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https://oercommons.org/courseware/lesson/83217/overview
|
Education Standards
Nanotechnology and Water - Day 1
Overview
This class long lesson plan features learning about nanotechnology by asking students to search for links and bringing the information they find to a class discussion.
Standards
ES.3.3 Identify and differentiate between renewable and nonrenewable resources present within Earth’s systems. Describe the possible long-term consequences that increased human consumption has placed on natural processes that renew some resources.
ES.4.2 Describe the relationships among evaporation, precipitation, ground water, surface water, and glacial systems in the water cycle. Discuss the effect of human interactions with the water cycle.
Learning Objectives
Students will be able to identify what nanotechnology is and what its various implications and applications might be.
Materials
Chromebook/ other device to access links
Procedure
Students will access links to articles to provide background to the class discussion
Credits
This learning module was created by Megan Ewing, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).
|
oercommons
|
2025-03-18T00:34:24.399933
|
Integrated Nanosystems Development Institute (INDI)
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83217/overview",
"title": "Nanotechnology and Water - Day 1",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/61160/overview
|
Olykoeks
Overview
Discover the history around delicious doughnuts.
Olykoeks
by Sue Larson Pascoe
Most people have eaten doughnuts. Have you ever wondered where the first doughnuts were made? Who thought up the idea of a fried pastry with a hole in the center?
No one knows for sure who made the first doughnuts. Some people think that doughnuts probably began in the 1800s as Dutch “olykoeks” or “oily cakes.” In those days, a cook would not want to waste any scraps of food. Leftover pieces of bread dough were put into hot oil and fried. Olykoeks were tasty on the outside but soggy and uncooked in the center.
Some people say that the mother of a New England sea captain invented the first actual doughnut. Her name was Elizabeth Gregory. She replaced the soggy center with spices and nuts. But, Elizabeth’s son, Captain Gregory, did not like nuts. He punched out the center, and the outcome was the first hole in a doughnut. Others think that Captain Gregory saw holed pastries in Europe and brought the idea back to America with him. That made him the creator of today’s doughnut.
During World War I, homesick American soldiers in Europe were served doughnuts by the Salvation Army. These brave women volunteering for the job were called “Doughnut Girls.” They often worked in dangerous conditions near the soldiers, so the Doughnut Girls wore helmets and uniforms. The women made doughnut cutters out of a large can with a smaller can inside it to cut out the hole. They could set up a kettle of hot oil to fry the dough almost anywhere.
In the 1920s, doughnut machines were invented. Doughnuts were produced faster and easier than ever before. Still, many people preferred to make their favorite doughnut recipes at home.
Today, doughnuts are available at markets, bakeries, and coffee shops. Most people have a favorite type. You might like sugar-glazed doughnuts, doughnuts dipped in chocolate, or doughnuts covered in sprinkles. Perhaps you prefer doughnuts that don’t even have holes, like maple bars, twisted cinnamon, or jelly-filled doughnuts. Then again, when you go to the bakery, you might just like to eat the doughnut holes. Yum!
Credits:
|
oercommons
|
2025-03-18T00:34:24.418768
|
01/03/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61160/overview",
"title": "Olykoeks",
"author": "Kristin Robinson"
}
|
https://oercommons.org/courseware/lesson/63772/overview
|
Problem Solving Project - Exploring Computer Science
Overview
For this 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.
Problem-Solving 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. |
|
oercommons
|
2025-03-18T00:34:24.439968
|
Crystal Van Ausdal
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63772/overview",
"title": "Problem Solving Project - Exploring Computer Science",
"author": "Becky Ball"
}
|
https://oercommons.org/courseware/lesson/22955/overview
|
Weekly Student Goal Success Report
Overview
This google form can be used to help students create and track goals and progress. I plan to use it as a weekly reporting tool in an online study skils class. Students can report on progress on IEP goals with this form or other general goals. This can be a tool to collect student input and promote student ownership of goals.
Instructions: In order to modify or use this form please make a copy of this google form so you can edit it for your personal use and also have ownership of responses.
Section 1
This google form can be used to help students create and track goals and progress. I plan to use it as a weekly reporting tool in an online study skils class. Students can report on progress on IEP goals with this form or other general goals. This can be a tool to collect student input and promote student ownership of goals.
Instructions: In order to modify or use this form please make a copy of this google form so you can edit it for your personal use and also have ownership of responses.
|
oercommons
|
2025-03-18T00:34:24.457179
|
05/01/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/22955/overview",
"title": "Weekly Student Goal Success Report",
"author": "Marenda Brown"
}
|
https://oercommons.org/courseware/lesson/66835/overview
|
Education Standards
OSPI Quadratic Instructional Task: Dress Shop
Overview
This resource was created by the Washington Office of Superintendent of Public Instruction.
Task
OSPI Quadratic Instructional Task J
Quadratics; Standard F-IF.2, Claim 2
Dress Shop
Dapper Dresses is a shop in the mall that sells a variety of classic clothing.
Emma finds out that the profit changes based on the price charged per dress. She tests out different selling prices for the shop’s most popular dress.
- Let represents the profit, in dollars.
- Let represent the price per dress, in dollars.
- Explain in words the meaning of the equation f as it relates to the graph. Be sure to include what means and what means.
- Explain in words the significance of in the context of the problem.
Rubric
Rubric
Question Number | Standard/Claim | Description |
J | F-IF.2/Claim 2
| A 2-point response demonstrates understanding of the standard and claim by doing the all of the following:
States represents the maximum profit. |
A 1-point response demonstrates limited understanding of the standard and/or claim by doing one of the following:
States represents the maximum profit. | ||
A 0-point response demonstrates almost no understanding of the standard and claim. |
OSPI Quadratic Instructional Task Annotated Student Work
OSPI Quadratic Instructional Task J Annotated Student Work
Example 1
2-point response: The student has stated that the profits are equal and that f(100) is the maximum amount of profit.
Example 2
1-point response: The student does not say that the amount of profit was the same when writing so does not earn Bullet 1. While is not “when” Emma made the maximum profit, this explanation stated most profit so earned Bullet 2.
Example 3
0-point response: does not referred to 50 dresses but to $50 dresses. Likewise, does not refer to “most” dresses but to $100 dresses. The bullets were not earned in either case.
|
oercommons
|
2025-03-18T00:34:24.493706
|
Hannah Hynes-Petty
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66835/overview",
"title": "OSPI Quadratic Instructional Task: Dress Shop",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/70747/overview
|
Self Care for the School Counsel(l)or
Overview
This is a document to help you acknowledge the constant need for self-care. Be good to yourself.
File + Make Copy of this HyperDoc to complete the activities.
Self Care for School Counsel(l)ors
Caring For Ourselves is Caring For Others
| EXPLORE | YOUR THOUGHTS | |||||||||||||||||||||||||||
| Respond Below: What motivates you to work with students? | ||||||||||||||||||||||||||||
| EXPLAIN | FOR YOU | |||||||||||||||||||||||||||
| A Podcast on Self Care HERECompassion fatigue and School CounsellorsBe AwareCreate BalanceCommit to Staying Connected | Are you at risk of compassion fatigue?“Compassion fatigue, also known as secondary traumatic stress (STS), is a condition characterized by a gradual lessening of compassion over time.”
| |||||||||||||||||||||||||||
| This year will be unlike any other CREATE A SELF CARE PLAN | ||||||||||||||||||||||||||||
The Time is NOW to take care of YOU
| ||||||||||||||||||||||||||||
| SHARE | YOUR TASK | |||||||||||||||||||||||||||
| Feeling like sharing your goals? Try out the #onesmallthing generator and share on social media! | ||||||||||||||||||||||||||||
| REFLECT | RESPOND HERE | |||||||||||||||||||||||||||
| What are barriers that hold you back taking care of yourself? (Acknowledgement is the first step!) | ||||||||||||||||||||||||||||
| How will you address these barriers? | ||||||||||||||||||||||||||||
| Unhealthy Coping (What unhealthy coping strategies do you want to stop.) | ||||||||||||||||||||||||||||
| What healthy coping strategy do you want to impliment? |
This #HyperDoc was inspired by professional development created by Elise Greenway and presented by Julie Twisselmann.
Created by www.kellyhilton.org @kellyihilton • For more HyperDocs, check out www.hyperdocs.co Counsellor inspired and edited by @sspellmancann
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oercommons
|
2025-03-18T00:34:24.515319
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70747/overview",
"title": "Self Care for the School Counsel(l)or",
"author": "Psychology"
}
|
https://oercommons.org/courseware/lesson/103006/overview
|
articles-339097_archivo_pdf_competencias_tic
Icebreaker Activity
Illnesses and Treatments Assesment
Illnesses and treatments_ Conversations with your doctor
Who Wants to be a Millionaire -telt
ILLNESSES AND TREATMENTS
Overview
<a href="https://www.freepik.es/vector-gratis/fondo-personaje-doctor_1130796.htm#query=medico%20animado&position=0&from_view=keyword&track=ais#position=0&query=medico%20animado">Imagen de cornecoba</a> en Freepik
LESSON DESCRIPTION
Lesson objective:
Teach to the students different vocabulary about illnesses and treatments |
Achievement:
At the end of the class Students will be able to identify different illnesses and how to give it a proper treatment. |
Skills Focus:
Speaking, listening, and reading.
Language Focus:
Identify specific vocabulary
Resources and materials:
-“Illnesses and treatments” slide presentation-Power point game “Who wants to be millionaire?”-Educaplay activity “Match words”: https://es.educaplay.com/recursos-educativos/14628385-illnesses_and_treatments.html-Kahoot quiz-Cellphone-Computers, video beam |
Lesson time: 1 hours
English level: B1 - 10th grade
Number of students: 20 students
BASIC STANDARD COMPETENCES
Guide # 22 by the Ministry of Education (MEN)
Listening:
-I use strategies appropriate to the purpose and type of text (activation of previous knowledge, support body, and gestural language, use of images) to understand what I hear. 2,3
Reading:
-I analyze descriptive, narrative, and with the aim of understanding the main and specific ideas. 2
Speaking:
-I use an appropriate vocabulary to express my ideas clearly about topics in the curriculum and my interest. 1,2
ICT Colombian framework:
1. Technological Competence.
Ability to select and use in a relevant, responsible and efficient way a variety of technological tools understanding the principles that govern them, how to combine them and the licenses that cover them.
2. Pedagogical Competence
Ability to use ICT to strengthen teaching and learning processes, recognizing the scope and limitations of the incorporation of these technologies in the integral formation of students and in their own professional development.
3. Communicative Competence
Ability to express oneself, establish contact and relate in virtual and audiovisual spaces through virtual and audiovisual spaces through diverse media and with the handling of multiple languages, in a synchronous and asynchronous manner.
Pre-Activity
Icebreaker Activity
Time:20 minutes
Explanation:
Watch the vocabulary video on the topic of Illnesses and Treatments as an introduction to a short icebreaker activity.
Then, by matching images and sentences related to the topic the objective is to see how much information you catch from the previous explanation about the different illnesses and treatments. Using images could be useful for you to remember each illness and how to treat it properly.
|
oercommons
|
2025-03-18T00:34:24.548443
|
04/19/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103006/overview",
"title": "ILLNESSES AND TREATMENTS",
"author": "Katherine Barrera"
}
|
https://oercommons.org/courseware/lesson/117354/overview
|
Pet Adoption Infographic
Pet Adoption 101
Overview
This OER lesson plan for adults will guide the learner into the fulfilling world of pet adoption. Discover how to prepare a home for a new arrival, from pet-proofing a space to gathering essential supplies. We'll also delve into how to choose the perfect pet for any lifestyle, considering factors like living situations, activity levels, and budgets. After completing the lesson, learners feel confident and ready to make an informed decision and welcome a deserving animal companion into their hearts and homes.
Preparing for a new pet.
This lesson is hosted out of Canva. Click the "Start" button on the page and use the Facilitator guide. PDF copies of the lesson and Facilitator guide are attached below. Alternatively you can use the Canva Template if an edited copy is needed.
Pet_Adoption_101_Facilitator_Guide.pdf
Lesson Public View Link (Canva)
Adopting a new pet.
Infographic Public View Link (Canva)
Infographic Template Link (Canva)
Say: So far we've talked about choosing the right pet for you or your family and how to prepare to bring them home. Now lets talk about where you can adopt a pet.
Say: The infographic on see is attached below (or provide copies) for you to take with you. It will serve to remind you of what we have talked about so far but what I want to focus on right now is how to find a shelter and what you should do while there.
Ask: Can somebody tell me some of the shelters you know about from your area? (Expect answers like the local Humane Society, ASPCA, City Shelter, or animal rescue groups)
Say: Right, those are all good options but don't forget ( insert unmentioned sources).
Say: When you do find a place to adopt from ensure to not blindly pick. Take into account the factors we talked about earlier and then choose a candidate animals to spend some time with to see if they are the right fit. Taking the time to do this at the shelter can help eliminate undue heartache and guilt later.
Say: If you have any questions or are looking for additional resources see Google your local shelter websites or hit up the Humane Society at https://www.humanesociety.org/
Say: Thank you for coming and good luck finding a new pet.
|
oercommons
|
2025-03-18T00:34:24.569998
|
Diagram/Illustration
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117354/overview",
"title": "Pet Adoption 101",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/76645/overview
|
Photographing Rome
Overview
Gain perspective on a well-known city in Europe through the eyes of a photographer.
Rome, Italy
When I was 5 years old, my family and I gathered around the Christmas tree bright and early on Christmas morning. I was more than excited when I unwrapped a small handheld camera that was pink and orange, and about half the size of a dollar bill. The screen on the camera was less than an inch wide and tall, and the camera could only hold about 3 photos at a time. Still, I was ecstatic. I would walk around the house and take pictures of my family, and then delete them right away so I could take a couple more. This planted the roots for my love of photography. On a trip to Italy, that love blossomed.
Around the time I was ten years old, my family and I decided to stop doing presents for Christmas and take vacations instead. This became one of my favorite traditions very fast. In 2018, we took our first trip to Europe. We spent a majority of the time in Italy, specifically the Rome region. We decided to stay around there because the art and architecture was inspiring. Before the trip, I decided to purchase my first DSLR camera. I practiced using it for the weeks leading up to the trip, but the trip felt like some kind of final exam. It felt like a test that I had been studying for for weeks, and this was my chance to prove my knowledge.
I fell in love with Italy after one day of being there. The pasta and gelato was definitely a factor, but there was something about the energy and the culture that really just changed me as a person. It was my first big exposure to a country outside of North America. Every day we were there was a learning experience, but I didn’t want to let the time just slip through my fingers. I knew at this moment that this was my test. Yes, it was a test I assigned to myself. But I knew that I had to find a way to capture the feeling I was experiencing over there.
Less than a week into our trip, we decided to take a tour called “Rome in a Day”. We started at a small coffee shop in the shadows of the Colosseum. We walked around and through all of the big architectural landmarks. We would spend about an hour at each location, then leave to check out a new city, museum, or town square that was historically famous. There was something humbling, grounding, and almost magical about being right next to the Colosseum. I had seen it in photos, but the photos were nothing like what I experienced.
So I pulled out my camera, adjusted the settings, and began trying to recreate the scene exactly as I was experiencing it. I did this at every structure or town that we went to. I wanted to focus on getting everything from my perspective, because it was a powerful experience to me. Being in a country where they don’t speak English, and my Italian was far from understandable, it was comforting to see everyone taking photos from different places. While everyone’s photos would turn out different, it felt unifying to know that we were all connecting through the click of our cameras. We all had one thing in common, and that was that we never wanted to forget that moment.
Throughout the rest of the trip I continued to take many many photos. At the end of each day, I would go back to our house and spend hours looking at them and editing them. The photos I took in Rome are still some of my favorites to this day, and I could say the same about that vacation. Rome was magical. Photographing it was even more magical.
|
oercommons
|
2025-03-18T00:34:24.584037
|
Visual Arts
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76645/overview",
"title": "Photographing Rome",
"author": "Religious Studies"
}
|
https://oercommons.org/courseware/lesson/107188/overview
|
Acceptance – EPIC Decisions
Overview
In this lesson, students learn about their classmates and teacher in a way that builds community and cohesiveness in the learning environment. Using the books, Playing for Change by Kelly Brown and The Parallel by Carl Erskine, as well as the Special Olympics video clip, Acceptance, students will discuss differences in the characters who were accepted and those who were not. In pulling these elements out of the plot, the students will then identify differences in themselves that possibly relate to others in the classroom.
Lesson Overview
Please adapt the lesson activity to fit your students' abilities and interests.
Introduction
In this lesson, students learn about their classmates and teacher in a way that builds community and cohesiveness in the learning environment. Using the books, Playing for Change by Kelly Brown and The Parallel by Carl Erskine, as well as the Special Olympics video clip, Acceptance, students will discuss differences in the characters who were accepted and those who were not. In pulling these elements out of the plot, the students will then identify differences in themselves that possibly relate to others in the classroom.
Grades 6 – 8
Theme
- Acceptance
Objectives
During the lesson, students will:
- Discuss differences that characters in the featured text have that are accepted and are not accepted in the society and time in which they live.
- Compare differences of characters with themselves to better connect with the text, themselves, and their classmates.
- Support character analysis with evidence from the text (as grade-level appropriate) including historical facts included from the author.
Essential Questioning
Students should be able to answer these questions by the end of this lesson:
- How do historical facts create a story with characters?
- How does acceptance change the characters with differences?
- Does the way I accept or not accept people with differences matter?
Indiana Academic Standards
CCSS.ELA-LITERACY.RH.6-8.2
- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.8
- Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.RH.6-8.9
- Analyze the relationship between a primary and secondary source on the same topic.
INSS 6.H.15
- Differentiate between fact and interpretation in historical accounts and explain the meaning of historical passages by identifying who was involved, what happened, where it happened, and relating them to outcomes that followed and gaps in the historical record.
INSS 7.H.14
- Identify and explain recent conflicts and political issues between nations or cultural groups and evaluate the solutions that different organizations have utilized to address these conflicts. (Essential Standard)
INSS 8.H.20
- Give examples of the changing role of women, minorities, and immigrants in the northern, southern, and western parts of the United States in the mid-nineteenth century, and examine possible causes for these changes. (Essential Standard)
Download the attached PDF document for complete lesson materials.
Download the attached Word version for fully accessible document. (coming soon!)
|
oercommons
|
2025-03-18T00:34:24.611912
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107188/overview",
"title": "Acceptance – EPIC Decisions",
"author": "Sociology"
}
|
https://oercommons.org/courseware/lesson/106223/overview
|
Complexity Approach vs. Maximal Oppositions Approach
Overview
This critically appraised topic paper discusses the complexity and maximal opposition approach.
This is a critically appraised topic discussing if the complexity approach or the maximal opposition approach would be better suited for a child working on articulation needs.
|
oercommons
|
2025-03-18T00:34:24.627438
|
07/03/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106223/overview",
"title": "Complexity Approach vs. Maximal Oppositions Approach",
"author": "Samantha Salvo"
}
|
https://oercommons.org/courseware/lesson/65460/overview
|
Education Standards
Characterization in Literature Lesson
Overview
This lesson contains an instruction video and assessment in Google docs on characterization in literature. It can be used with any literary text.
|
oercommons
|
2025-03-18T00:34:24.648152
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65460/overview",
"title": "Characterization in Literature Lesson",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/108186/overview
|
Some And Any – Free ESL Lesson Plan
Overview
When should you teach the Some and Any lesson?
The lesson suits CEFR A2 (WIDA: Emerging) students and can be taught to children, teenagers, and adults. Some recommended prerequisites to this lesson are the use of a/an, singular/plural regular nouns, and countable and uncountable nouns.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
When should you teach the Some and Any lesson?
The lesson suits CEFR A2 (WIDA: Emerging) students and can be taught to children, teenagers, and adults. Some recommended prerequisites to this lesson are the use of a/an, singular/plural regular nouns, and countable and uncountable nouns.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
|
oercommons
|
2025-03-18T00:34:24.666439
|
Christine Chan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/108186/overview",
"title": "Some And Any – Free ESL Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/109067/overview
|
https://www.educaplay.com/learning-resources/16180383-countries_memory_game.html
Rescue the Kittens' Toys
Lesson Plan Tourism and administration
Overview
In today's exciting lesson, we embarked on a "Discover the World Adventure" where we explored the cultures, languages, and flags of different countries. Our mission was not only educational but also loads of fun!
We began by introducing ourselves as your teachers: Alison Arce, Laura Muñoz, Luis Cumbe, and Kadid Castrillón.
Then, we presented the thrilling "Rescue the Kittens' Toys" game, where you helped cute kittens recover their toys while answering questions about general knowledge and travel.
Next, we delved into the "Memory Game of Flags and Countries," a memory challenge that took you on a journey around the world to match flags with their corresponding countries.
Throughout the lesson, we learned about various destinations, cultures, and traditions. We hope you had a blast, expanded your knowledge, and had fun with us on this incredible adventure!
Exploring South Korea and Japan: A Cultural and Linguistic Journey for Kids
Learning Objective: To teach children vocabulary related to travel and the cultures of South Korea and Japan, while fostering cultural and geographical awareness.
| Stage of Lesson Plan | Activity | Materials Needed | Duration | ||||
| Introduction | - Greeting and warm-up: Say hello to the children and ask if they would like to travel to other countries. |
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Homework: Ask the children to draw or write about a place they would like to visit in South Korea or Japan and share it in the next class.
Introduction for Children
Hello, kids! We're your teachers today, and we're super excited to have you join us on a fun-filled adventure. Today, we have a special mission, and that is to help some cute kittens find their lost toys. But that's not all! Along the way, we're going to explore different places from all around the world and learn some cool stuff.
WORK MADE BY:
Laura Muñoz
Luis Cumbe
Kadid castrillón
Alison Arce
Travel Challenge: How Much Do You Know About The World?
Introduction to the Game: "Rescue the Kittens' Toys"
Welcome to an exciting journey filled with adventures and learning! Today, we will embark on a special mission to help some adorable kittens recover their beloved toys. But it won't be as easy as it sounds – we'll need your wit and knowledge!
On our journey, we will visit exciting destinations from all around the world. At each stop, we will ask you questions about general knowledge and travel. This will allow you to learn about different places, cultures, and traditions while having a blast!
Are you ready for the adventure? The kittens are counting on you to return their toys. So, get ready to answer questions and explore the world as you become a true hero for the kittens. Let's kick off the mission!
Flags and Countries Memory Game
Welcome to an exciting memory challenge that will take you on a journey around the world! Today, we will put your memory skills to the test as we explore different countries and discover their fascinating flags.
Each flag represents a unique and wonderful country. As you uncover the matches, you'll learn about different cultures, landmarks, and traditions from around the globe. So, get ready for an exciting journey as you challenge your memory and expand your knowledge of flags and countries.
Are you ready for the challenge? Let's get started and explore the world through flags!
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oercommons
|
2025-03-18T00:34:24.694217
|
10/05/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109067/overview",
"title": "Lesson Plan Tourism and administration",
"author": "Alison Antury"
}
|
https://oercommons.org/courseware/lesson/78056/overview
|
Intro to Ecology article
Biotic and Abiotic Factors
Overview
Students will be able to determine the difference between biotic and abiotic factors in an ecosystem, recognize be factors for what they are, and demonstrate the relationship between them.
Learning the difference between Biotic and Abiotic factors and how they are connected
To learn the difference between biotic and abiotic factors in an ecosystem and how they are related, students will watch the short video that explains the difference and the relationships between them.
After the video, the class will read the article about the introduction to ecology which goes over some more aspects of biotic and abiotic factors in an ecosystem. Teacher will pull up this article on a smart board so everyone can see it together and it can be annotated.
Students will then have the opportunity to draw out and explain the relationship between an abiotic and biotic factor like they learned about in the video. They will do this on a piece of paper, simply drawing out the relationship they are describing and writing what it is above it. This can include animals drinking out of a watering hole for hydration, a small animal burrowing into the soil for shelter, or any relationship between biotic and abiotic factors in an ecosystem.
Now that students have successfully demonstrated their knowledge of the factors in an ecosystem on their own, they will do another similar activity that involves the whole class. On a large banner like sheet of paper, the students will be separated into groups and split the paper into four sections to represent four biomes that we have previously learned about. The students will draw on their section of the paper in their groups to represent what their biome would look like, as well as labeling some biotic and abiotic factors in their Biome. Biomes can include tundra, grassland, forest, and desert.
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oercommons
|
2025-03-18T00:34:24.713040
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03/12/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78056/overview",
"title": "Biotic and Abiotic Factors",
"author": "Madi Austin"
}
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https://oercommons.org/courseware/lesson/81668/overview
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Fundamental Principles of Defensive Driving
Overview
The standard Safe Practices for Motor Vehicle Operation, , defines defensive driving skills as "driving to save lives, time, and money, in spite of the conditions around you and the actions of other drivers".
Even though you are a driver who drives safely and without taking unnecessary risks, we can never fully control what other drivers on the road do? Of course, you can't control the rest of the vehicles in traffic, but you can use defensive driving techniques to stay safe no matter what happens around you.
Defensive driving means being alert and prepared at all times, aware of the road conditions over as much distance as possible around you. When driving as a precaution, you may be able to take precautions based on the likelihood of a future accident or other potential hazards that may occur unforeseen.
You will also be aware of the distracted behavior of the drivers around you that may endanger you or other road users. Here are some basic aspects of defensive driving, tips and things you can follow to do your best to avoid unpleasant events.
BE READY
Preparation begins just before you get in the car. Make sure you have a first aid kit with medical supplies, water and basic snacks. In winter, especially for people who go on a long journey, it is advisable to have an extra blanket and clothes. Check tire pressure, oil and water levels and brakes to make sure the car is in a safe condition to drive. When in the car, check the positions of the mirrors and the functionality of the lights. Of course, it would be best to postpone travel when there are weather warnings related to natural phenomena, which are totally unfavorable. It is better to postpone arriving at your destination on your own, than to force your way through the weather and need the assistance of the intervention teams.
Before you set off, it's a good idea to do one more essential thing: rest! Take the time and hours of sleep not to get behind the wheel tired or sound excessive stress. These factors can decrease your concentration while driving, can decrease your reaction speed and therefore your ability to avoid an accident that you could normally avoid.
Once you're on the road, pay attention to what's going on around you. When driving, consider the road you will be on to see if it will allow you to get out of the road safely to avoid a possible accident. If you notice dangerous behavior of the driver or drivers nearby, it is recommended that you take action to get out of the vicinity of the driver (s). For drivers in front, who appear likely to cause an accident, keep a significant distance from them, and if you notice dangerous behavior of the driver behind you, it is advisable to let him overtake you so that you can take over. control over the distance between cars. Keep in mind that driving on public roads is not a competition, but rather has to do with getting to your destination safely.
KEEP YOUR EYES ON THE ROAD
Look ahead, away from the muzzle of the car or the car in front. An extended field of view helps you observe and anticipate the maneuvers of other road users, but also provides more response time in the event of an emergency.
KEEP CALM
Angry driving is a danger to all drivers. Even if you are normally a calm and reasonable person, it can be tempting to engage in aggressive driving behavior when you are near a driver who is driving worse. The best thing to do if the traffic participant near you is inexperienced or drives worse, is to keep more space between cars. Do not give in to the temptation to react angrily or try to teach him a lesson. Emotional reactions can affect you negatively and the end result can be an accident or a fine. Remember that such an episode is not worth it if it ends up causing an accident with material damage or even casualties.
3 SECOND RULE: KEEP THE DISTANCE
The easiest way to keep a safe distance when driving at high speeds is to usually use 3 seconds. In other words, keep a distance between cars that takes 3 full seconds to travel at the speed you are driving. In adverse weather conditions, such as rain or strong wind, increase this distance to 4 seconds, and if the road is frozen, a suitable distance to avoid hazards would be 10 seconds. The 3-second rule gives you reaction time to avoid accidents and is perfect for staying safe on the road. Never stay too close to the drivers in front of you, as it is very possible to cause an accident that can have serious consequences.
BREAKING
In real life, left-footed braking is pointless. The brake pedal is more sensitive for street cars, which is why it is recommended to operate them gently and progressively. This also helps to meet a low-adhesion surface and prevents potential slipping.
Always use the Headlights
Even drivers with impeccable driving behavior can cause accidents if they are unable to see another car clearly. The more visible the car, the safer it is on the road. You can increase your chances of being seen by using the headlights properly, such as on rainy days or when it is cloudy. When driving at night, make sure that they are in a proper position so that they do not blind the driver in the opposite direction. Do not stay in the blind spot of other vehicles. Keep in mind that large vehicles, such as trucks or buses, have an extremely high dead center, so it is recommended that you avoid traveling as close to them as possible.
AVOID DANGERS: ACCIDENTS AND DRIVING DEFICIENCIES
It may seem obvious that alcohol or drug use affect your ability to drive safely and can cause accidents. But there are several things that can affect our ability to drive. However, many people do not take many prescribed medications that can cause drowsiness or reduce reflexes (in these cases it is good to read
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oercommons
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2025-03-18T00:34:24.728370
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06/03/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/81668/overview",
"title": "Fundamental Principles of Defensive Driving",
"author": "John Colston"
}
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https://oercommons.org/courseware/lesson/94111/overview
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What's Your Name?
Overview
Speech and language
Speech and Language
ACTIVITY OBJECTIVE: replay the basic questions
ACTIVITY DESCRIPTION:
Sit down with the child in an isolated environment. Make sure you have something to reward your child with, such as a favorite toy, favorite food, or a hug and a tickle if the child likes that.
Ask your child, “What's your name?” Then answer by playfully, slowly, and immediately saying their name back. Like this:
“What’s your name? Laaaaaaaureeeeen!”
“What’s your name? Heeeeenrryyyyy!”
Wait until your child is looking away from you and say his name. If he looks at you, reward him with whatever you’ve chosen. If he doesn’t look at you, say his name again louder and make some sort of commotion like waving or tapping the table. Keep doing this until he looks over at you and say his name
Repeat this little game throughout the day, so they get lots of practice with it.
Slowing down their name a bit will help make it easier for your child to say. And, by repeating this game and saying “What’s your name?”, Over time, after playing this game A LOT, you can probably just ask, “What’s your name?” If he’s echolalic all the time, (he repeats verbatim without answering), instead of “Your name is..” say it just as he should, “My name is ____” so he doesn’t mix up “your/my” as he begins to answer the question. Hope that helps!!
Your child will eventually be able to anticipate what comes next: their name! Overtime, they’ll be able to participate, by saying their name on their own.
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oercommons
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2025-03-18T00:34:24.741453
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06/19/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94111/overview",
"title": "What's Your Name?",
"author": "CIPPO Egypt"
}
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https://oercommons.org/courseware/lesson/69613/overview
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Education Standards
Creating Tangrams Worksheet
Figures from Amusements in Mathematics Worksheet
Grandfather Tang'a Story Video
POWER Library
Rubric for Student Reflection
Shapes Worksheet
Shape Worksheet Answers
Tangram Game Pieces in Color Worksheet
Tangram Graphing Chart Worksheet
Tangram Puzzle Pieces in Black and White Worksheet
Tangram Fun
Overview
Students learn about the history of tangrams. They will learn about each piece in the tangram puzzle and analyze the shapes to complete geometric puzzles and mathematics problems.
Lesson Objectives
Students will be able to:
- Explain the history of the tangram.
- Create their own set of tangram pieces.
- Identify the shapes and measurements of the tangram pieces.
- Complete various mathematical problems using the tangram pieces.
- Construct various shapes using the tangram pieces.
- Use critical thinking to create various animals, shapes, and letters using the tangram pieces.
Warm Up / Introduction
Instructors Notes:
The tangram is believed to have been invented in China thousands of years ago. There are several myths and stories about how they were created. Student's will watch A Sage's Journey to learn about one of those myths/stories. As they watch the video, have the students record the items that are created using the tangram puzzle pieces.
Attached is another video called Grandfather Tang's Story which can also be used. This video was created by the ower to introduce the concept to middle school students.
Additional Resources:
- Grandfather Tang's Story by Ann Tompert
- Three Pigs, One Wolf, and Seven Magix Shapes by Grace Maccarone
- The Warlord's Puzzle by Virginia Walton Pilegard
- The Happy Square Tangram Story by Mrs. Cote's First Grade Math Students
This activity can also be linked to English Language Arts by using additional books you may already have in your library.
The tangram is believed to have been invented in China thousands of years ago. There are several myths and stories about how they were created.
Activity Directions:
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Research / Explore Activity
Instructors Notes:
Students will use POWER Library resources to investigate additional information on what tangrams puzzles are, how they are created, and what types of things can be built with them. They will then use this knowledge to draw their own game pieces and provide instructions on how someone can create their own. They will also use the game pieces to anwer some mathematical questions.
You may want to include a vocabulary lesson for the students so they can learn all the terms if they do not already know them.
Resources in POWER Library that can be used for this activity includes:
- POWER Library E-Books (EBSCO)
- Geometry and Trigonometry ebook
- Geometry: Tutorial and Practical Problems
- Master Math: Trigonometry Including Everything From Trigonometric Functions, Equations, Triangle, and Graphs to Identities, Coordinate Systems, and Complex Numbers
- POWER Library - Gale In Context: Elementary
- POWER Library - Gale OneFile: High School
- POWER Library - Gale In Context: Middle School
- POWER Library Gale E-Books
- Real-Life Math
- POWER Library Science Reference Center
Assessment: As an assessment, have the students show you their parallelogram, square, and shapes made from two (2) congruent shapes so you know they can create them.
Extended Activity: Using the photographs in AP Newsroom and the other POWER Library resources, have the students locate photographs that include the tangram shapes (triangles, squares, etc.). They should be able to describe what shape they located and where they discovered it.
Websites that provide an online tangram game:
Activity Directions:
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Reinforcement / Creation Activity
Instructors Notes:
Students will use their tangram pieces to try to complete shapes and figures using the attached worksheets. They will then be taxed with creating and naming their own creations using the 7 pieces of the tangram puzzle.
Answers to the shapes worksheet are also included as a handout.
Resources in POWER Library that can be used for this activity includes:
- POWER Library - Gale In Context: Elementary
- POWER Library - Gale OneFile: High School
- POWER Library - Gale In Context: Middle School
- POWER Library Science Reference Center
Assessment: An assessment can be completed based on the students ability to to create an original tangram figure.
Activity Directions:
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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 use this lesson.
Directions:
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oercommons
|
2025-03-18T00:34:24.805232
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Lynn Ann Wiscount
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69613/overview",
"title": "Tangram Fun",
"author": "Lesson Plan"
}
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https://oercommons.org/courseware/lesson/92536/overview
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Simon Says (Feelings version)
Overview
Expressing needs is linked to identifying and expressing feelings. The activity's objective is to enable children to express feelings first and foremost to be able to identify and express their needs.
Expressing needs and wants
This twist on a classic activity encourages you, or a teacher, to ask your children to perform feelings and then ask them what makes them feel this particular way. For example, if Simon feels sad, you can ask children to act sad, and then ask that they tell you a time they felt sad and what they think they needed at that moment.
Notes:
- You can use flashcards to let them see how each feeling looks if they are still confused about it.
- It is better if the teacher can start by sharing her/his moment and say what she/he needed at that moment to set a clear example to the students.
- The children can draw their needs after saying it.
Activity Materials
| About 5 to 7 | Feelings flashcards |
| Depends on the no. of students | Pencils/Erasers |
| Depends on the no. of students | Colors |
| Depends on the no. of students | Blank drawing paper sheets |
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oercommons
|
2025-03-18T00:34:24.820309
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Activity/Lab
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92536/overview",
"title": "Simon Says (Feelings version)",
"author": "Special Education"
}
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https://oercommons.org/courseware/lesson/55599/overview
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Education Standards
Debate and discussion PDF
Debate and discussion
Overview
This lesson plan helps the learners to debate and discuss with each other.
Questions, questions
Unit learning objectives
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About this unit
Prior knowledge
Your teacher will expect you to:
- know the difference between a question and a statement
- be able to write questions correctly and select appropriate vocabulary
- know what a questionnaire is and understand its purpose
- understand how poetry is different from other text types
- recognise common features of poetry such as line length, rhyme, rhythm and language patterning.
Activity 1 Questions, questions |
About this activity In this activity you will work collaboratively to compose questions accurately as speakers, using standard English. You will analyse, in depth and detail, a range of questions and how these are used and adapted for different purposes and effects. |
Think!
Do all questions have answers?
If a question has an answer, is it always either correct or incorrect? Do all questioners expect an answer when they ask a question?
Questions in conversations
A speaker can use a statement as if it’s a question: You live in the centre of Riyadh? Sometimes we use a question to reply to a question. What do you think about the news from Jeddah? What do you mean? |
Our own conversations are not always neatly made up of questions and answers.
With a partner, try to have a meaningful conversation using only questions. Take turns to speak and see how many turns you can take before the conversation comes to an end.
Conversation starters
- Why were you so late for school today?
- What did you do during the school holidays?
- Have you ever been to Medina?
Twenty questions
Play the game 20 questions with your teacher. Can you ask the right questions to identify the person your teacher is thinking of?
When it’s your turn to think of a person, who are you going to think of? Perhaps it could be someone who:
- is seen on television
- plays a sport
- is well known
- invented something important
- is a character in a famous book or play
- was a writer, philosopher, architect or other well-known person who lived in the past.
Student interviews
The aim of a question is not always simply to get an answer. Questions are also useful tools to change the direction of a conversation or to encourage another speaker.
Examples of questions being used for both these purposes can be found in interviews.
How many different kinds of ‘interview situations’ can you think of?
What kind of questioning skills does a good ‘interviewer’ need and why?
8
Conducting an interview
Work with two other students to conduct your own interview. Decide which of you will be interviewed (the interviewee), who will be the interviewer and who will be the observer. You also need to decide what the topic will be and what kind of interview situation this will be.
Student A interviewee Student B interviewer Student C observer
This way of working is called ‘a triad’. A group of three is known as ‘a triad’.
You will have five minutes for the interview. Your teacher will explain the role that each member of your triad take.
After the interview
Student C, the observer, should tell the rest of the group what they have observed.
- Were some questions better than others at encouraging the interviewee to talk?
- Which questions were most effective? Which questions received short or incomplete answers?
- Did the interviewer say anything during the interview that was not a question? How did it affect the interview?
As a group, share your findings from the triad activity with the rest of the class.
Learning from other interviewers
Your teacher will arrange for you and a partner to view two short videos of interviews.
A young student interviews Shivani Mair, presenter of a well-known UK children’s television programme called Blue Peter.
1 minute 55 seconds
An interview with Leman Ozkan, who represented Northern Cyprus at the World Travel Market in London, 2007.
4 minutes 31 seconds
Watch both the videos all the way through, then discuss your first responses to them.
9
View the videos once more, watching more carefully to compare the contributions that each interviewer made.
- How were questions used?
- What else did the interviewers do, apart from simply ask questions?
- What can you learn from these videos that might help you improve your own interview techniques?
As homework, you will need to prepare to interview a visitor to the school (your teacher will tell you who this is going to be). Can you plan to use techniques you saw in the videos of interviews?
Activity 2 Ask me a question |
About this activity In this activity you will explore the way texts are structured to create meaning. You will apply knowledge of vocabulary fluently and accurately to answer questions. |
Visitor interview
Your teacher has invited a visitor to the school for your class to interview. You will be able to ask the visitor one or more of the interview questions you planned as homework.
Listen carefully as other students interview the visitor to make sure that you don’t repeat the same questions when you take your turn. You might decide to change your questions once the interview is taking place.
When the visitor has left, think about what you have learned about asking questions in an interview situation.
- Which questions are most likely to encourage an interviewee to talk – open questions or closed questions?
- In what way can closed questions be effective during an interview?
Contractions
Why do we use contractions when we are speaking?
Are there situations when a speaker might deliberately avoid using a contraction, and use the full form of the words instead?
On the following page are the answers to some questions. Can you think of a possible question for each answer? Use a contraction in each question.
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Answer 1: I’ve stopped writing because my hand hurts. Answer 2: They’re leaving because they’re angry. Answer 3: The best time to call me is about 5pm. Answer 4: Nothing’s the matter. |
Think!
Do you use contractions when you are writing in English or only when you are talking? Which contractions usually feature only in spoken language?
Fill in the gaps
Read this text all the way through to yourself.
- Look! Can you see that?
- Where?
A Over there, in the corner.
B
- I think you’re right. It definitely looks like one.
- Is it dead?
A
B Are you sure?
A Yes. Look, its tail is moving.
B
- That’s a good idea.
- Go on then. I’ll stay here.
A
B What makes you think I’m scared?
A B
A Because I just don’t like rats.
11
Now work with a partner and read the text aloud together. One of you should read as A and the other should read as B.
When you come to a gap, make up your own words to fill the hole in the conversation. Try to keep going!
Activity 3 Any questions? |
About this activity In this activity you will plan and draft the content of a questionnaire, framing questions carefully to collect required data . You will demonstrate precision and accuracy of language in your questions and in writing about your main findings. |
Planning a questionnaire
When questions and answers are written rather than spoken they can convey different information. Through this activity you will find out what kinds of questions and what kinds of answers give you the information you want.
A good way to help you compile your questionnaire is to ask yourself the following questions:
- What kind of information do you want to find out?
- Which questions will have answers that provide this information?
- Plan the questions you will include and the way you will order and organise them on the questionnaire.
- What other methods can you use, apart from asking questions, to collect the information you want?
Don’t forget that the data you collect will need to be analysed.
Designing a questionnaire
What resources are available that could help you create your questionnaire, as well as analyse the data more quickly and easily?
Review your planned questions and revise them to ensure that the answers they result in will be suitable for digital interrogation and analysis.
If you intend to merge the data you store in a database with those from another student, which aspects of your questionnaires will you need to check for consistency?
12
What are the findings?
Decide how your questionnaire will be circulated.
You are responsible for collecting the completed questionnaires. You should analyse the data you’ve collected and decide what the main findings are from your available evidence.
Decide on the best method of presenting this information in the simplest way. Your teacher will tell you when and how you will be sharing your findings.
Activity 4 Readers reflect |
About this activity In this activity you will comment on writers’ techniques using textual evidence and develop a personal response to the poems. |
Question poems
Poets can use questions to have a deliberate effect on their readers.
Some poems are like a list of questions. Other poems are questions and answers. Sometimes the title is a question and the poem gives an answer.
Listen to each poem your teacher reads to you. What is the poem about? Did you enjoy it?
Some opposites
The opposite of doughnut? Wait A minute while I meditate.
This isn’t easy. Ah, I’ve found it! A cookie with a hole around it. What is the opposite of two?
A lonely me, a lonely you.
The opposite of a cloud could be
A white reflection in the sea,
Or a huge blueness in the air Caused by a cloud’s not being there. The opposite of opposite?
That’s much too difficult. I quit.
Richard Wilbur
13
Instructions for growing poetry Shut your eyes. Open your mind. Look inside. What do you find? |
Something funny? Something sad?
Something beautiful, mysterious, mad?
Open your ears. Listen well.
A word or a phrase begins to swell?
Catch its rhythm. Hold its sound. Gently, slowly roll it round.
Does it please you? Does it tease you?
Does it ask
to grow and spread? Now those little words are sprouting poetry
inside your head.
Tony Mitton
14
Different types of questions in poetry
In this activity you will listen to and read examples of more poems that use questions in different ways. For example, you might hear questions and answers, lists of questions, or a ‘question title’ with a poem that gives an answer.
In each case, think about what the poem is about and whether you like it. Where are the questions? Does the poem give answers?
Nature poem Skylark, what prompts your silver song To fountain up and down the sky? |
Beetles roast With fleas on toast And earthworm pie |
Adrian Mitchell |
Where go the boats? Dark brown is the river, Golden is the sand. It flows along for ever, With trees on either hand. |
Green leaves a-floating, Castle of the foam, Boats of mine a-boating – Where will all come home? |
On goes the river And out past the mill, Away down the valley, Away down the hill. |
Away down the river, A hundred miles or more, Other little children Shall bring my boats ashore. |
Robert Louis Stevenson |
15
Personal responses
Read a poem aloud to a friend. Discuss your personal responses to the poem.
- What is the poem about?
- Why are questions used in the text? How do they make you feel?
- What do you notice about the structure of the poem?
- Whose voice is speaking to the reader in this poem?
- Who is being asked the question(s)?
What are heavy? What are heavy? Sea-sand and sorrow; What are brief? Today and tomorrow; What are frail? Spring blossoms and youth; What are deep? The ocean and truth. |
Christina Rossetti |
16
Has anyone seen my chameleon? Has anyone seen my chameleon this morning? He has to be hiding somewhere. He asked me if we could play hide-and-go-seek, and then disappeared into thin air. |
I’ve looked high and low in the yard and the house and it seems like he’s nowhere around.
He’s probably hiding right out in the open but doesn’t yet want to be found.
I’m guessing he looks like a leaf on a bush or the back of a sofa or chair.
He could be disguised as a book or a bagel. Regardless, I don’t think it’s fair.
If you come across my chameleon, please tell him I give up. He beat me today.
He’s clearly the champion at hiding so, next time, it’s my turn to pick what we play.
Kenn Nesbitt
17
Activity 5 and 6 Poets at work |
About this activity In these two activities you will Write poems independently making confident language choices for deliberate effect. You will perform poems so that they engage the audience. |
Presentation poems Choose your own poem that uses a question or questions. Think about who asks the questions. If there are answers, whose voice is answering? Plan how to present your chosen poem using more than one voice. How many voices are needed to present the poem effectively? How will you share out the lines between the readers? |
18
Writing poetry
Poets make decisions all the time as they write. Here are some of the questions they ask themselves:
- Which word should I choose next?
- How long should this line be? Do I need a rhyme?
- How shall I begin this line?
- How can I make the rhythm sound like... ?
Watch your teacher showing you one approach to writing the first few lines of a poem. You are going to make decisions like these when you write your own question poem, so watch and listen carefully.
Inspiration for poems
For this activity you are going to write your own question poem.
Remember to use some of the strategies your teacher demonstrated. Think carefully about the choices you are making as you write each word and each line.
Change things as you go along, if you want to. For example, you might decide to:
- use one line for each answer to a question
- write short lines with a simple rhythm
- choose words that work best rather than searching for words that rhyme
- try out first ideas by writing them in any way then go back to each line and change words
- read aloud to check the way each line sounds
- think carefully about the important words to get them just right. Change words as many times as you need to.
19
Example 1
Write a poem that is a list of questions. Use the very end of the poem to give an answer.
Who is small and grey and furry?
Who chews the wires in the roof at night? Who squeaks like a broken toy?
MOUSE
Example 2
Life is full of questions
Q How....................................................................?
Q Why.....................................................................?
Q Where................................................................?
Q When..................................................................?
Q Who....................................................................?
A I don’t know! I don’t know!
Example 3
What does an ant do on its day off? It …
… sleeps till lunch time
… reads a book
…
…
…
…
…
…
…
… turns out the light and goes to bed.
20
Write your own poem Goodish ideas?
What’s reddish? What’s reddish? – a radish, a fox with his long brush, a tin of floor polish, the sky when the clouds blush. |
Sue Cowling |
Read the following poem, which takes the form of a question and a list of answers.
- What does ‘reddish’ mean?
- Why is this word important to the meaning of the whole poem?
- Play around with words and word meanings to create your own new words using the suffix –ish, for example greenish, brownish, happyish, funnyish.
Write your own poem using this as a model or a starting point, and play with words in the same way.
Opinions and emotions
The most effective poetry often grows from strong opinions and emotions.
Choose a topic that you feel strongly about and write your own poem using a challenging question or series of questions.
Sharing your work
To find out if your poem will have an impact on an audience, read it aloud or ask other students to read it to themselves. Be creative with your presentation.
Did any of your friends choose the same themes?
21
Unit learning objectives
|
About this unit
Prior knowledge
Your teacher will expect you to:
- know the difference between a question and a statement
- be able to write questions correctly and select appropriate vocabulary
- know what a questionnaire is and understand its purpose
- understand how poetry is different from other text types
- recognise common features of poetry such as line length, rhyme, rhythm and language patterning.
Activity 1 Questions, questions |
About this activity In this activity you will work collaboratively to compose questions accurately as speakers, using standard English. You will analyse, in depth and detail, a range of questions and how these are used and adapted for different purposes and effects. |
Think!
Do all questions have answers?
If a question has an answer, is it always either correct or incorrect? Do all questioners expect an answer when they ask a question?
Questions in conversations
A speaker can use a statement as if it’s a question: You live in the centre of Riyadh? Sometimes we use a question to reply to a question. What do you think about the news from Jeddah? What do you mean? |
Our own conversations are not always neatly made up of questions and answers.
With a partner, try to have a meaningful conversation using only questions. Take turns to speak and see how many turns you can take before the conversation comes to an end.
Conversation starters
- Why were you so late for school today?
- What did you do during the school holidays?
- Have you ever been to Medina?
Twenty questions
Play the game 20 questions with your teacher. Can you ask the right questions to identify the person your teacher is thinking of?
When it’s your turn to think of a person, who are you going to think of? Perhaps it could be someone who:
- is seen on television
- plays a sport
- is well known
- invented something important
- is a character in a famous book or play
- was a writer, philosopher, architect or other well-known person who lived in the past.
Student interviews
The aim of a question is not always simply to get an answer. Questions are also useful tools to change the direction of a conversation or to encourage another speaker.
Examples of questions being used for both these purposes can be found in interviews.
How many different kinds of ‘interview situations’ can you think of?
What kind of questioning skills does a good ‘interviewer’ need and why?
8
Conducting an interview
Work with two other students to conduct your own interview. Decide which of you will be interviewed (the interviewee), who will be the interviewer and who will be the observer. You also need to decide what the topic will be and what kind of interview situation this will be.
Student A interviewee Student B interviewer Student C observer
This way of working is called ‘a triad’. A group of three is known as ‘a triad’.
You will have five minutes for the interview. Your teacher will explain the role that each member of your triad take.
After the interview
Student C, the observer, should tell the rest of the group what they have observed.
- Were some questions better than others at encouraging the interviewee to talk?
- Which questions were most effective? Which questions received short or incomplete answers?
- Did the interviewer say anything during the interview that was not a question? How did it affect the interview?
As a group, share your findings from the triad activity with the rest of the class.
Learning from other interviewers
Your teacher will arrange for you and a partner to view two short videos of interviews.
A young student interviews Shivani Mair, presenter of a well-known UK children’s television programme called Blue Peter.
1 minute 55 seconds
An interview with Leman Ozkan, who represented Northern Cyprus at the World Travel Market in London, 2007.
4 minutes 31 seconds
Watch both the videos all the way through, then discuss your first responses to them.
9
View the videos once more, watching more carefully to compare the contributions that each interviewer made.
- How were questions used?
- What else did the interviewers do, apart from simply ask questions?
- What can you learn from these videos that might help you improve your own interview techniques?
As homework, you will need to prepare to interview a visitor to the school (your teacher will tell you who this is going to be). Can you plan to use techniques you saw in the videos of interviews?
Activity 2 Ask me a question |
About this activity In this activity you will explore the way texts are structured to create meaning. You will apply knowledge of vocabulary fluently and accurately to answer questions. |
Visitor interview
Your teacher has invited a visitor to the school for your class to interview. You will be able to ask the visitor one or more of the interview questions you planned as homework.
Listen carefully as other students interview the visitor to make sure that you don’t repeat the same questions when you take your turn. You might decide to change your questions once the interview is taking place.
When the visitor has left, think about what you have learned about asking questions in an interview situation.
- Which questions are most likely to encourage an interviewee to talk – open questions or closed questions?
- In what way can closed questions be effective during an interview?
Contractions
Why do we use contractions when we are speaking?
Are there situations when a speaker might deliberately avoid using a contraction, and use the full form of the words instead?
On the following page are the answers to some questions. Can you think of a possible question for each answer? Use a contraction in each question.
10
Answer 1: I’ve stopped writing because my hand hurts. Answer 2: They’re leaving because they’re angry. Answer 3: The best time to call me is about 5pm. Answer 4: Nothing’s the matter. |
Think!
Do you use contractions when you are writing in English or only when you are talking? Which contractions usually feature only in spoken language?
Fill in the gaps
Read this text all the way through to yourself.
- Look! Can you see that?
- Where?
A Over there, in the corner.
B
- I think you’re right. It definitely looks like one.
- Is it dead?
A
B Are you sure?
A Yes. Look, its tail is moving.
B
- That’s a good idea.
- Go on then. I’ll stay here.
A
B What makes you think I’m scared?
A B
A Because I just don’t like rats.
11
Now work with a partner and read the text aloud together. One of you should read as A and the other should read as B.
When you come to a gap, make up your own words to fill the hole in the conversation. Try to keep going!
Activity 3 Any questions? |
About this activity In this activity you will plan and draft the content of a questionnaire, framing questions carefully to collect required data . You will demonstrate precision and accuracy of language in your questions and in writing about your main findings. |
Planning a questionnaire
When questions and answers are written rather than spoken they can convey different information. Through this activity you will find out what kinds of questions and what kinds of answers give you the information you want.
A good way to help you compile your questionnaire is to ask yourself the following questions:
- What kind of information do you want to find out?
- Which questions will have answers that provide this information?
- Plan the questions you will include and the way you will order and organise them on the questionnaire.
- What other methods can you use, apart from asking questions, to collect the information you want?
Don’t forget that the data you collect will need to be analysed.
Designing a questionnaire
What resources are available that could help you create your questionnaire, as well as analyse the data more quickly and easily?
Review your planned questions and revise them to ensure that the answers they result in will be suitable for digital interrogation and analysis.
If you intend to merge the data you store in a database with those from another student, which aspects of your questionnaires will you need to check for consistency?
12
What are the findings?
Decide how your questionnaire will be circulated.
You are responsible for collecting the completed questionnaires. You should analyse the data you’ve collected and decide what the main findings are from your available evidence.
Decide on the best method of presenting this information in the simplest way. Your teacher will tell you when and how you will be sharing your findings.
Activity 4 Readers reflect |
About this activity In this activity you will comment on writers’ techniques using textual evidence and develop a personal response to the poems. |
Question poems
Poets can use questions to have a deliberate effect on their readers.
Some poems are like a list of questions. Other poems are questions and answers. Sometimes the title is a question and the poem gives an answer.
Listen to each poem your teacher reads to you. What is the poem about? Did you enjoy it?
Some opposites
The opposite of doughnut? Wait A minute while I meditate.
This isn’t easy. Ah, I’ve found it! A cookie with a hole around it. What is the opposite of two?
A lonely me, a lonely you.
The opposite of a cloud could be
A white reflection in the sea,
Or a huge blueness in the air Caused by a cloud’s not being there. The opposite of opposite?
That’s much too difficult. I quit.
Richard Wilbur
13
Instructions for growing poetry Shut your eyes. Open your mind. Look inside. What do you find? |
Something funny? Something sad?
Something beautiful, mysterious, mad?
Open your ears. Listen well.
A word or a phrase begins to swell?
Catch its rhythm. Hold its sound. Gently, slowly roll it round.
Does it please you? Does it tease you?
Does it ask
to grow and spread? Now those little words are sprouting poetry
inside your head.
Tony Mitton
14
Different types of questions in poetry
In this activity you will listen to and read examples of more poems that use questions in different ways. For example, you might hear questions and answers, lists of questions, or a ‘question title’ with a poem that gives an answer.
In each case, think about what the poem is about and whether you like it. Where are the questions? Does the poem give answers?
Nature poem Skylark, what prompts your silver song To fountain up and down the sky? |
Beetles roast With fleas on toast And earthworm pie |
Adrian Mitchell |
Where go the boats? Dark brown is the river, Golden is the sand. It flows along for ever, With trees on either hand. |
Green leaves a-floating, Castle of the foam, Boats of mine a-boating – Where will all come home? |
On goes the river And out past the mill, Away down the valley, Away down the hill. |
Away down the river, A hundred miles or more, Other little children Shall bring my boats ashore. |
Robert Louis Stevenson |
15
Personal responses
Read a poem aloud to a friend. Discuss your personal responses to the poem.
- What is the poem about?
- Why are questions used in the text? How do they make you feel?
- What do you notice about the structure of the poem?
- Whose voice is speaking to the reader in this poem?
- Who is being asked the question(s)?
What are heavy? What are heavy? Sea-sand and sorrow; What are brief? Today and tomorrow; What are frail? Spring blossoms and youth; What are deep? The ocean and truth. |
Christina Rossetti |
16
Has anyone seen my chameleon? Has anyone seen my chameleon this morning? He has to be hiding somewhere. He asked me if we could play hide-and-go-seek, and then disappeared into thin air. |
I’ve looked high and low in the yard and the house and it seems like he’s nowhere around.
He’s probably hiding right out in the open but doesn’t yet want to be found.
I’m guessing he looks like a leaf on a bush or the back of a sofa or chair.
He could be disguised as a book or a bagel. Regardless, I don’t think it’s fair.
If you come across my chameleon, please tell him I give up. He beat me today.
He’s clearly the champion at hiding so, next time, it’s my turn to pick what we play.
Kenn Nesbitt
17
Activity 5 and 6 Poets at work |
About this activity In these two activities you will Write poems independently making confident language choices for deliberate effect. You will perform poems so that they engage the audience. |
Presentation poems Choose your own poem that uses a question or questions. Think about who asks the questions. If there are answers, whose voice is answering? Plan how to present your chosen poem using more than one voice. How many voices are needed to present the poem effectively? How will you share out the lines between the readers? |
18
Writing poetry
Poets make decisions all the time as they write. Here are some of the questions they ask themselves:
- Which word should I choose next?
- How long should this line be? Do I need a rhyme?
- How shall I begin this line?
- How can I make the rhythm sound like... ?
Watch your teacher showing you one approach to writing the first few lines of a poem. You are going to make decisions like these when you write your own question poem, so watch and listen carefully.
Inspiration for poems
For this activity you are going to write your own question poem.
Remember to use some of the strategies your teacher demonstrated. Think carefully about the choices you are making as you write each word and each line.
Change things as you go along, if you want to. For example, you might decide to:
- use one line for each answer to a question
- write short lines with a simple rhythm
- choose words that work best rather than searching for words that rhyme
- try out first ideas by writing them in any way then go back to each line and change words
- read aloud to check the way each line sounds
- think carefully about the important words to get them just right. Change words as many times as you need to.
19
Example 1
Write a poem that is a list of questions. Use the very end of the poem to give an answer.
Who is small and grey and furry?
Who chews the wires in the roof at night? Who squeaks like a broken toy?
MOUSE
Example 2
Life is full of questions
Q How....................................................................?
Q Why.....................................................................?
Q Where................................................................?
Q When..................................................................?
Q Who....................................................................?
A I don’t know! I don’t know!
Example 3
What does an ant do on its day off? It …
… sleeps till lunch time
… reads a book
…
…
…
…
…
…
…
… turns out the light and goes to bed.
20
Write your own poem Goodish ideas?
What’s reddish? What’s reddish? – a radish, a fox with his long brush, a tin of floor polish, the sky when the clouds blush. |
Sue Cowling |
Read the following poem, which takes the form of a question and a list of answers.
- What does ‘reddish’ mean?
- Why is this word important to the meaning of the whole poem?
- Play around with words and word meanings to create your own new words using the suffix –ish, for example greenish, brownish, happyish, funnyish.
Write your own poem using this as a model or a starting point, and play with words in the same way.
Opinions and emotions
The most effective poetry often grows from strong opinions and emotions.
Choose a topic that you feel strongly about and write your own poem using a challenging question or series of questions.
Sharing your work
To find out if your poem will have an impact on an audience, read it aloud or ask other students to read it to themselves. Be creative with your presentation.
Did any of your friends choose the same themes?
|
oercommons
|
2025-03-18T00:34:25.131381
|
06/22/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/55599/overview",
"title": "Debate and discussion",
"author": "Mahmoud Kotob"
}
|
https://oercommons.org/courseware/lesson/75357/overview
|
CMC Activity about Gender/Discrimination
Overview
This is an active and creative lesson, involving research, collaboration and digital skills. Students will connect with students from other school by Computer Mediated Communication and will share information about Gender/Discrimination.
Computer Mediated Communication about Gender/Discrimination
This is an active and creative lesson, involving research, collaboration and digital skills. Students will connect with students from other school by Computer Mediated Communication and will share information about Gender/Discrimination.
|
oercommons
|
2025-03-18T00:34:25.150251
|
Languages
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75357/overview",
"title": "CMC Activity about Gender/Discrimination",
"author": "Information Science"
}
|
https://oercommons.org/courseware/lesson/74952/overview
|
Example Lesson: Using Algebra to Graph COVID-19 Trends
Overview
Example lesson for Case 2 "Responding to COVID-19" from Don Rogers, Math teacher at Vancouver iTech Preparatory in the Vancouver School District.
This lesson asks students to research COVID-19 data and then use exponential functions to understand COVID-19 growth rates and create graphs of their data.
Example Lesson: Using Algebra to Graph COVID-19 Trends
Example lesson for Case 2 "Responding to COVID-19" from Don Rogers, Math teacher at Vancouver iTech Preparatory in the Vancouver School District.
This lesson asks students to research COVID-19 data and then use exponential functions to understand COVID-19 growth rates and create graphs of their data.
|
oercommons
|
2025-03-18T00:34:25.166799
|
11/20/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74952/overview",
"title": "Example Lesson: Using Algebra to Graph COVID-19 Trends",
"author": "Julia Reed"
}
|
https://oercommons.org/courseware/lesson/90771/overview
|
Reading - Family Routine - Off2Class ESL Lesson Plan
Overview
Family Routine - This lesson plan talks about daily routines using the present tense. This lesson introduces some phrasal verbs and encourages students to use vocabulary related to time. I especially love this activity for my beginner students.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
This lesson plan talks about daily routines using the present tense. This lesson introduces some phrasal verbs and encourages students to use vocabulary related to time. I especially love this activity for my beginner students.
Download the lesson plan here: https://www.off2class.com/lesson-plan-downloads/how-to-teach-reading-to-esl-students/
|
oercommons
|
2025-03-18T00:34:25.185872
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90771/overview",
"title": "Reading - Family Routine - Off2Class ESL Lesson Plan",
"author": "Reading Foundation Skills"
}
|
https://oercommons.org/courseware/lesson/72607/overview
|
WY.SCI.HS.LS4.1
Wyoming Science Content and Performance Standards
Grades 9-12
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
WY.SCI.HS.LS4.2
Wyoming Science Content and Performance Standards
Grades 9-12
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Construct an explanation based on evidence that the process of evolution primarily result s from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
WY.SCI.HS.LS4.4
Wyoming Science Content and Performance Standards
Grades 9-12
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
WY.SCI.HS.LS4.5
Wyoming Science Content and Performance Standards
Grades 9-12
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Science Domain: Life Sciences
Topic: Natural Selection and Evolution
Standard: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.]
Science Domain: Life Sciences
Topic: Natural Selection and Evolution
Standard: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]
Science Domain: Life Sciences
Topic: Natural Selection and Evolution
Standard: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]
Science Domain: Life Sciences
Topic: Natural Selection and Evolution
Standard: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]
|
oercommons
|
2025-03-18T00:34:25.206474
|
Module
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72607/overview",
"title": "Evolution Module",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/84529/overview
|
Personal Finance - Checking
Overview
Lesson for the beginning stages of a personal finance class.
Checking
Daily Plan | Instructor: | Mr. Armstrong | ||
| Course: | Personal Finance | |||
| Unit Title: | Checking | |||
| Lesson Plan: | The Essential Checking Account | |||
| Estimated Time: | 75 min | |||
| Materials, Supplies, Equipment, References, and Other Resources: | ||||
| CTE Standards: | ||||
| Essential Question(s): |
| |||
| Objectives:1.Explain what a checking account is used for and why it is important to have one2.Understand the variety of ways they can deposit and withdraw funds from their checking account3.Describe the consequences of not being in the banking system4Understand various options for payment (cash, check, debit, person-to-person, prepaid card) and determine when to use each type. |
| Interest Approach/Set (Preflection) | Estimated Time: | 5 min |
Discussion Prompts: Discuss the following questions with your classmates or a partner.
|
| Learning Activity 1 | Estimated Time: | 10-15 min | |
| Instructor Directions / Materials | Brief Content Outline | ||
| Why should we use a bank account?watch this video: https://www.youtube.com/watch?v=uPZXBln82pAthen read through this article: https://www.netcredit.com/blog/5-reasons-why-you-need-a-checking-account/After watching video and reading article answer the questions in class discussion |
|
| Learning Activity 2 | Estimated Time: | 8-10 min | |
| Instructor Directions / Materials | Brief Content Outline | ||
| Spent: Looking for ChangeAfter the discussion on the first activity students may wonder what some of the disadvantages of not having a checking account are. Watch this short segment (9:08-12:47) of the longer documentary. https://www.youtube.com/watch?t=9m8s&v=YAxL4TB6pmQ&feature=youtu.beDiscuss the question with class. | What are some of the disadvantages of being locked out of, or choosing not to belong to, the traditional banking system? |
| Learning Activity 3 | Estimated Time: | 10-15 | |||||
| Instructor Directions / Materials | Brief Content Outline | ||||||
| Watch the video Prepaid Cardshttps://www.youtube.com/watch?v=U3DX0z-03l8 Then, read the article in to complete the chart and question. You may also want to think back to Justin’s experience in the earlier video, Spent, as you answerhttps://www.creditcards.com/credit-card-news/help/9-things-you-need-to-know-about-prepaid-cards-6000/ |
|
| Summary (Reflection) | Estimated Time: | 2 min |
| Why is it important to have a checking account?What are the differences/similarities between a prepaid card and debit card? |
| Evaluation |
|
oercommons
|
2025-03-18T00:34:25.225701
|
08/05/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84529/overview",
"title": "Personal Finance - Checking",
"author": "Caleb Armstrong"
}
|
https://oercommons.org/courseware/lesson/112178/overview
|
World History Course Pacing Guide
Overview
This resources is a 36-week pacing guide for a course in world history. It separates subjects/topics into four nine-week sections. Course topics include Islamic, African, and Mesoamerican Civilizations; imperialism and revolutions; and conflicts in the 20th century.
Attachments
The attachment for this resource is a sample pacing guide and syllabus for a 36-week world history course.
About This Resource
The sample course syllabus here was submitted by a participant in a one-day workshop entitled “Teaching Indigenous History as World History” for world history teachers hosted by the Alliance for Learning in World History.
This resource was contributed by Natalia Allen.
|
oercommons
|
2025-03-18T00:34:25.243628
|
Alliance for Learning in World History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112178/overview",
"title": "World History Course Pacing Guide",
"author": "Syllabus"
}
|
https://oercommons.org/courseware/lesson/67618/overview
|
Climate Science 1.0: Engaging in Argument from Evidence
Overview
Our overall goal is to provide an online course for K – 5 teachers with strategies and tools to support a shift in teacher-centered discussions towards a student-centered whole-class discourse. To do so, we take a deep dive into one of the Next Generation Science Standards' (NGSS) Science and Engineering Practice of Engaging in Argument from Evidence. This practice can be done in any grade level and with any content focus. For our purposes we will choose climate science as a vehicle for conducting a student-centered whole-class discourse.
|
oercommons
|
2025-03-18T00:34:25.255479
|
05/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67618/overview",
"title": "Climate Science 1.0: Engaging in Argument from Evidence",
"author": "Scott Killough"
}
|
https://oercommons.org/courseware/lesson/67432/overview
|
Education Standards
Job Shadow Day Rubric
Job Shadow Verification Form sample
Job Shadow Day Experience
Overview
This lesson is for high school students (usually sophomores-seniors). It can be adapted for middle school.
Each student participates in a Job Shadow Day experience. This was originally adapted from the National Groundhog Job Shadow Day. Job Shadow experiences provide students with real-life experiences at jobs that match their career interests. The day can be ½ day or full day, depending on school policy, distance to travel, transportation to and from and other logistics for the students to attend.
Job Shadow Day Experience
The teacher will need to create their own Employer Contact form and Verification form. Use Google Classroom to assign websites and letter templates for the thank you letters. It is also a good way to communicate with students.
Parent permission letters need to be sent out and returned before the Job Shadow experience occurs.
Attached to the lesson are samples of the Employer Contact Sheet, Job Shadow Verification form and Job Shadow Rubric (with Wyoming Career-Vocational Standards).
Job Shadow Day Experience
Lesson/Unit Topic: Job Shadow Day Experience
Subject: Careers, CTE classes, School Counseling Career Lessons
Author: Loyce Ellingrod
Lesson Description: This lesson is for high school students (usually sophomores-seniors). It can be adapted for middle school.
Each student participates in a Job Shadow Day experience. This was originally adapted from the National Groundhog Job Shadow Day. Job Shadow experiences provide students with real-life experiences at jobs that match their career interests. The day can be ½ day or full day, depending on school policy, distance to travel, transportation to and from and other logistics for the students to attend.
Learning goals/outcomes:
Students will participate in 1 Job Shadow during the school year.
Students will complete 1 or more Career Interest Inventories and summarize their results.
Students will write an essay describing their job shadow experience.
Students will have the employer complete a Job Shadow Verification form at their experience.
Students will type up a professional thank you letter and submit it to the teacher to be mailed to the employer.
I Can Statement: I can participate and evaluate a Job Shadow Day experience.
Wyoming Standards:
CV. 12.1.1 College and career-ready students evaluate current knowledge and interests in order to set career goals.
CV 12.1.2 College and career-ready students explore careers including outlook, salary, education or training needed, duties and lifestyle utilizing all available resources including mentors and industry experts.
CV 12.4.1 College and career-ready students produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
CV 12.5.2 College and career-ready students productively complete tasks taking constraints, priorities and resources into account.
Teacher Planning:
- Equipment/materials needed:
Computer, Google Classroom, websites for career interest inventories; employer contacts (Chamber of Commerce is a good resource for lists)
- Time required for lesson: 2-3 days
Technology Use: ___X___Yes ______No
Instructional Plan:
- Introduction: Ask the students:
What job are you thinking about right now? Have you ever visited a job site to see what that job does each day?
- Real-World Connection: This experience links students to industry experts and helps them find out the job outlook, salary, education or training needed, duties and lifestyle for the job they are interested in at this time.
- Activities:
Activity 1: Explain the step-to-step process to complete this experience.
Step 1: Google Classroom- complete 2 or more Career Interest Inventory. Websites will be linked. When completed-summarize the top 3 areas of interest and 3 for each. Select the top 2 for this experience. Submit the summary and choices into Google Classroom for the teacher/counselor to review.
**Teachers/counselors can decide who is contacting potential employers for these jobs. Choose one from each student’s list based on employer availability, restrictions at job site and logistics of transportation. (We help the student set these up since they have limited time during the school day to be on the phone. We also help with the transportation plans. For younger students we will provide the transportation; older students can be responsible for their own transportation in most cases.)
Websites:
Step 2: Complete Employer Contact Sheet to set up date, time, lunch plans, dress and expectations. Some employers require permission forms signed before a student can ride-along or be in the office with clients. Give students Job Shadow Verification forms to have completed by the employer. Letters are mailed to parents about the Job Shadow Day and need signed for permission to attend.
Step 3: Student attends the Job Shadow Day. Student gets the Job Shadow Verification form signed and returned to the teacher when they return back at school.
Step 4. Google Classroom-assign an essay explaining what they did on their job shadow-this is a reflection papaer. Students will also be assigned to type a professional thank you letter. (Provide a template for the letter.) Review the assignment with the student. Corrections can be made in Google Classroom for suggesting edits for the student to make corrections on the letter before it is printed and signed.
Step 6: Complete the Job Shadow Day Experience rubric; hand in for the teacher to review and evaluate the experience for a grade (if applicable).
Step 5: Mail the thank you letters to employers (teacher does this)
Assessment: Rubric for the Job Shadow Day Experience.
Supplemental Information:
- Modifications: These depend on logistics for the school-distance, age of students, employers that are willing to participate, time of year etc. Older students like full day experiences where middle school students may do better with ½ days.
- Safety Precautions: Transportation to and from experience must be planned according to school’s policy and distance; Employers need to be legit for a student to visit and safety is an issue for certain jobs (police, firefighter, EMS for examples). Parent permission and correct forms need to be signed before hand.
Attribution CC BY
|
oercommons
|
2025-03-18T00:34:25.286782
|
Loyce Ellingrod
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67432/overview",
"title": "Job Shadow Day Experience",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/91892/overview
|
Learnhive.net
Taxonomy and the tree of life.
HS Biology Taxonomy
Overview
A brief lesson on Taxonomy using the 5 Kindom classification system, along with phylogenetic tree.
5 Major Kingdoms
The classification Kindoms begin with single-cell Prokaryotic organisms (Monera) and pass through simple Eukaryotic organisms (Protista) then culminate in the trhee multicellular organisms (Fungi, Plantae, and Animalia). In this system all bacterias have been filed together in Monera. Monerans were very hard to differentiate since they don't have many structures to look at, until DNA, RNA, and proteins could be studied. Over 10,000 different species of Monerans have been identified. Organisms in the Kindom Protista are there because they lacked any characteristics that would allow them to be placed in any of the other four Kingdoms. About 100,000 species of protists have been identified. Fungi were originally classified as plants, but scientists have reclassified them into their own Kingdom and differentiate them by the structures they use for reproduction. Around 100,000 species of Fungi have been identified to date. There are over 260,000 species of plants in the Kingdom Plantea. These can be divided into two broad groups, vascular and non-vascular, with most plants falling in the vascular category and being distinguished by their very different physical characteristics. Taxonomists have suggested that there are at least 800,000 and as many as 12 million species in the Kingdom Animalia.Scientists have proposed more than 30 animal Phyla.
Assessment
Click the link below and take the Kahoot quiz.
https://create.kahoot.it/share/kahoot-for-formative-assessment/9b496517-19bd-4ad7-9be6-1bec5692ae89
Create a phylogenetic tree showing the relationships between the 5 Kingdoms. Include the characteristics that distinguished each Kingdom from the previous Kingdom.
Video
The science of taxonomy and where humans fit into the tree of life. Created by Sal Khan.
Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)
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oercommons
|
2025-03-18T00:34:25.308482
|
04/18/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91892/overview",
"title": "HS Biology Taxonomy",
"author": "Kiren Ahmed"
}
|
https://oercommons.org/courseware/lesson/95068/overview
|
Realism (1865–1890)
"The Yellow Wallpaper" Audio
The Yellow Wallpaper full text
The Yellow Wallpaper
Overview
Begin learning about the literature time period Realism by viewing the introductory slides and reading the short story "The Yellow Wallpaper" by Charlotte Perkins Gilman.
Instructions
This is the beginning of our Realism unit. First, you will view the powerpoint that explains the Realism time period in literature. Then, we will read "The Yellow Wallpaper" together as a class. I have also included an audio recording of the story if you need to re-listen at home or if you were absent.
PowerPoint
The attached powerpoint contains introductory information about Realism. You will learn when the time period took place, the characteristics of the time period, and the two branches of Realism. You may view this as many times as you need!
Reading
To begin our Realism unit, we are going to read "The Yellow Wallpaper" by Charlotte Perkins Gilman together as a class. I have attached the full text below, and you will follow along while we read together. I attached it so that we are all reading the same thing and so that you do not have to purchase a copy.
Video (Audio of "The Yellow Wallpaper")
Attached below is the audio recording of our short story. Just like with the powepoint, you may view this as many times as you need. Don't forget that you can adjust the playback speed to make it play at the speed you need for better understanding!
|
oercommons
|
2025-03-18T00:34:25.328774
|
07/11/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/95068/overview",
"title": "The Yellow Wallpaper",
"author": "Maegan Cloud"
}
|
https://oercommons.org/courseware/lesson/93279/overview
|
Direct the Egg
Overview
Leadership is an important skill that your children can develop while playing games. By becoming better leaders, your children will learn how to face tough challenges, forge new relationships and solve problems creatively.
Leadership Skills
Observe the leadership style that your children display and make comments, but only after the game has ended. Encourage your children to ask themselves these questions: What was the strategy they liked the most? Do they think they made all the participants feel useful and engaged? What are they going to change the next time they play the game?
Age of Child: 7-13
Area of Challenge: Leadership Skills
SEL: Relationship Skills
Type of Resource: Activity/Game
ACTIVITY NAME: Direct the Egg
ACTIVITY OBJECTIVE:
Leadership is an important skill that your children can develop while playing games. By becoming better leaders, your children will learn how to face tough challenges, forge new relationships and solve problems creatively.
ACTIVITY DESCRIPTION:
To play this game, a child is designated as the leader. The aim is to get an egg (or another object) across the room in the most creative way possible. Leaders won’t be able to intervene themselves, but they can give indications to the other participants.
|
oercommons
|
2025-03-18T00:34:25.397480
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93279/overview",
"title": "Direct the Egg",
"author": "Special Education"
}
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https://oercommons.org/courseware/lesson/102871/overview
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genially
guess who
https://docs.google.com/forms/d/e/1FAIpQLSfPXDjLZwLSBxaV38wMkglfyHb7NtYMOA2ph-LuWCw4uLRF3A/viewform?usp=sf_link
kahoot
OCCUPATIONS
Overview
Students will be able to recognize the names of common occupations.
Introduction
In this class, we will learn about occupations, at the begining we will see a video introducing the vocabulary showing pictures to identify them easily and their own pronunciation, here provides differents games and activities to evaluate the learing of the students.
In this course is for students in primary school.
Ice breaker activity
you will hear in genially the pronunciation of some common occupations, take your time pausing or skipping each part of the presentation.
Activity 1
This activity you need to find some word about occupations in this soup of letters, try to do it in the shortest possible time.
Activity 2
In this activity, you must review the differents occupations, then the teachers ask for a speficic character and you will guess who is each character while participating in class.
Activity 3
Here is a kahoot game which you have to read the questions and answer the best option.
Quizz
We will see how much you learned in this class, you will find a google link, complete and select the correct answers about all you have seen before in this class
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oercommons
|
2025-03-18T00:34:25.421553
|
Juan Steban Gutierrez Leyton
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102871/overview",
"title": "OCCUPATIONS",
"author": "Assessment"
}
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https://oercommons.org/courseware/lesson/88292/overview
|
Scratch It! - The basics of Scratch
Overview
This is the introductory content of the project for the course Learning Environments and Technologies at the University of Oulu.
The basics of Scratch
Scratch is a programming tool and also an online community used for learning programming skills. It uses a block-like interface to make learning more visual. After creating animations or games, you can share your creations with others.
Watch the following video to become familiar with the Scratch environment:
Time to Explore!
Now, it is time to learn more about Scratch by actually building something on it!
- Follow your teacher's instructions and go to Scratch using the class link.
- Explore around and create a new scene according to your teacher's instruction.
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oercommons
|
2025-03-18T00:34:25.436407
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Rana Huseyinkahyaoglu
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88292/overview",
"title": "Scratch It! - The basics of Scratch",
"author": "Claudio Alves"
}
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https://oercommons.org/courseware/lesson/65388/overview
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Making Magic Through Film
Overview
This is my Humanities Moment, inspired from the movie Pan's Labyrinth.
Seemingly small moments, unexpected and beautiful, make this world interesting. Noticing the beauty all around is a pastime that comes with many benefits, especially in the field of the humanities. Art, music, and film - they are areas I will always enjoy, but one specific night heightened my love for all three, and it happened in the most humble of places.
First of all, some background would help show the context. In 2017, I was 15, and had not seen an R-rated movie in my life (knowingly, at least - I don’t count the movie I saw with my friends that we all thought was PG-13 and was, in reality, R-rated), and my parents were pretty strict on that rating. Furthermore, I was understandably surprised when they insisted on me watching an R-rated film with them. The fateful movie was called Pan’s Labyrinth, directed by Guillermo del Toro in 2006. I was skeptical due to several factors, including the rating and language, which was Spanish, so we needed English subtitles. Even so, I gave it a chance, thinking that a movie with the rating it had would have to be amazing for my parents to let me watch it. That reasoning turned out to be true.
In the cozy bedroom of my parents, I didn’t simply watch a movie; I experienced an epiphany, or at least my Humanities Moment. I don’t want to spoil the movie for anyone, because they need to see it for themselves, so I’ll give a general premise. Pan’s Labyrinth is a fantasy drama film following the adventures of 10-year-old Ofelia, who finds a labyrinth near her new home in 1944 Spain. A faun-like creature meets her there, who gives her tasks to complete. Meanwhile, her pregnant mother marries a new husband, Captain Vidal, who is a cruel Falangist hunting down rebels after the Spanish Civil War. The film blends fantasy and reality together, so that it’s sometimes difficult to distinguish between them. The film hit me hard with its brutal representation of war and violence, and the fantastical beauty found within those moments of cruel reality. I’ll be totally honest: I was sobbing uncontrollably by the end, and could hardly go to sleep that night because of the thought of this movie. Two main factors, other than its artistic choices, acting, etc, have influenced me and changed my perspective: music and history.
Much of the music made for this film was hauntingly beautiful. Whole stories can be kept within a single song, which was shown in Pan’s Labyrinth’s music. Emotions and unspoken thoughts were woven into the hummed tune of Mercedes’ lullaby, which was the song that inspired me the most. Simply through the music, it gave me so many ideas for characters in the story I was writing, which led me to animate to the lullaby. It also led me to learn the music on the piano. Pan’s Labyrinth gave me a wonderful example of what music can do.
Second, the realness from the movie staggered my perspective of the world. It showed me how many violent battles and wars have happened all over the earth and are happening right now. The aftermath of the Spanish Civil War left people divided into political parties, and the violence caused by Captain Vidal, a fascist sort of monster, harmed and killed the rebels of different ideals (“Pan’s Labyrinth”). It left me wanting to learn more about the present conflicts in our world, just to have the knowledge so as not to fall into the trap of ignorance.
To say the least, Pan’s Labyrinth created a Humanities Moment for me, forever to change my perspective on war, and inspire me to create works of art.
Work Cited
“Pan's Labyrinth.” Wikipedia, Wikimedia Foundation, 11 Jan. 2020, en.wikipedia.org/wiki/Pan%27s_Labyrinth.
|
oercommons
|
2025-03-18T00:34:25.454171
|
Evalin Musser
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65388/overview",
"title": "Making Magic Through Film",
"author": "Reading"
}
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https://oercommons.org/courseware/lesson/81231/overview
|
Utah Current History Presentation Assignment
Overview
Learning Objective: I can select a recent event I think will be worthy of remembering, recording, or interpreting, and make an argument for its potential historical significance.
Assignment Overview: Students will choose from the provided current Utah event, read through the provided resources, and create a presentation showcasing what they learned and their interpration on the event's significance.
Utah Studies- History
Learning Objective: I can select a recent event I think will be worthy of remembering, recording, or interpreting, and make an argument for its potential historical significance.
Assignment Overview: Students will choose from the provided current Utah event, read through the provided resources, and create a presentation showcasing what they learned and their interpration on the event's significance.
Utah Current History Presentation General Assignment
Utah Current History Pesentation Accomodated Assignment Level 1
Utah Current History Presentation Accomodated Assignment Level 2
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oercommons
|
2025-03-18T00:34:25.466980
|
Karlee Genther
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/81231/overview",
"title": "Utah Current History Presentation Assignment",
"author": "Primary Source"
}
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https://oercommons.org/courseware/lesson/104628/overview
|
Lesson Plan for Environmental Literacy
Overview
Created a lesson plan on awareness of climate change & its repercussions.
A number of activities are slowly built up according to the need & understanding of the students.
Before planning a lesson also interviewed my student 15 B1 level & my daughter 25 C1 level both from different backgrounds to get firsthand information to implement in my lesson plan.
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oercommons
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2025-03-18T00:34:25.479608
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06/04/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104628/overview",
"title": "Lesson Plan for Environmental Literacy",
"author": "Aprajita Saxena"
}
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https://oercommons.org/courseware/lesson/103116/overview
|
Solfege Functions for Elementary General Music
Overview
These are some sample exercises that you can do with students in the general music education classroom. Have students sing one line at at time and then break them into groups of 2 or 3 to make the full chord outline.
Tonic - Dominant Patterns
Tonic - Subdominant Patterns
Tonic - Subdominant - Dominant - Tonic Function
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oercommons
|
2025-03-18T00:34:25.492962
|
04/24/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103116/overview",
"title": "Solfege Functions for Elementary General Music",
"author": "Braden Hoffman"
}
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https://oercommons.org/courseware/lesson/76922/overview
|
Virtual Dairy Farm Field Trip_Activity Sheet
Virtual Dairy Farm Field Trip_Lesson Plan
Virtual Farm Tour and Lesson Plan with Dairy Farmers of Washington
Overview
Learn what it takes to get milk from the farm to your table on real Washington dairy farms. It takes serious dedication to keep cows healthy and comfortable while preserving the planet—see everything that goes into producing dairy in Washington’s own backyard with this interactive lesson plan for grades 6-8.
Virtual Farm Tour and Lesson Plan with Dairy Farmers of Washington
Learn what it takes to get milk from the farm to your table on real Washington dairy farms. It takes serious dedication to keep cows healthy and comfortable while preserving the planet—see everything that goes into producing dairy in Washington’s own backyard with this interactive lesson plan for grades 6-8.
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oercommons
|
2025-03-18T00:34:25.512166
|
Julia Reed
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76922/overview",
"title": "Virtual Farm Tour and Lesson Plan with Dairy Farmers of Washington",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/88789/overview
|
PA.SCI.3.4.10.D3
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 10
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment.
PA.SCI.3.4.3.D1
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 3
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Identify people's needs and wants and define some problems that can be solved through the design process.
PA.SCI.3.4.3.D2
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 3
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Observe, analyze and document how simple systems work.
PA.SCI.3.4.4.D1
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 4
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Investigate how things are made and how they can be improved.
PA.SCI.3.4.4.D2
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 4
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Recognize and use everyday symbols (e.g. icons, simple electrical symbols measurement) to communicate key ideas. Identify and use simple hand tools (e.g., hammer, scale) correctly and safely.
PA.SCI.3.4.6.D2
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 6
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Use computers appropriately to access and organize and apply information.
PA.SCI.3.4.6.D3
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 6
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Design and use instruments to evaluate data.
PA.SCI.3.4.7.D1
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 7
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Identify and collect information about everyday problems that can be solved by technology and generate ideas and requirements for solving a problem.
PA.SCI.3.4.7.D2
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 7
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Select and safely use appropriate tools, products and systems for specific tasks.
PA.SCI.3.4.8.D3
Pennsylvania Standards for Science and Technology and Engineering Education
Grade 8
Science Domain: Technology and Engineering Education
Topic: Abilities for a Technological World
Standard: Interpret and evaluate the accuracy of the information obtained and determine its usefulness.
|
oercommons
|
2025-03-18T00:34:25.542511
|
12/15/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88789/overview",
"title": "Device Activity",
"author": "Group 2"
}
|
https://oercommons.org/courseware/lesson/114064/overview
|
Friction Lab-What a Drag!
Overview
Using different material surfaces, students can measure the amount of friction force (Newtons) that is required to drag a mass weight or wooden block across each type of surface material. Students will collect and graph data, identifying independent and dependent variables, and complete a scaffolded conclusion.
Measuring Friction Force
Understanding that friction is a force that exists between two surfaces that are touching. In order for an object to move, it must overcome the force of friction.
Using different material surfaces, students can measure the amount of friction force (Newtons) that is required to drag a mass weight or wooden block across each type of surface material. Students will collect and graph data, identifying independent and dependent variables, and complete a scaffolded conclusion.
|
oercommons
|
2025-03-18T00:34:25.559259
|
03/09/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114064/overview",
"title": "Friction Lab-What a Drag!",
"author": "Kara Adkins"
}
|
https://oercommons.org/courseware/lesson/99903/overview
|
Break Down Barriers
Overview
In this lesson, students will identify similarities and differences between themselves and a partner to help break down barriers. Students will explore the power of accepting others and connect what they learn to create an acceptance campaign.
Lesson Overview
Please adapt the lesson activity to fit your students' abilities and interests.
Introduction
In this lesson, students will identify similarities and differences between themselves and a partner to help break down barriers. Students will explore the power of accepting others and connect what they learn to create an acceptance campaign.
Video Clip
Acceptance from The Best We’ve Got: The Carl Erskine Story (3:40)
Grades 9 – 12
Themes
- Acceptance
- Inclusion
- Belonging
Objectives
During this lesson, students will:
- Compare and contrast the differences and similarities of others to oneself to remove barriers.
- Create a presentation that promotes acceptance by celebrating student similarities and differences.
Essential Questioning
Students should be able to answer these questions by the end of this lesson:
- What does it mean to accept others?
- How does learning about a person help you accept them?
- How can you encourage your peers to accept others?
Indiana Academic Standards
INSS.SOCIOLOGY – COLLECTIVE BEHAVIOR AND SOCIAL CHANGE 8.2
- Examine various social influences that can lead to immediate and long-term changes.
INSS.EMPLOYABILITY SKILLS – SOCIAL AND EMOTIONAL SKILLS 11-12.SE.17 CONNECTION
- Demonstrate the ability to network with others through social awareness and cultural sensitivity.
INSS.EMPLOYABILITY SKILLS – SOCIAL AND EMOTIONAL SKILLS 11-12.SE.4
- Feel empowered to advocate on behalf of themselves and others.
Download the attached PDF document for complete lesson materials.
Download the attached Word version for fully accessible document. (Coming Soon)
|
oercommons
|
2025-03-18T00:34:25.587415
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99903/overview",
"title": "Break Down Barriers",
"author": "Sociology"
}
|
https://oercommons.org/courseware/lesson/94825/overview
|
The Amoeba Sisters explain DNA and Structure and Function
How to Read DNA
Overview
In this assignment, the students will finish up with a basic understanding of DNA. They should know which DNA molecules mathch up in a sequence.
The bones of DNA
Deoxyribosnucleic acds or more commonly know are DNA is a self replicating material that is present in nearly all living organisms as the main constituent of chromosomes. It is the carrier of genetic information. DNA is the fundamental and distinictive charactristics or qualities of someone or something, especially when regarded as unchangeable. In DNA there molecules called Adenine, Cytosine, Guanine, and Thymine. A and T's will match up and C and G's will match up. An easy way to remember this is to know that Apples are on Trees and Cars park in Garages. Todays virtual task is to play the game and send a screenshot of the finished screen and watch the video of the amoeba sisters. After watching the video type a paragraph explaining new things you learned about DNA.
|
oercommons
|
2025-03-18T00:34:25.604588
|
07/01/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94825/overview",
"title": "How to Read DNA",
"author": "Montanna Patzack"
}
|
https://oercommons.org/courseware/lesson/63686/overview
|
Education Standards
Cell Cycle Tour
Overview
Students will create a 360-degree, interactive tour of the cell cycle.
Students will create a 360-degree tour of an animal cell as it progresses through the cell cycle.
| Timeframe # Weeks or Lessons: This lesson should take 3-4 42-minute class periods. |
Stage 1 - Desired Results
| Big Idea(s)& Essential Questions |
| Big Ideas: Cell Division & Mitosis |
| Essential Questions: How do cells make more cells? |
| Students Will Know | Students Will Be Doing |
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Stage 2 - Evidence of Understanding
| Assessments (Formative and Summative): | Performance Task(s) |
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Stage 3 - Lesson Learning Targets
Learning Activities: Learning targets are written from the students perspective. I can…
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| Lesson Procedures: |
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Step-by-step student instructions to create a Google Tour are attached.
Materials, per group of 2 students.
Materials for each pair of students:
- 6 pieces white drawing paper, 9 x 12
- pencil
- colored pencils and/or crayons
- markers (ultra-fine point, black sharpies work really well for labeling)
- pictures from a text or online resource to reference
Materials to be shared among all groups:
- clear tape or sticky-tack
- 360-degree camera
- box or cube, minimum 12" x 12" x 12"
Procedure
1. Draw each step of the cell cycle. Use the reference your teacher provides to draw: Interphase, Prophase, Metaphase, Anaphase, Telophase and Cytokinesis.
- You should draw each step of the cell cycle on a separate sheet of 9x12 drawing paper.
- Make sure you use bold lines and color as you draw so everything will show up in your 360-degree picture
- Label each picture with the name of the step it represents, for example: on the top of the interphase drawing, write the word, "Interphase" in large, bold, clear print.
- Label each picture with the cell parts required by your teacher. Again, be sure to use clear, bold printing so everything will show up well.
2. Use the box or container your teacher provides to set up your cell tour 360-degree picture; follow your teacher's instructions when taking and sharing your picture.
3. Add points of interest.
- Follow the instructions in the Google Tour Creator provided in this activity.
- Be sure to include all points your teacher requires.
- Make sure the point of interest you are adding correctly matches the step of the cell cycle in the picture. For example: be sure to add the description for interphase in the points of interest for your Interphase picture.
|
oercommons
|
2025-03-18T00:34:25.633538
|
03/04/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63686/overview",
"title": "Cell Cycle Tour",
"author": "Michelle Adams"
}
|
https://oercommons.org/courseware/lesson/112777/overview
|
What is Mindfulness?
Overview
The following lesson is an introduction to mindfulness. It includes a few mindful practices and a few questions to guide student discussion.
Lesson Objectives:
| |||
Grade: 3-5th grade Time frame: 30minutes |
Lesson Title: What is Mindfulness? | ||
Brain-based Strategies Used in the Lesson: Stress management Visual Learning Socialization | Formative Assessments: Formative assessment through exit slip of writing one thing they noticed during practice and puting it in the "mindfulness box" | ||
Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit? This lesson would be introductory to our unit on social-emotional learning (SEL). This lesson would serve as an introduction to stress management and the effects of stress on the brain. | |||
Materials:Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing. Technology materials: (hardware, websites, video links,etc.) LaptopGoogle SlidesYoutube | |||
| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.Shape America Standard: Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others. (there are no specific SEL standards in SC. The CASEL core competencies as their guide for the national standards.) The CASEL concept covered in the lesson will be self-management | |||
| Technology used: Laptop, Zoom, Google Slides(discussion questions/ video) | |||
| Time | Materials | Lesson Procedures(Include the materials & technology.) | |
| 5 Mins | Intro: Students will turn and talk to a neighbor/ neighbors about things that stress or worry them. These will be things that stress them at home or school on a daily basis. They will also talk about what they do to cope with stress. | ||
| 15 Mins. | What is mindfulness | Introduce New Information: (Teaching) I will ask students if they have ever heard of mindfulness or know what it is. Few popcorn share outs what they already know. Then I will ask students what what they already know about radio and do a "show and tell" about a portable emergency radio (Does anybody know what this is? How does it work? When is it useful?) Demonstrate (play one station, try playing two stations simultaneously, sometimes radio batteries run out, so in order for this radio to work it needs our help, the real need is in emergency, but if we don’t know how to use it then it is useless in emergency). We can learn to fine tune our minds to be more like a radio with a great reception. Choosing what station we play, switching between radio stations if we get bad or difficult reception and playing only one station at the time.Most of the time our minds are not playing one station (they are stuck in between the radio stations) as we try to multitask (watch Youtube while eating, thinking about what we want to say when people are talking) but the truth is that our brains are not really designed to have two stations playing simultaneously at the same time. To be fully present in what we are doing right now, we can only attend to that one thing. You saw what happened if we tried to listen to two radio stations at the same time. The information we get is unclear, incomplete, filled with noise and we have trouble understanding it. Then students will then watch this video as an introduction to mindfulness and its importance in relieving stress. (Teaching) As you watched in the video mindfulness is a practice of attending to this present moment with kindness and curiosity. It can also help us calm down when we are angry, sad, frustrated, or have any difficult emotion. Mindfulness can help us feel happy too. It can also help us focus and do well in school, sports or music. We can only choose one thing to focus at the time. We can switch back and forth between radio stations, but we can only attend to and play NOW STATION so the information we receive is meaningful and kind for us & others. | |
| 5 Mins | Hands-on Activity Steps (Teaching): I will explain to students this may seem weird or awkward the first time they do this. They can keep their eyes open or close them depending on how comfortable they feel. Ring a bell at the start and end of each practice.
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| 5 Mins. | Practice Debrief: Group discussion Students will be placed in groups They will discuss the strategies they learned while performing the different mindfulness practices. They will talk about what they liked with the practices, what they didn’t like, what was weird for them, and if they feel relaxed after doing any of the practices. Then we will debrief in a large group. | ||
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Remember to include all the materials necessary to teach the lesson. You can add them by pasting them below or providing links to them.
Materials:
Portable small emergency radio
Bell (preferably Vibra-Tone)
Mindfulness Box (reused tissue paper box or any box for students to place their mindfulness practice debrief notes as an exit slip)
|
oercommons
|
2025-03-18T00:34:25.655832
|
02/14/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112777/overview",
"title": "What is Mindfulness?",
"author": "Jelena Popovic"
}
|
https://oercommons.org/courseware/lesson/110081/overview
|
Education Standards
My Future
Occupational Outlook Handbook
Health Science Careers
Overview
This is an assignment in which a student research a Health Science career.
Find your Health Science Career Project
Health Science
Career Exploration Project
Purpose – There are many types of careers in the health care field. The purpose of this assignment is for you to research the health care career in which you have the most interest.
Instructions – Choose a health career that you would like to enter. Research the career of your choice by reading about it using a variety of references. Use a minimum of 3 references.
Please include the following information: Name of career, type of work done in this career, personal qualities and abilities needed for success in this career, educational requirements, places in South Carolina to receive education, licensure, certification or registration requirements, working conditions, possible places of employment, advancement opportunities, wages and benefits, job outlook for the future, and name and address of group or organization from which additional information about the career can be obtained. This information will be used to create a visual presentation.
Career Resources
Below you will find several resources for the career project.
Rubric
Health Science 1
Career Exploration Project
Rubric
______ Type of work done in this career (10pts)
______ Personal qualities and abilities needed in this career (10pts)
______ Educational requirements (10pts)
______ Places in South Carolina to receive education (10pts)
______ Licensure, certification or registration requirements (10pts)
______ Working conditions (5pts)
______ Possible places of employment (5pts)
______ Advancement opportunities (5pts)
______ Wages and benefits (5pts)
______ Job outlook for the future (5pts)
______ Name and address of group or organization from which additional
information about the career can be obtained (5pts)
______ Create a brochure, google slides or PowerPoint (20pts)
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oercommons
|
2025-03-18T00:34:25.684337
|
11/11/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110081/overview",
"title": "Health Science Careers",
"author": "Janet Ayers"
}
|
https://oercommons.org/courseware/lesson/112324/overview
|
Lesson Plan_Is it Data or Opinion
Activity: Is it Data or Opinion?
Overview
Teachers consistently point out that students have difficulty differentiating opinion from data. This guided activity uses small group work and whole group conversation, guided by teachers, to build student skills in identifying the differences.
Created as part of the OASIS Coaching Support research study at CAST.
Is it Data or Opinion?
Identifying the difference between data and opinion can be a challenge. This activity provides some guided practice for students to work through what makes something data, and what makes it opinion.
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oercommons
|
2025-03-18T00:34:25.701880
|
Kristin Robinson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112324/overview",
"title": "Activity: Is it Data or Opinion?",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/106250/overview
|
Reviewing the Steps of Resume Development
Overview
This asynchronous e-learning course will introduce the learner to effective resume formatting and design. By the end of the lesson, the learner will be able to:
- Recognize the elements of a well-designed resume
- Categorize resume components under appropriate headings
- Use design principles to format a resume
- Evaluate a completed resume for flaws
Lesson Overview & Knowledge Check
One of the biggest career skill everyone needs to know is how to write a resume. First, watch this video:
This learning system will introduce you to effective resume formatting and design. By the end of the lesson, you will be able to recognize the elements of a well-designed resume, categorize resume components, use design principles to format a resume, and evaluate a completed resume for flaws. After the lesson, you can apply what you learn to creating your own resume!
But first, let's see what you know about resumes already!
Resume Basics PowerPoint
View the following PowerPoint from St. Cloud University Career Center. Think about what you should include in your resume. What should you leave out?
Organizing a Resume
Organizing your resume content is another vital step in designing a compelling resume.
Looking, again, at this well-designed example, you can see that the author divided the resume into five sections:
- Education
- Experience
- Projects
- Technology
- Skills
Each section includes specific and relevant examples, taken from the authors professional experience. Most examples are bullet points.
In the "Experience" and "Projects" sections, the author wrote the examples as statements, highlighting measurable deliverables. For example, under the second heading in "Experience" the author illustrates a specific skill they used while working as a Community Health Researcher: "Created data visualization that illustrated the disparity between community health awareness and access to medical services."
Review the resume on this page with attention to what the author included in each section.
You will practice organizing resume content on the next page!
Practice Organizing a Resume
Let's practice organizing a resume!
Below you will see three sample headings and five sample content blocks. Where would each content block go in a well-designed resume?
Sample headings
Education
Experience
Skills
Sample content
General Manager, Costco, 2010-Present
- Managed a budget of $50,000
- Enhanced spending processes and loss prevention
Doctor of Philosophy, University of Illinois, 1995
Political Science
Biochemistry Lab Manager, University of Chicago, 2005-2007
- Supervised staff team of 20 part time lab technicians
Adobe Creative Suite Software
Data Analytics Certificate, DePaul University, 2015
Answers: Practice Organizing a Resume
Education
Doctor of Philosophy, University of Illinois, 1995
Political Science
Data Analytics Certificate, DePaul University, 2015
Note: While "data analytics" would fall under the skills heading, the "Data Analytics Certificate" is best placed under education.
Experience
General Manager, Costco, 2010-Present
- Managed a budget of $50,000
- Enhanced spending processes and loss prevention
Biochemistry Lab Manager, University of Chicago, 2005-2007
- Supervised staff team of 20 part time lab technicians
Note: The "Biochemistry Lab Manager" entry is an example of work experience, even though it took place at a university, and may have occured in the same time period that the author was a student.
Skills
Adobe Creative Suite Software
Review & Proofreading
Your resume is not done until you proofread it!
After you generate content, organize sections, and apply design principles, you must double-check your work. A seemingly small typo can get your resume thrown of a recruiter's pool.
Before sending your resume in to a job, review it at least twice. These reviews can be done by you, or, ideally, with support from a trusted friend or colleague.
The first review of your final resume should focus on structure and format. Ask yourself these questions:
- Is the resume scan-able?
- Are the sections clearly organized?
- Did I make good use of fonts, layout, and white space?
- Are the examples under each heading appropriate illustrations of my accomplishments?
- Does the spacing and allignment flow?
The second review should solely focus on spelling and grammar. Ask yourself these questions:
- Is every word spelled correctly?
- Are the statements clear and written as fragments (rather than full sentences)?
- Do all of the tenses align?
Let a peer review your resume. He/She will often catch subtle errors you may not see. If you can not find a peer, the make certain you read it from the end to the beginning. This will help you catch simple errords.
Recap & Knowledge Check
Let's recap what we learned!
A well-designed resume uses three key features to enhance readablity:
- Scan-Ability
- Formatting and Visual "Chunking"
- Information Architecture
Organize your resume content into appropriate heading and sections. This will help recruiters understand your experiences when scanning your resume.
Remember to review and proofread your final resume before submitting it. Ask trusted friends or colleagues to help with this review.
Incorporating features and tips into your resume will make your resume easy to follow and help you stand out to recruiters!
Knowledge Check
Thank you for participating in this review! The final step is to complete a knowledge check survey, similar to what you did at the beginning of the course. Once you complete the survey, you will be done with the course. Click on the link below to check your knowledge.
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oercommons
|
2025-03-18T00:34:25.732477
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106250/overview",
"title": "Reviewing the Steps of Resume Development",
"author": "Higher Education"
}
|
https://oercommons.org/courseware/lesson/71624/overview
|
THE EXPRESSION: WHAT ARE YOU DOING?
Overview
This is a practice sheet where students can ask and answer, using the expression what are you doing?.
So, as you can see, in the sheet you will find Spanish, English, and pronunciation.
PRACTICE RESOURCE
if you want more useful resources visit my facebook account John´s English.
Here you have a practice sheet to develop speaking skill, the idea is that you can practice asking and answering about the expression: what are you doing?
The refers line refers to Spanish.
The second refers to English.
The third line refers to the pronunciation.
So, please repeat and practice so many times, its the key.
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oercommons
|
2025-03-18T00:34:25.750127
|
08/24/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71624/overview",
"title": "THE EXPRESSION: WHAT ARE YOU DOING?",
"author": "john pacheco"
}
|
https://oercommons.org/courseware/lesson/77964/overview
|
HOW EXERCISE IMPROVES MOOD | 5 REASONS WHY EXERCISE IS IMPORTANT FOR MENTAL HEALTH
Importance of Exercise
Overview
Students will go over the importance of exercise and learn why it's important to have it in a daily routine. This lesson will discuss the ways that exercise is beneficial, and the negative impacts that come with a lack of physical activity.
Bell Ringer
As you walk into class, take out a sheet of paper and answer the following questions?
- What kinds of activities involve exercise?
- Why are the benefits of exercise?
- Why is exercise so important?
Objectives
Students will be able to:
Learn the benefits of physical activity and understand why they're so important in everyday life.
Give some examples of what they can do for exercise.
Make an exercise plan for the week where they do some kind of physical activity for at least 30 minutes.
Exercise
Exercise is an essential part of our lives. It is needed for everyone of all ages and it helps us live a long and healthy lifestyle. Exercise is an important part of physical growth but it does have some mental benefits as well.
This video discusses the positive of exercises on the brain:
Benefits of Exercise
Exercise is also beneficial to physical health. By doing at least 30 minutes of physical activity every day, it brings many positive physical effects to ones body.
Exercise can:
- Help you maintain a healthy weight
- Help prevent any long term disease, such as cancer, cardiovascular disease, and diabetes
- Help burn calories and regulate metabolic rate.
- Make lungs healthier and stronger.
- Increased bone health and muscle mass
Exercise isn't hard to do either. Many younger people usually exercise by playing sports, but exercise can be as simple as walking around the neighborhood.
Activity
When doing exercise, a lot of changes happen to the body. The heart rate goes up, endorphins are released, and you feel more alert. We will perform a before and after activity demonstrating this.
- First, on a sheet of paper, write down how you feel sitting down at your desks. (e.g. calm, relaxed, bored)
- Next, everyone must stand up and walk around the room for 1 minute
- After walking, everyone stop and perform 20 jumping jacks
- Next, everyone walk back to your desk and write down how your feel.
Students should feel alert, awake, and they should feel their heart rate should be increased
Lack of Exercise
As previously mentioned, exercise is essential in everyday life. This means that lack of exercise can be very negative to your health. It increases the risk of disease, and for younger people, it can be detrimental to their physical growth.
The CDC has many benefits of exercise and the negative effects that come with the lack of it.
Planner
Now that you know why exercise is important and how it can benefit life, you will have a project to start on that will be turned in at the end of the week.
Students will:
- Create a planner with 7 columns for days of the week
- Starting today, students will perform some kind of exercise for at least 30 minutes a day
- They will document what type of activity they did and write it on the planner for that day
- Planners will be turned in the following week with all the days filled out
Exit Ticket
- Write down 3 ways that someone could do exercise
- Write down 3 ways that exercise could benefit someone
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oercommons
|
2025-03-18T00:34:25.776497
|
03/09/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77964/overview",
"title": "Importance of Exercise",
"author": "Carlos Carrillo"
}
|
https://oercommons.org/courseware/lesson/73153/overview
|
Heritage Tree Project
Overview
This project is designed to conclude a unit of tree study for students in grades five and six. Students are asked to choose a significant tree and observe and describe its characteristics.
Overview
To introduce this project, I conduct class outside on the school property. I ask students to choose and sketch their favorite tree. We then discuss why the students chose the trees they did, and I ask them to characterize their chosen tree (leaves, bark, height, circumference, deciduous or coniferous, etc.).
Next, I use a lesson plan on heritage trees to introduce this term. I complete the background information section of the plan. Finally, I distribute the attached project assignment and rubric and go over it with the students.
In Ontario, trees with special cultural significance, notable size, or unique characteristics may be designated heritage trees (see Forests Ontario for more information). The attached assignment sheet and rubric provide grade five and six students an opportunity to choose a significant tree and describe its characteristics.
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oercommons
|
2025-03-18T00:34:25.794099
|
10/04/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73153/overview",
"title": "Heritage Tree Project",
"author": "Rebecca Hayhoe"
}
|
https://oercommons.org/courseware/lesson/71023/overview
|
Introduction to Spikeball Skills
Overview
Spikeball is a game that can be played on beaches, college campuses, city parks, anywhere you have room! Here we will practice some basic ball handling techniques and cooperative activity to build the skills necessary to play Spikeball.
Introduction to Spikeball
Lesson Topic:
Introduction to Spikeball
Lesson Description:
Warm ups and technique practice for students new to the game of spikeball.
Learning Goals/Outcomes:
- Students will practice self hits with a spikeball.
- Students will be able to hit the spikeball back and forth with a partner.
- Students will prepare for a game of spikeball by cooperatively hitting the ball off the spikeball net with their group.
Nebraska Standards:
PE.HS.15.1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. PE.HS.15.1.a Performs a variety of activity/sports specific movement skills at a mature level
PE.HS.15.3.c Utilizes communication skills and strategies to promote successful participation in team activities.
Teacher Planning:
Equipment/Materials Needed:
- 1 spikeball for every 4 students
- 1 spikeball net for every 4 students
Time Required for Lesson:
30 minutes
Diagram/Setup:
- Students will begin in relay formation, in lines of 4. (fewer if you have more spikeballs)
- For activity 1, students will be in a line down the middle of the gym, across from a partner.
- For activity 2 and 3, students will still be down the middle of the gym, but now in groups of 4, 2 on each side, with a spikeball net in the middle
Technology Use:
_____ YES ___x__NO
Anticipatory Set/Pre-Activity:
Spikeball is a game that you might see played at the beach, a park, or on college campus. You can also play it in your backyard with 2 or more people! Today, we will practice some of the skills necessary and add the rules tomorrow.
Warm Up:
- Students are in lines, relay style, as few per line as possible.
- Each group has a spikeball.
- They begin by standing in place and hitting the ball up in the air with their hand, or alternating. Use flat hand, and slightly curved hand. Continue for 30 seconds, then the next student takes a turn. Ask students which way was more successful?
- On their second turn with the ball, students may try and walk across the gym and back. Can they hit the ball above their head? Below? Alternating hands? Try not to let it hit the floor!
Activity 1: In Groups of 2, students will spread out along the center of the gym, facing each other. They will practice hitting the ball off the floor back and forth to each other.
Activity 2: When students are able to hit the ball back and forth, put one spikeball net in between them. Another group will join and they will stand around the net, practicing hitting the ball at the net. Order of hit does not matter.
Activity 3: Pass and Run. Now for our challenge - 2 Students will stand on each side of the net, one behind the other. Their challenge is to hit the ball with their palm so it hits the net and bounces up. After they hit it, they should run to the back of the line across the net. The person in front on the other side should attempt to hit the ball back at the net, and run to the back of the opposite line. The group should count how many hits in a row they can successfully complete without the ball hitting the floor. If they get 20, they go write their name on the record board. Instruct students to remain in a ready position, athletic stance so they can change directions quickly to get the the ball.
Closure:
When hitting the ball, how did you have the most control? (eye contact, hand position)
Show me the ready position that helped you be successful? (formative assessment on their athletic stance).
Supplemental Information:
Modifications: Can use a hula hoop instead of net, playground, foam or volleyball. Instead of running, students can stand in a circle around the net and count how many hits they can successfully make.
Safety Precautions: Ensure plenty of room between groups.
Comments (adaptations for various grades/ages, teaching styles, etc.)
For a cooperative event, have the students pick the spikeball nets up. Working together as a class can they bounce the spikeball off the net - no hands after the start - and move the spikeball to the other end of the room? It can not hit the floor, and it cannot hit the same net twice in a row.
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oercommons
|
2025-03-18T00:34:25.815233
|
08/08/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71023/overview",
"title": "Introduction to Spikeball Skills",
"author": "Kara Foster"
}
|
https://oercommons.org/courseware/lesson/90305/overview
|
Teaching Comparative Adjectives: An ESL Lesson Plan
Overview
This lesson is the first of three on the topic. It is designed so that teachers can introduce new concepts to students engagingly and educationally. You can teach this lesson to beginner, elementary English speakers or use it as a review for more intermediate-level speakers. This lesson can also be used during individual and group lessons. Keep in mind that age does not necessarily correlate with a learner’s level of proficiency in English.
Before this lesson, students should have prerequisite knowledge of the present simple tense, present continuous tense and the ability to count syllables.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
This lesson is the first of three on the topic. It is designed so that teachers can introduce a new concepts to students engagingly and educationally. You can teach this lesson to beginner, elementary English speakers or use it as a review for more intermediate-level speakers. This lesson can also be used during individual and group lessons. Keep in mind that age does not necessarily correlate with a learner’s level of proficiency in English.
Before this lesson, students should have prerequisite knowledge of the present simple tense, present continuous tense and the ability to count syllables.
Download the lesson here: https://www.off2class.com/lesson-plan-downloads/how-to-teach-comparative-adjectives/
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oercommons
|
2025-03-18T00:34:25.833707
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90305/overview",
"title": "Teaching Comparative Adjectives: An ESL Lesson Plan",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/69187/overview
|
Education Standards
OSPI Statistics and Geometry Instructional Task: Road Trip
Overview
This resource was created by the Washington Office of Superintendent of Public Instruction.
Task
OSPI Statistics and Geometry Instructional Task G
Statistics and Geometry; Standards S-ID.6c, Claim 4A; S-ID.6a, Claim 4D
Road Trip
You are traveling around the United States with friends. After spending a day in a town that is above sea level, you plan to spend the next several days in a town that is above sea level.
Draw a line on the scatter plot that fits the data.
- Define the variables you use. Write the coordinates of the points you are using to do your calculations.
- Write an equation for the line you drew.
- Use your equation to determine how many clear days might be expected for a town that is 5000 feet above sea level.
Rubric
Rubric
Question Number | Standard/Claim | Description |
G | S.ID 6c/Claim 4A S.ID 6a/Claim 4D | A 3-point response demonstrates full and complete understanding of the standards and claims by doing all the following:
|
A 2-point response demonstrates reasonable understanding of the standards and claims by doing two of the following:
Shows supporting work and writes a number in the interval [125, 145] clear days. | ||
A 1-point response demonstrates partial understanding of the standards and claims by doing one of the following:
| ||
A 0-point response demonstrates almost no understanding of the standards and claims. |
OSPI Statistics and Geometry Instructional Task G Exemplar
OSPI Statistics and Geometry Instructional Task G
Statistics and Geometry; Standards S-ID.6c, Claim 4A; S-ID.6a, Claim 4D
Road Trip
You are traveling around the United States with friends. After spending a day in a town that is above sea level, you plan to spend the next several days in a town that is above sea level.
Draw a line on the scatter plot that fits the data.
- Define the variables you use. Write the coordinates of the points you are using to do your calculations.
- Write an equation for the line you drew.
- Use your equation to determine how many clear days might be expected for a town that is 5000 feet above sea level.
Let be the elevation above sea level and be the mean number of clear days. (3000, 110) and (2000, 95)
days |
|
oercommons
|
2025-03-18T00:34:25.871943
|
Hannah Hynes-Petty
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69187/overview",
"title": "OSPI Statistics and Geometry Instructional Task: Road Trip",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/106195/overview
|
Determining Appropriate Intervention Targets for Medically Complex Patients
Overview
Determining Appropriate Intervention Targets for Medically Complex Patients
Determining Appropriate Intervention Targets for Medically Complex Patients
|
oercommons
|
2025-03-18T00:34:25.887858
|
07/02/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106195/overview",
"title": "Determining Appropriate Intervention Targets for Medically Complex Patients",
"author": "Claire Robertson"
}
|
https://oercommons.org/courseware/lesson/113696/overview
|
Calculating Target Heart Rate
Overview
This is an interactive worksheet designed for highschool PE students to use to track their physical activity and target heart rate.
Physical Education - Grades 9-12
This is an interactive worksheet designed for high school PE students to record their physical activity and heart rate.
https://www.canva.com/design/DAF-gGP1UoI/aYkJOEFjPzEUobOfBxNW0g/edit?utm_content=DAF-gGP1UoI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
|
oercommons
|
2025-03-18T00:34:25.905038
|
03/03/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113696/overview",
"title": "Calculating Target Heart Rate",
"author": "Gunnar Hansen"
}
|
https://oercommons.org/courseware/lesson/107445/overview
|
SEL Washington OER Hub Rubric (pdf)
Washington OER Hub Rubric - SEL Resources
Overview
Rubic used to determine if learning resources attend to the Washington Social Emotional Learning Standards.
Washington Quality Review Rubric for Lessons & Units: SEL
Criteria Met | Resource Criteria for SEL Resource |
| Permitted Use – License (select one) |
☐ | ☐ Openly licensed (see Open Licensing Checklist) ☐ Public domain ☐ Free online viewing under all rights reserved copyright but intended for educational use Resources ARE NOT commercial materials and DO NOT require a log in |
| Social Emotional Learning Standards (must meet at least one – check all that apply) |
☐ | ☐ Standard 1: Self-Awareness—Individual can identify their emotions, personal assets, areas for growth, and potential external resources and supports. ☐ Standard 2: Self-Management—Individual can regulate emotions, thoughts, and behaviors. ☐ Standard 3: Self-Efficacy—Individual can motivate themselves, persevere, and see themselves as capable. ☐ Standard 4: Social Awareness—Individual can take the perspective of and empathize with others from diverse backgrounds and cultures. ☐ Standard 5: Social Management—Individual can make safe and constructive choices about personal behavior and social interactions. ☐ Standard 6: Social Engagement—Individual can consider others and show a desire to contribute to the well-being of school and community. |
Meets Criteria | Partially Meets Criteria | Criteria Not Met | Resource Criteria for SEL Resource (Working Group and Learning Collection) |
Resource… | |||
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| Includes clear and detailed lesson objectives |
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|
| Grade band is clearly identified. |
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| Clear and detailed summary of tasks and actions. |
|
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| Materials and equipment needed to carryout lesson plan are clearly outlined. |
|
|
| Has been reviewed or is currently under review in academic content area(s) at the core of the lesson |
The Washington Quality Review Rubric for Lessons & Units: SEL by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution license. All logos and trademarks are property of their respective owners.
Cover image by Gerd Altmann from Pixabay
|
oercommons
|
2025-03-18T00:34:25.939967
|
Barbara Soots
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107445/overview",
"title": "Washington OER Hub Rubric - SEL Resources",
"author": "Washington OSPI OER Project"
}
|
https://oercommons.org/courseware/lesson/99810/overview
|
Education Standards
Identify characters
LA sequencing activity
MA-HA sequencing activity
Story time with Gruffalo
Overview
- These lesson plans and activities were purposed and designed by Paula Turon Loren for Kindergarden English teachers in the United Kingdom. The activity is designed and differentiated for different ability groups, thus teachers can adapt the lesson to their students levels and needs. Moreover, the materials may be used and adapted for any country's specific context.
The Gruffalo
The Gruffalo is a British children's picture book by author Julia Donaldson and illustrated by Axel Scheffler. This lesson uses this popular story to teach writing and story sequencing.
A lesson plan for Kindergarden English Language Arts (Literacy).
Learning Outcomes
Students will demonstrate an understanding of varied sentence patterns and will be able to sequence and act out the Gruffalo story.
Teacher planning
| Learning Intention | Steps to Success | Teaching (Group time) | 1:1 Work Tasks (differentiated) | Materials: Story characters Mask. Youtube (Gruffalo story). Story map. |
| Listening and attention: Listen to stories, With props, actions and role play respond to what they hear with movement, symbols & copying/mimicking adults, singing, provide sensory materials/toys to maintain attention. Speaking: Respond with gestures, body language, sound, sound, symbols, actions or signing
LI: Listens to familiar story sounds.
LI: Listens to the noises adults make when they read the Gruffalo.
LI: Joins in with repeated refrains and anticipates key events and sequences the Gruffalo story.
| I can show some interest in books and printed materials in my environment. I can sit in the book area with an adult to look at a book. I can begin to hold a book with adult support I can begin to hold books and other printed materials independently I can hold books and other printed materials with care with adult support I can independently hold books and other printed materials with care. I can show an interest in the books that I am holding, with adult support I can independently show interest in books, looking at the pictures etc. I can show an interest in books. I can show an interest in listening to stories when an adult reads to me. I can listen to stories with enjoyment. I can join in with simple phrases to a story by echoing an adult. I can begin to copy words used by adults when reading stories making some verbalisations independently.
| Provide children with the Gruffalo story characters masks. Show children the Gruffalo story video on Youtube to support them to act it out. Each child will have to recognise its character and take turns to come up to the front and act their part. Extend to: Encourage children to remember the story key evens and phrases from the Gruffalo story.
| Group: A (low ability group)) : Children to echo character names and copy story telling actions. Encourage the use of spontantious language. Challenge: to orally retell the story with adult scribing children’s ideas.
Group: B (middle ability group)): Children to recall characters and the events that take place. Ask the children to join in story telling, continuing an adult model. Provide children 4 images from the text. Allow the children to talk about these using story map and story book language. More able children to sequence these independently. Challenge: to orally retell the story with adult scribing children’s ideas.
Group: C (high ability group)): Children to recall characters and events, attempting to role-play/ retell the story, responding to adults questions to add more detail.Children to complete story maps, adding in the correct pictures/ symbols based on the class story map. Challenge: to retell the story and write their own ideas.
|
| Learning Intention | Steps to Success | Teaching | 1:1 Work Tasks (differentiated) |
Gruffalo story puppets. Woodland setting.
|
| Understanding: Follow instructions involving simple ideas or actions; Sensory turn taking activities and Intensive Interaction.
Reading: Chn to share book-turn pages and to point to pictures (make reading fun –my turn to turn the page-your turn to turn the page) adult to model expectation.
LI: Selects familiar story character by name and will take it.
LI: Makes one-word comment/symbol about a story key character.
LI: Uses 2 word phrases/symbols to describe a story character.
| I can listen to a story. I can feel/explore props. I can relate the props to the parts of the story. I can repeat specific lines of the story. I can make a noise in response to a specific setting in the story. I can say the repetitive phrase in the correct place. I can try to retell the story. I can describe the scene. I can pretend to be a character. I can retell the story in my own words. I can hold mark making tools and make marks on a paper with hand-over-hand support. I can hold mark making tools and make marks on a paper. I can hold mark making tools and attempt to overwrite patterns/single letters/words. I can hold mark making tools and overwrite patterns/single letters/ words. I can hold mark making tools with a correct 3 finger grip to over write patterns/single letters/ words. I can hold mark making tools correctly to copy write labels and captions. I can orally create labels and captions and overwrite/copy 1. | Stick the Gruffalo Puppets with sellotape on the table. Read the Gruffalo story to the children and ask them to identify the characters (Everytime a new character comes, each child will have to take off the sellotape- Fine motor skills).
Extend to: Encourage children to remember the story key evens and phrases from the Gruffalo story.
| Group: A : Provide children with a woodland setting and the Gruffalo characters. Adult to do bucket time to introduce the characters-encourage children listening and attention skills. Then, encourage children to role play the story (with support). Challenge: Ask the children to verbalise charcters names, label objects. Group: B :Provide children with a woodland setting and the Gruffalo characters. Children to recall characters and the events that take place. Ask the children to join in story telling, continuing an adult model. Ask children to talk about the Gruffalo story character. Challenge: Orally retell the story with adult scribing children’s ideas.
Group: C: Provide children with a woodland setting and the Gruffalo characters. Children to recall characters and the events that take place. Ask the children to join in story telling, continuing an adult model. Children to use 2 word/phrases to describe the Gruffalo. Challenge: Orally retell the story with adult scribing children’s ideas.
|
| Learning Intention | Steps to Success | Teaching (Group time) | 1:1 Work Tasks (differentiated) |
Green paper and mark making tools. Story labels. Sand tray. Gruffalo characters. |
| Writing: Draw lines or shapes on a small or a large scale (e.g. on paper, or in the air, or sand).
LI: Makes circular and linier marks. LI: Forms letters correctly. LI: Uses phonic knowledge to start spelling words.
| I can pick mark making tools. I can explore markmaking tools. I can use mark making tools to make random marks. I can use mark making tools to make purposeful marks. I can watch as an adult make vertical and horizontal marks. I can form letters tracing over an adult model. I can copy letters. I can attempt to form letters independently. I can form letters independently. I can form letters of an appropriate size. I can echo a phonic sound as an adult shows me a letter. I can hear and say all sounds in words. I can blend the sound I hear to say a word. I can say sounds and blend these to read words. I can echo tricky words after an adult model. I can read tricky words in a familiar book. I can read tricky words in my environment. I can select the correct tricky word from a choice of 2. I can select the correct tricky word from a small group of words. | Read the Gruffalo story to the children. Cover the table with green paper. Provide children with different mark making tools (brushes, paint, pens, pencils, etc.). Encourage children to draw the woodland characters (Free mark making exploration).
Extend to: Provide children with labels to label their work/ Use phonic knowledge to write words correctly.
.
| Group: A: Provide children with a sand tray with the Gruffalo characters. Explain them that we need to help the mouse to find the other animals. Support children to trace a line on the sand between the animals. Challenge: Use a pen to make circular or liner marks. Group: B: Provide children with a sand tray with the Gruffalo characters. Explain them that we need to help the mouse to find the other animals. Intensive interaction with children to start forming letters correctly/ Write animal’s initial sounds. Challenge: To write labels. Group: C : Provide children with charatcers from the text and speech bubbles. Ask the children to identify the characters and something they may say from the story. Challenge: To spell words independently.
|
| Learning Intention | Steps to Success | Teaching (Group time) | 1:1 Work Tasks (differentiated) |
Story props. Word cards. |
| Understanding: - recount a short sequence of events (e.g. by sequencing images or manipulating objects).
LI: To sequence a familiar story. | I can explore props linked to familiar text. I can copy and adult model when exploring props. I can use props in story telling. I can sequence props from a familiar story. I can begin to use phrase from a familiar text. I can use phrases from a familiar text when story telling. I can sequence prictures to create a story board. I can sequence phrases to make a famialr story. I can sequence sentneces to retell a familiar story | Using story props such as book, pictures, etc., ask the children to join in with oral story telling.
Adults to model the use of text vocabulary to tell the story.
Also model the use connectives to sequence events.
First Then Next Later After Finally | Group: A: Using a story box, provide children with the chracters and ask the children to role-play/ story tell the text. Children to place animals in order of being met and the mouse to walk along the map to meet each one. Adults to model story book language.
Group: B: Using a story box, provide children with the chracters and ask the children to role-play/ story tell the text. Children to place animals in order of being met and the mouse to walk along the map to meet each one. Adults to model story book language.
Group: C: Provide the children with story scene and characters. Ask the children to identify and sequence these as in the order they appear in the text. Encourgae and model the use of text related language.
Challenge: Adults to question children on comprehension and understanding of the text.
|
| Learning Intention | Steps to Success | Teaching (Group time) | 1:1 Work Tasks (differentiated) |
Story pictures. Sequencing story worksheet. |
| Understanding: - recount a short sequence of events (e.g. by sequencing images or manipulating objects).
LI: To sequence a familiar story. | I can explore props linked to familiar text. I can copy and adult model when exploring props. I can use props in story telling. I can sequence props from a familiar story. I can begin to use phrase from a familiar text. I can use phrases from a familiar text when story telling. I can sequence prictures to create a story board. I can sequence phrases to make a famialr story. I can sequence sentneces to retell a familiar story | Show children some pictures from the gruffalo text.
Ask the children to talk about what they can see and what could be happening in each.
As a class sequence these pictures to create a story board.
| Group: A : Provide the children with a story board- and sequencial language. Ask the children to sequence story pictures to create a text. Adults to question children on comprehension and understanding of the text.
Group: B : Provide the children with a story board- and sequencial language. Ask the children to sequence story pictures to create a text. Adults to question children on comprehension and understanding of the text. Extend/challenge-to orally re-tell events and adults to record.
Group: C: Children to write sentences sequencing the story.
Challenge: Can you tell me the story in your own words?
|
| Learning Intention | Steps to Success | Teaching (Group time) | 1:1 Work Tasks (differentiated) |
Story book. Story questions. |
| LI: I can answer a question ( Assessment) | I can listen to a story
I can understand a story
I can answer questions about a story
I can choose a symbol
I can choose the correct answer
I can write the correct answer
| Re read the story with the children and ask questions about the story. Group the children in ability groups and ask them to act out the story without visual or written support.
| Group: A : Ask children different questions about the story providing them with visual support (symbols) to give them choices.
Group: B : Ask children questions about the story for them to orally answer them without any support. Group: C : Ask children to answer questions about the story by writing correct answer.
Class reflection: Children to share their knowledge about the story and to asses their own work by comparing their answers. Then, ask them to self reflect about their learning through the lessons.
|
|
oercommons
|
2025-03-18T00:34:26.078498
|
Performing Arts
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99810/overview",
"title": "Story time with Gruffalo",
"author": "Literature"
}
|
https://oercommons.org/courseware/lesson/50881/overview
|
Lower challenge worksheet
Middle challenge worksheet
Powerpoint - Speed Time Graphs and SDG9
Speed Time Graphs and Sustainable Development
Overview
A simple lesson to introduce pupils to speed-time graphs using aspects of SDG9 relating to transport.
Suitable for Y7 - Y9.
Three levels of differentiation.
Section 1
A simple lesson to introduce pupils to speed-time graphs using aspects of SDG9 relating to transport.
Suitable for Y7 - Y9.
Three levels of differentiation.
|
oercommons
|
2025-03-18T00:34:26.096768
|
02/09/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/50881/overview",
"title": "Speed Time Graphs and Sustainable Development",
"author": "Meryl Batchelder"
}
|
https://oercommons.org/courseware/lesson/74874/overview
|
Education Standards
Circle Measurements Coloring Activity
Overview
This resource is a 32 slide Desmos Activity. In the activity, students answer questions about calculating the raidus, diameter, circumference and area of given circles. Each correct answer allows them to advance to the Pi Coloring Page to add color to a section.
Circle Measurements Coloring Activity
In this Desmos Activity, students review how to calculate the radius, diameter, circumference and area of circles. Each correct answer allows them to add color to the Pi Coloring Page.
|
oercommons
|
2025-03-18T00:34:26.116408
|
Game
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74874/overview",
"title": "Circle Measurements Coloring Activity",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/69484/overview
|
Education Standards
Large Scale System Interactions - Grade 4
Overview
Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC
Lesson - The Ring of Fire
Student Science Performance
Phenomenon: The majority of earthquakes occur along the Ring of Fire around the Pacific Ocean.
Gather:
Students ask questions to determine the causes of why earthquakes exist in certain areas.
Students plan and carry out an investigation to determine the patterns of high numbers of earthquakes occurring in the Pacific Ocean.
Students use a model (map) to record the data they gathered and look for patterns between the location of earthquakes.
Teaching Suggestions:
- Have a discussion with students about the validity of the information found on the internet.
- A website with the latest earthquake data https://earthquaketrack.com/r/north-pacific-ocean/recent https://earthquaketrack.com/r/south-pacific-ocean/recent (teacher reference)
- Students will split into groups and look up information on earthquake occurrence that has happened in the Pacific Ocean within the last two years and record it onto a table.
- They will take information from the table and place dots on a map of the Pacific on paper or on a google slide (map of the Pacific will be the background and they can place dots).
- Display a map showing the ring of fire and a map of the Pacific Ocean from Appendix B.
- Dialogue with students about the patterns seen and build understanding that these patterns can be used as evidence to support explanations.
Reason:
4. Students analyze and interpret data to determine patterns in Pacific earthquakes, volcanoes, plate tectonics, and continents.
Class Discussion:
- What do you already know about the ring of fire and where is it located?
- What are some patterns you see in the data you collected about earthquakes?
- How does the data you collected relate to your knowledge of the ring of fire?
- What is the relationship between Earthquakes, volcanoes, and the boundaries of tectonic plates/continents?
- Do you predict future earthquakes will follow this same pattern? Why or why not?
(Teaching Suggestions: Earthquakes and volcanic activity occur where tectonic plates meet. This also coincides with the periphery of the continents, where mountain ranges and deep ocean trenches also exist.)
5. Students construct an explanation of why most earthquakes occur in the Pacific Ocean and, based on its location, the effect this has on Oregon and Hawaii.
Communicate Reasoning:
6. Students construct an argument for how the evidence collected in the investigation supports their explanation of the causes of the patterns of most earthquakes occurring in the Pacific Ocean along the ring of fire.
Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Kinisimere Tokailagi, Nalani Theilk, Mapuana Dudoit, Joanie Tanabe, Jessica Fonseca, and Crystal Kalauawa.
|
oercommons
|
2025-03-18T00:34:26.138213
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69484/overview",
"title": "Large Scale System Interactions - Grade 4",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/69265/overview
| ERROR: type should be string, got "https://www.twinkl.pt/resource/t2-t-866-creatures-in-the-layers-of-the-ocean-read-and-draw-activity-sheet-\nKS2 The Layers of the Ocean PowerPoint\nOverview\nAn engaging way of teaching KS2 children about the layers of the ocean is to use this PowerPoint in your Geography lessons.\nThe PowerPoint includes a lot of information about the Earth's oceans, the layers of the ocean and fun facts about each one!\nLayers of the Ocean\nEngaging way to teach KS2 children about the layers of the ocean\nAn engaging way of teaching KS2 children about the layers of the ocean is to use this PowerPoint in your Geography lessons.\nThe PowerPoint includes a lot of information about the Earth's oceans, the layers of the ocean and fun facts about each one!\nLayers of the Ocean\n- Sunlight Zone - 90% of all ocean life lives here because the Sun can reach this layer.\n- Twilight Zone - Up to 1000m below the surface of the ocean and creatures that live here have big eyes to help them navigate.\n- Midnight Zone - It is pitch black in this layer and the creatures that live here produce their own light to hunt their prey.\n- Abyss - 75% of the ocean bed is in this layer and only invertebrates can survive within the freezing temperatures.\n- Trench - Up to 11,000m below the surface of the ocean and can only be explored using specialist scientific equipment.\nWhat is the Mariana Trench?\nThe Mariana Trench is 11,000 metres deep making it the deepest place on Earth.\nIt is located in the western Pacific Ocean." |
oercommons
|
2025-03-18T00:34:26.156962
|
07/02/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69265/overview",
"title": "KS2 The Layers of the Ocean PowerPoint",
"author": "David Jose"
}
|
https://oercommons.org/courseware/lesson/97447/overview
|
Education Standards
A Scary Situation
Boo ! By the Books
Overview
This lesson is intended to be used wtih middle to high school learners. It can be used as a library or ELA classroom lesson. The idea is best used when imulated with books from the local library to which students have access.
The video concludes with a challenge for viewers to use the attached document, entitled "A Scary Situation" to write their own story.
Boo By the Books - In introduction to the genre of horror
This introduction to the horror genre is intended for middle - high school.grades 6-12.
The idea is best immulated with copies of books from your actual school library media center. This provides exposure to titles which the learners actually have access.
Boo ! By the Books VIDEO
https://drive.google.com/file/d/1l3SU7Ix3_K2K6fWPabr35NnX5p5Ml6S6/view?usp=sharing
|
oercommons
|
2025-03-18T00:34:26.177873
|
Reading
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97447/overview",
"title": "Boo ! By the Books",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/57843/overview
|
Education Standards
Parent Interview Assignment Instructions
"The Parent I want to be" Presentation assignment Instructions
Child Development: Parental Readiness
Overview
For this lesson, you will be sharing the content in the powerpoint presentation entitled Parental Readiness. Once the information has been presented, you will then give the students 2 assignment options.
Option 1: Interview two groups of parents. 1 couple who has small children and 1 couple who has children that are teenagers or out of the home.
Option 2: Create a presentation highlighting each student's priorities on parenting. This presentation is titled "The type of Parent I Hope to be."
This Lesson Aligns with Utah State Standards for Child Development: Strand 1, Standard 1
Section 1
For this lesson, you will be sharing the content in the powerpoint presentation entitled Parental Readiness. Once the information has been presented, you will then give the students 2 assignment options.
Option 1: Interview two groups of parents. 1 couple who has small children and 1 couple who has children that are teenagers or out of the home.
Option 2: Create a presentation highlighting each student's priorities on parenting. This presentation is titled "The type of Parent I Hope to be."
This Lesson Aligns with Utah State Standards for Child Development: Strand 1, Standard 1
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oercommons
|
2025-03-18T00:34:26.198909
|
Shanna Haws
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/57843/overview",
"title": "Child Development: Parental Readiness",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/76270/overview
|
Systems of Equations Module (includes teacher instructions)
Module 1: Systems of Equations
Overview
This module helps students to explore the different methods of solving systems. It includes solving systems by graphing, elimination, substitution and matrices. The module also integrates the use of technology by introducing the online graphing software Geogebra. Students will be able to explore the software through a Geogebra webquest as well as an assessment. The assesmment will test the students ability on their understanding of the different methods and allow them to create connections to the specific content and real word applications.
Systems of Equations
Overview: Integrated Algebra and Tech Lessons
Education Level: Highschool, 9th grade
This module follows the Openstax Elementary Algebra 2nd Edition textbook. The following module consists of 3 lessons of content, a Geogebra introductory webquest and a small systems of equations project assessment. The lessons are written as followed:
- Graphing Systems of equations and substitution
- Solving systems by elimination and matrices
- Systems applications
- Geogebra webquest
- Systems project/assessment
The first lesson consists of learning the different solutions of systems of equations using graphing, as well as how to use the substitution method. The second lesson consists of how to solve by elimination and how to insert them into matrices. The third lesson consists of applications including a chemistry example. The 4th day consists of a geogebra quest, where students will go through a worksheet on how to use geogebra. The 5th day consists of working on the project where students are to build their own application problem, graph it in geogebra, solve by either elimination or substitution, and interpret their solutions.
The lessons are planned for 50-minute instruction. The first three lessons consists of an opener, that allows students to use their background knowledge that will help them with the lecture. The lecture that provides instruction on how to go about the following lesson. A closure that includes problems following the lecture. These problems can be done in a group or alone. Lastly, practice problems that can be done as homework.
The lessons follow in one PowerPoint. Be sure to look at the notes written in the PowerPoint. The practice problem work sheets follow on this PDF as well as their answer keys.
This module may be used and rearranged to fit your school’s curriculum.
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oercommons
|
2025-03-18T00:34:26.222743
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76270/overview",
"title": "Module 1: Systems of Equations",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/93775/overview
|
Education Standards
Slide Deck
Table Tents for Turn and Talk
You've Gotta See It to Believe It: Making Claims About an Image
Overview
This lesson guides students through making claims about an image that is found online, and using evidence to back up whether the image is real or "faked." Students will use speaking and listening skills and partner work to discuss their views about an image.
Main Content
LESSON DESCRIPTION
You’ve Gotta See it to Believe It: Can Images be Trusted on the Internet?
Author of the Lesson: Amanda Graham
Lesson Summary/Overview: Students will analyze and discuss images and determine if they are from credible sources and/or determine if they were altered. Students will be able to make a claim about the image.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards: OASL Standard Lib 1.1G–Evaluate information for accuracy, validity, importance, and bias.
OASL Standards
Lib1.2A–Analyze and evaluate information to draw conclusions
Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
ELP Standard 4: construct grade appropriate oral and written claims and support them with reasoning and evidence
Supporting Academic Language
Language Functions: Describe and Evaluate
Language Modalities: Read and Speak
Vocabulary: Reverse, Image, Search, Validity, Address Bar, Search Term, Reliable, Sources, hoax
Syntax or Sentence Structure(s): Sentence Frames (see slide deck)
Discourse: Students are discussing images, see slide deck for discourse directions.
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills:
How to double click on an image using a track pad (two finger tap)
Images can be altered using software and then reposted on the Internet.
Some websites identify hoaxes (such as snopes.com) and alert viewers.
Students can already be expected to know how to use key words in a search.
Students are keeping track of vocabulary in a vocabulary journal or list in some way–teacher can determine method.
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
Slide Deck– recommended to present to class as the lesson progresses.
Handout with Sentence Frames–to have on student desks–one per set of partners.
Images: Hercules the Dog Story (Suggested Link) https://forum.ih8mud.com/threads/now-thats-a-big-dog.152198/ or google Hercules the dog image–the one where the lady is walking a horse and the guy is walking the dog.
Shark and Helicopter (Suggested Link)
https://www.heart.co.uk/photos/best-internet-hoaxes-all-time/shark-attacks-helicopter/
or Google Shark Helicopter Hoax
Large Cat for independent practice, or other image that seems unbelievable but will engage students: https://www.boredpanda.com/giant-cat-from-russia-kefir-yuliyamnn/?utm_source=google&utm_medium=organic&utm_campaign=organic
Students will need technology (website and device) access to complete the lesson. This does not need to be in a one to one setting, as students could theoretically share a device and complete the task with a partner.
Learning Supports
Socio-emotional supports: Pairs for discussion stay consistent for students who need consistency and peer support, structures for pair discussion include slow release of control (which partner talks first, then releasing them to discuss with sentence frames).
Cultural & Linguistic Responsiveness: L1 similar students can be partnered together to discuss the images in L1. Any image can be used that will appeal to the particular students a teacher is working with. As teachers get to know students, the images can be selected that would interest students.
Accessibility: Images can be selected as appropriate for each student and/or the grade level being taught.
Instructional Supports
Differentiation:
L1 Supports: Students can be paired with students with similar L1. The initial descriptive conversations can happen in L1 before expecting L2 production.
L2 Development (by level): Sentence frames are provided in the slide deck.
Sentence Frames.
LESSON PROCEDURES
Anticipatory Set/Motivation/Hook
Time: 3 minutes
Teacher Does/Students Do:
Teacher: presents image of Hercules the dog–suggested link above (or other recent Internet hoax image).
Students make a guess–Fake, or Real? Students turn and talk to a partner sharing one thing they notice about the image. Directed on Slides.
Focused Instruction (Teacher-as-Model)
Time: 10 minutes
Teacher Does/Students Do:
| Teacher Does | Students Do |
|---|---|
| *Presents Slideshow*Presents Vocabulary*Presents Hercules the Dog Image*Teacher Models Think Aloud*Teacher Models Reverse Image Search (Two finger click, Image)*Identify cognates for Spanish Language Speakers: Inversa for Reverse | *Note Vocabulary in Vocab Journal or other, define vocabulary in student-friendly terms*Turn and talk, use frames provided on the slides. Students can also use the frames.*Students invited to share out in L1 if they can identify a cognate*Students make a claim and identify evidence to support their claim. |
Identify cognates for Spanish Language Speakers: Inversa for Reverse
Students invited to share out in L1.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 5 minutes.
| Teacher Does | Students Do |
|---|---|
| *Shows next image (Shark Helicopter Hoax)*Teacher shares out that this image is fake and ask students what they thought and if they agree/why | *Discuss with a partner using sentence frames at the table and the frames on slides 14-15 |
Group Application (Student-to-Student Joint Responsibility)
Time: 5 minutes
| Teacher Does | Students Do |
|---|---|
| *Instruct students to open Chromebooks and find an image, then try a reverse image search | *Find the image, and double click to reverse image search. Share with a partner. Use Google Lens. |
Individual Learning (Independent Practice and Application)
Time:8 minutes
| Teacher Does | Students Do |
|---|---|
| *Instruct students to use devices.*Shares link to Jamboard or Padlet or other shared bulletin board app–using Canvas, Email, or other CMS | *Search for an image of Kefir the cat*Analyze the source. Reverse Image Search the image.*Answer the questions on slide 19 on the padlet/Jamboard/other, along with posting a picture of Kefir |
Closure
Time: 2 minutes
| Teacher Does | Students Do |
|---|---|
| *Presents Last Slides*Review Success Criteria | *Share out how this might be useful in “real life” and when altered images might occur.*Students self assess if they were successful or not according to the criteria. |
ASSESSMENTS
Formative Assessment
Content:
Language: ELD Checklist for circulating while students discuss. Not all columns will be assessed during the teacher circulation. Focus on ELD students.
https://docs.google.com/document/d/1fXkFwSqq06MRaPajNWx_9ktmKKCL5Cj6MT61E1GgqYg/edit?usp=sharing
Check on Jamboard/Padlet–did students find Kefir? Did they reverse image search the image, and did they determine if the image is real? (Kefir is actually a real cat!) Did they make a claim about the image they found? Do they have evidence?
Student self assessment at end of lesson–did they meet success criteria?
Plans for Summative Assessments
Content: SS or ELA, within larger context of a SS research project
Language: This is not part of a summative assessment for language.
EXTENSIONS
Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:
Have students find images to try to “fool” other students in the class and make students try to determine validity of student found images.
Extend into Digital Arts: Show how to modify images and create a modified version of an image. Practice giving attribution to the source. OR Capture images of things around our school and create a “hoax” image that will be put in the school newspaper with a misleading headline. Can you trick anyone?
Extend into STEAM: Where did the image originate? Who created it? What can you learn about them and their purpose?
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oercommons
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2025-03-18T00:34:26.261812
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Lesson Plan
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93775/overview",
"title": "You've Gotta See It to Believe It: Making Claims About an Image",
"author": "Speaking and Listening"
}
|
https://oercommons.org/courseware/lesson/65257/overview
|
Tools to Grow
Overview
Tools to Grow is a very in depth website with resources for a wide range of professionals working with children in a pediatric therapy setting. Gifted children commonly exhibit the need for support in areas such as sensory processing, gross/fine motor skills, handwriting, executive functioning, and social skills, this website is extremely valuable to anyone working directly with gifted children. Various resources combine academic curriculum with strategies to support children in the previously listed areas. There are both free resources and membership only resources. Membership for an individual account is $49.99/annually. Welcome to tools to grow! (n.d.). Retrieved April 19, 2020, from https://www.toolstogrowot.com/
Tools to Grow
Tools to Grow is a very in depth website with resources for a wide range of professionals working with children in a pediatric therapy setting. Gifted children commonly exhibit the need for support in areas such as sensory processing, gross/fine motor skills, handwriting, executive functioning, and social skills, this website is extremely valuable to anyone working directly with gifted children. Various resources combine academic curriculum with strategies to support children in the previously listed areas. There are both free resources and membership only resources. Membership for an individual account is $49.99/annually. Welcome to tools to grow! (n.d.). Retrieved April 19, 2020, from https://www.toolstogrowot.com/
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oercommons
|
2025-03-18T00:34:26.274374
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04/14/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65257/overview",
"title": "Tools to Grow",
"author": "Julie Cronin"
}
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https://oercommons.org/courseware/lesson/68297/overview
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Build a Translucent Suncatcher
Overview
Build a translucent suncatcher to learn about light and the difference between transparent, translucent, and opaque objects.
Introduction
We are going to learn about light and the difference between transparent, translucent, and opaque objects. We will make a DIY Suncatcher which is a good example of a translucent object.
Supplies
To make this, you will need:
A plastic lid
White glue
Food coloring
A paperclip (unbent) or toothpick
Glitter (optional)
Flashlight
Assembly
- The first thing you’re going to do is pour a little bit of glue into your plastic lid. It’s important not to use too much glue or else the sun catcher will not be as translucent as it needs to be, and it will take a long time to dry.
- Next you’re going to add just a few drops of food coloring to the glue.
- Use a paper clip to gently swirl the colors around. You don’t need to swirl too much because the colors will spread as the glue dries.
- Add just a little bit of glitter on top.
- Let the whole thing dry for a few days.
- After 3-4 days you should be able to peel your sun catcher off the lid. You can punch a hole in the top and tie a ribbon through so you can hang it in the window!
Conclusion
- How can we tell our suncatcher is translucent and not opaque or transparent? An opaque object would be something like a plate. When a flashlight shines behind it, you cannot see the light at all.
- A transparent object would be something a clear drinking glass. When a flashlight shines behind it, you can see the light very clearly!
- The suncatcher is somewhere in between opaque and transparent, which is what we call translucent. When light shines through it, you can see some light, which gives it a nice glow.
- Add your translucent suncatcher to a bright, sunny window so that it catches the light and makes a beautiful, colorful decoration.
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oercommons
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2025-03-18T00:34:26.291863
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Alexandra Houff
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68297/overview",
"title": "Build a Translucent Suncatcher",
"author": "Activity/Lab"
}
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https://oercommons.org/courseware/lesson/107186/overview
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Non-profits: Meeting Global and Local Needs
Overview
In this lesson, students investigate non-profits that serve a local or global need. They conduct a web quest on a specific non-profit, answer worksheet questions, and then develop a presentation for a mock donor. This lesson is meant to be cross-curricular, intending students to select a non-profit covering a topic being studied in another course. Examples include food scarcity, lack of clean water, or cultural norms ignoring girls’ education.
Lesson Overview
Please adapt the lesson activity to fit your students' abilities and interests.
Introduction
In this lesson, students investigate non-profits that serve a local or global need. They conduct a web quest on a specific non-profit, answer worksheet questions, and then develop a presentation for a mock donor. This lesson is meant to be cross-curricular, intending students to select a non-profit covering a topic being studied in another course. Examples include food scarcity, lack of clean water, or cultural norms ignoring girls’ education.
Grades 9 – 12
Themes
- Social Change
- Personal Impact
- Servant Leadership
Objectives
During the lesson, students will:
- Investigate a non-profit addressing a specific global or local need.
- Design a presentation about the non-profit, sharing key criteria.
- Display knowledge about the non-profit by presenting to a mock donor.
Essential Questioning
Students should be able to answer these questions by the end of this lesson:
- What non-profits actively address a specific global or local need?
- How can you convince a donor to support your non-profit?
Indiana Academic Standards
Sociology
- S.9.4 Discuss the implications of social problems for society.
- S.9.5 Examine how individuals and groups respond to social problems.
- S.9.6 Evaluate possible solutions to social problems and the potential consequences.
Human & Social Services
- HSSI-5.1 Evaluate or develop products that meet human service needs of individuals, families, or communities, accounting for ecological, environmental, sociological, psychological, technical, and/or economic considerations.
- HSSI-5.2 Demonstrate ability to secure community resources that contribute to the well-being of individuals and families.
Download the attached PDF document for complete lesson materials.
Download the attached Word version for fully accessible document. (coming soon!)
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oercommons
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2025-03-18T00:34:26.315253
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Activity/Lab
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107186/overview",
"title": "Non-profits: Meeting Global and Local Needs",
"author": "Sociology"
}
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https://oercommons.org/courseware/lesson/91347/overview
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Midpoint check in lesson
Lesson Plan: Social Emotional Learning
Overview
Creators: Annika Langelle, Janelle Schmidt
Lesson Plan 1: Understanding emotions
This lesson plan covers Social-Emotional Learning from the Alberta Program of Studies for grades 3-5. This lesson includes gamified activities to help fulfill the learning objectives of identifying others' emotions as well as showing empathy to others, and building healthy relationships through communication skills, conflict resolution, working, playing, and learning with others. The subject areas covered are emotions and social skills.
Lesson 2: Midpoint Check in
https://www.alberta.ca/social-emotional-learning.aspx
https://youtu.be/f4bQCCKn_Mk https://www.youtube.com/watch?v=Myf2CUx9E60
https://create.kahoot.it/details/c941f160-4af9-493d-be54-c86d6a6b8f1b
The purpose of this lesson plan is to do a midpoint check-in on what the students have learned in the previous lesson. The objectives for this lesson are to make wise choices and recognize emotions and assess one's strengths and weaknesses. The lesson is gamified through a Kahoot, which tests the students to see how they would react/what they would do in certain scenarios regarding the emotions of others as well as decision making that may affect one's emotions.
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oercommons
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2025-03-18T00:34:26.334371
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Interactive
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91347/overview",
"title": "Lesson Plan: Social Emotional Learning",
"author": "Game"
}
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https://oercommons.org/courseware/lesson/70830/overview
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SEL Problem Solving
Overview
This lesson is designed to build problem solving strategies as a class and individual. With covid please consider having students wear masks.
SEL Until Lesson 5 Problem Solving
Unit for SEL
Lesson 5
Lesson Topic: Problem Solving
Lesson Description: This lesson is designed to build problem solving strategies as a class and individual. With covid please consider having students wear masks.
Learning Goals/Outcomes:
- The student will have an understanding of how to problem solve as a group and individually.
Nebraska Standards: 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:
Long skipping rope
Time Required for Lesson: 45 minutes
Technology Use:
_____ YES ____X_NO
Instructional Plan:
Warm-Up: Salt and Pepper(5 minutes)
Objective: A fun warm-up activity
Set-Up Large open space, lay a rope down the middle and have students stand on one side.
Framing: This is a fun activity to get us warm-up and test our reaction time.
- Designate one side of the rope a salt and one side of the rope as pepper.
- You call out salt or pepper and the group must jump to the correct side or remain on the side.
- If someone jumps when they shouldn’t or is to slow in their jumping they are out. They must go to a predetermined area and do a set amount of predetermined exercises before returning to the game. (ex. 20 jumping jacks, 10 burpee’s)
- Variation: For each mistake, students get a point, with the intention of having the least amount of points at the end. This can be done collectively or individually.
Activity: Turnstile 910 minutes)
Objective: To get everyone through the turning rope.
Set up: An additional rope turner to assist you.
Framing: This activity requires the entire class to participate both in solving the problem and implementing the solution. The task is simple: Everyone must get through the turning rope.
Rules Are
- One person at a time in the jumping area
- Each player must move through the turning rope . No diving or tumbling.
- No missing a beat (no having the rope turn without someone in it)
- If anyone misses, the entire group begins again.
- The initiative continues until the entire class has gone through the rope. Be sure to rotate the additional rope turner.
Activity: 1,2,3 = 20 (25 minutes)
Objective: The task is similar to turnstile, the students need to solve the riddle “1,2,3=20” to figure out how to move through the rope.
Setup: Same as for turnstile
Framing: Your goal is to get the entire class to the other side of the turning rope. The only way to achieve the goal is to pass through the turning rope. The catch is you can only move through the rope using the pattern in the following riddle: “1,2,3=20”. Trial and error are the only way to solve it. Try everyone’s ideas.
- Start turning the rope. The riddle starts once the first person passes through.
- The rope will continue turning as long as the group’s actions are correct.
- The rope will immediately stop turning as soon as the group does anything that is incorrect.
- The only way to solve the riddle is to physically enter the rope. The solution will be found if the group focuses on the number of people who pass through the rope.
- Students will receive feedback in the following ways: Whenever the rope stops turning, you will know that you are solving the riddle incorrectly, and the class should return to the starting point and begin again. If you pay close attention to the moment when the rope stops turning and what the group was doing just prior to the rope stopping , you will gather important information that will assist you in solving the riddle.
- When the rope stops the group should stop working and analyze what happened. The group should focus on what they are doing to discover what actions are solving the riddle and what actions cause the rope to stop.
Tip: Allow people to run through the rope.
It is critical to count out loud to your group when they are on the right track. For example if they have one person run through the rope shout out one. If they follow that with two shout two If they follow that with three shout three and so on.
Solution: One person passes through the rope, then two people, then three people; This pattern (1,2,3) is then repeated until the rope has turned a total of 20 rotations.
Closing/Assment: Pass the knot (5 minutes)
Objective: To reflect on behaviors that helped or hurt the group solve a problem.
Setup: Tie two ends of rope together into a circle. Have the group stand in a circle and loosely hold the rope.
Framing: As the knot in the rope is passed to you, please share one behavior that helped your group to solve the initiative and one behavior that hurt your ability to solve the initiative today. Once you have shared pass the knot to the person on your left.
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oercommons
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2025-03-18T00:34:26.388283
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Lesson
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70830/overview",
"title": "SEL Problem Solving",
"author": "Game"
}
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https://oercommons.org/courseware/lesson/14318/overview
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Preparing student to understand the computer - Adult learning
Overview
To help student better understand the concept of the computer
Table of Contents
Project Requirements
Part 1: Lesson Description
Lesson Title
Abstract
Primary Users
Educational Use
College & Career Readiness Standards Alignment
Language
Material Type
Learning Goals
Keywords
Time Required for Lesson
Prior Knowledge
Required Resources
Lesson Author & License
Lesson Description - Learning the basic function of a computer
Lesson Title
To get the skills and knowledge required to operate a computer.
Abstract
This course is for adults with no previous computer experience to attain the skills needed to use and perform common tasks.
Primary Users
The primary or learning audience are adults with limited or no prior experience using a computer.
Educational Use
Curriculum / Instruction
College & Career Readiness Standards Alignment
Level: Adult Education
Grade Level: B-Begin Basic Education
Subject: CCRS.ELA-Literacy
Strand: Reading and Writting
Language
English
Material Type
Module
Learning Goals
Answer basic questions relating to what is taught
Keywords
English
Learning the keys on the keyboard
Time Required for Lesson
60 minutes
Prior Knowledge
Basic reading and writing
Required Resources
None
Lesson Author & License
License: Creative Commons CC BY 4.0 license
Learn the main components of a computer, including input and output devices.
- Basic parts of a computer
- monitor
- keyboard
- mouse
- The desktop, log-on and passwords
- Using a mouse and keyboard
A list of commonly used keys with functions
1. Backspace:- this key deletes backwards as you type.
2. Delete:- this key deletes forwards as you type.
3. Shift:- this key, when pressed with another key, will perform a secondary
function, like capitalizing text.
4. Spacebar:- this key enters a space between words as you type
5. Tab:- this key will force the cursor to indent or jump to another entry field like
the ones between username & passwords.
6. Caps Lock:- This key will present the capitalized version of each letter..
7. Control (Ctrl):- This key, when pressed with another key, performs a shortcut.
8. Enter:- This key executes a command when pressed in Microsoft Word, it will
begins a new line.
9. Number Keypad:- this is a redundant keypad existing only for user preference.
10. Arrow keys:- Like the mouse, it is used to navigate through the document.
- Files and Folders
Log-on and getting familiar with the icons on the screen
Turn on computer
The main screen will start from is the desktop. This is the main menu or a table of contents. Here you will access the programs and features you need to use your computer.
The Icons are used to represent the different files, applications, and commands on your computer.
- Appropriately start up and shut down your computer.
- Navigate the operating system and start applications.
- Perform basic functions of file management.
- Perform basic functions in a word processor and spreadsheet.
- Manage print settings and print documents.
- Receive and send email.
- Use a web browser to navigate the Internet.
Getting familiar with the icons, programs and commands on the screen.
Understanding how to access the internet, browsing, using the internet safely and creating an email address.
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oercommons
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2025-03-18T00:34:26.410528
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05/22/2017
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/14318/overview",
"title": "Preparing student to understand the computer - Adult learning",
"author": "Joy Edwards"
}
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https://oercommons.org/courseware/lesson/80182/overview
|
Keyboarding Ergonomics (Nearpod)
Overview
This lesson goes over Keyboarding Ergonomics. This lesson is taught in Word Processing during the keyboarding unit.
Keyboarding Ergonomics (Nearpod)
Keyboarding Ergonomics (Nearpod)
Carefully work through the Nearpod lesson below using your real first and last name when you join the session. Be sure to pay attention to the different interactive prompts on the slides! Your responses will not be graded.
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oercommons
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2025-03-18T00:34:26.427640
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05/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80182/overview",
"title": "Keyboarding Ergonomics (Nearpod)",
"author": "Laura Bishop"
}
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https://oercommons.org/courseware/lesson/67769/overview
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Accessibility Checklist
Overview
Classification of Analytical Methods
Organising content
Classification of Analytical Methods
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oercommons
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2025-03-18T00:34:26.444726
|
05/31/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67769/overview",
"title": "Accessibility Checklist",
"author": "Kota vineela"
}
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https://oercommons.org/courseware/lesson/90217/overview
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Animals And Pets: A Free ESL Lesson Plan
Overview
The topic of animals, particularly pets, might seem juvenile or childish to some teachers. However, this lesson plan is tailored to be engaging, intellectually stimulating, and appropriate for mature learners. This is an excellent resource for you to use with pre-intermediate students who need to work on developing their English vocabulary skills.
You can access 150+ more free lessons like this with a free Off2Class account!
Off2Class
This lesson plan on pets is designed to introduce students to new vocabulary words. However, throughout the lesson, they will practice speaking, reading, and listening; they will have ample opportunities to formulate sentences independently.
This lesson plan allows students to use the most common vocabulary items related to common pets, including what they eat and how to care for them. It also allows students to use the vocabulary in context and raise awareness about how this vocabulary is used in daily language.
Students will work on a variety of activities throughout the lesson, from reading, matching, memory, and picture descriptions to gap-fill exercises. These activities keep the classroom environment engaging and dynamic.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
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oercommons
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2025-03-18T00:34:26.462245
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02/18/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90217/overview",
"title": "Animals And Pets: A Free ESL Lesson Plan",
"author": "Christine Chan"
}
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https://oercommons.org/courseware/lesson/79857/overview
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Replication and Bias in (Special) Education Research Base
Overview
This is a clearinghouse for resources related to open science in Special Education. If you find a good resource that has not been included, please email it to marcy@cos.io.
Replication and Bias in (Special) Education Research Base
Replication and Bias in (Special) Education Research Base
Replication
- “Supporting a Culture of Replication: An Examination of Education and Special Education Research Grants Funded by the Institute of Education Sciences”
- “Replication of Special Education Research: Necessary but Far Too Rare”
- “A Replication by Any Other Name: A Systematic Review of Replicative Intervention Studies”
- “Progeny Review: An Alternative Approach for Examining the Replication of Intervention Studies in Special Education”
- “Recommendations for Replication Research in Special Education: A Framework of Systematic, Conceptual Replications”
Publication Bias
- “Publication Bias in Special Education Meta-Analyses”
- “Estimating the Difference Between Published and Unpublished Effect Sizes: A Meta-Review”
- “Publication bias in studies of an applied behavior‐analytic intervention: An initial analysis”
- “Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-review”
Outcome Reporting Bias
- “Outcome-Reporting Bias in Education Research”
- “A survey of publication practices of single‐case design researchers when treatments have small or large effects”
(Scarcity of) Null Effects
Open Practices
General
- COS's Open Science Best Practices
- "Open and Reproducible Research on Open Science Framework"
- For a comprehensive list of open science resources: Open Science Literature
Preregistration
- “The preregistration revolution”
- "Preregistration in Single-Case Design Research"
- Benefits of preregistration and how to begin on OSF
- “Research Preregistration 101”
- “Likelihood of Null Effects of Large NHLBI Clinical Trials Has Increased over Time”
- "Preregistration: A Plan, Not a Prison"
Registered Reports
- Registered Reports Resources (including for editors, FAQs, and list of participating journals)
- “Registered Reports guidelines for reviewers and authors”
- “Instead of 'playing the game' it is time to change the rules: Registered Reports at AIMS Neuroscience and beyond” (including responses to 25 FAQs)
- Blog: Registered Reports and PhD’s – What? Why? How? An Interview with Chris Chambers
Data and Materials Sharing
- “Data: Sharing Is Caring”
- “Practical Tips for Ethical Data Sharing”
- “Recommended Informed Consent Language for Data Sharing”
- “Guide to Social Science Data Preparation and Archiving”
Open-Science Reporting Standards
- PsychDisclosure.org
- “False-Positive Psychology: Undisclosed Flexibility in Data Collection and Analysis Allows Presenting Anything as Significant”
Open Access and Preprints
|
oercommons
|
2025-03-18T00:34:26.480801
|
05/03/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79857/overview",
"title": "Replication and Bias in (Special) Education Research Base",
"author": "OSKB Admin"
}
|
https://oercommons.org/courseware/lesson/103692/overview
|
https://www.in.gov/doe/files/prek-12-health-standards-final-dec6-2017.pdf
Personal Health Goal Setting and Accountability
Overview
This lesson plan demonstrates how students can set realistic goals to improve their personal health and keep themselves accountable. Students will demonstrate days of the week on a poster board and putting goals on each day holding themselves accountable. This will teach students how to set goals and feel the enjoyment when achieving them.
Opening
In the resources there are sixteen nutritous foods that are kid friendly students can try with their parents or teachers in the classroom can do with their students to help them to achieve one of their weekly goals!
Students will be setting goals they want to achieve for the week that will make a positive impact on thier mental and physical health for that certain week. They will have a goal for each day for the following week for example these can include getting eight hours of sleep, doing chores for their parents, help a sibling with thier homework, keep thier space at school clean, eat a healthy snack after school and studying for a subject.
Putting the goals into action
Students will be putting these goals on a poster board versus on a slide so they will be able to physically see it and be more accountable than if it was on a google slide on their laptop.
Students will start writing down M-F on a poster board and write down one goal for each day they wish to achieve. There poster will appear blank at first as they will only have thier days written down and the goals besides them. As they go on if they reach their goals they will get to draw a picture besides it that represents it, a checkmark, print out a picture that represents thier goal achieved and decorate the poster more. If the student does not achieve the goal the student needs to write on the poster the obstacle they faced, how they could overcome the obstacle and can add a picture that goes along with that goal.
Conclusion to Goal Setting
By the end of this on Friday students should have thier poster decorated with their goals achieved, partially achieved or at least explained why they could not achieve them. Even if the student has not yet achieved thier goals they are still meeting the standard as they are explaining they are aware of the obstacles they faced during the process of trying to achieve thier goals.
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oercommons
|
2025-03-18T00:34:26.501296
|
Morgan Schmidt
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103692/overview",
"title": "Personal Health Goal Setting and Accountability",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/53443/overview
|
Sign in to see your Hubs
Sign in to see your Groups
Create a standalone learning module, lesson, assignment, assessment or activity
Submit OER from the web for review by our librarians
Please log in to save materials. Log in
or
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oercommons
|
2025-03-18T00:34:26.527004
|
04/15/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/53443/overview",
"title": "Effective communication for conflict resolution",
"author": "Farjahan Shawon"
}
|
https://oercommons.org/courseware/lesson/65739/overview
|
How a Medium Changes Discourse
Overview
Overview
The medium we choose to communicate a message can affect how that message is conveyed and how well the message will be understood by the receiver of the message. This lesson gives the students a concrete way of seeing the effect a medium has on a message. This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"
Lesson Objective/Student Target
The students will be able to use different mediums to communicate knowledge on a topic.
ISTE Standard 6d: Students publish or present content that customizes the message and medium for their intended audiences.
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Overarching Question:
How does a medium change discourse?
Key Vocabulary
Medium (a tool used to communicate a message, such as language, pictures, video, etc.)
Discourse (communication via some type of medium between two or more entities)
Materials
-Notebook paper
-An already completed essay or slide presentation on a given topic in class
Activity
- -Students have written an essay or created a slide presentation on a topic.
- -Before sharing their essay or slide deck, using the notebook paper, have students convert the content of their essay or slide deck to a Twitter audience using 280 characters and maybe a picture.
- -Have students share out their “Tweet.”
- -Have students share their essay or slide deck.
- -Discuss (either in small groups or as a large group) how this changed the content, and thus the discourse that was possible in the medium. Some things to consider: What choices did you need to make in order to convert to the Twitter medium? What was ultimately left out of the Twitter message? How might this change understanding of the message and its contexts? What does this reveal about the way we experience content in our day-to-day media environment?
Formative Assessment
Have students fill out an exit slip in the last few minutes of class giving their understanding of how a medium can change discourse.
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oercommons
|
2025-03-18T00:34:26.542880
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65739/overview",
"title": "How a Medium Changes Discourse",
"author": "Information Science"
}
|
https://oercommons.org/courseware/lesson/104870/overview
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College and Career Exploration
Overview
This lesson is designed for high school students to learn to use available resources to assist in their college and career search.
College and Career Exploration
College and Career Exploration
Objective: Students will explore and analyze information from Career One Stop and Big Future as well as understand the benefits of using these websites in college and career decisions.
Materials:
Student Device (chromebooks, ipads, etc)
www.careeronestop.org
www.collegeboard.org/bigfuture
Standards: The South Carolina Comprehensive School Counseling and Career Guidance Model
Standard 2: School counselors should create and implement a comprehensive school counseling program that promotes student achievement.
2.1. The program should be designed to meet the needs of all students.
2.2. The program should teach student competencies and focus on student outcomes.
Standard 4: School Counselors should provide direct services to students and indirect services on behalf of the students to parents, school staff, and the community. These services must meet the academic, social/emotional, and career needs of all students.
4.6. The school counselor should have in place ongoing activities designed to assist students with their personal and post-secondary goals (i.e., Individual Graduation Planning (IGP) conferences).
Procedure:
1. Students will take the interest inventory on Career One Stop.
2. Discuss the questions on the student worksheet with the class.
3. Guiden students through the Big Future College Search.
Assessment: Students will complete the student worksheet and submit via Google Classroom. School Counselors will meet individually with students during IGP meetings to discuss results and answer any further questions.
Attribution for Image: Campus Vasastan
https://www.flickr.com/photos/198487119@N03/52958531657/in/photostream/
License: CC BY 2.0
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oercommons
|
2025-03-18T00:34:26.561879
|
Carrie Pollard
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104870/overview",
"title": "College and Career Exploration",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/94229/overview
|
Put yourself in his shoes
Overview
so as to understand or empathize with their perspective, opinion, or point of view. Before being quick to judge someone for their actions, you should always try to put yourself in their shoes.
Taking others' perspectives
Ask the child how he would feel if he were in the other person’s situation. For example, if he takes a toy away from another child, ask him “How would you feel if Johnny took your favorite toy away from you?”. Help the child identify the emotion he would feel and then explain that the other child feels the same way.
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oercommons
|
2025-03-18T00:34:26.573899
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94229/overview",
"title": "Put yourself in his shoes",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/82017/overview
|
Choice Board 2-4 Summer 2021 PDF
Math Choice Board 2nd-4th Grade Summer Edition
Overview
Explore the Mathematics Student Choice Boards for 2nd-4th grade created by the Washington Office of Superintendent of Public Instruction.
Background Information
Explore the OSPI-created Choice Boards for 2nd-4th grade.
So often we get locked into the idea that math has to be taught by sitting down at a table and completing worksheets. We want to challenge that idea by providing you with some choice boards. These grids are filled with fun activities you can do at home while playing with your kids. We like choice boards because they give children choice while still setting specific parameters designed to encourage developmentally appropriate math skills.
We have set up the choice boards by grade bands. Each column focuses on a different math concept, and the activities dive deeper into the skill as you work your way down the board. This gives you the freedom to enter the board at a place that best suits your child, and provides additional activities to continue working on the skill.
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oercommons
|
2025-03-18T00:34:26.590844
|
Washington OSPI Mathematics Department
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82017/overview",
"title": "Math Choice Board 2nd-4th Grade Summer Edition",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/101097/overview
|
Number Bonds
Overview
Here is a video unit that I put together to teach number bonds on a kindergarten level. I have found these videos to be excellent classroom resources as well as something fun to share with parents.
Number Bonds Chapter 1
I have found that these videos are great for in class and to share with parents so the better understand the content.
In this video we see how number bonds work and the different ways they can be rotated.
Number Bonds Chapter 2
More number bond practice with special emphasis on identifying parts and wholes.
Number Bonds Chapter 3
More practice with number bonds and a special emphasis on using counters to represent number sentences.
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oercommons
|
2025-03-18T00:34:26.604433
|
02/17/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101097/overview",
"title": "Number Bonds",
"author": "Ralph Summer"
}
|
https://oercommons.org/courseware/lesson/90875/overview
|
Roman Jokes
Overview
This is a simple text regarding the writings on the walls of Pompeii.
Roman Jokes
The walls of the houses in Pompeii were found to be covered in a wide range of inscriptions, regarding electoral propaganda or general grafitti.
The electoral propaganda tended to urge citizens to vote for one candidate or another, and were more professionaly made, specifically in red or black script. The sign writers, scriptores, worked at night helped by a man who provided light at night.
These inscriptions were ,in order, made of trade corporations, districts or private individuals and were usually very simple and direct, requesting that a certain candidate be voted for a certain office, often accompanied by praises of his honesty or virtue. There are around three thousand such electoral inscriptions in Pompeii
The graffiti, however, are the inscriptions made by the general populace, scratched out on the walls of the buildings.
They relate to a wide variety of subjects and paint an extremely vivid picture of life in Pompeii: they include jokes, as well as comments about a girlfriend or the pleasure experienced in one of the city's many brothels. They tend to be rather on the bawdy side, showing the spirit of the common people of Pompeii.
Here are such examples:
The finances officer of the emperor Nero says this food is poison.
Lesbianus, you defecate and you write, ''Hello, everyone!''
To the one defecating here. Beware of the curse. If you look down on this curse, may you have an angry Jupiter for an enemy.
If anyone does not believe in Venus, they should gaze at my girl friend.
Phileros is an eunuch!
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oercommons
|
2025-03-18T00:34:26.617592
|
03/11/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90875/overview",
"title": "Roman Jokes",
"author": "Ayberk Kozan"
}
|
https://oercommons.org/courseware/lesson/80383/overview
|
Visual Mnemonic Rubric
Study Skills: Practice with Memorizing with Mnemonics
Overview
This lesson could go with a unit on memorizing skills for Study Skills. e student can learn from this resource one way to build a mnemonic that can help them study and learn new material. It incorporates a Google for Education virtual lesson.
Study Skills: Mnemonics Practice
This lesson could go with a unit on memorizing skills for Study Skills. The student can learn from this resource one way to build a mnemonic that can help them study and learn new material. It is appropriate for grades 7-12. is can be taught in a middle school or high school study skills course.
Rubric-Study Skills Mnemonics Practice
Attached is a copy of the rubric used to assess the student's work.
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oercommons
|
2025-03-18T00:34:26.635299
|
05/14/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80383/overview",
"title": "Study Skills: Practice with Memorizing with Mnemonics",
"author": "Loyce Ellingrod"
}
|
https://oercommons.org/courseware/lesson/20191/overview
|
Tech resource Powerpoint
2nd Grade Reading Charlotte's Web 1-18-18
Overview
CaLee and Hollie created this for a class.
Section 1
CaLee and Hollie created this for a class.
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oercommons
|
2025-03-18T00:34:26.651942
|
01/18/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/20191/overview",
"title": "2nd Grade Reading Charlotte's Web 1-18-18",
"author": "CaLee Thomsen"
}
|
https://oercommons.org/courseware/lesson/73365/overview
|
W200 Lesson Plans Overview Here are two different types of lesson plans I have created for use as a future Elementary Teacher. concept_map.pdf\ Lesson_Outline_Updated_5Es_Template_XddStYh.docx
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oercommons
|
2025-03-18T00:34:26.677615
|
10/11/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73365/overview",
"title": "W200 Lesson Plans",
"author": "Lindsay Leeper"
}
|
https://oercommons.org/courseware/lesson/10052/overview
|
Flipped Class room activity on Virtual Functions
ppt on Inheritance and Virtual Functions
ppt on Inheritance and Virtual Functions
ppt on Inheritance and Virtual Functions
ppt on Inheritance and Virtual Functions
ppt on Inheritance and Virtual Functions
ppt on Inheritance and Virtual Functions
ppt on Inheritance and Virtual Functions
quiz questions
Inheritance & Virtual Function
Overview
This module contains quiz questions( READ ONLY) and Flipped Class room activity both of which can be done by watching the videos given in author module
followed by these two are ppts for refernce
Section 1
This module contains quiz questions( READ ONLY) and Flipped Class room activity both of which can be done by watching the videos given in author module
followed by these two are ppts for refernce
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oercommons
|
2025-03-18T00:34:26.697456
|
07/25/2016
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/10052/overview",
"title": "Inheritance & Virtual Function",
"author": "pavithra hadagali"
}
|
https://oercommons.org/courseware/lesson/97102/overview
|
Patriot and Loyalist Choice Board Project
Patriots vs. Loyalists
Patriots vs. Loyalists Reading
Patriot vs. Loyalist Reading
Patriot vs. Loyalists Video
Patriots vs. Loyalists Assignment
Overview
In this lesson, students will be required to to complete the Patriot vs. Loyalist Choiceboard. In the Choiceboard, students have to choose 3 out 6 options to help them learn about the economic, political, and social views of the side of the Patriots and Loyalists during the American Reovlutionary War. Students will allowed to research the content; however, I have also provided them with a series of sources to use as well.
Instructions
In the following assignment, you will be completing the Patriot vs. Loyalist Choice Board assignment. You will be learning about the opposing sides in the American Revolutionary War. This assignment will allow you learn about the economic, cultural, political, and social beliefs about the Patriots and the Loyalists. You will be choosing three options to on the choice board to complete. In each assignment, you will also be looking at both sides of the opposing views of the American Revolutionary War.
Helpful links
Below are series of links to help you complete the assignment.
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oercommons
|
2025-03-18T00:34:26.720346
|
09/10/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97102/overview",
"title": "Patriots vs. Loyalists Assignment",
"author": "Claire Smith"
}
|
https://oercommons.org/courseware/lesson/85880/overview
|
Newton's Third Law of Motion
Overview
This resource is designed to align with the UT SEED standard 7.1, Forces and interactions between matter. it specifically introduces the definition of Newtons third law of motion. Students will be looking at three different systems; rocket launch, swimming, and walking. They will observe and identify the direction and motion of forces within these systems. by looking at patterns of the direction of force and the direction of motion, they will come to the conclusion that every action in these systems has an opposite reaction.
Newtons Third Law of Motion
Newton’s Third Law
Investigate the forces and motion of three different systems, diagram or model the forces in those systems, and describe the pattern that you see.
System 1: Space Shuttle Launch
WATCH the video of the space shuttle launch (watch from 1:20). In this system, there is a collision between the hot gases in the engine. When you answer the questions below, focus on the forces and motion involved in that collision only.
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System 2: Swimming
WATCH the video clip of Michael Phelps swimming. In this system, there is a collision between Michael Phelps’ hand and the water. When you answer the questions below, focus on the forces and motion involved in that collision only.
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System 3: Walking
Stand up and take a few steps. As you walk, think about what is colliding in this system, the direction of the force, and the direction you move.
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Findings
Look back at your system models. Identify a pattern, or patterns, between the direction of the force and the direction of the motion of the object in each system. Construct an explanation using evidence from Systems 1-3.
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oercommons
|
2025-03-18T00:34:26.741319
|
09/16/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85880/overview",
"title": "Newton's Third Law of Motion",
"author": "jordan donohue"
}
|
https://oercommons.org/courseware/lesson/117166/overview
|
Exploring Points of View in Literature
Overview
Exploring Points of View in Literature Lesson Plan
Lesson TItle/Objective/Materials Needed
Lesson Title: Exploring Points of View in Literature
Objective: Students will analyze how authors develop and contrast the points of view of different characters or narrators in a text.
Materials Needed:
- Short stories or excerpts from texts with multiple narrators or characters (e.g., "The Outsiders" by S.E. Hinton, "Wonder" by R.J. Palacio, or any other appropriate texts)
- Worksheets or graphic organizers for analyzing point of view
- Writing materials
- Projector or whiteboard for class discussion
Procedures
Procedure:
Introduction (10 minutes):
- Begin by discussing with students the concept of point of view in literature. Define first-person, third-person limited, and third-person omniscient perspectives.
- Provide examples from familiar stories or movies to illustrate each type of point of view.
Reading and Analysis (20 minutes):
- Distribute short stories or excerpts that feature different narrators or characters with distinct points of view.
- In pairs or small groups, have students read the texts and identify the perspectives of each character or narrator.
- Encourage students to discuss how each character's perspective shapes their understanding of the story.
Class Discussion (15 minutes):
- Lead a whole-class discussion where groups share their findings. Discuss similarities and differences in how characters perceive events and other characters based on their individual points of view.
- Guide students to analyze how the author's choice of point of view influences the reader's understanding and emotions.
Independent Practice (15 minutes):
- Assign students a short passage from a different text or the same text (if longer) to read independently.
- Have students complete a graphic organizer or worksheet where they identify the points of view of different characters or narrators and analyze how these perspectives contribute to the story's development.
Closure (10 minutes):
- Review key concepts about point of view and discuss why understanding different perspectives is important in literature and in life.
- Allow students to share any insights or questions they have about the lesson content.
Assessment/Extension
Assessment:
- Evaluate students' understanding through their participation in class discussions, completion of the graphic organizer or worksheet, and their ability to articulate how point of view affects the story.
Extension Activities:
- Have students write a short narrative from the perspective of a minor character in a story they have read, focusing on how changing the point of view alters the narrative.
- Create a Venn diagram to compare and contrast the perspectives of two different characters in the same text.
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oercommons
|
2025-03-18T00:34:26.759643
|
06/21/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117166/overview",
"title": "Exploring Points of View in Literature",
"author": "Katlyn Greer"
}
|
https://oercommons.org/courseware/lesson/89267/overview
|
Open For Antiracism (OFAR) Template
Overview
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
How To Remix This Template
OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. Once logged in, click the remix button on this resource to make your own version of this template. Change the title to describe your project and add text, videos, images, and attachments to the sections below. Delete this section and instructions in other sections before publishing. When you are ready to publish, click next to update the overview, license, and description of your resource, and then click publish.
Action Plan
Describe how OER and open pedagogy help your class to be antiracist here.
Course Description
Add your course description here including the course name and number, and learning outcomes.
Attach your syllabus here clicking the Attach Section paperclip image below, then choose the correct file from your computer, name your syllabus, and save.
Antiracist Assignment / Module
Describe your antiracist assignment or module.
Attach your assignment or module here clicking the Attach Section paperclip image below, then choose the correct file from your computer, name your assignment or module, and save.
Paste any relevant links that others would find helpful.
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oercommons
|
2025-03-18T00:34:26.798318
|
Open for Antiracism Program (OFAR)
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89267/overview",
"title": "Open For Antiracism (OFAR) Template",
"author": "Megan Simmons"
}
|
https://oercommons.org/courseware/lesson/110245/overview
|
Severe Weather
Overview
A Severe Weather interactive lesson with 51 slides that can be published for students to complete independently on any teaching platform using Google Drive.
Description
1. Download the PowerPoint and Save the PPT to your desktop.
2. Open Google Drive and click New - File Upload - Choose the PPT file.
3. Open with Google Drive.
4. Using the file on Google Drive will allow more accessibility for your students using Chromebooks.
Students will learn about the characteristics of different types of severe weather, including hurricanes, tornadoes, thunderstorms, and winter storms. This lesson also includes weather alert information and storm safety practices.
This lesson includes:
- Interactive PowerPoint
- KWL chart
- videos
- articles
- short answer responses
- escape room activity
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oercommons
|
2025-03-18T00:34:26.817218
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110245/overview",
"title": "Severe Weather",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/77164/overview
|
thom-holmes-WZG7W1DGiVg-unsplash
Olga Yatchuk
Overview
This is a training project for course Media Production and the Internet.
Це тренувальний пілотний проект про медіавиробництво та Інтернет
Як новачку створити якісний контент? ( How a beginner can create quality and interesting content)
This presentation is an overview of the course Media Production and the Internet.
The purpose of the presentation is focus attention to the course and e the main
topics of practical work.
Ця презентація є оглядовою для курсу медіапродакшн та інтернет. Мета презентації привернути увагу до курсу, та окреслити основні напрями практичної роботи.
Творче завдання №1 (Practice)
Look at the photo and make a small note with the answers to the questions:
What was before being photographed?
What will the hero do next?
The hero in the photo. What kind of person is he? In what story does he act?
Whom and why will you tell this story?
Подивиться на фото та зробить невеликий запис з відповіддями на питання:
що було до того моменту, як зробили це фото?
Що буде потім?
Героєм якої історії може стати цей персонаж?
Для кого ви будете розповідати цю історію?
Чому саме для них?
Photo by Thom Holmes on Unsplash
|
oercommons
|
2025-03-18T00:34:26.837665
|
02/12/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77164/overview",
"title": "Olga Yatchuk",
"author": "Olga Yatchuk"
}
|
https://oercommons.org/courseware/lesson/110532/overview
|
UNIT 1: FAMILY LIFE
Overview
This is for new lesson tomorrow.
Vocabulary
This is for new lesson tomorrow.
|
oercommons
|
2025-03-18T00:34:26.857232
|
11/27/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110532/overview",
"title": "UNIT 1: FAMILY LIFE",
"author": "Emilia Huyen Trang"
}
|
https://oercommons.org/courseware/lesson/110210/overview
|
Progression in PE
Overview
This is an overview of the progression in PE. This can use in elementary, middle, high, or even college classes. It shows why it is important to progress with each level.
PROGRESSING P.E.
STARTING WITH THE BASICS
RUNNING, HOPPING, SKIPPING
The most important aspect of Physical Education is starting with the basics. By teaching the students how to properly jog, run, skip, hop, and shuffle, you are teaching them everything they need to know about how to move so that they can perform those aspects in activities and games. Almost every single activity or game in physical education consists of running, jogging, or walking. The students need to be able to master the concepts of those activities so that they can focus on the specific skills to learn later on.
https://www.youtube.com/watch?v=TN9w0I3ZGkc
This YouTube video shows an activity that can show kindergarten special awareness.
NEXT STAGE
Performing skills
Once the students have the basics of running, jogging, and hopping down, they can start to work on working on their skill work. Skills in Physical Education consists of underhand throw, overhand throw, kicking, striking, volleying, and much more. To make mini activities and games out of these skills, the students must be able to walk, jog, and/or run proficiently.
FINAL STAGE
Team Sports
2
The final stage ends up being in middle and high school. This is where the students will focus more on sports-based activities. So again, to be able to compete in the sports, they must be proficient in the skills that they learn in elementary school. This is why progressing is so important throughout physical education. They each build off of each other and allow the students to take each step slowly so they can practice it.
|
oercommons
|
2025-03-18T00:34:26.879518
|
11/15/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110210/overview",
"title": "Progression in PE",
"author": "Kas Dunn"
}
|
https://oercommons.org/courseware/lesson/70829/overview
|
Education Standards
Ice Cream Menu Sample
NDE Lesson Plan
Information Technology Fundamentals - Creating Tabs and Changing the Page Color
Overview
View the attached files to see a project for a Information Technology Fundamentals class. You will find:
- Lesson Plan
- Checklist for Students
- Example of Finished Project
Feel free to change and custimize the lesson plan to better fit your classroom and students.
Information Technology Fundamentals
View the attached files to see a project for a Information Technology Fundamentals class. You will find:
- Lesson Plan
- Checklist for Students
- Example of Finished Project
Feel free to change and custimize the lesson plan to better fit your classroom and students.
|
oercommons
|
2025-03-18T00:34:26.900466
|
08/03/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70829/overview",
"title": "Information Technology Fundamentals - Creating Tabs and Changing the Page Color",
"author": "Hunter Vanness"
}
|
https://oercommons.org/courseware/lesson/105688/overview
|
Frequently Asked Questions: OER for K-12 Educators
Overview
Answers to frequently asked questions about open educational resources (OER) for K-12 educators. Prepared with support from the Consortium for School Networking (CoSN), Creative Commons (CC), Creative Commons – United States (CC-USA), the Institute for the Study of Knowledge Management in Education (ISKME), the State Educational Technology Directors Association (SETDA), and the Scholarly Publishing and Academic Resources Coalition (SPARC).
Overview
Answers to frequently asked questions about open educational resources (OER) for K-12 educators. Prepared with support from the Consortium for School Networking (CoSN), Creative Commons (CC), Creative Commons – United States (CC-USA), the Institute for the Study of Knowledge Management in Education (ISKME), the State Educational Technology Directors Association (SETDA), and the Scholarly Publishing and Academic Resources Coalition (SPARC).
Frequently Asked Questions and Answers
What are Open Educational Resources (OER)?
Open educational resources (OER) are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. OER include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge
How does OER help educators and students?
Open educational resources give educators the ability to adapt instructional resources to the individual needs of their students, to ensure that resources are upto-date, and to ensure that cost is not a barrier to accessing high-quality standardsaligned resources.
What is the difference between ‘free’ and ‘open’ resources?
Open educational resources are and always will be free in digital form, but not all free resources are OER. Free resources may be temporarily free or may be restricted from use at some time in the future (including by the addition of fees to access those resources). Moreover, free resources which may not be modified, adapted or redistributed without express permissions from the copyright holder are not OER.
Are all OER digital?
Like most educational resources these days, most OER are “born” digital. But like traditional resources, they can be made available to students in both digital and printed formats (including in the form of a traditional ‘textbook’). Of course, digital OER are easier to share, modify, and redistribute, but being digital is not what makes something an OER or not.
How do I know if an educational resource is an OER?
The key distinguishing characteristic of OER is its intellectual property license and the freedoms the license grants to others to share and adapt it. If a lesson plan or activity is not clearly tagged or marked as being in the public domain or having an open license, it is not OER. It’s that simple. While custom copyright licenses can be developed to facilitate the development and use of OER, often it can be easier to apply free-to-use standardized licenses developed specifically for that purpose, such as those developed by Creative Commons or – for software – those approved by the Open Source Initiative.
Note that Creative Commons (CC) licenses that include an ND clause (i.e., no derivatives) are not considered OER. For more information about CC licenses see: https://creativecommons.org/licenses/. For information about Open Source Initiativeapproved licenses for software, see: https://opensource.org/licenses.
What are best practices for hosting OER in online platforms?
Some schools and educators rely on third-party online lesson plan sharing services and sites to manage instructional resources for their classrooms. These tools offer an easy way to find and vet educational resources aligned to standards. Online platforms used to help create and share OER should make it easy for educators to:
- Easily and clearly attach an open license to their lesson plan or instructional resource;
- Be able to search for lesson plans and other resources and filter results by license type; and,
- Be able to download the OER hosted on the platform (in editable versions when available).
Attribution statement
This work is licensed under a Creative Commons Attribution (CC BY) 4.0 International License. It was adapted from “#GoOpen: OER for K-12 Educators” by Doug Levin, also available under a CC BY license.
|
oercommons
|
2025-03-18T00:34:26.916813
|
06/21/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105688/overview",
"title": "Frequently Asked Questions: OER for K-12 Educators",
"author": "Peter Musser"
}
|
https://oercommons.org/courseware/lesson/61941/overview
|
Digital photography instructional videos by Michelle Marusek
How To Create Super Slide Shows
National Arts Standards
Oh Snap! Taking Better People Photos
Overview
In this lesson middle and high school students in grades 6-12, students will learn the basics of composing portraits of friends, this is designed to gain maximum engagement in the lesson. Following a basic photography lesson students will take four types of portraits to post and critique. Students will take a final photo at end of course, an improved shot of one prior image. All will be posted in an ePortfolio.
Taking Great Portraits: Principles of Photography for Grades 6-12
Lesson: Middle and high school students, grades 6-12, will learn the Rule of Thirds and 3 Types of Balance as guides for composing portraits of friends. A GCF digital photography course and Beginning Digital Photography YouTube videos will provide basic knowledge of lighting, exposure, and composition. A formative quiz follows to help learners determine areas of further study if needed. The proper use of lighting, such as the principle of the Golden Hour and various types of natural, ambient and artificial lighting, will be stressed for the most pleasing color balance for taking portraits. No flash photography will be used as students are tasked with making adjustments on their camera for any lighting conditions they encounter.
Formative Assessment: At the end of the lesson, in a shared Google Slide wiki, students will submit their four photos along with a self-critique. To help students design their slides a resource has been provided by Sara Wendorf and Kelly Brennan on how to create super slide shows, geared toward grades 5 and up. Having the students post their work in a Google Slide show offers the experience of putting an ePortfolio together, as well as commenting on our own and others' work. Once their own work is posted each student will provide constructive critique and comment on at least one other student's work. Students will apply the photography lighting and composition principles they have learned as they analyze and describe their own and others' work.
Summative Assessment: A final assignment at the end of the course will challenge the students to retake one photo from the four previously submitted to improve upon. Students are encouraged to review the peer comments and critiques from their peers to determine if there are any constructive ideas that may help them improve their final image. The final image will be submitted with a description of the process they used to retake the photo and a self-critique and analysis of the result. As in the prior formative assessment students are tasked with responding to at least one other student's work.
The National Core Arts Standards are fully represented in this lesson: Creating, Performing, Presenting, Producing, Responding and Connecting.
They are your friends, of course you want them to look their best in your photos! What can you do to make that happen? Let's get started!
- First, we'll eye some good solid composition tips, tricks, and rules.
- Then, we'll shed light on the best way to illuminate the human figure.
- Lastly, we'll focus on some solid camera settings for capturing your subject, then...Snap!
- Let's get started!
Learning Objective: At the end of this module students will be able to take four distinct types of photos, one each of Formal Portrait, Candid Portrait, Detail Portrait, and Environmental Portrait using ambient lighting only, no electronic flash. The proper use of the Rule of Thirds or the design principle of Balance will be evident in the photos. Digital cameras or Smart phones are acceptable for use.
Standards: The National COre Arts Standards: https://www.nationalartsstandards.org/
Source: Title photo: Photo by Zachary Nelson on Unsplash
|
oercommons
|
2025-03-18T00:34:26.940310
|
Module
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61941/overview",
"title": "Oh Snap! Taking Better People Photos",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/96254/overview
|
Finding the Best in Others
Overview
In this lesson, students will analyze character traits using the book, Playing for Change, by Kelly Brown. As an extension, students will identify positive character traits in themselves and others.
Lesson Overview
Introduction
In this lesson, students will analyze character traits using the book, Playing for Change, by Kelly Brown. As an extension, students will identify positive character traits in themselves and others.
Grades 3 – 5
Themes
- Inclusion
- Belonging
- Respectfulness
- Kindness
- Acceptance
Objectives
During this lesson, students will:
- Identify character traits
- Use text evidence to demonstrate understanding of a text
- Recognize positive character traits pertaining to themselves and others
Essential Questioning
Students should be able to answer these questions by the end of this lesson:
- How do one’s feelings, actions, speech, and thoughts contribute to their character?
- What traits do others possess that make them a kind and special person?
- How can we recognize positive character traits in our peers?
Indiana Academic Standards
INSS.ELA – 3.RN.2.1
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
INSS.ELA – 4.RN.2.1
- Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.
INSS.ELA – 5.RN.2.1
- Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.
Download the attached PDF document for complete lesson materials.
Download the attached Word version for fully accessible document. Coming Soon
|
oercommons
|
2025-03-18T00:34:26.960741
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/96254/overview",
"title": "Finding the Best in Others",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/92729/overview
|
Mini lesson
Overview
Migrating birds lesson for vocabulary.
Migrating Animals Vocabulary understanding
Reading Mini-Lesson
Name: John O’Neill
Lesson Title: Migrating Animals Vocabulary understanding
LINK TO FIRST MINI-LESSON
Lesson Objectives List 1-2 objectives that you want your students to achieve |
|
Materials List and link the materials for this lesson. | Materials & Links: Protecting-Migrating-Animals |
Introduction (Activate prior knowledge/schema.) 3 mins | “Remember how/when…..” Try to write down and use your prior knowledge of migrating animals? Does anyone have examples they would like to share? What animals do we see daily that are migrators? |
Presentation of the Material (What task will students do while you are reading?) 10 mins Listening & Writing | “As you listen, I want you to…” As you listen to the article try to identify three main ideas, additionally, write down any words or phrases that were unknown to you or you were unfamiliar with. With each word try to take a guess at what the word means by using evidence and context clues in the text. |
Teach the Lesson (How are you going to connect what you read with your content?) 10 mins Scaffolding | “Watch me as I….” Pick out words or phrases that I find challenging to myself, and I will try to use context clues in order to figure out the meaning of the word or phrase. |
Active Learning (What practice activity will students complete to apply what you just presented?) 10 mins Speaking/Engagement | “Now is your opportunity to try…” Volunteer your findings of the main ideas and words that you found were challenging. What were some of the main points of the article? What did you think were difficult words or phrases? |
Connect (How will you connect the picture book to the main lesson? What will they read that will connect to the book?) 5 mins Reading & Reflection | “Read this and complete a…” Now that we have a better idea of what the main points of the article and the more challenging phrases and definitions go back over, lets read the article one more time and we will see if we all better understand it this time around. |
Assessment (What activity will students complete to demonstrate their understanding?) 7 mins Evaluation | “Let’s see how well you understood by …” going over the definitions of we picked out and seeing them on a “thinglink” |
It is so important to improve the skills of childhood literacy in order to help prepare them for secondary literacy. Students that start reading from a young age have improved vocabulary and general understanding of literacy. In addition, students that do not engage in adapting their childhood reading are far more likely to face literacy struggles growing up. According to readingpartners.org , “poor educational outcomes are linked to other negative consequences, such as poverty, unemployment, illness, and crime.” This shows how valuable early literacy is in promoting a promising future for students.
This short article includes a picture and links to some of the words that may be challenging. In addition, the article has a video for context. The video transcript reads the article out loud and gives easy to follow along visuals or migrating animals. This would be a good alternative to help encourage struggling readers to read and get into different topics they need to read about.
References
“Three important reasons why we can't ignore early literacy,” January 8, 2018, By: Madeline Hatcher (https://readingpartners.org/blog/three-important-reasons-cant-ignore-early-literacy/)
“Why is Early Literacy Important?” By: Raising Readers (https://www.raisingreaders.org/understanding-early-literacy/why-is-early-literacy-important/)
|
oercommons
|
2025-03-18T00:34:26.979902
|
05/15/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92729/overview",
"title": "Mini lesson",
"author": "John O'Neill"
}
|
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