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https://oercommons.org/courseware/lesson/99161/overview	Use of geophysical techniques in groundwater exploration Problem (PBL) task Based Learning Overview Use of geophysical techniques in groundwater exploration Problem Based Learning (PBL) Task Geophysics course Use of geophysical techniques in groundwater exploration Problem Based Learning (PBL) Task	oercommons	2025-03-18T00:36:33.369820	11/30/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99161/overview", "title": "Use of geophysical techniques in groundwater exploration Problem (PBL) task Based Learning", "author": "milton Kataka" }
https://oercommons.org/courseware/lesson/109479/overview	Modifications Reflection Modifications Wheel Assessment OAS Standard: I.VA.P.2.2 Production Digital Citizenship: 1.2.c Intellectual Property Overview This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism. Standards & Expectations This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism. Overview of Lesson Grade Level: Advanced Art/11th & 12th Grade Duration: 2 weeks Teaching Strategy: Lecture, Guided Practice Lesson Objectives: - Understand the concepts of digital citizenship, intellectual property, and plagiarism. - Identify online resources available for free and legal image download. - Create an original piece of work inspired by their chosen 20th-century piece with enough modifications to avoid plagiarism. - Complete a CFA including evaluation, analysis, and reflection. Task 1: Locating & Using Open-Access Images - Students will be able to search online to find an open-access image of a piece of artwork from the 20th century that they wish to recreate. Students will be able to download a version of their chosen image and present it with their finished recreation. Task 2: Create an Orignal Piece of Art - Students will create an original piece of work inspired by their chosen piece from history. Students will apply the necessary modifications to avoid plagiarism. Task 3: Assessment - Students will complete a CFA where they will evaluate and analyze their own work and a peer's work. - Students will reflect on their process, techniques, and modifications in a 1 paragraph written response.	oercommons	2025-03-18T00:36:33.393279	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109479/overview", "title": "Digital Citizenship: 1.2.c Intellectual Property", "author": "Visual Arts" }
https://oercommons.org/courseware/lesson/62337/overview	Pancake Recipes (for US and UK English PPT) US vs. UK English Overview A handy overview of some of the main spelling and vocabulary differences between US and UK English, focused on food vocabulary. Powerpoint (US/UK English) Should accompany pancake recipe worksheets below. - Powerpoint about differences between US and UK English - designed for high school students in EFL context - uses food vocabulary to make evident language differences - focuses on differences in spelling and in word meaning Information Gap Activity (US/UK English - pancake recipes) Information gap activity with two versions to accompany US and UK English PPT.	oercommons	2025-03-18T00:36:33.412363	Andrea Leone-Pizzighella	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62337/overview", "title": "US vs. UK English", "author": "Lesson" }
https://oercommons.org/courseware/lesson/75818/overview	Weather Status: LET IT SNOW Overview This module refers to elementary school, students’ level A1-A2, 5th grade. The module has 3 vocabulary activities about the weather and 3 grammar activities about adjectives. The last section is a short film for keeping students interested and relaxed, for rewarding them for all the effort they put through the module and of course discuss thoughts and opinions. This module is a combination of listening and speaking, focusing on new vocabulary and grammatical phenomenon. It is multidirectional and has a variety of activities to not only students learn but also to have fun. The videos, one at the beginning and the other one at the end, play significant role, same objectives but different perspectives. 'Tis The Season To Be Freezin! - Listen to the song and complete the missing words!! Good luck and sing along!! 🎵 Lyrics 🎵 If you notice it starts getting _____ And the sky’s getting covered with _____ Go get your boots, ______, jacket and put them on quickly Because it’s about to snow Little _________ are falling and falling And the city’s been all painted ______ The children on their _____, they are riding and riding It is a wonderful sight White snow’s falling, falling Everybody’s enjoying Now the snow is finally here If you look at the snowflakes up closely They’re all different, just come and see And not to mention that they are all quite a ______ They’re amazing don’t you agree You can find them in many unique ______ There are _____, triangles and plates Others are shaped like _____ and they have many______ Come with me, let’s go and play White snow’s falling, falling Everybody’s enjoying White snow’s falling, falling Covering our garden White snow’s falling, falling Everybody’s enjoying Now the snow is finally here Let's learn new words! \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2. Choose the correct word for each sentence from the list below white, covered with clouds, snowflakes, chilly, triangle, scarf, sleigh, gloves What's the weather like? 1. It is colourful and appears after the rain. 2.This kind of weather is warm. 3.You use an umbrella when the weather is like this. 4.We should wear this outside when it is raining or cold. 5.It is white and soft. Take a look on grammar! - Adjectives are words that describe another word,noun. Put an X next to the adjectives \| star \| \| \| amazing \| \| \| paint \| \| \| unique \| \| \| wonderful \| \| \| ride \| \| \| naughty \| \| \| nice \| \| \| town \| Still on grammar. Be patient!! 5. Are the sentences correct or wrong? - I saw a programme really good on TV last night. Time to work together!! Each group of three have to costruct five sentences with five adjectives from the list bellow. Choose one collumn of the twelve kinds of adjectives and work together to form the sentences. For any inconvenience feel free to use this platform to help you out https://www.wordreference.com/engr/ A taste of Christmas, a bite of thoughts Last but not least, let's watch this short film and then discuss thoughts and ideas through the forum in our e-class!! "What would you like for Chistmas? What would you ask Santa Claus? ''Self-Assesment'' This section is for you to check your answers and see if they are correct, hence to assess your effort. Good luck and remember; do not worry if you have mistakes; we learn from them and we become better every time!! 1. 🎵 Lyrics 🎵 If you notice it starts getting chilly And the sky’s getting covered with clouds Go get your boots, gloves, jacket and put them on quickly Because it’s about to snow Little snowflakes are falling and falling And the city’s been all painted white The children on their sleighs, they are riding and riding It is a wonderful sight White snow’s falling, falling Everybody’s enjoying Now the snow is finally here If you look at the snowflakes up closely They’re all different, just come and see And not to mention that they are all quite a beauty They’re amazing don’t you agree You can find them in many unique shapes There are prisms, triangles and plates Others are shaped like stars and they have many branches Come with me, let’s go and play White snow’s falling, falling Everybody’s enjoying White snow’s falling, falling Covering our garden White snow’s falling, falling Everybody’s enjoying Now the snow is finally here 2. \| chilly \| \| gloves \| \| sleigh \| \| snowflakes \| \| white \| \| triangle \| \| scarf \| \| covered with clouds \| 3. - 1. Rainbow - 2. Sunny (day) - 3. Rainy - 4. Jacket - 5. Cloud(s) 4. \| star \| \| \| amazing \| x \| \| paint \| \| \| unique \| x \| \| wonderful \| x \| \| ride \| \| \| naughty \| x \| \| nice \| x \| \| town \| 5. - 1. WRONG - 2. CORRECT - 3.WRONG - 4.CORRECT - 5.CORRECT - 6.WRONG - 7.WRONG - 8.CORRECT - 9.CORRECT - 10.CORRECT - 11.CORRECT	oercommons	2025-03-18T00:36:33.473049	Speaking and Listening	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75818/overview", "title": "Weather Status: LET IT SNOW", "author": "Language, Grammar and Vocabulary" }
https://oercommons.org/courseware/lesson/61416/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in learning about lights lights or	oercommons	2025-03-18T00:36:33.495075	01/09/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61416/overview", "title": "Electrcity", "author": "marram alshammari" }
https://oercommons.org/courseware/lesson/73280/overview	Education Standards My American Farm (Education Games) My Plate, My State from the U.S. Department of Agriculture My Plate, My State Resources Paper Slide Rubric POWER Library Rubric for Student Reflection State and DC Agricultural Facts Farm To Table Overview Students will research and learn about the process the industries use to get food from farm to table. Lesson Objectives Students will know / be able to: - Understand the food industry process. - Research where our food comes from. - Create a video which demonstrates the farm to table process. Warm Up / Introduction Instructor Notes: - Participate in a class discussion. Ask the students if they know: - What agriculture is. - Where their food comes from. - How their food is processed. - What food is produced locally. - What food other states are known for. - Each student will be given the name of a state to research. The student will use the attached resources to learn about what agricultural supplies are produced in that state. - Students will use the coloring sheet, specific to their state; to record their findings. Activity Directions: \| Research / Explore Activity Instructor Notes: - Students will use the POWER Library databases and other resources attached to further their research on the process of farm to table. Their research should include all industries. (seafood, cattle, dairy, grain, fruit, vegetable, etc.). - Students should learn about the process each industry uses to get the food from the farm to the table. POWER Library resources: - The POWER Library resources that can be used for this activity includes: - POWER Library TrueFLIX - Farm to Table category under Science and Nature - POWER Library Gale In Context Elementary - POWER Library Gale In Context Middle School - POWER Library Gale OneFile High School Edition - POWER Library Gale In Context Environmental Studies - POWER Library Gale General OneFile - POWER Library GreenFILE - POWER Library Gale Topic Collection - Agriculture - POWER Library E-Books (EBSCO) - Producing Vegetables - POWER Library BookFLIX - Let's Visit a Dairy Farm - Living on Farms - Vegetables, Vegetables - POWER Library Gale OneFile News - POWER Library Science Reference Center - POWER Library TrueFLIX Extended Activities: - The Ag Foundation has a Farm to Cart game that you can play with the students. Activity Directions: \| Reinforcement / Creation Activity Instructor Notes: - Introduce students to the paper slide concept by having them watch one of the videos listed below. - Group students into small working groups. Each working group will be given one of the industries below: - eggs - beef - seafood - fruit - milk - pork - grains - vegetables - chicken - Each group needs to take their topic and create a paper slide video which demonstrates the process that industry uses to get food from the farm to the table. Assessment: - Assessment will be based on their paper slide video using the rubric attached. Paper Slide Presentations: - The following resources can be used to learn about Paper Slide Presentations. - What is a paper slide presentation? by Rachel Hurst on Vimeo - How to make a Paper Slide Video by DMSFlippedMath on YouTube - How to make a Paper Slide Video by Regina Bale on YouTube Activity Directions: \| Reflection Instructor Reflection: Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson. Directions:Using the Lesson Reflection Worksheet, reflect on the following questions: \|	oercommons	2025-03-18T00:36:33.539335	Forestry and Agriculture	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73280/overview", "title": "Farm To Table", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/74026/overview	History of Educational Technology Overview A brief timeline and breakdown of technology in our schools What is Educational Technology? History of Technology in Education 1900-1920 One Room School House ( Single Teacher teaching multiple grade levels in a one room building) 1923- Radios are introduced to the Classroom 1930s- Overhead Projectors are used in classrooms for the first time 1939- First TV in the classroom 1950- Headphones begin to be used especially in language labs 1960s-Whiteboards begin to replace chalkboards 1967- Handheld Calculator is invented 1972-Scantron technology introduced in schools 1984-Apple Macintosh Computer is introduced to schools 1988-Laptop computers are introduced 2002-99% of schools have internet access 2012-1.5 Million Ipads in schools	oercommons	2025-03-18T00:36:33.556747	10/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74026/overview", "title": "History of Educational Technology", "author": "Frank McGowan" }
https://oercommons.org/courseware/lesson/79902/overview	Education Standards Africa Lecture Ava Duvernay's, 13th Billie Holiday, Strange Fruit Black Lives Matter on Campus – Universities Must Rethink Reliance on Campus Policing and Prison Labor Civil Rights Lecture Colonial Slavery Cotton Kingdom Lecture Darius Darius Young, “Lynching and the Rise of Black Activism in Memphis” Hasan Kwame Jeffries, “Black Lives Matter: A Legacy of Black Power Protest” https://prezi.com/v/gxedzhuis0hf/ https://prezi.com/v/ujcuua09rava/ https://www.gutenberg.org/files/408/408-h/408-h.htm Jeanne Theoharis: “A Life History of Being Rebellious: The Radicalism of Rosa Parks” Jessica Marie Johnson, "Yet Lives and Fights: Riots, Resistance, and Reconstruction" Joshua Rothman, An Uspeakable Toll Joy James, “Airbrushing Revolution for the Sake of Abolition” Karen Cook Bell, “Black Women, Agency, and the Civil War Michael Guasco, “The Fallacy of 1619: Rethinking the History of Africans in Early Americans” New South Lecture ProQuestDocuments-2020-08-06 Reconstruction Lecture Tera Hunter – “The Long History of Child Snatching” The_Revolutionary_Lives_of_Malcolm_X_and_Martin_Luther_King_Jr.”__(VOA_MP3_128Kbps) Introduction to African American History Overview AMH 2091 is an introductory-level survey course that provides an overview of the major events and developments in African American history, from Africa to the present. At its core, the history of African Americans has been connected to attempts to gain freedom. Starting with the West African empires, the course traces African Americans’ quest for freedom through the Slave Trade, Slavery, Reconstruction, the Jim Crow Era, World War I, the Great Migration, the Great Depression, and World War II. It then examines key political, social, and cultural developments of the post-war period focusing on social movements such as the Long Civil Rights Movement, the Black Power Movement, and Women’s Rights Movement. There will be an emphasis on learning the basic chronology and topics of African-American history, analyzing a range of primary and secondary sources, and practicing writing interpretive essays, using primary and secondary sources to support a clear argument. Students can expect to dedicate 4 – 5 hours a week to writing. Contact Information Name of Institution: Florida A&M University Name of Academic Department: Department of History and Political Science Course ID: AMH 2091 Course Title: The African American Experience (Online Course) Course Section: Section 501 Instructors Name: Darius J. Young, Ph.D. and Pamela Monroe Instructor Title: Associate Professor of History Instructor Contact Information: Darius.young@famu.edu and pamela.monroe@famu.edu Course Description AMH 2091 is an introductory-level survey course that provides an overview of the major events and developments in African American history, from Africa to the present. At its core, the history of African Americans has been connected to attempts to gain freedom. Starting with the West African empires, the course traces African Americans’ quest for freedom through the Slave Trade, Slavery, Reconstruction, the Jim Crow Era, World War I, the Great Migration, the Great Depression, and World War II. It then examines key political, social, and cultural developments of the post-war period focusing on social movements such as the Long Civil Rights Movement, the Black Power Movement, and Women’s Rights Movement. There will be an emphasis on learning the basic chronology and topics of African-American history, analyzing a range of primary and secondary sources, and practicing writing interpretive essays, using primary and secondary sources to support a clear argument. Students can expect to dedicate 4 – 5 hours a week to writing. Course Pre-Requisites None Student Learning Outcomes Student Learning Outcomes Upon successful completion of this course students will be able to: - Explain the basic chronology, facts, and periodization of African American history from slavery to present. - Identify how historical events have positively or negatively affected the African American experience. - Demonstrate the ability to write in an academically sound, definitive, and creative way. - Compare and Contrast various points of view as it pertains to race, religion, gender, politics, etc., throughout the African American experience. - Analyze and describe clearly and concisely the nature, scope, and thesis of an academic book/article. Required Materials Articles, primary sources, audio and video clips, and other material are posted on Canvas (students will not have to pay for any materials). Learning Strategies - The goal of everyone in this online learning environment, instructors and learners alike, is to create a democratic and inclusive learning climate and community that allows for freedom of expression, critical reflection, enhanced listening, constructive dialogue, meaningful participation and enhanced understanding. - It is expected that you will actively participate in all class activities, online conversations and assignments. Active participation includes raising thoughtful questions, making useful observations about the course content and process, engaging in critical reflection on your own and others' assumptions in a respectful manner, sharing ideas, providing useful feedback, and undertaking ongoing evaluation of different aspects of the course and your own learning. - Online courses offer flexibility for learners' schedules, but this does not make them easier than traditional face-to-face courses. You should expect to spend at least 10 to 12 hours per week on this course—the same amount you would typically spend in a classroom and at home doing assignments. - You are expected to complete the assigned readings prior to class and submit written assignments by midnight of the stated due date. Role of the Instructors The role of the instructor is to guide the progress of the course, participate in the discussion, provide feedback and evaluate assignments. The instructor will maintain regular office hours, as well as via email. Expectations and Participation Class members will be doing all of their work for this course via Canvas. We will not meet at any scheduled time as a class. Instead students will be required to logon Canvas during the allotted time for each discussion/assignment/exam. Ongoing weekly activities include reading, writing, and participating in discussions. Below are some frequently asked questions about participation in discussion boards and guidelines for writing discussion responses. IF YOU MISS TWO WEEKS OR MORE OF CLASS DISCUSSIONS THE UNIVERSITY ATTENDANCE POLICY WILL BE APPLIED AND YOU WILL FAIL THE COURSE. How is the course designed? The course is divided into four separate units that organized thematically. Each unit is comprised of modules. Each module will have a lecture, discussion questions, and other materials (videos, images, primary documents, etc.). The information/assignments in the modules will ultimately help you prepare for the exam, so please take it serious. There will be three exams (one at the conclusion of each unit). Please complete all work in the modules. How often should I log on to the Discussion Boards? In order to avoid being overwhelmed by the number of discussion postings, students are expected to log on at least two times per week to respond to the discussion and read discussion posts. Each class member will be required to submit a substantive main response to the question and if necessary the professor may ask follow up questions. Also engage your classmates in discussion. Class members must support their position when posting to the discussion. Simply saying "hello" or "I agree" is not considered a substantive contribution. This is your opportunity to prove to me that you read and understood the readings for the week. I expect each student to fully answer each discussion question to the best of their ability. You will be graded on your weekly class discussions. The class week officially begins Monday at 12:01 AM and ends the following Saturday at midnight. Class members should contribute their responses to the discussion questions by the date and time stipulated by the professor before midnight. After that time the discussion will be closed and graded. Class members are expected to participate throughout the week, and to not wait until the last minute to contribute postings. The instructor has the right to alter these times at his discretion. It is important to check your email to stay up to date with the course What is a post? A post is a message in the Discussions area. It is simply your part of the conversation about a particular topic. How long should my posts be? It is recommended that you keep your posts focused and succinct. This makes your post easier for others to read and respond to. A good general rule for length is ½ to 1 page of writing (125 to 250 words) for a substantial post. Of course, in some discussions, it may be more appropriate to write a series of very short posts, rather than one or two longer ones. You may wish to compose your posts in a word processor then copy and paste them to a discussion throughout the week. The main idea here is that the discussion board should be a conversational academic discussion! Your posts must utilize proper grammar and spelling – grammar, syntax, vocabulary, and abbreviations usually used for texting are not permited – and should demonstrate a clear grasp of the historical issues and materials. What constitutes a good online discussion post? Posts should be: - Substantial (relates to the course material) - Concise (one screen may be the ideal message length) - Provocative (encourages others to respond) - Timely (occurs in a reasonable time frame - when the topic is under discussion) - Logical (supports point of view with reasons and evidence) - Grammatical (is well written). Readings Your readings consists of blogs, journal articles, book chapters, speeches, etc. . What is "netiquette"? Netiquette refers to how you participate in online exchanges. Here are some examples of good netiquette: - Check the discussion frequently and respond appropriately and on topic. - Focus on one subject per message and use meaningful subject lines when beginning new messages. - Use appropriate sentence case and capitalize additional words only to highlight a point. Capitalizing otherwise is known as shouting. - Be professional and respectful in your online interaction. - Cite all quotes, references, and sources—this way everyone can have access to good information. - Ask permission before forwarding a class message to someone outside of the class. - It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Emoticon symbols such as :-) or ;-) will let others know when you are being humorous. See http://messenger.msn.com/Resource/Emoticons.aspx for emoticon examples. - The class discussion area is not an appropriate place for forwarding ads, chain letters, or other unrelated e-mail otherwise known as Spam. Personal chit-chat should be reserved for the online Student Lounge. Also, remember that, while access to the course site is restricted, all comments are public to the class members and instructor. How will I take my exams? Your exams will be administered online via Canvas. The instructor will decide the window of dates (generally 1 or 2 days) that you will have in order to complete your exams. You will also be given a limited amount of time to complete each exam. You will not be permitted to login and begin an exam and then complete it at a later date. Once you login to take your exam, you must complete it within the time limited. (More info on the exam will be given by the instructor at the appropriate times). Academic Dishonesty Academic dishonesty is defined as all acts of cheating, plagiarism, forgery, and falsification. The term "cheating" includes, but is not limited to: - using any unauthorized assistance in taking quizzes or tests - using sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments - acquiring tests or other academic material before such material is revealed or distributed by the instructor - misrepresenting papers, reports, assignments or other materials as the product of a student's sole independent effort - failing to abide by the instructions of the proctor concerning test-taking procedures - influencing, or attempting to influence, any University employee in order to affect a student's grade or evaluation - any forgery, alteration, unauthorized possession, or misuse of University documents The term "plagiarism" includes, but is not limited to: - the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full or clear acknowledgment - the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Evaluation Student’s final grade will be determined by the cumulative percentage he/she earns from the standards listed below. The final evaluation will be based on: Class Discussion = 10 points each Reaction Paper Writing Portfolio = 75 points (25 points each) Book Review = 100 points First Exam = 100 points Second Exam = 100 points Third Exam = 100 points Grading Scale Your final grades will be based on the average from your total points earned divided by the total possible points for the semester. (your total possible points will be determined later in the semester after I have a clearer idea of how many discussions we actually cover – expect 12 – 14). Grades will be based on the following standards: A = 90% or higher B = 80% – 89% C = 70% - 79% D = 60% - 69% F = 59% or lower Reaction Paper Guide A reaction paper is different from an article summary. Integrate your ideas and reactions to the articles you read. But try to go beyond, “I liked it,” “It was interesting,” “or “It was boring.” Make more perceptive and substantive comments that indicate how the readings enlarged your awareness and understanding of the historical matter being discussed. Students will receive detailed comments on their essays and it is expected for the student to show improvement throughout the semester. The reviews should be 2 complete pages, 12 point font, and double-spaced. (NOTE: Plagiarism will result in an automatic “F” They should also follow a specific format: Formatting: - Type your name in the upper left corner along with the class and section number. - Type the title of the article at the top of the page. Center it. - Use left-hand margins. - Use double spacing, a regular font and size, and normal margins. Citations: Footnotes or endnotes are not necessary. After a quotation, just put the page number in parentheses. Since you are quoting only from Go Sound the Trumpet, no other citation is needed. - Example: “I was now exceedingly miserable,” wrote Equiano, “and thought myself worse off than any of the rest of my companions.” (11) He felt alienated from his fellow captives. - Use quotations judiciously. Quotations are effective, but overuse diminishes your authority. Style: - Avoid sentence fragments. - Example: “The man who enslaved Equiano.” - Avoid run-on sentences. - Avoid slang or informal language. - Avoid any sentence that does not sound correct when read aloud. - Avoid plagiarism. Plagiarism is the use of another person’s words without using quotations and citing the source. See syllabus section on academic dishonesty. Plagiarizing essays will result in an “F” for the essay and the course. Book Review Guide Book Review You will write a professional -quality review of W.E.B. DuBois’ Souls of Black Folks (The link to the Electronic Copy of the book is in Canvas). Reviews should describe clearly and concisely the nature, scope, and thesis of the book. Indicate the author’s intended audience. (ex. Scholars, Graduate Students, Undergraduate Students, General Public) Do not simply summarize the book. Evaluate the book according to the extent to which the author achieved his/her stated objectives, draw on relevant source material, and is well organized and well written. Do not use titles, either professional or social in referring to the author. Ask yourself questions as you are reviewing the book: What is the author’s argument? Does the author make this argument effectively? What were the primary and secondary sources used by the author? Reviews should be 2-3 pages. The reviews are due on date specified in the schedule. Please consider these guidelines, paraphrased from Richard Marius, A Short Guide to Writing about History: - Always give the author’s purpose in writing the book. This idea is often best addressed in the preface or introduction, which you should always read extra-carefully. - Summarize the author’s evidence. Look through the notes section. - Focus on the book, not its author. Avoid such clichés as deeming the author “well-qualified”. - The review should not entirely focus on style issues. Avoid prolonged comments on the style of the book. However, one can note whether a book is well-written or incoherent, and one can even quote a sentence to illustrate the author’s style. - Show, don’t tell. Avoid such generalization as, “The book is very interesting,” or “The book is very boring.” A good review will illustrate your opinions without using such banalities. - Be courteous. Passionate attacks reflect poorly upon the reviewer. Professional scholarship demands a level of detachment and comportment. - Quote judiciously. The author’s prose may spice up your review, and it may deliver an idea more sharply than you can through paraphrasing. But it is your job to analyze the book, and you shirk that duty if you include too many long quotations. - Do not feel compelled to say negative things about the book. One should note important inaccuracies, disagreements over interpretations, problems with the evidence, major stylistic issues, and so on. But avoid petty complaints about an insignificant detail or an isolated typographical error. - Accept the book on its own terms. You may wish that the author wrote a different book, but you must review whether the author has succeeded in accomplishing his or her goal. - Place the book in historical context. How does this book contribute to our understanding of African American history? Module 1: Introduction What is African American History? - Read: W.E.B. Du Bois, The Souls of Black Folk - Read: Nikole Hannah Hones, “America Wasn’t a Democracy, Until Black Americans Made it One” Discussion “What is African American History?” Module 2: Africa and Black Americans Additional Materials: Database The African American Experience- Ancient African Civilizations, 500-1500 (Links to an external site.) Gallow, Lauren. "Ancient African Civilizations, 500–1550." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/1. Accessed 16 Oct. 2020. The African American Experience-Africa and the Atlantic, 500-1550 (Links to an external site.) Gallow, Lauren. "Africa and the Atlantic World, 1441–1550." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/2. Accessed 16 Oct. 2020. Discussion: “West Africa” Due January 15, 2021 1st Reaction Paper for “America Wasn’t a Democracy, Until Black Americans Made it One” is due Module #3: Slave Trade/Middle Passage Additional Materials: Podcast Jamelle Bouie, and Rebecca Onion. “How Did the Atlantic Slave Trade End?” Slate Magazine, Slate, 2 June 2015, slate.com/podcasts/history-of-american-slavery/2015/06/history-of-american-slavery-episode-2-life-aboard-slave-ship-olaudah-equiano. Accessed 30 Oct. 2020 Read: Joshua Rothman, “An Unspeakable Toll: Relentless Violence and the Middle Passage” Discussion: “The Slave Trade” Module 4: The Peculiar Institution Additional Materials: Douglass, Frederick. ""The Nature of Slavery." Extract from a Lecture on Slavery, at Rochester, December 1, 1850 (Links to an external site.)." My Bondage and My Freedom. Lit2Go Edition. 1855. Web. <https://etc.usf.edu/lit2go/45/my-bondage-and-my-freedom/1512/the-nature-of-slavery-extract-from-a-lecture-on-slavery-at-rochester-december-1-1850/>. October 12, 2020. Database The African American Experience: Africans in Colonial North America, 1550-1760 Policarpo, Fatima. "The English North American Colonies, 1619–1760." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/3 (Links to an external site.). Accessed 30 Oct. 2020. Gallow, Lauren. "The Spanish Colonies, 1560s–1760." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/4 (Links to an external site.). Accessed 30 Oct. 2020. Read: Michael Guasco, “The Fallacy of 1619: Rethinking the History of Africans in Early Americans” Discussion: “Colonial Slavery” Module 5: Cotton Kingdom Additional Materials: Video Lemmons, Kasi. “Harriet.” Perfect World Pictures, 29 Oct. 2019, digitalcampus.swankmp.net/famu365263/watch/C56B4EBDF566F255?referrer=direct. Accessed 22 Oct. 2020. Read: Tera Hunter – “The Long History of Child Snatching” Discussion: “Cotton Kingdom” Exam #1 Due Module 6: Civil War Additional Materials: Databases The African American Experience Prelude To War, 1846-1861 (Links to an external site.) Thomas, Lauren. "Prelude to War, 1846–1861." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/12. Accessed 16 Oct. 2020. The Civil War, 1861-1865 (Links to an external site.) "The Civil War, 1861–1865." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/13. Accessed 16 Oct. 2020. Video Jarre, Kevin, et al. “Glory.” IMDb, 18 Jan. 1990, www.imdb.com/title/tt0097441/. Accessed 16 Oct. 2020. Podcast Black Soldiers in the American Civil War (Links to an external site.) Handley-Cousins, Sarah. “Black Soldiers in the American Civil War.” DIGPodCast, 28 Aug. 2016, digpodcast.org/2016/08/28/black-soldiers-in-the-american-civil-war/. Accessed 16 Oct. 2020. Read: Karen Cook Bell, “Black Women, Agency, and the Civil War Read: Ashleigh Lawrence-Sanders, “Beyond Monuments: African Americans Contesting Civil War Memory” Discussion: “Civil War” 2nd Reaction Paper for Tera Hunter, “The Long History of Child Snatching” is Due Module 7: Reconstruction Additional Materials: Billie Holiday – Strange Fruit Audio Recording Video The African Americans Into the Fire: 1861-1896 (PBS accessed through Kanopy) Database The African American Experience Thornburg, Mika. "Reconstruction, 1865–1877." The American Mosaic: The African American Experience, ABC-CLIO, 2021, africanamerican2.abc-clio.com/Topics/Display/14. Accessed 5 Mar. 2021. African Americans and Reconstruction: Hope and Struggle, 1865-1883 (NewsBank/Readex database) Read: Jessica Marie Johnson, “Yet Lives and Fights”: Riots, Resistance, and Reconstruction” Discussion: “Reconstruction” Module 8: Jim Crow Video The Rise and Fall of Jim Crow(PBS accessed through Kanopy) Rosewood (1997) John Singleton Events surrounding the massacre of a black community by a white mob in 1923 Florida. Jon Voight, Ving Rhames, Esther Rolle. John Singleton directed. Database African Americans and Jim Crow: Repression and Protest, 1883-1922 (NewsBank/Readex database) The African American Experience: Rise of Jim Crow, 1877-1895 LaBrie, Emily. "Rebuilding the South, 1877–1905." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/15. Accessed 30 Oct. 2020. Policarpo, Fatima. "Westward Ho!, 1878–1890." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/16. Accessed 30 Oct. 2020. Web Resources “What Was Jim Crow - Jim Crow Museum - Ferris State University.” ferris.edu, 2012, www.ferris.edu/jimcrow/what.htm. Accessed 30 Oct. 2020. Read: Darius Young, “Lynching and the Rise of Black Activism in Memphis” Discussion: “Jim Crow” Module 9: HBCUs and the Black Middle Class Watch: Tell Them We Are Rising: The Story of Black Colleges and Universities Discussion: “HBCUs and the Black Middle Class” Due March 5, 2021 Book Review of W.E.B. Du Bois, Souls of Black Folk Module 10: Civil Rights Read: Jeanne Theoharis: “A Life History of Being Rebellious: The Radicalism of Rosa Parks” Discussion: “Civil Rights Movement” Module 11: Black Power Additional Material: Streaming Video “The Black Power Mixtape 1967-1975 \| Black Power Movement \| Independent Lens.” Independent Lens, 2012, www.pbs.org/independentlens/films/black-power-mixtape-1967-1975. Accessed 13 Oct. 2020. Ebook Black Power Afterlives : The Enduring Significance of the Black Panther Party, edited by Diane Fujino, and Matef Harmachis, Haymarket Books, 2020. ProQuest Ebook Central, https://ebookcentral-proquest-com.famuproxy.fcla.edu/lib/famu/detail.action?docID=6118908 (Links to an external site.). (multiple copies available) Articles May be accessed via library database: The African American Experience Gallow, Lauren. "Civil Rights Reignites, 1965-1968." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/30. Accessed 13 Oct. 2020. Robertson, Naomi. "Black Panther Party." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/1401026?cid=41&sid=1401026. Accessed 13 Oct. 2020. Knight, Gladys L. "Malcolm X." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/1406915?cid=41&sid=1406915. Accessed 13 Oct. 2020 Podcast Palk, William. “#47 A More Complete Story of Black Power with Dr Ashley D Farmer - High School History Recap.” Buzzsprout, 20 July 2020, highschoolhistoryrecap.buzzsprout.com/944875/4616072-47-a-more-complete-story-of-black-power-with-dr-ashley-d-farmer. Accessed 13 Oct. 2020. Read: Joy James, “Airbrushing Revolution for the Sake of Abolition” Read: Hasan Kwame Jeffries, “Black Lives Matter: A Legacy of Black Power Protest” Discussion: “Black Power” Module 12: Black Lives Matter Read: Black Lives Matter on Campus – Universities Must Rethink Reliance on Campus Policing and Prison Labor Watch: Ana Duvernay, 13th	oercommons	2025-03-18T00:36:33.671643	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79902/overview", "title": "Introduction to African American History", "author": "Full Course" }
https://oercommons.org/courseware/lesson/80417/overview	Laminar-Flow-vs.-Turbulent-Flow quiz on stream flow quiz on stream flow (1) Types of Stream flow Overview Learn the basic terminology,Turbulent and laminar flow,know the differences between the two and how the river beds influence the stream or river discharge. RIVER DISCHARGE/STREAM FLOW Grade 12 Subject :Geography Topic: River discharge Subtopic:Stream flow (Laminar and Turbulent Flow) Aims and objective : Introduce learners to the fluvial processes that are involved in the shaping of the landscape,and also the changes in slope along the river channel influences the velocity of the water along the stream. Learners will be expected to know how to identify and differentiate between turbulent and laminar flow.Explain or give reasons for the distinct stream flows along the river bed. Table of content for this lesson \| Introduction \| powerpoint lecture \| \| Differences \| turbulent vs laminar \| \| class activity \| class activity \| \| memo \| memo \| Introduction Go through the powerpoint lecture or presentation it will give you a clear discription on what is turbulent and laminar flows. Turbulent vs Laminar flow Watch the YouTube video which explains turbulent and laminar flow and how this question in the exam is asked.Pay atterntion to the differences between the types of stream flows. Class activity After you have gone through the powerpoint presentation ,the introductory video,pictures and the video on stream differences do this short class activity attached. memo After you have completed the class activity view the attached memo to check your answers.	oercommons	2025-03-18T00:36:33.698005	05/15/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80417/overview", "title": "Types of Stream flow", "author": "Ndileka Mnqonywa" }
https://oercommons.org/courseware/lesson/90442/overview	Modal Verbs - Probability - May - Might and Could - Off2Class ESL Lesson Plan Overview Probability – May, might, and could This lesson plan is great for beginner students and introduces them to the concepts of possibility and probability. Your students can practice speaking, reading, and listening while using may, might, and could in positive and negative forms. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class Probability – May, might and could This lesson plan is great for beginner students and introduces them to the concepts of possibility and probability. Your students can practice speaking, reading and listening while using may, might and could in positive and negative forms. Download the lesson plan Probability – May, might and could here: https://www.off2class.com/lesson-plan-downloads/seven-esl-lesson-plans-to-teach-modal-verbs/	oercommons	2025-03-18T00:36:33.716672	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90442/overview", "title": "Modal Verbs - Probability - May - Might and Could - Off2Class ESL Lesson Plan", "author": "Speaking and Listening" }
https://oercommons.org/courseware/lesson/87577/overview	Education Standards K-6th scope & sequence Evaluating Resources- grade 1 Overview Students will look at images and determine how they have been altered. Discuss why someone might alter photographs that are online. Lesson Title: Evaluating Resources Overview Students will look at images and determine how they have been altered. Discuss why someone might alter photographs that are online. Grade First Grade Duration 20 minutes Standards and Learning Objectives Washington State Ed Tech Standards: 3.b. With guidance from an educator, students become familiar with age-appropriate criteria for evaluating digital content. Washington State ELA Standards: W.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Formative Assessment Teacher will observe the discussion and make adjustments to student understanding as needed. Materials - Pictures of photoshopped or altered images from websites – share the explanations of the images after showing the pictures to see if kids can figure out what the purpose of the photos is. From https://fstoppers.com/composite/dad-poses-his-children-out-world-images-using-photoshop-270909 These images were created by a man who was learning photoshop and had a sense of humor. He tried to create images in a way that weren’t real but could look like they were. He frequently uses his family for his pictures. These images were created by a dad who thought it would be funny to put his kids’ artwork into real life which is how the animals look funny but are in an actual photo. - Smartboard or similar to share images - Magazines to create their own “photoshopped” images - Crayons, colored pencils or markers - Glue and construction paper Background There are many images on the internet that are real but may be altered in some way. Begin a discussion showing students how to start determining whether images are real or modified. Procedure Step 1 Begin the lesson by showing students images on websites such as Britannica that have not been altered as a review from kindergarten. Discuss what they are seeing and how they might be helpful to a website. Step 2 Then show students websites with altered photographs. Lead a discussion about what they observe. Ask these questions… What do you notice? Why might someone do something like this to pictures? When might you see pictures like these? What do we need to do to make sure we don’t believe what we are looking at? Step 3 Pass out magazines, paper and glue and scissors. In either pairs or on their own, students will create their own “photoshopped” pictures. Find a background image. The find an animal or person that doesn’t fit (example: person walking a dog in an aquarium). Glue images together to create a “photoshopped” picture. Share with the class. Table Sample {H1} Do not use tables for formatting content. Do not forget to add alt text to table. Column 1 \| Column 2 \| Column 3 \| data \| data \| data \| data \| data \| data \| data \| data \| data \| data \| data \| data \| Image Sample Image by WikiImages from Pixabay Notes - Do not hit enter button to add spaces between objects – adjust the paragraph spacing - Always use Styles – modify font/color/size to suit but adjust from style menu - Use headers in correct order – e.g. do not start with header 3 - Any image/icon/piece of content that is not your original work needs to be used with permission – either via an open license or written permission from the copyright holder – and properly attributed.	oercommons	2025-03-18T00:36:33.757699	shaelynn charvet bates	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87577/overview", "title": "Evaluating Resources- grade 1", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/101521/overview	Google slides over Mean, Median, Mode, and Range Mean, Median, Mode and Range Escape Room Video over Mean, Median, Mode and Range Mean, Median, Mode, and Range Overview This interactive escape room will allow students to practice their skills in mean, median, mode and range. There is also a video over how to solve all of those as well as some notes. Let's talk about Mean, Median, Mode and Range As students come into class have them complete the attached bell work problem. On it they will need to find the mean, median, mode and range of the data given. After the allotted amount of time, work this problem on the board with them as a practice/review. Then move on to the notes review. In today's lesson we will be reviewing over Mean, Median, Mode and Range using the attached google slides. As we learned yesterday, the mean is the average of a given number set. To find the mean/average you first add up all of the numbers that are listed and then divide the sum of those numbers by how many numbers are in the set. In the example we did yesterday we had 6+7+9+2. Adding them together gives us a sum of 24 and we know we will divide by 4 because there are 4 numbers in that example set. 24 divided by 4 is 6, so our mean/average is 6. Next, we talked about median. The median is the middle number in a set of numbers. The most important part of finding the median may be step 1, which is to put the numbers in order from smallest to largest. Once that is done you can cover a number on each end simultaneously until you've reached the middle number, which is your median. If you end up with 2 numbers left in the middle you will add them together and divide by 2 (essentally finding the mean) and that would be your median. After median we talked about mode. Mode is the number that appears the most often in a set of numbers. Just like with the median, a step you can not skip over is step 1, putting the numbers in order from smallest to largest. This allows you to see them better so you can find the mode easiest. The mode will be the number that appears the most amount of times in your list. There are 2 exceptions to finding the mode, one being sometimes there is no mode (meaning all of the numbers are listed the same amount of times) and two being there may be more than one mode (if several numbers are listed the same amount of times, still being listed more than others). And lastly, we covered range. The range is the difference (answer to a subtraction problem) in the largest number and the smallest number in your number set. Again, step one will be putting the numbers in order from smallest to largest. And step two is subtracting the smallest number from the largest number. Having learned all of this in a previous days lesson and having reviewed it here, let's watch a video to be sure we are understanding and to see a few more examples. Let's Practice! To prepare for this assignment you will need to post the link for students to get to the assignment. How it works: - Students will use the link provided to interact in an escape room over Mean, Median, and Mode and Range. - They will answer questions over mean, median, mode and range using which will allow them to do puzzles that will lead to bits of information needed to escape. Additional options: - allow students to work with elbow partners - allow calculators - have notes posted on smart panel for additional help/reminders if students need it	oercommons	2025-03-18T00:36:33.781075	03/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101521/overview", "title": "Mean, Median, Mode, and Range", "author": "Angela Lesperance" }
https://oercommons.org/courseware/lesson/83383/overview	Adages and Proverbs Handout with definitions Hyperbole Movie Clips Power Point songs with figurative language Video of reading of "Casey at the Bat" Figurative Language Overview This lesson will introduce and review different types of figurative language as well as adages and proverbs. It is important to be able to interpret their meanings when used in texts, songs, movies, life experiences, etc. Engage Introductory warm-up activity. We have just read "Casey at the Bat". Did you notice any figure language examples that the author used? Listen to the reading of the poem and make a note of any examples you may hear. Explore Read or watch the resources to learn about this concept, then do the practice activity. Read \| Watch \| Do \| Read the link to help you understand hyperboles/exaggerations. Important: A hyperbole is a basic exaggeration made into a more outlandish statement, putting more emphasis on what is being said. A hyperbole is an exaggeration that CANNOT happen. Read the link to help you determine how adage and proverb can slightly differ. However, most people view them as one and the same. Hyperbole - Read the following link to better understand hyperboles. Important: Adage and Proverb link for additional explanation. \| Watch this video of music clips that use different types of literary devices. Click here to watch a video of movie clips containing figurative language. Read here for more adages and proverbs, along with a brief history of them. Check this out. \| Adages and Proverbs “Do” Click here to determine the meanings of different adages and proverbs. An answer key is provided. Click here to design your own hyperboles when given basic phrases. An answer key is provided. Practice sheet with key \|	oercommons	2025-03-18T00:36:33.807615	07/10/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83383/overview", "title": "Figurative Language", "author": "Becca Barajas" }
https://oercommons.org/courseware/lesson/95003/overview	Plot Elements Guided Notes Presto - Short Film Seventh Grade by Gary Soto Plot Elements with Short Films Overview This is a lesson to help students identify plot elements in different texts. It is designed for 7th grade students in the ELA classroom. The graphic organizer on the Google Slides helps the students stay organized and provides a visual of plot diagramming. The short film is funny and engaging for the students. Instructions In this lesson students will learn about plot elements and practice analyzing a text for the different elements. Step 1 - Provide the guided notes for the students so they can be knowledgeable of the terminology. Step 2 - Students will analyze a short film for the different plot elements. Explain that this will lead to analyzing a short story for plot elements next. Step 3 - Watch and discuss the first short film, Presto. Model to the students how to analyze the different sections to correctly complete a plot diagram. Step 4 - Watch another short film (select one of your choice) and allow students to work with a partner, while observing the students and checking for understanding. Step 5 - The third short film (your choice) provides students with the opportunity to complete the assignment independently. This will provide the data on who has a solid understanding of plot elements and who needs more instruction. Step 6 - Read the short story 7th Grade by Gary Soto. While reading, discuss the different plot elements. Model to students how to analyze the text for meaning and allow students to participate while using the new academic vocabulary.	oercommons	2025-03-18T00:36:33.828838	07/09/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95003/overview", "title": "Plot Elements with Short Films", "author": "Jesse Macy" }
https://oercommons.org/courseware/lesson/35495/overview	The Sugar Act Overview Class, Oct 4. Divide students into British officers and Colonial small businessmen. Have them conferece, and make a short statement. Each group will debate during the class on Oct. 5. Read this essay on the Sugar Tax History 10-467 Period 5, West Wing Room 34 Sloughboro High School The Sugar Act Introduction In 1760, twenty-two-year-old monarch George III ascended the throne of England. The war with France that had stretched on for years and encircled the globe finally ends in 1763. Colonists are proud of their role in defeating the French, but England is faced with a vast territory to safeguard and a soaring debt to service. The French have been banished from the mainland continent of North America, but another threat persists. In 1763, in order to avoid confrontations with Indian nations, the English ministry issues a proclamation forbidding settlement to the west of the Appalachian Mountains. In 1764, George Grenville, First Lord of the Treasury, proposes to strengthen the mother country's hold on its American investment. Addressing the King in his declaration of intent, Grenville argues that "it is just and necessary, that a revenue be raised, in your Majesty's said dominions in America, for defraying the expences of defending, protecting, and securing the same." Working within the framework of earlier legislation regulating trade but for the first time directly imposing a tax on the colonists, Grenville devises an act with teeth. British enforcement of trade regulations has been notoriously lax, and colonial merchants have grown rich and comfortable. The new Sugar Act, they are dismayed to find, cracks down on their smuggling, intrudes upon their lucrative West Indies trade, constrains commerce in a broad range of goods, ties up their vessels at port, creates a more elaborate and more invasive customs apparatus, and sends violators to jury-less vice admiralty courts for trial. The Sugar Act, the merchants fear, will take a bite out of their profits. The colonies have already been mired in a post-war depression. The Sugar Act worsens their trade balance just as Grenville and Parliament throw another punch. Henceforth, provincial governments are not allowed to issue their own paper currency. Since the colonists import (buy) more goods than they export (sell), British pounds sterling, the coin of the realm, are inexorably drawn back to the motherland. Given colonists' sinking credit, sinking fortunes bottom out. Colonial merchants complain, "Our Trade Is Most Grieviously Embarrassed," entreating their English friends and partners to take notice. In Boston, town meeting (the local government) carefully considers the Sugar Act and the impending Stamp Act. "We . . . declare our just expectations," Bostonians announce, as they assert their rights and advise their representatives to the Massachusetts legislature to stand firm for traditional prerogatives. Meanwhile, in New York, American patriots urge their countrymen to cast off British luxuries and set about producing their own raw materials and home manufactures. Such self-sufficiency, they insist, will empower colonists to dispel their dread and become the "richest People upon Earth." After the the Sugar Act goes into effect, Boston representative Thomas Cushing angrily writes Jasper Mauduit, Massachusetts' Parliamentary agent. The Assembly's petition to the king, Cushing complains, has been watered down by Lieutenant Governor Thomas Hutchinson and the legislature's upper house. Cushing directs Maudit to James Otis's Rights of the Colonies Asserted and Proved for a clear and direct statement of the "exclusive Right of the People." The colonies are poised for the drama's next act. The cursed stamps are, gossip has it, bound for the colonies. Source: Massachusetts Historical Society Questions: The Sugar Act History 10-467 Period 5, West Wing Room 34 Sloughboro High School The Sugar Act Questions to Consider – Discussion Monday will concern any combination of these questions. 1. When will the Sugar Act go into effect? 2. Parliament has long held, and the colonies well respected, its right to regulate trade in the empire. In the second paragraph of the Sugar Act, however, Parliament announces an intention that goes beyond imposing customs duties. What is that intention? Why does the legislation call this new intention "just and necessary"? 3. What products besides sugar and molasses will Parliament tax (see second paragraph)? 4. Many customs officers stationed in the colonies had been known to take a bribe to ignore smuggling. How do sections XXXVIII and XLII address that problem? 5. In an attempt to crack down on illegal smuggling, Parliament gives the customs officers a great deal of latitude. Read sections XLV and XLVI, and explain the rights of those who have been wrongfully accused. Should the crown ask colonists to contribute to their own defense? Do you think that it is fair that the British ask the colonists to contribute to their own defense? Why or why not? Write a 300 word answer and submit it during class on October 4.	oercommons	2025-03-18T00:36:33.849870	11/26/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/35495/overview", "title": "The Sugar Act", "author": "Robert Harris" }
https://oercommons.org/courseware/lesson/105435/overview	PORTFOLIO ASSESSMENT Overview This portfolio is a curated collection of documentaries that aims to inform, entertain, and provoke thoughtful discussion on a range of subjects. These portfolios can encompass a diverse array of topics, including social issues, historical events, scientific discoveries, cultural exploration, and personal narratives. By utilizing visual storytelling, interviews, archival footage, and expert analysis, documentary portfolios provide an immersive and engaging experience for viewers. The purpose of a documentary portfolio is to shed light on important issues, challenge preconceived notions, and inspire viewers to critically examine the world around them. Through the power of storytelling, these portfolios can educate, raise awareness, and promote understanding and empathy, ultimately encouraging positive social change. BTLED 2A BAGLEY The purpose of a documentary portfolio is to showcase a collection of documentaries that explore diverse subjects, cultures, and issues, providing a platform for education, cultural appreciation, critical thinking, and storytelling. It aims to inform, inspire, and engage viewers, fostering empathy, understanding, and a sense of global citizenship, while encouraging the development of research, communication, and creative skills among students and audiences.	oercommons	2025-03-18T00:36:33.866934	06/15/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105435/overview", "title": "PORTFOLIO ASSESSMENT", "author": "JASTINE ARRAH CAMAJALAN" }
https://oercommons.org/courseware/lesson/93184/overview	Emoji Code Breaking (Math Game) Overview This game is to help make academic work and exercises more fun! Practicing math while code-breaking emojis. Making Academic Tasks Fun Note: It can be an individual activity or make it a competition between the kids in the class. Age of Child: 8 Setting: Not mentioned Area of Challenge: Dislikes and refuses to work on academics. Type of Resource: fun worksheets Activity name: Emoji Code Breaking (Math Game) Objective: Make the academic tasks more fun Description: It’s a worksheet containing emojis, each emoji has a number, and The task is to add and subtract these numbers and get the answer Notes: If we make it a competition between the whole class, it would be on a big board and the children will be broken up into two teams, when one of those teams finishes first, they will take a prize (Emoji Masks). Activity materials: Depends on the no. of students \| Emoji worksheets \| Depends on the no. of students \| Pencils/Erasers \| Depends on the no. of students \| Emoji masks for the winner \| 00 \| Item Name \| \|	oercommons	2025-03-18T00:36:33.882158	Nadeen Abu-Zeid	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93184/overview", "title": "Emoji Code Breaking (Math Game)", "author": "Assessment" }
https://oercommons.org/courseware/lesson/114618/overview	The Hills We Climb Comparison and Contrast Rubric Poetry:We are One Overview This lesson will focus on the poems of Amanda Gorman and the human condition that binds us as Americans. The poem addresses multiple poetry standards with a concentrated look into the theme, mood, and tone and summarizes the central idea using critical details from the text. Subject: English Level: Middle and High School Material Type: Lesson Plan, Assessment, Reading Date Added: 03/29/2024 Lesson Overview This lesson will focus on the poems of Amanda Gorman and the human condition that binds us as Americans. The poem addresses multiple poetry standards with a concentrated look into the theme, mood, and tone and summarizes the central idea using critical details from the text. Subject: English Level: Middle and High School Material Type: Lesson Plan, Assessment, Reading Date Added: 03/29/2024 Language: English Media Format: Downloadable docs License: Creative Commons Attribution Lesson Plan Vocabulary - Theme - Mood - Tone Lesson - Background: Students will listen and follow along as the teacher reads information on Amanda Gorman by visiting The Amanda Gorman website. While reading, students are encouraged to write one interesting fact. - Vocabulary: Review the vocabulary terms to reaffirm understanding and meaning. (mood, tone, and theme) - Students will read The Hills We Climb and record responses using the Page and Stage Sheet. - Students will watch Gorman's recitation performance and backchannel a response using Gorman Padlet from the Page and Stage question number one in the resource section. - Next, students will select an image using Google Art that they feel represents the poem. Using Flip Grid, the student will explain why they chose their particular image to represent the poem. Students must cite three specific lines from the poem and include aspects of the corresponding image. Assessment: - Students will complete a Venn Diagram comparing and contrasting Gorman’s Poem The Hills We Climb with one of the following: * Auld Lang Syne * It's a New Day * A painting you choose from Google These diagrams, classroom discussions, and poetry analysis will provide content details for a comparative contrasting essay. Each student must include four comparisons and four contrasts.	oercommons	2025-03-18T00:36:33.904427	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114618/overview", "title": "Poetry:We are One", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/108355/overview	Using Puzzles on EBA Platform in Classes Overview We can use Puzzles on EBA platform. Students can practice vocabulary on EBA platform. Using Puzzles on EBA Platform in English Classes We can use Puzzles on EBA platform in English classes. Students can practice what they learn on EBA platform.	oercommons	2025-03-18T00:36:33.920833	09/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108355/overview", "title": "Using Puzzles on EBA Platform in Classes", "author": "Ozge Bayat" }
https://oercommons.org/courseware/lesson/108337/overview	edapptanitimozilk Edapp Overview We use Edapp as a digital classroom tool. We can create digital classes, add our students to these classes and send them assignments. Using Edapp in Classes We use Edapp as a digital classroom tool. We can create digital classes, add our students and send them assignments. Using Edapp in Classes We use Edapp as a digital classroom tool. We can create digital classes, add our students to these classes and send them assignments.	oercommons	2025-03-18T00:36:33.938578	09/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108337/overview", "title": "Edapp", "author": "Ozge Bayat" }
https://oercommons.org/courseware/lesson/93812/overview	Education Standards Rubric Example 2 Rubric Example 3 Like Riding a Bike - an introductory lesson to rubrics and student engaged assessment Overview This lesson serves as a starting point for teachers who are interested in implementing Student Engaged Assessment and seek to use rubrics as assessments for, and of, learning. By participating in a conversation about riding a bike and sequencing photos of cyclists according to skill, students create a “continuum of learning” that’s translatable to standard-based assessment and rubrics that they may encounter in the future. In order for formative assessment to be effective, students must feel respected, valued, efficacious, and engaged in their classroom. This lesson provides students the opportunity to participate in the development of the assessment language that they and their instructors will use to evaluate their performance. Students collaboratively create a continuum of skill-level descriptors that provide the framework for a mastery rubric. This lesson promotes an environment in which students participate fully in the assessment process, while developing the interpersonal and intrapersonal skills that they’ll need for success in school and life. \| Like Riding a Bike - An introductory lesson to rubrics and student engaged assessment Let’s Get Going w/Student Engaged Assessment Author of the Lesson: Dirk Matthias This lesson serves as a starting point for teachers who are interested in implementing Student Engaged Assessment and seek to use formative measures as assessment for learning. By participating in a conversation about riding a bike and sequencing photos of cyclists according to skill, students create a “continuum of learning” that’s translatable to standard-based assessment and rubrics that they may encounter in the future. In order for formative assessment to be effective, students must feel respected, valued, efficacious, and engaged in their classroom. This lesson provides students the opportunity to participate in the development of the assessment language that they and their instructors will use to evaluate their performance. Students collaboratively create a continuum of skill-level descriptors that provide the framework for a mastery rubric. This lesson promotes an environment in which students participate fully in the assessment process, while developing the interpersonal and intrapersonal skills that they’ll need for success in school and life. Note Re. the cultural and linguistic responsiveness of lesson context - While it’s not necessary for students to have any direct experience riding a bicycle to fully participate in this lesson, I selected the skill of bike-riding because of its global and intercultural relevance, as well as the bicycle’s accessibility across socio-economic levels. If you anticipate that riding-a-bike will be a barrier for your studentsI encourage you to gather your own gallery of photos that represents a continuum of skill levels. The point of this lesson is the general idea that learning can be represented as a continuum of proficiency and that when given the chance, placing ourselves on that continuum creates a powerful key for learning. Remember, it’s not a lesson about bicycling. LESSON GOALS AND OBJECTIVES Alignment and Objectives Content Standards: This lesson is designed to support teachers in any content area. The use of a non-academic context (learning to ride a bike) is designed to engage all students in the creation of a continuum of learning/mastery that can be transferred/applied to any content area. - 9-12.2 - An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analysis, responding to peer, audience or reader comments and questions. - 9-12.4 - An ELL can construct grade appropriate oral and written claims and support them with reasoning and evidence. - 9-12.9 - An ELL can create clear and coherent grade appropriate speech and text. The focus of this lesson is: Establishing a foundation for proficiency based assessment, student engagement in the assessment process, social belonging, metacognition, growth mindset, and self regulation. ELP Standards: - 9-12.2 - An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analysis, responding to peer, audience or reader comments and questions. - 9-12.4 - An ELL can construct grade appropriate oral and written claims and support them with reasoning and evidence. - 9-12.9 - An ELL can create clear and coherent grade appropriate speech and text. Supporting Academic Language Language Functions: describing processes, identifying continuua, comparing or contrasting things or ideas, classifying objects or ideas. Language Modalities: Listening & Speaking Vocabulary: Beginning, Developing, Accomplished, Advance, faster than, better than, Syntax or Sentence Structure(s): - I notice that (the bike/the biker/the helmet) _________________. I infer that (the bike/the biker/the helmet) _____________________. - This reminds me of _________________. Discourse: Description and comparison of levels of mastery. LESSON PREPARATION Considerations Prerequisite Knowledge and Skills: A basic understanding of riding a bike. Ability to organize objects in a sequence. Instructional Materials Resources, Materials, and Technology required or recommended for the lesson: Photo gallery of people riding bikes (included), tape, and/or magnets for hanging pictures. Lesson Target: I can ride my bike Learning Supports Socio-emotional supports: Worldwide, bike riding is a globally recognized mode of transportation that transcends socio-economic boundaries. Many children from around the world have experienced learning to ride a bike and/or have seen family and/or community members riding one. Cultural & Linguistic Responsiveness: The sentence frame, “This reminds me of _________________.” is included to create space in the classroom for students to relate their own cultural context and funds of knowledge to the task of analyzing the photos. Accessibility: Images and sentence starters are posted in the room, referenced in the lesson progression, and available for all regardless of English proficiency level. Instructional Supports Differentiation: L1 Supports: The use of images, without accompanying text, provides opportunities for students to use either English or other language/s. This opportunity for translanguaging early in the school year will hopefully establish the understanding that languages are tools for learning, building understanding and that they support socio-emotional development. L2 Development (by level): Posting and reviewing sentence frames and word walls of key vocabulary provide support for emerging English speakers. Also, addressing the meaning of “gallery,” how people behave in a gallery, and how that transfers to this instructional protocol. provides additional support for students who may never have experienced a gallery. LESSON PROCEDURES Anticipatory Set/Motivation/Hook Time: 4min Teacher Does/Students Do: Teacher: Arranges photos in a circle on the floor or table-top while students observe. Students: From their seats students respond to the prompt - “What are all of the people in these pictures doing?” Focused Instruction (Teacher-as-Model) Time: 7 min Teacher Does/Students Do: Teacher explains the gallery walk protocol, and describes how people behave in an Art Gallery. One/two teachers model walking around the circle, looking closely at the photos, pausing and noticing details. Students are invited to join teachers in the gallery walk. Guided Instruction (Teacher-to-Student Joint Responsibility) Time: 10min Teacher Does/Students Do: Teacher selects an individual photo and describes the photo while projecting it on the wall via a document camera. Teacher is modeling the norms of this type of analysis. Students are asked to follow suit. Every student takes a turn. “What I notice about this rider is that _______________. I can infer that _____________. Group Application (Student-to-Student Joint Responsibility) Time: 15min Teacher Does/Students Do: Teacher asks students to hang pictures on the board with magnets. Teacher models the thinking necessary to sequence the photos by level of skill. Class engages in conversation about how to classify photos. Teacher guides students to use language to classify the pictures, eventually landing on Beginning, Developing, Meeting, Advanced. Closure Time: 10min Teacher Does/Students Do: Explain the connection between learning to ride a bike and learning other skills and knowledge. Explain that the B,D,M,A scale will be the way that we measure our learning. Think briefly about where you are on this continuum when it comes to a sport you love, cooking, speaking English, playing basketball, etc. ASSESSMENTS Formative Assessment Content: Reflection on experience of developing the rubric collaboratively with others. Language: Have students explain how they decided to place certain photos in each classification. EXTENSIONS Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments: Using the new rubric conduct: - Have students journal about the following prompts: - What is the power of a growth mindset? - How does a growth mindset support learning? - Performance-character self assessment - At the end of activities/protocols/classes ask students to place themselves on the continuum of learning for skills like listening attentively, participating, avoiding side conversations, etc. - A day or two after developing the rubric, give students 3 minutes, without looking it up, to write two of their caregiver’s phone numbers and their addresses in their journals. The Learning Target is: I can remember two of my family members telephone numbers. At the end of the three minutes, have them place their performance on the BDPA continuum. - If students are attending school remotely the teacher can create a Jamboard where students are responsible for describing each photo and organizing them into a sequence.	oercommons	2025-03-18T00:36:33.975770	Language Education (ESL)	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93812/overview", "title": "Like Riding a Bike - an introductory lesson to rubrics and student engaged assessment", "author": "Graphic Arts" }
https://oercommons.org/courseware/lesson/99132/overview	Use of geophysical techniques for groundwater investigations for problem-based learning (PBL) in the geophysics course Overview Geophysics problem-based learning for geology students Geophysics course Introduction Water scarcity is a serious problem in many countries around the globe and this is compounded by the fact that some of these countries are in arid or semi-arid areas. Geophysics can play an important role in helping solve this water scarcity problem through groundwater exploration. There are a number of geophysical techniques that are suited for groundwater investigations. In this project, students will have to identify suitable techniques, design and conduct field surveys, process and model the collected data, and interpret and present results. Requirements Level of study Introduction to geophysics course for geology students Skills and concept Geology students with previous field geology experience. Activity suitability This is a project-centered course focussing on solving a real-world problem. It can start at the beginning of the semester. Goals Students should identify suitable geophysical techniques (evaluate the strengths and weaknesses of different geophysical methods and survey layouts). Students should collect, and integrate different geophysical datasets, model anomalies and interpret the results. Other goals of the activity Written and oral communication skills, modelling, and computational skills, ability to operate field equipment, teamwork skills, and independent learning Activity description Students are divided into different groups and follow the steps below: - Students identify the different geophysical techniques suitable for the task. Identify the strengths and weaknesses of each method. - Students design different survey layouts of these techniques, the type of equipment to be used, and the expected results of the anomalies through discussions. - Students conduct field surveys and collect data. - Students process the data using computer software, to model and interpret the collected data. - Students will present results both orally and in written form as written project reports. - Students will be assisted with inadequate quantitative skills when faced with serious challenges - Students will synthesize the results by correlating their interpretations with prior known available information in the study area. Learning outcomes - Demonstrate an understanding of the different geophysical techniques - Acquire skills in conducting geophysical surveys. - Be able to assess the given geological environments and determine the appropriateness of the geophysical method to be applied in the investigation of groundwater in that area. Notional hours This is can be an eight to nine weeks research project. Fig 1: This sequence of images summarizes the framework visually (CC by/GeoSci Developers). Reading list - Fetter, C. W. (2018). Applied hydrogeology. Waveland Press. - Yin, H., Shi, Y., Niu, H., Xie, D., Wei, J., Lefticariu, L., & Xu, S. (2018). A GIS-based model of potential groundwater yield zonation for a sandstone aquifer in the Juye Coalfield, Shangdong, China. Journal of Hydrology, 557, 434-447. - Tessema, A., Mengistu, H., Chirenje, E., Abiye, T. A., & Demlie, M. B. (2012). The relationship between lineaments and borehole yield in North West Province, South Africa: results from geophysical studies. Hydrogeology Journal, 20(2), 351-368. - Singh, P., Thakur, J. K., & Kumar, S. (2013). Delineating groundwater potential zones in a hard-rock terrain using geospatial tool. Hydrological Sciences Journal, 58(1), 213-223. - Corgne, S., Magagi, R., Yergeau, M., & Sylla, D. (2010). An integrated approach to hydro-geological lineament mapping of a semi-arid region of West Africa using Radarsat-1 and GIS. Remote Sensing of Environment, 114(9), 1863-1875. - Fashae, O. A., Tijani, M. N., Talabi, A. O., & Adedeji, O. I. (2014). Delineation of groundwater potential zones in the crystalline basement terrain of SW-Nigeria: an integrated GIS and remote sensing approach. Applied Water Science, 4(1), 19-38.	oercommons	2025-03-18T00:36:34.010425	11/29/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99132/overview", "title": "Use of geophysical techniques for groundwater investigations for problem-based learning (PBL) in the geophysics course", "author": "milton Kataka" }
https://oercommons.org/courseware/lesson/121978/overview	Education Standards Grade 5_Lesson 4_ Teacher Prep_The myth of race BBC Ideas OR_Grade5_LaborAndJustice-pt2_EN Grade 5 Lesson 4: Labor and Justice (Part Two) Overview Students will learn about who benefitted from enslavement in America and explore the economic roots of slavery. Students will explore how they can use their words, actions, or creativity to confront injustice they see or experience. Grade 5 Lesson 4: Labor and Justice (Part Two) Students will learn about who benefitted from enslavement in America and explore the economic roots of slavery. Students will explore how they can use their words, actions, or creativity to confront injustice they see or experience.	oercommons	2025-03-18T00:36:34.031289	11/15/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121978/overview", "title": "Grade 5 Lesson 4: Labor and Justice (Part Two)", "author": "Elizabeth Schroeder" }
https://oercommons.org/courseware/lesson/115627/overview	EDIT-027 Final Project Overview This is EDIT-027 Final Project Human Biology Topic: Mitosis Assessment: A short answer assessment that demonstrates the understanding of mitosis Student Learning Outcomes: - Describe the stages of mitosis. - Describe the movement of chromosomes and chromatids during mitosis. - Determine the chromosome content of cells during various stages given information about the n or 2n number of the cell. Description: I have adapted the figure of mitosis from OpenStax. I have transformed it by writing the description of mitosis before the figure. What is mitosis? Mitosis is a type of cell division that happens in all cells of our body. It is a process that allows for the growth, repair, and replacement of cells in multicellular organisms. Mitosis is when a cell divides to produce two identical cells genetically identical to the parent cell. Mitosis consists of several steps that are illustrated below. Figure 6.4 Animal cell mitosis is divided into five stages—prophase, prometaphase, metaphase, anaphase, and telophase—visualized here by light microscopy with fluorescence. Mitosis is usually accompanied by cytokinesis, shown here by a transmission electron microscope. (credit "diagrams": modification of work by Mariana Ruiz Villareal; credit "mitosis micrographs": modification of work by Roy van Heesbeen; credit "cytokinesis micrograph": modification of work by the Wadsworth Center, NY State Department of Health; donated to the Wikimedia foundation; scale-bar data from Matt Russell) CC BY 4.0 DEED Assessment: - During which phase of mitosis do we have twice as many chromosomes? - If a cell has 20 chromosomes (total), how many chromosomes will be present during the metaphase of mitosis? During anaphase? In the two daughter cells? - An organism has 7 pairs of chromosomes. How many chromosomes are present during metaphase? During anaphase? In the cells that have completed mitosis. - An organism has 15 chromosomes in its somatic cells. The cell undergoes mitosis but cytokinesis fails to happen. How many chromosomes are present in the cell? Licensing: - CC BY 4.0 DEED (for the figure) - Mitosis © 2024 by Unbareen A Ansari is licensed under CC BY 4.0 Citation: Fowler, S., Roush, R., & Wise, J. (2013, April 25). Concepts of Biology. Retrieved from https://openstax.org/books/concepts-biology/pages/6-2-the-cell-cycle	oercommons	2025-03-18T00:36:34.049957	04/30/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115627/overview", "title": "EDIT-027 Final Project", "author": "Unbareen Ansari" }
https://oercommons.org/courseware/lesson/115146/overview	Motivational video Can you feel your heart? Overview This lesson has been develop for 4th graders and it is connected to science, where English works as a medium of instruction. Taking into account the importance of the heart, we consider neccesary to start instructing the little ones with information related to heart as they can go creating self counciousness regarding the neccesity of caring about our own hearts. Quick Look Grade: Level 4th TIME REQUIRED: 40 minutes Lesson Dependency: None Subject Areas: Biology/English Summary SUMMARY: This lessons aims to describe the importance of the heart, as well as how students should have in mind the necessity to take care of their hearts, giving them the opportunity to know the most common strategies they can implement in their daily life so as to protect their hearts. Also, throughout this lesson, students will be able to acknowledge some of the main parts of the heart and the way it works. By developing this lesson, students will develop socio cultural competencies, related to daily national health problems, about science, structure and function of the heart, as well as the English subject, being this last one the medium of instruction. Science Connection SCIENCE CONNECTION: Using English as a medium of instruction may result in a very useful teaching tool. The heart it’s a very important part of our bodies and due to its important work it is also necessary to take care of it. That is why the students will learn some strategies as well as create new ones in pro of the protection of the heart, in a sense that may contribute to the public health system of our country. Learning Objectives LEARNING OBEJCTIVES: Recognize the different parts that compose the human heart, as well as its function and its importance. Develop citizenship competencies by promoting the importance of taking care of the heart in society. Identify the main current problems related to national health issues Educational Standards EDUCATIONAL STANDARDS: - I recognize the importance of the human heart as well as some strategies to promote the care of their own and classmates. - I analyze some vocabulary in ENGLISH related to the human heart, as well as the strategies that help to promote its care. Materials MATERIALS: CARDBOARD, PLASTICINE, MARKERS, SCISSOR, COLORED PENCILS. Motivation MOTIVATION: For this stage of the class, T shows a song to the students and asks them to dance and sing. The song is related to body parts. Find attached the link to the video at the end. This section is important as it allows students to be more engaged in the class and paying close attention to the details. It is necessary that the teacher makes the topic more interesting, that is to say use a more dynamic sequence. This is necessary since students may get bored and frustrated if they do not understand anything. It is also necessary to monitor students in each of the stages of the class to check their work as well as questions that may emerge during the session. To make students feel more engaged with the topic, it is neccesary to check some of the strategies used to take of out hearts. Lesson background and concepts for teachers LESSON BACKGROUND AND CONCEPTS : Find information related to the heart. (However, reading this long piece of information might be uninteresting for students, then it is necessary for the teacher to study a little about the heart before starting the lesson. The Heart, Blood and Valves The heart is a four chambered, muscular organ (about the size of your fist) that pumps blood throughout the body. The vascular system is made up of arteries which carry blood away from the heart, capillaries where the exchange of gases and nutrients takes place between blood cells and body tissues, and veins which return deoxygenated blood to the heart. Together, these blood vessels provide an efficient delivery route for blood throughout the body. Blood cells are the actual vehicles that transport the nutrients and waste products. Blood also helps regulate body temperature and protects humans from bleeding to death after an injury occurs by creating a barrier or clot. Blood is made up of 5% plasma, 50% water, 44% red blood cells, and 1% white blood cells and platelets. Heart Parts: The heart is divided in several parts, where each of the has a very complex task. Lesson Closure LESSON CLOSURE: Making your own heart For this stage of the class T asks students to make their own heart using plasticine. After each student finishes their task, T asks students to put different ways to prevent heart diseases in a piece of cardboard. The heart and the cardboard are going to be used in another session, in which they will expose their creations and explanations.	oercommons	2025-03-18T00:36:34.083576	Fernando Quintero	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115146/overview", "title": "Can you feel your heart?", "author": "Lesson" }
https://oercommons.org/courseware/lesson/72807/overview	Density Inquiry Lab Overview This describes a lab that can be used in Middle School (Grades 6 - 8) for helping students to grasp the concept of density. Introduction In this lab on density, students are asked to carry out three different exercises involving the concept of density. Station 1: What is the density of pure water at room temperature? In this station, students have access to room temperature water, graduated cylinders, plastic pipets, plastic cups, and electronic balances (triple beam balances may also be used). Students determine the mass of a given volume of water (their choice!), and then they determine the density. They then compare their results with their classmates. Station 2: The Density Cubes In this station, students have access to 6 density cubes. I got mine from Educational Innovations (www.teachersource.com). The cubes are available from them for $29.95 per set of six. The cubes are made of different metals and are identical in volume, but not in mass. Students are asked to rank the cubes in decreasing (or increasing) order of density. I put circular price tag paper on the cubes and wrote numbers on the paper with a Sharpee to help identify them. Students use a ruler and an electronic balance or triple-beam balance to determine the densities. Station 3: Thickness Of Aluminum Foil In this station, students are asked to determine the thickness of a sheet of aluminum foil. Students tear off a sheet from a role of aluminum foil. I advise them to get a sheet that is close to a rectangular or square sheet as possible. They are then asked to use a ruler, calculator, and balance to find the thickness of the foil. I give them the density of aluminum (2.70 g/mL). Density Inquiry Lab Student Worksheet The Next Generation Science Standard that can be addressed in this activity is: MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. The density of pure water at room temperature is 1.0 g/mL. You can have students compare their findings with their classmates, take a class average, and determine percent error with this lab. Encourage students to get a large enough piece of aluminum foil (the size of a sheet of notebook paper works well). If the foil sheet is too small, it will be difficult to get an accurate reading of its mass (depending on how sensitive your balances are). Some students have tried to fold up their sample of aluminum foil and then calculate length x width x height. Discuss where errors can occur with this method. Density Inquiry Lab Name: In this lab, you will be working on three different stations that put the formula for density to work. If you recall, the formula for density is: Density = Mass / Volume You may complete these stations in any order. For full credit, describe the procedures you chose to follow to solve the problems, and answer the questions. Station 1: In this station, you are asked to determine the density of water at room temperature. You have the following materials at your disposal: * graduated cylinder * plastic cup * water * plastic pipet * balance The density of water at room temperature is: _______________. Describe the procedures you followed to determine the density of water. Station 2: In this station, you are asked to determine the density of six metal cubes and to arrange them in order of increasing density. You have the following materials at your disposal: * 6 metal cubes * ruler * balance The metals, in order of increasing density are: # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (denisty = ________ g/mL) Describe the procedures you followed to determine the density ot the six cubes. Station 3: In this station, you are asked to determine the thickness of a piece of aluminum foil. Remember that the volume of an object is equal to the product of its mass, its length, and its height. The density of aluminum is 2.70 g/mL. Remember that 1 mL = 1 cubic centimeter. You have the follwoing materials at your disposa: * sheet of aluminum foil * ruler * balance What is the thickness of the aluminum foil? Describe the procedures you followed to determine the thickness of the aluminum foil. Questions: 1. Does the volume of water you choose to work with in Station 1 matter? Why or why not? 2. Is density an intensive property or an extensive property? How can you tell? 3. What effect does the temperature of water have on its density? What have you experienced that tells you this?	oercommons	2025-03-18T00:36:34.103292	09/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72807/overview", "title": "Density Inquiry Lab", "author": "Robert Ellington" }
https://oercommons.org/courseware/lesson/105040/overview	Education Standards 24_Grade K Version with Guidance_v5.2.7 K.DR.B.2 OREGON MATH STANDARDS (2021): [K.DR] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: K.DR.A.1 Cluster: K.DR.A - Pose investigative questions and collect/consider data. STANDARD: K.DR.A.1 Standards Statement (2021): Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by sorting and counting. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| N/A \| 1.DR.A.1 \| N/A \| [new content] K.DR.A Crosswalk \| Standards Guidance: Clarifications - Expectations in this domain should be taught throughout the year and applied contextually to the current expectation and real-life events. Boundaries - Limit category counts to be less than or equal to ten. - At this grade level, more support is needed with formulating statistical questions. Students should be given guidance when developing statistical investigative questions. - This standard should be taught throughout the year. Terminology - Collecting data would refer to student generating data sets, such as counting and recording the frequency of an event. - Considering data refers to existing data sets given to students by a teacher for consideration. - The terminology below is used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective. - A statistical investigative question is one that requires data that will vary. Teaching Strategies - Students should be provided with support strategies for collecting and organizing their data. Examples - “How did you get to school today?” - “What is your favorite _____?” 2021 Oregon Math Guidance: K.DR.B.2 Cluster: K.DR.B - Analyze, represent, and interpret data. STANDARD: K.DR.B.2 Standards Statement (2021): Analyze data sets by counting the number of objects in each category and interpret results by classifying and sorting objects by count. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| N/A \| 1.DR.B.2 \| K.GM.C.8 \| K.MD.B.3 K.DR.B Crosswalk \| Standards Guidance: Clarifications - Students sort and classify objects using one or more attributes or relationships. - Kindergarten students should have experience sorting objects by characteristics such as heavier, lighter, longer, and shorter (compare to benchmark item). Terminology - The terminology below is used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective. - Attributes – characteristics (i.e., length, height, width, or weight) Boundaries - Categories should have no more than 10 objects. In later grades, students will represent data in pictographs and bar graphs. - In Kindergarten, students should be able to use friendly language to explain their data and answer the overall question. Teaching strategies - Students could display their data using objects and pictures. - Represent the findings from generated questions using objects and pictures. - Explain the findings based on the data collected and represented on graphs. Progressions - Students in Kindergarten classify objects into categories, initially specified by the teacher and perhaps eventually elicited from students. For example, in a science context, the teacher might ask students in the class to sort pictures of various organisms into two piles: organisms with wings and those without wings. Students can then count the number of specimens in each pile. Students can use these category counts and their understanding of cardinality to say whether there are more specimens with wings or without wings. (Please reference page 5 in the Progression document). Examples - Illustrative Mathematics:	oercommons	2025-03-18T00:36:34.149503	06/09/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105040/overview", "title": "OREGON MATH STANDARDS (2021): [K.DR]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/21391/overview	Education Standards The cell. Lesson description Microscopic observation instructions Pair Activity Summary Activity The cell master award The cell: Animal cell and plant cell comparison Overview The smallest unit of life is the cell. Cells are tiny factories that work with incredible precision. All living organisms consist of one or more cells. Regardless of their shape and form, which vary greatly, in each cell we can distinguish common organelles. The two most important cell categories are animal and plant cells. In this lesson, we will talk about the similarities and differences of the organelles found in animal and plant cells as well as their functions. Introduction (5 minutes) Brainstorming: Teacher shows students a collage of photographs of animal and plant cells, and asks them what they think they are. Teacher writes student responses on the board. Photographs' URLs: https://www.flickr.com/photos/montshiremuseum/4520938556/in/photolist-7tdAth-ca3N59-8bVDuL-jBjftx-a2M7C2-8vadEq-bAiEZy-aWoAr4-dYehzg-o6jjwv-emZC21-dYjZ4W-ehg2g-cWnvWE-7GA2wD-8bSiF2-mAQdFq-9vBjxj-dYjZ7N-82eC8C-dYeBrK-bAiLXS-dYehHM-fnGkte-4VhzC-ca47XL-iT3m2n-4VhzF-92fevM-o34zxP-ckQaFo-42tifp-i7rcq8-5VF5WE-dd59gW-dd55bx-e2MnG2-dawnSU-eK2WzP-7TuZwu-mbQKF5-fb1Zmt-27TvVk-dYjZcG-AaQPAp-dYehNB-WTKs5h-mbNYWi-e2T7US-8oK74f https://www.flickr.com/photos/kaibara/4966621857 https://pixabay.com/el/%CE%BC%CE%B9%CE%BA%CF%81%CE%BF%CF%83%CE%BA%CF%8C%CF%80%CE%B9%CE%BF-%CE%B1%CF%87%CE%B9%CE%BD%CF%8C%CF%82-1276131/ https://pixabay.com/el/pomiformis-bartramia-%CE%BA%CF%8D%CF%84%CF%84%CE%B1%CF%81%CE%B1-895203/ https://pixabay.com/el/barbilophozia-floerkei-%CE%BA%CF%8D%CF%84%CF%84%CE%B1%CF%81%CE%B1-895150/ Introductory image: https://cdn.pixabay.com/photo/2016/11/10/02/47/blood-1813410_960_720.jpg What do you see in these pictures? Teacher shows students a photograph of Amoeba, a single-cell organism, and explains that it is the simplest form of life. Photograph URL: https://www.flickr.com/photos/67725936@N05/6167894750/in/photolist-ap35dW-fuLKx-a5CeCx-71vWyc-5gWgdc-7t8ttP-5wb4FT-8Myiqw-nztEr2-dyg3Qo-bbNcWn-97yYpy-kh9dH-5Mwk4L-sDXRn-qnfZzN-daPKDS-23r33Qv-rEwcKs-4BYHUQ-6PT9Ze-8Pp9DT-7WMGY-qHQAcM-CYpDa-7wXXr2-uwHQG-4E6KR9-3aV3Qf-7jSVDh-FxnPc-4S9eDu-5nzDus-8ea5VJ-bESAkm-8B7Vpg-9iJvvp-7wXXpe-pWjb9L-8AN6Ud-24PkMU-Fyr6e-cMV8FQ-23cVB1p-VFxYqN-T1K9U5-8twH6H-cEbVKb-WbUtas-hjj4np/ Do you know what is this? This is Amoeba. It is a single-cell organism. This is a life. You cannot see it n bare eyes but still it is a life. The simplest form of life. How small do you think an organism can be? Before the discovery of the microscope, the answer to this question was a well-hidden secret. Today we know that the cell is the smallest unit that can feed, breathe, reproduce, namely, to display the characteristics of life. For this reason, the cell is characterized as the basic unit of life. Just as a building consists of many bricks, so does a plant or animal consists of many tiny cells. That is why organisms such as plants and animals are called multicellular. There are also unicellular organisms, such as amoeba, which consist of a single cell. These organisms are only visible with the help of a microscope. Presentation (15 minutes) Teacher informs students that the lesson is about the cells found in animals and plants and their similarities and differences. Teacher discusses the two types of cells, animal and plant cells, and with the use of a projector, teacher shows them a video that describes the organelles of the two types of cells. He/she pauses the video in order to clarify possible questions. Video URL: https://www.youtube.com/watch?v=3nBtY6LR030 There are two types of cells, animal and plant cells. In the following video, you will learn about the organelles that are inside the cells. Teacher informs students that apart from the organelles they watched in the video, there are also Lysosomes and Peroxisomes. Both of these organelles are found in animal cells and are responsible for the breaking down of the cell's waste to clean it up and to salvage any material the cell can use. This means that they are the recycling station of the cell. Peroxisomes, also found in plant cells, are involved in photorespiration. Apart from the organelles you watched in the video, there are also Lysosomes and Peroxisomes. These organelles are found in animal cells and are responsible for the breaking down of the cell's waste to clean it up and to salvage any material the cell can use. This mean that they are the recycling station of the cell. Peroxisomes, also found in plant cells, are involved in plant processes such as photorespiration. Implementation (15 minutes) Students are divided in two teams. In each team there is a plant cell group and an animal cell group. They teams with compete each other, one group at a time, about who will complete first the matching game found in the following links: Animal cell game: http://www.sheppardsoftware.com/health/anatomy/cell/cell_game.htm Plant cell game: http://www.sheppardsoftware.com/health/anatomy/cell/plant_cell_game.htm Depending on the class equipment, the game can be played on one computer while teacher times each group, or on two or more computers simultaneously. A student can play the role of the judge. Teacher prints and cuts the award template, one for each student. At the end of the game the winning team gets the cell master award. Introductory image: https://cdn.pixabay.com/photo/2012/05/07/14/58/view-48543_960_720.png You will be divided in two teams. Each team will consist of two groups, the plant cell group and the animal cell group. One of you will be the judge. Your goal is to finish the matching games faster than the opponent team. The winning team will be crowned THE CELL MASTER! Follow the links below to play the games. Good luck! Animal cell game Plant cell game \| 1st Team Name \| 2nd Team Name \| \| \| Animal Cell Group Time: \| \|\| \| Plant Cell Group Time: \| \|\| \| SUM: \| Check (15 minutes) Teacher pairs students and distributes the check activity. Students collaborate in order to find the organelles that are only in plant cells, the organelles that are only in animal cells, and the organelles that are in both cells, and to match each organelle to its function. After the completion of the activity, teacher projects the page on the white board and asks students to write the right answers. When the activity is finished students correct their errors. Introductory image: https://cdn.pixabay.com/photo/2016/08/20/21/43/animal-cell-1608621_960_720.png Work with the classmate sitting next to you in order to find which of the organelles are only in plant cells, are only in animal cells, and are in both cells; match each organelle to its function. Optional task: Microscopic observation of animal and plant cells (30 minutes) Depending on the school equipment, the teacher, within the context of this lesson, can show students how animal and plant cells are using a microscope. The most suitable for observation is cheek cells and onion skin. Teacher follows the instructions described in the link below: Introductory image: https://cdn.pixabay.com/photo/2016/11/11/20/03/microscope-1817641_960_720.jpg Students, one by one observe the specimens. The cells can be drawn on the whiteboard by the teacher or a student. Your teacher will follow the instructions and prepare specimens of animal and plant cells. You will take turns observing. The findings will be drawn on the whiteboard. Summary (10 minutes) Individual activity. Teacher distributes photocopies of a summary activity. Students are asked to label the organelles of a plant and an animal cell. Introductory image: https://cdn.pixabay.com/photo/2017/12/13/14/19/mitochondria-3016868_960_720.png In this activity you are asked to label the organelles of a plant and an animal cell. Teacher goes back to the initial brainstorming of the question in Task 1, and discusses students' initial responses. He/she concludes to the importance of each cell separately but also their communication and collaboration. How is it possible for a tiny cell to survive and perform its functions? How is it possible for a multicellular organism, such as a man or a pine, to survive without "messing up" the functions of its innumerable cells? If you think about what happens to the city houses, you will also understand the secret of the cells of a multi-cell organism. Each house is separate, but everyone communicates in a variety of ways (telephone and electricity network, water supply and sewerage network, etc.). So cells can also provide energy, maintain their internal organization, and communicate with their environment and "cooperate". These capabilities are ensured by the structure and functions of the cell.	oercommons	2025-03-18T00:36:34.185125	03/01/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/21391/overview", "title": "The cell: Animal cell and plant cell comparison", "author": "Koni Drampala" }
https://oercommons.org/courseware/lesson/118713/overview	Soybean Seed Requirements Overview Soybean Seed Requirements Soybean Seed Requirements Soybean Seed Requirements	oercommons	2025-03-18T00:36:34.200846	08/04/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118713/overview", "title": "Soybean Seed Requirements", "author": "Colin Kubik" }
https://oercommons.org/courseware/lesson/60861/overview	Secondary Education Overview This video is to help parents train to gain knowledge on how to help out their children going through secondary education. While these activities that are in the video are to give the adults strategies and scenarios on how to help themselves down the road. This project is to inform people how to help adolescents when going through secondary education. The objectives that are covered in the video are to inform people how to help their adolescent while going through secondary education, what these learning actives do is to help train a parent on how to develop strategies to help them.	oercommons	2025-03-18T00:36:34.216597	12/17/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60861/overview", "title": "Secondary Education", "author": "Alex Low" }
https://oercommons.org/courseware/lesson/60832/overview	Integrating young (ex-) offenders into youth work Overview The present work (Integrating young (ex-) offenders into youth work) is the result of the Erasmus+ KA2 project "Climb Over", aimed at facilitating the reintegration of young offenders and preventing youth from making offences by making a good use of youth work. The paper contains useful guidelines for youth workers that want to carry out workshops and/or other activities in youth correctional facilities. Untitled Section Helping young (ex-)offenders is not easy, as it is not easy trying to help any other teenager. However, having in mind the complexity and difficulty of the backgrounds such convicted youngsters came from and experiences they had to live through and/or witness, makes them extra sensitive and vulnerable. This is why, having no prior experience in the field might determine some activities going not as wanted, despite all the planning efforts put way in advance. To fill in this knowledge gap and make the activities easier and beneficial on both ends, different activities and youth work efforts were tested and carried out with (ex-)offenders in Lithuania, Croatia and the United Kingdom. The experiences, tips and things to consider when working with the group mentioned has been compiled as well as suggestions of what exciting activities might be initiated.	oercommons	2025-03-18T00:36:34.233329	Federica Tornincasa	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60832/overview", "title": "Integrating young (ex-) offenders into youth work", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/115439/overview	Colonization and Imperialism Primary Source Analysis Overview Students will use primary sources to answer questions about the colonization of the new world and the effects of European imperialism on development in Africa and Asia. Attachments The attachment for this resource is a packet containing an activity for examining the impacts of European imperialism on Africa and Asia through primary source documents. About This Resource The sample assignment was submitted by a participant in a one-day workshop entitled “New Approaches to Frontier History” for world history teachers hosted by the Alliance for Learning in World History. This resource was contributed by Orli Kleiner.	oercommons	2025-03-18T00:36:34.251196	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115439/overview", "title": "Colonization and Imperialism Primary Source Analysis", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/60623/overview	2019 Theatre Art Content Standards Overview Theatre Arts Content and Achievement Standards for the state of North Dakota. Updated 2019. Theatre Arts Content and Achievement Standards for the state of North Dakota. Updated 2019.	oercommons	2025-03-18T00:36:34.267713	12/11/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60623/overview", "title": "2019 Theatre Art Content Standards", "author": "Brandon Lemer" }
https://oercommons.org/courseware/lesson/106473/overview	OREGON MATH STANDARDS (2021): [6.AEE] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: 6.AEE.A.1 Cluster: 6.AEE.A - Apply and extend previous understandings of arithmetic to algebraic expressions. STANDARD: 6.AEE.A.1 Standards Statement (2021): Write and evaluate numerical expressions involving whole-number bases and exponents. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 4.OA.B.4, 5.OA.A.1 \| 6.AEE.A.2, 7.AEE.B.3, 8.AEE.A.1 \| 5.NBT.A.2 \| 6.EE.A.1 6.AEE.A Crosswalk \| Standards Guidance: Teaching Strategies - Extend previous understanding by using brackets and parentheses and order of operations and exponents. - Students should interpret real-life, mathematical situations to write and evaluate numerical expressions. Progressions - In Grade 6 [students] start to incorporate whole number exponents into numerical expressions, for example when they describe a square with side length 50 feet as having an area of 50 ft2 (square feet). (Please reference page 4 in the Progression document) Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.A.2 Cluster: 6.AEE.A - Apply and extend previous understandings of arithmetic to algebraic expressions. STANDARD: 6.AEE.A.2 Standards Statement (2021): Write, read, and evaluate expressions in which letters stand for numbers. Apply knowledge of common mathematical terms to move between the verbal and mathematical forms of an expression including expressions that arise from authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.OA.A.2, 5.OA.B.3, 6.AEE.A.1 \| 6.AEE.A.3, 6.AEE.B.4, 6.AEE.B.5, 8.AEE.A.2, HS.AEE.A.1 \| \| 6.EE.A.2 6.AEE.A Crosswalk \| Standards Guidance: Clarifications - Students should write expressions that record operations with numbers and with letters standing for numbers. - Students should evaluate algebraic expressions for a given value of a variable, using the order of operations. Boundaries - Evaluate expressions at specific values of their variables. Numeric values should align with grade level expecations of positive rational numbers. - Includes identificaiton of the parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. - Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Teaching Strategies - Include expressions that arise from formulas used in authentic problems. - Students should understand letters called variables represent unknown numbers and the same rules apply in operations with numbers also apply in operations with variables. Progressions - Abstracting the pattern they write 10 - p for a book costing p dollars, thus summarizing a calculation that can be carried out repeatedly with different numbers. Such work also helps students interpret expressions. For example, if there are 3 and with letters standing for numbers. loose apples and 2 bags of A apples each, students relate quantities in the situation to the terms in the expression 3 + 2A. (Please reference page 4 in the Progression document) Example - Express the calculation subtract y from 5 as 5 – y. - Describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.A.3 Cluster: 6.AEE.A - Apply and extend previous understandings of arithmetic to algebraic expressions. STANDARD: 6.AEE.A.3 Standards Statement (2021): Apply the properties of operations to generate equivalent expressions and to determine when two expressions are equivalent. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.OA.A.2, 6.AEE.A.2 \| 7.AEE.A.1 \| 6.NS.B.4 \| 6.EE.A.3, 6.EE.A.4 6.AEE.A Crosswalk \| Standards Guidance: Clarification - Identify when two expressions are equivalent such as when the two expressions name the same number regardless of which value is substituted into them. Boundaries - This standard includes distributive property and combining like terms. Progressions - A firm grasp on variables as numbers helps students extend their work with the properties of operations from arithmetic to algebra. For example, students who are accustomed to mentally calculating 5 x 37 as 5 x (30 + 7) = 150 + 35 can now see that 5(3a + 7) = 15a + 35 for all numbers a. (Please reference page 5 in the Progression document). Examples - Apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x. - Apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y) - Apply properties of operation to the expression y + y + y to produce the equivalent expression 3y and know they are equivalent because they name the same number regardless of which number y stands for. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.4 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.4 Standards Statement (2021): Understand solving an equation or inequality as a process of answering which values from a specified set, if any, make the equation or inequality true. Use substitution to determine which number(s) in a given set make an equation or inequality true. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.AEE.A.2 \| 8.AEE.A.2, 8.AEE.C.8, HS.AEE.C.8, HS.AEE.D.9 \| N/A \| 6.EE.B.5 6.AEE.B Crosswalk \| Standards Guidance: Teaching Strategies - Students should be able to use algebraic reasoning to solve an equation as a process of answering a contextual question and explain their reasoning. - When solving an equation or inequality as a process of answering a question, students should be able to explain why specific values from a specified set, if any, make the equation or inequality true. - Students should use substitution to determine whether a given number in a specified set makes an equation or inequality true. Progressions - Solving is a process of reasoning to find the numbers which make an equation true, which can include checking if a given number is a solution. Although the process of reasoning will eventually lead to standard methods for solving equations, students should study examples where looking for structure pays off, such as in 4x + 3x = 3x + 20, where they can see that 4x must be 20 to make the two sides equal. (Please reference page 6 in the Progression document) Examples - Use an inequality of the form x > c or x < c . - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.5 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.5 Standards Statement (2021): Use variables to represent numbers and write expressions when solving problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.AEE.A.2 \| 7.AEE.B.4 \| N/A \| 6.EE.B.6 6.AEE.B Crosswalk \| Standards Guidance: Clarifications - Understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Progressions - As with all their work with variables, it is important for students to state precisely the meaning of variables they use when setting up equations (MP6). This includes specifying whether the variable refers to a specific number, or to all numbers in some range. For example, in the equation 0.44n = 11 the variable n refers to a specific number (the number of stamps you can buy for $11); however, if the expression 0.44n is presented as a general formula for calculating the price in dollars of n stamps, then n refers to all numbers in some domain. That domain might be specified by inequalities, such as n > 0. (Please reference page 7 in the Progression document). Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.6 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.6 Standards Statement (2021): Write and solve equations of the form x + p = q and px = q in problems that arise from authentic contexts for cases in which p, q and x are all nonnegative rational numbers. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.AEE.C.8 \| 7.AEE.B.4 \| 6.NS.A.1, 5.NF.A.1, 5.NF.B.3, 5.NF.B.4, 5.NF.B.5, 5.NF.B.6 \| 6.EE.B.7 6.AEE.B Crosswalk \| Standards Guidance: Teaching Strategies - p, x, and q include non-whole numbers. Students should be able to solve equations of this form using strategies such as related equations, fact families, inverse operations, and visual models. - Students should have opportunities to use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction and multiplication and division when solving one-step equations. - Students should be able to solve equations presented in contextual, mathematical problems involving positive rational numbers using number sense, properties of arithmetic and the idea of maintaining equality on both sides of the equation. - Students should be able to interpret a solution in the original context and assess the reasonableness of results. Progressions - For example, how many 44-cent stamps can you buy with $11? Students are accustomed to solving such problems by division; now they see the parallel with representing the problem algebraically as 0.44n = 11, from which they use the same reasoning as in the numerical solution to conclude that n = 11 <div> 0.44. (Please reference page 7 in the Progression document). Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.7 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.7 Standards Statement (2021): Write inequalities of the form x > c and x < c to represent constraints or conditions to solve problems in authentic contexts. Describe and graph on a number line solutions of inequalities of the form x > c and x < c. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.NS.C.7, 6.NS.C.6 \| 7.AEE.B.4 \| 5.NBT.A.3 \| 6.EE.B.8 6.AEE.B Crosswalk \| Standards Guidance: Clarification - Recognize that inequalities of the form 𝑥>𝑐 or 𝑥<𝑐 have infinitely many solutions. - Represent solutions of such inequalities on number line diagrams. Teaching Strategies - Students should represent contextual, mathematical situations using inequalities involving variables. - Students should be able to create contextual, mathematical situations corresponding to specific inequalities. - This objective includes the use of the symbols, < , > , = , ≤ , ≥. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: 6.AEE.C.8 Cluster: 6.AEE.C - Represent and analyze quantitative relationships between dependent and independent variables. STANDARD: 6.AEE.C.8 Standards Statement (2021): Use variables to represent and analyze two quantities to solve problems in authentic contexts. Including those that change in relationship to one another; write an equation to express one quantity in terms of the other quantity. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.OA.B.3 \| 6.AEE.B.6, 7.AEE.B.4 \| 6.RP.A.3 \| 6.EE.C.9 6.AEE.C Crosswalk \| Standards Guidance: Boundaries - Students should be able to represent equations involving positive variables and rational numbers. - Students should have opportunities to solve contextual, mathematical problems. Teaching Strategies - Students should have an opportunity to solve problem situations with variables in all positions. - Students should be able to explain that a variable can represent an unknown number, or depending on the purpose at hand, any number in a specified set. Progressions - As [students] work with such equations [they] begin to develop a dynamic understanding of variables, an appreciation that they can stand for any number from some domain. - This use of variables arises when students study expressions such as 0.60n, [presented as a general formula for calculating the price in dollars of n stamps that cost $0.60], - or equations in two variables such as d = 5 + 5t describing [the] relationship between distance in miles, d, and time in hours, t, for a person starting 5 miles from home and walking away at 5 miles per hour. Students can use tabular and graphical representations to develop an appreciation of varying quantities. (Please reference page 7 in the Progression document). Examples - Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example: - In a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:36:34.378232	07/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106473/overview", "title": "OREGON MATH STANDARDS (2021): [6.AEE]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/98179/overview	Tornado Safety Overview This is a resource designed to instuct children on how to handle a tornado drill. It goes over procedures as well as expectations for students. While also providing them a scenerio to reflect on with a classmate upon completion. Introduction As Tornado Season approaches it is important we all keep in mind the proper procedures Throughout this module we will be reminding you of all the proper ways to remain safe in the event of a tornado. This will also serve as a guide for next weeks bi-annual tornado drill the school will be particpating in. Stay safe everyone! Inside the Classroom When sirens intitially go off it is important to remain calm. Your teacher has specificic directions and has been trained properly for these situations. The first thing you should do as a student is line up on the side of the classroom away from all large windows. Roll call will be taken to make sure all students are accounted for. It is important to remmeber if you are not inside the classroom when the alarm goes off immediately proceed back to class - Without you in class ther is no way for your teacher to know where you are at, this is very important when taking roll call It is important to remember - This is something that needs to be taken seriously - If you have any questions always ask your teacher Designated Safe Area Once you have been escorted to your classroom's safety area teachers will begin to direct students where to line up Once there you will crouch down facing the wall on your knees Keeping your head forward you are to place your hands over the back of of your head and neck. - we use this technique to try and avoid any flying debri from hitting us. Students will need stay silent until the all clear is given from admistrators/teachers Review Main Points - Listen for your teacher's instruction - Stay calm - Head in between your legs with your hands covering the back of your head and neck when in safe area - Stay silent Scenerio Now that you are all up to speed on expectations and procedures for tornado drills consider this with your classmate next to you Which student handles the situation correctly Timmy goes to the bathrrom.While he is in the bathroom, the tornado siren goes off. Timmy quickly exits the bathroom and goes to the nearest classroom. When Timmy enters the room he quickly goes to the back of the line and stays quiet. Jenny goes to the bathroom. While she is in the bathroom the tornado siren goes off. Jenny quickly finshes up in the bathroom and hurries back to her class. Once she gets there she tells her teacher she is back and gets into line with her classmates. Tony is on his way back from the nurses' office when he hears the tornado siren go off. Instead of going back to clas Tony remmebers that everyone is suppossed to meet in the gym, so he heads that way. Once he gets to the gym he looks for his teacher but can not find her. He decides to sit down with another class and continue the drill with them.	oercommons	2025-03-18T00:36:34.396368	10/24/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98179/overview", "title": "Tornado Safety", "author": "Collin Pawlowski" }
https://oercommons.org/courseware/lesson/101110/overview	المنزل الذكي Overview المنزل الذكي البدايه الرئيسيه يهدف الموقع الى معرفة ماهي المنازل الالكترونية وايضا عيوبها ومميزاتها وكم تكلفتها ومكونات المنازل الالكترونية وابرز تقنياتها وايضا معرفة لماذا يعد المنزل الالكتروني هو المستقبل . الموضوعات ماهي المنازل االالكترونية فوائد المنزل الذكي عيوب المنزل الاكترونية ابرز التقنيات التي ستحتاجها في منزلك مميزات المنازل الالكترونية كم يكلف المنزل الاكتروني مكونات المنزل الذكي ما لذي يمكن أن يفعله المنزل لماذا يعد المنزل الذكي هو المستقبل تعريف المنازل الالكترونية : هي المنازل التي يمكن إدارتها باستخدام تطبيقات واجهزة التحكم عن بعد عبر شبكة الانترنت حيث يضم العديد من الانظمة متعددة الوظائف واجهزة المراقبة والمستشعرات ويوفر لمالكيها الراحة والامان بالإضافة الى ترشيد استهلاك الطاقة والسهولة في تأدية المهام . ماهي فوائد المنازل الالكترونية: هو المكان الذي يمكن التحكم في أي مكان فيه بشكل رقمي. جرس الباب, الاضاءة الخاصة بك, أمن منزلك, التدفئة والماء كل شيء يمكنك التحكم فيه ومراقبتها والتحكم بها عن بعد من خلال التكنلوجيا. :مميزات البيت الذكي استهلاك اقل للكهرباء قد يعتقد البعض ان مثل هذه التكنلوجيا قد تحتاج الكثير من الطاقة لتنفيذها ولكن العكس هو الصحيح فهي تعمل على التقليل من استهلاك الكهرباء حياة اكثر راحة- - السلامة والامان- منزل اكثر رفاهية- يساهم في تطور حياة البعض- تكنلوجيا صديقة البيئة- تلفزيونيات ذكية - :مميزات البيت الذكي استهلاك اقل للكهرباء قد يعتقد البعض ان مثل هذه التكنلوجيا قد تحتاج الكثير من الطاقة لتنفيذها ولكن العكس هو الصحيح فهي تعمل على التقليل من استهلاك الكهرباء حياة اكثر راحة- - السلامة والامان- منزل اكثر رفاهية- يساهم في تطور حياة البعض- تكنلوجيا صديقة البيئة- تلفزيونيات ذكية - :مكونات المنزل الذكي البرتوكولz-wave البرالبرتوكول ZigBee تقنيه البلوتوث سماعات جوجل هوه الذكية سماعات امازون ايكو الذكية أدوات مراقبة درجات الحرار ة كمنظم Ecobee3 إقفال الباب الذكية جهاز CURB لمراقبة استهلاك الطاقة ابرز التقنيات التي ستحتاجها في منزلك الاكتروني : الذكاء الاصطناعي التطبيقي ورق الحائط الرقمي الروبوتات الآلية وتكنلوجيا التنظيف المنزلي الذاتي انظمة إدارة الموارد الصديقة للبيئة الاقفال الذكية الاضاءة الذكية التحكم الصوتي بكل منزل ذكي اجهزة مراقبة السلامة والصحة مع اجهزة استشعار الحركة الذكية يمكن الكشف عن التنقل داخل المنزل ويخبر ما اذا كان الناس في المنزل أو من زيارة سابقة او لص . يمكن رعاية الحيوانات الاليفة باستخدام حقول متصلة مع بعضها .يمكن رش الاعشاب والنباتات في أي وقت باستخدام أجهزة التوقيت المتصلة من نحن نحن طلبة قسم التكنولوجيا التعليم والمعلومات مستوى ثالث شعبة معلومات الدفعه العاشره.	oercommons	2025-03-18T00:36:34.444316	02/17/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101110/overview", "title": "المنزل الذكي", "author": "امة الرحمن الاشوال" }
https://oercommons.org/courseware/lesson/64452/overview	Grade 9-12 Social Science Learning Resources Overview Resources for grade 9-12 Social Science Civics & Government Center for Civics Education: The Center’s lesson plans include We the People: The Citizen and the Constitution; Project Citizen; the School Violence Prevention Demonstration Program; Representative Democracy in America; Citizens, Not Spectators; and Foundations of Democracy. Library of Congress: The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. Teaching Civics: Lessons for civics, government, and law-related education in elementary, middle, and high school classrooms. Includes simulations, discussions, mock trials, case studies and other research based materials. Photo by Dan Meyers on Unsplash Economics & Financial Literacy EconED: Econ Ed Link provides classroom-tested, Internet-based economic and personal finance lesson materials for K-12 teachers and their students. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. Geography National Geographic: This site provides curated collections of activities that have been developed for educators, parents, and caregivers to implement with K–12 learners anywhere, anytime. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. History PBS Learning Media U.S. History and World History: These sites provides U.S. and world histories is broken down by time periods using an interactive maps and interactive lessons. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. Stanford History Education Group: The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills. Teaching Tolerance: These classroom lessons offer breadth and depth, spanning essential social justice topics and reinforcing critical social emotional learning skills.	oercommons	2025-03-18T00:36:34.462255	Social Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64452/overview", "title": "Grade 9-12 Social Science Learning Resources", "author": "Physical Geography" }
https://oercommons.org/courseware/lesson/69485/overview	Education Standards Earth Systems - Grade 5 Overview Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC Lesson - Making Waves Student Science Performance Phenomenon: Tsunami waves are destructive and change Earth’s landforms. Gather: Students develop questions to obtain information about how changes in the geosphere cause changes in the hydrosphere. Students obtain information about the causes of tsunamis. (Teaching Suggestions: Video to introduce phenomena to students. Maybe show a portion of the video that addresses what a tsunami is. Focus on the actual wave itself and how it differs from a normal wave and leave out any sections that talk about the causes of tsunamis. The students should be the ones that gather information about the causes of tsunamis. Don’t give away too much information to the students. Let them gather it for themselves.) - Phenomenon Video without Explanation of Causes: https://edpuzzle.com/media/5ec42273bafe873f1d0885a7 - Full Video including explanation of Cause: https://video.nationalgeographic.com/video/news/101-videos/00000144-0a30-d3cb-a96c-7b3dc88c0000 Class Discussion: - Of the four Earth systems that interact, what do these systems consist of? - How do the two spheres/systems interact with each other? - Why do we refer to these as systems? - How are energy and matter transferred from system to system? - What are the two systems that interact when a tsunami occurs? Reason: 3. Students analyze data to find patterns in the relationships of the geosphere and hydrosphere. 4. Students construct an explanation supported by evidence for the causes of tsunamis. 5. Students develop arguments from the evidence that tsunamis are caused by changes in the geosphere, but not all changes cause tsunamis. Class Discussion: - What caused changes in the system of the ocean (hydrosphere) that results in tsunamis? - Why does the input of energy cause the change in the ocean system? - How does the intensity of energy affect the change? - How does the tsunami affect the ecosystem? On land? In the ocean? (Teaching Suggestions: Changes in the geosphere (Earthquakes/landslides) cause a force to run through the water which displaces the water when it encounters something that can stop it (like land). The wind provides less energy to create waves vs. the energy created by an earthquake or landslide. Any change requires the input of energy into the system. The height of a wave is a measure of the energy of the wave. It takes more energy to make a large wave.) Communicate Reasoning: 6. Students develop a model to demonstrate the transfer of energy between the geosphere and hydrosphere that cause tsunami waves. (Teaching Suggestions: The source of energy of tsunamis originate from the geosphere and constitutes a larger input of energy causing waves. They should see the warning signs and know how to stay safe.) Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Clorinda Galbraith, Andrea Fernandez, Jaime Hernandez, Ann Ushiroda, and Misha Shidaki	oercommons	2025-03-18T00:36:34.485100	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69485/overview", "title": "Earth Systems - Grade 5", "author": "Physical Science" }
https://oercommons.org/courseware/lesson/88834/overview	"HUILA´S CULTURE” Universidad Surcolombiana Overview Objetivo general Motivar, animar y crear conciencia en los alumnos de undécimo grado sobre la importancia del sentido de pertenencia y amor a la cultura del Huila. Objetivos específicos Instruir a los alumnos sobre la historia del Huila y su importancia. Anime a los estudiantes a conocer más sobre lugares que no se conocen comúnmente en Huila. "HUILA´S CULTURE” Universidad Surcolombiana "HUILA´S CULTURE” Universidad Surcolombiana Names of Student Teacher: CODES: KAREN YULIETH CASTRO PEÑA 20191179574 CAREN TATIANA GUTIERREZ PERDOMO 20182172940 ALEJANDRO MORENO SOLANO 20191180802 KHRISTIAM JOHAN CHARRY CLAROS 201911177904 BRAJEAN ANDRÉS CHAUX 20181169857 \| \| \| School/Institution: UNIVERSIDAD SURCOLOMBIANA \| Class/grade: 11thCOMPUTER-ASSISTED LANGUAGE LEARNING \| \| Date: December 16th, 2021 \| Time & Length of class: 1:45 hours \| \| Achievement:-Recognizes general and specific information about the region of Huila and general culture of it. \| National Standard: \| Lesson objectives: 2.1 General objective At the end of the class Students will be able to: 2.2 Specific objectives \| Resources and materials:Gartic phone: https://garticphone.com/esPPT game (true or false)PPT game (who wants to be a millionaire) \| Skills Focus: WRITING, SPEAKING, AND LISTENING \| Language Focus:ENGLISH \| \| Foreseeable Problems: \| Planned Solutions: \| 4. Activities: \| TIME \| STAGE LESSON \| PROCEDURE \| INTERACTION \| \| 10 MIN \| PRE \| ICE BREAKING: Before starting the class, students are going to practice in the “gartic phone” activity. They need to type different Huila's places, monuments, typical foods among other characteristic things of Huila. Once all the students are done with the sentences, they will start drawing and guessing their partners' sentences.Additionally, after the first practice, we will prepare a true or false activity to get an idea and reinforce the previous knowledge students have about general Huila's culture. https://garticphone.com/es \| Student-studentTeacher-student \| \| 60 MIN \| WHILE \| To begin the class, we are going to play a short video about Huila's history. https://www.youtube.com/watch?v=K27hrxY33z8Students need to take notes and pay attention. After the video we are going to summarize the different ideas given by the video:(5mins).Continue the class with an activity in Genialy that is going to test the information given before. Martian Game. (5mins) https://view.genial.ly/61a971b4b367380d5c07d5a7/interactive-content-quiz-marcianitosGastronomy: Teachers will give information about some typical food of the department. Then, some open questions will come, where Students practice their speaking skill. (ppt presentation, 10 mins.) Activity(speaking) in powerpoint about gastronomy of Huila(Some questions).Then, teachers will talk about some tourist places around the department, giving specific information about the municipalities where they are located. (20 mins.)Activity in educaplay with memory cards to match the name of the municipalities and their flags. (10 mins) https://es.educaplay.com/recursos-educativos/11016904-huila_s_culture.htmlActivity in kahoot of the celebrations in each municipality of Huila. ( https://kahoot.it/challenge/?quiz-id=e34aa064-7346-4303-8896-06bd89957b30&single-player=true) (10 mins) \| Teacher-studentIndividual workTeacher-studentTeacher-studentTeacher-studentTeacher-studentTeacher-studentStudent - student \| \| 20 MIN \| POST \| In this final part, the professor will choose some students randomly. Those students will share with the class what aspects they found most interesting in the class. By answering the questions below: \| Student-studentIndividual work \| \| ASSESSMENTSECTION \| To conclude the class, the students will play a Who wants to be Millionaire game in order to reflect on what they have learned. (15 mins) \| Teacher-student \|	oercommons	2025-03-18T00:36:34.506338	12/16/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88834/overview", "title": "\"HUILA´S CULTURE” Universidad Surcolombiana", "author": "karen castro" }
https://oercommons.org/courseware/lesson/73280/overview	Education Standards My American Farm (Education Games) My Plate, My State from the U.S. Department of Agriculture My Plate, My State Resources Paper Slide Rubric POWER Library Rubric for Student Reflection State and DC Agricultural Facts Farm To Table Overview Students will research and learn about the process the industries use to get food from farm to table. Lesson Objectives Students will know / be able to: - Understand the food industry process. - Research where our food comes from. - Create a video which demonstrates the farm to table process. Warm Up / Introduction Instructor Notes: - Participate in a class discussion. Ask the students if they know: - What agriculture is. - Where their food comes from. - How their food is processed. - What food is produced locally. - What food other states are known for. - Each student will be given the name of a state to research. The student will use the attached resources to learn about what agricultural supplies are produced in that state. - Students will use the coloring sheet, specific to their state; to record their findings. Activity Directions: \| Research / Explore Activity Instructor Notes: - Students will use the POWER Library databases and other resources attached to further their research on the process of farm to table. Their research should include all industries. (seafood, cattle, dairy, grain, fruit, vegetable, etc.). - Students should learn about the process each industry uses to get the food from the farm to the table. POWER Library resources: - The POWER Library resources that can be used for this activity includes: - POWER Library TrueFLIX - Farm to Table category under Science and Nature - POWER Library Gale In Context Elementary - POWER Library Gale In Context Middle School - POWER Library Gale OneFile High School Edition - POWER Library Gale In Context Environmental Studies - POWER Library Gale General OneFile - POWER Library GreenFILE - POWER Library Gale Topic Collection - Agriculture - POWER Library E-Books (EBSCO) - Producing Vegetables - POWER Library BookFLIX - Let's Visit a Dairy Farm - Living on Farms - Vegetables, Vegetables - POWER Library Gale OneFile News - POWER Library Science Reference Center - POWER Library TrueFLIX Extended Activities: - The Ag Foundation has a Farm to Cart game that you can play with the students. Activity Directions: \| Reinforcement / Creation Activity Instructor Notes: - Introduce students to the paper slide concept by having them watch one of the videos listed below. - Group students into small working groups. Each working group will be given one of the industries below: - eggs - beef - seafood - fruit - milk - pork - grains - vegetables - chicken - Each group needs to take their topic and create a paper slide video which demonstrates the process that industry uses to get food from the farm to the table. Assessment: - Assessment will be based on their paper slide video using the rubric attached. Paper Slide Presentations: - The following resources can be used to learn about Paper Slide Presentations. - What is a paper slide presentation? by Rachel Hurst on Vimeo - How to make a Paper Slide Video by DMSFlippedMath on YouTube - How to make a Paper Slide Video by Regina Bale on YouTube Activity Directions: \| Reflection Instructor Reflection: Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson. Directions:Using the Lesson Reflection Worksheet, reflect on the following questions: \|	oercommons	2025-03-18T00:36:34.550225	Forestry and Agriculture	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73280/overview", "title": "Farm To Table", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/101521/overview	Google slides over Mean, Median, Mode, and Range Mean, Median, Mode and Range Escape Room Video over Mean, Median, Mode and Range Mean, Median, Mode, and Range Overview This interactive escape room will allow students to practice their skills in mean, median, mode and range. There is also a video over how to solve all of those as well as some notes. Let's talk about Mean, Median, Mode and Range As students come into class have them complete the attached bell work problem. On it they will need to find the mean, median, mode and range of the data given. After the allotted amount of time, work this problem on the board with them as a practice/review. Then move on to the notes review. In today's lesson we will be reviewing over Mean, Median, Mode and Range using the attached google slides. As we learned yesterday, the mean is the average of a given number set. To find the mean/average you first add up all of the numbers that are listed and then divide the sum of those numbers by how many numbers are in the set. In the example we did yesterday we had 6+7+9+2. Adding them together gives us a sum of 24 and we know we will divide by 4 because there are 4 numbers in that example set. 24 divided by 4 is 6, so our mean/average is 6. Next, we talked about median. The median is the middle number in a set of numbers. The most important part of finding the median may be step 1, which is to put the numbers in order from smallest to largest. Once that is done you can cover a number on each end simultaneously until you've reached the middle number, which is your median. If you end up with 2 numbers left in the middle you will add them together and divide by 2 (essentally finding the mean) and that would be your median. After median we talked about mode. Mode is the number that appears the most often in a set of numbers. Just like with the median, a step you can not skip over is step 1, putting the numbers in order from smallest to largest. This allows you to see them better so you can find the mode easiest. The mode will be the number that appears the most amount of times in your list. There are 2 exceptions to finding the mode, one being sometimes there is no mode (meaning all of the numbers are listed the same amount of times) and two being there may be more than one mode (if several numbers are listed the same amount of times, still being listed more than others). And lastly, we covered range. The range is the difference (answer to a subtraction problem) in the largest number and the smallest number in your number set. Again, step one will be putting the numbers in order from smallest to largest. And step two is subtracting the smallest number from the largest number. Having learned all of this in a previous days lesson and having reviewed it here, let's watch a video to be sure we are understanding and to see a few more examples. Let's Practice! To prepare for this assignment you will need to post the link for students to get to the assignment. How it works: - Students will use the link provided to interact in an escape room over Mean, Median, and Mode and Range. - They will answer questions over mean, median, mode and range using which will allow them to do puzzles that will lead to bits of information needed to escape. Additional options: - allow students to work with elbow partners - allow calculators - have notes posted on smart panel for additional help/reminders if students need it	oercommons	2025-03-18T00:36:34.572534	03/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101521/overview", "title": "Mean, Median, Mode, and Range", "author": "Angela Lesperance" }
https://oercommons.org/courseware/lesson/106329/overview	Justice in the Classroom & Determined: Middle School Chapter 4 Overview John Marshall Center for Constitutional History & Civics Sarah Waltman King, Richmond Public Schools Throughout the four centuries of history covered in Determined, access to education was at the heart of the African American struggle for equality. While slavery was legal, enslaved Americans were prohibited by law from being taught to read and write, and had no access to formal education. Following emancipation and the 13th Amendment, Black Americans temporarily enjoyed increased access to education, but those rights quickly evaporated under new Jim Crow laws. Under those provisions, Virginia and other southern states established “separate but equal” schools that segregated students by race, which resulted in unequal conditions for Black and White children. Despite these setbacks, African Americans continued to aggressively pursue their right to an education. What academic challenges and successes did Mary S. Peake and Barbara Johns experience throughout their lives? MARY S. PEAKE & BARBARA JOHNS: A FIGHT FOR ACADEMIC EQUALITY Directions: Use the link below to open the slideshow on your device. Force a copy by clicking the button that appears. Once you have the slides open, you can interact with the activities in the slides. Once finished, save your own copy of the slideshow to your computer/google account. https://docs.google.com/presentation/d/1S6a2QrarnwJgCVLvPbzAcqN0lyqtaDZwfqWk4TXZnNs/copy	oercommons	2025-03-18T00:36:34.586589	07/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106329/overview", "title": "Justice in the Classroom & Determined: Middle School Chapter 4", "author": "Woodson Collaborative" }
https://oercommons.org/courseware/lesson/76015/overview	- - Columbian Exchange - Columbus - Columbus Day - IDM - Inquiry Design Model - Wa-social-studies - Washington - wa-ela - License: - Creative Commons Attribution - Language: - English - Media Formats: - Downloadable docs Education Standards - 1 - 2 - 3 - 4 - 5 - ... - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 22 - 23 - 24 - 25 - 26 - 27 - 28 - 29 - 30 - 31 - 32 - 33 - 34 - 35 - 36 - 37 - 38 - 39 - 40 - 41 - 42 - 43 - 44 - 45 - 46 - 47 - 48 - 49 - 50 - 51 - 52 - 53 - 54 - 55 - 56 - 57 - 58 - 59 - 60 - 61 - 62 - 63 - 64 - 65 - 66 - 67 - 68 - 69 - 70 - 71 - 72 - 73 - 74 - 75 - 76 - 77 - 78 - 79 - 80 - 81 - 82 - 83 - 84 - 85 - 86 - 87 - 88 - 89 - 90 - 91 - 92 Learning Domain: History Standard: Analyze and interpret historical materials from a variety of perspectives in world history (1450-present) Learning Domain: Social Studies Skills Standard: Explain points of agreement and disagreement that experts have regarding interpretations of sources Learning Domain: Reading for Literacy in History/Social Studies Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Learning Domain: Reading for Literacy in History/Social Studies Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Learning Domain: Reading for Literacy in History/Social Studies Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Learning Domain: Reading for Literacy in History/Social Studies Standard: Compare and contrast treatments of the same topic in several primary and secondary sources. Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Learning Domain: Reading for Informational Text Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Learning Domain: Reading for Informational Text Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Learning Domain: Reading for Informational Text Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Learning Domain: Reading for Informational Text Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Learning Domain: Writing Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Domain: Writing Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Learning Domain: Writing Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Domain: Writing Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write arguments focused on discipline-specific content. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies Standard: Compare and contrast treatments of the same topic in several primary and secondary sources. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1��3 above.) Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1��3 above.) Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write arguments focused on discipline-specific content. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Cluster: Key Ideas and Details. Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Cluster: Key Ideas and Details. Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Cluster: Integration of Knowledge and Ideas. Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Cluster: Text Types and Purposes. Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Cluster: Range of Writing. Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Cluster: Production and Distribution of Writing. Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Cluster: Key Ideas and Details. Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Cluster: Key Ideas and Details. Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Cluster: Integration of Knowledge and Ideas. Standard: Compare and contrast treatments of the same topic in several primary and secondary sources. Cluster: Key Ideas and Details. Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Cluster: Key Ideas and Details. Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Cluster: Key Ideas and Details. Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Cluster: Integration of Knowledge and Ideas. Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Cluster: Text Types and Purposes. Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Cluster: Range of Writing. Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Cluster: Production and Distribution of Writing. Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Cluster: Text Types and Purposes. Standard: Write arguments focused on discipline-specific content. Cluster: Range of Writing. Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Cluster: Production and Distribution of Writing. Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. Grade 10 Inquiry: Columbus: An American Hero? Overview This inquiry by Ryan Theodoriches, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry leads students through an investigation of the decision by the federal government of the United States to honor Christopher Columbus with a federal holiday as well as efforts to challenge the view that Columbus should be revered as a national hero. Should Columbus Day Be Celebrated in the United States? Inquiry Description This inquiry leads students through an investigation of the decision by the federal government of the United States to honor Christopher Columbus with a federal holiday as well as efforts to challenge the view that Columbus should be revered as a national hero. The compelling question “Should Columbus Day Be Celebrated?” asks students to identify and weigh evidence from multiple primary and secondary sources. This inquiry delves into a question that educated and informed scholars have disagreed on for decades. The document set for this inquiry was purposely selected to allow students to support arguments on both sides of the issue. The formative tasks are intended to get students to engage with and understand individual documents so they may identify corroborations and areas of dispute. While content is important, the focus of this task is on the development of skills. Before entering this inquiry, students should have developed some basic background information about the Age of Exploration and Native American history before and after Columbus's voyages to the Americas. Attribution and License Attribution Cover image photograph of John Vanderlyn painting via Architect of the Capitol \| Public Domain License Except where otherwise noted, original work in this inquiry by Ryan Theodoriches, Evergreen Public Schools is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring.	oercommons	2025-03-18T00:36:34.736509	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76015/overview", "title": "Grade 10 Inquiry: Columbus: An American Hero?", "author": "Lesson" }
https://oercommons.org/courseware/lesson/80802/overview	Careers Clusters Digital Book My Career Clusters Book Rubric My Career Clusters Book Rubric Careers Cluster Digital Book Overview This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used. Career Clusters Digital Book This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used. Career Clusters Digital Book This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used. Career Clusters Digital Book This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used.	oercommons	2025-03-18T00:36:34.757889	05/25/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80802/overview", "title": "Careers Cluster Digital Book", "author": "Loyce Ellingrod" }
https://oercommons.org/courseware/lesson/9046/overview	Study for the US Citizenship Test Connecticut Study Guide (download from Resource Library) Overview This study guide will help you prepare for the US citizenship test. The citizenship test is a one-to-one interview with a US CIS officer. The test has three areas. The US CIS officer wants to know: • that you understand and can answer these questions about US government, history and geography. • that you understood and answered the questions on your N-400 form correctly. • that you can read, write and speak English. This study guide will help you prepare for the test. It will teach you how to answer all the questions. Each chapter presents some information about the US government, history or geography. Use that information to write answers to the questions at the end of each chapter. Then do the multiple-choice exercises. If you have time you can go back and practice asking and answering the questions with a partner. There is also a dictation practice in the last 4 chapters. These are sentences used by the US CIS to show that you can write in English. Your answers don't have to be perfect. Have a partner read the questions and answers (from the lists at the end of this book). Write the answers. Check your answers. You don't have to write perfectly to pass this test. Finally, there are questions about the information on your N-400 form. Write answers to these questions, and then practice answering these questions with a partner. The officer will ask you about the information on your N-400 form. You may be asked to explain some of your answers to show that you understand the question and have answered it correctly. Section 1 This study guide will help you prepare for the US citizenship test. The citizenship test is a one-to-one interview with a US CIS officer. The test has three areas. The US CIS officer wants to know: • that you understand and can answer these questions about US government, history and geography. • that you understood and answered the questions on your N-400 form correctly. • that you can read, write and speak English. This study guide will help you prepare for the test. It will teach you how to answer all the questions. Each chapter presents some information about the US government, history or geography. Use that information to write answers to the questions at the end of each chapter. Then do the multiple-choice exercises. If you have time you can go back and practice asking and answering the questions with a partner. There is also a dictation practice in the last 4 chapters. These are sentences used by the US CIS to show that you can write in English. Your answers don't have to be perfect. Have a partner read the questions and answers (from the lists at the end of this book). Write the answers. Check your answers. You don't have to write perfectly to pass this test. Finally, there are questions about the information on your N-400 form. Write answers to these questions, and then practice answering these questions with a partner. The officer will ask you about the information on your N-400 form. You may be asked to explain some of your answers to show that you understand the question and have answered it correctly.	oercommons	2025-03-18T00:36:34.776345	04/28/2016	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/9046/overview", "title": "Study for the US Citizenship Test Connecticut Study Guide (download from Resource Library)", "author": "Charles LaRue" }
https://oercommons.org/courseware/lesson/19811/overview	Survey #5 Oregon Science Project Hybrid Module #2 - Topic: How Do We Increase Student Science Talk? Individual and Group Tasks Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students How Do We Increase Student Science Talk? How Do We Show Others? Individual Work Tips for Success: - If you prefer to print out the blog and/or articles it might help with note taking. - There is a task analysis that is just a link. - Take the survey and post your answers so we can delve into a rich discussion - Read as many of the NGSS Storylines as you would like. You will be creating a very short task and we will help each other dial them in. Module #2 Components: Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work (due by January 24th) On Your Own: Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS. Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation. Please complete this task analysis survey below on your own by imagining a hypothetical group of students. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. Please read the first pages of a relevant grade and/or core idea storyline below in preparation to think about a relevant task to create and analyze that could provide opportunities for productive participation by students by engaging them in NGSS practices. Remember, the task should be very small requiring only 10-20 minutes of work by students. Any larger grain size of task and the task analysis is no longer a useful tool. We are having you use the storyline as a tool because it covers the core ideas of your grade(s) and lets us connect to our ideas of hands-on explorations. You are also welcome to go further into the documents and work from a performance expectation, but the task for this must be at a very small grain size in comparison to the gigantic performance expectations. You will be crafting the task with the support of your small group in Task #5. NGSS Storylines How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion c In a Small Group: Components: Two surveys to drive reflection and creation. Collaboratively complete Survey #4. Utilizing your experience learning more about framing, productive partcipation norms, and task analysis please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and you will be able to see others' tasks as well. Here is an image of the 3 dimensions to quickly reference as you create your tasks. Collaboratively complete Survey #5. Each person will have the group analyze their newly created task and then each person submits their survey for their task only. Directions on survey. Once everyone has completed the surveys and the discussion has wrapped up: Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.	oercommons	2025-03-18T00:36:34.800472	Nicole Duncan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/19811/overview", "title": "Oregon Science Project Hybrid Module #2 - Topic: How Do We Increase Student Science Talk? Individual and Group Tasks", "author": "Kathy Clunes" }
https://oercommons.org/courseware/lesson/64402/overview	Are Child Actors Exploited By the Film and TV Industry? Overview Consider are the pros and cons of children performing for TV and in other competitive performing environments. In August 2012, seven-year old Alana Thompson debuted in her own reality TV show called "Here Comes Honey Boo Boo." Alana, or Honey Boo Boo, emerged as an audience favorite in the hit show "Toddlers & Tiaras," a reality TV show about beauty pageants for young girls. She is a little heavier than many of the other girls and did not win the beauty pageant, but her funny lines and overly-confident personality won the hearts of TV viewers. During the first few weeks of the program, 2.3 million viewers watched Here Comes Honey Boo Boo. Some people argue that shows like "Here Comes Honey Boo Boo" and "Toddlers & Tiaras" exploit young children for the purposes of entertainment. They say that people are not watching these shows because they are interested in learning more about pageants or the people who participate. They say that people watch because they like to make fun of these girls and their parents. Furthermore, they claim that the children are not able to make a decision as to whether or not they want to have their lives recorded and broadcast to the world. They worry that these children will be confronted by viewers throughout their lives and reminded of embarrassing childhood behavior that they would rather forget. They point to the tragic lives of many child TV stars from the past that struggle with addiction and other emotional problems. Background: Child Labor Young children have worked throughout history to help their families have more money to live. Historically, in America, many children worked on farms from early morning hours until late at night. When America became more industrialized with factories and businesses, children worked all sorts of jobs. Some states passed laws to protect children under the ages of 14 or 15, but it was not until 1938 that a federal regulation (or law) was passed requiring all states to have a minimum age for workers and limited hours of work for young children. Advocates of kids participating in reality TV shows argue that kids have an opportunity to be discovered doing something that they loved to do. For instance, the hit TV show Dance Moms features a dancing class of talented young dancers and their mothers who make tremendous sacrifices while pursuing a dream. They argue that these kids have an opportunity to share their determination and talent with the world so that other children may be inspired to work hard at something they love to do. Just like Alana Thompson was discovered, other children on these shows may find themselves starring in a Broadway musical or a Hollywood movie. Some people also argue that participating in a reality TV show does not interfere with a child’s ability to be a happy and productive adult. They say that this experience makes them more confident and not afraid to take risks. They say it develops leadership qualities in these young people. For example, many childhood movie stars, such as Emma Watson from the Harry Potter movies, have been able to lead very successful lives. Emma Watson chose to attend Brown and Oxford Universities and is a successful model. If childhood movie stars can go on to lead successful and happy lives, why can’t childhood reality TV stars? Do you think children should be allowed to star in reality TV shows? Do you think there is a certain age where a child should be able to participate? Do you think children who participate in reality TV are more or less likely to have problems due to their fame? Credits: Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License Image credit: "Are beauty pageants good or bad for the child? Should they be banned?" by netivist is licensed under CC BY-NC-SA 2.0	oercommons	2025-03-18T00:36:34.820116	03/25/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64402/overview", "title": "Are Child Actors Exploited By the Film and TV Industry?", "author": "Kristin Robinson" }
https://oercommons.org/courseware/lesson/116100/overview	https://www.upwork.com/resources/how-to-design-an-infographic https://www.youtube.com/watch?v=bu3J0oDuNwQ https://www.youtube.com/watch?v=G4H1N_yXBiA Climate Change Overview Climate change lesson plan Global issues related to human and natural wellfare Methodology - Use of TIC. - Teamwork - Guides Objectives - Help students understand the basics of climate change and how they can take action to mitigate it in their communities. - Integrate ICT to deepen the understanding of climate change and promote environmental awareness among students. Activities - Introduction to Climate Change: The topic will begin with a Start the class with an interactive video or multimedia presentation that highlights the basic concepts of climate change and the Kahoot tool will be used to ask multiple choice questions about the topic and assess students' prior knowledge. - Online research: - Divide students into groups and assign each group a specific aspect of climate change to research online (e.g. effects on oceans, weather, food, human and animal health). Provides online resources such as articles, videos, and websites of environmental organizations for students to gather information. - Creation of Infographics: After research, ask each group to use online tools like Canva or Piktochart to create an infographic that summarizes the key findings of their topic. Encourage students to include relevant graphs, images, and data to effectively communicate information about climate change. - Presentation of Infographics: Each group presents their infographics to the class, explaining the main points and highlighting the importance of their topic in relation to climate change. Encourage interaction and questions between groups to promote the exchange of ideas. - Digital Commitment: Invite students to share their infographics on social media using a specific hashtag related to climate change. Encourage them to write a short message to accompany their post, urging them to take action to address climate change. Resources - Access to computers or mobile devices with an Internet connection. - Links to websites and online resources related to climate change: Introduction video: https://www.youtube.com/watch?v=G4H1N_yXBiA link kahoot: https://create.kahoot.it/share/take-care-our-environment/0d06e135-98ee-4ede-a14b-d20d12a32875 information video: https://www.youtube.com/watch?v=bu3J0oDuNwQ How to make an infographic: https://www.upwork.com/resources/how-to-design-an-infographic Topic Evaluation - Reflection and Closing: Concludes the class with a group reflection on what has been learned and the importance of using ICT to address environmental problems such as climate change. Highlights the ability of ICT to disseminate information, raise awareness and encourage action in the fight against climate change.	oercommons	2025-03-18T00:36:34.848788	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116100/overview", "title": "Climate Change", "author": "Laura Garzon" }
https://oercommons.org/courseware/lesson/116116/overview	Professional and Social Skills Slides in Handout Overview Slides about professional skills in the workplace. Handout See attachment for handout	oercommons	2025-03-18T00:36:34.865604	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116116/overview", "title": "Professional and Social Skills Slides in Handout", "author": "Aujalee Moore" }
https://oercommons.org/courseware/lesson/116115/overview	Interview Handout Overview Handout with tips about interviewing Handout See attachment for handout.	oercommons	2025-03-18T00:36:34.881825	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116115/overview", "title": "Interview Handout", "author": "Aujalee Moore" }
https://oercommons.org/courseware/lesson/116110/overview	Internships and Job Searching Overview Slides that combine the topics of internships and job searching. Presentation See attachment for slides.	oercommons	2025-03-18T00:36:34.898133	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116110/overview", "title": "Internships and Job Searching", "author": "Aujalee Moore" }
https://oercommons.org/courseware/lesson/68054/overview	Crime Scene Investigation Career Exploration Overview Middle and High School educators from across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year. Title of Lesson: Crime Scene Investigation Career Exploration Course Name: Crime Scene Investigation Grade Level: 11th -12th Author’s Name: Matthew Bishop Author’s School District: Annville Cleona School District \| PA Academic Standards for Reading & Writing in Science & Technical Subjects \| \| CC.3.6: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. CC.3.6.11-12.BWrite informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. \| \| \| PA Academic Standards for Career Education and Work \| \| 13.1: Career Awareness and Preparation 13.1.11.A. Relate careers to individual interests, abilities, and aptitudes. 13.1.11.B. Analyze career options based on personal interests, abilities, aptitudes, achievements, and goals. 13.1.11.C. Analyze how the changing roles of individuals in the workplace relate to new opportunities within career choices. 13.1.11.E. Justify the selection of a career. \| \| \| Learning Objectives \| \| \| \| \| Conceptual Background \| \| Students have already chosen their careers and spent a class period researching (Top Forensic Science Career Guide) and working on their presentations in order to present to the class \| \| \| Instructional Procedure \| \| \| 45 minutes (one period) \| \| Students present their projects highlighting on their new-found knowledge of a CSI career ** These must be detailed enough for everyone to understandDuring each presentation, students will take notes in order to analyze and compare all of the career options presented by other students. \| \| \| 45 minutes (one period) \| \| Students will write a reflective essay that addresses the following: *If students have not already had instruction on writing a basic informational essay, a mini lesson or lessons may be needed \| \| \| Formative Assessment \| \| \| \| \| Materials Needed \| \| \| References \| \|	oercommons	2025-03-18T00:36:34.920321	Matthew Bishop	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68054/overview", "title": "Crime Scene Investigation Career Exploration", "author": "Rachael Haverstick" }
https://oercommons.org/courseware/lesson/82847/overview	Classwork CLASSWORK ACTIVITY - OLIGOPOLY CLASSWORK - INDIVIDUAL WORK CLASSWORK - MONOPOLISTIC COMPETITION CLASSWORK ON MONOPOLY Course outline ECONOMICS GRADE 11 HOMEWORK - MONOPOLY HOMEWORK - SUMMATIVE HOMEWORK - SUMMATIVE ASSESSMENT HOMEWORK - SUMMATIVE ASSESSMENT PERFECT MARKET GR11 ECONS XI Overview This is an Economics Grade 11 Course. Content that is taught includes the following: - Lesson 1 on different kinds of markets - Lesson 2 on Perfect Competition market structure - Lesson 3 on Monopoly market structure - Lesson 4 on Monopolistic Competition market structure - Lesson 5 on Oligopoly market structure Welcome to ECONS XI! \| 1. Section 1: Welcome to ECONS XI \| Course outline \| \| 2. Section 2: Lesson 1 \| \| \| 3. Section 3: Lesson 2 \| \| \| 4. Section 4: Lesson 3 \| \| \| 5. Section 5: Lesson 4 \| Characteristics of monopolstic competition Profits made by monopolistic competition in short run and long run \| \| 6. Section 6: Lesson 5 \| Lesson 1 : Introduction to markets A market is where buyers and sellers meet in order to exchange goods and services for money. A market does not have to only exist in the physical form but we can also buy goods and services electronically without having to be physically there in the market. COMPOSITION OF A MARKET A market is made up of the following: Buyers (consumers) - they buy goods and services to satisfy their needs and wants Sellers (producers) - they sell goods and services in order to make a profit KINDS OF MARKETS (explain using PPT MULTIMEDIA) Goods and services market Factor market Financial market Perfect market Imperfect market Profit, what is the meaning of this word? Are there different kinds of profit made? Is it also possible to make a loss? A firm can make a profit or a loss in the Short run and theLong run. Now what is the difference between short run and long run? CONCLUSION In your Economics journal, write down a paragraph or two on the following:I need help with .... I learnt more about .... I can explain ....... I enjoyed ...... I disliked ...... Lesson 2: Perfect Market - an introduction to perfect competition INTRODUCTION WELCOME BACK TO YET ANOTHER INTERACTIVE LESSON ON DYNAMICS OF MARKETS! DIG IN WITHIN YOURSELF Based on what we learnt on the previous lesson, what did we say is a market? Who are the participants within a market? Give examples of markets. Today's focus is on the Perfect Market structure, also known as 'perfect competition'. Here is what you need to know about this market: A perfect market exists only as a theoretical concept in Economics, meaning that we read and learn about it in our Economics content but it does not meet the conditions of markets that do exist. This market is characterised by many businesses which have no control or influence over price. BODY Alright grade 11's now lets get "in-formation". See what I did there? (Formation) See "attach section resources" to access today's presentation on perfect market. (add a PPT ON ATTACH) CONCLUSION TAP INTO MY EVERYDAY KNOWLEDGE Think of what you were introduced to today. Can you think of any business that falls under the perfect market structure? Would you want to open a business that is under perfect competition, and why? Lesson 3: Imperfect Market - an introduction to Monopoly WHAT IS AN IMPERFECT MARKET STRUCTURE? - An imperfect market structure consists of firms which have excessive market power and they have no perfect competition. - Imperfect competition implies that there are no perfect market conditions. MONOPOLY - MONO MEANS ONE A monopoly firm occurs when there is only 1 large seller of a unique product with no close substitiutes. This firm has the ability to control both the prices and the quantities they sell. ---------------------------------------------------------------------------------------------------------------- EXAMPLES OF MONOPOLIES IN SOUTH AFRICA ---------------------------------------------------------------------------------------------------------------- PROFITS Due to the fact that a monopoly firm is the only seller of a unique product which has no close substitutes and they are price makers, they stand a good chance of making economic profit in the short run and long run. A monopolist firm that is selling an unfamiliar unique product with less demand can make normal profit in the short run. De Beers can be an example as they are selling diamonds which less fortunate people would demand less due to financial constraints.They can also make an economic loss in the short run if they are paying high costs for producing their product. Do you still remember what economic profit, normal profit and economic loss are ? ------------------------------------------------------------------------------------------------------------------------------ CHARACTERISTICS OF A MONOPOLY FIRM See the attached audio explaining the characteristics of a Monopolistic firm in detail. Homework and Classwork are also attached below. Lesson 4: Imperfect Market - an introduction to Monopolistic competition MONOPOLISTIC COMPETITION This firm is a combination of both Monopoly and Perfect Competition characteristics, hence the name 'Monopolistic Competition'. In a monopolistic competition firm there are many buyers and sellers who have very little influence on the price of goods and services they sell. EXAMPLES OF MONOPOLISTIC COMPETITION CHARACTERICS OF MONOPOLISTIC COMPETITION Number of businesses: There are many buyers and sellers (many businesses). Nature of product: Monopolistic competition sell differentiated producted which may have some similar characteristics. E.g. McDonald and Burger King sell burgers (similar good) but they are not exactly the same in terms of ingredients. Product differentiation: Also known as product variation. Monopolistic competition make use of different packaging, client service, advertising to make their products slightly different from their competitiors. Availability of information: Incomplete knowledge Barriers to enter/exit market: There are no barriers to enter or exit the market. Price detemination: Monopolistic competitors have little influence on prices, they are price searchers. KINDS OF PROFITS Now that you have been introduced to monopolistic competition, what similarities and differences can you notice about this firm in comparison to monopoly and perfect competiton? Would you be interested in opening a firm in the imperfect market structure or perfect market structure? Support your answer. Lesson 5: Imperfect Market - an introduction to Oligopoly OLIGOPOLY - A market structure characterized by few large sellers who have excessive market power. Examples include: Washing powder brands, telecommunication networks, cement industries, petrol stations, etc. ************************************************************************************************************************************* CHARACTERISTICS OF AN OLIGOPOLISTIC FIRM THE ABOVE LISTED CHARACTERISTICS OF AN OLIGOPOLY SHALL BE EXPLAINED IN DEPTH ON THE POWERPOINT PRESENTATION ATTACHED BELOW. COLLUSION One of the most key characteristics that distinguishes an oligopoly from the monopoly and monopolistic competition firms. Collusion refers to an agreement between oligopolists on how to fix prices in order to make more profit while reducing competition. Collusion can enable an Oligopoly to make economic profit both in the short run and long run, but these profits get depleted quickly due to the money spent on non-price competition strategies. Collusion is bad for the consumers because they are the ones who are expected to pay a high price for goods and services. Good news is that consumers have a variety of options or competitors to buy from if they cannot pay a high price.	oercommons	2025-03-18T00:36:34.964170	Diagram/Illustration	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82847/overview", "title": "ECONS XI", "author": "Assessment" }
https://oercommons.org/courseware/lesson/112180/overview	Race in Latin America Unit Overview The subject of this unit is race in Latin America. It contains material and activities for six parts: introduction to Latin American diversity, pre-Columbian civilizations, colonization, the slave trade, post-colonial Latin America, and present day Latin America. The goal of this unit is to help students understand the connections between colonialism and the ethnic demographics of Latin America. Attachments The attachment for this resource is a sample unit on race in Latin America. About This Resource The sample assignment here was submitted by a participant in a one-day workshop entitled “Teaching Indigenous History as World History” for world history teachers hosted by the Alliance for Learning in World History. This resource was contributed by Faith Anthony-Mejia.	oercommons	2025-03-18T00:36:34.982437	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112180/overview", "title": "Race in Latin America Unit", "author": "Unit of Study" }
https://oercommons.org/courseware/lesson/65131/overview	Exponential Growth/Decay PowerPoint Presentation Exponential Growth/Decay Video Exponential Growth/Decay Overview Exponential Growth/Decay	oercommons	2025-03-18T00:36:35.002318	04/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65131/overview", "title": "Exponential Growth/Decay", "author": "German Madrid" }
https://oercommons.org/courseware/lesson/91909/overview	DERS PLANI DERS PLANI Okul Öncesi Dönem Çocuklarda Kodlama Çalışması Overview kodlama çalışması Okul Öncesi dönem çocuklarda kodlama çalışması overview: Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitim Programı Subject:Early Childhood Development Level:Preschool Material Type: Lesson Plan Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitim Programı Okul Öncesi Dönem Çocuklarda Kodlama Çalışması Okul öncesi dönem çocuklarda kodlama çalışması	oercommons	2025-03-18T00:36:35.021650	04/18/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91909/overview", "title": "Okul Öncesi Dönem Çocuklarda Kodlama Çalışması", "author": "Nurdan Birlik" }
https://oercommons.org/courseware/lesson/61917/overview	Robotic Golf Putter Overview Students in groups of two will use an EV3 kit, EV3 accessories kit and Microbit. To Create a robotic golf putter. The putter will use a Microbit to read and analyze its acceleration. The robot will be allowed to travel up to 2’ to strike the ball to make a 6-8’ putt. Robotic Golf Putter Robotic Golf Putter Summary: Students in groups of two will use an EV3 kit, EV3 accessories kit and Microbit. To Create a robotic golf putter. The putter will use a Microbit to read and analyze its acceleration. The robot will be allowed to travel up to 2’ to strike the ball to make a 6-8’ putt. Grade Level(s): 7-8 Time required: 1.5-2 weeks of 45 minutes classes Subject Area(s): Robotics or STEM Keywords: Design Process, Program, Sensors, Loops, Switches, Bluetooth Learning Objectives: - Program different computer components to work together using makecode.org/javascript editor. - Use sensors and sensor data to decide how to program robot. - Create inventive solutions to problems. After brainstorming multiple solutions. - Work in partnerships to implement chosen design solution Educational Standards: - 2-CS-02: Design projects that combine hardware and software components to collect and exchange data - 2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals - 2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. - 2-AP-14: Seek and incorporate feedback from team members and users to refine a solution that meets user needs. - 2-AP-18: Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts. Pre-requisite Knowledge: Nothing Vocabulary and Definitions: - Engineering Design Process: Problem solving process - Sensors: a device which detects or measures a physical property and records, indicates or responds to it. - Javascprit: a form of computer programing. - Blocks: Group of code grouped together. - Switch: Similar to an if statement controls the follow of the program based on the value of a variable. - Loop: Instructions continually repeated until a condition is reached. Resources: - EV3 kit - EV3 accessories kit - Microbit - Laptop computer - Putting Green or Surface - Golf Balls Introduction / Motivation: Let the students spend a few minutes taking turns putting on the practice putting greens Talk about technology and it use to improve performance in athletics and everyday life. Then explain that they will be creating robotic putters. In an attempt to make a 6-8’ putt. Lesson Background and Concepts for Teachers: - How to program an EV3 & Microbit with makecode.org/javascript editor. - The engineering or computer science design thinking process. Lesson Outline: Here are the step by step instructions for teaching the lesson - Students will be working in groups of 2. - If first time using Microbits walk class through it use and functions. 1 class period. - They will begin by brainstorming 3 or more ideas/solutions. This should be done in 1-2 class periods. (Teacher should monitor groups and help with groups that are struggling.) - Students will then discuss and decide on one solution and begin building the solution. Initial build will take 1-3 class periods. (Teacher monitors room and checks for equal participation from group members and helps as needed.) - As solution take shape students begin programing and experimenting with programing solution. Students will use computer table to document results and notes. 3 or more class periods. (Teacher will make spot checks of student documentation.) - When students feel they have a working prototype they will demonstrate and show program to instructor for grading. Lesson Closure: Once students have created a successful putter and program review the process and go over rubric to grade. Having the students help assess their work and partnership. Assessment: General STEM/Robotics Rubric \| STEM/ROBOTICS Rubric \| \|\|\|\|\| \| Students Name: Project Name: Period: Date: \| \|\|\|\|\| \| CATEGORY \| 100 \| 90 \| 80 \| 70-0 \| Total \| \| Daily Work(50) \| Clear evidence of troubleshooting, testing, and refinements based on the engineering design process. \| Some clear evidence of troubleshooting, testing and refinements based on the engineering design process. \| Some too little evidence of troubleshooting, testing and refinements based on the engineering design process. \| Little to no evidence of troubleshooting, testing or refinement based on the engineering design process. \| \| \| Written/Oral Report(10) \| Written/Oral explanations indicate a clear and accurate understanding of engineering design process underlying the construction and modifications as it relates to the project. \| Written/Oral explanations indicate a relatively accurate understanding of engineering design process underlying the construction and modifications as it relates to the project. \| Written/Oral explanations indicate some understanding of engineering design process underlying the construction and modifications as it relates to the project. \| Written/Oral explanations do not illustrate much understanding of engineering design process underlying the construction and modifications as it relates to the project. \| \| \| Design/Sketch/Plan(10) \| Appropriate materials/items were selected and creatively modified in ways that made it possible to complete the task. \| Appropriate materials/items were selected and there was an attempt at creativity and modification to complete part but not the entire task. \| Appropriate materials/items were selected. Some too little of the task was completed. \| Inappropriate materials/items were selected and little too none of the task was completed. \| \| \| Daily Journal (10) \| Journal provides a complete record of planning, construction, testing, modifications, reasons for modifications, and complete reflection about the strategies used and the results. \| Journal provides some record of planning, construction, testing, modifications, and reasons for modifications, and some reflection about the strategies used and the results. \| Journal provides some too little record of planning, construction, testing, modifications, and reasons for modifications, and some too little reflection about the strategies used and the results. \| Journal provides very little too no record of aspects of the planning, construction, testing, modifications, and reasons for modifications, and very little too no reflection about the strategies used and the results \| \| \| Project Testing(20) \| Project successfully meets all of listed criteria. \| Project successfully meets over 90% of listed criteria. \| Project successfully meets over 80% of listed criteria. \| Project successfully meets 0%-70% of listed criteria. \| \| \| Final Grade (100) \| Author: Tony Reisdorff Sources: https://education.lego.com/en-us/downloads/mindstorms-ev3/curriculum https://microbit.org/teach/	oercommons	2025-03-18T00:36:35.043925	Electronic Technology	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61917/overview", "title": "Robotic Golf Putter", "author": "Computer Science" }
https://oercommons.org/courseware/lesson/70883/overview	Not Sedentary, My Dear Watson Overview In this lesson, students use a Micro:bit to create a movement reminder device. This device will signal anyone wearing it to get up and move if they have been in one place for too long. Design Challenge Title: Not Sedentary, My Dear Watson Author: Keith Royer Background: Research demonstrates that low-intensity movement interruptions are an effective means of combatting sedentary (being still in one place too long) behavior. Challenge: Create a wearable device, using the Micro:bit, to alert the wearer to move after being sedentary (being still in one place too long). \| \| \| SDG Goal: Goal #3Ensure healthy lives and promote well-being for all at all ages \| Why is this challenge relevant to students? A sedentary lifestyle leads to health problems, and simple movements can improve the overall health of a person. \| Constraints/Criteria: \| Materials: \| CS Standards: \| \| Problem Solving Practice(s)/Process(s): \| Coding Activities/Lessons: \| STEM Career Connections: \| Literature Connections: \| Attachments/Student Handouts: \| \| Additional Resources/Notes: Movement Study - Ace Fitness (link)Adapted from Micro:bit Fitness Friend Lesson (link) \|	oercommons	2025-03-18T00:36:35.064144	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70883/overview", "title": "Not Sedentary, My Dear Watson", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/77195/overview	Methodical recomendation to topic No. 1 Overview Methodical recomendation to topic No. 1 Subject: Clinical anatomy and operativesurgery Methodical recomendation to topic No.1 Subject: Clinical anatomy and operative surgery	oercommons	2025-03-18T00:36:35.080269	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77195/overview", "title": "Methodical recomendation to topic No. 1", "author": "Lesson" }
https://oercommons.org/courseware/lesson/77590/overview	Better Than Google: OER Commons Overview Welcome to Day 2 of the Open Ed Pop Up Conference! In this aysnchronous session we will take a guided trip through OER Commons. You must join the group in order to particpate in the discussion (the directions to create a log in are on the website) Welcome! We are excited you joined us for this experience! Check out this quick video on why OER matters! Check This Out: Bill Gates Engage:Why OER? Check out what Bill Gates has to say about textbooks! \| \|---\| YOUR TASK:After watching the video, return to our Open Education Week Group and answer the discussion question! \| Time To Explore! OER Commons is a lot like TJ Maxx; it can be overwhelming if you arent sure what you are looking for! This section will help in navigating OER Commons. There are different types of resources available here in OER Commons, everything from webpages to full student and professional development lessons. This can be very overwhelming, kind of like Google. If you live in Pennsylvania a great place to start is the PAIU Hub. Since you joined this group, the PAIU Hub should now show up in the "My Hubs" dropdown menu. EXPLORE:Head back to the PAIU Hub Home page, under PAIU Resources take time to explore the different sections: I love the Trends section 😀 \| YOUR TASK:Find a resource that you like and save it to your items. This will allow you to have quick access next time you are looking for it. To do this: \| Ready For More?! Ok, we know that all of us are here for different reason. Some may be looking for pk-4 resources while others are looking for Biology lessons. The awesome thing is that both are available here in the Commons. We are going to kick it up a notch and use the DISCOVER tab! This can be done either using the Discover tab or by searching. For this activity we will use the Discover Tab. Explain:From the Discover dropdown menu, on the OER Commons Home Page, choose Resources. On this page there are resources listed by Subject Area and Material Type. There is a TON! Explore the topic most related to your area as well as a material type. \| Your Task:Return to our Open Education Week group and share the information you found with the group using the Discussion: \| Takeaway and Prep for tomorrow! ReflectionHow could your instruction improve by including Open Education Resources? Do you have a team membr that would benefit from Open Education Resources? \| Preperation For Day 3Tomorrow we will be exploring how to add Open Education Resources to a Hyperdoc lesson. I have added a hyperdoc of the material used in this section above.Finishing up the exploration of OER Commons, and a shameless plug 😉 , I recommend visiting the AIU8 Group and browsing what a hyperdoc lesson looks like (boring template, I know). If you are new to HyperDocs you may want to choose one for tomorrow that you can remix! \|	oercommons	2025-03-18T00:36:35.107964	02/25/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77590/overview", "title": "Better Than Google: OER Commons", "author": "Tracy Rains" }
https://oercommons.org/courseware/lesson/73944/overview	Reliable Online Resources Overview Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year. Title of Lesson: Reliable Online Sources Course Name: Library / Research Grade Level: 6th Grade Author’s Name: Louise Leach Author’s School District: Palmyra Area School District \| PA Academic Standards for English Language Arts \| \| CC.1.4: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. CC.1.4.6.W - Gather relevant information from multiple print and digital sources; assess the credibility of each source. \| \| \| PA Academic Standards for Career Education and Work \| \| 13.3: Career Retention and Advancement 13.3.8.A. - Determine attitudes and work habits that support career retention and advancement 13.3.8.B - Analyze the role of each participant’s contribution in a team setting 13.3.8.C - Explain and demonstrate conflict resolution skills: 13.8.3.E - Identify and apply time management strategies as they relate to both personal and work situations. \| \| \| Learning Objectives \| \| \| \| \| Conceptual Background \| \| Another teacher teaching this lesson would need to know characteristics of reliable online sources. Characteristics to look for to determine the reliability of online sources: \| \| \| Instructional Procedure \| \| \| Pacing \| Instructional Procedure \| \| 5 mins \| Brainstorm what students already know about the reliability of online sources. Create a Popplet (www.popplet.com) and ask the following question - What do I already know about reliable online sources? Record student responses on Popplet. \| \| 5 mins \| Watch the BrainPOP video on Online Sources(You need to have a BrainPOP account to view the video.) \| \| 25 mins \| Divide students into groups and assign the following roles:FacilitatorRecorderReporterTime KeeperGive each group an index card with one reliable online source and one unreliable online source to evaluate. Web addresses for online sources should be written on index cards. Sample web addresses for online sources can include:Reliable online sources:www.worldbookonline.comwww.discoveryeducation.comwww.mrdonn.orgwww.si.eduUnreliable online sources:http://allaboutexplorers.comwww.dhmo.orghttps://zapatopi.net/treeoctopus/www.thedogisland.comWorking together in their groups, students should evaluate the two online sources - one reliable and one unreliable. Using inquiry, students need to determine which online source is reliable and which online source is unreliable. \| \| 20 mins \| Student groups will create a Google Slides presentation showcasing the two online sources they evaluated and explaining which online source is reliable and which online source is unreliable. Presentations will be shared with the teacher when finished. \| \| 5 mins \| Students will create a Flipgrid video that is no longer than one minute explaining what they have learned about reliable online sources. \| \| 5 mins \| Revisit the class-created Popplet from the beginning of class. Make any necessary changes to the Popplet now that students have evaluated online sources. \| \| Formative Assessment \| \| \| PoppletReliable Vs. Unreliable Online Sources ChecklistFlipgrid Video \| \| \| Materials Needed \| \| \| PoppletBrainPop Video - Online SourcesReliable Vs. Unreliable Online Sources Checklist \| \| \| References \| \|	oercommons	2025-03-18T00:36:35.132396	Louise Leach	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73944/overview", "title": "Reliable Online Resources", "author": "Rachael Haverstick" }
https://oercommons.org/courseware/lesson/91379/overview	Renaissance Learning Activity Overview My names Dario and this is my lesson plan for an activity that approaches Grade 8 Social Studies. Particularly the Renaissace section of Grade Social Studies will be approached. Positive Behaviour Supports Here is the link to a sample of what a fuliflled Google Jamboard should look like: https://jamboard.google.com/d/1NRhF14P1fA4PhkjOFd3UnLmEZkb0Du8-IhqjQEYntC0/viewer?f=0 The lesson plan utilizes the positive behaviour support section of Alberta Education K-12 instructional supports. This lesson plan is intended for Grade 8 Social Studies, in particular, the Renaissance section. Through the use of partner work students will gain a clear understanding of the important figures and themes of the Renaissance. Using Google Jamboard, students will work with one another to add sticky notes containing the names of key figures or themes of the renaissance.	oercommons	2025-03-18T00:36:35.148662	Dario N	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91379/overview", "title": "Renaissance Learning Activity", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/41452/overview	Oregon Coast Science Project Module 2 Tasks 5 & 6 Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students How Do We Increase Student Science Talk? How Do We Show Others? Individual Work Tips for Success: It's helpful to take a few notes while working your way through this, as you will be sharing your analysis in our group meeting and using the Task Analysis to analyze another task as a group. On Your Own: Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS. Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation. Please complete ONE of the task analysis surveys below on your own. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. Choose one of the sample tasks below (4th or 8th grade), read through it, and answer the survey that relates to that task. If you want to go through both of them and do both surveys, great, but you only have to do one. Please read the first pages of a relevant grade and/or core idea storyline below in preparation to think about a relevant task that could provide opportunities for productive participation by students by engaging them in NGSS practices. OPTIONAL: You may create a small task that would only take about 10-20 minutes by students. If you do, we can share and analyze these tasks in our group meeting; however, we will provide other tasks to analyze as a group, so you do not need to do this. Please do look at and take short notes on a storyline of your choice. NGSS Storylines How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion Tips for Success: Keep in mind that the goal of this module is to increase and improve Student Science Talk. In a Small Group: Components: Sample Task for review, task analysis survey, and NGSS Lesson Planning Template to drive reflection and creation. Collaboratively complete Survey 5. In your breakout group, open the sample task. Work through Survey 5 together and submit one Survey for the entire group. Next, follow directions below to outline a NGSS-aligned Task. Balloon Rocket Sample Task (mixed grades) (3PS2, 4PS3, 5PS1, MSPS1-3, HSPS1-3, various SEPs) Survey 5: Collaborative Survey for Task Analysis Here is an image of the 3 dimensions to quickly reference as you analyze the task. After your group has finished Survey 5, open the link for the NGSS Planning Template. One person should make a copy, change the name to reflect your group members, and share it to the group members and Kama (kama.almasi@lincoln.k12.or.us). Each person can then open it through google docs and work on it collaboratively to outline a modified lesson for the balloon rocket activity, aligning it to the NGSS. Once everyone has completed the surveys and the discussion has wrapped up: 1) Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom. 2) Take note of any ideas that come to mind about tasks you might do in your classroom to increase student science talk as we will discuss this before signing off for the night.	oercommons	2025-03-18T00:36:35.166492	Ruth McDonald	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/41452/overview", "title": "Oregon Coast Science Project Module 2 Tasks 5 & 6", "author": "Kama Almasi" }
https://oercommons.org/courseware/lesson/20296/overview	Oregon Coast Science Project Module 2 Tasks 3 & 4 Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students What Does Science Talk in the Classroom Look Like? Individual Work Tips for Success: Task 3 does not have a survey, but you will need to be ready to share your thoughts about the three or four videos you watch. We found it very useful to take notes on each of the videos. Relate what you are watching to your own classroom and teaching practices and be ready to discuss these during our group meeting on January 30th. On Your Own: Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School. Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) Secondary Discourse Primer (read pages 5-14 paying attention to "discourse moves") There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Tips for Success: We encourage you to open the survey before you start the Task 4 work together. Work collaboratively on the survey, using your notes from Task 3. In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3. Survey 3 Group Reflection and Individual Survey	oercommons	2025-03-18T00:36:35.185384	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20296/overview", "title": "Oregon Coast Science Project Module 2 Tasks 3 & 4", "author": "Kama Almasi" }
https://oercommons.org/courseware/lesson/64314/overview	Education Standards Ratios in Real Life Overview This activitiy will look at different ways to write ratios and how we see and use ratios in real life. Ratios in Sports Ratios in Art Ratios in Business Introduction A ratio compares values. Ratio review A video that reviews basic ratios. Examples of ratios in real life. Look at these examples and find a ratio(s) in the image. Examples explained There are at least 6 ratios on this chart. Ratios like this are used in lawnmowers, chainsaws, snow blowers, etc. The amounts may change based on the type of machine you have. One example would be the first of 32:1 is when you put 128 ounces (1gallon) of gas with 4 ounces of oil. 128/4 = 32/1 Making Lemonade Recipes are a good of examples of using ratios in real life. For the lemonade, 1 cup sugar to 5 cups water so if I had 2 cups of sugar I would need 10 cups of water. 1/5 = 2/10 Salsa The ratio here is 2 jars to 5 dollars or 2:5. If I wanted to buy 1 jar it would be $2.50. 2/5 = 1/2.5 Or if I wanted to buy 4 jars it would cost $10. 2/5 = 4/10 Ribeye Steak Many items are sold per pound. These would include meat products, fruits and vegetables, candy, carpentry nails, feed for animals, etc. For the steak above, the ratio would be 1 pound to $14.99. So if your steak weighs 2 pounds it would cost $29.98. 1/14.99 = 2/29.98 Activity Now I would like you to find some examples of ratios around you in real life. You can find them online, take a picture from something in a store or at your home. Then copy and paste onto this padlet. After you have posted your examples, give short explanation of the ratio you are displaying.	oercommons	2025-03-18T00:36:35.213378	03/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64314/overview", "title": "Ratios in Real Life", "author": "Valerie Rosenthal" }
https://oercommons.org/courseware/lesson/65007/overview	Okul Öncesi Öğrencilerinde Dikkat Becerilerini Geliştirme Overview Milli Eğitim Bakanlığılı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitim Programı Teacher Lesson Plan Lesson Plan \| Grade Level:Kindergarden Subject: To be able to concentrate Lesson Aim/Objective: Paying attention to the object / situation / event. To focus on the object / situation / event that needs attention. To explain the object / situation / event that attracts attention. Making predictions about object / situation / event. Materials: Cards with objects, plants and animals. Cards with stick figures in different movements, evadan circles, colored sticks. Common Core Standards: Attention skill (Cognitive Development) Motivation: Gaining attention skills in preschool period is vital in the child's development. It is known how important attention-raising skills are, especially for school success. Therefore, a special importance should be given to the development of attention-gathering skills starting from the preschool period. Instruction/Procedure: * The teacher enters the class with cards in his hand. Children sit in a semicircle. Children wonder what the cards are used for and what the cards are. * Teacher what did you have for breakfast yesterday morning? Which movie did you watch last night? What did you do first when you wake up in the morning? asks questions like. Each student is given the opportunity to answer. Here our children mind is multifunctional. We can keep many things in mind. Only some things are erased, some remain in our minds. Topics that will help us. In this way, the activity starts. * The teacher says that he will show the cards in his hand for 5 seconds from easy to difficult. He asks children to say what's on their mind from objects on the card. The teacher gives each student an opportunity to answer. * Children are asked to close their eyes for 5 seconds. And the teacher changes the cards in his hand. Children are curiously asking what to do. The teacher tells the children that they will show their cards with the stickman for 5 seconds, respectively. And asks students to make the move of the scavenger. Children try to act. Every student is given the opportunity. * Later, the students move to the table. This time the teacher shows the card in the same way. He asks the child to complete the shape he sees with the help of the circle eva and cub. Every child is given the opportunity. Assessment Activity: - Was it difficult to keep in mind the objects on the card at the first event? - Was it difficult to remember the images on the low-object card? Or was it difficult to keep in mind the pictures on the multi-object card? - Was time sufficient to keep in mind? - Was it easy to do stickman movements on the card with your body? Or was it difficult? - Was it easy to complete the stick figure on the card with the help of circle eva and cub? Or was it difficult? - Is it more effective to do it using material or do it using our body? - Was time enough to keep in mind for stickman activity? Follow Up: When the children left the classroom for feeding, the teacher hung stickman cards in certain parts of the classroom. It is observed whether they attract their attention when they enter the classroom. The attention of the cards noticed by the children is measured by asking whether they are the same stickman movements used in the previous activity. Notes/Reflections/Reminders Considering individual differences, there may be differences in students' attention span. In this case, while the activity is applied, its duration can be changed according to individual differences. (In individuals with hyperactivity and attention deficit) \|	oercommons	2025-03-18T00:36:35.242124	İlknur Akbaş	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65007/overview", "title": "Okul Öncesi Öğrencilerinde Dikkat Becerilerini Geliştirme", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/106623/overview	OREGON MATH STANDARDS (2021): [HS.GM] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: HS.GM.A.1 Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions. STANDARD: HS.GM.A.1 Standards Statement (2021): Apply definitions of rotations, reflections, and translations to transform a figure and map between two figures in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.A.2, 8.GM.A.3, 8.GM.A.5, HS.GM.A.2, HS.GM.A.4 \| N/A \| 8.AFN.A.1, HS.AFN.A.2, HS.AFN.D.9 \| HSG.CO.A.2 HSG.CO.A.4 HSG.CO.A.5 HS.GM.A Crosswalk \| Standards Guidance: Clarifications - Students should be able to determine congruency by identifying the rigid transformation(s) that produced the image of a figure. - Opportunities should be provided for students to write statements of congruency. - Given two polygons, students should be able to use the definition of congruence in terms of rigid motions to verify congruence if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. - Students should be able to use function notation to represent transformations in the coordinate plane. Terminology - A rigid transformation that preserves size and shape (e.g. translation, rotation, or reflection). Boundaries - Draw the transformation (rotation, reflection, or translation) for a given geometric figure. - Students should be able to apply definitions of reflections across any line in context or on a coordinate grid. - Students should be able to apply definitions of rotations around any point of any degree in context or on a coordinate grid. Teaching Strategies - Students should have ample opportunities to use geometric tools and/or technology to explore figures created from translations, reflections, and rotations. - Students should be able to determine images created by a given translations, reflections, or rotations. Examples 2021 Oregon Math Guidance: HS.GM.A.2 Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions. STANDARD: HS.GM.A.2 Standards Statement (2021): Verify experimentally the properties of a dilation given a center and a scale factor. Solve problems in authentic contexts involving similar triangles or dilations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.A.3, 8.GM.A.4, 8.GM.A.5 \| HS.GM.A.1, HS.GM.A.3, HS.GM.D.12 \| HS.AFN.D.9 \| HSG.SRT.B.5, HSG.SRT.A.1, HSG.SRT.A.2, HSG.SRT.A.3 HS.GM.A Crosswalk \| Standards Guidance: Clarifications - Explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. - Students should be able to identify dilation as reduction or enlargement depending on scale factor. - Students should be given opportunities to draw a dilated image given any center and scale factor in context or on a coordinate grid. - Students should be able to describe properties of dilations, such as center, scale factor, angle measure, parallelism, and collinearity. Terminology - A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. - The dilation of a line segment is longer or shorter in the ratio given by the scale factor. Teaching Strategies - Triangles can be shown to be similar using transformations and triangle similarity theorems. Apply theorems of AA similarity, SSS similarity, and SAS similarity to prove similarity of two given triangles. - Dilations should be limited to those centered at the origin. Progressions - Model with mathematics to use similarity to solve authentic problems to measure lengths and distances indirectly. - Use the properties of similarity transformations could be used to establish the Angle-Angle (AA) criterion for two triangles to be similar. Examples - A high school student visits a giant cedar tree near the town of Elk River, Idaho and the end of his shadow lines up with the end of the tree’s shadow. The student is 6 feet tall and his shadow is 8 feet long. The cedar tree’s shadow is 228 feet long. How tall is the cedar tree? 2021 Oregon Math Guidance: HS.GM.A.3 Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions. STANDARD: HS.GM.A.3 Standards Statement (2021): Use the slopes of segments and the coordinates of the vertices of triangles, parallelograms, and trapezoids to solve problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| HS.GM.A.2 \| N/A \| 8.AEE.B.5, 8.AEE.B.6, 8.AEE.C.8 \| HSG.GPE.B.5 HS.GM.A Crosswalk \| Standards Guidance: Clarifications - Students should have opportunities to analyze and apply theorems about lines and angles from the context of parallel lines cut by a transversal to make sense of relationships between lines and angles in quadrilaterals and triangles. - Students should be familiar with triangle congruence theorems (SSS, SAS, ASA, AAS, or HL) to solve problems and to prove relationships in geometric figures by applying geometric and algebraic reasoning. Progressions - Possible applications include using slopes to determine parallel sides in parallelograms and trapezoids, perpendicular diagonals in rhombuses, perpendicular sides in a rectangle - Use slope and coordinates to verify mid-segment properties in triangles and trapezoids. - Use coordinates of vertices for lengths of sides and diagonals to classify quadrilaterals and triangles. Examples 2021 Oregon Math Guidance: HS.GM.A.4 Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions. STANDARD: HS.GM.A.4 Standards Statement (2021): Use definitions of transformations and symmetry relationships to justify the solutions of problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 4.GM.A.1, 4.GM.A.2, 4.GM.A.3, 4.GM.C.7 \| HS.GM.A.1 \| HS.AFN.D.9 \| HSG.CO.A.1 HS.GM.A Crosswalk \| Standards Guidance: Clarifications - Students should be able to define and identify figures as preimages and images. - Students use definitions to identify lines of symmetry and angles of rotation to map a figure onto itself. - Students use definitions to identify angles of rotation, lines of reflection, and directions of translations to map a preimage onto its image. - Students use definitions to experiment with transformations represented on and off the coordinate plane. Terminology - Definitions of geometric figures and geometric relationships could include definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Boundaries - Definitions should include angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.B.5 Cluster: HS.GM.B - Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology. STANDARD: HS.GM.B.5 Standards Statement (2021): Apply and justify triangle congruence and similarity theorems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.GM.A.2 \| HS.GM.B.6 \| N/A \| HSG.CO.B.7 HSG.CO.B.8 HS.GM.B Crosswalk \| Standards Guidance: Clarifications - Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; - Given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. - Students should be able to apply properties of congruence to solve problems with missing values involving corresponding parts. Opportunities should also be available for students to understand when conditions do not result in congruence. Boundaries - The focus here is to develop an understanding of techniques for proving that two triangles are congruent. - Advanced courses could include explanations for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions (HSG.CO.B.8). Terminology - Logic statements include conditional, converse, inverse, and contrapositive statements. Teaching Strategies - Use of triangle congruence theorems (SSS, SAS, ASA, AAS, or HL) should be used to solve problems in authentic contexts. - Students’ ways of communicating triangle congruence could possibly include formal methods such as: logic statements, two-column proofs, paragraph proofs, and flow proofs. Examples - Construct viable arguments and critique the reasoning of others when showing that two triangular roof trusses must be congruent. 2021 Oregon Math Guidance: HS.GM.B.6 Cluster: HS.GM.B - Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology. STANDARD: HS.GM.B.6 Standards Statement (2021): Justify theorems of line relationships, angles, triangles, and parallelograms; and use them to solve problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.GM.B.4, 8.GM.A.5, HS.GM.B.5 \| HS.GM.D.12 \| N/A \| HSG.CO.C.9 HSG.CO.C.10 HS.GM.B Crosswalk \| Standards Guidance: Clarification - Students should be given opportunities to explore using visual tools in order to precisely prove when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent. Boundaries - Angle and line relationship theorems include: - when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; and conversely use to justify lines are parallel; - points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. - vertical angles are congruent; - Triangle Theorems include: - Sum of interior angles 180 degrees - Properties of special triangles (isosceles, equilateral, and right). - Angle sums formed by polygons - Parallelogram theorems include: - Properties of special quadrilaterals (sides, angles, and diagonals), and - Properties of special triangles (isosceles, equilateral, and right). Clarifications - Students should be provided opportunities to build a conceptual understanding of a point, line, line segment, plane, arc, and angle through modeling and exploration of authentic phenomena. - Students should use symbolic notation for point, line, plane, line segment, angle, circle, arc, perpendicular line, and parallel line. Progressions - Construct viable arguments and critique the reasoning of others when justifying the congruence of diagonals in a rectangle that is built by a contractor installing a rectangular window. Examples 2021 Oregon Math Guidance: HS.GM.B.7 Cluster: HS.GM.B - Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology. STANDARD: HS.GM.B.7 Standards Statement (2021): Perform geometric constructions with a variety of tools and methods. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.GM.A.2 \| N/A \| N/A \| HSG.CO.D.12 HS.GM.B Crosswalk \| Standards Guidance: Clarifications - Student should be able to: - Copy a segment and angle. - Bisect a segment and angle. - Construct perpendicular lines, including the perpendicular bisector of a line segment. - Construct a line parallel to a given line through a point not on the line. Teaching Strategies - Tools to include compass and straightedge, string, reflective devices, paper folding, and/or dynamic geometric software. - Constructions to include copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. Progressions - Use appropriate tools strategically when choosing the physical method and appropriate procedures for performing a construction Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.C.8 Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts. STANDARD: HS.GM.C.8 Standards Statement (2021): Solve authentic modeling problems using area formulas for triangles, parallelograms, trapezoids, regular polygons, and circles. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.GM.A.1, 7.GM.B.3, 7.GM.B.5, 8.GM.C.9 \| HS.GM.C.9 \| N/A \| HSG.GMD.A.1 HS.GM.C Crosswalk \| Standards Guidance: Teaching Strategies - Students should give informal arguments for area formulas, and combine them to solve problems with composite figures. - Students should be able to choose the appropriate geometric polygon to approximate the area of irregular objects. Examples - Model with Mathematics can be used here to solve a variety of problems involving area. - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.C.9 Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts. STANDARD: HS.GM.C.9 Standards Statement (2021): Use volume and surface area formulas for prisms, cylinders, pyramids, cones, and spheres to solve problems and apply to authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.GM.B.5, 8.GM.C.9, HS.GM.C.8 \| N/A \| N/A \| HSG.GMD.A.3 HS.GM.C Crosswalk \| Standards Guidance: Teaching Strategies - Students should be able to choose the appropriate geometric figure or solid to approximate density of irregular objects in a geometric situation. - Students should give informal arguments for area and volume formulas, and combine them to solve problems with composite figures. This standard is limited to right solids. Examples - Make sense of problems and persevere in solving them when finding the volume of prisms and pyramids with regular polygon bases (possibly using trigonometry) - Persons per square mile, fish per cubic feet of a fish tank - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.C.10 Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts. STANDARD: HS.GM.C.10 Standards Statement (2021): Use geometric shapes, their measures, and their properties to describe real world objects, and solve related authentic modeling and design problems. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.GM.A.1, 7.GM.B.3, 7.GM.B.5, 8.GM.C.9 \| N/A \| HS.NQ.B.3, HS.NQ.B.4, HS.NQ.B.5 \| HSG.MG.A.1 HSG.MG.A.3 HS.GM.C Crosswalk \| Standards Guidance: Clarifications - This includes the use of volume formulas for prisms, cylinders, pyramids, cones, and spheres. - Students should be able to verify experimentally the formulas for the volume of a cylinder, pyramid, sphere, prism and cone; emphasize volume as the product of the area of the base and the height for both prisms and cylinders. - Students should find the volume of solids and composite solids to explain real-life phenomena. Terminology - Prism – a solid figure that has the same cross section all along its length Examples - Model with Mathematics can be used here to solve a variety of problems such as designing a real world object with CAD design tools for 3D printing or CNC machining. 2021 Oregon Math Guidance: HS.GM.C.11 Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts. STANDARD: HS.GM.C.11 Standards Statement (2021): Apply concepts of density based on area and volume in authentic modeling situations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.C.9 \| N/A \| HS.AFN.A.3, 7.RP.A.1, HS.NQ.B.4, HS.NQ.B.5 \| HSG.MG.A.2 HS.GM.C Crosswalk \| Standards Guidance: Clarifications - The focus is on geometric probability and proportional reasoning. - This should include an understanding of the ratios of areas (area ratio = (scale factor)^2) and volumes (volume ratio = (scale factor)^3) of similar figures. Examples - Model with Mathematics to compute persons per square miles, BTUs per cubic foot, or specimens per acre. 2021 Oregon Math Guidance: HS.GM.D.12 Cluster: HS.GM.D - Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions. STANDARD: HS.GM.D.12 Standards Statement (2021): Apply sine, cosine, and tangent ratios, and the Pythagorean Theorem, to solve problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.B.6, 8.GM.B.7, HS.GM.A.2, HS.GM.B.6 \| N/A \| N/A \| HSG.SRT.C.8 HSG.SRT.C.6 HSG.SRT.C.7 HS.GM.D Crosswalk \| Standards Guidance: Clarifications - In seventh grade, students write and solve equations using supplementary, complementary, vertical, and adjacent angles. - Explain and use the relationship between the sine and cosine of complementary angles (e.g. sin(30) = cos(60) = 0.5). Teaching Strategies - Demonstrate understanding that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. - Students should be able to use sine, cosine, and tangent to solve real-life problems that require them to find missing side and angle measurements. Progressions - Applications should involve finding angle and side measures of right triangles. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.D.13 Cluster: HS.GM.D - Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions. STANDARD: HS.GM.D.13 Standards Statement (2021): Apply the Pythagorean Theorem in authentic contexts, and develop the standard form for the equation of a circle. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.B.8 \| HS.GM.D.14 \| HS.AEE.A.2, HS.AEE.D.9 \| HSG.GPE.A.1 HS.GM.D Crosswalk \| Standards Guidance: Terminology - The standard form of the equation for a circle is (x-h)2 + (y-k)2 = r2. Clarifications - Students should be able to identify the center and radius of a circle from an equation in standard form or from the graph of a circle. - Students should be able to write the equation of a circle in standard form given the graph of the circle. - Students should be able to graph a circle from the standard form equation of a circle. Teaching Strategies - Given the coordinates of the center and length of the radius, write the equation of the circle in standard form. - Given the equation of a circle in standard form, determine the coordinates of its center and the length of its radius. Progressions - Use the Pythagorean Theorem to develop and apply the distance formula - Look for and make use of structure to make connections to the Pythagorean Theorem and distance formula. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.D.14 Cluster: HS.GM.D - Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions. STANDARD: HS.GM.D.14 Standards Statement (2021): Use the coordinate plane to determine parallel and perpendicular relationships, and the distance between points. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.B.6, 8.GM.B.8, HS.GM.D.13 \| N/A \| N/A \| HSG.GPE.B.4 HS.GM.D Crosswalk \| Standards Guidance: Clarifications - Students should be able to classify quadrilaterals as parallelograms (including rectangles, rhombi, and squares) using sides and diagonals. - Students should be familiar with the distance formula when calculating the area and perimeter of quadrilaterals and triangles. Terminology - Cartesian coordinates refer to (x,y) system on a rectangular grid with the x-coordinate representing horizontal distance from the origin, and the y-coordinate representing vertical distance from the origin. Boundaries - Course level expectation is limited to use of a rectangular (Cartesian) coordinate system. Teaching Strategies - Applications include the use of coordinates to compute perimeters of polygons and areas of triangles and rectangles. The distance formula will play an important role in these applications. - Students apply their understanding of linear relationships to derive definitions and to solve problems related to distance, midpoint, slope, area, and perimeter. Progressions - Use slope and length of line segments to classify quadrilaterals in the coordinate plane. - Calculate the area and perimeter of parallelograms, triangles, and regular polygons in the coordinate plane. Examples - Use appropriate tools strategically to choose between tools such as the slope formula, distance formula, midpoint formula, or Pythagorean Theorem. - Find the length of a line segment plotted on the coordinate plane. - Illustrative Mathematics:	oercommons	2025-03-18T00:36:35.448655	07/11/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106623/overview", "title": "OREGON MATH STANDARDS (2021): [HS.GM]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/102067/overview	FRICTION! Overview This resource provides basic information on four types of friction - sliding, static, rolling, and fluid. It is aimed primarily at an upper elementary or lower middle school curriculum. Background Information Friction is all around us! Friction is a force that is trying to slow down the motion of objects. It even tries to stop objects from moving in the first place! In the photograph above, the girl is having a great time sledding down the sand dune at Great Sand Dunes National Park and Preserve. However, friction is trying to slow her down! There are four main types of friction. These are: - Sliding Friction - Static Friction - Rolling Friction - Fluid Friction We will learn about each type in the next several sections. Sliding Friction Sliding Friction Sliding friction is the friction that occurs between two objects sliding over each other. This kind of friction can produce a lot of heat! In the picture below the man used a bow drill to start a fire without matches! Static Friction Static friction is the friction between two objects that are not moving. Static friction is trying to keep the object at rest! If you want to push an object and get it sliding, you would have to overcome the static friction. Static friction can often be the strongest frictional force. In the picture below, the dog and the couch have static friction. It looks like it would take a lot of force to get the dog moving off of the couch! Rolling Friction Rolling friction is the force of one object rolling over another. Rolling friction is often a lesser force than static or sliding friction. Think about how the wheel makes life easier! Imagine having to carry all of the vegetables or drag them across the ground on a tarp. The wheel greatly decreases the amount of friction! Fluid Fricton Fluid friction is the frictional force when an object is moving through a fluid, which is a gas or liquid. Air resistance is a common form of fluid friction. Think of how hard it is to walk or ride a bicycle in the wind! The fluid friction is trying to slow you down and making it harder to move! Dogs seem to love the fluid friction of air moving past a car's window! Review and Assessment To review, please watch the video titled "Real Life Examples of Friction" by MooMoo Math and Science. Then, answer the questions below. Please write the answers on paper and bring them to class. Questions from the lesson and video: - Which kind of friction is often the strongest? - When you rub your hands together, what kind of friction are you experiencing? - What kind of friction exists between a stationary refrigerator and the floor? - What kind of friction exists between a swimmer and the water? - Give an example of fluid friction from the video. - Give an example of rolling friction from the video. - Describe a situation in which you would want to have a higher frictional force. Explain why. - Describe a situation in which you would want to have a lower frictional force. Explain why.	oercommons	2025-03-18T00:36:35.468637	03/23/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102067/overview", "title": "FRICTION!", "author": "Erin Wheeler" }
https://oercommons.org/courseware/lesson/94732/overview	الوسائل التعليمية الطبية Overview يهدف الموقع الى التعرف الى الوسائل الطبية كيفية استخدام الوسائل الطبية معرفة الادوات الطبية معرفة الاجهزة الطبية معرفة اهمية الاجهزة الطبية الصفحة الرئيسية مرحبا بكـــــم في موقع الوسائل التعليمية الطبية إعداد/ سالي البعداني إشراف د/أنور الوحش المواضيع أنواع الوسائل التعليمية \| أهمية الوسائل التعليمية الطبية \| تعريف الوسائل التعليمية الطبية \| الأدوات الطبية \| من نحن نحن طلبة قسم تكنولوجيا التعليم والمعلومات الدفعة التاسعة شعبة المعلومات تعريف الوسائل التعليمية الطبية تعريف الوسائل التعليمية الطبية هي الوسائل المهمة للاستخدام لأغراض طبية وتفيد المرضى من خلال مساعدة مقدمي الرعاية الصحية في تشخيص المرضى وعلاجهم ومساعدة المرضى على التغلب على المرض وتحسين نوعية حياتهم أهمية الوسائل التعليمية الطبية أهمية الوسائل الطبية كما نتعلم ان تشخيص الكثير من الأمراض وعلاجها يحتاج الى وسائل خاصة للقيام بالعلاج بسرعة عندما تذهب الى المستشفيات او العيادات نشاهد معدات يستخدمها الطبيب في التشخيص وفي العمليات الجراحية او غير الجراحية تشاهد اجهزة حديثة مع التقنيات الحديثة التي لا يمكن علاجها الا بمساعدتها او لا يمكن العلاج بالدعة عند عدم استخدامها ويحتاج الشخص الى بعض الوسائل الطبية لإنجاز العملية ولعله لا يحصل الى تحسين المرضى دون استخدام هذه الوسائل أنواع الوسائل التعليمية الطبية أنواع الوسائل التعليمية الطبية الاجهزة الطبية التي تستخدم للوقاية من المرض الاجهزة الطبية التي تساعد الطبيب لتشخيص المرض الاجهزة الطبية التي تساعد الطبيب في علاج المرضى الاجهزة الطبية التي تستخدم بعد العلاج وتختلف الاجهزة الطبية من حيث الاستخدام المقصود لها ومن حيث دواعي الاستعمال وتتراوح الامثلة بين الوسائل بسيطة وقليلة المخاطر مثل اجهزة الاكتئاب التي تعمل بالسان الأدوات الطبية الأدوات الطبية السماعات الطبية: تعد السماعة الطبية من اشهر الادوات التي يتميز بها الاطباء والتي من خلالها يسمعون نبضات القلب وصوت النفس وتستخدم مع جهاز الضغط لتحديد قراءة ضغط الدم الانبساطي والانقباضي ميزان الحرارة البرغي :يعد ميزان الحرارة من اهم الادوات الطبية الموجودة مع الطبيب اذ انه يقيس درجة الجسم بدقة وله عدة انواع منها 1- ميزان الحرارة المستقيم 2- ميزان الحرارة الرقمي 3- ميزان الحرارة الخاص ب لاذن 3-الإبر :لا يمكن ذكر طبيب دون ذكر الابر وتختلف من حيث قياسها فمنها الابرة الثخينة التي تعطي العضل ومنها ما هو رقيق ولا تكاد تسبب الألم مثل ابرة المطاعيم وابر السكر التي يستطيع الشخص ان يأخذها بمفردة 4-أداة الحافظة :عبارة عن لوح صغير منبسط من الخشب ومعقم ومغلف ويستخدمها الطبيب في الضغط على اللسان لأسفل حتى يمكن من فحص اللوزتين ومعاينة التهاب الحلق 5-جهاز ضغط الدم: من الاساسيات التي تخلو منها مستوصف او عيادة ويعد من اكثر الانواع استخداما لأنه يتميز بقراءة ادق مقياس الضغط الإلكتروني الذي يعد مناسبا اكثر لاستخدام الشخصي في المنزل 6- المنظار الخاص ب الاذن يستطيع الطبيب من خلاله معرفة اذا كانت طبلة الاذن حمراء اللون او ملتهبة 7-المطرق :يستخدم لقياس مدى استجابة الاعصاب للمؤثرات الخارجية عن طريق ضرب الركبة ضربا خفيفا 8-جهاز السونار :يتواجد في جميع العيادات الطبية والمستوصفات ولا نستخدم فقط على الحامل والاطمئنان على الجنين 9-منظار العيون: 10-المقصات والخيوط الطبية 11- اكياس الدم والضمادات	oercommons	2025-03-18T00:36:35.490037	أماني علي المنصوب	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94732/overview", "title": "الوسائل التعليمية الطبية", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/75058/overview	Integrated Criminal Justice Social Work Intervention Model Overview Social Work Intervention Model in CJS Integrated Criminal Justice Social Work Intervention Model The model dwells on three pillars: - Prevent crime (Community Based Crime Prevention) - Provide access to justice and psycho- social care for offenders (Custodial Social Work) - Support clients through meaningful reintegration (Rehabilitation Social Work) Community Based Crime Prevention Globalization and liberalization of the economy has brought tremendous changes in the community. It has increased the difference among the poor and rich. The number of people jobless has increased. Combined with the above-mentioned fact, a new found consumerism has resulted in the increased crime rate. Thus, the local community should work on “creation of right opportunities at the right time”. The main activities in this pillar includes concentrating on youth by providing services such as crime prevention street plays, career development workshops, sports, vocational and entrepreneurship training. This reduces the chance of youth being criminalized. Custodial Social Work It is evident from statistics that crime is a socio- economic and political phenomena which will be happening in any given time and space. Hence the role of social worker is to strengthen the access to justice mechanism, namely the first time (accidental) offenders and innocent undertrials who are put behind bars. It is also important to reform the offenders. In order to motivate both under trail and convict prisoners (men and women) towards reformation, intervention at custody is necessary. Some of the activities in this pillar includes legal aid/ guidance to the under-trail prisoners, supporting convicts to obtain legal rights such as parole, furlough and death parole, etc. Rehabilitation Social Work Rehabilitation begins with vocational training inside the prison, adult literacy, establishing a suitable home environment and creating employment opportunities for the released prisoners. Rehabilitation will lead to re-integration of released inmates with the society.	oercommons	2025-03-18T00:36:35.512915	11/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75058/overview", "title": "Integrated Criminal Justice Social Work Intervention Model", "author": "RONALD YESUDHAS" }
https://oercommons.org/courseware/lesson/69238/overview	Education Standards OSPI Statistics and Geometry Instructional Task: Age Distribution Overview This resource was created by the Washington Office of Superintendent of Public Instruction. Task OSPI Statistics and Geometry Instructional Task H Statistics and Geometry; Standard S-ID.2, Claim 1; S-ID.3, Claim 1; S-ID.2, Claim 4D; S-ID.3, Claim 1 Age Distributions Random samples of 200 people from Kenya and the United States were taken. A study will compare the age distributions of the two countries. The data collected is represented in the box plots below. - What measure would be used to compare the centers of these distributions? Explain your reasoning with numbers and words. - Compare the centers of these distributions and interpret the meaning of these in terms of the population samples. - Find the interquartile range (IQR) of each sample and explain what a smaller IQR indicates about a country. - Compare the first quartile of each sample and interpret the meaning of these in terms of the population samples. Rubric Rubric Question Number \| Standard/Claim \| Description \| H \| S-ID.2/Claim 1 S-ID.3/Claim 1 S-ID.2/Claim 4D S-ID.3/Claim \| A 4-point response demonstrates full and complete understanding of the standards and claims by doing all the following: States the smaller first quartile for Kenya indicates the lowest 25% of the Kenya sample are younger than US’s. \| A 3-point response demonstrates reasonable understanding of the standards and claims by doing six of the following: States the smaller first quartile for Kenya indicates the lowest 25% of the Kenya sample are younger than US’s. \| \|\| A 2-point response demonstrates partial understanding of the standards and claims by doing four of the following: States the smaller first quartile for Kenya indicates the lowest 25% of the Kenya sample are younger than US’s. \| \|\| A 1-point response demonstrates limited understanding of the standards and claims by doing two of the following: States the smaller first quartile for Kenya indicates the lowest 25% of the Kenya sample are younger than US’s. \| \|\| A 0-point response demonstrates almost no understanding of the standards and claims. \| OSPI Statistics and Geometry Instructional Task H Exemplar OSPI Statistics and Geometry Instructional Task H Exemplar Statistics and Geometry; Standard S-ID.2, Claim 1; S-ID.3, Claim 1; S-ID.2, Claim 4D; S-ID.3, Claim 1 Age Distributions Random samples of 200 people from Kenya and the United States were taken. A study will compare the age distributions of the two countries. The data collected is represented in the box plots below. - What measure would be used to compare the centers of these distributions? Explain your reasoning with numbers and words. - Compare the centers of these distributions and interpret the meaning of these in terms of the population samples. - Find the interquartile range (IQR) of each sample and explain what a smaller IQR indicates about a country. - Compare the first quartile of each sample and interpret the meaning of these in terms of the population samples. \|	oercommons	2025-03-18T00:36:35.558533	Hannah Hynes-Petty	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69238/overview", "title": "OSPI Statistics and Geometry Instructional Task: Age Distribution", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/73952/overview	Career Profile Research Overview Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year. Title of Lesson: Career Profile Research Course Name: General English 12 Grade Level: 12 Author’s Name: Jenna Reich Author’s School District: Lebanon School District \| PA Academic Standards for English Language Arts \| \| CC.1.2: Reading Informational Text CC. 1.2.11-12.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. CC.1.4: Writing CC.1.4.11-12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction CC.1.4.11–12.V - Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. \| \| \| PA Academic Standards for Career Education and Work \| \| 13.1: Career Awareness and Preparation 13.1.11.B - Analyze career options based on personal interests, abilities, aptitudes, achievements and goals. 13.1.11.E - Justify the selection of a career.13.1.11.F - Analyze the relationship between career choices and career preparation opportunities. 13.2: Career Acquisition (Getting a Job) 13.2.11.B - Apply research skills in searching for a job \| \| \| Learning Objectives \| \| \| \| \| Conceptual Background \| \| \| This unit begins with students learning how to set SMART goals. Students will take guided notes on what a SMART goal is and write a SMART goal for their future career. \| \| \| Instructional Procedure \| \| \| Pacing \| Instructional Procedure \| \| Day 1 \| \| \| 5 minutes \| Activating strategy: Begin class by having students share their SMART goal with a partner. (relates to the previous lesson on how to write SMART goals) \| \| 10 minutes \| Introduce the research assignment to the class and go over the expectations. \| \| 40 minutes \| Allow students the remaining class time to begin conducting research on their chosen career. \| \| Day 2 \| \| \| 62 minutes \| Students should continue their research and answer the guided research questions during the class period. Students should submit the answers to the guided research assignment by the end of the second day. \| \| Formative Assessment \| \| \| Students will submit their completed guided research assignment before they begin working on the Career Profile essay. \| \| \| Materials Needed \| \| \| Guided Research for Career Profile Occupational Outlook Handbook website \| \| \| References \| \|	oercommons	2025-03-18T00:36:35.581377	Jenna Reich	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73952/overview", "title": "Career Profile Research", "author": "Rachael Haverstick" }
https://oercommons.org/courseware/lesson/92757/overview	Education Standards OR Tribal History: Our 9 Native American Tribes Overview This was a presentation about Oregon's 9 Native Tribes that I created for my 2nd grade students amid distance learning from 2020-2022. This in no way shape or form is a completed resource, and in fact I welcome feedback, comments, and collaboration to make this document better! All of the information I have used within the presentation was gathered through each tribes website provided within the Oregon Blue Book (https://sos.oregon.gov/blue-book/Pages/national-tribes.aspx). As this is a working/living resource, my hope is that I will also have this translated into Spanish (my first language) to be used in Dual language or World Language classrooms! This was a presentation I created for my 2nd grade students amid distance learning from 2020-2022. This in no way shape or form is a completed resource, and in fact I welcome feedback, comments, and collaboration to make this document better! All of the information I used within the presentation was gathered through each tribes website provided within the Oregon Blue Book (https://sos.oregon.gov/blue-book/Pages/national-tribes.aspx). As this is a working/living resource, my hope is that I will also have this translated into Spanish (my first language) to be used in Dual language or World Language classrooms!	oercommons	2025-03-18T00:36:35.601048	05/16/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92757/overview", "title": "OR Tribal History: Our 9 Native American Tribes", "author": "Adriana Rosales" }
https://oercommons.org/courseware/lesson/93653/overview	Mixed-Media Mania Overview This resource will give some ideas of projects for an art club at your school. Royall Art Club Mixed-Media Mania By: Krystal Fuentes-Royall Elementary School Planning: Name of Club: Royall Art Club Grade Level: 3rd -5th Number of Attendees: About 8-10 students Goal of the Club: The goal of the club is for students to explore different areas of art that include drawing, printmaking, painting, and experimentation with a variety of materials. I want students to learn about art history, elements and principles, and expand on knowledge of creativity while applying personal ideas and meaning behind their artwork. Monday #1 Drawing Glue and Chalk Pastel Landscapes Supplies: Black Construction Paper, 12x18 Glue Cray-Pas Junior Artist Oil Pastels (25 color set) Directions: - On the first day of the club, I will introduce students to several landscape artists and many ways to look at perspective, foreground, middle-ground, and background. - I will then allow students to create a landscape making sure to use the horizon line. - I will demonstrate and show an example of how to use clear glue on black paper to create landscape lines. This will need to be set aside to dry. - The last step to this process is to use chalk to add warm and cool colors inside of the lines to create a landscape. - We will discuss the final product together. Monday #2 Painting Warm/Cool Painted Paper Weaving Supplies: White Paper, 9x12, 80 lb. Scissors Tempera paint Directions: - I will introduce several different artists and cultures from around the world and discuss the process of weaving. - I will prepare two square sheets of paper and supplies. - The first paper will be painted with warm colors. - The second paper will be painted with cool colors. - I will demonstrate how to cut and weave paper together. - The final product will be taped and mounted with a final discussion of warm and cool colors. Monday #3 Printmaking Vegetable Printing with Celery and Peppers Supplies: Celery, Peppers Acrylic Paint Different color papers for printing Trays for paint Directions: - At first, we will discuss the importance of why we have an art club and why we are here. - I will then introduce several different printing techniques and artists who have used printmaking to create art. - Using this unconventional way of printmaking, I will show several different examples of ways of printing with vegetables and examples of different compositions that can be achieved. - I will have pre-cut vegetables, different colors of paint, and different colors of paper for students to experiment with printmaking. Monday #4 Make Your Own Paint Creating paint with household items Supplies: Baking Soda White vinegar Light Corn Syrup Cornstarch Food Coloring Ice Cube Tray Directions: - We will discuss how we can mix our own paint with ingredients you can find in your own kitchen or at the grocery store. - I will pre-measure ingredients for students to then mix. - I will demonstrate how to mix and add food coloring to ice cube trays. - These will dry and maybe use within the classroom for a future project. This will also be displayed at the art show at the end of the year for our art club. - Ingredients: 4 tbsps. Baking Soda (bicarbonate soda) 2 tbsps. White Vinegar 1/2 tsp. Light Corn Syrup 2 tbsp. Cornstarch Food Coloring or Icing gels Ice Cube Tray Implementation: Standards Addressed: - Artistic Processes: Creating- I can make artwork using a variety of materials, techniques, and processes. Anchor Standard 1: I can use the elements and principles of art to create artwork. Benchmark VA.CR.NH.1 I can select and arrange the elements to demonstrate principles of art. - Artistic Processes: Connecting - I can relate artistic ideas and work with personal meaning and external context. Anchor Standard 6: I can identify and examine the role of visual arts through history and world cultures. Benchmark VA.C NH.6-I can identify and use different artistic styles from various cultures and time periods. As students become settled, I want to talk about the Royall Art Club and why we are here. We will discuss projects we will be working on the showcase at the end of the year for engagement and motivation. I would like to have an arts night or an afterschool event as a showcase for students, parents, and the community. The location will be decided before invitations go out. At this time, members of the community will be able to see their children’s artwork, enjoy refreshments, and then take home their student’s artwork. The OER is there for us to reference and parents to connect to see what we are working on. I will have a google classroom set up so that I can gather information and have a forum for communication. This link to the OER will be added so that we can stay on track. Reflection: In reflecting on this whole process of becoming an author of my first OER, I look forward to adding more videos, music, and photos to the OER to connect with other information to expand to a broader audience. I understand that this will be a work in progress and hope to expand on the information further. Special Considerations: Sometimes when students are working on artwork, things could possibly not go as we want it to. Planning well can turn into not so planned. You have to plan for an activity to bot work out. I just like for my students to stay engaged on a project they have started. Once they have touched it, I feel like they should finish it. Sometimes more time could be added to finish as long as they are engaged and excited. Letting students explore instead of listening to lectures is awesome. They have a choice to be creative and add their own ideas of how to do something. The OER keeps us all together and organized.	oercommons	2025-03-18T00:36:35.633865	06/10/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93653/overview", "title": "Mixed-Media Mania", "author": "Krystal Fuentes" }
https://oercommons.org/courseware/lesson/75002/overview	Air Pollution Overview The image is created from canva app and describes what is air pollution, causes, types, effects and control measures of air pollution. Pollution The image is created from canva app and describes what is air pollution, causes, types, effects and control measures of air pollution.	oercommons	2025-03-18T00:36:35.649121	11/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75002/overview", "title": "Air Pollution", "author": "Mariyah Khatri" }
https://oercommons.org/courseware/lesson/69170/overview	Education Standards Array Template PicCollage Arrays in the Real World Overview This Remote Learning Plan was created by Allison Pontious in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Remote Learning Plan is designed for second grade math students. Students will use addition to find the total number of objects arranged in an array no larger than five rows and five columns and write an equation to express the total (e.g., 3 + 3 + 3 = 9). https://docs.google.com/presentation/d/15N0sKl_X1AH7aqswY7q-wZz8ZVCBsGdswtWCYPxoYGw/edit?usp=sharing Arrays in the Real World This Remote Learning Plan was created by Allison Pontious in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Remote Learning Plan is designed for second grade math students. Students will use addition to find the total number of objects arranged in an array no larger than five rows and five columns and write an equation to express the total (e.g., 3 + 3 + 3 = 9). MA 2.1.2.f Students will use addition to find the total number of objects arranged in an array no larger than five rows and five columns and write an equation to express the total (e.g., 3 + 3 + 3 = 9). It is expected that this Remote Learning Plan will take students approximately 25 minutes to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/15N0sKl_X1AH7aqswY7q-wZz8ZVCBsGdswtWCYPxoYGw/edit?usp=sharing	oercommons	2025-03-18T00:36:35.672326	06/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69170/overview", "title": "Arrays in the Real World", "author": "Allison Pontious" }
https://oercommons.org/courseware/lesson/64658/overview	Nicotine Lesson Overview This is a lesson that can be used in teaching middle school students about the specific health effects caused by the use of nicotine devices such as cigarettes and vaping. How Nicotine Effects the body Lesson Plan Title: Nicotine lesson 2 Teacher’s Name: Jordan Miller Unit: Nicotine Subject: Health Grade: 6 Lesson Objective(s): SWBAT \| Assessments:Formative: exit ticket: have students identify, in their opinion, the three worst diseases that come from tobacco use. Summative: N/A \| \|\|\| \| ELL/SPED & Brain-Based Strategies:ELL: Visual aid-cdc infographic, Small group instruction and workBrain-Based strategy: Movement, students will use movement during the tobacco lab to learn about how nicotine affects the heart. \| Technology Tools: Student LaptopsTimer \| \|\|\| Materials: \| \|\|\|\| State Standards: \| \|\|\|\| \| ISTE Student Standard: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. \| \|\|\|\| \| Time \| Materials \| Strategy \| Lesson Directions \| \| \| 5 min \| QAR \| Introduction: Bell Ringer: Besides lung cancer, what are some other health problems that nicotine products can cause? \| \|\| \| 20 min \| CDC WebsiteEffects of smoking worksheet \| Small group instruction \| Lesson: In small groups Students will Use the infographic from the CDC website to show some of the negative health effects caused by nicotine product usage. While students are using the website they will fill out their health effects worksheet. The teacher will help with comprehension of certain diseases, as well as encourage teamwork in the small groups, to help everyone get involved. \| \| \| 15 min \| Tobacco Lab \| Independent discoveryBrain based movement \| Practice: Tobacco experiment: Go through the tobacco experiment with the students first. Each student will squeeze a tennis ball as many times as possible in 1 minutes. Students will follow the directions on the worksheet to complete the lab experiment. Talk about smoking afterwards and how it affects the heart. \| \| \| 5 min \| Independent \| Check for Understanding: Ask students to write down,in their opinion, what are the top 3 worst diseases that come from tobacco use. Have students turn this in as an exit ticket. \| \|\| \| 5 min \| Conclusion:What is one reason you would choose not to use nicotine products? \| \|\|\| \| Assessment Goal:Students will complete the assignment with __ % accuracy. \| Assessment: Exit ticket \| \| Resources: \| \| Gonzalez, J. (2018, September 21). 12 Ways to Support English Learners in the Mainstream Classroom. Retrieved March 6, 2020, from https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/Lynch, M. (2019, May 29). Brain-Based Strategies for Your Classroom. Retrieved March 6, 2020, from https://www.thetechedvocate.org/brain-based-strategies-for-your-classroom/ \| Instructor Notes:	oercommons	2025-03-18T00:36:35.691607	03/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64658/overview", "title": "Nicotine Lesson", "author": "David Miller" }
https://oercommons.org/courseware/lesson/83502/overview	Education Standards Jelly Marbles Overview Students will investigate the process of diffusion through a semi-permeable membrane. Standards B.2.2-Describe the structure of a cell membrane and explain how it regulates the transport of materials into and out of the cell and prevents harmful materials from entering the cell. Learning Objectives Students will investigate the process of diffusion through a semi-permeable membrane Students will observe and be able to describe osmosis Students will hypothesize what will happen when salt is added to the beaker Materials 10 Clear Jelly Marbles (can be ordered from stevespangler.com), Clear Orbeez, or DecobeadsWater(read directions from type of above ordered as some amounts of water vary) 4 beakers Food coloring Salt Student worksheet Extension options: Ice, Hotplate Procedure 1.Recommended for students to work in groups of 2-3 2.Put all necessary materials on each table (you can decide you add the food coloring or leave it on the tables depending on how much dye you have available) 3.Have students observe the jelly marbles(This will take some time) 4.Add all 10 jelly marbles to a beaker and add water (40mL) a.Watch a short clip about cell transport during this time 5.Afterjelly marbles have grown have students either hypothesize and/or describe what happened (this is dependent on whether it is an intro of follow up lesson to cell transport) 6.In a separate beaker add 40mL of water –add 2-5 drops of food coloring, add 5 of the jelly marbles from beaker 1 7.After jelly marbles have changed color have students either hypothesize and/or describe what happened (this is dependent on whether it is an intro of follow-up lesson to cell transport) 8.In a 3rdbeakerfill with 40mL of water add 5 of the jelly marbles from beaker 2 9.Have students hypothesize if they think the color will diffuse back out of the marble 10.In the 4thbeaker fill with 40mL of water and add salt until saturated –add 5 clear jelly marbles from beaker 1 11.Have students hypothesize what will happen when the marbles are added to a salt solution –what process does this describe 12.Extension –test different ways to make the diffusion happen faster –does the water temperature affect the rate of diffusion? 13.How could you make a hypotonic solution with the jelly marbles 14.Have students relate this to cells, cell membrane, osmosis, diffusion, hypotonic, hypertonic, isotonic etc Credits This learning module was created by Bridgette Drake, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:36:35.716407	07/13/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83502/overview", "title": "Jelly Marbles", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/102433/overview	Boost Inverter for Standalone Power applications Overview Importance of SIne wave Boost Inverter for standalone power applications. Overview Boost Inverter: Challenges & Best practices Introduction With fast depletion of exhaustible energy and need for cleaner energy drives the use for solar energy. In rural areas where grid connected power supply is scarcely available, non grid connected solar power acts as a boon. Primary problem with standalone power systems involve voltage and frequency variation with change in load which can be solved through a closed loop inverter design. In closed loop configuration the load voltage is sensed and fed back to the Sinewave inverter circuit. The sine wave output therby generated is much better for use in common household electrical apparatus. Detailed overview Inverters are used to convert DC to AC power. Traditional inverters have drawbacks with repect to power quality and efficiency. These isuues predominantly come from the fact that they all use square wave for DC to AC power conversion.The above problems can be solved with employing Sine wave Boost Inverters with harmonic cacellation using closed loop Microcontroller Based Design. The firing required for the inverter controlled through SPWM technique with feedback from load current.Total harmonic distortion(THD) less than 1% was achieved. Best Practices This sectioin will present best practices for generation of Sine wave Boost Inverter with Minimal THD. Feedback is necessary in standalone systems as voltage and frequency varies with load. Three types of feedback mechanisms possible. 1. Simple Current controlled feedback 2. Hysteresis current controlled feedback 3. Voltage controlled feedback. Conclusion Sine wave inverters are the best solutions for standalone power applications as they provide the best power output for household apparatus. If square wave inverters are used most motor controlled apparatus age faster due to degradation of Inductors used. So SIne wave inverters are the most viable way forward.	oercommons	2025-03-18T00:36:35.731649	04/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102433/overview", "title": "Boost Inverter for Standalone Power applications", "author": "Shilpa Rao h" }
https://oercommons.org/courseware/lesson/101546/overview	What is Accessibility? Overview This is an introduction to accessibility. It includes resources from experts in the accessibilty community including CAST and The National Center on Accessible Educational Materials. This is a great start for people who are ready to adapt materials to meet the needs of all students. “The most damaging phrase in the language is ‘it’s always been done that way.’” -Rear Admiral Grace Murray Hopper The Case Against Assistive Technology To get started with learning about accessibility, let's see what other tools were questioned! In this video you will learn about The Case Against Assistive Technology through the years! Getting Started Introduction to Accessibility Curb Cut Effect What is necessary for one can be beneficial for ALL! Watch this video on the Curb Cut from PBL Works to learn more. SLIDE into Action How do I get started? Proactive planning will significantly increase the learner experience for all students, especially those who use assistive technology or those who have complex needs. One easy way to get started with accessibility is by using the mnemonic SLIDE! - Styles are used for section headings - Links are descriptive and meaningful. - Images have text descriptions. - Design is perceivable, with high contrast. - Evaluation is holistic and authentic. Visit the CAST resources below to learn more. SLIDE into OER - Accessibility in OER Read: - SLIDE Into Accessibility \| OER Commons - Protocol for Creating Accessible OER (cast.org) - AEM Center: Creating Accessible Documents (cast.org) Watch: Your Turn! Ok, now that you know some basics, give it a try! Please do the following: - Go to the Discover tab in OER Commons - Choose a resource that meets the needs of your content - Start small! Choose the SLIDE component that you believe will be the easiest to consistently incorporate into your resources and give it a try! - If you still aren't sure and want to practice, check out the Try It Youself section from the The National Center on Accessible Educational Materials website - Now add the resource to the subfolder that says resources! Discussion Please follow the link to the discussion and share your thoughts with others! Continue the Learning There are so many great resources available to learn about accessibility. Please continue your learning by checking out some other groups in OER Commons: Also make sure you check out The National Center on Accessible Educational Materials: Coordinating K-12 Systems	oercommons	2025-03-18T00:36:35.756825	Tracy Rains	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101546/overview", "title": "What is Accessibility?", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/113839/overview	Lesson-Plan My Family Lesson-Plan for grade 3 Overview Lesson-Plan for grade 3 My Family Module 7: My Family Teacher: Nitiphum pongwiset Level: Grade 3 Topic: Family’s members Food and Drinks Module 8: Food and drinks Teacher: Nitiphum Pongwiset Level: Grade 3 Topic: Food and drinks	oercommons	2025-03-18T00:36:35.774516	03/05/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113839/overview", "title": "Lesson-Plan for grade 3", "author": "Nitiphum Pongwiset" }
https://oercommons.org/courseware/lesson/77871/overview	High Yield Routines Overview Strategies for Math Introduction Today, we will be exploring strategies from McCoy, Barnett, and Combs (2013) High Yield Routines, Grades K-8. Guess My Rule The Routine: A set of number pairs or an operational rule is presented to students. Students analyze the number pairs to determine the “rule” or relationship between the numbers, or students consider the rule and determine pairs of “in” and “out” numbers that demonstrate it. Extensions: Students can apply a rule to a given set of “input” numbers or undo the rule given “output” numbers to find the input numbers. Students can create their own rule or set of number pairs and have a classmate determine number pairs or the relationship between the numbers. The teacher can specify what types of operations and numbers can be used. Multistep rules could also be used as a challenge. Mathematical Content and Competencies: • - demonstration of number sense, what numbers mean - relationships between numbers - looking for generalizations, functional relationships - algebraic thinking - flexibility and fluency with numbers - operational skills and concepts - representing quantity - use of models - apply mental math strategies - communicate mathematical ideas - connect mathematical concepts to each other and to the world Alike and Different Compare and Contrast Processes, Number, Fractions, Percentages, etc. The Routine: A set of two or more objects (numbers, shapes, etc.) is presented to students. Students consider, discuss and share the similarities and differences between the objects. Extensions: Place restrictions on how students need to represent the similarities and differences (a Venn diagram or other graphic organizer, using images, etc.), the number of similarities or differences that must be found, or the terms that must be used to describe the ways the objects are alike and different. Mathematical Content and Competencies: - comparative thinking - demonstration of number sense, what numbers mean - flexibility and fluency with numbers - finding relationships among mathematical objects and concepts - use of models • communicate mathematical ideas - connect mathematical concepts to each other and to the world - reasoning, critical thinking and problem-solving skills - constructing logical arguments How Do You Know? The Routine: An open-ended question is presented to students. Students think about the question and discuss their responses with a classmate or small group. Students must explain and defend their answers. Extensions: Teachers can have questions of a variety of levels to differentiate the activity for different students throughout the classroom. Teachers can specify what must be used in a response, for example, key terms, diagrams, operations, etc. Teachers can have students write an answer for a specific audience. Students can write their own questions for each other. Mathematical Content and Competencies: • - communicate mathematical ideas - connect mathematical concepts to each other and to the world - reasoning, explaining and building a strong answer - introduction to conjecture and proof - demonstration of number sense, what numbers mean - flexibility and fluency with numbers - use of models - apply mental math strategies Number Lines The Routine: A number line that is strategically marked with values is presented to students. Students are asked to locate a value on the number line or determine the value of a marked location on the number line. Students explain or show their thinking (how they know that is the location of the value or that it is the value of the marked position). Students can explain themselves in words or by annotating the number line. Extensions: The number of values to be determined can be changed depending on the level of the students. The number line can have fewer marked values, have different ranges of values (positive, negative, fractional, etc.). This routine can also be used for rounding. Mathematical Content and Competencies: - demonstration of number sense, what numbers mean - flexibility and fluency with numbers - composition and decomposition of numbers - parts-whole relationships - place value concepts - representing quantity and magnitude - use of models - apply mental math strategies - develop algebraic thinking - communicate mathematical ideas - reasoning, critical thinking and problem-solving skills - constructing logical arguments Quick Images The Routine: An image is presented to the students for a short period of time (two-three seconds). This image can include a display of dots, geometric figures, base-ten blocks, or other materials. Students recreate what they saw by building, drawing or describing it. Students explain their own view of the image or model, including how they saw it or what it reminded them of. Extensions: The teacher can change for how long the image is shown, how many times it is shown and the difficulty of the image. Students also enjoy creating images or constructions for their classmates to represent. Mathematical Content and Competencies: - composition and decomposition of numbers - parts-whole relationships - representing quantity - use of models - visual-spatial relationships - positionality and transformational geometry - apply spatial strategies such as subitizing - communicate mathematical ideas - connect mathematical concepts to each other and to the world Mystery Number The Routine: A set of clues is presented to students for a strategically chosen “mystery number.” Students discuss what each clue tells them about the mystery number, what some possible numbers may be, and what numbers it cannot be. Students use the clues to solve the mystery. Extensions: Students can think of their own mystery number and create a set of clues for it. The teacher can set requirements for the clues. For example, the teacher can specify the type of mystery number, the number of clues, and the terms or operations that need to be used in the clues. Students solve each others’ mystery numbers. Mathematical Content and Competencies: - demonstration of number sense, what numbers mean - flexibility and fluency with numbers • composition and decomposition of numbers - parts-whole relationships - place value concepts - operational skills and concepts - apply mental math strategies - communicate mathematical ideas - connect mathematical concepts to each other and to the world - reasoning, critical thinking and problem-solving skills - constructing logical arguments Today's Number The Routine: An intentionally selected “number of the day” is presented to students. Students create a variety of representations for the number. Students share and discuss their representations. Extensions: Instead of being given a number, students think of their own number individually, in pairs, in small groups, or as a larger group. Students work with their own number or trade numbers with another person or group and create, share and discuss representations of it. Add enabling constraints depending on focus at the time. Mathematical Content and Competencies: - demonstration of number sense, what numbers mean - flexibility and fluency with numbers - composition and decomposition of numbers - parts-whole relationships - place value concepts - operational skills and concepts - equivalent expressions - representing quantity - use of models - apply mental math strategies - communicate mathematical ideas - connect mathematical concepts to each other and to the world Reflection Complete this Google Form as a reflection of today's learning. Please reach out to one of the instructional coaches if you would like one of them to model the routines in your classroom, want to brainstorm any ideas, or want assistance in monitoring student progress.	oercommons	2025-03-18T00:36:35.800369	Amanda Keller	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77871/overview", "title": "High Yield Routines", "author": "Jami Daniel" }
https://oercommons.org/courseware/lesson/104184/overview	How Open Educational Resources Can Support Digital Equity in Your State Overview On Thursday, January 26, 2023, #GoOpen held a public webinar titled, “How Open Educational Resources Can Support Digital Equity in Your State”. The session dove into the benefits of OER for digital equity, including hearing the perspective of a state that has invested in OER to promote equity. Featuring Connecticut education leader Doug Casey, the session provided specific examples of how participants might take action in their states to craft Digital Equity Plans that can leverage OER to support equity and capitalize on improved digital infrastructure. Webinar Resources On January 26, 2023, the #GoOpen National Network hosted the professional learning webinar titled "How Open Educational Resources Can Support Digital Equity in Your State," featuring: - Amee Godwin, Senior Advisor, ISKME - Reg Leichty, Founder and Partner, Foresight Law + Policy - Doug Casey, Executive Director, Connecticut Commission for Educational Technology Links to the slides and recording of the webinar are below: And, you can access the OER and Digital Equity Policy Action resources from the session at the links below, as well as find them in the GoOpen Network Members group:	oercommons	2025-03-18T00:36:35.814720	Rebecca Henderson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104184/overview", "title": "How Open Educational Resources Can Support Digital Equity in Your State", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/72641/overview	Graduation: A Team Effort (GATE) - Equity Webinars Overview The Washington Office of Superintendent of Public Instruction hosts Graduation: A Team Effort (GATE) Equity webinars that help growth minded educators and education advocates to learn from Washington districts who are closing opportunity gaps. Watch archived sessions on OSPI's YouTube playlist. Graduation: A Team Effort (GATE) Equity Webinars These webinars help growth minded educators and education advocates learn from Washington districts who are closing opportunity gaps. Using Washington Office of Superintendent of Public Instruction (OSPI) data and experience from the field, GATE Equity webinars reveal the systems that drive success, an equity focus, and the key strategies that are getting students to graduation. View GATE Equity Playlist on the OSPI YouTube channel. Past webinars include topics such as: - Attendance and Engagement - Washington's SEL Standards Benchmarks - Supporting Students with Disabilities - Language Learners - High School and Beyond Planning One example is included below: Visit the OSPI GATE Equity Webinar Series page for additional information, including viewing the upcoming webinar schedule and downloading archived slide decks. Cover image by Shahid Abdullah from Pixabay Original written content by OSPI is available under a Creative Commons Attribution License. Videos are available for viewing under the YouTube standard license.	oercommons	2025-03-18T00:36:35.834232	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72641/overview", "title": "Graduation: A Team Effort (GATE) - Equity Webinars", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/70933/overview	Education Standards Bug Biodiversity Lab Notebook Entry Bug Biodiversity Lab Rubric Bug Biodiversity- Student Pre-Work and Experiment Set-Up Bug Biodiversity Lab: Sampling Ground Invertebrates Overview Students will utilize previously gained knowledge about the impact of land management practices on ecosystems to design, conduct and analyze an experiment to measure biodiversity and/or invertebrate ecosystem role in a field community. They will identify ecosystems that have been heavily and lightly impacted by human activities and make predictions about biodiversity in the area. They will then test and analyze the information gathered and apply what this means about the biodiversity in these ecosystems and the implications this may have on the region. Lesson Title: Bug Biodiversity - Sampling Ground Invertebrates Course: Environmental and Natural Resources Lesson Topic: The Impact of Land Use on Ecological Biodiversity Lesson Description: Students will utilize previously gained knowledge about the impact of land management practices on ecosystems to design, conduct and analyze an experiment to measure biodiversity and/or invertebrate ecosystem role in a field community. They will identify ecosystems that have been heavily and lightly impacted by human activities and make predictions about biodiversity in the area. They will then test and analyze the information gathered and apply what this means about the biodiversity in these ecosystems and the implications this may have on the region. Learning Goals/Outcomes - Students will be able to: - Design, conduct and analyze an experiment to measure biodiversity and/or invertebrate ecosystem role in a field community. - Describe the role of insects and other invertebrates in a field ecosystem. - Explain how land management practices (tilling, fertilization, etc) and different plants (prairie, grass, etc) have an effect on invertebrate activity levels and biodiversity. Nebraska Standards: AFNR.HS.3.3.a Identify the components that comprise ecosystems. AFNR.HS.3.2.e Associate farming (management) methods with different environmental conditions. AFNR.HS.CR.5.a Research, examine and discuss issues and trends that impact AFNR systems on local, state, national and global levels Technology Use: Minimal Lesson Activities Activity #1 - Bell Ringer - Time Required for Activity: 5-10 Minutes Watch the video on biodiversity on Edpuzzle. Answer the questions as they are presented. Other: Materials/Resources needed: Edpuzzle video on biodiversity - https://edpuzzle.com/media/5f285d5d61744a3f1ce0010a Activity #2 - Anticipatory Set - Time Required for Activity: 10 Minutes Discuss Objectives. Students read through Essential Questions. Read through essential questions; record answers to 1 in your lab notebook. (#2-3 will be answered later in the lab.) Essential Questions: - What roles do insects play in an ecosystem? What might you expect to see in an imbalanced ecosystem? - What land management practices are occurring on the sites you have chosen to observe? - How might specific practices impact the areas? Activity #3 - The Lab: Exploration Time Required: 50 Minutes in class (You will need to allow two days to two weeks to analyze data) Materials - Copies of Worksheets and Lab Notebook Rubric for each student • Spade, post-hole digger, or small shovel (one per group) • Small plastic cups or pint jars for pitfall traps • One gallon soapy water (1 tbsp unscented dishwashing soap/gallon) • Board to cover each trap/ fist sized rocks (optional) • Strainer or cheesecloth (one per group) • Marker flags. Put students in groups of 3-4. Follow lab description General notes on procedure: Pitfall traps can be left in the field for two days to two weeks. For short sampling periods, soapy water is an adequate capture solution. If rain is expected, the traps can be covered with a board – a square piece of wood, plastic, or metal that is propped up with rocks or wood chips over the cup so that they allow insects to pass underneath but do not allow rain to fall in. --------------------------------------------------------------------------------------------------- Print the attached worksheet for student lab notebooks: See "Student Pre-Work and Experiment Set-Up". Complete the pre-work worksheet and follow the directions to set-up the experiment. Activity #4 - Activity: Assess the Data Time Required for Activity: 15-20 Minutes Collect the traps and use the "Assess the Data" worksheet to complete the lab experiment. Activity #5 - Product or assessment: Time Required for Activity: 20-25 Minutes Students: please complete the Bug Biodiversity Lab Notebook Worksheet and submit for a grade. Please consult the Rubric to ensure that you are meeting the requirements of a high quality submission. Summary of Assessments Formative Assessments: - Teacher-made Test: The lesson begins with a formative assessment on biodiversity through the use of edpuzzle. This should be used to confirm that students understand the importance of biodiversity. This prior understanding is foundational to this hands-on activity. - Interactive Discussion: The use of the essential questions begin as a formative assessment. The instructor or student peers should read over student answers and confirm or adjust areas of confusion. - Projects: The instructor will use the “Student Pre-Work and Experiment Set-Up” worksheet to further assess student understanding. The sites which students choose will show whether or not they are taking land use into consideration. - Observations: The “Assess the Data” worksheet helps students process and evaluate the results of their experiment. Summative Assessment - Journals: Students will use the Student Pre-Work and Experiment Set-Up and Assess the Data worksheet to complete the Lab Notebook (journal) Entry. - See attached resources Enrichment: After the specimens are collected, students can report on the life cycle of specific invertebrates, their role in an ecosystem and how they are impacted or how they impact an imbalanced ecosystem. Identify any indicator species.	oercommons	2025-03-18T00:36:35.863750	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70933/overview", "title": "Bug Biodiversity Lab: Sampling Ground Invertebrates", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/111131/overview	Resource Template Overview As one of the most practical resources amongst teachers, lesson plans are often shared to compare unit progression, activities and other planning techniques in FSL education. Lesson plans are so valuable because of the trial and error teachers go through to improve them. Giving back to the greater community helps continue the cycle of improvement and experimentation that is second-language instruction; contributing your own lesson plans will help encourage fellow FSL teachers to do the same. Lesson Plan Template Lesson Plan Template Who is making FSL lesson plans? - Teachers who want to communicate best practices and planning techniques Who is likely to read them? - Teachers who want to their improve lesson planning and find new ideas - Researchers interested in best practices of teachers What features are essential to my lesson plan? - Class information (e.g.: grade, subject, lesson number, time and date, materials) - Learning expectations (overall + specific to curriculum, background knowledge, goals) - Formations and allotted time (for each activity / lesson section) - Accommodations or modifications (for students with IEP or specific preferences) - Next steps (e.g.: follow-up lesson, homework, take-home test, etc.) What else could I add to my lesson plan? - Possible obstacles or questions (with potential solutions or answers) - Sub-headers for types of activities / lesson sections (e.g.: Think + Pair + Share, Minds-on + The Action + Consolidation) - Specification of types of assessment (i.e.: teacher observation, peer feedback, etc.) - Specification of SEL skills (e.g.: problem solving, connecting, communication, etc.) - Guiding questions for each activity (e.g.: Can we make…? How do you know…?) - Differentiation through challenges (i.e.: more difficult variations for more avid students) What questions might arise while creating my lesson plan? - How do you accommodate students with IEPs? - How have you structured your long range plan? - Is the lesson plan easily usable for substitute teachers? What are some great examples of FSL lesson plans? - Améliorons ensemble les compétences des élèves en français langue seconde en s’inspirant du CECR (Transforming FSL) https://transformingfsl.ca/wp-content/uploads/2015/12/CSC697_Professional-Activities-Handbook.pdf - Financial Literacy: Credit Card Lesson Plan (Ontario Teachers Federation) - Sample Year Plans with Supporting Authorized Resources: Grade 4, Grade 5 and Grade 6 (Education Alberta) https://education.alberta.ca/media/384898/gr4_6_sampleyearplans.pdf	oercommons	2025-03-18T00:36:35.880287	12/14/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/111131/overview", "title": "Resource Template", "author": "Connor Boyd" }
https://oercommons.org/courseware/lesson/90367/overview	Occupation mini game Read aloud of the book Different Jobs Overview This is a resource for studetns to use during class while trying to learn about different "outfits" that are used for different jobs. Different gear used for different jobs In todays lesson studetns will listen to a read aloud of the book "Closeline Clues to Jobs People Do" by Kathryn Heling. In the book studetns look at different outfits that are shown and try to guess what job each person does. They are then shown who the character is and told what job that they do. After the lesson studetns will go to their tables or drama play area and either do dramatic play by putting on different outfits and acting out their job, or they also have a character and can add different outfits to him depending on what job he/she does.	oercommons	2025-03-18T00:36:35.898639	02/24/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90367/overview", "title": "Different Jobs", "author": "carlen figueroa" }
https://oercommons.org/courseware/lesson/83399/overview	Education Standards Storyboard Past Simple Tense Overview Storyboard - Past Simple Tenses - Regular and Irregular verbs JENNILYN Storyboard JENNILYN Storyboard	oercommons	2025-03-18T00:36:35.920711	07/11/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83399/overview", "title": "Past Simple Tense", "author": "JENNILYN ASIONG" }
https://oercommons.org/courseware/lesson/104747/overview	FINAL WORK-LESSON PLAN Overview This lesson gives suggestions related to the protection of the environment. The content is appropriate for secondary school students and adults. The lesson plan includes a handout and a presentation and some web 2 tools such as padlet,wordwall,mentimeter,Canva,answergarden. The Climate Action Challenge Environmental Literacy Lesson Plan This lesson gives suggestions related to the protection of the environment.The content is appropriate for secondary school students and adults. The lesson plan includes a handout and a presentation and some web 2 tools such as padlet,wordwall,mentimeter,Canva,answergarden.	oercommons	2025-03-18T00:36:35.938911	Technology	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104747/overview", "title": "FINAL WORK-LESSON PLAN", "author": "Literature" }
https://oercommons.org/courseware/lesson/83497/overview	Education Standards Serial Dilutions Overview Students will be completing a serial dilution to gain a grasp of the parts per billion nanotechnology concepts. Standards N.O.S Apply standard techniques in laboratory investigations to measure physical quantities in appropriate units and convert quantities to other units as necessary Learning Objectives Students will be able to perform an experiment using safety procedures Students will investigate what the nano-scale Students will describe the importance of keeping track of records Materials White paper 1 ml dropper Food coloring 200 ml of water Rinse cup of water 9 small cups or beakers 1 ml of mouthwash (not to be distributed until the extended section) o Note: any other aromatic scent is fine as well (Vanilla, mint, essential oils) 2 graduated cylinders (10ml) Student sheet (One in a billion) Procedure 1. Begin the activity by asking students, which number is larger one billion or one million? Then ask, which quantity is bigger: one part per million or one part per billion? Students may respond that one part per billion is larger because they know that one billion is larger. Some students may understand that one part per billion is smaller than one part per million, however, they may not have an accurate conception of the actual size of one part per billion 2. Ask students Would you prefer to have a concentration of a toxic substance in your drinking water at one part per billion or one part per million. Please explain why. Listen to their responses to get an understanding of their prior knowledge. 3. Ask students to give you some example of things that could represent one billion. They may give examples they learned from the “That’s Huge!” activity, such as, “It would take one billion grains of salt to fill a bathtub.” Write responses on the board. 4. Once you have written down five to six examples of one billion, draw a line beside it to make a two-column chart and write One-billionth a the top of the new column. Tell the students: Many people have a difficult time understanding very large numbers and very small number. In the last activity you learned about very large numbers, numbers in the billions. Today we are going to travel the opposite end of the spectrum and learn about very, very small numbers. After the activity we will complete our chart by filling in examples of one billionth. 5. If students do not already have an understanding of fractions and percents go over “part per” and percents in the teacher background information with them. Credits This learning module was created by Bridgette Drake, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:36:35.963393	07/13/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83497/overview", "title": "Serial Dilutions", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/89208/overview	Education Standards ‘New Day's Lyric’ by Amanda Gorman Rubric for Imagery Poem (1) It's a New Day Overview This is a poetry lesson that centers around Amanda Gorman's poem, New Day's Lyric. She published this poem near the end of 2021 (Covid-19). Filled with hope and gratitude, the poem is ideal for introducing the use of imagery as well as other poetic elements. It's an amazing poetic piece that ushers students into jumpstarting reflections through poetry. Expect writers to creatively ignite positive vibes that will disseminate throughout the classroom and beyond. What a great way to begin the new year! Although the focus for this lesson is imagery, a variety of standards can be addressed using this poem. Feel free to make adjustments. Lesson Plan 1. Activate Prior Knowledge: Ask students to share their New Year's Eve family traditions. For example, some may travel to a special place, partake in a traditional meal, or stay home and watch the ball drop in New York City at midnight. Students can also do this in their physical journals, via Padlet, or Google Jamboard. 2. Vocabulary: Introduce the term resolution. Confirm that students understand a resolution is a firm decision to do or not do something. 3. Introduction of Concept: Introduce the use of imagery in poetry using the Imagery video created by Red Room Poetry. Be sure to reiterate how and why a poet uses this poetic element. 4. Text: Next, distribute Amanda Gorman's poem, New Day's Lyric, or share the video using this link ( New Day's Lyric ) so that students have digital access. Provide background information about the young poet laureate. Information can be found on her website, Amanda Gorman. 5. Guided Practice: After listening to the poet as she recites her poem, read it aloud to students. This time, invite students to underline or highlight the poet's use of imagery. Students can also post their findings on sticky notes (physical notes or Google). Check for understanding at this point. 6. Collaborative Discussion: Discuss the findings using Think-Pair-Share or some other collaborative activity. Use this opportunity to also dig deeper. Be sure to address tone, theme, mood, etc. if they have already been taught. 7. Next, introduce this writing activity: A. Students will write their own poems reflecting on their feelings about the passing year and expectations for the new year. The poem must include imagery throughout (like Gorman's poem) and express a similar theme/tone. B. Via Flipgrid, students will share their poems. 8. To encourage interaction, instruct students to view at least three Flipgrid videos and include the following in the comments section: a compliment, a comment, and a question. Assessment: * Use the rubrics for the imagery poem and the Flipgrid video below to assess students.	oercommons	2025-03-18T00:36:36.005318	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89208/overview", "title": "It's a New Day", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/113826/overview	How to Teach The Present Perfect Simple Tense - ESL Lesson Plan Overview Before teaching this lesson, it is expected that you have a good understanding of what the present perfect simple tense is. You should know that it is used to describe events that took place in the past, which have a result now (in the present). I recommend that you review the lesson plan before teaching it so that you have a firm understanding of the concepts and activities it includes. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class This lesson plan should be used with English learners at an intermediate level. Before starting this lesson students should have a strong understanding of how to use the past simple tense. They should also have a basic understanding of how to use question words. Off2Class offers lessons that cover these topics, just download a free account to find out more. https://www.off2class.com/lesson-plan-downloads/how-to-teach-the-present-perfect-simple-tense/ This lesson plan students must know the structure of Present Perfect simple and know how to change the verb in to Past Participle	oercommons	2025-03-18T00:36:36.024843	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113826/overview", "title": "How to Teach The Present Perfect Simple Tense - ESL Lesson Plan", "author": "Speaking and Listening" }
https://oercommons.org/courseware/lesson/18625/overview	Appendix E: Progressions Within the NGSS Appendix F: NGSS Practices Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Chapter 11: NRC Framework Developing and Using Models - A Snippet from the NRC Framework Google Map Instructions Matrix of NGSS Crosscutting Concepts Our Community Map Reasoning Triangle Science Flowchart (Dynamic) Science Flowchart (Static) Survey #1: Why Teach Science? Survey #2 Survey 3 Survey 4A Survey 4B Survey 5 Survey #6 Survey #7 Tool for generating Anchoring Phenomena Oregon Science Project Hybrid NGSS Module #1: Phenomena & Equity (Joan Swafford) Overview The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Why Teach Science? Why Teach Science? "A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research: - that science learning involves the integration of knowing and doing - that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts - that science learning is best supported when learning experiences are designed to build and revise understanding over time" - Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) Estimated time: 15-20 minutes Components: small group discussion, survey response to statements about teaching science Here is a link to the results in case you want to look back in your own response again. Group Instructions (Each person submits their own survey) Every Participant: Open "Survey #1" Reading for Understanding - Discussing the statements: - Starting with the statement at the top left and going down one by one: - One person reads the statement out loud - Each person shares their thoughts about why the statement is important Reading to Rank - Ranking the statements: - Each person shares which statement is the most important to them and why - All members of the group can question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind. - As you discuss your rankings, each participants completes their own survey with their own answers and hits submit. Discussing the results - Once you have all submitted and see the collective results of those who completed it before you: share surprises or wonderings you have about how your individual and group ranking compares to the collective responses Open Survey #1 Rank the five different reasons listed that argue for why we should teach science K-12. Once you have completed this survey you will see all of the other participants' responses who have completed it before you. Why Teach Science in Our Community? Why Teach Science in Our Community? "In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms Approximate time: 10-15 minutes Components: Google Map activity Every Participant Open: "Our Community Map" - Create an red marker - Place yourself on the Google Map Include the following information in the description accompanying your marker: - First Name - Last Name - Picture of yourself (that you like - could even be of you and your students) - Grade(s) you teach - School - District - Role (i.e. teacher, PD provider, or coach) - Institution - One reason that a high quality science education for ALL students is important for your community If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video. How Science Works How Science Works "Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School Approximate time: 25-30 minutes Components: video, small group discussions, survey response Group Instructions Video One participant shares their screen choosing the option to show their internet browser. Scroll down to the video below so that all participants can watch the video below together. Before your start, be sure to prepare to listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence One participant opens "Science Flowchart (Dynamic)" and shares their screen so that everyone can see. - The person sharing their screen slowly mouses over the different parts of the flowchart. - The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres. - Once you have done that, stop screen sharing and gather together again. Each participant opens "Appendix F: NGSS Practices" - It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion. - As a group, discuss where each practice could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap. Each participant opens "Matrix of NGSS Crosscutting Concepts" - As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap. Each participant opens "Survey" on their own device - In your group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works. - Include material from the video (quotes, ideas, stories, claims, etc.) in your responses. - Each participant completes and submits their own survey. Watch the video below at least once and listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence Open "Task 3 Survey" and respond to the prompts about the process of science as explored in this video. In your responses be sure to include: - Material from the video (quotes, ideas, stories, claims, etc.) - Language from the Science Flowchart - Open up "NGSS Practices" to help you compare and contrast professional science and classroom science. - Open up "Matrix of Crosscutting Concepts" to help you compare and contrast professional science and classroom science. - Submit your survey Science as Process Science as Process "Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments." Approximate time: 20-25 minutes Components: reading, small group discussion, survey response Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning. As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS. Each participant open "Appendix A: Conceptual Shifts in the NGSS" - Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements on the list that they would like to explore further. (i.e. shift #2 and shift #5) - One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts. - Each participant then silently reads the text below each of your chosen shifts statements. Each participant opens "Survey 3" on their own device - Each participant fills out the survey based upon what they shared with the group. - As a group, discuss each of the specific group prompts on the survey before each of you complete your survey. Discussing the results - Once you submit your individual responses, select the link to see all previous responses. - Read the collective responses and share surprises or wonderings you have about how your individual and group ranking compares to the collective responses. - Share ideas about resources you could seek out to find out more. Open "Survey #3" and respond to the prompts about the NGSS shifts you chose to read about. The Process of Science in the Classroom The Process of Science in the Classroom "...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response Group Instructions One participant shares their screen and everyone watches the video below. The group actively listens for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, stop screen sharing and gather together as a group to engage in discussion. Each member of the group silently reads the brief statements below. Each participant opens "Appendix E: Progressions within NGSS" - Read the first page. - On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision. - Discuss with your what you think the difference between a phenomena and an NGSS Disciplinary Core Idea. What are some key differences? - Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomena that relates to that core idea. Share your idea with the group. One participant opens the "Reasoning Triangle" and shares their screen. - As a group, discuss the three parts of the tool and the role you see them playing the science classroom. - Each person shares an example of when you have started an activity, exploration, or unit with a question. - Each person shares an example of when you have started with a phenomenon. - How do you think this tool changes your approach or thinking about phenomena, questions, and modeling? - Stop screen sharing One person in the group open Survey #4A and shares the screen so all participants can see and answer as a group and submit one survey. - As a group, select if you think the statement is a phenomena or NGSS Disciplinary Core Idea. - If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas. - Once you submit your group submits your response, select the link to see all previous responses. - Does your group agree or disagree with the previous responses? - Find a response that is different than your group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's? - If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed and you'd like to rethink it! Repeat for survey 4B and rotate the responsibility to share the screen during your discussion. Making Thinking Visible through Productive Discourse in the NGSS Classroom Making Thinking Visible "Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework" As a group: decide which two-part video set you will watch (choose elementary or high school). Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS One person opens "Survey #5" and leads the group in filling out one survey. Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling. Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom "..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity Approximate time: 20-30 minutes Components: reading, survey response Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online. Every member of the group picks and chooses different parts of the chapter that they are interested in reading and find relevant for their practice or their context. As you read: - Find three things you have learned (keep reading and exploring the text until you find three things new to you) - Look for two things you found very interesting and would like to discuss with your group. - Come up with one question you have about equity in the NGSS classroom. Each participant opens Survey #6. As a small group each participant shares their responses as the group goes through each prompt. Once you hit submit, choose to see the previous responses and, as a group, discuss how they were similar or different than your own responses. One person shares their screen and the group watches the video below. As Oregon Science Teachers, you are advocates for science. It's important that all secondary teachers get a glimpse of what NGSS can look like in the elementary classroom. Science in elementary is a large equity issue in Oregon where we are 50th in the nation for time spent teaching science K-5. In your group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students. Each participant opens Survey #7 and reflects on the prompt in a small group discussion, and then submits their own response. Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.	oercommons	2025-03-18T00:36:36.083591	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/18625/overview", "title": "Oregon Science Project Hybrid NGSS Module #1: Phenomena & Equity (Joan Swafford)", "author": "Joan Swafford" }
https://oercommons.org/courseware/lesson/19182/overview	Oregon Science Project Hybrid Module #2 - Talk & Equity Topic: What does Science Talk Look Like? Individual & Group Tasks Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students What Does Science Talk in the Classroom Look Like? Individual Work c Module #2 Components: Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Tips for Success: Print Survey #3 or open on a different device. Do not sumbit the survey. Take notes and be prepared to share in a small group on January 10th. On Your Own: Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School. Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) Secondary Discourse Primer (read pages 5-14 paying attention to "discourse moves") There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3.	oercommons	2025-03-18T00:36:36.108054	Nicole Duncan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/19182/overview", "title": "Oregon Science Project Hybrid Module #2 - Talk & Equity Topic: What does Science Talk Look Like? Individual & Group Tasks", "author": "Module" }
https://oercommons.org/courseware/lesson/20124/overview	Middle School NGSS4Oregon OSP Module #2 - Talk & Equity Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students Why Is Science Talk Important? Individual Work C Module #2 Components: Task #1 - Why is Science Talk Important? Individual Work Task #2 - Why is Science Talk Important? Group Reflection and Discussion Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work Task #6 - How Do We Increase Science Talk? How Do We Show Others? Group Reflection and Discussion On Your Own: Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2 Questions driving our work together in this module: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that it is the teacher's framing of the classroom that is essentail for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public. "I can do science." "I want to do science." "I belong." Please click on the resources below that best relate to your practice and interests. As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. You will need to use these resources to complete Survey #1 at the end of this task below. Once you have completed that survey, you can proceed to Task #2. Primary Resources to Complete this Task Upper Elementary Resources to Complete this Task Secondary Resources to Complete this Task Survey #1 - complete after engaging with relevant resources Why is Science Talk Important? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Survey #2 Why is Science Talk Important? Group Reflection and Discussion What Does Science Talk in the Classroom Look Like? Individual Work c On Your Own: Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School. Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) Secondary Discourse Primer (read pages 5-14 paying attention to "discourse moves") There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3. Survey #3 Group Reflection and Individual Survey How Do We Increase Student Science Talk? How Do We Show Others? Individual Work c On Your Own: Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS. Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation. Please complete this task analysis survey below on your own by imagining a hypothetical group of students. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. Please read the first pages of a relevant grade and/or core idea storyline below in preparation to think about a relevant task to create and analyze that could provide opportunities for productive participation by students by engaging them in NGSS practices. Remember, the task should be very small requiring only 10-20 minutes of work by students. Any larger grain size of task and the task analysis is no longer a useful tool. We are having you use the storyline as a tool because it covers the core ideas of your grade(s) and lets us connect to our ideas of hands-on explorations. You are also welcome to go further into the documents and work from a performance expectation, but the task for this must be at a very small grain size in comparison to the gigantic performance expectations. You will be crafting the task with the support of your small group in Task #5. NGSS Storylines How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion c In a Small Group: Components: Two surveys to drive reflection and creation. Collaboratively complete Survey #4. Utilizing your experience learning more about framing, productive partcipation norms, and task analysis please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and you will be able to see others' tasks as well. Survey #4: Collaborative Survey for Task Creation Here is an image of the 3 dimensions to quickly reference as you create your tasks. Collaboratively complete Survey #5. Each person will have the group analyze their newly created task and then each person submits their survey for their task only. Directions on survey. Survey #5: Collaborative Survey for Analysis of Your Tasks Once everyone has completed the surveys and the discussion has wrapped up: Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.	oercommons	2025-03-18T00:36:36.134291	01/17/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20124/overview", "title": "Middle School NGSS4Oregon OSP Module #2 - Talk & Equity", "author": "Lisa Jacobs" }
https://oercommons.org/courseware/lesson/16071/overview	K-5 Storylines by Topic Primary Resource #1: Kindergarten Reasoning and Questioning Strategies (video) Primary Resource #2: Second Grade Rocks discussion (video) Primary Resource #3: Handling Children's Questions (chapter) Sample Task Analysis Survey 1 (complete after engaging with resources) Survey 2 Survey 3 Survey 4 Survey 5 Upper Elementary Resource: Why is Talk Important? (video set) Lane Science Project Hybrid NGSS Module #2 - Talk & Equity Overview The Lane Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students Why Is Science Talk Important? Individual Work C Module #2 Components: Task #1 - Why is Science Talk Important? Individual Work Task #2 - Why is Science Talk Important? Group Reflection and Discussion Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work Task #6 - How Do We Increase Science Talk? How Do We Show Others? Group Reflection and Discussion On Your Own: Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2 Questions driving our work together in this module: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that the teacher's framing of the classroom is essential for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public. "I can do science." "I want to do science." "I belong." Use the resources below that best relate to your practice and interests (choose either the set of three "primary" resources or "upper elementary" resource -- or you may look at all of them if you have time). As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. After reviewing one of the resource sets, complete Survey #1 below. You will use your responses from Task 1 to aid in the group discussion of Task 2. Additional information and context: Primary Resource #1 is a video of Kindergarten students talking about where the water went after it is dropped onto their wood. This is one of the teachers' first times teaching science and it is the first time she tried out some science talk moves. Her class is a K/1 community where all students are hard of hearing and have other special needs as well. Primary Resource #2 is a short video of a 2nd grader reading their notebook entry, a result of a lesson where students explored different types of rocks for the first time. This teacher traditionally teaches science in a lecture format and this was his first year trying out notebooks. The notebooks helped students prepare their ideas and questions to share with others. Primary Resource #3 is a chapter from W. Harlen, The Teaching of Science in Primary Schools (1996). The Upper Elementary resource is a set of videos capturing classroom discussions. The link opens up to the introductory video. Use the links to the left of the video to watch the remaining 7 videos in the series (around 25 minutes total). Survey #1 - complete after engaging with relevant resources Why is Science Talk Important? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. In our large group meeting in February, we will review your small group discussion responses and examine any significant differences. What Does Science Talk in the Classroom Look Like? Individual Work c On Your Own: Components: Grade-appropriate video examples and resources Relevance: Choose between primary and upper elementary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." -- Taking Science to School: Learning and Teaching Science in Grades K-8 (2007) Questions from prior work will continue to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3. In our large group meeting in February, we will review your small group discussion responses and examine any significant differences. How Do We Increase Student Science Talk? How Do We Show Others? Individual Work c On Your Own: Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." -- Resources, Framing, and Transfer 1) Please read this short blog post linked in the image below comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding as envisioned by the NGSS. 2) Look at the "Sample Norms and Expectations" below and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation. 3) Please complete the Sample Task Analysis below on your own by imagining a hypothetical group of students. Consider students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. 4) The "storyline" documents below contain narrative paragraphs for each grade level K-5 describing the progress in science topics and DCIs in that grade level. The narratives (which are identical in both documents) are followed by performance expectations, organized by either topic or DCI. Please read the narrative and skim the performance expectations for the grade level most relevant to you. The goal of this exercise is to set the stage for your group assignment: to create and analyze a relevant task that could provide opportunities for productive student participation by engaging them in NGSS practices. The task should be very small, requiring only 10-20 minutes of work by students. Any larger, and the task analysis is no longer a useful tool. Using the NGSS storylines as a tool covers the core ideas of your grade(s) and lets us connect to our ideas of hands-on explorations. You are also welcome to go further into the documents and work from a performance expectation, but the task for this must be small in comparison to the large performance expectations. You will be crafting the task with the support of your small group in Task #6. How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion c In a Small Group: Components: Two surveys to drive reflection and creation. 1) Collaboratively complete Survey #4. Utilizing your new knowledge of framing, productive partcipation norms, and task analysis, please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and discuss your task with your small group members. We will look at all tasks in our large group meeting in February. Here is an image of the 3 dimensions to quickly reference as you create your tasks. 2) Collaboratively complete Survey #5. Each person will have the group analyze their newly created task. Each person submits a survey for their task only. Directions on survey. We will review all of the tasks in our large group meeting in February and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.	oercommons	2025-03-18T00:36:36.175413	Dara Brennan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/16071/overview", "title": "Lane Science Project Hybrid NGSS Module #2 - Talk & Equity", "author": "Nick Spicher" }
https://oercommons.org/courseware/lesson/27467/overview	Natural Disaster Placemat_Alternate Education Framework Nature Informational_Alternate Education Framework Natures Wonders and Woes Unit Plan_Alternate Education Framework Night of the Twister Modified Text_Alternate Education Framework Night of the Twister Storyboard_Alternate Education Framework Wonders and Woes Sort_Alternate Education Framework Grade 4: Natures Wonders and Woes Alternate Education Framework Remix Overview These introductory plans will springboard students into the fictional text, Night of the Twister. This modified text, and informational PowerPoint featuring four natural disasters, was inspired by a real event that happened in Nebraska in 1980. The modified text was created using more simplistic language while keeping the main idea intact. Students will recount events and analyze characteristics that define natural disasters, while answering the overarching unit question: How do natural disasters impact us? This set of lessons is intended to span between 5-10 instructional periods and will also set the stage for specific learning structures and routines. Students will use response strategies to identify how nature can impact us. Through reading and discussion, students will cite key details and make inferences based evidence that support the main idea of portions of the text read. Included are examples of text dependent questions and sample questions to guide instruction. Contained in this plan are day-by-day lessons. Section 1 These introductory plans will springboard students into the fictional text, Night of the Twister. This modified text, and informational PowerPoint featuring four natural disasters, was inspired by a real event that happened in Nebraska in 1980. The modified text was created using more simplistic language while keeping the main idea intact. Students will recount events and analyze characteristics that define natural disasters, while answering the overarching unit question: How do natural disasters impact us? This set of lessons is intended to span between 5-10 instructional periods and will also set the stage for specific learning structures and routines. Students will use response strategies to identify how nature can impact us. Through reading and discussion, students will cite key details and make inferences based evidence that support the main idea of portions of the text read. Included are examples of text dependent questions and sample questions to guide instruction. Contained in this plan are day-by-day lessons.	oercommons	2025-03-18T00:36:36.196783	Lisa Johnson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/27467/overview", "title": "Grade 4: Natures Wonders and Woes Alternate Education Framework Remix", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/93311/overview	Learning About Cavities and Proper Toothbrushing Overview This video reviews cavities and proper toothbrushing techniques, all in a fun interactive educational way that kids enjoy!! Dental Care In the seventeenth century, Anton van Leeuwenhoek was playing around with the microscope he had invented when he saw tiny living things in samples he took from his own teeth. Until then no one really knew that such a tiny form of life existed. Bad breath and dental caries are both caused by bacteria. In most cases, however, they are not related to one another. Can you suggest several possibilities? Need some hints? Take a look at this TED-Ed lesson: What causes bad breath? by Mel Rosenberg. Looking for some awesome tips on oral hygiene as it relates to preventing tooth decay? Start here. Then, take a look at this site and see what you can find out about your own cavities. Do you know the amazing story of the US dentist Dr. Frederick McKay went to work in Colorado Springs who first made the connection between naturally fluoridated water and prevention of tooth decay? Learn all about Dr. McKay by looking at: The story of fluoridation. Brushing your teeth is very important! You should brush at least 2 times a day for 2 minutes and floss at least 1 time a day.Remember to brush your tongue too! Here is a video to review proper toothbrushing: https://youtu.be/vcNAhUqH9U0	oercommons	2025-03-18T00:36:36.215624	06/02/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93311/overview", "title": "Learning About Cavities and Proper Toothbrushing", "author": "Ashley Ramsey" }
https://oercommons.org/courseware/lesson/118510/overview	Education Standards Salmon Life Cycle Activity Overview Students model the life cycle of a salmon by moving from station to station following directions they receive on the station cards. They experience the challenges, both natural and human-caused, that salmon face. Salmon Life Cycle Activity \| Grade \| 3 \| \| Number of Students \| 15-30 \| \| Lesson Duration \| 45-60 min \| \| Location \| Outside area or trail \| Adapted from the Salmon Life Cycle Game by the Campbell Creek Science Center. Retrieved from blm.gov/CCSC Summary Students model the life cycle of a salmon by moving from station to station following directions they receive on the station cards. They experience the challenges, both natural and human-caused, that salmon face. Subject Salmon life cycle and habitat needs / Environmental science / Climate change impacts / Human activity Objectives Students will: - Understand the stages of the salmon life cycle through modeling. - Examine the challenges that salmon face throughout their life cycle. - Explore what salmon need to survive in their varied habitats. - Identify and think critically about positive and negative human impacts on salmon. Materials - Printed game signs (attached) laminated or in sheet protectors (optional to put them on stakes) - Materials to represent things salmon interact with, which could include hula hoops, rope/string, dots, cones, small items for “food” (i.e., tokens, popsicle sticks, or natural materials such as pinecones or rocks), containers to put “food” in, jump ropes, pool noodles, etc. - Optional to use dice for the activity on cards 1, 8, and 14 Background Salmon Life Cycle - Egg – in a freshwater stream, a female salmon lays 2,000-5,000 eggs in a redd, which a male fertilizes. The eggs hatch after about a month. - Alevin – after hatching, the tiny salmon stay near their redd for a couple of months and get their nutrients from their yolk sac. - Fry – the salmon grow bigger and develop parr marks. They emerge from the gravel, traveling further from their redd and eating macroinvertebrates. The five salmon species remain in this stage for different amounts of time. - Smolt – the salmon migrate downstream toward the ocean and spend time in the estuary. Their bodies change to adjust to salt water in a process called smoltification. - Sea-run Adult – the full-grown salmon migrate to the ocean to find food (e.g., fish, shrimp, krill, octopus, and squid) where they spend 18 months to eight years, depending on the species, and can travel thousands of miles. - Spawning Adult – salmon use all their energy to journey back to the stream they hatched into spawn. On average, only two salmon from a redd make it back to spawn. - Death – after spawning, the salmon die, supplying the river habitat with nutrients for the next generation of salmon that will someday return to continue the cycle. Additional resources on the salmon life cycle: The Salmon Life Cycle - Olympic National Park (U.S. National Park Service) (nps.gov) 5 Types of Pacific Salmon Salmon Threats Predators: Salmon have different predators at each stage of their life cycle. - Eggs: Birds and fish - Alevin: Birds and fish - Fry: Racoons, snakes, otters, birds, and fish - Smolt: Racoons, seals, birds, and fish - Sea-run Adults: Whales, dolphins, seals, fish, and sea lions - Spawning Adults: Bears, seals, and birds such as Eagles Water Quality: Poor water quality typically results from human activity throughout the watershed that pollutes waterways. Pollutants and contaminants (such as garbage and chemicals) in the water affect salmon growth, health, and vulnerability as well as their habitat and food sources. Human impacts: - Direct disturbance by walking through streams can damage redds and the eggs in them. - Not picking up dog poop can result in bacteria and pollutants getting into the water and affecting salmon survival. - Polluting through fossil fuel burning (from transportation, housing, industrial and commercial sectors, etc.) resulting in harmful runoff in waterways and causes climate change impacts including extreme water flows from changing rainfall and melting glaciers, ocean acidification, temperature changes, changing vegetation cover, food chain impacts, etc. Additional resources on the impact climate change has on salmon: Pacific Salmon Climate Vulnerability \| NOAA Fisheries - Littering, which clogs waterways and leaches chemicals into the water. - Removing native plants that provide the 3 C’s (see term list definition), protection from predators, large woody debris for resting places, and leaves for macroinvertebrates that salmon fry eat. - Introducing invasive plant species that take over native plants and are harmful to salmon and the environment. Invasive animal species also compete with salmon. - Overfishing resulting in a decline of salmon populations. - Modifying waterways—which affects salmon habitat and food sources— as well as creating migration barriers such as dams, culverts, or narrow river sections that constrict water flow. Positive human impacts - Properly dispose of garbage and animal poop to prevent them from getting into waterways. Additionally, put in natural buffers such as native plants to prevent harmful runoff and keep pets and livestock away from water. - Restoration projects, such as planting native plants, removing invasive species, replacing culverts with bridges, and picking up garbage and dog poop. - Reduce fossil fuel emissions and chemical usage through sustainable choices to keep the air and water clean. Additionally, disposing of chemicals properly (never down storm drains). - Conserve water and energy. - Reduce, reuse, recycle, compost. - Be careful not to disturb wetlands and riparian zones. - Support systematic change to protect salmon, such as policies to reduce fossil fuel emissions and promote sustainable harvests of salmon. - Additional resources on positive human impacts: How to Help - State of Salmon (wa.gov) Terms list (the bolded terms on the signs are defined below for your reference): - Angler – a person who fishes with a fishing rod. - Climate change – long-term changes in climate, weather, and temperature patterns. This occurs naturally and is also driven by human activity (I.e. burning fossil fuels that increase the amount of heat-trapping greenhouse gases in the atmosphere). Human-caused climate change is disrupting the usual balance of nature by increasing temperatures, melting glaciers, reducing polar ice, raising sea levels, creating more extreme weather, and changing cloud and vegetation cover. - Commercial fishing – catching fish for commercial profit. - Dissolved oxygen – a measure of the amount of oxygen in water, or the amount of oxygen available for aquatic organisms. - Engineered log jam – man-made structures in waterways that replicate naturally occurring log jams, or the accumulation of large wood across a river or stream. Log jams help salmon by providing resting places, habitat and food diversity, shade for cold water, stabilized banks, and protection from predators. - Erosion – an area of the stream bank that has fallen or slid into the stream, or an area that has been cut away by the stream. - Estuary – the place where the ocean and river meet, causing saltwater and freshwater to mix. - Invasive plants – plants that aren’t originally from an area but were introduced by humans (intentionally or accidentally) or natural pathways (wind, currents, etc.). They don’t work harmoniously with the ecosystem but instead grow out of control because they have no natural competitors, causing harm to the local environment and economy. - Large woody debris – sticks and logs in the water that create calm pools and hiding places for salmon. - Macroinvertebrates – insects that are big enough to see without a microscope, don’t have backbones, and spend at least part of their time in water. Macroinvertebrates are the main food source for salmon at the fry life stage. • Migrate - moving from one region or habitat to another. - Native plants – plants that are indigenous to an area and co-exist well with the ecosystem. Native plants provide the 3 C’s for salmon: cold, clean, and clear water. They also provide leaves for macroinvertebrates, which fry eat, as well as large woody debris that creates resting places and protection for salmon. - Ocean acidification – when the ocean’s pH lowers due to increased carbon dioxide absorption. - Parr marks – dark bands on the side of salmon fry’s bodies that provide camouflage to hide from predators. - Pollutants – substances that harm the environment and organisms. • Redd – a salmon nest in the gravel of a steam created when a female salmon digs up gravel with their tail. - Restoration – to improve something to a previous condition. - Riparian zone – an area of land bordering a stream. - Spawn - to release eggs. Salmon spawning occurs when females deposit eggs in redds, which males then fertilize. - Turbidity – a measure of the amount of sediment in water, or how clear the water is. - Watershed – an area of land that drains to a common body of water. - Weir - a low river dam intended to raise water levels or regulate flow. - 3 C’s - cold, clean, and clear water that salmon need to survive. Native plants provide the 3 C’s by creating shade that keeps water cold, filtering out pollution with their roots to keep it clean, and preventing erosion by holding dirt in place with their roots to keep it clear. Cold water holds more oxygen for salmon to breathe and is vital at many stages of the life cycle. Salmon need clean water so that they don’t intake pollutants that make them sick. They also need water that is clear of dirt, which makes it hard to see and breathe. Set up - Print out the 22 game signs and cut them along the dotted lines. - Organize them in order from 1 to 22 and set them up chronologically. - Put the signs in sheet protectors or laminate them to be more durable. - Game cards can be put on stakes – if desired. - Set out the game cards in the area that will be used ahead of time to minimize distraction. Procedure Introduction: - Tell students that they will be salmon going through the salmon life cycle and trying to survive the challenges they will face along the way. - Ask students if they can identify any threats that salmon face during their life cycle. Examples are listed in the background section above. - Highlight the stages of the salmon life cycle and reinforce the concept that threats exist throughout. Activity: - Have students begin individually or as a group at sign 1 as if they are salmon. - Students will follow the signs according to the prompts on each sign through the entire life cycle. If the students get to a sign where they die, they must follow the directions by beginning again at the sign. - Once students complete their journey at sign 22, they can play again by returning to sign - Alternatively, students can gather at the end for the concluding discussion or complete a given activity (see Extensions). - There are three signs where students pick which card to go to next (signs 1, 8, and 14). The teacher can decide how students pick this: roll a dice, student choice, create a spinner, rock paper scissors, etc. - Optionally, the teacher can check in with students (individually or as a whole) at signs 8, 14, and 22 to check their progress, discuss how the population of salmon is doing, or look ahead to the next life cycle stage. Conclusion: 1. Ask students to tell a story of their journey in a class discussion. - What were the different types of threats you faced? - Did you die and have to start over? - What seemed to be the biggest threat you faced? - How did the threats change at the different life cycle stages? - What helped you survive? - How did you feel while on your salmon journey? 2. Think critically about positive and negative human impacts. - What human activities do you think are affecting our local salmon? - What are some ideas of things you think we can do to be better stewards of the salmon in our watershed—individually and collectively? - Can you identify a negative human impact and how it is a threat to salmon? - How do you think human activity has impacted salmon populations over time? - How did humans help you on your journey? How can we increase those actions that protect salmon? - How do you think salmon loss impacts the environment and people? - What would happen if average temperatures increased several degrees, there was an oil spill, a landfill’s chemicals leached into the groundwater, overfishing policies were lifted, invasive species outcompeted many of the native plants, etc.? 3. Optional activity: Have students write or draw their salmon journey. Prompt: You have been learning about the salmon life cycle and things that affect their survival. Write a story (or draw pictures) about your experience being a salmon in our activity, including where you went and what happened to you along the way. Use examples from the activity to help the reader understand the human and natural factors that affect salmon survival. Extensions/Modifications Ideas for modifying the lesson - For students grade K-3, the activity can be done in groups, facilitated and led by a teacher. Go over terms with students before beginning the activity and focus on the pictures on the signs and how they help or hurt salmon. - For students grade 4-12, the activity can be done individually or in pairs. Students can be given questions to think about as they move through the life cycle that they will answer at the end, such as coming up with a creative solution to one of the sign’s threats to salmon, comparing the life cycle to that of other animals, considering what would happen to salmon in different scenarios, or identifying the specific ways a human activity might impact salmon. - Scenarios to consider: average temperatures increase several degrees, an oil spill occurs, a landfill’s chemicals leach into the groundwater, overfishing policies are lifted, invasive species out-compete many of the native plants, etc. - Potential to adjust information for local watershed. Next Generation Science Standards \| Performance Expectation \| \|\| \| 3-LS1-1: Develop models to describe that some organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. 3-LS4-3: Construct an argument that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. \| \|\| \| Scientific and Engineering Practices \| Disciplinary Core Ideas \| Crosscutting Concepts \| \| ▪ Developing and Using Models ▪ Constucting Explanations and Designing Solutions ▪ Engaging in Argument from Evidence ▪ Analyzing and Interpreting Data \| ▪ LS1.A: Structure and Function ▪ LS1.B: Growth and Development of Organisms ▪ LS2.C: Ecosystem Dynamics, Functioning, and Resilience ▪ ESS3.C: Human Impacts on Earth Systems \| ▪ Patterns ▪ Systems and System Models ▪ Cause and Effect: Mechanism and Explanation \| Except where otherwise noted, this work by Nooksack Salmon Enhancement Association (www.n-sea.org) is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.	oercommons	2025-03-18T00:36:36.258103	Diagram/Illustration	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118510/overview", "title": "Salmon Life Cycle Activity", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/91749/overview	Instructional Design OER: Don't Become THAT Teacher Overview Mountain Heights Academy Instructional Design OER; Presented by Julie Crisp Instructional Design OER: Don't Become THAT Teacher Mountain Heights Academy Instructional Design OER; Presented by Julie Crisp	oercommons	2025-03-18T00:36:36.274035	04/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91749/overview", "title": "Instructional Design OER: Don't Become THAT Teacher", "author": "Sarah Weston" }

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