resources they have! Your task: Explore your school and identify issues you see around the school which contributes to the environmental harm taking place all around the world! Once you have identified this issue, come up with a solution which can either eliminate this issue or help reduce it! After you came up with a solution, make a presentation explaining exactly what your solution is and why it is the best solution in the class and why it should be implemented! In your presentation, make sure you are answering the following questions: What is your problem? What negative effects does this problem have? How will this problem affect the earth globally? What did you decide as your solution? Why did you decide on that as a solution? What in your solution directly solves the issue? Why is your solution the best solution for the school? Good luck! And remember, the best solution wins a special prize and gets to present their idea to the principle! Assessment Rubric: Great \| Average \| Poor \| \| Environmental Awareness Solution Quality Amount of Research Teamwork \| Masters the concept of being environmentally friendly Is able to think of effective ways to make our environment more eco-friendly and healthy It is obvious that the students were able to recognize the issues in the school and know why they're bad habits. It is obvious that everyone in the group contributed and there is an overall general understanding for all of the knowledge. \| Students can identify what a friendly environment looks like Comes up with a solution which is not a huge issue. Completes minimal research and identifies a problem, but doesn't have the knowledge to back it up. 75% of the group seems to understand what is going on and has overall given an O.K effort to the solution. \| Students struggle to understand the concept of being environmentally friendly Needs assistance in identifying proper methods to make the school a better place Does Not find an issue and does not create a solution which is useful for the school. The group seems confused about what they are understanding and seem to lack to knowledge or teamwork to make the solution the best it possibly can be. \| Resources / Artifacts: (Stephanie) Concept map showing what global warming is and how it becomes an issue. This will be used during the lesson to help to students understand what they could potential fix or look for in their school that is an issue. (Stephanie) Worksheet giving directions for the lesson ending. Differentiation: Differentiation for ability levels Low ability learners are students that learn and work at a slower pace than other students in the classroom. Throughout the lesson students will be able to work in groups to help each other come up with the rap. For the lesson ending they will also work in groups therefore each group member will be able to help each other in the competition. . 2. Differentiation for demographics This game is designed for all cultures, and ethnicities. It’s important for everyone student to know the impact of benefiting our ecosystem. Everyone sharing their different backgrounds will show students different ideas of how other cultures work with the environment and hopefully help make a global impact. 3. Differentiation for languages Students will be placed in groups where at least one or two people will speak English and can work with the other students to help translate. Students will work together to help expand everyone’s vocabulary. 4. Differentiation for access & resources Students will have access to iPads and or computers in order to create a popplet about climate change.This tool is a fun and engaging way for students to showcase their work. Anticipated Difficulties: Complexity of the assignment: Some students may struggle with staying on task with the assignment. Being able to start out with a rap song will draw their attention. Working in groups throughout the entire lesson will also help them stay engaged as they create their popplet. As for the lesson ending a competition will also keep them interacted throughout the end of the lesson.	oercommons	2025-03-18T00:36:27.519535	04/28/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/22862/overview", "title": "Problem Based Lesson", "author": "Stephanie Metzendorf" }
https://oercommons.org/courseware/lesson/93878/overview	Education Standards Individual Worksheet Paired/Group Worksheet Vocabulary Worksheet Using Lateral Reading Skills to Evaluate Sources Overview Students learn the skill of lateral reading to help identify potential bias in online resources. Students focus their investigation on famous cases involving counterfeiting and fraud - a forensics tie in. LESSON DESCRIPTION Using Lateral Reading Skills to Evaluate Sources Author of the Lesson: Alexa Lougee Lesson Summary/Overview: Students learn the skill of lateral reading to help identify potential bias in online resources. Students focus their investigation on famous cases involving counterfeiting and fraud - a forensics tie in. LESSON GOALS AND OBJECTIVES Alignment and Objectives Content Standards: 11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats to address a question or solve a problem. Content Objectives: Students can bring together a variety of sources of information to address a question. Students can evaluate an online resource for potential bias. ELP Standards: ELP.9-12.4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. Language (ELP) Objectives: Supporting Academic Language Language Functions: Argumentation Language Modalities: Writing Vocabulary: (this may need to be pre taught prior to this lesson) bias, sponsor, influence, forgery, reliable, expert, perspective, lateral, evaluate Syntax or Sentence Structure(s): Discourse: LESSON PREPARATION Considerations Prerequisite Knowledge and Skills: Instructional Materials Resources, Materials, and Technology required or recommended for the lesson: Copies of the following: Students should be familiar with the following topics: - bias - forgery - forensics - Shakespeare - Abraham Lincoln - Adolf Hitler/WWII Technology & Resources: - Internet - Tablet or computer - Paper - Copies of guided question worksheets for students Learning Supports Socio-emotional supports: Chunking of material to provide breaks for students. Assign students to specific “jobs” during the lesson or when working in pairs. Cultural & Linguistic Responsiveness: Accessibility: Instructional Supports Differentiation: Differentiated sentence starters. Provide website sources leveled for students. L1 Supports: Video clips in L1 to introduce concepts such as: forgery, Shakespeare’s lost plays, etc. Provide translated versions of guided question worksheets, or include on main worksheets. L2 Development (by level): LESSON PROCEDURES Anticipatory Set/Motivation/Hook Time: 5-10 minutes Teacher Does/Students Do: Focused Instruction (Teacher-as-Model) Time: 15 - 20 minutes Teacher Does/Students Do: Model a web page evaluation (see script below). Teacher projects computer screen. Students watch as the teacher models. Getting Started: - Hand out copies of “Intro to Lateral Reading” - I’m trying to figure out if this is a reliable source (use this site or find your own: https://www.theguardian.com/culture/2010/mar/15/shakespeare-lost-play-double-falsehood) of information on Shakespeare’s lost play. I’m going to share how I approach this problem. I will model the process I go through as I try to decide who is behind the information and what biases’ might exist. - Before I start reading the information, I need to quickly look over it, step back and ask: - Who is behind this information? - Who wrote the words? - Who created the website? When I am searching for the answers to these questions, I am also trying to figure out the authors’ perspective, if they are an expert on the topic, and why they might be sharing this information. This helps us decide if this is a good or reliable source. - The link takes me to this article. But before I start reading, I’m going to stop and first try to answer some of the questions we talked about: - Who’s behind it? - Who’s saying this? - What website am I on? - How can I answer these questions? - Find and read the “About” page - This is a “news” website. - It says it is owned by Guardian Media Group. - What can I learn about Guardian Media Group? Guardian Media Group - This page makes it seem pretty reliable. They say they are “independent” and free from political and commercial influence. Generally, people want “unbiased” news. - This About Page was likely written by the same people who created this website. They probably wouldn’t say anything negative about the company or the people who write for the company. - What else would motivate them to seem reliable and trustworthy? - (status, money, followers, advertising, subscribers, etc) - I should find another source to see what others say about “The Guardian” newspaper and Guardian Media Group. Some people call this “lateral reading” because we are going to open up new web tabs and search for information that shows what other sources say about this website and organization. Remember, lateral means “side to side.” Lateral Reading - To start my lateral reading, I’m going to: - Open a new tab - Search for “Guardian Media Group” - I put this in quotes so my search engine will find results with these words together. - I want to avoid any results that come from Guardian Media Group because I want to know what people outside the organization say. - (Find a result and examine the page for anything that may be an influence on the organization. What kind of bias might the source have? Remind students of what bias means.) - Before deciding to trust this information, I need to remember that this is just one source. It’s better to get information from multiple, reliable sources on a topic. - Note: If you want to spend more time on this, you could continue your modeling by going back to the search results and looking at additional sources). Closing - So, before I could trust this website, I had to: - Ask questions - Look for answers outside of the organization - Read laterally by finding multiple outside, reliable sources of information Guided Instruction (Teacher-to-Student Joint Responsibility) Time: 10-15 minutes Teacher Does/Students Do: Debriefing Discuss: - What did you notice me doing? - Why was it important for me to look beyond the “About” page to find out about the organization? - Why should we be cautious about what an organization writes on its “About” page? - Why is lateral reading necessary to find out more about the sponsors of a website? Establishing Guidelines: Ask: What information do we need about an organization or author to help us decide if they are a reliable source on a specific subject or topic? Help students consider multiple aspects of a source: - The organization or author’s perspective - Why they might be motivated to present the information - How much expertise or authority they have on the topic: - Are authors trained journalists (such as professional news outlets or fact checking organizations) or have backgrounds in the specific subjects they’re covering? - Do they have a way to make sure the information they produce is factual and trustworthy (like editors, fact checkers, and review processes like peer review). - Are there systems in place to catch, correct, and admit mistakes when they are made (like corrections sections). - Are there obvious conflicts of interest? Group Application (Student-to-Student Joint Responsibility) Time: 20 minutes Teacher Does/Students Do: - Hand out “Paired Lateral Reading: Guiding Questions.” - Students work in pairs to search for and evaluate sources of information for the “Lincoln Love Letters” case - You can have students find their own sources OR provide them with some. - Some suggested sites: - “From the Archives: The Lincoln Love Letters: A literary hoax forged in San Diego” - “Lincoln’s Lost Love Letters” - Share Out and Discuss - Pairs of students share what they learned about each site as they read laterally. - Point out information they learned by doing lateral reading and what they might have missed if they had only looked at the initial site. - Remind students why the question “Who is behind this information? is important and why lateral reading is a good tool for learning about online sources. Individual Learning (Independent Practice and Application) Time: 20 minutes Teacher Does/Students Do: - Hand out “Individual Lateral Reading: Guiding Questions.” - Students work individually to search for and evaluate sources of information for the “Hitler’s Diaries” case - You can have students find their own sources OR provide them with some. - Allowing students to find their own sources may be a more effective learning experience in trying to achieve the lesson objectives. Closure Time: 5-10 minutes Teacher Does/Students Do: Class discussion. - What is something you noticed as you did your research today? - What was something that was hard about your task? - What was something you were proud of during today’s activity? Hand out a sticky note or paper (could also do a google form): - What is something you learned today about “lateral reading?” - What is something you’re still wondering about “lateral reading?” ASSESSMENTS Formative Assessment Content: Language: Plans for Summative Assessments Content: Language: EXTENSIONS Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:	oercommons	2025-03-18T00:36:27.569517	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93878/overview", "title": "Using Lateral Reading Skills to Evaluate Sources", "author": "Language Education (ESL)" }
https://oercommons.org/courseware/lesson/106173/overview	The Effects of Client Absenteeism and Lack of Engagement with Services on the Speech-Language Pathology Clinician: A Critically Appraised Topic (CAT) Overview The Effects of Client Absenteeism and Lack of Engagement with Services on the Speech-Language Pathology Clinician The Effects of Client Absenteeism and Lack of Engagement with Services on the Speech-Language Pathology Clinician: A Critically Appraised Topic (CAT)	oercommons	2025-03-18T00:36:27.585923	07/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106173/overview", "title": "The Effects of Client Absenteeism and Lack of Engagement with Services on the Speech-Language Pathology Clinician: A Critically Appraised Topic (CAT)", "author": "Courtney Miller" }
https://oercommons.org/courseware/lesson/83524/overview	Save Sam Shelter Overview A hands on activity that gives students the opportunity to apply their knowledge of weather. Save Sam You can use this for any age! I see 2nd-5th graders and the younger ones can budget as easily as the older ones. I just modify material choices for the younger ones. I also point out and follow the engineering cycle in this activity. You can delve into this more depending on the grade. When it comes to testing, I work with 5-6 students at a time while the other students are finishing up their shelters, taking pictures or working on extension material. I provide several spray bottles so several shelters can be tested at a time and another student uses the hairdryer (after the water bottles are put away) and blows several of the shelters. This STEAM activity is designed for you to apply your knowledge of tornado effects. You will have already studied a weather unit. You will create a shelter that will keep Sam (a square of tissue paper with a smiley face on it!) safe from a tornado (spray bottle and hair dryer)	oercommons	2025-03-18T00:36:27.603349	07/13/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83524/overview", "title": "Save Sam Shelter", "author": "Sharon Bannister" }
https://oercommons.org/courseware/lesson/86192/overview	Plant and Animal Cell Assessment Overview This is a small assessment on plant and animals cells Animal and Plant Cell Assessment-True/false 1. The chlorphyll and chloroplast make the plant cell green. T/F 2. The lysomes is responsible for power in the cell. T/F 3. The chromosomes is inside the ribosomes of the cell. T/F Animal and Plant Cell Assessment-fill in the blank 1. What organelle supplies the plant with the greenish color _________________. 2. What organelle is the "power house" of the cell ______________. 3. What organelle controls the cell __________________. 4. What organelle holds all the organelles in place __________________. 5. What organelle lets things in and out of the cell__________________.	oercommons	2025-03-18T00:36:27.615930	09/27/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86192/overview", "title": "Plant and Animal Cell Assessment", "author": "shaday champion" }

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