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https://oercommons.org/courseware/lesson/86686/overview
|
OLA PowerPoint Template
Overview
A Powerpoint presentation template
Template for Presentation
A powerpoint template slide for OLA College of Education community
|
oercommons
|
2025-03-18T00:36:40.818212
|
10/12/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86686/overview",
"title": "OLA PowerPoint Template",
"author": "Mark Valentine Aikins"
}
|
https://oercommons.org/courseware/lesson/119942/overview
|
Do's and Don'ts
FGF Facilitator Assessment
Hosting Online Meetings
https://www.youtube.com/watch?v=Auf9pkuCc8k
https://www.youtube.com/watch?v=RrKqVF2qMA0
https://www.youtube.com/watch?v=ZLw0YXcseG0
Model of Meaningful Engagement
Non Verbal Messages
Questioning
Involving Medway & Swale Focus Group Training
Overview
Focus Group Training
|
oercommons
|
2025-03-18T00:36:40.883414
|
09/25/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/119942/overview",
"title": "Involving Medway & Swale Focus Group Training",
"author": "Satinder Shokar"
}
|
https://oercommons.org/courseware/lesson/60873/overview
|
Teaching Cognitive Development
Overview
Overview and how to lead a student led lecture on cognitive development.
Cognitive Development Final Video by Parker Rising-Evans & Carson Manning
This is a lesson overview on how we taught cognitive development to a class.
|
oercommons
|
2025-03-18T00:36:40.899137
|
Parker Rising-Evans
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60873/overview",
"title": "Teaching Cognitive Development",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/98889/overview
|
Urinary Tract Infection
Overview
This resource is suppose to provide people with a knowledge on Urinary tract infections. Providing people with facts on how to prevent and treat a UTI.
Urinary Tract Infections
https://cwuwildcat-my.sharepoint.com/:p:/r/personal/kingmak_cwu_edu/_layouts/15/Doc.aspx?sourcedoc=%7B086b3372-d626-4883-8880-1ed964b8a3fa%7D&action=edit&wdPreviousSession=b839c86b-c5ac-494a-aaa8-f220ddb870d2&cid=3be5db49-0bef-4eea-b8ad-981f8b7b3462
|
oercommons
|
2025-03-18T00:36:40.916201
|
11/20/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98889/overview",
"title": "Urinary Tract Infection",
"author": "Makenna King"
}
|
https://oercommons.org/courseware/lesson/106566/overview
|
OI Guidance Referral_eval_discharge
OI Guidance Referral_eval_discharge
OT Guidance for Discharge
OT Guidance for Discharge
Discharge Planning
Overview
The following resource provides information regarding discharge planning. Downloadable documents are included.
Discharge Planning
Discharge planning is an essential part of the therapeutic process and as such should be introduced within the first year of being a new hire. It is important for therapists to understand the idea of thinking about discharge from the initial evaluation/eligibility.
Guidance on discharge planning is provided in both .pdf and .doc formats.
|
oercommons
|
2025-03-18T00:36:40.936417
|
07/10/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106566/overview",
"title": "Discharge Planning",
"author": "Nathaniel Baniqued"
}
|
https://oercommons.org/courseware/lesson/106564/overview
|
HIPAA, FERPA & Educational Records
Overview
The following .pdf includes a table that outlines the differences between FERPA and HIPAA. It is recommended for this topic to be discussed in further detail following initial caseload setup.
HIPAA, FERPA & Educational Records
The following .pdf includes a table that outlines the differences between FERPA and HIPAA.
It is recommended for this topic to be discussed in further detail following initial caseload set up.
|
oercommons
|
2025-03-18T00:36:40.953012
|
07/10/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106564/overview",
"title": "HIPAA, FERPA & Educational Records",
"author": "Nathaniel Baniqued"
}
|
https://oercommons.org/courseware/lesson/90256/overview
|
lec 3 observing microorgansims
taxonomy and classification lecture
Introduction to Microbiology
Overview
This lectures for course of microbiology I designed to introduce Pharmacy students to basic and applied knowledge of Medical Microbiology.
Taxonomy and classification
*By the end of this section student should be able to:-
-Define basic cell type: Prokaryotes versus Eukaryotes
.-Describe general characteristics of microorganisms:
A. Bacteria
B. Protozoa
C. Fungi
D. Algae
E. Viruses
D. Rickettsiae, Chylamydie, Mycoplasma
Observing Microorgansim
*By the end of this section students should be able to:-
-Recognize different types of microscopy
- Define different stains
- Describe bacterial morphology (microscopic, colony)
Bacterial Metabolism & growth requirements
by the end of this section student should be able to:-
-Explain metabolic pathways
- identify rowth requirements
. Describe factors affecting microbial growth
. Interpret bacterial reproduction
|
oercommons
|
2025-03-18T00:36:40.976066
|
02/21/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90256/overview",
"title": "Introduction to Microbiology",
"author": "Alaa Almaleeh"
}
|
https://oercommons.org/courseware/lesson/90414/overview
|
Vocabulary For ESL Students – Family - Off2Class Lesson Plan
Overview
Vocabulary – Family
This is an introductory lesson, but would also make a great review lesson for students of all ages and levels. If your students are advanced, use it along with the speaking lesson plan My Family. In this lesson, your students will learn vocabulary related to immediate family members (mother, father, brother, sister, etc) and practice reading simple family trees. After completing this lesson, your students will gain knowledge and you will learn more about them!
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
This is an introductory lesson, but would also make a great review lesson for students of all ages and levels. If your students are advanced, use it along with the speaking lesson plan My Family. In this lesson your students will learn vocabulary related to immediate family members (mother, father, brother, sister, etc) and practice reading simple family trees. After completing this lesson, your students will gain knowledge and you will learn more about them!
Download the lesson plan Vocabulary – Family here: https://www.off2class.com/lesson-plan-downloads/vocabulary-for-esl-students-six-lesson-plans-to-get-started/
|
oercommons
|
2025-03-18T00:36:40.993971
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90414/overview",
"title": "Vocabulary For ESL Students – Family - Off2Class Lesson Plan",
"author": "Reading Foundation Skills"
}
|
https://oercommons.org/courseware/lesson/123324/overview
|
Information Retrieval Experiments
Overview
This paper discusses the development of Information Retrieval experiments, from important milestones in the discipline. The Cranfield Test came up with the introduction of precision and recall metrics in evaluation, the Medlars Project focusing on biomedical retrieval with automatic indexing and query expansion, and the SMART Retrieval Experiment for pioneering the Vector Space Model (VSM) and TF-IDF term weighting. Large-scale IR benchmarking was advanced by TREC and the STAIRS Test put emphasis on probabilistic models and statistical techniques. These experiments together formed the modern IR by enhancing retrieval accuracy, evaluation standards, and integrating statistical and machine learning methods.
Evolution of IR Experiments
Information retrieval has dramatically changed over the years. There have been many groundbreaking experiments and test collections developed to evaluate and enhance retrieval systems. Every experiment was a response to the growing need for more precise and efficient ways of retrieving information from large datasets. This assignment provides a detailed overview of several key IR experiments: the Cranfield Test, the Medlars project, the SMART retrieval experiments, the TREC experiments, and the STAIRS test. These experiments played a crucial role in shaping the field of IR.
1. The Cranfield Test
Background:
The Cranfield Test is generally considered one of the first major formal IR evaluation experiments. It was established in the early 1960s by Cleverdon and colleagues at Cranfield University in the UK. The purpose of the Cranfield Test was to create a consistent, objective way of evaluating IR systems' effectiveness. This test was made as a response to the lack of a standardized methodology for comparing different retrieval systems.
Methodology:
The experiment used an extremely large document collection, queries, and relevance judgments. The Cranfield Test set consisted primarily of scientific paper documents; queries were formed to emulate real information needs in a scientific research scenario. The relevance judgments-set, in which human assessors have defined which of the documents is relevant to each of the queries-has been provided. The documents were retrieved through various IR systems, and their performance was evaluated through precision and recall as key metrics.
Key Contributions:
Precision and Recall: The Cranfield Test introduced the notions of precision (the fraction of retrieved documents that are relevant) and recall (the fraction of relevant documents that are retrieved), both of which have since been fundamental to the evaluation of IR systems.
Relevance Judgments: The experiment created a practice of relevance judgments derived from human assessment, which to this day remains a conventional practice in IR experiments.
Systematic Evaluation: It laid the foundation for systematic, quantitative evaluation of IR systems based on test collections, which was critical in the development of the field.
Impact:
The Cranfield Test played a significant role in setting how IR research is conducted today. It highlighted the significance of well-designed experiments, reproducibility, and measurable metrics in assessing the effectiveness of retrieval systems.
2. Medlars Project of the 1960s
Background:
Another great IR experiment was The Medlars Project (1962-1963), initiated by the National Library of Medicine, USA. This project had a goal to make possible retrieval of biomedical literature based on automatic indexing and retrieval techniques. Medlars were an early effort in automating document retrieval within a specialized domain.
Methodology:
The Medlars project involved a test collection of biomedical documents (such as research papers and medical reports) and a set of user queries designed to reflect typical medical information needs. Relevance judgments were again created by human experts, and the project used a set of indexing terms to evaluate the effectiveness of various indexing and retrieval strategies.
The emphasis was placed on testing the potential of automatic indexing systems for retrieval systems, especially in medical information retrieval. The experiments involved tests to check the performance of IR systems in retrieving appropriate documents relevant to a specified query, based on terms assigned for indexing.
Significant Contributions:
Automatic Indexing: Medlars was able to demonstrate some promise of automatic indexing and retrieval techniques for special areas like medicine.
Query Expansion: The project had explored how to enhance retrieval effectiveness with techniques, such as query expansion, whereby related terms to a user's query could be added to improve the retrieval result.
Human-Computer Interaction: Medlars was also concerned about understanding what users needed to be part of the process of the IR.
Impact:
The Medlars Project was an important milestone in the development of domain-specific IR systems and contributed to the adoption of automatic indexing methods in IR research. This also marked the challenges facing effective retrieval in specialized domains.
3. The SMART Retrieval Experiment
Background:
The SMART project, developed by Salton and his colleagues at Cornell University during the 1960s and 1970s, is one of the most influential experiments in the history of IR. Several new ideas were introduced during the project, particularly regarding indexing, retrieval models, and evaluation.
Methodology
The SMART system used a large corpus of text which was primarily composed of documents found in the CIA World Factbook, and used multiple information retrieval techniques. Main experiments with the SMART systems focused on the development and evaluation of the vector space model, which treats the documents and queries as vectors in a multidimensional space.
The SMART system used several index techniques, such as term weighting techniques (e.g., TF-IDF) and Boolean for query formulation. The test involved the creation of a query, document retrieval and evaluation using precision and recall metrics.
Major Contributions :
Vector Space Model : The VSM was a major innovation that IR introduced into the picture, enabling the retrieval process to be much more effective and flexible than in classical Boolean models.
Term Weighting: The SMART system also provided for term weighting based on the idea of TF-IDF. This is the basis on which most modern IR schemes are built.
Evaluation Methods: The project introduced some systematic and quantitative evaluation methods, which can be useful in comparing various IR systems.
Impact:
The SMART experiments played a significant role in the development of modern IR. The most important contributions of this work were the adoption of mathematical and statistical methods to document retrieval. The concepts of the vector space model and term weighting schemes used in SMART are still relevant in contemporary IR systems.
4. TREC Experiment (1990s–Present)
Background:
One of the most influential and long-lived evaluation efforts in IR was initiated by NIST in 1992 as the Text REtrieval Conference, or TREC. The objective of TREC is to push forward the progress of IR through a mechanism for comparison of different retrieval techniques under large-scale and real-world conditions.
Methodology
TREC experiments rely on a variety of large, publicly available datasets (corpora) and a series of tasks related to information retrieval that involve document retrieval, web search, and interactive search. Every year, the TREC hosts a competition in which teams across the globe submit their IR systems for evaluation against standardized queries.
The experiments use benchmark datasets and provide relevance judgments for a set of queries. Performance is evaluated using metrics like precision, recall, mean average precision (MAP), and normalized discounted cumulative gain (NDCG).
Key Contributions:
Large-Scale IR Evaluation: TREC was one of the first large-scale, community-driven efforts to benchmark IR systems on a wide variety of tasks, from web search to question answering.
Shared Datasets and Evaluation Metrics: The use of shared datasets and standardized evaluation metrics provided consistent comparisons between different systems and techniques.
Task Diversity: TREC has extended its scope over the years to include diverse tasks like cross-language retrieval, interactive search, and specialized domains like medical and legal retrieval.
Impact:
TREC has played a significant role in the development of IR research through encouraging collaboration, offering benchmark datasets, and advocating rigorous evaluation practices. It has also facilitated the discovery of new trends and challenges in the field, such as web search and the need for real-time adaptive retrieval systems.
5. STAIRS Test (2000s)
Background:
The STAIRS (STAtistical Information Retrieval Systems) test is a series of experiments designed to evaluate the effectiveness of statistical techniques in IR. Unlike the earlier experiments, which were mostly based on traditional information retrieval models, STAIRS focused on newer statistical approaches, such as probabilistic models.
Methodology:
The STAIRS test comprises a set of queries and a corpus of documents, much like in the previous experiments. Still, it emphasizes the use of statistical methods, like Bayesian networks, Markov models, and other probabilistic models, in IR.
The test also uses latent semantic analysis and other techniques for reducing dimensions with a view to improving the retrieval accuracy.
Key Contributions:
Probabilistic Models: STAIRS led to the role of probabilistic models in improving information retrieval accuracy, thus the retrieval techniques became more sophisticated.
Dimensionality Reduction: The STAIRS approach covered methods such as latent semantic indexing (LSI), which captures the underlying structure in large collections of documents, which is critical in improving retrieval in high-dimensional spaces.
|
oercommons
|
2025-03-18T00:36:41.012860
|
12/22/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123324/overview",
"title": "Information Retrieval Experiments",
"author": "Ajoy kumar Das"
}
|
https://oercommons.org/courseware/lesson/89906/overview
|
Behind TrineOnline: A Look at the Course Development Process
Overview
Slides are provided that detail our course development process. It's is in a comic-like feel.
TrineOnline Course Development Process
Slides are provided in PDF format that detail our course development process.
|
oercommons
|
2025-03-18T00:36:41.029686
|
02/10/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89906/overview",
"title": "Behind TrineOnline: A Look at the Course Development Process",
"author": "Andrea Bearman"
}
|
https://oercommons.org/courseware/lesson/117960/overview
|
Cascading New Knowledge: An Activity to Teach Target Culture in English Language Class
Overview
Activity Overview:
Objective:
- Explore Thanksgiving traditions as a cultural phenomenon.
Audience:
- Intermediate students in a diverse classroom.
Steps:
1. Discuss: Groups share personal and familial Thanksgiving traditions.
2. Research: Each group explores specific Thanksgiving customs.
3. Present: Groups present findings on cultural significance and practices.
4. Engage: Quiz reinforces learning; lunch shares traditional foods.
Educational Focus:
- Cultural exploration, critical thinking, and collaborative learning.
Cascading New Knowledge: An Activity to Teach Target Culture in English Language Class.
Activity Description:
Topic: Thanksgiving Traditions
Objectives: By the end of the activity, students will understand the cultural significance of Thanksgiving in the United States.
Students’ level: Intermediate
Step 1: Introduction to Thanksgiving
- Introduce the history and cultural significance of Thanksgiving in the United States. Discuss its origins, traditional foods (like turkey and pumpkin pie), and customs (such as the Thanksgiving parade).
- Provide background information on how Thanksgiving is celebrated across different states in the U.S.
Step 2: Trivia Quiz on Thanksgiving
- Organize a trivia quiz where students answer questions related to Thanksgiving. Questions can cover historical facts, traditional foods, famous Thanksgiving parades, and the significance of specific symbols like the turkey or cornucopia.
- Divide students into teams and make it a fun and competitive activity. Award points for correct answers.
Step 3: Research and Presentation
- Assign students to research different aspects of Thanksgiving. Topics could include the history of the holiday, traditional foods, family gatherings, and community activities.
- Students create presentations using multimedia tools (PowerPoint, Google Slides) to showcase their findings. They should include visuals, facts, and personal reflections on what Thanksgiving means to them or their families.
Step 4: Presentation and Discussion
- Schedule a presentation day where each group presents their research to the class. Encourage students to engage their peers with interesting facts and visuals.
- Facilitate a discussion after each presentation, allowing students to ask questions and share their thoughts on the cultural aspects of Thanksgiving.
Step 5: Sharing Lunch
- Organize a potluck lunch where students bring in or share traditional dishes associated with Thanksgiving or their own cultural backgrounds.
- Encourage students to explain the significance of their dish and how it relates to their culture.
- Facilitate conversations during lunch where students can discuss similarities and differences between Thanksgiving traditions and their own cultural celebrations.
Target Culture Focus:
In this activity, Thanksgiving serves as an example of target culture. Students explore and understand the traditions, values, and practices associated with Thanksgiving in the United States through research, presentations, and interactive discussions. The trivia quiz adds a fun element while reinforcing key facts about the holiday. Sharing lunch enhances cultural exchange by allowing students to experience and appreciate different culinary traditions firsthand.
By engaging in this comprehensive activity, students not only gain knowledge about Thanksgiving but also develop cross-cultural awareness and empathy towards diverse cultural practices. They learn to respect and celebrate cultural diversity while reflecting on their own cultural identities.
|
oercommons
|
2025-03-18T00:36:41.045852
|
07/15/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117960/overview",
"title": "Cascading New Knowledge: An Activity to Teach Target Culture in English Language Class",
"author": "Anam Ikhtiar"
}
|
https://oercommons.org/courseware/lesson/106748/overview
|
Education Standards
NaijaCLIMATE- Module II-Climate Change Adaptation and Mitigation Practices: The Nigerian Experience!
Overview
This is the second module of the Open Tutorial NaijaCLIMATE.At the end of this tutorial, participants will be able to:
1. Describe strategies and solutions for adapting to and mitigating the effects
of climate change in Nigeria, using both local and global best practices
and approaches applicable to Nigerians.
2. Identify how they can take the first action to adapt to the climate crises in
Nigeria, based on relevant examples or activities in their context (including
activism, climate action enterprises and businesses or communicating
about the climate crises).
Project Funders
Lesson 1: Why should Nigerians adapt to the climate crises?
In this exciting module, we will delve into the world of climate change adaptation and mitigation specifically tailored to Nigeria.
Throughout this module, we'll address important questions such as: Why is it crucial for Nigerians to adapt to the climate crises? What can we do as a community, nation, or even as individuals to combat the effects of climate change? And most importantly, how can you take action to help Nigeria and Nigerians adapt to this changing climate?
We'll draw inspiration from local and global best practices, ensuring that the strategies and approaches we discuss are relevant and applicable to the Nigerian context.
And as we explore these topics, we'll use a narrative approach, sharing stories and examples that will make the learning experience both enjoyable and insightful.
Whether you're a non-specialist looking to understand how climate change affects Nigeria, or a motivated youth ready to take action, this module is designed with you in mind. Together, let's discover the exciting world of climate change adaptation and mitigation, and learn how we can make a positive difference for Nigeria and its people.
So, get ready for an inspiring journey through the Nigerian experience of tackling climate change! Let's dive into the lessons and explore the strategies that will help us build a climate-resilient future for our beloved country.
Climate Change Adaptation Challenges Faced by Nigeria
Let's talk about climate change adaptation in Nigeria and the challenges we face. Nigeria is among the top ten most vulnerable countries to climate change, which means we're feeling the impacts strongly. Imagine more intense rainfall, droughts, floods, rising sea levels, and erosion causing all sorts of problems for us 1,2,3
These impacts are no joke. They've led to lower crop yields, food insecurity, poverty getting worse, people being forced to leave their homes, and even conflicts popping up 2,3. It's a tough situation, especially since we rely heavily on fossil fuels, which are becoming less and less important in a world aiming to reduce their use. 2
In addition to all these, we face some other hurdles. There's limited political will to tackle climate change head-on, not enough money going into adaptation efforts, corruption sneaking in, and poor coordination among different government agencies 1,2,3.
However, Nigeria is not sitting still. We've taken some important steps to fight back against climate change. For example, we launched the Nigeria Erosion and Watershed Management Project (NEWMAP) in 2012, which aims to tackle erosion and water-related issues. We've also embraced innovative approaches that involve our communities and passed the Climate Change Act in 2021, which sets targets for reducing greenhouse gas emissions and promotes green and sustainable growth. We're aiming for net-zero emissions between 2050 and 2070! 1,2
Now, it's time to assess our current adaptation efforts and figure out how we can build climate-resilient communities. We want to take inclusive, effective, and sustainable actions to make sure we're ready to face the challenges ahead.
Climate Change Adaptation and Resilience vs. Climate Mitigation: What's the Difference?
Why Africa Suffers Most Despite Contributing Less
It's a puzzling fact: Africa contributes relatively little to the greenhouse gas emissions causing climate change, yet it bears the brunt of its impacts.
Picture this: Africa is like the innocent goalkeeper who gets hit with all the shots even though they didn't cause the game to be played in the first place. Here's why Africa and Nigeria is most vulnerable to climate change:
- Limited Resources: Many African countries face challenges in accessing the necessary resources to adapt to and cope with climate change impacts. This includes financial resources, technology, and even basic infrastructure like clean water and healthcare facilities.
- Vulnerable Ecosystems: Africa is home to diverse ecosystems, including forests, deserts, and coastal areas. These ecosystems are particularly vulnerable to climate change, which disrupts their delicate balance and threatens the biodiversity and livelihoods of local communities.
- Poverty and Limited Development: Poverty and limited development exacerbate Africa's vulnerability to climate change. Lack of infrastructure, limited access to education, and healthcare make it difficult for African countries to adapt and respond effectively to the impacts of climate change.
Consequences of Inaction
Now, let's understand the potential consequences if we don't take action to address climate change. Picture a Nigeria where extreme weather events like floods, droughts, and heatwaves become more frequent and intense.
In agriculture, imagine crops failing, leading to food shortages and higher prices. Livestock might struggle to find sufficient water and grazing land, impacting the livelihoods of pastoral communities. The health of Nigerians could be at risk too, with the spread of diseases like malaria and waterborne illnesses becoming more prevalent.
Infrastructure, such as roads, bridges, and buildings, could suffer damage from flooding and erosion. This affects transportation, communication, and access to essential services. Industries and businesses might face disruptions, leading to job losses and economic instability.
The consequences of inaction go beyond individual sectors. They pose risks to the overall well-being of Nigerians, threatening food security, water availability, health, and economic prosperity. It's important that we take action to adapt to the changing climate.
Shifting Focus to Adaptation and Resilience in Africa and Nigeria
Given Africa's unique challenges and limited contribution to climate change, it makes sense for us to prioritize adaptation and resilience over mitigation. Here's why:
- Urgent Need for Protection: Africa, including Nigeria, is already experiencing the devastating impacts of climate change, such as extreme heatwaves, droughts, floods, and crop failures. By focusing on adaptation and resilience, we can protect our people, ecosystems, and economies from these risks.
- Building a Sustainable Future: Adaptation and resilience efforts create opportunities for sustainable development. By investing in climate-resilient infrastructure, renewable energy, and sustainable agriculture, we can build a more sustainable and prosperous future for Africa.
- Enhancing Self-Sufficiency: By adapting to climate change, Africa can become less dependent on external aid and resources. Developing our own capacity for adaptation and resilience empowers us to take control of our future and reduce our vulnerability to climate-related crises.
So, let's come together and focus on adaptation and resilience to protect our communities, safeguard our natural treasures, and secure a brighter future for Africa and Nigeria. It's time to tackle climate change head-on, adapt like champions, and build a resilient defense against its impacts.
Lesson 2: What do Nigerians do at all Levels to Adapt and Mitigate against Climate Change
Introduction
Welcome to lesson 2 of our climate change adaptation journey in Nigeria!
In this lesson, we're going to explore a number of ideas and solutions that can be used at different levels - from our local communities to the whole nation - to take on the challenges of climate change. We'll be looking at what has worked globally and how we can adapt those best practices to fit perfectly into the Nigerian context.
Don't worry, even if you're not an expert in this stuff, we'll break it down in simple terms and make it super fun and engaging. Together, we'll discover the power of community action, national initiatives, and even individual contributions to create a climate-resilient Nigeria.
So, get ready to learn, have some fun, and become a climate change champion in your own way. Let's show the world what we can do when we unite to protect our beautiful country from the impacts of climate change. Are you ready? Let's go!
Community Level Adaptation
Let's talk about the power of communities and how they can lead the change in adapting to climate change in Nigeria.
We know that when communities come together and take ownership of the challenges they face, incredible things can happen. That's why community participation is so important in adaptation processes, especially at the local level. It's all about working together, including everyone, and making sure that our actions are responsive to different needs, including those of women and men. 6,
In Nigeria, our national efforts are focused on five priority sectors: agriculture, forestry, and land use; food security and health; energy and transportation; waste management; and water and sanitation. These sectors play a crucial role in our everyday lives, and they need to be resilient in the face of climate change. 6
One way we're doing this is through community-based adaptation approaches. These approaches are all about finding smart and sustainable solutions that work for our communities. For example, we're embracing climate-resilient agriculture, where we adjust our farming practices to reduce the risks posed by climate change. We're also practicing sustainable land management and conserving our precious water resources. 6, 7
Community Level Adaptation
Let's take a look at some amazing initiatives happening right here in Nigeria.
The Community-Led Climate Adaptation Programme for Sustainable Livelihoods in Coastal Areas of Southwestern Nigeria is all about building resilient communities and ecosystems. They're adjusting agricultural practices and harnessing coping strategies to adapt to climate change. It's a holistic approach that puts the power in the hands of the community. 8
We also have success stories like the Community and Social Development Project (CSDP), which is all about improving social services and infrastructure by empowering communities. They provide grants and use a community-driven approach to make sure the most vulnerable among us have access to better lives. 1
The Strategic Action for Community Development Nigeria (SACD-Nigeria) are a coalition of awesome civil society organizations working together to empower everyday people in Nigeria.
In a nutshell, community participation and ownership are vital in adapting to climate change. We need everyone on board! And community-based adaptation approaches are the way to go. We've seen inspiring examples like the CSDP and SACD-Nigeria making a real difference in Nigeria. 9
So, let's keep the spirit of community alive, embrace sustainable solutions, and show the world that Nigeria is a force to be reckoned with when it comes to adapting to climate change! Together, we can make our communities resilient and build a brighter future.
Individual Level Actions
In this part of lesson 2, we'll explore how each and every one of us can make a real difference in adapting to climate change.
Let's start by conserving water. Turning off the water while you soap up or shampoo. Taking short showers instead of long baths is another way to save water and energy. These small actions add up to big water savings!
Individual Level Actions
Now, let's talk about conserving energy. It's time to upgrade to energy-efficient fixtures like LED light bulbs and appliances. Not only will this make your home eco-friendlier, but it'll also save you some cash on your energy bills. And have you ever considered reducing your carbon footprint by flying less, opting for public transportation,cycling or even walking and enjoying more plant-based meals? Every choice you make counts!
Living sustainably means being mindful of how our lifestyle impacts the world around us. It's all about making choices that are better for us and the planet. So, let's use our clothes and electrical products for longer, embrace the power of renewable energy, and create a more sustainable and climate-resilient home sweet home.
Individual Level Actions
Additionally:
- Recycling: This can be achieved by separating recyclable materials from non-recyclable materials and disposing of them properly.
- Supporting sustainable tourism: This can be achieved by supporting ecotourism and sustainable tourism initiatives.
- Using clean cooking technologies: This can be achieved by using clean cooking technologies such as LPG, biogas, and electric cookstoves.
- Supporting sustainable communities: This can be achieved by supporting sustainable community development initiatives.
In a nutshell, it's time for each of us take personal responsibility for climate change. By conserving water and energy, adopting sustainable lifestyles, and spreading climate awareness in our communities.
Lesson 3: Climate Action (How do I act)
Introduction
Welcome to Lesson 3!
Have you ever felt overwhelmed about how to make a difference in the fight against climate change? In this lesson, we're going to dive into some exciting and practical ways you can make a real difference in tackling climate change.
Now, you might be wondering, "What can I do?" Well, this tutorial has some awesome ideas to share with you. We'll explore different avenues for taking action, and guess what? You don't need to be a climate expert or have a fancy degree. All you need is a passion for change and a willingness to roll up your sleeves.
First up, we'll take a look at the Power of Activism. Think of it as becoming a climate superhero, fighting for a better world. We'll show you how to organise rallies, speak up for climate policies, and connect with decision-makers. Get ready to be the voice that sparks change!
But that's not all. We'll also dive into the world of Climate Action Enterprises and Businesses. Yes, you can be an eco-entrepreneur and make green solutions a reality. From renewable energy projects to sustainable agriculture ventures, we'll explore the exciting opportunities waiting for you. Who said saving the planet couldn't be profitable?
And here's a secret weapon: Effective Communication. We'll unlock the secrets of spreading the climate change message far and wide. Through storytelling, social media, and engaging with diverse audiences, you can inspire others to join the movement. Get ready to be a climate communicator extraordinaire!
So, whether you're a young Nigerian with big dreams or someone looking to make a difference in Nigeria, this lesson is for you. Together, we'll explore practical steps, have fun along the way, and create a ripple effect of climate action that will shape a brighter future for Nigeria and its people.
Theory: The Climate Venn Diagram
Before you dive into the climate actions, lets take a look at the Climate Venn Diangram by Ayana Elizabeth Johnson.
Ayana Elizabeth Johnson reminds us that climate action isn't just about doom and gloom. It can be joyful and fulfilling too! In her inspiring TED talk, she shows us how to find joy in our efforts to save the planet.
The Climate Action Venn Diagram
Ayana Elizabeth Johnson Climate Action Venn Diagram consists of three overlapping circles:
The goal is to be in the heart of the Venn diagram, where these three circles overlap, for as many minutes of your life as possible.
By answering the questions in each circle, you can identify their unique way of getting involved in climate action. See an example in the next slide!
The Climate Action Venn Diagram
- What you're good at: This circle represents the skills, talents, and abilities that individuals possess. By identifying what they are good at, individuals can find ways to use their strengths to contribute to climate action.
- What the world needs: This circle represents the actions that are necessary to address the challenges of climate change. By identifying what the world needs, individuals can find ways to make a meaningful impact on the environment.
- What you love: This circle represents the things that individuals are passionate about. By identifying what they love, individuals can find ways to get involved in climate action that are fulfilling and enjoyable.
Lets take a look at this example:
Based on this theory – internalise the discussions in the next lessons, and determine what your ideal climate action is:
Activism
Here's how to get started with activism in a few simple steps:
- Educate yourself: Start by learning about climate change and its impact on the planet. This will help you become a more effective activist and give you confidence in your climate action journey.
- Organise rallies: Gather like-minded individuals and organise rallies to bring attention to the climate crisis. Attend spaces, meetings discussion platformsnand make your voice heard. Sign petitions calling for climate action.
- Speak up for climate policies: Connect with decision-makers and advocate for climate policies that will help safeguard a livable future. Amplify the voices of your peers and community members when they speak about climate change.
- Do what you're good at: There are many ways to be a climate activist, so do what you're good at. This can be anything from joining demonstrations to calling your representatives, to providing childcare and food to other people while they take to the streets.
Remember, not all climate activism is created equal. Focus on direct action that puts pressure on national and business leaders to take action to safeguard a livable future. With these steps, you can make some noise and be the voice that sparks change!
Climate Action Enterprises and Business
Climate change is a global issue that requires everyone's participation to address. As an entrepreneur or business owner, you can make a difference by exploring opportunities for sustainable entrepreneurship and climate-related businesses. This can include green technologies, renewable energy, sustainable agriculture, and eco-tourism.
Here are some practical steps you can take:
- Educate yourself: Learn about climate change and its impact on businesses. This can help you become a more effective entrepreneur and give you confidence in your climate action journey.
- Develop business ideas: Explore opportunities for sustainable entrepreneurship and climate-related businesses. This can include green technologies, renewable energy, sustainable agriculture, and eco-tourism.
- Access funding and support: There are many organizations that provide funding and support for climate-resilient enterprises. You can research and apply for grants, loans, and other forms of financial assistance.
- Overcome challenges: Establishing a climate-resilient enterprise can be challenging. You may face obstacles such as regulatory barriers, lack of resources, and limited market demand. However, with determination and perseverance, you can overcome these challenges and succeed.
Sustainable Entrepreneurship and Climate-Related businesses in Nigeria
Nigeria has several successful sustainable businesses that contribute to sustainable development. Here are some specific examples:
- Lawns business/landscaping: Landscaping is a growing business in Nigeria, with many entrepreneurs offering lawn care and gardening services. These businesses promote environmental sustainability by using organic fertilizers and reducing water consumption.
- Waste management: Waste management is a critical issue in Nigeria, with many cities facing challenges related to waste disposal and pollution. These waste can be recycled into reusable products. Several entrepreneurs are developing innovative solutions to address these challenges, such as recycling and waste-to-energy projects.
CASE STUDY: WECYCLERS
Wecyclers: Wecyclers is a waste management company in Nigeria that helps low-income communities exchange their recyclable waste for cash and other rewards. The company uses low-cost cargo bicycles to provide convenient recycling services to households across Nigeria. Wecyclers is in partnership with various organizations, including Nestle Nigeria, Guinness Nigeria, and Lagos State Waste Management Authority 12
- Renewable energy: Nigeria has abundant renewable energy resources, including solar, wind, and hydroelectric power. Several companies are investing in renewable energy projects, such as solar power plants and wind farms, to promote sustainable development.
- Sustainable agriculture: Sustainable agriculture is an emerging sector in Nigeria, with many entrepreneurs adopting organic farming practices and promoting food security. These businesses promote environmental sustainability by reducing the use of pesticides and chemical fertilizers.
- Eco-tourism: Nigeria has several natural attractions, such as national parks and wildlife reserves, that offer opportunities for eco-tourism. Several entrepreneurs are developing eco-tourism businesses that promote environmental conservation and community development.
Effective Communication
When it comes to tackling climate change, one of the most powerful tools you have in your arsenal is effective communication. Let's dive into some practical steps to become a climate communication superstar!
Step 1: Spread the Word: First, understand the importance of effective communication in raising awareness and inspiring action. You have the power to be a climate change champion and ignite a spark of change in others. Remember, every conversation counts!
Step 2: Craft Persuasive Messages: Now, let's talk about crafting messages that pack a punch. Use simple, relatable language to convey the urgency of climate change and its impact on Nigeria and Nigerians. Paint a vivid picture of the challenges we face, but also highlight the opportunities for a brighter future. Be positive, inspiring, and let your passion shine through!
Step 3: Harness the Power of Social Media: Social media is your superhero sidekick in the fight against climate change. Utilize platforms like Instagram, Twitter, and Facebook to reach a wide audience and spread your message far and wide. Share informative posts, eye-catching visuals, and engaging videos to capture attention and spark conversations. Don't forget to use hashtags to join the global climate conversation!
Step 4: Engage with Diverse Audiences: Climate change affects everyone, so it's important to engage with diverse audiences. Tailor your message to different age groups, backgrounds, and interests. Whether you're speaking to students, community leaders, or policymakers, adapt your approach to resonate with their specific concerns and values. Remember, we're in this together!
Step 5: The Power of Storytelling: Stories have the incredible ability to create connections and inspire action. Share personal stories or narratives that illustrate the impacts of climate change in Nigeria. Whether it's a farmer battling drought or a coastal community adapting to rising sea levels, stories bring the reality of climate change to life. Be authentic, compelling, and let the power of storytelling captivate your audience.
Step 6: Visualise Change: Use visuals to convey your message in a fun and engaging way. Infographics, photos, and videos can make complex climate concepts more accessible and understandable. Show before-and-after images of climate impacts and solutions, or create compelling graphics that inspire action. Remember, a picture is worth a thousand words!
By following these steps, you can become a climate communication superstar. Your words, messages, and stories have the power to mobilise others, inspire action, and create a groundswell of climate change adaptation in Nigeria.
Together, let's harness the power of effective communication and change the world, one conversation at a time!
References
- Land, soil and climate change: How Nigeria is enhancing climate resilience to save the future of its people. World Bank. Available at: https://www.worldbank.org/en/news/feature/2022/10/18/land-soil-and-climate-change-how-nigeria-is-enhancing-climate-resilience-to-save-the-future-of-its-people.
- APRI. Climate Change Adaptation in Nigeria: Strategies, Initiatives, and Practices. APRI 2022. Available at: https://afripoli.org/climate-change-adaptation-in-nigeria-strategies-initiatives-and-practices.
- Nwankpa A, Focus A in. Managing existential risk and climate resilience: The case of Nigeria. Brookings 2022. Available at: https://www.brookings.edu/blog/africa-in-focus/2022/03/14/managing-existential-risk-and-climate-resilience-the-case-of-nigeria/.
- Nigeria. Nigeria | Climate Action Tracker. Available at: https://climateactiontracker.org/countries/nigeria/.
- Oladapo O. The Nigerian Government is Designing a National Adaptation Plan - Climate Scorecard. Climate Scorecard 2022. Available at: https://www.climatescorecard.org/2022/10/the-nigerian-government-is-designing-a-national-adaptation-plan/.
- APRI. Climate Action Strategies, Practices and Initiatives: Challenges and Opportunities for Locally-Led Adaptation in Nigeria. APRI 2023. Available at: https://afripoli.org/climate-action-strategies-practices-and-initiatives-challenges-and-opportunities-for-locally-led-adaptation-in-nigeria.
- https://unfccc.int/climate-action/momentum-for-change/activity-database/pathways-to-climate-resilient-livelihood-models-an-ecosystem-based-approach. Available at: https://unfccc.int/climate-action/momentum-for-change/activity-database/pathways-to-climate-resilient-livelihood-models-an-ecosystem-based-approach.
- Nigeria: The Community-Led Approach that is Helping Inclusive Development. World Bank. Available at: https://www.worldbank.org/en/news/feature/2021/10/27/nigeria-the-community-led-approach-that-is-helping-inclusive-development.
- Strategic Action for Community Development Nigeria (SACD-Nigeria). Strategic Action for Community Development Nigeria (SACD-Nigeria) – The Movement for Community-led Development 2021. Available at: https://mcld.org/nigeria/.
- Ro C. Can fashion ever be sustainable? Can fashion ever be sustainable? - BBC Future. Available at: https://www.bbc.com/future/article/20200310-sustainable-fashion-how-to-buy-clothes-good-for-the-climate.
- Palacios-Mateo C, van der Meer Y, Seide G. Analysis of the polyester clothing value chain to identify key intervention points for sustainability. Environmental Sciences Europe 2021;33. Available at: http://dx.doi.org/10.1186/s12302-020-00447-x.
- Wecyclers - Wikipedia. Wecyclers - Wikipedia 2022. Available at: https://en.wikipedia.org/wiki/Wecyclers.
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oercommons
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2025-03-18T00:36:41.144708
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Module
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106748/overview",
"title": "NaijaCLIMATE- Module II-Climate Change Adaptation and Mitigation Practices: The Nigerian Experience!",
"author": "Information Science"
}
|
https://oercommons.org/courseware/lesson/92660/overview
|
Treatment of Effluents in Textile Industry
Overview
This Infographics contains information regarding the process involved in treatment of textile effluent and the challenges posed by textile effluent to environment.
Chemistry (Sophia College, Mumbai)
The textile industry is a group of related industries which uses a variety of natural (cotton, wool, etc.) and/or synthetic fibres to produce fabric.
Textile effluent is heavily contaminated with pollutants such as dyes, dissolved solids, suspended solids and toxic metals.
The main factor to be considered in textile effluent is total dissolved solids(TDS). Because of the use of common salts and Glauber Salts, the level of TDS increases in textile wastewater.
The textile industry is a group of related industries which uses a variety of natural (cotton, wool, etc.)and/or synthetic fibres to produce fabric.
Textile effluent is heavily contaminated with pollutants such as dyes, dissolved solids, suspended solids and toxic metals.
The main factor to be considered in textile effluent is total dissolved solids(TDS). Because of the use of common salts and Glauber Salts, the level of TDS increases in textile wastewater.
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oercommons
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2025-03-18T00:36:41.163774
|
Farheena Shaikh
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92660/overview",
"title": "Treatment of Effluents in Textile Industry",
"author": "Diagram/Illustration"
}
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https://oercommons.org/courseware/lesson/110936/overview
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-
- License:
- Creative Commons Attribution
- Language:
- English
- Media Formats:
- Downloadable docs
Education Standards
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Learning Domain: Language
Standard: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Learning Domain: Language
Standard: Observe hyphenation conventions.
Learning Domain: Language
Standard: Spell correctly.
Learning Domain: Language
Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Learning Domain: Language
Standard: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Learning Domain: Language
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
Learning Domain: Language
Standard: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Learning Domain: Language
Standard: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Learning Domain: Language
Standard: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Learning Domain: Language
Standard: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Learning Domain: Language
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Domain: Language
Standard: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Learning Domain: Language
Standard: Analyze nuances in the meaning of words with similar denotations.
Learning Domain: Language
Standard: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American English) as needed.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Observe hyphenation conventions.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Spell correctly.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Analyze nuances in the meaning of words with similar denotations.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Language
Standard: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Cluster: Conventions of Standard English.
Standard: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Cluster: Conventions of Standard English.
Standard: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Cluster: Conventions of Standard English.
Standard: Observe hyphenation conventions.
Cluster: Conventions of Standard English.
Standard: Spell correctly.
Cluster: Knowledge of Language.
Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Cluster: Knowledge of Language.
Standard: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Cluster: Vocabulary Acquisition and Use.
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
Cluster: Vocabulary Acquisition and Use.
Standard: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Cluster: Vocabulary Acquisition and Use.
Standard: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Cluster: Vocabulary Acquisition and Use.
Standard: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Cluster: Vocabulary Acquisition and Use.
Standard: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Cluster: Vocabulary Acquisition and Use.
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Cluster: Vocabulary Acquisition and Use.
Standard: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Cluster: Vocabulary Acquisition and Use.
Standard: Analyze nuances in the meaning of words with similar denotations.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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oercommons
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2025-03-18T00:36:41.247203
|
12/09/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110936/overview",
"title": "Classroom Management",
"author": "Samih Alkhouly"
}
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https://oercommons.org/courseware/lesson/98578/overview
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CAUL OER Collective Library CoP Slides: Peer Review
Overview
These slides were used for a CAUL OER Collective Library Staff Community of Practice discussion on faciliating peer review in the publication of open textbooks.
Slides from Open Education Resources Collective Library Staff Community of Practice: Faciliating Peer Review on Tuesday 8 November 2022, 2-3pm (NZT)
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oercommons
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2025-03-18T00:36:41.265509
|
11/08/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98578/overview",
"title": "CAUL OER Collective Library CoP Slides: Peer Review",
"author": "Fiona Tyson"
}
|
https://oercommons.org/courseware/lesson/79421/overview
|
French Level 4, Activity 11: Le musée d’art / The Art Museum (Online)
Overview
In this activity students will practice how to share their interpretations on artwork. They will also discuss different forms of art and practice describing various pieces of art.
Activity Information
Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench
Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.
The Art Museum / Le musée d’art
Description
In this activity students will practice how to share their interpretations on artwork. They will also discuss different forms of art and practice describing various pieces of art.
Semantic Topics
Art, museums, artwork, culture, french, musée, français, œuvre, les préférences, exprimer un opinon, preferences, express an opinion
Products
Artwork
Practices
Visiting an art museum, talking about artwork
Perspectives
France has always been famous for its artists and museums. Impressionism, one of the most famous styles of artwork to study, was born in France. The French therefore place a high importance on art and artists!
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
- Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through francophone cultures.
Idaho State Content Standards
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- CLTR 2.1: Analyze the significance of a product (art, music, literature, etc...) in a target culture.
- CLTR 2.2: Describe the connections of products from the target culture with the practices and perspectives of the culture.
- CONN 2.1: Access authentic materials prepared in the target language by or for native speakers.
NCSSFL-ACTFL Can-Do Statements
- I can talk about different types of art forms.
- I can describe a piece of art.
- I can share my interpretations of a piece of art with someone else.
Materials Needed
- Google Slide Presentation
- Vocab d'art (optional use)
Warm-Up
Warm-Up
1. Begin the activity by opening the Google presentation and introducing the Can-Do statements.
2. Ask the students these questions:
- Pouvez-vous nommer certaines formes d’art ? (sculpture, peinture, danse, cirque) (Can you name some art forms?)
- Est-ce qu’il y a des artistes parmi nous ? Si oui, quel type d’art pratiquez-vous ? Sinon, quel type d’art aimeriez-vous essayer ? (Are there any artists among us? If yes, what type of art do you practice? If not, what type of art would you like to try?)
Main Activity
Main Activity
Aujourd’hui on va discuter l’art.
1. Go through the Google slide (slides 6-15) and show the students the artwork on each slide.
Il y a une œuvre d’art sur chaque diapo.
2. Have the students describe the piece by answering these questions:
Pour chaque œuvre, on doit répondre aux questions de réflexion.
- Quel type d’art est cette œuvre ? (What type of art is this work?)
- Cette œuvre s’agit de quoi ? (Les couleurs, la composition, la matière, etc) (What are some of the elements of this artwork? (Colors, composition, etc.))
- D'après vous, quel est le thème/message de cette œuvre ? (In your opinion, what is the theme/message of this piece of artwork?)
- Que pensez-vous de cette œuvre ? Vous l’aimez ou non ? Expliquez votre réponse. (What do you think of this artwork? Do you like it or dislike it? Explain.)
3. Do this for each slide.
On va répéter ces étapes pour chaque œuvre.
4. There are 5 pieces of art in total.
- Les Coquelicots - Claude Monet (slide 6)
- La Petite Danseuse de quatorze ans - Edgar Degas (slide 8)
- Le pain et les œufs - Paul Cézanne (slide 10)
- Boulevard Montmartre, printemps - Camille Pissarro (slide 12)
- Femme au chat - Pierre-Auguste Renoir (slide 14)
5. There is a "Questions de réflexion" slide after every artwork slide.
*Share this document via the chat with the students to provide them with some art specific vocab they can use when forming their responses.
Voila un lien avec quelques vocabulaire d’art : Vocab d'art
Wrap-Up
Wrap-Up
Ask the following question(s) to finish the activity:
- Quelles étaient vos œuvres d'art préférés de cette activité ? Pourquoi ont-ils attiré votre attention ? (What were your favorite works of art from this activity? Why did they come to your attention?)
- Avez-vous un artiste préféré ? (Do you have a favorite artist?)
Cultural Resources
Virtually Explore the Musée d’Orsay in Paris
Virtually Explore the Musée des Beaux Arts de Lyon
End of Activity
- Can-Do statement check-in… “Where are we?”
- Read can-do statements and have students evaluate their confidence.
- Encourage students to be honest in their self evaluation
- Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements
- I can talk about different types of art forms.
- I can describe a piece of art.
- I can share my interpretations of a piece of art with someone else.
|
oercommons
|
2025-03-18T00:36:41.304512
|
Camille Daw
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79421/overview",
"title": "French Level 4, Activity 11: Le musée d’art / The Art Museum (Online)",
"author": "Mimi Fahnstrom"
}
|
https://oercommons.org/courseware/lesson/100737/overview
|
Introduction to Communication & Media
BUSINESS STUDIES
Overview
Resource will help to give an idea about business and communication
COMMUNICATION
FUNDAMENTALS OF COMMUNICATION
BUSINESS
FUNDAMENTALS OF BUSINESS
|
oercommons
|
2025-03-18T00:36:41.323506
|
02/09/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100737/overview",
"title": "BUSINESS STUDIES",
"author": "anu mathew"
}
|
https://oercommons.org/courseware/lesson/87582/overview
|
Education Standards
K-6th scope & sequence
Evaluating Resources- grade 5
Overview
There are many resources on the internet and students need to learn how to determine if the information is false or accurate.
|
oercommons
|
2025-03-18T00:36:41.341864
|
shaelynn charvet bates
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87582/overview",
"title": "Evaluating Resources- grade 5",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/64058/overview
|
Go for a Walk in Washington
Overview
This document contains links to park maps and trails throughout Washington state.
Go for a walk outside...
King County Park maps (parking always FREE)
Pierce County Park maps (parking always FREE)
Snohomish County Park maps (parking always FREE)
Thurston County Park maps (parking always FREE)
Washington State Park maps (parking needs Discover Park Pass)
Washington Trails Association (find a trail anywhere near you!)
Bike Maps for the Puget Sound area, Spokane
Photo by James Wheeler on Unsplash
Walk by Dairy Free Design and Bicycle by Vallone Design from the Noun Project
|
oercommons
|
2025-03-18T00:36:41.357949
|
Ken Turner
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64058/overview",
"title": "Go for a Walk in Washington",
"author": "Barbara Soots"
}
|
https://oercommons.org/courseware/lesson/114742/overview
|
Characteristics of Language Immersion in STARTALK Student Programs
Overview
Language Mentors International (LMI) presents "Characteristics of Language Immersion in STARTALK Student Programs," a study to discover the elements of effective practices in STARTALK programs that prepare learners for 21st-century skills. The study targeted institutions that offer STARTALK summer programs in Arabic, Persian, Urdu, and Hindi languages to middle school, high school and college students. The study was funded by the U.S. Department of Education International Research and Studies grant (P017A200034).
Language Mentors International (LMI) presents "Characteristics of Language Immersion in STARTALK Student Programs," a study to discover the elements of effective practices in STARTALK programs that prepare learners for 21st-century skills. The study targeted institutions that offer STARTALK summer programs in Arabic, Persian, Urdu, and Hindi languages to middle school, high school and college students. The study was funded by the U.S. Department of Education International Research and Studies grant (P017A200034).
|
oercommons
|
2025-03-18T00:36:41.376492
|
Languages
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114742/overview",
"title": "Characteristics of Language Immersion in STARTALK Student Programs",
"author": "Higher Education"
}
|
https://oercommons.org/courseware/lesson/98346/overview
|
Addition Using a Number Line
Overview
This is a lesson for teaching 1st graders on how to use a number line to help them with number sense and understanding addition before they learn subtraction. Number lines can also aid in the concept of subraction.
What is a Number Line?
Number Line: A number line is a visual tool to help us understand sequential order. It is a tool to help us understand how we add numbers and later on will aid us in subtraction.
Adding Numbers Using a Number Line
Find the number 4 on the numberline and count how much numbers until you get to 5. (4 is 1 number away from 5) That is how we know that 4+1=5.
The finger is pointing to the number 8 and the number circled is 14. 8+__=14?
Have students count the number line until they get to 14. (8+6=14)
|
oercommons
|
2025-03-18T00:36:41.395857
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98346/overview",
"title": "Addition Using a Number Line",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/98673/overview
|
Introductory Physics Lab
Overview
Introductory high school physics labs on motion utilizing smart carts.
Lab 2 - Lab 5 Motion (in progress)
Labs are attached as pdf
|
oercommons
|
2025-03-18T00:36:41.411610
|
11/14/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98673/overview",
"title": "Introductory Physics Lab",
"author": "Julia Cook"
}
|
https://oercommons.org/courseware/lesson/87786/overview
|
ENGLISH
Overview
TASTY ALPHABET SOUP
ENGLISH
TASTY ALPHABET SOUP
An advanced review of the alphabet with an emphasis on new vocabulary words.
|
oercommons
|
2025-03-18T00:36:41.428271
|
11/15/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87786/overview",
"title": "ENGLISH",
"author": "Robert Majure"
}
|
https://oercommons.org/courseware/lesson/90089/overview
|
How to Create a Super Slide Show
Overview
Powerpoint Presentation
See PowerPoint
Powerpoint Presentation
See PowerPoint
|
oercommons
|
2025-03-18T00:36:41.446556
|
02/16/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90089/overview",
"title": "How to Create a Super Slide Show",
"author": "Susan Kelly"
}
|
https://oercommons.org/courseware/lesson/83618/overview
|
U.S. History: 1980's
Overview
In this lesson, students will listen to a variety of songs or tracks from the 1980’s that were protesting about certain aspects of the Reagan era. Students will be given a list of eleven songs/tracks with the lyrics of each song protesting either the nuclear arms race, Reaganomics, the Iran-Contra affair or the AIDS epidemic. The task of each student is to analyze the meaning behind the lyrics of each song and explain the controversial event, policy or issues that the protest song was about.
Protest Songs From the 1980's
Protest Songs of the 1980’s
Anchor Standards: CCSS R.1, R.4, R.7, R.9, R.10, W.7, W.9, SL.1, SL.2, L.5
INTRODUCTION
Music has been used as a form of political protest for decades. Many people associate protest music or songs with the Rock and Roll era of the 1960’s - the era of the Civil Rights Movement, the counterculture and the Vietnam War. However, the one era that is less associated with protest songs is the 1980’s and the Reagan presidency.
In this lesson, students will listen to a variety of songs or tracks from the 1980’s that were protesting about certain aspects of the Reagan era. Students will be given a list of eleven songs/tracks with the lyrics of each song protesting either the nuclear arms race, Reaganomics, the Iran-Contra affair or the AIDS epidemic. The task of each student is to analyze the meaning behind the lyrics of each song and explain the controversial event, policy or issues that the protest song was about.
Objectives
Students will be able to conduct research about a protest song and explain the intended message of the song.
Students will be able to explain the policy, event or issue that the protest song is about during the Reagan presidency.
Essential Questions
How might protest songs influence or inspire people?
Why might the lyrics of protest songs be relevant to society?
Procedure
Before students are split up into groups they will be asked what songs they listen to. Why do they like these particular songs? Do any songs that they listen to affect or reflect their thoughts or experiences regarding the current political climate?
As a teacher, you will explain that many musicians use music to relay messages or a viewpoint in order to highlight an injustice or a cause. However, students need to examine what effect protest songs have on people (if any).
When facilitating students who are analyzing lyrics of protest songs, teachers need to explain that some songs do not have a straight forward message. Instead, they use metaphors and/or slang. Students will need to understand what a metaphor is and why it is used in many songs.
Assessment (Jigsaw)
Students will be split into groups (maximum of four students in each group). Each student will then be assigned a number. All students will then leave their original groups and join the group of their number. Each numbered group will then be given a song to research and analyze. Each numbered group will also examine the issue that the song is protesting about. The list is below:
- Reaganomics: Grandmaster Flash and the Furious Five - “The Message”
- Iran-Contra Scandal: MDC - “Bye Bye Ronnie”
- Reagan’s Disregard for Vietnam Veterans: Bruce Springsteen - “Born in the USA”
- Anti-Nuclear War: Nena - “99 Red Balloons”
- The Criminal Justice System: Public Enemy - “Black Steel in the Hour of Chaos”
- Decline of the American Manufacturing Industry - Billy Joel: “Allentown
- Anti-Nuclear Weapons: Frankie Goes to Hollywood - “Two Tribes”
- U.S. Involvement in Nicaragua: Don Henley - “All She Wants to do is Dance”
- Against the Abuse of Power: Public Enemy - “Fight the Power”
- Star Wars and Environmental Threat Posed by Nuclear Waste: B-52’s - “Channel Z”
- AIDS and Crack Epidemics: Prince - “Sign O the Times”
After each numbered group has conducted their research on their assigned song, they will then go back to their original groups and report their findings.
DEBATE:
The class will then debate the impact and influence of each song on society. Here are some question prompts that the teacher can ask students:
Did some songs have more of a lasting impact than others?
Can music help bring about change in society?
PRESENTATION:
Lastly, students will choose their own protest song from recent times and compare it with a protest song from the past. They will create a presentation comparing and contrasting the two songs and explain what the songs are protesting and why they chose them.
The presentation can be a PowerPoint or Google Slides presentation. Or it can be in another format depending on the technology available to the students and teacher.
|
oercommons
|
2025-03-18T00:36:41.466069
|
07/16/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83618/overview",
"title": "U.S. History: 1980's",
"author": "Jamie Macdonald"
}
|
https://oercommons.org/courseware/lesson/120741/overview
|
Introduction to Piano
Overview
This online module is designed to appeal to learners of all ages that want an introduction to the skills necessary to play piano. This course will cover basic finger patterns, scales, and how to start reading music through the amalgamation of multiple online resources intended to appeal to the different learning styles of all students. By the end of this module, the learner should be able to perform the C scale, name the individual notes, and be able to demonstrate simple finger techniques. Please note that having a physical piano while completing this lesson will facilitate a much higher comprehension of the material.
Course Outline
Introduction (10 min)
- Hand Placement
- Find Middle C
Lesson 1 - Learning the Notes (20 min)
- Learn the Names of the Notes
- What is a Sharp and a Flat?
- Where to find these notes on sheet music
- Practice
Lesson 2 - Learn to Play Your First Scale (20 min)
- What is a scale, and why are they important?
- How to finger tuck on the right and left hand
- Demonstration of scale
- Practice
Assessment (10 min)
Conclusion (5 min)
Introduction
Middle C
The first thing that is important to know when starting to play the piano is where and how to place your hands. The best beginner placement is starting with Middle "C". This is because "C" is generally the middle note on the piano, and one of the easiest to locate. To start, watch this video below about where to find "C" and place your thumb on it.
Hand Placement
Congratulations! You have taken the first step into understanding how to play piano. If you notice the image below, there are numbers on the screen. This is because each finger has a number, with your thumb at 1, all the way to your pinky at number 5. Notice how the left hand has the "five" on the left, and the right hand has the "five"on the right. Starting at Middle "C", you should be able to count where to rest of your fingers should be.
Lesson 1
Learning the Notes
Fortunately for many learners, the notes on a musical instrument use the same letters in the alphabet. There are only a few different basic notes, and they appear as below:
- A B C D E F G
Notice how the notes restart once you get to "G"? This continues throughout the whole piano for the white keys.
Now for the harder part. Those black keys you see are called "Sharps and Flats", but technically any key can be a sharp and flat. There will be more on this later. Sharps on music notes are represented by # and flats are represented by ♭. If you start at middle "C", the black key in front of it is known as C sharp, which is a half note adjustment towards "D". This means that the note is slightly higher than "C" but slightly lower than "D". The interesting part is that C# and D♭ are technically the same note, just a different way of writing them. Look below at all the keys with the sharps and flats added.
While a black key may be called two different notes, there is usually a more common approach that musicians take when writing these down. For example, it is more common the call the black key in front of "A" the B♭ rather than A#, but it really depends what you are writing.
Sheet Music
These notes can also be represented on sheet music common to all instruments. Watch the video below to explain where you can find these notes, and for tips and tricks to read music.
Practice finding these notes on the piano. Can you find middle "C" again? What about any F#? If you can find these notes, we can work towards making a scale in no time!
Lesson 2
Playing Your First Scale
Every different note on the piano between "A" and "G" has an individual scale that you can play for both the left and the right hand, although the notes are the same. The first scale most piano players learn is the "C" scale, because this is generally considered the easiest scale as it consists of no sharps and flats.
In order to begin, place your hands as shown above with your right thumb starting on middle "C". Your goal is to play every note in a row from middle "C" to the next highest "C". The first challenge is that this scale consists of eight notes, but as a pianist you only have five fingers! What you are going to do is play notes 1, 2, 3 (look back to see which notes these are in the introduction). Once you get here, you are going to tuck your thumb under your middle finger, and resume from the beginning to completion of all five fingers. The process should look as below:
C, D, E, F, G, A, B, C
1, 2, 3, 1, 2, 3, 4, 5
Or in other language
C, D, E, F, G, A, B, C,
Thumb, Index, Middle (tuck), Thumb, Index, Middle, Ring, Pinky.
Going down in quite similar to going up. Reverse the process starting at the higher "C" note, until you reach middle "C". The process should start at your pinky finger and reach your thumb. Once you reach your thumb, you are going to do a reverse tuck, reaching your middle finger over your thumb to resume the last three notes. Watch the below video to see which notes corresponde to which finger number, but remember to only start with the right hand for now.
What do you think? What did you find most challenging? Remember to practice the exact parts you find most challenging for the most improvement.
Assessment
Now its time to practice what you have learned! Like a beginners piano test,
What notes are the follow:
After you are finished, please draw in a B♭ on this platform.
Please demonstrate the "C" scale with the correct finger patters and placement.
Conclusion
How do you think you did? What was the most challenging part? You have taken the first necessary steps towards learning the piano. If you are still interested in learning, it is recommended that you learn the left hand equivalent of the "C" scale, and perhaps to even play them at the same time!. Playing the piano can be intimidating at first, but atone to learning a language, regular practice in short bursts has proven to have incredible results Once you learn how to corrdinate your notes into songs, the pleasure from playing piano itself may begin to be a driving force for learning more complicated information. Learning the piano is also considered a starting instrument that can be highly applicable to other instruments. Since the notes are the same on any instrument,you have taken the first steps to being able to pick up another instrument with less barriers than if you had not learned anything about piano. Musical experience is a wonderful aspect of life, and playing it can be even more rewarding. Remember not to practice so much you become disenfranchised with learning, and enjoy the increased understanding you will have for all music with every musical learning experience.
References and Attribution
"Learning to Play" by "ms.akr" is licensed under CC BY 2.0
https://flickr.com/photos/msakr/6694030093/in/photolist-bcwDVX-6KYgEJ-dNzjbB-5B812o-o8eLzE-4D3eL1-6KevP-dneeaz-dNETZu-53EJAk-9hh4hU-fkGAPL-6bkc6C-4AXSQr-dURoqZ-ayZSEo-9ERqeG-8kKTAk-7TTJrx-9LegSM-7VT1ga-4exn6L-eYh1H8-9faU8S-b6i6wM-5Da7QQ-8RrHYi-iVxQR6-wbg1xx-K2hvRX-H8TEC3-6aEcZc-o1DZYh-PYcogj-5rJm8J-5wnr3L-QSERL3-8vLvYU-9vZFLq-o5nki-9hXHqf-dZrp1A-8xyqaq-r7s7ro-7EcDWP-cCmJFm-7w9KGF-bn2vZ7-9HDMRX-aqXsoH
"Learning to Play" by "ms.akr" is licensed under CC BY 2.0 [Remix]
https://flickr.com/photos/msakr/6694030093/in/photolist-bcwDVX-6KYgEJ-dNzjbB-5B812o-o8eLzE-4D3eL1-6KevP-dneeaz-dNETZu-53EJAk-9hh4hU-fkGAPL-6bkc6C-4AXSQr-dURoqZ-ayZSEo-9ERqeG-8kKTAk-7TTJrx-9LegSM-7VT1ga-4exn6L-eYh1H8-9faU8S-b6i6wM-5Da7QQ-8RrHYi-iVxQR6-wbg1xx-K2hvRX-H8TEC3-6aEcZc-o1DZYh-PYcogj-5rJm8J-5wnr3L-QSERL3-8vLvYU-9vZFLq-o5nki-9hXHqf-dZrp1A-8xyqaq-r7s7ro-7EcDWP-cCmJFm-7w9KGF-bn2vZ7-9HDMRX-aqXsoH
"Piano" by "Ben Askins" is licensed under CC BY-SA 2.0
https://flickr.com/photos/teamaskins/2942641647/in/photolist-5u2NQP-2wEf9-fhhZ3x-8v932F-BWt8ip-4cRur8-5Ljy14-7QRZCL-53EJAk-4Suzxw-8fdyRP-dLahEr-6n9vaF-4VHg81-eTxdSk-2Fn9Jk-qaxQEs-FZWoJ-h2NTUQ-4dGke3-6w8oiU-5MqK8Z-jCvrX7-4YLPsV-5MqMKi-k9316-buYF8z-37Jry6-ePuyrq-2FmMjD-s2B52T-6s3mKD-6x6J8v-5xYqMi-dneeaz-4Gram8-boTRmc-7AYErE-du8C5-iQSHed-5Mv1XW-54WZuy-aWsKjX-bz83iU-ajxUi5-8g41rg-iamn9j-6HUohC-7eExby-fQidV4
Pianote. (2019, March 19). How to Read Notes (Beginner Piano Lesson).
https://www.youtube.com/watch?v=gEI7uYOCQXo
Pianotels. Hand Position on Piano [Photo]: Where and How to do it Correctly.
https://pianotels.com/wp-content/uploads/2020/06/IMG_20200623_154306-1.jpg
Piano Song Download. (2016, July 22). C Major Scale Piano Lesson Tutorial.
https://www.youtube.com/watch?v=6p4mjohZ3YM
Learn Piano Online. (2008, Dec 18), Piano Lessons: Finding Middle C
https://www.youtube.com/watch?v=6p4mjohZ3YM
|
oercommons
|
2025-03-18T00:36:41.490902
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120741/overview",
"title": "Introduction to Piano",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/106331/overview
|
Justice in the Classroom & Determined: Middle School Chapter 2
Overview
Before the 13th Amendment officially ended slavery in the United States, free and enslaved African Americans fought for their liberty, society’s recognition of their humanity, and the promise of equality. A variety of methods were used by enslaved African Americans to resist the conditions they experienced while in bondage. In this lesson plan, students will learn about three individuals whose actions are a representation of the bravery of African Americans who fought for their freedom and equality.
ACTS OF RESISTANCE: A FIGHT FOR FREEDOM AND 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/1flctzazczKsxav911-YGOZ_FHRpQAmo8vqPnTblTx4A/copy
|
oercommons
|
2025-03-18T00:36:41.504071
|
07/05/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106331/overview",
"title": "Justice in the Classroom & Determined: Middle School Chapter 2",
"author": "Woodson Collaborative"
}
|
https://oercommons.org/courseware/lesson/85540/overview
|
How to Use Open Author on OER Commons Overview After video you will know how to use open author on OER Commons How to Use Open Author on OER Commons
|
oercommons
|
2025-03-18T00:36:41.524908
|
09/02/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85540/overview",
"title": "How to Use Open Author on OER Commons",
"author": "Dung Nguyen"
}
|
https://oercommons.org/courseware/lesson/60717/overview
|
Go Open Michigan
My Info on OER Repositories
Overview
I am learning about using te publisher on OER Commons. Testing it out.
Repositories for OERs
My goal is to share OER repositories and get to understand how this media works. It isn't the most intuitive platform out there.
GO OPEN MICHIGAN . ORG
Common License Section
Common License allows labels for determining the accessibility of use that the author wants to be allowed.
|
oercommons
|
2025-03-18T00:36:41.543358
|
12/14/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60717/overview",
"title": "My Info on OER Repositories",
"author": "Mikeal Yonge"
}
|
https://oercommons.org/courseware/lesson/83515/overview
|
Women of the Civil Rights Movement (2)
Women's Conference Planning Document
1. Role of Women in the Civil Rights Movement
Overview
Through the play Beautiful Agitators and accompanying curriculum, students will explore the life of Vera Mae Pigee and the impact of voter suppression.
Beautiful Agitators Lesson Plan: Scene One
Standards: Local civil rights history, power relations & social justice
Content Strand 4:
A. Identify and explain the significance of the major actors, groups and events of the civil rights movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party).
B. Understand and describe the historical circumstances and conditions that necessitated the development of civil rights and human rights protections and/or activism for various minority groups in Mississippi.
Tactics: Organizing, Resistance, Collective Action & Unity
Counter Tactics: Intimidation, Surveillance
PROCEDURE:
Instructor will have students read short bio of Vera Mae Pigee and Scene One from the "Beautiful Agitators" script before the whole class disscussion. Students can read the scene aloud or independently.
MATERIALS:
To complete the research portion of the lesson plan, students will need access to computers.
LESSON: Introducing Mrs. Vera Mae Pigee
VERA: I told them when we were in the process of getting started, and again when I was elected secretary, that the only thing I knew about the NAACP was that it is something that is supposed to make these Mississippi white folks act like human beings AND I want to be a part of that monster.
ACTIVITY: Discussion
- Before watching and reading the play, “Beautiful Agitators,” had you ever heard of Vera Mae Pigee?
- Who is Vera Mae Pigee?
- Explore the title of the play, “Beautiful Agitators”
- How has the word agitator been used as a pejorative when referring to civil rights activists?
- What is the significance of using this word in the title?
- What might the use of the word beautiful imply?
- How does the use of Vera Mae’s beauty salon as a clandestine location for civil rights work and citizenship training demonstrate the way in which women were able to occupy spaces and organize under the radar?
- What does this say about the expectations of women’s roles during the civil rights movement?
- How has the story of Vera Mae Pigee been preserved by the play "Beautiful Agitators"?
LESSON: Role of Women in the Civil Rights Movement
BACKGROUND:
Vera Mae Pigee is the heart of our Beautiful Agitators play. The first scene depicts the many hats Vera Mae Pigee wore in her role as an organizer and activist. While we proudly celebrate her unique and valuable contributions, Mrs. Pigee is not an outlier in the civil rights movement. She is one of many women who led the charge and carried and sustained the movement within their communities across the South. These women made great sacrifices for the movement and were themselves the targets of intimidation and violence.
OBJECTIVES:
Students will be able to answer the following questions:
- Discuss the varied roles that women played in the civil rights movement.
- Identify multiple key leaders that are too often left unmentioned.
- Evaluate why women were often excluded from the narrative.
- Articulate the critical importance of women in the civil rights movement.
ACTIVITY: Research Project
Students will uncover the unsung voices of the women of the civil rights movement. Assign each student a name from the list provided and ask them to create a digital collage representing the life of their leader which they will present to the class. Students will be required to to answer the following questions about their historical figure and her contributions to the movement:
- What is the name of your historical figure?
- Where and when was she born?
- What role did she play in the civil rights movement?
- Was she a part of a specific organization?
- Has this person been memorialized? If so, how?
EXTENSION: Monument Proposal
[See above image of Vera Mae Pigee mural in downtown Clarksdale, MS artist Charles Coleman]
Have your students work individually or in groups to submit a monument proposal.
- What type of monument would they design ex: plaque, sculpture, painting, statue, etc.?
- What artistic style would be used as inspiration- realistic, abstract, etc
- What words and images would be important to include in the monument? Ex: Personal quote, poetry, song lyric, etc
- Where would the monument be placed?
- Who would they invite to support the funding of this monument?
- Who would they invite to the dedication of this monument?
- Why is this monument important to understanding the history of the civil rights movement?
- How would this monument serve to mobilize future generations to work for civic change?
Beautiful Agitators Script: Scene One
Scene One
July 1955, Clarksdale Mississippi
Sunday evening in the Pigee house, Mary Jane is reading the newspaper after dinner.
MARY JANE: (reads aloud from newspaper) Pictured left to right, Aaron E. Henry and Vera Mae Pigee of the Coahoma County chapter. Did you have to wear that hat with those boots?
VERA: Now Mary Jane, You know I am “Thee Hat Lady” of Clarksdale! Among many other titles too! (all laughs) I’ve got to have the look to go with this attitude folks, like Chief Collins, call “big”. Besides, didn't you know, fashion is a part of my work too, child? (all laugh as Vera takes the newspaper and studies the photo)
MARY JANE: I don’t think the NAACP knows what they’ve gotten themselves into.
VERA: I told them when we were in the process of getting started, and again when I was elected secretary, that the only thing I knew about the NAACP was that it is something that is supposed to make these Mississippi white folks act like human beings AND I want to be a part of that monster.
MARY JANE: So look at you now - here you are!
VERA: And so here I am serving as the secretary for our chapter, and now advisor of the Youth Council here, my own baby.
MARY JANE: I’m glad you listened to Mr. Evers.
VERA: “When nobody else is moving and the students are moving, they are the leadership for everybody AND Vera, we need you to direct them.” Medgar said that.
MARY JANE: And he was right!
[CUE 2 - Phone Ring 1]
(The phone rings, Mary Jane enters the scene to answer the phone. Paul
VERA : Pigee’s beauty shop. How can I help you? Hello? Hello? (pause, Vera hangs up the phone) Mary Jane, you better not be courtin’!
MARY JANE: Oh, Mama!
[CUE - Phone Ring 2]
Phone rings again. This time Mary Jane rushes to try to answer.
VERA: Pigee’s beauty shop. This is Vera.(answers the phone) Hello? (pause) Hello? (pause). (hangs up phone)
[CUE - Phone Ring 3]
VERA: Hello? - what? Who is this? Don’t call here again.
Vera hangs up the phone
MARY JANE: Who was that? What did they want?
VERA: I don’t know./ The bigger this movement gets, the greater the attention. And the greater the attention the movement gets, the more those at the forefront of this struggle are targeted. Not only will we be targeted, but everyone that supports us will be targeted too. Lord, did I make the right decision?
MARY JANE: Mama you’re scaring me. What did they say? Who was on the phone.
VERA: I won’t repeat it. You’ve been sheltered, Mary Jane. You don’t know the seriousness of a black person in Mississippi today challenging the white power structure. The Klu Klux Klan, the White Citizens Council, have all got their parts in this thing.
MARY JANE: But...Mama, you’re just organizing voter registration. You’re not challenging anyone.
VERA: That is exactly what I am doing. Everytime one of our people exercises their right to vote we gain a little more power - and that will lead to change. And that terrifies the Mississippi white folks who have profited from our disenfranchisement . Our family - your father works for those white people. The worst kind. Those who own the plantations, cotton compress and the shacks, in which many colored folks live and many of those folks are my customers. Our money, our lives are dictated by white folks who contribute to our struggle everyday. My customers, your classmates, your father’s co-workers. As a community, we share our hardships, even when they don’t affect us directly. Do you see Mary Jane?
MARY JANE: I don’t want you to shelter me any longer. I want to understand, I want to help you change things.
VERA: Thank you my girl, you will be a great help. I pray I’m doing the right thing.
BLACK OUT End of Scene
Beautiful Agitators
written by Aallyah Wright, Charles Coleman, Jessica James, Nick Houston and Jennifer Welch
commissioned and produced by StoryWorks, Jennifer Welch, artistic director
Lesson 1 Video: The Role of Women in the Movement
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2025-03-18T00:36:41.577917
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https://oercommons.org/courseware/lesson/83487/overview
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Document: SNCC press release: Illiterate whites vote negroes are barred, undated (possibly 1963)
DOJ: Before the Voting Rights Act
Literacy test questions & voting rights materials, March 1955
Mississippi Voter Application and Literacy Test ~ 1950s
2. Voter Suppression: Literacy Tests
Overview
Through the play Beautiful Agitators and accompanying curriculum, students will explore the life of Vera Mae Pigee and the impact of voter suppression.
Beautiful Agitators Lesson Plan: Scene Two
Standards: Local & national civil rights history, power relations & social justice, relationship between local and national movement, relationship between past and present movement, knowing all of the organizations, acronyms and their perspectives, Freedom Summer
Content Strand 4:
A. Identify and explain the significance of the major actors, groups and events of the civil rights movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party.
B. Understand and describe the historical circumstances and conditions that necessitated the development of civil rights and human rights protections and/or activism for various minority groups in Mississippi.
Tactics: Organizing, collective action & unity
Time Period: 1955
Background for Instructors:
Read: DOJ: Before the Voting Rights Act
Talking points:
- Literacy tests were used as a tool to disenfranchise voters. This was primarily deployed as a tactic to prevent Black voters from voting but also at times used against other minorities and poor white people.
- Literacy tests are completely subjective. They were given by officials in charge of voter registration. Those who administered the tests were able to choose when to give them and how to assess them.
- Literacy tests demonstrate inequality in education and funding in education which can be understood when looking at school segregation and the underfunding of Black schools.
- Literacy tests as a method for data collection for purposes of intimidation. Applicants were forced to list their place of work so that their employers could be notified of their activity and punitive measures taken.
Sequence: Before the introduction of the Beautiful Agitators curriculum and before viewing the reading, instructors will distribute copies of the literacy test portion of the voter registration form to students using the MS Constitution for passage selection for interpretation. Students will take the test and submit their test to the instructor. The instructor will set aside the test until ready for this lesson. During this lesson, the instructor will hand the tests back to the students. The instructor will then randomly select the names of the students who have passed and who have failed. When introducing the lesson plan, the instructor will provide the background information regarding the use of literacy tests. Instructor will explain who designed/wrote the literacy test and who administered the test. The instructor will address what a literacy test suggests about the inequalities in educational opportunities and economic disparities between those administering the test and those who are taking the test. Explain the role of school segregation in maintaining barriers to literacy.
LESSON: Literacy Test
OBJECTIVES:
Through primary source analysis and group discussions, students will be able to:
- Examine how literacy tests were a means of disenfranchising voters.
- Determine who benefitted from placing these barriers to voting.
- Explain how the role of strategic organization sought to circumvent these discriminatory practices.
Distribute copies of MS voter registrations/literacy tests to students. Working in small groups students will be asked to answer the following questions:
- What information did the potential voter have to provide?
- Who was being targeted by the literacy test? Why?
- How does the information required provide data for intimidation of those registering to vote?
- What reasons might a registrant fail to pass the literacy test?
ACTIVITY: Literacy Test Results
Instructor will hand back the students' literacy tests that were administered prior to the viewing of Beautiful Agitators. Instructor will assign a grade at random: pass or fail. Discussion will continue with the gauge students' reaction.
- How does it feel to be graded this way?
- What is the goal of this restrictive system?
- How does it feel to be denied the right to vote because of this system?
REFLECTING ON THE SCRIPT:
Nick: Then what's the point of the citizenship class?
- What is Nick feeling?
- Do you relate to his frustrations?
- What was the point of the citizenship class?
ACTIVITY: In-class research projects: Citizenship Classes
Students will look at primary source documents that were used to explain, advertise and recruit teachers and students for citizenship classes across the Mississippi Delta. Students will answer the following questions:
- Who was recruited to teach the citizenship classes?
- Did the teachers receive training?
- Beyond registering citizens to vote, how did the citizenship classes work as a recruitment tool for the civil rights work in Mississippi?
ACTIVITY: Registering to Vote Today
Compare and contrast the voter registration process in the MS Delta in the 1950s-1960s with the present day voter registration process where you live today:
Students can work in small groups or individually to determine voter eligibility and the process to register to vote and in their state.
- How does your county handle voter registration?
- When is a citizen able to register to vote?
- Where is a citizen able to register to vote?
- When are registered voters able to vote? (Ex: Day of election, week before, etc.)
- How are registered voters able to vote?
- What policies are in place to deny citizens the right to vote?
- What observations can you make regarding barriers to voting during the civil rights era and today?
- What are the differences in voting laws/regulations across the United States?
- Which states have the most open voter registration and voting access and which states have the most complicated or restrictive voting registration process and voting access?
EXTENSIONS:
Furthering the research process students will investigate the status of voting rights in their home state.
- Are there any legal battles regarding voting rights in your state?
- Identify the bills in the state legislature that have been introduced and/or bills that are being debated and voted on.
- If so, what are the goals of these proposed bills?
- Are there any lawsuits before the courts concerning voting rights or voting procedure?
- What are the goals of the legal challenges?
- What organizations are involved in the debate of these voting rights issues? What are their positions?
ACTIVITY: Participating in the Conversation
Option 1:
Students will develop a plan to contact their representatives at the state or national level to engage in a conversation regarding their position on the pieces of legislation being considered/debated. Before reaching out, students will be prepared to present their thoughts and opinions regarding the proposed legislation and will use evidence to support their argument.
Option 2:
Students will write a Letter to the Editor for their school or local paper in response to the debate over a particular voting rights bill or lawsuit. Students will be required to present
strong supporting evidence to bolster their argument. Students should be mindful of their audience and be sure to offer their proposed action when concluding their article.
Option 3:
Students will work together to identify voting rights advocates or scholars that they would like to interview. Students will work collaboratively to determine the questions they would like to ask. Students will work in small groups to contact potential interviewees. Students will schedule interviews, conduct the interviews and share the recordings and transcripts with the class.
Beautiful Agitators Script: Scene Two
Scene Two
Summer of ‘55 a hot Delta night
Vera walks slowly back and forth in the center of her beauty shop with a clipboard in her hand. She watches her students work tediously on their mock literacy exams.
VERA: Alright, now. Time’s up.
ALL STUDENTS groan while passing their tests to Vera.
VERA: I don’t know what ya groaning for. Y'all had more than enough time. You don’t want ‘em to fail ya because you taking too long, now do ya?
ALL STUDENTS laugh.
VERA: Now everyone, turn to the last page of your book. There’s something I wanna go over ---l
WILMA: I need to take these papers home and study more.
VERA: (stops flipping through pages, focuses attention on Wilma): You can use all the time in the world to study ... You can be the most intelligent person to ever take the test ... You can even answer every single question correctly, but you can still fail the test if the official administering the test decides they want to fail you.
NICK: - Then what’s the point of the citizenship class?
VERA: You wanna know why we meet twice a week for three months? (looks at Nick) We want y’all to be able to register to vote.
NICK: Why do we have to take a class to learn how to register to vote?
VERA: Do you know how many colored folks are registered to vote in Mississippi?
(ALL silent)
VERA: 5 percent. 5 percent of eligible colored folks are registered to vote. If every single one of us went to register and passed the test we would become the majority.
MARY JANE: We can get our folks represented in government and start changing some things around here.
WILMA: Around here in Clarksdale and the state of Mississippi.
VERA: Yes, Wilma! That’s why we want y'all to master basic skills so y’all will be able to stand before any of those county registrars and DEMAND first-class citizenship. Now, let’s look at one of the possible selections that could be on the test.
NICK: One of the 287 possible selections. (Wilma laughs)
VERA: Turn to the last pages of your book (ALL flip to the last page) On the exam, the administrator will point out a section of the Constitution, and you will have to write down what you think it means. Now, I’m gonna pick out a section and read it aloud.
NICK (skimming through the page, inquiring to Vera): Why do they get to choose what section of the Constitution we interpret?
WILMA: They want us to fail, they can’t let us gain the majority.
NICK: They can go to hell.
VERA: Nick, there’s no time for that kind of thinking. You have to exercise self control. You don’t want to call any unnecessary attention to yourself. Just take your test and pass through. (begins to read): Section 11 of the Mississippi Constitution reads, “The right of the people peaceably to assemble and petition the government on any subject shall never be impaired.” Can someone tell me what that means?
(ALL silent. Nick looks flustered)
NICK: Some of those cops wouldn’t know the law if you threw it in their faces.
VERA: Let me explain Section 11. There’s two important parts that I want you to know. People have the right to peaceably assemble and the right to petition the government. Now, the right to peaceably assemble simply means we have the right to gather with other folks to defend, promote, and even discuss our ideas without the government stopping it as long as we’re not causing harm to anyone or any property.
NICK: (frustrated) Our folks protest peacefully. March peacefully and I’ve seen the state of Mississippi do everything in1 its power to stop them.
VERA: It’s all about what we do and our impact. It’s up to us to do things the right way and to know our rights, so we can fight back. That brings me to the last part of Section 11. We have the right to challenge the government about things we don’t feel is right or fair through petitions. And that’s why we must educate ourselves about these things, so when it’s time to take the test, y’all will be more prepared.
WILMA: Amen. Amen.
VERA: I say all that to say this here. No matter what section they give you, make sure you interpret it word for word to the best of your ability. (looks at the clock) Now, time’s up. (Students chatter) I still need volunteers to drive to Memphis and do the shopping for folks. This boycott is happening! Mary Jane is in charge of organizing that.
MARY JANE: Yes, anyone who can drive, let me know and I’ll get the shopping lists & money together.
WILMA: Here’s my list. I’ll see you at the food drive.
MARY JANE: Thanks, Wilma.
VERA: Here, young lady. (passes grocery list to Mary Jane) Now, remember that we don’t have class on Monday. I will be at the state’s NAACP conference in Jackson.
BLACK OUT End of Scene
Beautiful Agitators
written by Aallyah Wright, Charles Coleman, Jessica James, Nick Houston and Jennifer Welch
commissioned and produced by StoryWorks, Jennifer Welch, artistic director
Lesson Two Video: Voter Suppression and Literacy Tests
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oercommons
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2025-03-18T00:36:41.617991
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https://oercommons.org/courseware/lesson/83488/overview
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Bernice Johnson Reagon On Leading Freedom Songs During The Civil Rights Movement
Bringing People Together - Song and Music
Candie Carawan and Guy Hughes Carawan oral history interview conducted by Joseph Mosnier in New Market, Tennessee, 2011 September 19.
Candie Carawan National Council of Elders
Document: Highlander Workshop News, November 1965
Document: SNCC Staff Workshop at Highlander
Freedom Singer: 'Without Music, There Would Be No Movement'
Guy and Candie Carawan Collection – Field Trip South
Highlander Research and Education Center
Highlander Research & Education Center (HREC) Documents
Music in the Civil Rights Movement | Articles and Essays | Civil Rights History Project | Digital Collections
Our Voices: SNCC
Sheet Music: "We Shall Overcome"
SNCC: Freedom Singers
SNCC: Guy and Candie Carawan
Transcript: Candie Carawan and Guy Hughes Carawan oral history interview conducted by Joseph Mosnier in New Market, Tennessee, 2011 September 19.
UNC Collection Title: Guy and Candie Carawan Collection, 1955-2010
3. How Music Moved the Movement
Overview
Through the play Beautiful Agitators and accompanying curriculum, students will explore the life of Vera Mae Pigee and the impact of voter suppression.
Beautiful Agitators Lesson Plan: Scene Three
Standards: Local civil rights history, power relations & social justice, ties to national movement, ties to historical tactic: civil disobedience & nonviolent resistance.
Content Strand 4: Understand and describe the historical circumstances and conditions that necessitated the development of civil rights and human rights protections and/or activism for various minority groups in Mississippi.
b. Identify and explain the significance of the major actors, groups and events of the civil rights movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party.
Tactics: Organizing, Collective Action & Unity
Time Period: 1960’s
Leaders: Guy Carawan (musician), Mary Jane Pigee, NAACP, SCLC and SNCC
LESSON: How Music Moves the Movement
WILMA: I felt the thickness in the air just standing in the crowd…no one was looking at me, and I felt it.. (looks at Mary Jane lost for words) You and Guy Carawan singing “We Shall Overcome”. (looks at Mary Jane with admiration) … a colored woman with a white man singing on the same stage. AND in front of colored and white folks for the 1st time in Coahoma County. (silent for a minute) It made me believe anything was possible.
BACKGROUND:
READ:
Music in the Civil Rights Movement
Introduction to Highlander Folk School:
The Highlander Folk School served as an important nexus for integrated training of civil rights activists. In collaboration with SCLC, the NAACP and SNCC, the Highlander Folk School worked to provide leadership training and developed programs to aid in the understanding and realization of civic identity and the pursuit of civil rights.
In his role as Music Director at Highlander Folk School, Guy Carawan worked to capture, record, perform and distribute the music of the movement. Many of the songs that were produced and published by Carawan were songs that were already part of a deep foundation of Black musical tradition such as spirituals, gospel and in the Delta … blues. Guy Carawan’s intent in the distribution and publication was to preserve these songs long associated with the struggle for freedom. The anthem of the civil rights movement, “We Shall Overcome”, is an important testimony to the collaborative nature of music and the way in which older songs informed new interpretations and were shared across generations to support the common goal of freedom.
OBJECTIVES:
- Students will gain awareness of the Highlander Folk School and the role in which it played in the training of civil rights leaders.
- Students will explore the importance of using traditional Black spirituals, Black gospel music and folk music as a means of amplifying the message of the movement.
- Students will be able to articulate the ways in which Freedom Songs tell the story of the civil rights movement.
ACTIVITY: Brief Small Group Research/ Whole Class Discussion
Divide the class into small groups and assign each group a document, set of documents or radio clips relating to Highlander Folk School. Students will read the documents or listen to radio clips and then have a whole class discussion to answer the following questions. (Students will share which document/s or radio clips that they are working from and provide details from the document/s to support their assertions.)
- What was the mission of the Highlander Folk School during the 1950-1960s?
- Who were the significant leaders of the Highlander folk school?
- What training was offered at the Highlander?
- Who were the participants in Highlander’s programming?
- What prominent and well-known figures of the civil rights movement were associated with Highlander Folk School?
- What role did music play in the programming at Highlander Folk School?
- Who were the Freedom Singers?
ACTIVITY: Playlists
Students will work to identify Freedom songs In small groups, students will select 1-2 songs to use to analyze lyrics and to situate in historical context. Alternatively, instructors can provide a selection of songs for the students to work with for the activity. Ex.: “Ballad of Student Sit-Ins”, “Keep Your Eyes on the Prize”, “Ain’t You Got A Right To The Tree of Life”, “Follow the Drinking Gourd”, “I’m Going to Sit at the Welcome Table”, etc.
Using Freedom/protest/sit-in songs as primary source materials, students will interpret what the lyrics intend to say about the struggle of this time period and how that struggle is communicated?
Students will be able to answer the following questions:
- How did music play a vital role in expanding the audience for the mission of the civil rights movement?
- What was the role of music in activism?
- How does music serve as a means of protest then and now?
Using the songs identifed as Freedom songs during the civil rights movement, students will design an annotated soundtrack/playlist of the civil rights movement. Students will research the significance of songs that were made popular by identifying the themes of the songs and how those themes are supported by the lyrics. Students will be sure to cite their songs appropriately in the playlist with a 2-3 sentence explanation of why they included this song in their playlist. The length of the playlist should be determined by the instructor.
Name of Group or Performer. Year of Original Release/Recording. "Title of Song." Track# on Title Album. Label, Year of Release (if different), medium.
Students should address the following:
- What events or people inspired the writing of the song?
- Was the song a new song or part of the canon of Freedom songs?
- Where would the song be played?
- Was the song played on the radio?
- Who is the intended audience of this song?
- What inferences can you make regarding organization methodology in this song?
- How does the chorus call for action or unity or both?
Bring this discussion to the present day:
- Identify a struggle/movement that pertains to the present day.
- If you were to create a playlist for this movement, what songs would you include? Why?
- What topics/themes are communicated in the lyrics? How?
ACTIVITY: Discussion
Extend into discussion of art as a unifying phenomenon.
- What types of art help to convey messages of struggle or for necessary change?
- What is the role of art in protest?
- How does art unify a community?
- How do artists contribute to the discussion of difficult issues in a community?
- How can you contribute to your community as an artist or a consumer/supporter of the arts?
- What examples can we find of that today? Ex: poetry, literature, paintings, murals, etc.
ACTIVITY: Exploring Artwork
Ask students to find an example of art that they feel communicates a message regarding struggle or unity. Students should write a brief paper or create a slideshow explaining what message they believe the art conveys.
- Students should address how the artist communicates this message.
- Challenge students to find their artist’s artistic statement/mission.
- How has this art been received?
- Has there been controversy surrounding this piece of art?
- Students should be mindful to examine the historical context in which the art was created.
- They should reflect upon the place this piece of art has in the conversation regarding art as protest.
Beautiful Agitators Script: Scene Three
Scene Three
1961: A Sunday night; Mary Jane AND Wilma are at Vera’s house sitting at the table relaxing after the big concert and waiting for Nick to return.
WILMA: I really liked y’alls performance tonight at the church, Mary Jane.
MARY JANE: Thank you, Wilma! What did you like best about it?
WILMA: I just like listening to you sing…(pause) Were you nervous?
MARY JANE: I wasn’t nervous to be singing. But looking into the crowd and eyeing down that Chief Collins made me uneasy…
WILMA: Not knowing what he was gonna do?
MARY JANE: Not knowing what he could do.
WILMA: I felt the thickness in the air just standing in the crowd…no one was looking at me, and I felt it.. (looks at Mary Jane lost for words) You and Guy Carawan singing “We Shall Overcome”. (looks at Mary Jane with admiration) … a colored woman with a white man singing on the same stage. AND in front of colored and white folks for the 1st time in Coahoma County. (silent for a minute) It made me believe anything was possible.
MARY JANE: That’s why we did it. When I got on that stage and started singing it felt like the way it’s supposed to be.
WILMA: (smiles) You’re startin’ to sound like ya mama now. (both laugh)
(Abrupt knock on door. Wilma and Mary Jane stop to look at one another. Nick -enter)
MARY JANE: Did they make it?
NICK: Guy and his wife just got arrested.
WILMA: Mrs. Carawan is pregnant… Jail is no place for a pregnant woman!
MARY JANE: Nick, didn’t you follow them across the county line?
NICK: Yes we did. We had six cars to escort them. Three in front, three behind. We had Reverend Rayford and Reverend Drew with us.
MARY JANE: What reason did they have to arrest them?
WILMA: They don’t need a reason. Mississippi police will arrest you for having two feet.
NICK: Rev.Rayford says the cops got ‘em on a trumped up charge. They gave ‘em a ticket for running a red light
(Nick picks up phone and begins to dial)
and took ‘em to the station.
MARY JANE: - Who are you calling?
NICK: The Press Register - They’ll want to know that after Guy Carawan played in Coahoma County’s first integrated concert - he was thrown in jail!
WILMA: This is getting crazy.
MARY JANE: My mama and the NAACP lawyers need to be contacted too. Wilma can you call them? Nick, can you drive me to the station? I can’t believe they have arrested a white woman and a pregnant one at that!
Lesson Three Video: How Music Moved the Movement
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oercommons
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2025-03-18T00:36:41.664452
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“All About CORE” brochure All About CORE
Bigger Than a Hamburger by Ella Baker
CORE: Organization Documents Archive
CORE Rules For Action (1963)
Mississippi NAACP Newsletter: April 1958
MSSC Coahoma County Youth Council Officers
MSSC Report Mary Jane Pigee, Wilma Jones and Johnnie Baird
NAACP: The Meaning of the Sit-Ins
NAACP Youth Programs
Primary Sources the 1960s: CORE
Primary Sources the 1960s: SNCC
SNCC: Organization Documents Archive
SNCC Statement of Purpose, April 17, 1960
4. Youth Action and Leadership
Overview
Through the play Beautiful Agitators and accompanying curriculum, students will explore the life of Vera Mae Pigee and the impact of voter suppression.
Beautiful Agitators Lesson Plan: Scene 4
Standards: Local & national civil rights history, power relations & social Justice, relationship between local and national movement, relationship between past and present movement, knowing all of the organizations, acronyms and their perspectives, Freedom Summer
Content Strand 4:
A. Identify and explain the significance of the major actors, groups and events of the civil rights movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party).
B. Understand and describe the historical circumstances and conditions that necessitated the development of civil rights and human rights protections and/or activism for various minority groups in Mississippi.
C. Compare and contrast the effects of de jure segregation and the de facto segregation of today.
“De facto' means a state of affairs that is true in fact, but that is not officially sanctioned. In contrast, de jure means a state of affairs that is in accordance with law (i.e. that is officially sanctioned).”
Tactics:Youth participation, intergenerational cooperation, national partnerships & participation, patience & persistence, aligning different political motivations
Counter-Tactics: white power structure tactics: intimidation & violence. terror, murder, threats of violence, perversion of the legal system/arrest to intimidate,
Leaders: Vera Pigee, Mary Jane Pigee, Chief of Police Ben Collins, Senator Eastland, Youth Council, SNCC, CORE
Time Period: August 23, 1961
PROCESS:
Provide students with definitions of de facto and de jure segregation.
Provide context for desegregation campaigns with Morgan v Viginia, Boynton v Virginia, Brown v Board of Education Topeka, lunch counter sit-ins and Freedom Rides.
LESSON: Youth Action and Leadership
BACKGROUND:
The civil rights movement expanded to include a new generation of activists in the late 1950s and early 1960s. This addition helped to grow the movement. Yet, there were tensions between the established leadership of the movement and the new visionaries.
Mary Jane Pigee and Wilma Jones were both the daughters of dedicated members of the NAACP. They were inspired by the work and activism of their parents.And, they were encouraged to take up the call. Vera Mae Pigee, with her involvement in supporting the Youth Council, recognized the importance of bringing new members into the movement. Inclusion in the movement did not mean that they were integrated into the leadership hierarchy. And,the youth members pushed against this fighting to be included and making waves when they organized their own actions.
The activation of students paved the way to organize on college campuses. Students inspired by lunch counter sit-ins, the Freedom Riders of 1961 and other campaigns began to organize their own actions to press for desegregation and voting rights. With youth involvement, came new ideas about how far to push the movement and in new directions.
MARY JANE: I want direct action in response to laws that already exist and I want things to move faster. And it’s not just me, it’s the entire Youth Council. Mama, we need to increase our activities and be more confrontational.
OBJECTIVES:
- Students will be able to explain de facto segregation vs de jure segregation.
- Students will analyze the role of protest in forcing compliance of Supreme Court rulings regarding segregation of public spaces.
- Students will examine the cultural shift that happened with the expansion of the movement to include a new generation.
- Students will identify the changing demographics of the movement with particular attention paid to demographics regarding age and race.
- Students will become familiar with the NAACP Youth Council, SNCC and CORE.
ACTIVITY: Discussion
Have students read "Beautiful Agitators" scene four and Ella Baker's "Bigger Than a Hamburger".
Ask students:
- How do both of these texts address cultural shifts or philosophical differences regarding organizational structure and hierarchy of the major civil rights organizations during the 1950s-1960?
- Which character in the play serves to voice the goals and philosophy of the youth movement?
- What lines in the play help to articulate this message?
- What is the purpose of Mary Jane and Wilma’s action at the Depot?
- Are Mary Jane and Wilma taking an action against de facto or de jure segregation?
ACTIVITY: Introducing SNCC and CORE
Mary Jane Pigee and Wilma Jones were active members of the Coahoma County NAACP Youth Council. The NAACP initiated Youth Councils prior to the 1950s but in the late 1950s the push for enrollment in the NAACP and in the Youth Councils strengthened considerably. During the late 1950s and early 1960s, new youth organizations were formed such as SNCC and CORE.
Divide the class into small groups and assign each group an organization of the civil rights movement to research: SNCC and CORE.
Give each group a packet of /links to primary source documents that relate to their organization. After reviewing the documents and researching online, students will be asked to present their findings to the class. Students will be expected to answer:
- What is the full name of the organization?
- When was it founded?
- Did this organization have a sponsor organization?
- What was the vision of leadership?
- What were the tactics used by this organization?
- What actions did this organization organize or participate in?
- Who were the members of this organization?
- How did they recruit members?
- Where did these organizations operate?
- What was their position on having an integrated movement?
- Who are the most well known prominent leaders from this organization during the 1960s
ACTIVITY: Youth Participation Today
Check out what the NAACP is doing today with its youth outreach:
NAACP Youth & College Division
- What other organizations are working to engage youth in civil rights work today?
- Which organization might you be interested in joining and how would you like to participate?
TAKE ACTION:
Students will identify an organization that they would be interested in working within their community. Students will develop an action plan for how they can get involved. Ex: volunteer, attend a workshop, follow the organization on social media, etc.
Beautiful Agitators Script: Scene 4
Scene Four
August 1961
The scene opens in the white waiting room at the Clarksdale train station. It is sparse and quiet. Mary Jane Pigee and Wilma sit together on a bench near the window. They each have a suitcase on the floor next to them. Mary Jane is calm and collected. Wilma tries to maintain her composure, there is a very slight shake in her leg.
WILMA: I can’t feel the air. Can you?
MARY JANE:: No, it’s like the earth has stopped spinning, just stopped.
WIMLA: It’s heating-up in here. I can feel it.
MARY JANE: You got that right. Do you hear ‘em whispering behind the counter...they’re fixin to call the police.
After moments of unbearable silence, Wilma speaks out in a shaky voice as if speaking for the first time in a long time. Her leg is noticeably shaking and she tries to hold it down with her hands.
WILMA: Can we go? Can we go? I want to hide my face and never look back.
MARY JANE: Quiet Wilma, breathe deeply and count the tiles on the floor. This feeling will pass. Do you see the chips of marble, quartz and granite?
WILMA: Yes.
MARY JANE: buffed and bruised by all the white man's heels that walked across it. It gives me strength. If this floor can stand up to the trampling it has received then so can we. We will be the floor - strong and steady - and we will not be moved.
WILMA: Yes…(pause) It’s too quiet and all I can hear is my heart beating like a racehorse. Mary Jane, can you hear it?
MARY JANE: No. I can’t hear a thing.
WILMA: I was excited to get here and be fearless like you. But the moment we walked in the door, everything changed. It’s the way they looked at us like we were animals that had stood on our hind legs and walked right out the zoo.
MARY JANE: I’m nervous too and this feeling you're describing is what we have to overcome. It’s fear and when you overcome it that makes you fearless. Look at the floor. If the light catches it just right it shimmers. I think it’s lovely.
WILMA: It looks like it has gold flakes, do you think it does? Would this white room have a golden floor? (hearing something from the clerk)
Oh, look at that little white boy in the window. (PAUSE)
He looks worried... he knows we’re in trouble.
MARY JANE: - I bet he’s thinkin’ “Why are you in trouble when you’re sitting there so still with your best manners.”
WILMA: I want to run away. I want to run to your Mother’s beauty shop and sit with our elders and…listen to their words
MARY JANE: ...disappear into the safety of complacency? To be surrounded by women who should have done what needed to be done before we was born. But, we, the young people, the Emmet Till generation, must take the lead. So, we can’t run away.
The girls sit quietly for a few moments both trying to lose themselves in the room and disconnect from the fear that surrounds them. There is more muffled noise from the clerk and her co-workers behind the counter.
WILMA: What was that? What did she just say? Did she call Sheriff Ross? She did, didn’t she?
MARY JANE: Yes. Let’s hope the newspaper shows up before the Sheriff.
WILMA: So things are still going as planned?
MARY JANE: Yes, but we need to keep silent. Silence confuses them, remember they want an argument and we won’t give it to them.
WILMA: Look, here comes that little boy again. He can’t take his eyes off you, Mary Jane. He has no idea what is going on. Runaway little boy, go find your mama.
The female clerk crosses the terrazzo floor quickly. The clacking sounds from her shoes echo across the room. She moves to the exit to the train platform and locks the door. She immediately returns to her position behind the counter and makes a phone call speaking in a muffled voice.
MARY JANE: Wilma. I think something is happening. Stay seated, please whatever they ask you to do, stay quiet and seated.
WILMA: Just like we practiced. I can do it, Mary Jane.
Suddenly Vera Mae Pigee appears at the locked door and tries to enter the room. Pulling at the locked door she looks at Mary Jane and realizes it is locked and she will have to enter the room another way. She disappears around the side of the building.
WILMA: Mrs. Pigee is here! Mrs. Pigee is here!... Where’s she going?
She’ll have to buy a ticket and enter through the white area. She brought the Press Register- look they’ve got their cameraman outside.
MARY JANE: Right on time.
WILMA: He doesn’t seem to be in a hurry, he just lit a cigarette.
MARY JANE: There’s no story ‘til they handcuff us. Won’t that make a pretty picture?
WILMA: I never thought the first time my picture’s in the paper, it would be for getting arrested.
MARY JANE: That’s something to be proud of.
Vera Mae Pigee enters the room in a huff and full of energy. A woman in her late 30’s, she is wearing one of her famous hats and she’s waving her ticket as she speaks.
VERA: This is my ticket, I paid for it just a few minutes ago. I’m going to Memphis. Girls, how are you?
WILMA: Nobody has given us any trouble.
MARY JANE: They called Sheriff Ross a few minutes ago, he should be here soon.
VERA: Yes. I arrived just as the newspaper did. I’m sure they’re hoping for a fight.
MARY JANE: The only fight they’re getting is going to be in court. Wilma and I have been practicing.
WILMA: We won’t let them get the best of us.
VERA: Yes, you girls are well prepared and very impressive. But I question this decision? Why now Mary Jane? Without proper support?
MARY JANE: Mama, I’m not sure how many different ways I can say this. I’m fed up. Things are moving too slow.
VERA: How can you say that? We’re hitting our voter registration numbers - exceeding them.
WILMA: True. And that’s great but we can’t wait for the next election for things to change.
MARY JANE: I want direct action in response to laws that already exist and I want things to move faster. And it’s not just me, it’s the entire Youth Council. Mama, we need to increase our activities and be more confrontational.
WILMA: This is just the first step.
VERA: We have to work with the NAACP.
MARY JANE: You do Mama, but we don’t. The NAACP isn’t interested in the youth voice and it certainly isn’t interested in the female youth voice.
VERA: I agree we should be more open to young people's ideas.
MARY JANE: And leadership!
VERA: Well, yes within reason.
MARY JANE: Mama, do you trust me?
VERA: Yes. Absolutely.
MARY JANE: Have I proven myself to be steadfast and committed to the movement?
VERA: Yes, without question. But you need to know what you are risking. It’s different for you than it is for me.
MARY JANE: I don’t see how. If anything you have more to lose.
VERA: You have your entire life ahead of you - there’s nothing greater to lose. This is a violent business no matter how hard we work to avoid it.
MARY JANE: That’s my point, Mama! We have to stop working to avoid it. We have to confront it.
VERA: I see your point, I do but I fear for you and all of us once this begins.
MARY JANE: If you see our point then you have to help us convince the NAACP to listen.
WILMA: They’ll listen to you Mrs. Pigee.
MARY JANE: Wilma’s right. You’re the advisor to the Youth Council and the secretary for the chapter here. Just imagine what happens if we get the backing from the NAACP. If today is any indication, we’ve shown you we’re ready.
WILMA: We can plan more sit-ins through the Youth Council.
VERA: I’ve always encouraged you to participate in the movement, and you two have done well today. But Mary Jane, it takes strategy and extensive planning to execute this. You have to stay ten steps ahead of them. No matter what I’m still your mother and I will protect you with all that I am. And that means you too Wilma.
MARY JANE: I’m a young adult and I can take care of myself. You said it yourself, you encouraged me to do this work, so let me do what I am called to do.
WILMA: Mrs. Pigee, you can count on us! We’ve planned this out careful.
MARY JANE: Our lawyer is ready to bail us out as soon as the police take us down to the station. Mama, we thought this through.
VERA: I don’t know where you get this wisdom and strength Mary Jane.
WILMA: She gets it from you Mrs. Pigee, we all do.
MARY JANE: You’ve always told us to have self control, don’t call any unnecessary attention to ourselves and be nonviolent despite the risks involved.
VERA: - I have. And I’m proud of both of you for stepping up. I’ve waited for this moment and I knew the day would come. I agree the youth can lead the charge, but you can’t do it alone.
MARY JANE: Thank you, mama.
VERA: I’ll talk to the NAACP.
Police sirens wail in the background. A smile creeps on Mary Jane's face. Wilma looks at Mary Jane with a confirmation.
MARY JANE: It’s about time they’ve arrived.
VERA: Girls, say it with me.
MARY JANE / WILMA: The United States Constitution explicitly provides for 'the right of the people peaceably to assemble, and to petition the Government for a redress of grievances' in the First Amendment.
VERA: Alright my girls, I’m leaving, this is your moment. I guess I’ll be heading to the police station instead of Memphis this afternoon.
BLACK OUT End of Scene
Beautiful Agitators
written by Aallyah Wright, Charles Coleman, Jessica James, Nick Houston and Jennifer Welch
commissioned and produced by StoryWorks, Jennifer Welch, artistic director
Lesson Four Video: Youth Action and Leadership
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2025-03-18T00:36:41.717371
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COFO Affidavits 1964
Mississippi State Sovereignty Commission
MS Bureau of Investigations Report in MSSC on MLK Jr. Clarksdale Meeting
MSSC Newspaper Clipping Boycott 1961
MSSC Report Clarksdale Boycotters 1961
MSSC Report Directory Page
MSSC Report MLK Jr to Clarksdale
5. Mississippi Sovereignty Commission: Surveillance, Corruption and Violence
Overview
Through the play Beautiful Agitators and accompanying curriculum, students will explore the life of Vera Mae Pigee and the impact of voter suppression.
Beautiful Agitators Lesson Plan: Scene Five
Standards: Local civil rights history, power relations & social justice, use of the Communist threat to subvert other political movements.
Content Strand 4:
A. Identify and explain the significance of the major actors, groups and events of the civil rights movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party, March on Washington, Voting Rights Act of 1965, etc.)
B. Understand and describe the historical circumstances and conditions that necessitated the development of civil rights and human rights protections and/or activism for various minority groups in Mississippi.
Tactics: Knowing rights, reframing power dynamics by using intentional terms and language (for example, Mrs., negro, colored, black), non-violent response to arrest
Counter-tactics include: intimidation & violence, terror, murder, threats of violence, perversion of the legal system/arrest to intimidate, threats of loss of employment
Time Period: December 1961
Leaders: Vera Pigee, Ben Collins: Clarksdale Chief of Police
LESSON: Mississippi State Sovereignty Commission: Surveillance, Corruption and Violence
Background: The scene in which Vera Mae Pigee was arrested in her home by Clarksdale Chief of Police Ben Collins was based on both Vera Mae Pigee’s account in her autobiography Struggle of Struggles as well as reports from the Mississippi State Sovereignty Commission (MSSC).
Students will utilize primary and secondary sources to gain a foundational understanding of the Mississippi State Sovereignty Commission.
OBJECTIVES:
Students will review documents accessed through the archive/repository for MSSC reports and documents as well as other primary sources to critically evaluate the role of the MSSC.
- Students will gain awareness of the formation and founding of the Mississippi State Sovereignty Commission (MSSC).
- Students will analyze primary source materials to investigate the ways in which the Mississippi State Sovereignty Commission violated the rights of Black citizens in their attempts to gather and collect information regarding participation in civil rights activism.
- Students will compile the ways in which the Mississippi State Sovereignty Commission collected personal information regarding members of the civil rights movement with intent to disrupt the work of the civil rights movement.
- Students will outline the means by which the Mississippi State Sovereignty Commission worked to collude with and to corrupt local law enforcement to threaten, coerce and endanger civil rights activists and their associates
Students will be able to answer the following questions:
- How did the MSSC gather information about civil rights movement leaders and their activities?
- How did the MSSC and their collaborators utilize counter-tactics as a means to intimidate and threaten their targets?
- How did law enforcement fail to investigate and charge perpetrators of violent acts against Black citizens?
ACTIVITY: Knowing Your Rights in Interactions with Law Enforcement: Student Led Community Panel Discussion
There is a complicated history of law enforcement in the United States which is highlighted in Beautiful Agitators by the use of surveillance, intimidation and threats during the Jim Crow South. The KKK and White Citizens’ Council and the surveillance and counter-tactics employed through the work of the Mississippi Sovereignty Commission provides a particularly complex example of a violation of rights.
- How do you reconcile the legalized racial segregation of the past?
- How does trust erode if there is no accountability?
- How do you rebuild an institution that has been tainted by corruption?
- How do you exercise your civil rights?
Students will devise a plan to create a panel discussion to address the historic issues of policing in the Black community in the United States past and present. Students will develop questions as a group regarding: knowing your rights, racial profiling, use of police intimidation, qualified immunity, distrust, efforts for reform, police perspectives, etc. Students will open the panel to community members such as historians, policy makers, police reform organizations, police public relations officers, etc. Students will find a location to host this event or plan for a virtual panel discussion. Students will create promotional materials to inform the public of the event.
Beautiful Agitators Script: Scene Five
SCENE FIVE
December 1961
Chief of Police Ben Collins enters the shop abruptly and uninvited. He sits down in one of the chairs and starts reading the newspaper. Collins does not bother to acknowledge Vera in her own shop and clears throat/stomps his feet.
VERA: Why are you in my shop? You here to try and get me to close down like you tried to get my husband fired?
COLLINS: You done?
Moment of awkward silence. Collins and Vera stare at each other. Collins stands up from the chair.
COLLINS: Who are you?
VERA: You know exactly who I am Ben.
COLLINS: Don’t call me Ben. I am the Chief of Police, city of Clarksdale.
VERA: And, I am Mrs. Vera Pigee and you are on my property.
COLLINS: You mean Vera Pigee don’t you?
VERA: I am Mrs. Vera Pigee, a wife, a mother, business and professional woman. Wherever I go, even in front of a police chief, my name is still Mrs. Vera Pigee.
COLLINS: Cut the crap, Vera.
(Collins pulls out a notepad and starts writing in it)
COLLINS: What’s your REAL position with the NAACP?
VERA: Why?
COLLINS: I have a list of names of people who live in Clarksdale that are suspected of being engaged in Un-American activities. And by the looks of it, you’re the only female on this list.
COLLINS: What about J.D. Rayford? You know him?
VERA: I’ve been knowing Reverend Rayford since I was a little girl. He’s one of my recruits.
COLLINS: Recruits? Civils Rights bull.
VERA: Mr. Collins, where did you even get this so-called “list” from? And what in the world are Un-American activities?
COLLINS: Washington. I’m here to investigate disloyalty to this country. Your little activities that have been going on here seem to match the description.
VERA: Investigate? Is that what you call it? You keep one of your policemen watching my house and beauty salon almost around the clock.
(Ben Collins clearly ignores Vera’s statement.)
COLLINS: Do you have any connections with the Communist Party through the NAACP? What was your role in the downtown boycott?
(Vera clearly agitated)
VERA: Do you want to know what I do Mr. Collins Collins? I am the secretary of the Coahoma County Branch of the NAACP, an Executive board member, a membership chairperson, a youth advisor for the Coahoma County Youth Council, a state conference board member, a state youth advisor, a regional youth advisor, and a voice for my people when YOU say they cannot have one. If that is a crime, then go ahead and arrest me.
COLLINS: You better watch what you wish for.
COLLINS:(Collins starts to write in his notepad again.) What kind of meetings do y’all have? What goes on? What do y’all talk about?
VERA: (sarcastically): They’re open to the public. You’re more than welcome to join. Would you like to come to our next one?
COLLINS: I didn’t come here to attend meetings and answer questions. Where can I find the other people on this list?
COLLINS: Who owns this beauty salon?
VERA: Be more specific. Are you talking about the building or the appliances?
COLLINS: Both.
VERA: Mr. Fulton Ford owns the building. I own the appliances.
COLLINS: Mr. Fulton Ford owns the house?
VERA: Yes, I told you Mr. Fulton Ford owns the house.
COLLINS: Who are your customers?
(Vera has reached her breaking point, she stands up from the chair and gets right in Collins’ face.)
VERA: Why, I am not going to tell you who my customers are. You already know. Chief, Who are your customers?
COLLINS: You are talking to the Chief of Police, Vera, and you must answer my questions.
VERA: You are talking to a married woman. My name is Mrs. Vera Pigee. I pay city, county, and state taxes to operate a legitimate business. Now, I am asking you to leave. If I ever need your service I will call you.
COLLINS: You’re making a mistake. Let’s go. You are under arrest.
VERA: What for?
COLLINS: Conspiring to withhold trade from the downtown area.
VERA: Who signed the authorization?
COLLINS: The county prosecuting attorney, Babe Pearson.
VERA: May I see it?
COLLINS: Give me your hands. I have some nice bracelets for ya.
VERA: I am a political prisoner.
(Vera turns to move away, but Collins handcuffs Vera’s right arm)
VERA: You’re treading on the wrong side of history, Mr. Collins.
(Collins begins to lead Vera out of the door as Vera recites Psalm 34:16/34:17)
VERA: The face of the Lord is against evildoers, to cut off the memory of them from the earth. The righteous cry out, and the Lord hears them; he delivers them from all their troubles.
BLACK OUT End of Scene
Beautiful Agitators
written by Aallyah Wright, Charles Coleman, Jessica James, Nick Houston and Jennifer Welch
commissioned and produced by StoryWorks, Jennifer Welch, artistic director
Lesson Five Video: Mississippi Sovereignty Commission: Surveillance, Corruption and Violence
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2025-03-18T00:36:41.757230
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"title": "StoryWorks: Beautiful Agitators, StoryWorks: Beautiful Agitators Curriculum",
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Bob Dylan performs "Only A Pawn In Their Game" at March on Washington
Civil Rights Movement Documents March on Washington, August 28, 1963
Daily_News_Thu__Jun_13__1963__ONL38M6
Jack Minnis--A chronology of violence and intimidation in Mississippi since 1961
JFK's Speech
LibGuides: Primary Sources: The 1960s: March on Washington (1963)
Life of Medgar Evers
March on Washington, DC: Final Organization Plans
Medgar Evers and the Jackson Movement: “Until Freedom Comes”
Medgar Evers: US Army Veteran and Civil Rights Leader
The_Birmingham_News_Mon__Jun_17__1963__1dmdfPb
The_Cincinnati_Enquirer_Fri__Jun_14__1963_
The_Fresno_Bee_The_Republican_Wed__Jun_12__1963__anC7Snr
The_Greenwood_Commonwealth_Thu__Jun_13__1963__EquYnRO
The_Ogden_Standard_Examiner_Fri__Jun_14__1963__BvxF4XO
The_Tennessean_Thu__Jun_13__1963__50uTBpi (1)
Video: Death of Medgar Evers
6. Violent vs. Nonviolent Resistance
Overview
Through the play Beautiful Agitators and accompanying curriculum, students will explore the life of Vera Mae Pigee and the impact of voter suppression.
Beautiful Agitators Lesson Plan: Scene Six and Scene Seven
Standards: Local civil rights history, power relations & social justice, violent vs. nonviolent resistance, March on Washington
Content Strand 4:
A. Identify and explain the significance of the major actors, groups and events of the civil rights movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party, etc.)
B. Understand and describe the historical circumstances and conditions that necessitated the development of the civil rights and human rights protections and/or activism for various minority groups in Mississippi.
Tactics: Counter-tactics include: terror, murder, threats of violence, public displays of support for these methods (Greenwood parade)
Time Period: Spring 1963
Leaders: Medgar Evers, Dr. Aaron E. Henry, Vera Mae Pigee, President John F. Kennedy
LESSON:
OBJECTIVES:
- Students will identify the impact of the Medgar Evers’ aassassination on the movement both philosophically and practically.
- Students will examine the rift in the movement regarding non-violent response to escalating violence geared towards civil rights activists.
- Students will outline the organizing efforts taken to promote increased membership to NAACP and the March On Washington.
BACKGROUND:
As the civil rights movement gained momentum, there was an escalation of violence. While activists tried to take protective measures including self defense tactics, their homes, places of business and their lives were under constant violent threats from white supremacist groups like the White Citizens’ Council and the KKK 'Night Riders.'
After the attempt on the lives of Vera Pigee and Dr. Aaron Henry and Medgar Evers’ assassination, the leadership of the Mississippi movement was in a crisis. Powerful arguments were being made for and against a nonviolent response to the killing. This was in direct conflict with the NAACP & Southern Christian Leadership Conference (SCLC) leadership. This led to a heated debate and division among civil rights activists. They eventually decided to work collectively to increase membership to the NAACP by 50,000 and focus cohesive efforts to publicize the March on Washington. However, this debate would continue and would have lasting impacts on the movement going forward.
OBJECTIVE:
- Students will understand the role of Medgar Evers in the civil rights movement.
After viewing and engaging with both primary and secondary sources, students will be able to answer the following questions:
- Who is Medgar Evers?
- What was his role in the NAACP in Mississippi?
- What did the desegregation campaigns look like in Mississippi?
- What was happening right before he was assassinated?
- Watch President Kennedy's speech from the night that Medgar Evers was assassinated. What stands out in this speech?
- What impact did the assassination of Medgar Evers have on the movement?
- What was the reaction to the death of Medgar Evers outside of the movement?
ACTIVITY: Philosophical Differences
OBJECTIVE:
- Students will read and analyze primary sources and work to identify the tensions within the Black community in the South and within the civil rights movement after the assassination of Medgar Evers.
READ:
"Beautiful Agitators" Scene Six
"At the Funeral of Medgar Evers in Jackson, Mississippi: A Tribute in Tears and a Thrust for Freedom"
Newspaper articles from resources links
- In what ways is the message of nonviolent resistance questioned by activists?
- How did the leadership work to refocus the energy toward the March on Washington?
*Find quotes from the primary sources that convey this message to support your answers.
ACTIVITY:
VERA: Medgar wanted us to keep the movement alive in our hearts. We need to be thoughtful before we respond. Clear and with purpose. Organized. I promised to keep this YOUTH COUNCIL alive and I will. The last promise I broke to the dead was to my mother & I regret it everyday of my life. So I’m not about to break this one. But we can’t be rash. Let’s focus on the call for the 50 thousand Mississippi Negroes taking out memberships in the NAACP before the March On Washington. This needs to happen in the next 30 days. That’s what you should get to work on.
Toward the end of the scene Vera tells Nick to focus his energy on the March on Washington. On August 28, 1963 over 200,000 citizens marched in solidarity in Washington D.C..
Using a contemporary social media campaign as a reference, ask students to work in groups to design a social media campaign for the March on Washington that would be effective today. Students will work with primary source documents found in archives and in links provided in the resource section.
- Pay particular attention to messages included in primary sources and work within the historical context of language/attitudes.
- Identify which social media platform would work best for your messaging campaign.
- How would you utilize hashtags, stoiries, etc.?
- What music would you use for the background?
- Be able to explain your design and content choices in a brief process paper
(Make sure to define scope of project for students: 3-5 posts, use of “stories” feature, background music, images, etc)
Beautiful Agitators Script: Scene Six and Scene Seven
Scene 6
June 8, 1963 late at night
Mary Jane and Wilma are organizing a few files for Vera and the Youth Conference, making protest signs and listening to music.
Five gunshots...three first...and two after. Telephone rings. Mary Jane answers the phone.
MARY JANE: Hello...Hello..-...Is anybody there? Hello….
Phone hangs up - Mary Jane waits for it to ring again.
There is a loud knock on Vera’s Beauty Shop. Mary Jane and Wilma are startled. Mary Jane walks cautiously towards the door.
MARY JANE: (peeking through the window) Who’s out there?
NICK: (out of breath) Nick...It’s Nick..hurry up - open up.
Mary Jane opens the door and looks dazed and confused while he begins to talk.
NICK: Turn the lights off! Get down….Mary Jane, thank God you’re here.
MARY JANE: What’s happened to you? It’s after curfew. What’s going on?
NICK: (while looking out the window) Sshhhhh. Be quiet!
WILMA: I don’t see anyone out there. You’re bleeding a lot. Do you need to go to the hospital?
NICK: They shot at them. They drove by and shot up the houses.
MARY JANE: Who shot who?
NICK: - Dr. Henry and Mrs. Pigee, I’m so glad you were here. They were in the back of a car - Klansman, Night Riders. They shot at both of their houses.
MARY JANE: Are they ok? Did you see if my Mama and Daddy were ok?
WILMA: And Dr. Henry?
NICK: Yes, they’re fine. They sent me to find you.
WILMA: Let me look at your arm. What did they do to you?
NICK: I fell - while I was running over here. I had to take the alleys ‘cause they were following me. I slipped on a gravel patch - it’s fine, just bloody.
(Wilma grabs a towel for Nick and moves to the phone)
MARY JANE: I’m calling Reverend Rayford.
NICK: No, you know they’re listening.
MARY JANE: It’s protocol. He’ll want to know right away.
NICK: We can’t risk it. Ouch... this hurts.
WILMA: Why tonight? What happened?
NICK: I think they’ve been planning this for a while.
WILMA: This has to be because we protested the telephone company. Maybe it’s payback for the voter registration conference. They’ve got to know Mrs. Pigee and Dr. Henry had some part in that.
NICK: What don’t you understand? They don’t have to have a damn reason! Tell me why they bombed Dr. Henry’s drugstore, Wilma, what was their explanation for that?
WILMA: They said it must’ve been lightning…
NICK: Exactly, “lightning”. They want us to die.
MARY JANE: We’ve got to get word to Reverend Rayford and I have to check in with my folks.
NICK: I’ll go. They might be looking for you. Keep the lights off and stay low, below the windows. Don’t let anyone catch sight of you til mornin’.
MARY JANE: We know the drill. Tell Mama we’re ok, and please stay safe, Nick.
WILMA: "Dear Lord, Send your angels to protect and keep Mr and Mrs. Pigee, Dr. Henry, Nick, and the rest of us safe. Please don't let any harm or danger come their way. In Jesus Name, Amen."
Scene fades to black as Nick exists and Wilma begins to pray.
Scene 7
June 15,1963
Back at Vera’s beauty shop - the evening of Medgar Evers’ funeral. Nick, Dr. Henry, Mary Jane, and Vera are considering their next steps.
DR HENRY: Medgar drove me to the airport and I went on to Houston and went to bed, got up the next morning to look at Lena Horne because Lena had been down here working with us, and she was going to be on the Today show. I turned the TV on when I got up, and I saw Lena sitting there, and Roy Wilkins sitting beside her, and a little picture of Medgar up in the corner. I at first rejoiced to see my folks, you know. And then to hear the announcer say, "Ladies and gentlemen, we had already scheduled Miss Horne for the Today program, but due to the tragic assassination last night of Medgar Evers in Jackson…” (As Dr. Henry sits down at the table he places his gun in the center. Exhausted.) It’s been a long couple of days.
NICK: Dr. Henry, I agree with what Mr. Wilkins said at the funeral. “Medgar Evers was the symbol of our victory and of their defeat. Medgar was more than just an opponent. In life, he was a constant threat to the system, in the manner of his death he was the victor over it.”
VERA: We all just need peace and silence to consider what to do next.
NICK: The solution has always been right in front of our faces… It’s what I’ve been telling you all along. Dr. Henry, it’s time for a change! Time for everyone to stand up for what’s theirs.
MARY JANE: So what do you suggest?
NICK: We need more protection--protection in our homes, churches, and businesses. We are sittin’ ducks! The Night Riders will come back with their guns and bombs.
VERA: Enough of that!
DR HENRY: Vera’s right. We all need to think strategically here. There has been too much blood shed already. Medgar’s family heard the sound of that rifle… they saw him sprawled out at the doorstep with his keys in his hands.
NICK: If we're gonna have a war, let's have it. Let's go in there ourselves and get it over with, one way or another. Let's go to war!
DR HENRY: Don’t you think we all feel the same way? You don’t throw stones for stones. War?! We have the right to defend our families and ourselves! But the gun will not secure our future! The power is in the vote! Our power will come with the vote!"
VERA: Medgar wanted us to keep the movement alive in our hearts. We need to be thoughtful before we respond. Clear and with purpose. Organized. I promised to keep this YOUTH COUNCIL alive and I will. The last promise I broke to the dead was to my mother & I regret it everyday of my life. So I’m not about to break this one. But we can’t be rash. Let’s focus on the call for the 50 thousand Mississippi Negroes taking out memberships in the NAACP before the March On Washington. This needs to happen in the next 30 days. That’s what you should get to work on.
MARY JANE: I have the list of demands. I can put the call out to the council and get them over here to start making more flyers.
NICK: Medgar’s death has set everyone on fire. I don’t see how flyers can harness that energy.
VERA: The flyers will motivate people to march or support those that do. We are changing the course now. Can you imagine what we could accomplish with 50,000 new members of the NAACP? I can! We need to continue publicizing the march and organizing transportation. Mary Jane, I want you to work with me on this.
DR HENRY: Keep alert - we know there are still targets on our backs and they are watching our every move. Work in teams.
NICK: How can a march change anything? We all saw what happened in Jackson. The Citizens’ Council was paradin’ through Greenwood.
DR HENRY: The state of Mississippi is stuck in its stubborn, white supremacist ways... but if we get the rest of the nation to slap the beast in its face, the beast has no other choice but to wake up.
BLACK OUT End of Scene
Beautiful Agitators
written by Aallyah Wright, Charles Coleman, Jessica James, Nick Houston and Jennifer Welch
commissioned and produced by StoryWorks, Jennifer Welch, artistic director
Lesson Six Video: Violent vs. Nonviolent Resistance (scene six)
Lesson Six Video: Violent vs. Nonviolent Resistance (scene seven)
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2025-03-18T00:36:41.809407
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"title": "StoryWorks: Beautiful Agitators, StoryWorks: Beautiful Agitators Curriculum",
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https://oercommons.org/courseware/lesson/83492/overview
|
COFO Civil Rights Education Center (US National Park Service)
Enterprise-Journal May 14, 1964 COFO Freedom Summer
Freedom Summer Digital Collection: Wisconsin Historical Society
NAACP memo: Aaron Henry
NAACP MS Freedom Brochure 1964
What is COFO?
7. Coalition Building: From COFO to Freedom Summer
Overview
Through the play Beautiful Agitators and accompanying curriculum, students will explore the life of Vera Mae Pigee and the impact of voter suppression.
Beautiful Agitators Lesson Plan: Scene Nine & Scene 10
Standards: Local & national civil rights history, power relations & social justice, Rrelationship between local and national movement, relationship between past and present movement, knowing all of the organizations, acronyms and their perspectives, Freedom Summer
Content Strand 4:
B. Identify and explain the significance of major leaders, groups and events - Freedom Summer
Tactics: Youth participation, intergenerational cooperation, national partnerships & participation, patience & persistence, aligning different political motivations
Counter-tactics: white power structure tactics: intimidation & violence. terror, murder, threats of violence, perversion of the legal system/arrest to intimidate
Time Period: 1964
Leaders: Dr. Aaron E. Henry, Vera Pigee, Clarksdale Chief of Police Ben Collins & Senator Eastland
COFO, NAACP, SCLC, SNCC, CORE
BACKGROUND: Dr. Aaron E. Henry
LESSON: Coalition Building
DR. HENRY: Mississippi has so violently distorted the national dream that these young Americans want to help the hundreds of thousands of us who have been denied the right to vote! Soon the saying will be true. “Hands that pick cotton now can pick our public officials!”
OBJECTIVES:
- Students will recognize the role of Dr. Aaron Henry and the leadership he provided to COFO in order to build the coalition of organizations to support the collective mission of the Freedom Summer campaign.
- Students will identify the goals of Freedom Summer.
Students will be expected to answer the following:
- Who was Dr. Aaron Henry and what was his role in the civil rights movement? (NAACP, COFO)
- Identify the organizations named in the speech delivered by Aaron Henry in the script.
- What was the importance of building a coalition?
- Why is Dr. Aaron Henry working so hard to build unity?
- What was the vision of Freedom Summer?
ACTIVITY: Source Investigators
After reading the scene Aaron Henry Speaks to COFO, students will work in groups to search the digital Freedom Summer archive at Wisconsin History Freed Summer Project. Students will be asked to answer the questions above and support their answers using quotes from the scene and documents they have located in the archives. Students will regroup to discuss their findings and share the primary source documents they chose to utilize.
ACTIVITY: Speech
Building a coalition of allied organizations spanning multiple regions and generations is key to leveraging change. Where can we observe coalition building today? Find a current issue and develop a plan to build a coalition with a specific action or goal in mind. Students will identify potential coalition members by looking carefully at membership demographics, guiding principles and influence. Each group will write a persuasive speech that addresses the groups involved which appeals to a sense of common interest that could help to galvanize the groups and persuade them to work together toward a common goal.
Beautiful Agitators Script: Scene Nine & Scene Ten
Scene Nine
Jackson, Mississippi May 1964
Dr. Aaron Henry addresses The Council of Confederated Organizations (COFO) and announces
Mississippi Freedom Summer.
DR. HENRY : Good Evening COFO and members of the National Council of Churches. I am happy that we are all here tonight. We have in attendance members of the following organizations; the Congress for Racial Equality, the National Association for the Advancement of Colored People, the Student Nonviolent Coordinating Committee and the Southern Christian Leadership. Welcome brothers and sisters. (pause) For 250 years the white man acted and the Negro reacted and now the roles are being reversed. The Negro is now acting and the white man is reacting. However, the reaction of the two groups is quite different. We have reacted by using the courts by trying to resort to love and kindness by trying to reach the white man’s heart and overcoming his hostility. The white man’s reaction is a lynch mob, a gun, a bomb, the cross. But regardless of how his reaction continues we are convinced we have enough of what is good to overcome whatever actions that he might try to use to continue to subdue us. (pause) The purpose of tonight’s meeting is to introduce you to the new Mississippi Freedom Summer Initiative. The goals of this initiative are to help the Negro community and convince whites that change is inevitable. Yes, there will be repression and privation that will hover over us. But have no fear - help is on its way. Those students who helped out with the Freedom Vote last year will return with others to participate this summer. We have developed a network and that network is continuing to grow. Our supporters have multiplied to over 1,000! And we have called on them to donate their political and organizational abilities to help us. Bob Moses, Dave Dennis, Hunter Morey and I have been recruiting college students across the country from Harvard to Hawaii. Outside help is vital. (pause) Mississippi has so violently distorted the national dream that these young Americans want to help the hundreds of thousands of us who have been denied the right to vote! Soon the saying will be true. “Hands that pick cotton now can pick our public officials!”
Black Out / End of Scene
Scene Ten
Freedom Summer 1964
The scene opens with Mary Jane on the phone trying to get information about the disappearance of three Freedom Summer volunteers.
MARY JANE: Thank you, I will be sure to call you once I have more information. Good bye.
NICK: What have you heard from neighboring counties?
MARY JANE: Nothing new, nobody wants to say anything over the phone so if you want information you have to travel and most folks are too scared to go far.
NICK: And the jails?
MARY JANE: I’ve called every jail in Mississippi. Nobody has any account of arrests under the names Goodman, Chaney or Schwerner.
NICK: I think we should drive to Longdale to or and find out what’s happening there.
MARY JANE: Do you think there’s any hope? Northerners helping the southern movement are missing. They have the mark of Cain! Nothing good will come from that.
NICK: They can’t be dead Mary Jane. Not yet. They’ll be arrested and held for questioning.
MARY JANE: There’s no gossip. Barely any news coverage! (slight pause) The officials who are supposed to be looking for them, seem pretty content that…“the boys went out for a swim... and drowned.”
NICK: Did they search the river? No! No one’s even looking. (cross to the table next to Mary Jane) Look, we know Mickey, Andrew and Bear left Meridian at noon and made it to Kirkland’s house by one. They all went together to Mount Zion church to look at the fire damage and spend time with the congregation.
MARY JANE: Bud Cole - he told them that the Klan had been looking for Mickey that night and that the blows he took were intended for him. Mickey would have been there too if he hadn’t been working at the Freedom School.
NICK: They never got out of Neshoba County.
(Dr. Henry enters the scene - Door Knocks)
NICK: Dr. Henry, it’s great to see your face. Did you shake up Washington?
DR. HENRY: We got an audience with Bobby Kennedy. Charles Evers, Roy Wilkins and I marched to the Justice Department and they let us in.
MARY JANE: What’d Kennedy have to say?
DR. HENRY: The Attorney General is on our side - as an advisor. He’s ordered the FBI to expedite the search and appointed Allen Dulles to investigate.
NICK: Dulles the former CIA director?
DR. HENRY: Yes. Once he arrives, Charles Evers and I will brief him on the abduction, and the failure of the FBI to effectively assist us. President Johnson will be sending the troops from the Naval Air Station in Meridian to help with the search. The President is making a very loud statement. How are things here Mary Jane?
MARY JANE: The second group of volunteers will be here Sunday and I’m not sure if we are sending any to Neshoba County. I’m making alternate arrangements for them just to be on the safe side.
[Telephone rings. Mary Jane answers -- it's - Vera again]
MARY JANE: Pigee’s Beauty Salon, how can I help you?
VERA: Mary Jane -
MARY JANE:Yes, Mama!
VERA: Is Dr. Henry there yet?
MARY JANE: Yes, he just arrived and we’re ----
VERA: Good. Tell him things are in place. Listen, I have to be quick. They found the station wagon by a swamp off of 491. They’d burned it. They’d burned it! Gov. Johnson has offered to send in the Mississippi National Guard to lead the search. Now, I’ve got to go. I’ll be home late.
MARY JANE: Please be careful Mama. Good bye.
(Hangs up the phone)
NICK: The National Guard! That’s the end of it. Might as well send in the Klan.
DR. HENRY: Senator Eastland will deny any KKK activity.
NICK: Invalidating our movement. Exactly what the Dixiecrats need to fuel their filibuster against the Civil Rights Act. Will the rest of the country believe him?
DR. HENRY: God help us. If we can crack Mississippi we can crack the whole south.
Black Out / End of Scene
Beautiful Agitators
written by Aallyah Wright, Charles Coleman, Jessica James, Nick Houston and Jennifer Welch
commissioned and produced by StoryWorks, Jennifer Welch, artistic director
Lesson Seven Video: Coalition Building: From COFO to Freedom Summer (scene nine)
Lesson Seven Video: Coalition Building: From COFO to Freedom Summer (scene ten)
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2025-03-18T00:36:41.849665
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"title": "StoryWorks: Beautiful Agitators, StoryWorks: Beautiful Agitators Curriculum",
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https://oercommons.org/courseware/lesson/83493/overview
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Document: LBJ’s Speech to Congress on Voting Rights, March 15, 1965
Document: Senate Roll Call Vote Tally on S. 1564, the Voting Rights Act of 1965, May 26, 1965
Document: Voting Rights Act of 1965
House Vote: The Voting Rights Act of 1965 | US House of Representatives: History, Art & Archives
NAACP's The Crisis Aug.-Sept. 1964
Senate Vote: US Senate: The Senate Passes the Voting Rights Act
The 1965 Enactment of the Voting Rights Act
The Effect of the Voting Rights Act
Video: LBJ's Special Message to the Congress: The American Promise
8. The Voting Rights Act of 1965
Overview
Through the play Beautiful Agitators and accompanying curriculum, students will explore the life of Vera Mae Pigee and the impact of voter suppression.
Beautiful Agitators Lesson Plan: Scene Eleven
Standards: Voting Rights Act, local & national civil rights history, power relations & social justice, relationship between local and national movement, relationship between past and present movement
Content Strand 4:
A. Identify and explain the significance of the major actors, groups and events of the civil rights movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party, March on Washington, Voting Rights Act, etc)
B. Understand and describe the historical circumstances and conditions that necessitated the development of civil rights and human rights protections and/or activism for various minority groups in Mississippi.
Tactics: Youth participation, intergenerational cooperation, national partnerships & participation, patience & persistence, aligning different political motivations, taking action.
Counter-tactics: Legal vs. interpersonal discrimination
Time Period: 1965
Leaders: Vera Pigee, Mary Jane Pigee, JFK, Lyndon Johnson, Dr. Aaron Henry (Counter movement figure Senator Eastland)
Event: Voting Rights Act of 1965
BACKGROUND:
The passage of the Voting Rights Act of 1965 was one of the most significant developments in legislative change in civil rights history. However, its passage did not end the struggle nor was it the end of the civil rights movement. In the last scene of Beautiful Agitators, Vera Mae Pigee shares a powerful moment with her daughter expressing hopeful relief that the years of sacrifice, dedication and hard work has paved the way for this particular moment while emphasising that the work must go on.
LESSON: The Voting Rights Act of 1965
OBJECTIVES:
- Examine how the Voting Rights Act of 1965 was designed to end barriers to voting on the basis of race.
- Explain how the Voting Rights Act of 1965 was passed.
- Identify the two major civil rights moments that served as catalysts for the momentum to pass the Voting Rights Act of 1965.
WATCH:
READ: Transcript of Johnson's Special Message to the Congress
READ: Voting Rights Act of 1965
WATCH:
ACTIVITY: Discussion
- What events served as a catalyst for the Voting Rights Act?
- What was the vote count in both the House of Representatives and the Senate?
- How does the vote count reflect what you understand about the civil rights movement and where their efforts were focused?
- What was the function of the Voting Rights Act of 1965?
ACTIVITY: What will YOU do to “catch it yourself”?
READ: Beautiful Agitators Scene 11
REFLECTING ON THE SCRIPT:
VERA: Strength does not come from physical capacity. It comes from an indomitable will. It is our indomitable will that led to this moment.You and the other young people who dedicated themselves to our cause will travel all over the country, furthering your careers in business, education, religion, whatever you choose. Your future success is worth all of the effort, sacrifices, and years of struggling. No longer can the white man decide the height of the star on which a colored person could hitch his social, economic and educational aspirations. Now you can choose the height, width and depth of your own stars. The constitution only gives people the right to pursue happiness, Mary Jane, you have to catch it yourself.
Vera Mae is reflecting back on the long road of the struggle. She is looking to the future and dreaming of the potential that may now be open to future generations. She is also imparting a valuable lesson that the struggle is never over and people must continue to be engaged in the struggle to fight against injustice to preserve civil and human rights. She is asking Mary Jane what her vision of the future is and what she is going to do to see to catch that dream.
- Students will identify a civil rights issue that is important to them personally. Students will answer the question "What will you do to catch it for yourselves"?
- Write a monologue, poem, speech, short story, journal entry, action plan, etc. that addresses the issues surrounding your cause and that demonstrates who is impacted by this issue. Explore the struggle surrounding the issue and address the solutions you propose? Ex: Monologue from perspective of disenfranchised voter, spoken word poem/immigration, speech:equitable funding education, etc.
ACTIVITY: Drafting a New Voting Rights Act
Students will work in small groups to submit a list of recommendations for a new Voting Rights Act. Students should provide evidence for their claims and be able to defend their assertions. After working in the small groups, students will come together to share their recommendations. The instructor will facilitate a discussion regarding the recommendations. Students will work together to rank the recommendations and determine a final list. Students will be asked to choose a recommendation they are passionate about and make a plan to reach out to an organization that they can engage with as volunteers. Ex: League of Women Voter- voter registration drive.
Beautiful Agitators Script: Scene Eleven
Scene Eleven
August 6, 1965
Characters: Vera & Mary Jane alone together in the beauty parlor listening to President Johnson's speech announcing the signing of the Voting Rights Act. Vera styles Mary Jane’s hair.
MARY JANE: It’s happening...President Johnson has done it. Finally, we’ve won.
VERA: “The glory of the Lord shall be revealed and all flesh shall see it together. For everyone born of God overcomes the world. This is the victory that has overcome the world, even our faith.”
MARY JANE: Amen. Mama, just look at where your hard work has brought us. All these years, the trauma, the sacrifice… it wasn’t in vain.
VERA: Mary Jane, Your great - great-grandmother, Alice Matthews was born Monday April 10, 1865. She could not read or write and did not remember all of the details about Lee surrendering Sunday April 9, 1865; but she knew her mother told her she was born the first day after surrender. She told me “I am white because my father was a white southern cotton plantation owner of Negro slaves and my mother was a pretty black girl who was his property. (beat) We are the bi-product of a white man’s wishes, but we are not the courier of his demons."I will be the first to admit it was difficult to set those demons aside and pursue our nonviolent movement. I held the words of Gandhi close to me when I felt weak. Strength does not come from physical capacity. It comes from an indomitable will. It is our indomitable will that led to this moment.You and the other young people who dedicated themselves to our cause will travel all over the country, furthering your careers in business, education, religion, whatever you choose. Your future success is worth all of the effort, sacrifices, and years of struggling. No longer can the white man decide the height of the star on which a colored person could hitch his social, economic and educational aspirations. Now you can choose the height, width and depth of your own stars. The constitution only gives people the right to pursue happiness, Mary Jane, you have to catch it yourself.
End of Play
Beautiful Agitators
written by Aallyah Wright, Charles Coleman, Jessica James, Nick Houston and Jennifer Welch
commissioned and produced by StoryWorks, Jennifer Welch, artistic director
Lesson Eight Video: The Voting Rights Act of 1965
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oercommons
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2025-03-18T00:36:41.887523
| null |
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"url": "https://oercommons.org/courseware/lesson/83493/overview",
"title": "StoryWorks: Beautiful Agitators, StoryWorks: Beautiful Agitators Curriculum",
"author": null
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https://oercommons.org/courseware/lesson/70617/overview
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Education Standards
Hitler Comes to Power _ The Holocaust Encyclopedia
Summary Practice: Paragraph Shrinking
Overview
The purpose of this lesson is to help students develop their paraphrasing and summarizing skills. Focusing on the I do, We do, You do method, the lesson is collaborative between teachers and students.
Objectives:
- paraphrase information in a nonfiction text
- connect like ideas and combine sentences
- create a summary of a piece of nonfiction
- edit writing for mechanics, usage, grammar, and spelling errors
- publish a summary
Approx. Time: one week
Paragraph Shrinking
What is paragraph shrinking?
- Paragraph shrinking is a structured way for students to learn how to quickly summarize (and take notes) on a text. After a student reads a paragraph, they then summarize that paragraph into their own words. (If the paragraphs are quite short, you can combine them together.) They are looking for specific details that are necessary to the understanding of the text. This will chunk up the text for students to increase comprehension.
Objectives:
- paraphrase information in a nonfiction text
- connect like ideas and combine sentences
- create a summary of a piece of nonfiction
- edit writing for mechanics, usage, grammar, and spelling errors
- publish a summary
Approx. Time: one week
I DO:
- The teacher will demonstrate paragraph shrinking by shrinking the first two paragraphs of the document. Use think aloud, the teacher will speak aloud their thoughts and ideas to show students the cognitive process of making connections and creating brief statements that summarize the paragraph. Use a highlighter to identify the important words and phrases. This will help students visually see which pieces are important to the understanding of the material and which pieces are extra.
WE DO:
- As a class, you all will continue to shrink the rest of the paragraphs in the nonfiction text.
I/WE DO:
- Take all of the sentences and beging to sort them into like ideas. Students will notice that one sentnece and another may actually be saying the same thing, so practice combining the sentences and arranging them to make sense. You will need to show them how to add the transitional words between the sentences. Work together as a class to turn those sentences into a cohesive summary. This will a whole class period.
YOU DO:
- I suggest you pair the students with a partner and have them do the second text together to make the length less intimidating. The students will read together, paragraph shrink together, and write and edit the summary together. They will work within a shared document.
THINGS TO NOTE:
Feel free to change the text. High-interest texts and topics work well.
You may have to do the chunking yourself instead of having the students chunk it.
Expect the need to reteach some students how to identify key pieces of information in a text.
Going slowly with save you time later in the school year.
This isn't a perfect lesson, so please modify and adjust to suite your needs and your students.
Resources
Use "Hitler Comes to Power" for the I DO and WE DO of the lesson. It is shorter and easier to work with.
Use "Auschwitz" for the partner summary work.
Feel free to edit and modify the rubric to fit your needs and your classroom.
After we complete this assignment, I tend to show students a video relating to these two topics.
VIDEO courtesy of the USHMM
- I like to have the students write a reflection after watching the video and discuss how the video was either different of confirmed what they had read. I also encourage them to just react to the video and explain how it made them feel. The reflection is a completion grade for me.
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oercommons
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2025-03-18T00:36:41.920281
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Activity/Lab
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70617/overview",
"title": "Summary Practice: Paragraph Shrinking",
"author": "World Cultures"
}
|
https://oercommons.org/courseware/lesson/16731/overview
|
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oercommons
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2025-03-18T00:36:41.939622
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09/09/2017
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/16731/overview",
"title": "math",
"author": "Mi Angel Dodson"
}
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https://oercommons.org/courseware/lesson/80423/overview
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beamerthemeEsiwace
Figures (tar.xz file)
Figures (tar.xz file)
Figures (zip file)
Figures (zip file)
Final pdf file
Final pdf file
Lab files
Latex file
Latex file
Programs
Input/Output and Middleware
Overview
This material is an introduction to storage formats and I/O in a climate and weather context.
It was presented by Luciana Rocha Pedro in the 2020 Summer School on Effective HPC for Climate and Weather and it is part of the ESiWACE project.
ESiWACE is funded by the European Union's Horizon 2020 research and innovation programme under grant agreement No. 823988.
Introduction
The Centre of Excellence in Simulation of Weather and Climate in Europe (ESiWACE) addresses world challenges pushing the limits of science. It benefits the broader community by providing services and training opportunities. As part of the ESiWACE2 project, the 2020 Summer School on Effective HPC for Climate and Weather was organised to bridge the gap between scientists and computational science and increase the effectiveness of young scientists.
The main goal of this event is the training of representative scientists from different institutions with state-of-the-art concepts tailored to the domain, but that also stretches beyond climate and weather, allowing them to act as a multiplier and increase productivity overall.
This material is an introduction to storage formats and I/O in a climate and weather context. Here we present the session:
Input/Output and Middleware - Talk and Lab Sessions
Presenter: Luciana Rocha Pedro
www.reading.ac.uk/computer-science/staff/dr-luciana-pedro
ESiWACE is funded by the European Union's Horizon 2020 research and innovation programme under grant agreement No. 823988.
Input/Output and Middleware - Talk Session
2020 Summer School on Effective HPC for Climate and Weather
Session: Input/Output and Middleware - Talk Session - Presentation
Outline
- Introduction
- Input/Output
- I/O Solutions
- I/O Performance
- NetCDF
- Parallel I/O
- Research Activities
Learning Objectives
- Discuss challenges for data-driven research
- Describe the role of middleware and file formats
- Identify typical I/O performance issues and their causes
- Apply performance models to assess and optimise the application I/O performance
- Design a data model for NetCDF/CF
- Implement an application that utilises parallel I/O to store and analyse data
- Describe ongoing research activities in high-performance storage
Input/Output and Middleware - Lab Session
2020 Summer School on Effective HPC for Climate and Weather
Session: Input/Output and Middleware - Lab Session - Presentation
Outline
- NetCDF Files and C
- NetCDF Utilities
- Practising
Learning Objectives
- Execute programs in C that read and write NetCDF files in a metadata-aware manner
- Analyse, manipulate and visualise NetCDF data
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oercommons
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2025-03-18T00:36:41.969138
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Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80423/overview",
"title": "Input/Output and Middleware",
"author": "Life Science"
}
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https://oercommons.org/courseware/lesson/115303/overview
|
OT Workload Rating Guidelines
OT Workload Rating Guidelines
PT Workload Rating Guidelines
PT Workload Rating Guidelines
Tracking System Template
Caseload Up and Running Checklist
Overview
This resource provides a checklist regarding setting up and maintaining a caseload. Links and downloadables to a caseload template, service summary template, and workload rating guidelines are provided.
Caseload Up and Running Checklist
- Obtain your caseload list of students and schools
Find out who each student's case manager is. You can look in the district documentation system such as Synergy, ask the school secretary or discuss with the case managers that you know. Each school will have staff member responsible for students with IEPs and 504s. ILS (Independent Living Skills) - for those with greater needs and/or ERC (Educational Resource Center) - for those who get pulled out for support).
Find the IEP date and how many minutes of service you need to provide.
Confirm your list with the case manager’s list to make sure you aren’t missing anyone.
Create some sort of tracking system for yourself.
Find out who the supporting staff at the school are: principal, school psychologist, speech therapist, ESD specialists such as Assistive Technology, Autism, Vision, Deaf/Hard of Hearing, physical/occupational therapists. It helps to have regular specialist team meetings (PT/OT/SLP/AT/ASD/Vision/DHH for each school) to support each other and coordinate supporting the students. In effort to have consistent follow through with suggestions/recommendations all specialists can work together and be unified on strategies/concepts.
Prioritize students based on when the first IEPs are planned. Try to observe students prior to their IEP. Consider sharing a Service Summary (OT Services_Support) with the case manager or IEP specialist before the IEP. Consider the general amount of time (Workload Rating Guidelines) listed on IEPs as you suggest your time for the following IEP year.
Feeding protocols need to be reviewed at the beginning of each year. Connect with the team to determine how/when these feeding protocols are reviewed.
Check in with case managers on a regular basis, depending on their preferences. Would they like you to come on the same day/time each week; check in via email; come whenever fits into your schedule? Case managers will help you prioritize who you see first based on the concerns they are having at the moment
Make sure your students have access to the necessary OT/PT related accommodations and equipment listed on their IEPs.
Make the case manager feel supported in a manner that doesn’t overwhelm them.
*See attachements for a downloadable copy of the linked resources
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oercommons
|
2025-03-18T00:36:41.993691
|
04/16/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115303/overview",
"title": "Caseload Up and Running Checklist",
"author": "Elisha Miller"
}
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https://oercommons.org/courseware/lesson/76465/overview
|
Fruits
Overview
you must read the comics and comment
1111
with this lesson students are going to be able to use the vocabulary of "fruits" in different activities.
you must read the comics and comment
with this lesson students are going to be able to use the vocabulary of "fruits" in different activities.
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oercommons
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2025-03-18T00:36:42.008884
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01/19/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76465/overview",
"title": "Fruits",
"author": "Daniela Campo Mejia"
}
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https://oercommons.org/courseware/lesson/93251/overview
|
Pictionary Consequences - Honesty
Overview
To teach children about consequences and the importance of being honest.
Honesty
Age of Child: 7-10 years old
Type of Resource: Activity/Game
ACTIVITY NAME: Pictionary Consequences - Honesty
ACTIVITY OBJECTIVE: To teach children about consequences and the importance of being honest.
ACTIVITY DESCRIPTION:
"Pictionary" is a game that children love to play and it's easy to come up with a version that applies to whatever an adult is trying to teach. In this instance, adults can create many cards that show instances where a child will need to make a decision about whether he will tell the truth or a lie. For instance, write on cards situations like "broken mug," "puddle on the kitchen floor," "dent on car," or "hole in jeans." Break into two teams - one side is the drawing team and the other is the guessing team. Set a timer for 30 seconds to see if they can guess the picture in that amount of time. Once the team guesses the picture, it's simple to have a short little discussion about the image. Questions like "What do you think happened to the mug?" and "What should the child who broke it do about it?" will allow kids to reflect on honesty. Adults can also discuss what the possible consequences might be for certain actions. For instance, if the mug broke by accident and he told the truth, there is no consequence. If he lied about breaking the mug, even though it was an accident, there would be a consequence. Reinforce the fact that consequences will be more severe if children are not honest.
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oercommons
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2025-03-18T00:36:42.021813
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Activity/Lab
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93251/overview",
"title": "Pictionary Consequences - Honesty",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/61429/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
parts
body
or
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oercommons
|
2025-03-18T00:36:42.042849
|
01/09/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61429/overview",
"title": "parts of the body",
"author": "wadha almarri"
}
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https://oercommons.org/courseware/lesson/13465/overview
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Lesson
Overview
In my PBL I created a scenario that combined research, fiction writing and presentation skills by posing the problem that if you were sent to explore one of the newly discovered Earth-like exoplanets as part of a group expedition what would you report back to Earth. The idea behind this is to get students excited about both science and fiction writing. They would be asked to create a science fiction story, based on research, that chronicled their adventure. The students would have the freedom to write about what forms of life they may encounter, environmental hazards, different weather patterns and anything else they can imagine encountering. As the assignment is based on a group expedition, the students would work in groups throughout the entire research and writing process. The culminating activity would be that a reporter from a local news source would come in an interview each group in regards to their adventure. They would be asked to role play the characters from their story and answer questions about their discoveries. The questions would be taken from their papers and based on the research they gathered.
Driving Question: Imagine you landed on one of the newly discovered exoplanets, what would you report back to the public back on Earth?
Grabber: Instructor begins by asking the question: “What do you think is out there in outer space?” This will get the students to postulate on what they already know and theorize about the possibilities of the final frontier. After a short discussion the instructor will introduce an article from CNN discussing the discovery of seven exoplanets and then show a video from the history channel that goes further in depth in regards to the topic. This will give the students a base of knowledge from which to start. The exciting graphics and commentary from the video will inspire the students to do further research and start to think creatively about their upcoming story
Culminating Activity: Interview by local reporter.
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oercommons
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2025-03-18T00:36:42.054533
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Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/13465/overview",
"title": "Lesson",
"author": "Speaking and Listening"
}
|
https://oercommons.org/courseware/lesson/103846/overview
|
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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
OER
or
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oercommons
|
2025-03-18T00:36:42.081239
|
05/13/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103846/overview",
"title": "OER",
"author": "Narjess Touzani"
}
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https://oercommons.org/courseware/lesson/61169/overview
|
Mummies: Who owns the dead?
Overview
Are mummies pieces of history, or the sacred remains of human ancestors?
Mummies: Who owns the dead?
Mummies are very old dead human bodies that have been preserved with flesh still on their bones. Some cultures have a tradition of making mummies when people die. For example, ancient Egyptians preserved the bodies of dead kings and queens because they believed this would ensure a good afterlife.
In recent years, mummies that were created naturally have been discovered all over the world. One found in the Alps appears to have been accidentally frozen in a glacier. He is known as the Iceman and is presumed by scientists to be over 5,000 years old!
There is a diversity of perspectives about what to do with mummies when they are discovered. Should they be removed and examined, or should they be left where they are? Many people believe that removing a mummy from its burial place dishonors the dead. They argue that mummies preserved by humans were honored by their culture for religious or other reasons. We should respect these rituals instead of damaging the burial ground and removing the dead. Some people argue that even mummies that were created naturally, like the Iceman, should not be disturbed after death out of respect.
However, other people say it would be irresponsible to give up the chance to learn from mummies. We can discover a lot about human history by studying these ancient human bodies. They can reveal clues about what people ate, the tools they made, what they wore, and how they lived and died. They can also help to enhance archaeologists’ understanding of human migration patterns. For example, scientific tests have revealed information about where the Iceman might have traveled in his lifetime.
Even among people who agree that we should remove and study mummies, there is a range of opinions about where the bodies should be taken. Some think that each mummy belongs to the country where it was first identified. They believe that researchers in its home country have the right to take ownership of the mummy.
Others believe that each mummy should go to the museum or university best equipped to study and protect it, even if it will need to be transported to a different country. They argue that the home country will not always have the ability to properly remove, transport, study, and store the mummy. If it isn’t handled carefully, a mummy will deteriorate and will no longer be useful for scientific knowledge at all.
What do you think?
Credits:
- Text source: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
- Image source: Wikimedia Commons, CC BY-SA 3.0
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oercommons
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2025-03-18T00:36:42.100393
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01/03/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61169/overview",
"title": "Mummies: Who owns the dead?",
"author": "Kristin Robinson"
}
|
https://oercommons.org/courseware/lesson/84416/overview
|
| SVCSRP LESSON PLAN |
| Name & Contact | Tarrah caldwelltjcaldwell@shenandoah.k12.va.us |
| Subject Area | Life Science |
| Grade Level | 7th Grade |
| Duration | - This lesson will take about one class period, but if some of the students need more time, I can extend it.
|
| Short Description | Cell organelles have specific structures and functions. Plant cells have all the same organelles that animal cells have except they also have a cell wall and chloroplasts. |
| Specific Objectives | - All living organisms have certain needs and structures with unique functions that allow them to survive.
- What do living organisms need to survive?
- How does an organism’s physical structure enable it to survive?
- The student will be able to Distinguish among the following: cell membrane, cytoplasm, nucleus, cell wall, vacuole, mitochondria, endoplasmic reticulum, and chloroplast.
|
| VA Core Content SOL/CTE Competencies | - LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts include
- cell structure and organelles;
- similarities and differences between plant and animal cells;
|
| | |
| VA Computer Science SOL | - Algorithms and Programming
- 7.1 The student will construct programs to accomplish a task as a means of creative
- expression or scientific exploration using a block based or text based programming language, both independently and collaboratively,
- a. combining control structures such as if-statements and loops including compound conditionals; and
- b. creating clearly named variables that represent different data types, including numeric and non-numeric data, and perform operations on their values.
- Fostering an Inclusive Computing Culture
- Collaborating Around Computing
- Recognizing and Defining Computational Problems
- Developing and Using Abstractions
- Creating Computational Artifacts
- Testing and Refining Computational Artifacts
- Communicating About Computing
|
| Computational Thinking Core Components | - Problem Decomposition
- Pattern Recognition
- Abstraction
|
| Learning Outcomes | - Students will be able to create a project in scratch
- Students will be able to describe the difference between plant and animal cells
- Students will be able to identify the organelles and their functions
|
| Integration with STEM | - Engineering
- Mathematics
- Other topics:
|
| Data Science Components | - Data Collection & Acquisition
- Data Representation & Visualization
- Data Interpretation & Processing
- Data Analysis & Prediction
|
| Vocabulary | - Cell membrane
- Cytoplasm
- Golgi Bodies
- Nucleus
- Cell wall
- Vacuole
- Ribosomes
- Mitochondria
- Endoplasmic reticulum
- Chloroplast.
|
| Materials | - Chromebook https://scratch.mit.edu/
- science notes or textbook to be used as a reference for their drawing
- Cell bag with materials
|
| Expected Prior Knowledge | The students should already have a basic knowledge of the organelles and their functions. We would have gone over the notes the day before and they would have learned about some of the organelles and functions in 5th grade. |
| VDOE Profile of a Graduate Connections | - Collaboration
- Communication
- Citizenship
|
| Lesson Outline:Use this guiding information for the Engagement, Exploration, Explanation, Elaboration, and Evaluation steps in your lesson plan. | Launch/Warm-Up/IntroductionQuestions are only for guide |
Engagement- I will bring out my “cell” bag. I will begin with showing them my bag and how I can allow some things into my bag and some things are kept out. Then I will ask them which organelle is just like my bag. I will continue this with all the items in my bag. (Jelly-Cytoplasm, remote control-Nucleus, water bottle-Vacuole, coffee-Mitochondria, car-Endoplasmic reticulum, wrapping paper-golgi bodies, canned meat-ribosomes)
- Then I will ask them what type of cell that I just described (animal cell)
- Then we will discuss what I might add if I was going to turn my bag into a plant cell.
| Exploration- The students will go into scratch and look at the different projects that are already created.
| Explanation- We will discuss some of the projects that they saw.
- Then we will discuss some other analogies that they can think of that compare to the cell and the organelles?
- We will have a class discussion on some of the analogies. (school, and home are examples I have used in the past)
| Elaboration- The vocabulary words were introduced in a previous lesson.
- The students will now be able to make the connections to the cell organelles functions to things found at home or school. They will be able to use this information to help them with their assignment.
| | EvaluationStudents will use the Scratch program to create a project in Scratch that will compare a plant cell to an animal cell or they can take a plant or animal cell and compare it to something else like I did with my bag. Then they will email their project to me. If there is time they can share/explain their project in class. |
|
| Include differentiation, if applicable (ESL, SPED, Learning styles, etc.) |
| |
| Closure/Student ReflectionI will point to a couple different organelles from my posters. The students will write down which organelle I pointed to and what its function is.. |
| Assessment and Rubric: | Informal/Observations |
| Link Assessments/RubricsI have a checkbox for each organelle for plant and animal cells. |
| Lesson Materials(Handouts, resources, websites) | Chromebooknotestextbook |
| Teacher Reflection (After lesson is taught to students) | |
|
oercommons
|
2025-03-18T00:36:42.131838
|
Tarrah Caldwell
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84416/overview",
"title": "Cell Organelle Lesson Plan",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/81659/overview
|
Education Standards
B. 2nd WA OER How Can a Dam Change the Land
C. 2nd WA OER How Can a Dam Change the Land
D. Google Slides for Digital Science Notebook Lessons 1-7
E. Lesson 1 Google Slides
F. Science Notebook Pages 1-2
G. Lesson 2 Google Slides
H. Lesson 2 Science Notebook Pages
I. Lesson 3 Google Slides
J. Video Tour Wanapum Dam from Grant County
K. Finding Out About Dams Article
L. Lesson 3 Science Notebook Pages
M. Lesson 4 Google Slides
N. Lesson 4 Science Notebook Pages
O. Lesson 5 Google Slides
P. Wanapum Dam News Article Summaries
Q. Lesson 5 Science Notebook Pages
R. Lesson 6 Google Slides
S. Lesson 6 Science Notebook Pages
T. Lesson 7 Google Slides
U. Lesson 7 Science Notebook Pages
Second Grade Elementary Science and Integrated Subjects-How Can a Dam Change the Land Around It?
Overview
The Second Grade Elementary Framework for Science and Integrated Subjects, How Can Dams Change the Land Around Them, uses a local phenomena of impact of the Wanapum Dam on the Columbia River and a crack in that dam to understand erosion and changes in the landscape. It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Standards, Phenomena, Big Ideas and Routines
Development Team:
Aislinn Bufi (ESD 105) and Trina Huntington (ESD123)
Second Grade
How can a dam change the land around it?
Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning
Second Grade Disciplinary Core Ideas include PS1, PS2, PS3, LS1, LS2, ESS1, ESS2.
For ESS1, ESS2, students are expected to develop an understanding of:
- The idea that wind and water can change the shape of the land
- How to compare design solutions to slow or prevent such changes to the land
- How to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area
- Where water is found on Earth
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- Patterns- patterns in the natural world can be observed. (2-ESS2-2) (2-ESS2-3)
- Stability and change- things may change slowly or rapidly. (2-ESS1-1) (2-ESS2-1)
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- Developing and using models
- Constructing explanations and designing solutions
- Obtaining, evaluating, and communicating information
Performance Expectation(s)
Identify Performance Expectation(s) from Next Generation Science Standards that will be your focus (Climate Science related PEs preferred but not mandatory). Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic.
2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
[Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]
2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using
shrubs, grass, and trees to hold back the land.]
2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary:
Assessment does not include quantitative scaling in models.]
Science and Engineering Practices
Which SEPs will be a focus for investigating this topic/phenomenon?
Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.
(2-ESS2-2) Develop a model to represent patterns in the natural world.
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
(2-ESS1-1) Make observations from several sources to construct an evidence-based account for natural phenomena.
(2ESS2-1) Compare multiple solutions to a problem
Crosscutting Concepts
Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?
(2-ESS2-2) (2-ESS2-3) Patterns- patterns in the natural world can be observed.
(2-ESS1-1) (2-ESS2-1) Stability and change- things may change slowly or rapidly.
English Language Arts (ELA) Standards
How will I Integrate ELA Standards (which standard, what strategy…?)
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2-ESS1-1)
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-ESS1-1) (2-ESS2-1)
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. (2-ESS2-1)
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (2-ESS2-3) (2-ESS1-1)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-ESS2-3) (2-ESS1-1)
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (2-ESS1-1)
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-ESS2-2)
Mathematics Standards
How will I Integrate Mathematics Standards?
MP.2 Reason abstractly and quantitatively. (2-ESS1-1) ) ( 2-ESS2-1) (2-ESS2-2)
MP.4 Model with mathematics. (2-ESS1-1) ( 2-ESS2-1) (2-ESS2-2)
MP.5 Use appropriate tools strategically. (2-ESS2-1)
2.NBT.A Understand place value. (2-ESS1-1)
2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2-ESS2-2)
2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. (2-ESS2-1)
Phenomena
How can a dam change the land around it?
The damming of the Columbia River with the Wanapum Dam and the subsequent changes to the land surrounding the river. Also examining the crack in the Wanapum Dam.
Phenomena Resources:
Communicating in Scientific Ways | OpenSciEd
Big Ideas
Which one of the ideas from the curriculum and the Standards now seems the most central - meaning they might help explain other ideas you’ve listed and explain a wide range of natural phenomena? You must use more than a name to express your idea, express it as a set of relationships. Explain your choice clearly enough so a colleague could understand why you made the choice you did.
How can a dam change the land around it?
- Students will explore the idea that water can change the shape of the land. They will come to an understanding that these changes can happen quickly or slowly and sometimes they can be instigated by humans instead of nature.
Open Sci Ed Routines
Lesson 1: Past and Present
Lesson 1: Past and Present
Materials
- Lesson #1 Google Slides document https://docs.google.com/presentation/d/1_0FrPwo1x8RJM4oVD7rLuwJghEMsWMA2RmIXa5J-3LQ/copy
- Printed past and present pictures (if teaching in person) Lesson 1 Resources
- Science notebook pages 1 & 2 (digital or print) https://docs.google.com/document/d/1QNuXkakrVVsmDwDS8MS47FNY-tikz5Lq/copy
Preparation
In person
- You may want to make an arrow on the map to show the location of your classroom.
- If you are not having students write the own responses in their science notebook, print science notebook pages 1 &2 (enough for each student)
- Print past and present pictures (enough for each student)
- Prepare the lesson #1 Google Slides to present to class during lesson
Virtual
- Share lesson #1 Google Slides with students
- Share digital Science notebook with students
- Suggestion: if using asynchronously, film a video teaching lesson as you would in person or record sound for the slides before sharing with students.
Vocabulary
- No vocabulary words for this lesson, however if after reviewing the lesson there are words your students need to practice, feel free to add.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
- Show students slide 1 in Google Slides, explain that the picture they see is the area they are going to be learning about in the next 6 lessons.
- Show students slide 3 in Google Slides. Explain that the place they are going to be learning about is called Vantage, Washington. It is located in Central Washington, right where they see the red star on the map. Point out where your classroom/school would be located on the map on the map.
- Show students slide 4 in Google Slides and give them some time to look carefully at the picture. Explain that these are pictures of the Columbia near Vantage, Washington.
- Show students slide 5 in Google Slides and give them some time to look carefully at the picture.
- Show students slide 6 in Google Slides and tell them that those pictures are of the same location.
- Ask students to share with the class what they notice about the pictures, then have them write down 2 things that they notice in their science notebooks.
- Ask students to share with the class what they wonder about the pictures, then have them write down 2 things that they wonder about in their science notebooks. (SL2.2)
- Show students slide 7 in Google Slides and pass out past and present pictures to each student. Tell students that these pictures are all the same place. Ask students to sort the pictures into two groups. They will come up with their own sorting criteria, try not to intervene too much. *note: if using the digital version, make a copy of slide 10 (end of presentation) for student partner groups and have them, 1) type their names on the slide and then click and drag pictures to sort pictures on Google Slides.
Formative Assessments:
- Observe the types of groups students make as they sort cards
- Ask them to explain their reasoning in how they grouped the cards
- Make a note of anything they may not have noticed and push further on the shape of the river, width of the banks, position of the bridge.
- After students have finished sorting the pictures, have them take a quick walk around the classroom and observe how their classmates have sorted the pictures. Ask them to think about how people sorted them in a way that is similar to theirs or different than theirs.
- Show students slide 8 and using science notebook page 2 have them write down an explanation of why they sorted the pictures the way that they did. Ideally students should write at least 2 sentences. (W2.8)
- End the lesson by having students share their explanations and have a class discussion about what they noticed about the pictures. Tell students that in the next lessons they will be learning more about this location and what caused the differences they saw in the pictures. (SL2.2)
Formative Assessments:
- Observing students share what they notice and wonder about the river, bridge, landscape
- Look for but don’t address right now:
- misconceptions about the river and shape of the land
Lesson 2: Quick and Slow
Materials
- Lesson #2 Google Slides document https://docs.google.com/presentation/d/1B8_AvJJwVy9pnZamVeFvKnuX8Kjflij6V6mA_uukaog/copy
- Lesson 2 Resources
- Science notebook pages 3-8 (digital or print) https://docs.google.com/document/d/1hOXpZe9nB_-J6UsJP1-m5xwfe8X6rtHZ/copy
Preparation
- In person
- Print science notebook pages 3-8 (enough for each student)
- Prepare the lesson #2 Google Slides to present to class during lesson
- Virtual
- Share lesson #2 Google Slides with students
- Share digital Science notebook with students
- Suggestion: if using asynchronously, film a video teaching lesson as you would in person or record sound for the slides before sharing with students.
Vocabulary
- Erosion: the carrying away of sand and soil due to water and wind.
- Volcano: an opening in the Earth’s surface. Usually found in a mountain, the opening allows gas, hot magma and ash to escape from beneath the Earth’s crust.
- Landslide: a large amount of earth, rock, and other material that moves down a steep slope.
- Flood: an overflow of water on normally dry ground.
- Sand dune: a hill of sand
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
- Show students slide 2 in Google Slides. Ask students to look at the two pictures from the last lesson again. Explain that this is the same location, just at different times. From looking at the picture, we can tell the land has changed. Ask them to think about their own experience. Have students find page 3 in their science notebooks and answer the question: What do you know about how land changes? (RI.2.1) (W.2.8)
- Show students slide 3 in Google Slides. Review vocabulary words with students before continuing.
- Show students slide 4 in Google Slides. Explain that in today's lesson students will be learning about how land can change over time. Tell them that land sometimes changes quickly. An example of a quick change is a volcano. Ask students to look carefully at the pictures on the slide and answer the questions on page 4 in their science notebooks. (R1.2.1) (W.2.8)
- Show students slide 5 in Google Slides. Tell students that a volcano isn’t the only way that land can change quickly. Landslides can also change the land quickly. Play the video of the landslide and have students answer the questions on page 5 in their science notebooks.
- Show students slide 6 in Google Slides. Tell students that a volcano and a landslide aren't the only ways that land can change quickly. Floods can also change the land quickly. Play the video of the flood and have students answer the questions on page 6 in their science notebooks. (R1.2.1 ) (W.2.8)
- Show students slide 7 in Google Slides. Explain that land can change quickly like they observed with the volcano, landslide and flood. But it can also change slowly. It is more difficult to observe the slow changes, but they are there.
- Show students slide 8. Tell students that they are going to observe how land can change slowly. An example of a slow change is a river. Show students the video and also ask students to look carefully at the pictures on the slide and answer the questions on page 7 in their science notebooks. . (R1.2.1 ) (W.2.8)
- Show students slide 9. Tell students that they are going to observe another way that land can change slowly. This example of a slow change is a wind blowing sand on a sand dune. Show students the video and have students answer the questions on page 7 in their science notebooks. . (R1.2.1 ) (W.2.8)
- Show students slide 10. Explain that now that they know more about how land can change quickly and slowly they are going to go back and reflect on their first thoughts on how land can change. Have students go back to page 3 in their science notebooks and draw a line of learning under where they wrote about what they know about land changing. After they have drawn their line of learning, have them write about what they now know about how land can change. If students need an extra challenge, ask them to give examples of how land can change over time. (R1.2.1) (W.2.8)
End the lesson by explaining to students that they have only learned about some ways that land changes, land can change in other ways that they did not observe. Ask students to share their learning with the class or with a partner. Tell students that in the next lessons they will be learning more about Vantage, Washington and how the changes in the land there occurred.
Formative Assessments:
- Each opportunity to write about the pictures and videos in this lesson can be a formative assessment opportunity to determine if students are getting the concept of quick changes and slow changes in the land.
Lesson 3: Changes
Materials
- Lesson #3 Google Slides document https://docs.google.com/presentation/d/1A_7HYrMSi3pwvy4c5nXECI0z6izcQpVAE25e7JF3BvQ/copy
- You Tube Video (embedded in Ppt) Video Tour of Wanapum Dam, Grant PUD https://www.youtube.com/watch?v=akK6MX00Rpo&t=130s
- Science notebook pages 9 (digital or print) https://docs.google.com/document/d/16UoDyp5JrCnnsO-7ZWW8GCoSLK2hD1hZ/copy
- Amazing Structures: Dams by Rebecca Pettiford on Epic! Is one book option for reading to students. It does require starting an account (link). OR use the article “Finding Out About Dams” in resources for Lesson 3 Finding Out About Dams
Preparation
- In person
- Print science notebook pages 9 (enough for each student)
- Obtain enough sticky notes for each student to have 2
- Prepare a poster with the two questions
- Why are dams important?
- What do dams do?
- Prepare the lesson #3 Google Slides to present to class during lesson
- Virtual
- Share lesson #3 Google Slides with students
- Share digital Science notebook with students
- Suggestion: if using asynchronously, film a video teaching lesson as you would in person or record sound for the slides before sharing with students.
Vocabulary
- Model: something similar, but not exactly the same as a real thing. Models help us understand how the real thing actually works.
- Dam: something built across a stream, a river, or an estuary to hold back water.
- Columbia River: a large river running through Washington state
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
- Show students vocabulary slide, review vocabulary words that might be new to them. (L.2.4)
- Show students slide 3 in Google Slides and have them get ready to write on page 9 in their science notebooks. Explain that now that they know about how land changes they are going to look at the past and present pictures of Vantage, Washington again. By looking at the pictures, they can tell that the land changed. Ask students to use what they have learned so far to predict if they think the changes happened quickly or slowly. Challenge students to come up with reasoning for their predictions. Why do they think the river changed? Show students slide 4 while they write down their predictions. (W.2.1)
- Show students slide 5 in Google Slides. Ask students to talk with a partner about how the pictures of the river are different from the previous pictures. (SL.2.1) Explain that the changes they see (river is narrower and straighter looking in the earlier picture) in the river were caused by something called a dam that was put in the river in the 1950’s-1960’s. Explain that a dam is something built across a river or stream that holds back water. Ask students to picture a river. The water moves, when something is placed in the river that doesn’t allow it to move does it stop moving? No, the water has to go somewhere, so it starts to move out rather than downstream. That's why they observed that the river widened after the dam was put in.
- Move to slide 6 in Google slides and explain to students that they are going to watch part of a video to learn more about the Wanapum Dam. Play the video from the start to 2:03. (after the 2:03 minute mark the video goes into more detail about hydroelectric power, if you have time it would be good exposure for students, but it is not at a second grade level of understanding).
- Read together or independently, the book, Amazing Structures: Dams by Rebecca Pettiford on Epic! It does require starting an account (link). OR use the article “Finding Out About Dams” in resources for Lesson 3 Finding Out About Dams (RI.2.1)
- Show students slide 8 in Google Slides and give them a sticky note. Ask them to answer the question, What does a dam do? When they have written down their answer they can put their sticky note on the poster. After every student has placed their sticky note, take time to read them to the class and sort them into groups that fit together. (see example poster).
- Show students slide 9 in Google Slides and give them a sticky note. Ask them to answer the question, Why are dams important? When they have written down their answer they can put their sticky note on the poster. After every student has placed their sticky note, take time to read them to the class and sort them into groups that fit together such as “save water”, “stop floods”, etc.. (W.2.8)
Formative Assessments:
- Note the various student ideas on the post-its as you group them. Look for any key ideas about what a dam does and why dams are important that may be missing.
- Note any misconceptions about what a dam does and what they do that is important for us and address ideas in future lessons.
- Show students side 10 in Google Slides and explain that now that they know what caused the changes that they observed they will model the changes in the next lesson and think about how building the Wanapum Dam impacted the Columbia River.
Lesson 4: Modeling Changes
Materials
- Lesson #4 Google Slides document https://docs.google.com/presentation/d/17ASaqf86hT6IuBUa75RsTKQEKHac9L0ffdV3vOl7Stg/copy
- Science notebook pages 10 & 11 (digital or print) https://docs.google.com/document/d/1ob3UA43fQwqMNXMBEKaFr2vgN0b20TnX/copy
- If making your own river model
- Shallow plastic tub
- Sand
- popsicle sticks
- Water
- Wood or book
Preparation
- In person
- Print science notebook pages 10 & 11 (enough for each student)
- Prepare the lesson #4 Google Slides to present to class during lesson
- Prepare model river if demonstrating, or provide the materials below for groups of four or 5 students. You will just need enough materials for each group.
- Fill shallow tub with sand or soil
- Moisten sand enough to be able to shape a river
- Using your hands or a popsicle stick, create a model river
- Prop one end of the shallow tub up on a wooden block, binder or book to create a slope so the water will flow when poured in.
- *You will pour water into the tub to model a river during the lesson
- Virtual
- Share lesson #4 Google Slides with students
- Share digital Science notebook with students
- Suggestion: if using asynchronously, film a video teaching lesson as you would in person or record sound for the slides before sharing with students.
Vocabulary
- Model: Use the Google Slides to remind that a model is similar to the real thing and is used it to show what we know about the real thing, how that real thing might work and to represent a system (or parts of a system) under study.
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
- Show students slide 3 in Google Slides, explain that in the last lesson, they learned about the Wanapum Dam and how it was the cause of the change in the river. Today they will be modeling how the building the dam affected the river.
- Show students slide 4 in Google Slides and introduce the concept of models. Explain that models are similar to a real thing, but are not the same. Give the example of a model car. Scientists might use a model car to find out what would happen if you rolled a car down a hill, they probably wouldn’t use a real car to test that. It would be expensive and dangerous. Using a model would give them an idea of what might happen and how the car would work in that scenario. We use models all the time. In today's lesson students will get to see a physical model and create a drawing to model the Columbia River.
If you plan on creating your own physical model follow the procedures. This could be a demonstration or students could do this investigation themselves. If students are doing the investigation, talk about the way to pour the water, steadily and not too fast.
*it is recommended that you watch the video of the model (on slides 6 & 8) before creating your own.
- Have students prepare page 10 in their science notebooks.
- Either using a document camera or having students gather around, make sure they can see the shallow tub with the model river that you prepared earlier.
- Ask students to make observations before the river starts flowing.
- Make sure your tub is tilted so the water will flow, placing your cup of water on the highest side of the tub, you will pour the water into the tub, creating a model river. It is important to pour just enough water so that students can see the river flow. You will need to use the model one more time to model what happens when there is a dam and if the river model is too wet it will not work.
- After students have observed the model river without a dam, they will draw a model (with guidance as needed) of the riverbed as a class.
- Show students slide 6, you do not have to play the video, but can if you wish to. Using the picture of the river before the dam as well as the observations students made, work together to draw a model. You can draw on the previously prepared poster paper, students will draw in their science notebooks. As you work together to draw the model, ask students to think about what features they see in the picture and the model and how they would represent them in a drawing (river, cliffs, hills, bridge,etc.) Once the model is complete make sure to and label everything with your class. If time allows they can add color. Students should write an explanation on their model of what is happening with the model river and why they think that is happening. (RI.2.3)
- Have students return to observing the river model either by gathering around it or under the document camera or using their own group stream table models. This time, tell students they are going to observe a river with a dam built on it. Add a popsicle stick or other obstacle near the end of the river to model a dam. Make sure your tub is tilted so the water will flow, placing your cup of water on the highest side of the tub, you will pour the water into the tub, creating a model river.
- Ask students what they observed this time, when there was a dam on the river. Was it similar or different than when there was no dam? (SL.2.1) (SL.2.2)
- After students have observed the model river with a dam, you will draw a model of the riverbed as a class.
- Show students slide 8, you do not have to play the video, but can if you wish to. Using the picture of the river after the dam was built, as well as the observations students made, work together to draw a model. You will draw on the previously prepared poster paper, students will draw in their science notebooks. As you work together to draw the model, ask students to think about what features they see in the picture and the model and how they would represent them in a drawing (river, cliffs, hills, bridge,etc.) once the model is complete make sure to go through and label everything with your class. If time allows they can add color.
If you plan on using the video of the physical model use the following procedures.
- Have students prepare page 10 in their science notebooks.
- Show students slide 6, play the video of the model river without a dam. Have students carefully observe what they see. Using the picture of the river before the dam as well as the observations students made, work together to draw a model. You will draw on the previously prepared poster paper, students will draw in their science notebooks. As you work together to draw the model, ask students to think about what features they see in the picture and the model and how they would represent them in a drawing (river, cliffs, hills, bridge,etc.) once the model is complete make sure to go through and label everything with your class. If time allows they can add color.
- Show students slide 8, play the video of the model river with a dam. Have students carefully observe what they see. Using the picture of the river before the dam as well as the observations students made, work together to draw a model. You will draw on the previously prepared poster paper, students will draw in their science notebooks. As you work together to draw the model, ask students to think about what features they see in the picture and the model and how they would represent them in a drawing (river, cliffs, hills, bridge,etc.) once the model is complete make sure to go through and label everything with your class. If time allows they can add color. Students should write explanations of what they think is happening in the river now and why on their model. (RI.2.3)
Whether if you used the video to observe the river model or you made your own river model, continue the lesson as written below
- Have students carefully observe the two model drawings that they made. As a whole group, table group or in partners, have them discuss what is the same about the two models. Then have students write up to three things that they saw that were similar.
- Have students carefully observe the two model drawings that they made. As a whole group, table group or in partners, have them discuss what is different about the two models. Then have students write up to three things that they saw that were different.
- Finally, have a class discussion about how building a dam affects a river and come up with a sentence or two as a class to write down in students' science notebooks. (W.2.8)
Formative Assessment:
- Look for students to write about the river being narrower before the dam and water widening out or pooling after the dam.
- Look for students to discuss changes in the riverbed as the water may be diverted around the dam or to other places in the table
- To end the lesson, tell students that they have learned about how land can change quickly and slowly. We learned that the Columbia River changed relatively quickly and unlike most of the changes we observed, the changes were caused by humans. In the next lesson they will be learning about another important event in the Columbia River’s history and how it further impacted the community around the river.
Lesson 5: Changes in Wanapum Dam
Materials
- Lesson #5 Google Slides document: https://docs.google.com/presentation/d/14_yEFNHwghgVq1_BVs41CYlA5HAMxm6YXP_t5Dwcf5w/copy
- Printed Sudden Change pictures (if teaching in person)
- Lesson 5 Newspaper Article Summaries in Google Drive: https://docs.google.com/document/d/1yYvNt7ykSTHrf8EsydsDQ3pyKoMMdF7e/copy
- Science notebook pages 12-14 (digital or print) https://docs.google.com/document/d/19HoFcCiitQcgs5n6e_RseJXNclh5Yivx/copy
Preparation
- In person
- Print science notebook pages 12-14 (enough for each student)
- Print Sudden Changes pictures (enough for each student)
- Prepare the lesson #5 Google Slides to present to class during lesson
- Virtual
- Share lesson #5 Google Slides with students
- Share digital Science notebook with students
- Suggestion: if using asynchronously, film a video teaching lesson as you would in person or record sound for the slides before sharing with students.
Vocabulary
- Sudden- occurring or done quickly and unexpectedly or without warning.
- Cause- make something happen
- Effect- a change which is result of an action or other cause
- Reservoir- lake or pond created by a dam
- Spillway- channel used to move excess water around a dam so it doesn’t spill over the top
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
- Show the Lesson 5 presentation.
- Show students slide 2 in Google Slides. Go over the vocabulary that will be presented: sudden, cause, effect, reservoir, and spillway.
- Show students slide 3 in Google Slides and give them some time to look carefully at the picture (page 12).
- Have students write what they notice in their science notebook (page 12). (W.2.8)
- Have students make predictions on what they think is the cause of what they see in the photos.
- Show students slides 4 & 5 in Google Slides and read the newspaper articles or give each student one or both Lesson 5 Newspaper Article Summaries in Google Drive: https://docs.google.com/document/d/1yYvNt7ykSTHrf8EsydsDQ3pyKoMMdF7e/copy
- Cause and Effect: Present the screen and have students write on post-it notes what they think are the cause and effects of the crack in the Wanapum Dam or complete the Cause/Effect T-Chart in their notebooks. (RI.2.3) (W.2.8)
- End the lesson by having students share their explanations and have a class discussion about what they noticed about the pictures. Tell students that in the next lesson there will be a design challenge.
Formative Assessment:
- Look for students to identify cause of mathematical error or construction errors, to much water pressure. They might list other causes such as earthquake, or explosions but those have been ruled out.
- Look for students to identify effects such as the crack growing, floods, erosion, no water for crops or other human uses.
Lesson 6: Modeling to Understand Problems
Materials
- Lesson #6 Google Slides document: https://docs.google.com/presentation/d/1pHUHuLzrnKmVow_AdrADcTCIjwifbf1WR54gvC6re-w/copy
- Lesson #6 Science Notebook Pages https://docs.google.com/document/d/1Slb5lW8TEKvC4OFhNcqNnjcNzreYWPGv/copy
- Styrofoam cup
- Container to catch water (tray)
- Scissors
- Water
- Water bottle (can be reused)
Preparation
- In person
- Print science notebook pages 14 (enough for each student)
- Prepare the lesson #6 Google Slides to present to class during lesson
- Cut a slit down the side of the styrofoam cup (mimics the crack in the dam)
- Virtual
- Share lesson #6 Google Slides with students
- Share digital Science notebook with students
- Suggestion: if using asynchronously, film a video teaching lesson as you would in person or record sound for the slides before sharing with students.
Vocabulary- No new vocabulary
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
- Present Lesson 6 presentation. Briefly reintroduce the engineering problem by reading the scenario.
“On February 27, 2014, a 2-inch wide crack was discovered on one of the 65 feet tall concrete columns that make up the spillway of the dam. “
- Tell the students that today they will be creating a model of what would happen to the land around the Wanapum Dam if the crack is NOT fixed. They are to consider the land in the reservoir above the dam, and the land and water below the dam.
- Using the map and science notebook, draw and write thoughts on what would happen if the dam was not repaired. In the next step, students will be modeling a dam. (W.2.8)
- Create a model using a styrofoam cup with a cut on the side to model the dam. The cup itself represents the dam, the center of the cup represents the reservoir, and the cut in the side represents the crack.
- Cut a styrofoam cup from top.
- Place cup in tray to collect water.
- Pour 1 bottle of water into the cup.
- Record your findings.
- Have students use the map to mark their ideas of where the water would be higher or lower, and what the areas of land would look like, and write a brief description. If time allows they can add color. Students should add explanations to their model. (W.2.8)
- Discuss with partners to discuss findings and ideas. (SL.2.1)
- Have students take the feedback from their partner to consider other elements to add to their design and make adjustments.
Lesson 7: Reporter News
This is the final compilation of learning to be demonstrated to others in presenting information and data through multimedia.
Materials
- Lesson #7 Google Slides document
- Science notebook pages 20 & 21 (digital or print)
- Video recording device: iPad, camera, Chromebook
Preparation
- In person
- Print science notebook pages 20-21 (enough for each student)
- Prepare the lesson #7 Google Slides to present to class during lesson
- Virtual
- Share lesson #7 Google Slides with students
- Share digital Science notebook with students
- Suggestion: if using asynchronously, film a video teaching lesson as you would in person or record sound for the slides before sharing with students.
Vocabulary- No new vocabulary
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
- Present Lesson 7 presentation.
- Watch the ECK News report.
- Tell the students that today they will be working together to create a news report video, like that they would see on the daily news. They are to be reporting:
“You are a reporter for the local news. You have just been handed the task of reporting the findings of the crack in the Wanapum Dam. You are to report this for the daily TV news giving facts, possible predictions of what the land would look like if the dam were not fixed.”
Be sure to include:
- the finding of the crack in the dam,
- the possible changes to the land around the dam if the crack were left unrepaired.
- include models of the land in the reservoir above the dam, and the land and water below the dam.
- Have students work together to create a video using their device, props, their model design.
- Finally, present videos to share. (SL.2.5) (W.2.6)
Summative Assessment:
- the finding of the crack in the dam,
- the possible changes to the land around the dam if the crack were left unrepaired.
- include models of the land in the reservoir above the dam, and the land and water below the dam.
CELEBRATE your award winning news reporting!!
Appendix: Lesson Resources
2nd Grade How Can Dams Change the Land Around Them? Google Drive
https://docs.google.com/presentation/d/1j9uJ-KypviwPP7lE0xQqichYe4-lU5H2Mjzz2tipXs4/edit?usp=sharing
Attribution
Cover photo by Arthur Keubel
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License
License
Except where otherwise noted, this work developed for ClimeTime is licensed under a Creative Commons Attribution License. All logos and trademarks are the 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.
If this work is adapted, note the substantive changes and re-title, removing any ClimeTime logos. Provide the following attribution:
This resource was adapted from {Resource Name} by ClimeTime and licensed under a Creative Commons Attribution 4.0 International License. Access the original work for free in the ClimeTime group on the OER Commons Washington Hub.
|
oercommons
|
2025-03-18T00:36:42.380871
|
Environmental Science
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/81659/overview",
"title": "Second Grade Elementary Science and Integrated Subjects-How Can a Dam Change the Land Around It?",
"author": "English Language Arts"
}
|
https://oercommons.org/courseware/lesson/85069/overview
|
Education Standards
Google Drive with all of the resources.
Standards Alignment
Changing Seasons (K-2)
Overview
This sequence of instruction was developed in the Growing Elementary Science Project to help elementary teachers who were working remotely. We developed a short storyline that ties together a few sessions to help explore a specific concept. We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
Students view a couple of videos and record what they notice and wonder about how plants change as seasons change. Students take a walk with family members to search for evidence of changes due to weather in their neighborhoods.
It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.
Storyline
( pdf version: https://bit.ly/3sHwUZg )
The unit of instruction is centered on answering the questions:
- Growing Elementary Science Distance Learning Storyline –Question: How can we use our senses to tell what season it is? | ||||
|---|---|---|---|---|
Ask and ExploreIntroduce Phenomena or Problem | Carrying Out an InvestigationInvestigation – discussion questions- support student use of three-dimensions | Read, Write, Make SenseDiscuss Results- Read to gather information- Make Sense of our Ideas | Putting the Pieces TogetherBring together evidence from activities-synthesize- extending the learning based on student interest | |
Engaging Students in Practices | Phenomena launch:Introduce the videos of two types of tree responses to Autumn: Losing Leaves, and staying Evergreen.
WATCH WITH or WITHOUT SOUND!
Watch K-2 Leaves v1
Watch K-2 Leaves v2
Notice & Wonder Jamboard for Notice & Wonder Activity https: Example Jamboard: https: | Carry out an Investigation:Family Wondering Walk: Introduce the outdoor Family Wondering Walk activity during a synchronous session. Review terms: Prediction: What someone thinks might happen or what someone thinks is currently taking place (predicting what season it is, for example). A prediction is not a guess; it is based on previous observations, experiences, and knowledge. Predictions can be tested by collecting evidence. Observation: When you use our senses - hearing, touch, smell and sight - to examine something, noticing facts or taking measurements. Observation is a little more than just a quick glance. Evidence: Information (observations, for example) that helps someone test a prediction or make a case for a claim (what season it is, for example). Preview the data collection sheet, and, with the class, fill in one or two examples using our videos. Students should complete this activity and collect observations asynchronously. | Data Analysis:Data is shared The class creates a class data set of the observations collected by the various families. What season did we predict it is? What observations did we make - to help answer the question? What sense did we use?
Modeling Jamboard to aid in this discussion: https:
Reading OptionsStudents read an article and then think about the signs of different seasons. They can add these ideas to their initial models using the sentence prompts. Ideas surfaced during data sharing should also be added
Read-AloudsWe’ve pulled together a few suggested Read-aloud books for each grade level in this document. This list includes some articles from NewsELA for the 2nd Grade level.
| Putting the Pieces TogetherGo visual - Make a model (diagram)) that provides evidence for your argument about what season it is. Use your observations and findings from elsewhere to support your ideas.
Gallery walk - compare a couple of the finished products. |
Family and Community Connections | Collect colorful leaves. | Investigation - Family Wondering Walk activity - done with Family at home. | Do you know anyone who works outside or spends a lot of time outside? Interview them about how the different seasons change the way they do things outside. |
|
Technology Considerations | Provide students with links to the videos. Possibly use technology to collect ideas or have teacher create class collective notes. Jamboard, whiteboard/ Annotation. | Students collect and share data from their Family Wondering Walk via images (if possible.) Possible technologies: Jamboard, Seesaw, FlipGrid | Books, read-aloud videos and NewsELA articles are shared. This can be done for follow-up asynchronous work.
(A free NewsELA account is needed to access these articles, which are available at several reading levels) |
|
Storyline Launch → → → → → → Investigating → → → → → → → Sensemaking |
Materials
Changing Seasons Standards Alignment: https://bit.ly/3zcr1px
Google Slide Deck (Student Facing Slides): https://bit.ly/3zbtQXz
Leaves Video (v1) - https://bit.ly/3klnuic
Leaves Video (v2) - https://bit.ly/3Dal7ay
Notice & Wonder Jamboard: https://bit.ly/3B03NTQ
(Note: The above link forces you to save copy to your google space.)
Example Jamboard: https://bit.ly/3gp8MFM
Family Wondering Walk Activity (pdf): https://bit.ly/3sICuL6
Modeling Jamboard: https://bit.ly/3gsNSFX
(Note: The above link forces you to save copy to your google space.)
Read-aloud books (And NewsELA for the 2nd Grade level.): https://bit.ly/3859sMb
Google Drive with all of the above resources: https://bit.ly/2WmZeUQ
Standards Alignment
This document lists the Science AND ELA standards that are/can be addressed with these materials - at the Kindergarten, First Grade and Second Grade levels.
|
oercommons
|
2025-03-18T00:36:42.428803
|
Jeff Ryan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85069/overview",
"title": "Changing Seasons (K-2)",
"author": "Clancy Wolf"
}
|
https://oercommons.org/courseware/lesson/68635/overview
|
Education Standards
K-Fire_ Humans and Wildfires (PDF)
PEI SOLS Kindergarten Fire: Humans and Wildfires
Overview
Wildfires are occurring at an increasing rate in Washington state. Students often have questions regarding forest habitats, safety and the prevention of wildfires. In this storyline students will learn about native ways of knowing through oral storytelling, trees as part of habitats local to them, and wildfire prevention. Students will participate in integrated science and literacy lessons to build their understanding of how wildfires are connected to weather and to communicate solutions to prevent human initiated wildfires.
|
oercommons
|
2025-03-18T00:36:42.452004
|
06/16/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68635/overview",
"title": "PEI SOLS Kindergarten Fire: Humans and Wildfires",
"author": "Pacific Education Institute"
}
|
https://oercommons.org/courseware/lesson/82619/overview
|
Education Standards
2 Wetland Habitat (PDF)
PEI SOLS 2nd grade Wetland: Habitats
Overview
The goal of the second grade Wetland: Habitat storyline is to introduce students to wetlands and the living things that call them home. In this storyline students develop an understanding of what a habitat is, different types of habitats, what living animals and plants can be found in a wetland, and what plants need to grow
|
oercommons
|
2025-03-18T00:36:42.474668
|
06/21/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82619/overview",
"title": "PEI SOLS 2nd grade Wetland: Habitats",
"author": "Pacific Education Institute"
}
|
https://oercommons.org/courseware/lesson/68627/overview
|
-
- Climate Science
- ClimeTime
- Food Waste
- Middle School Science
- Storyline
- wa-ela
- License:
- Creative Commons Attribution
- Language:
- English
Education Standards
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Learning Domain: Earth and Human Activity
Standard: Apply scientific principles to design a method for monitoring, evaluating, and managing a human impact on the environment.
Learning Domain: From Molecules to Organisms: Structure and Processes
Standard: Develop a model to describe how food molecules (sugar) are rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Reading for Informational Text
Standard: Cite 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 the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Learning Domain: Reading for Informational Text
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Learning Domain: Reading for Informational Text
Standard: Cite several pieces of 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 the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant 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 discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Introduce claim(s) and organize the reasons and evidence clearly.
Learning Domain: Writing
Standard: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
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 research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Learning Domain: Writing
Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant 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 discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Learning Domain: Writing
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
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 research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant 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 discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Learning Domain: Writing
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
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 research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Learning Domain: Writing
Standard: 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: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
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 research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis reflection, and research.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Reading for Informational Text
Standard: Cite 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
Grade 6Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Learning Domain: Reading for Informational Text
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Learning Domain: Reading for Informational Text
Standard: Cite several pieces of 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
Grade 7Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Maryland College and Career Ready English Language Arts Standards
Grade 8Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6���8 texts and topics.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant 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 discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Introduce claim(s) and organize the reasons and evidence clearly.
Learning Domain: Writing
Standard: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
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 research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Learning Domain: Writing
Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant 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 discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Learning Domain: Writing
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
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 research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant 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 discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Learning Domain: Writing
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
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 research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning 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 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning 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 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis reflection, and research.
Science Domain: Earth and Space Sciences
Topic: Human Impacts
Standard: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]
Cluster: Key Ideas and Details.
Standard: Cite 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 the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims with clear reasons and relevant 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 discipline-specific tasks, purposes, and audiences.
Cluster: Text Types and Purposes.
Standard: Introduce claim(s) and organize the reasons and evidence clearly.
Cluster: Text Types and Purposes.
Standard: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
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 research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Knowledge of Language.
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Cluster: Key Ideas and Details.
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Cluster: Craft and Structure.
Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Cluster: Text Types and Purposes.
Standard: Write arguments focused on discipline-specific content.
Cluster: Text Types and Purposes.
Standard: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Cluster: Text Types and Purposes.
Standard: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
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 research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from informational texts to support analysis reflection, and research.
Cluster: Key Ideas and Details.
Standard: Cite several pieces of 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 the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims with clear reasons and relevant 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 discipline-specific tasks, purposes, and audiences.
Cluster: Text Types and Purposes.
Standard: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Cluster: Text Types and Purposes.
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
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 research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Cluster: Knowledge of Language.
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims with clear reasons and relevant 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 discipline-specific tasks, purposes, and audiences.
Cluster: Text Types and Purposes.
Standard: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Cluster: Text Types and Purposes.
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
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 research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Cluster: Knowledge of Language.
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
PEI SOLS MS Food Waste
Overview
Food waste is a major contributor to greenhouse gas. Wasted food and the resources to produce that food are responsible for approximately 8% of global greenhouse gas emissions. In this storyline, students learn about the resources required to produce food through following the carbon cycle and discover how food waste contributes to climate change. They will also learn the farm to table transport chain as well as how to conduct a food waste audit. Finally, the students will research solutions to the problem of food waste that can be applicable to their own lives, their school, and their community.
|
oercommons
|
2025-03-18T00:36:42.685487
|
06/16/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68627/overview",
"title": "PEI SOLS MS Food Waste",
"author": "Pacific Education Institute"
}
|
https://oercommons.org/courseware/lesson/68583/overview
|
Learning Domain: Earth's Systems
Standard: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
WY.SCI.HS.LS2.7
Wyoming Science Content and Performance Standards
Grades 9-12
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Evaluate and assess impacts on the environment and biodiversity in order to refine or design a solution for detrimental impacts or enhancement for positive impacts.
WY.SCI.HS.PS1.4
Wyoming Science Content and Performance Standards
Grades 9-12
Learning Domain: Matter and Its Interactions
Standard: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
Science Domain: Earth and Space Sciences
Topic: Earth's Systems
Standard: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.]
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems
Standard: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.]
Science Domain: Physical Sciences
Topic: Chemical Reactions
Standard: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.]
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oercommons
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2025-03-18T00:36:42.712596
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Pacific Education Institute
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68583/overview",
"title": "PEI SOLS HS Fire: Forest Management",
"author": "Hattie Osborne"
}
|
https://oercommons.org/courseware/lesson/80500/overview
|
Education Standards
B. WA OER 1. K EFSIS-ESS Wild Weather Unit 2021 PDF
C. WA OER 1. K EFSIS-ESS Wild Weather Unit 2021
D. Lightning and Thunder
E. Time Lapse of Storm Formation
F. EFSIS Lesson 1 Observation Walk
G. National Geographic Thunderstorms 101
H. Thunderstorms Background Info Weather Whiz Kids
I. Make a Thunderstorm Procedure Weather Whiz Kids
J. Wild Weather Printable Worksheets
K. Sign Language-Evaporation
L. EFSIS Lesson 3 Virga Images
M. Thunder and Lightning Book-EPIC!
N.How Do Wildfires Spread?
O. Resource 14 Dealing with Wildfire-EPIC!
P. Overnight Time Lapse of Eagle Creek Fire in Oregon
Q. EFSIS Lesson 4a Wildfire Images
R. Wildfires 101 National Geographic
S. Wild Weather Printable Worksheets
T. This Is The Way-Wildfires Song
U. Are You Firewise? Graphic (Mid Page)
V. Wildfire Reasons
W. Smokey Bear Song
X. Preparing for Wildfire Information
Y. This Is The Way-Wildfires Song
Kindergarten Elementary Science and Integrated Subjects-Wild Weather
Overview
- The Kindergarten Elementary Framework for Science and Integrated Subjects, Wild Weather, uses severe storms as a phenomena for exploring natural and man-made hazards and staying safe in those conditions. It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Introduction: Standards, Phenomena, Big Ideas and Routines
Kindergarten
Development Team:
Leina Cobar, Sunnyside School District
Pam Nolan-Beasley, SE Laser Alliance
Sarah Olson, Sunnyside School District
Tara Schut, East Valley School District
Wild Weather
Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning
Kindergarten Disciplinary Core Ideas include PS2, PS3, LS1, ESS2, ESS3, and ETS1
For ESS3 students are expected to develop an understanding of:
- patterns and variations in local weather bulleted summary concepts in DCIs
- purpose of weather forecasting to prepare for, and respond to, severe weather
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- patterns
- cause and effect
- systems and systems models
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- asking questions
- analyzing data
- developing and using models
- engaging in argument from evidence
- obtaining, evaluating and communicating information
Performance Expectation(s)
K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
Science and Engineering Practices
- Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive
questions that can be tested. (K-ESS3-2) Ask questions based on observations to find more information about the designed world.
- Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. (K-ESS3-2) Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.
Disciplinary Core Idea
ESS3.B Natural Hazards
- Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3.B)
Crosscutting Concepts
Cause and Effect- Events have causes that generate observable patterns. (K-ESS3-2)
English Language Arts (ELA) Standards
RI.K.2 With prompting and support, identify the main topic and retell key details of a text. Students will be able to identify the main topic and details related to lightning storms and wildfires.
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Students will be able to relate the natural forces such as lightning storms as causes of wild-fires.
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Students will be able to label parts of a diagram.
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Students will be able to sound out words to use in independent writing tasks for Science Notebook Response pages and Wildfire Prevention Poster.
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Students will be able to draw and label a poster depicting how to keep their houses safe.
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Students will be able to use weather based vocabulary to tell about the cycle of severed weather and how it impacts their environment.
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Students will discuss with partners during class anchor chart lessons.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Students will respond to probing questions during lessons, asking questions during independent and group work and participate in Observation Walks asking questions about the different pictures.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Students will participate in group and partner discussions, ask questions and present the final project model to the group.
L.K.1.A Print many upper- and lowercase letters. Students will be writing on Science Notebook Response pages and Poster.
L.K.1.D Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Students will respond to questions asked during discussions as well as use question words when describing wonders and ideas.
L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Students will write using phonetic writing and individual sound preferences and understanding. They will also use written responses, Science Notebooks.
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Students will use vocabulary in conversations with peers and teachers, asking questions about new vocabulary, related to lightning storms, wildfires, and prevention.
Mathematics Standards
MP.1 Make sense of problems and persevere in solving them. Students will take all they have learned and produce a culminating project to demonstrate their understanding.
MP.5 Use appropriate tools strategically.
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Students will classify and sort wildfires by what starts them, compare qualities that are similar and different and distinguish between safe and unsafe behavior,
Visual Arts Standards
VA: Cr1.1.K Engage in exploration and imaginative play with materials. Students will experience a blow painting experience to develop understanding of how wildfires spread quickly and without predictability. They will also observe a thunderstorm in a jar activity.
VA:Cr2.3.K Create art that represents natural and constructed environments. Students will create an art project that represents blowing wind spreading wildfires and create a culminating project that shows their understanding of how to prevent wildfires.
Social Studies Skill Standards
SSS1: Uses critical reasoning skills to analyze and evaluate claims. Students will be able to discern what is safe or not, will sort wildfires by attributes and create a culminating Project that demonstrates how to be safe.
SSS4: Creates a product that uses social studies content to support a claim and presents the product in a manner that meaningfully communicates with a key audience. Students will demonstrate that they understand the concept of safety with wildfires by creating a poster of them being safe.
Phenomena:
How can weather be dangerous? Can weather change and be dangerous for people and communities?
Examples of regional place-based questions teachers might consider:
- Why do some areas experience more severe storms than others?
- Why do some thunderstorms include rain and others do not?
- What is necessary for a thunderstorm to form?
Phenomena Resources:
Resource #1: Observation Walk Slide Presentation or PDF
Resource #2: YouTube Video: Time Lapse of Storm Formation
Resource #3: YouTube Video: Vigorous Thunder and Lightning
Communicating in Scientific Ways | OpenSciEd
Big Idea
- How can I prepare and protect my neighborhood from the effects of severe weather?Severe weather is relevant to everyone in all parts of the world. Different types of severe weather require different preparation.
- Everyone can help to prepare for weather changes and emergencies.
Open Sci Ed Routines
Routines by OpenSciEd | CC BY
Lesson 1: Phenomenon: What can be dangerous about weather?
Anchoring Phenomena Routine
Materials:
For use with Lesson 1
- Resource #2: YouTube Video: Time Lapse of Storm Formation
- Resource #3: YouTube Video: Vigorous Thunder and Lightning
- Resource #5: Resource 5: Google (available cost free) and Seesaw ( requires setting up an account connected to a school) Activity Downloads Link
- Chart Paper, Markers or digital recording platform students can see onscreen such as Jamboard, Google Doc, Google Slide for teacher to type into
Preparation
- If using the Observation Walk pictures, print and place them around the classroom to use like Project Glad Observation Charts.
- Place each picture individually on a separate piece of paper and post around the room. Students will move from picture to picture, observing the pictures. They will use a few moments to draw or write ideas and questions about what they see and what they wonder.
- If using one or both of the video selections, open the link provided and prepare for presentation in the classroom. (It is recommended to mute the sound to allow students to focus on the visual presentation.)
- Prepare chart paper and markers for an anchor chart.
Vocabulary
- Not applicable to this lesson.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Introduce the Phenomena by asking students to observe from the pictures or the videos that you choose to display as your choice of resource to the students.
- Give students time to process and make sense of the material through writing, drawing or speaking to a partner, without explanation or clarification. (W.K.8)(SL.K.3)
Procedure 2:
- After viewing the videos/pictures, use the chart paper and markers to create a class chart. Note the observations and wonderings of the students. Record students' exact words (as they speak) without adding in vocabulary and resist the urge to explain. Remind students that they will be looking for answers throughout the lessons. (W.K.8) This is a Formative Assessment Opportunity. Look for students misconceptions and preconceptions that should be addressed throughout the unit.
Procedure 3:
- Ask students to turn and talk to a neighbor about whether weather could be dangerous and why they might think so. (SL.K.1) (SL.K.6)
Digital/Distance Learning Suggestions
Option 1: Use the Videos during a digital meeting or attach to a digital assignment.
Option 2: Variation on Observation charts: 1) set up a Google Doc, Google Slide or Jamboard (virtual whiteboard) and have students share verbally as the teacher records their ideas in the chosen format.
Student Samples
Lesson 2: What is a Storm?
Investigation Routine
Materials
- Resource #4: Downloadable PDF Files Link
- Resource #5: Resource 5: Google (available cost free) and Seesaw ( requires setting up an account connected to a school) Activity Downloads Link
- Resource #8: Make a Thunderstorm Experiment from Weather Whiz Kids
- Chart Paper, Markers or digital recording platform students can see onscreen such as Jamboard, Google Doc, Google Slide for teacher to type into
- water bottles room temperature
- Ice cubes (made with blue food coloring)
- Red food coloring
- Clear, plastic container(s) (recommended shoe box size)
- Resource #6: WeatherWhizKids Background Information, Thunderstorms
- Resource #7: (Supplemental) YouTube Video: National Geographic, Thunderstorms 101
Preparation
- Read background information on how thunderstorms form. Use Resource #6 from WeatherWhizKids.
- Prior to lesson make blue ice cubes using food coloring. You will need at least two ice cubes.
- Have available two 16 oz water bottles at room temperature.
- Review experiment directions at resource #8
Vocabulary
- Thunder
- Model
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Provide students with the Science Notebook page from Resource #4 or #5. Allow students time to write and draw what they know about storms. Ask them to include labels and add details if they can. (W.K.8) (L.K.1A) (L.K.2D) This is a Formative Assessment Opportunity. Look for ideas about clouds, what might cause rain, thunder, lightning. Allow students to explain their writing and drawing to understand their thinking more fully.
Procedure 2:
- Have a class discussion allowing students to share the work from the science notebooks.
- Record information on a class chart highlighting similarities between student responses. (SL.K.1) (SL.K.6)
Procedure 3:
- Discuss different types of storms with students. These could include blizzards, thunderstorms, tornadoes, hail storms, etc. Encourage them to share prior knowledge of types of storms. (SL.K.1) (SL.K.6)
- Inform students that this lesson will focus on thunderstorms.
Procedure 4:
Question students and ask them to engage in a discussion using these probing questions:
- What is a thunderstorm?
- What does a thunderstorm look, or sound, like?
- What different kinds of weather do you observe during a thunderstorm (ex: rain, wind, thunder, lightning)
- Why do you think thunderstorms happen? What is the cause? (SL.K.3) This is a Formative Assessment Opportunity. Look for students to express their understandings of what a thunderstorm is and why they happen. Look for misconceptions about thunderstorms.
Procedure 5:
- Tell the class that we will create a model of a thunderstorm. We will use food coloring to make the reaction easier to see. This will display air movement, since we can’t see air.
- Follow the procedure in Resource #8 to engage in the investigation.
- Demonstrate how cool (blue ice cube) and warm (room temperature water with red dye)l air moves to create a thunderstorm. This can be a video of the experiment, a teacher led demonstration or student investigation in table groups with a tub of water, blue ice cube for each group with teacher circulating and adding red food dye.
- Give ample time to investigate and discuss first with a partner and then in groups. (SL.K.3)
- Optional: You can have students imitate the sound of a thunderstorm on a table, pie tins, etc.
Digital/Distance Learning Suggestions
Option 1:
Use a YouTube video of a child/adult performing this experiment https://www.youtube.com/watch?v=6WH4ks0hxQQ Students could view the video and share their observations and learning through an individual recording using Seesaw or Flipgrid, or another application.
Option 2:
Create a recording of the experiment done in class, or by the teacher. Present this to the students during a Class Video Conference (Example: via Zoom, Google Meets, or Teams Programs) or attach it to an asynchronous digital assignment. Students can re-create the experiment at home using household materials, or, if possible, materials supplied by the school.
Student Samples
Lesson 3: What is a Dry Lightning Storm?
Investigation Routine
Materials
- Chart Paper, Markers or digital recording platform students can see onscreen such as Jamboard, Google Doc, Google Slide for teacher to type into
- Resource #9: Book: Thunder and Lightning by Grace Hansen Available through Epic(for free use click the parent/family option for Epic Basic) or a comparable age level book such as Thunder and Lightning by Wendy Pfeffer.
- Resource #10: Virga Images Link
- Resource #11: Vocabulary Word, Evaporation in Sign Language
- Resource #5: Resource 5: Google (available cost free) and Seesaw ( requires setting up an account connected to a school) Activity Downloads Link
Preparation
- Teacher should preview videos and develop understanding of the lesson vocabulary.
Vocabulary
- thunderstorm
- evaporation
- virga
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Review the previous lesson on storms and thunderstorms, touching on the keys points and vocabulary. Use the book, Thunder and Lightning, found in Resource #9, as a resource.
- Review the experiment of the storm formation model completed in Lesson 2. See Resource #8 for more information.
- Ask key questions below and encourage class discussion. (SL.K.3)
Key Questions:
- What is a thunderstorm?
- What changes in weather allow for a thunderstorm to form?
Procedure 2:
- Introduce the vocabulary word evaporation. It is recommended to use a hand signal to encourage kinesthetic understanding. See Resource #11 for assistance. Have students practice the word using sign language and the shortened definition: “water changes to vapor.” (L.K.6)
Procedure 3:
- Explain that there is a special kind of evaporation that happens when rain evaporates before it touches the ground. Display the three pictures that show the streaking of rain. Explain that this is called “virga.” Then explain further that this is what happens when we have Thunderstorms that do not produce rain that reaches the ground.
- Use the given diagram, found in Resource #4 or 5, to help students understand and label the parts of a dry thunderstorm where the rain evaporates before hitting the ground. Review the vocabulary “virga.”
- Create a class thunderstorm chart, with pictures, labels, and dictation, or use the provided resource from Resource #4 or 5. This is a Formative Assessment Opportunity. Look for students to label different parts of the thunderstorm chart with the appropriate labels.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Digital/Distance Learning Suggestions
Option 1:
Students can complete a digital assignment. Link provided for Google and Seesaw format in the Resource List.
Student Samples
Lesson 4a: What is a Wildfire? How is it related to severe weather?
Investigation Routine
Materials
- Chart Paper, Markers or digital recording platform students can see onscreen such as Jamboard, Google Doc, Google Slide for teacher to type into.
- Resource 12: Wildfire Images from Pixabay Link PDF format also available here
- Resource #1: Observation Walk Slide Presentation or PDF, Image of lightning striking a tree
- Resource #13: YouTube Video: Overnight Time Lapse of Eagle Creek fire in Oregon shared by The Oregonian
- Resource #14: Book: Dealing with Wildfire by Kristy Stark, M.A. Ed. Available through Epic!
- Resource #15: Book: Disaster Zone: Wildfires by Vanessa Black. Available through Epic! (for free use for remote use click the parent/family option for Epic Basic)
- Resource #21: YouTube Video: How Do Wildfires Spread?
- Card stock, or other heavy paper
- Liquid watercolor paint, watered-down food coloring or watered-down tempera paint
- Dropper or pipette
- Drinking straws
- Push pin to make hole in straw near end away from mouth
Preparation
- Students may have some misconceptions. Allow for this. Do not interrupt student thinking by discussing student answers. Include misconceptions on the chart paper.
- Download the assignment pages ahead of the lesson.
- The teacher should poke a small pin-hole in the middle of each drinking straw. This is a safety precaution. The hole will allow students to blow out of the straw and lessen the chance of them sucking paint up the straw.
Vocabulary
- wildfire
- unpredictable
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Pose the question to students as a group: “What is a wildfire?” Have students brainstorm and share ideas describing what they know. Encourage details in their descriptions. (SL.K.1) (SL.K.3)
- Teacher will write responses on a large piece of chart paper or a physical/digital whiteboard.
- View images of wildfires from Resource #12. Guide students to see the connection that wildfires are destructive, unpredictable and spread quickly.
Procedure 2:
- Provide a read aloud from either Resource #14 or #15. These books can be found through Epic! at no charge for educators.
- When finished, Ask, “Do you think Wildfires are severe weather?” “Why or why not?” Encourage students to discuss with a partner. Record students ideas. This is a Formative Assessment Opportunity. Look for students to identify thunder, lightning strong wind, hard rain as severe weather. Listen for their rationale about what is weather. Students should begin to understand that wildfires sometimes are caused by severe weather but they are not weather. Allow students to explain their writing and drawing to understand their thinking more fully.
- Review the chart made by the class. Add any new learning and clarify any misconceptions. (R.K2) (R.K.3)
Lesson 4b: How does a wildfire spread?
Procedure 3. Art Connection: Blow Paint-connection to wind and spread of fire.
- Dilute the tempera paint a bit so that it will flow more easily when kids blow it. Use small plastic containers for the paint: use colors similar to fire: orange, yellow, red.
- Squeeze paint into a pipette or drip from the end of a paint brush releasing a drop or two onto the paper. Starting at one side of the paper is best.
- Have students blow air through the straw to move the paint around on the paper. Add more paint as needed.
- Before you begin, prepare your straws by poking a hole in them with a push pin. This will help prevent kids from sucking up the paint into their mouths.
- Ask: “Do you notice a change when you blow hard or blow softly? Tell me what you notice.” and “Can you see how the wind makes a difference in the spread of a wildfire?...” (SL.K.3) (VA: Cr1.1.K) (VA:Cr2.3.K)This is a Formative Assessment Opportunity. Look for students to explain that wind can spread wildfires.
- Procedure 4. Review the YouTube Video from Resource #21 as a closing activity. Ask students to discuss what connections they understand from the video and the art activity.
Digital/Distance Learning Suggestions
Option 1:
Use a digital whiteboard to display student responses during the initial discussion.
Option 2:
Students would have to remove their masks for the Blow Painting activity. This could be completed outdoors with students spaced 10 feet apart or one student at a time, allowing them to remove their mask and use individual materials. It could also be demonstrated through a video of the process.
Student Samples
.
Lesson 5: How do natural and man-made fires compare?
Putting Pieces Together Routine
Materials
- Resource 4: Downloadable PDF Files Link
- Resource #5: Resource 5: Google (available cost free) and Seesaw ( requires setting up an account connected to a school) Activity Downloads Link
- Chart paper and marker or Digital Whiteboard (Jamboard)
- Resource 16: YouTube Video: Wildfires 101, National Geographic Link
Preparation
- Download the worksheet or digital activity before the lesson.
- If using, Resource 4 Sorting Activity “Natural vs. Man-Made Fire”, print paper worksheet for students.
Vocabulary
- ignite
- ember
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Play the YouTube video National Geographic Wildfires 101 found in Resource #16.
Procedure 2:
- When finished revisit the Wildfires chart made in Lesson 4a. “Are there any new learnings or misconceptions that were cleared up?”
Procedure 3:
- Ask “What causes wildfires to start?” Allow students to Turn and Talk to a partner and then share partner ideas to the group. Record students’ ideas on chart paper or digital whiteboard. (SL.K.3)
Procedure 4:
- Initiate a class discussion. Ask students, “How do you know if a fire is natural or man-made?” Allow students to Turn and Talk to a partner and then share partner ideas to the group. Record students’ ideas on chart paper or digital whiteboard (SL.K.3)
Procedure 5:
- Students will complete the worksheet Resource 4 Sorting Activity “Natural vs. Man-Made Fire”. Students will identify and classify if a fire was started by nature, man-made,. (KMD.B3) This is a Formative Assessment Opportunity. Allow students to explain their writing and drawing to understand their thinking more fully. Note 1) how students do the sorting, 2)what they explain as their rationale for the items in categories, 3) are they counting items in each group accurately, 3) can they count all of the items total.
Digital/Distance Learning Suggestions
Option 1:
Students can complete the sorting work as a digital assignment. Link provided for Google and Seesaw format in the Resource List.
Student Samples
.
Lesson 6: What can we do to stay safe?
Putting Pieces Together Routine
Materials
- Pictures of thunderstorms/clouds
- Pictures of wildfires
- Chart paper for fire prevention ideas (optional)
- Resource #17: YouTube Video: Wildfire Reasons
- Resource #18: Firewise Graphic found at Treesource.org LINK
- Resource #19: Fire Safety and Prevention Song Lyrics Link
Vocabulary
- Safety
- Prevention
Procedure 1:
- Initiate a class discussion asking, “What does it mean to be safe with severe weather?” Create a class chart. (SL.K.1) (W.K.2)
- Review video from Resource #17.
Procedure 2:
- Use Resource #18: Firewise Graphic to discuss ways students could prevent fires near their home. Discuss that the word prevention means, “we plan ahead-of-time, so something can’t happen.”
Procedure 3:
- Fire Safety and Prevention Song:
Have students use hand motions while singing the Fire Safety and Prevention Song. Use the tune from “This is the Way.” Lyrics can be found in Resource #19
Procedure 4:
- Provide each student with a copy of “How Can We Stay Safe in Extreme Weather” Printable worksheet or a digital equivalent. Have students draw and/or write their ideas for how to stay safe.
- Allow students to share their ideas with a partner or table group. Allow them to add to their thinking on the model. (W.K.2)
This is a Summative Assessment Opportunity Allow students to explain their writing and drawing to understand their thinking more fully. Look for ideas from the resources and their prior learning.
Digital/Distance Learning Suggestions
Option 1:
Present the lesson to the students during a Class Video Conference (Example: via Zoom, Google Meets, or Teams Programs) or attach it to an asynchronous digital assignment.
Option 2:
The teacher could record a video of the Fire Safety and Prevention Song and share with students. Students could take a video or audio recording of themselves singing along.
Student Samples
Lesson 7: How can I keep my home safe?
Putting Pieces Together Routine
Materials
- Chart Paper or Construction Paper for each child
- Crayons, Markers, or other drawing supplies
- Resource 19: Fire Safety and Prevention Song Lyrics Link
- Resource #20: Website: National Fire Protection Association-Public Education, Preparing Homes for Wildfire LINK
- Resource #22: YouTube Video: Smokey Bear Song
Preparation
- Review the concepts from the previous lessons.
- Review the resources from the National Fire Protection Association.
Vocabulary
- wildfire
- label
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Discuss and review wildfires, causes, safety, and precautionary measures from previous lessons.
- Review and sing the Fire Safety and Prevention Song using Resource #19 and/or the Smokey the Bear Song from Resource #22
Procedure 2
- Discuss with students that they will be creating a model of their home. They should sketch their home and anything that is normally found outside the home, such as grass, plants, trees, power poles, garbage cans, etc.
- The drawing should also include labels. Students can use phonetic spelling to write words, or the teacher could support students with dictation.
- Inform students the drawing should also include a design to keep the home safe from a wildfire. Have students discuss ideas with a partner, or discuss as a class or whole group. (W.K.2) This is a Summative Assessment Opportunity Allow students to explain their writing and drawing to understand their thinking more fully. Look for ideas from the resources and their prior learning.
- Teachers can use resources from the Public Education section of the National Fire Protection Association to promote discussion. Use Resource #20 for downloadable fact sheets available in both English and Spanish.
Procedure 3
- Provide each student with a large piece of white paper (Chart Paper or Construction Paper) and drawing materials.
- Students will draw and write while the teacher moves around the classroom providing support as needed. The teacher should also ask students to explain their ideas as they work. These conversations and observations will serve as a summative assessment opportunity.
Procedure 4
- When students have finished, encourage each student to present their model to the class. They will communicate what they have drawn, explaining the labels and drawings.
Digital/Distance Learning Suggestions
Option 1:
Students could use an online platform such as Seesaw or Google Classroom to complete the project. Then, they could use a video or audio recorder in the platform, or online recorder to give an account of their work.
Option 2:
Students could create their model using paper and pen, and then use a program such as Flipgrid to display their work to classmates. They could also view work by other students and could also record feedback for their peers.
Option 3:
Students could display their completed work through a classroom blog posting, or on a school website. Likewise, schools or classrooms could partner with local fire departments and agencies to promote wildfire preparedness.
Student Samples
Appendix
Lesson Resources
Resource 1: Observation Walk Slide Link PDF format also available PDF Format Observation Walk
For use with Lesson 1
Resource 2: YouTube Video: Time Lapse of Storm Formation Link
https://youtu.be/lKZSpo4ObtA For use with Lesson 1
Resource 3: YouTube Video: Vigorous Thunder and Lightning Link
https://youtu.be/hBrcjmbJq0k For use with Lesson 1
Resource 4: Downloadable PDF Files Link
For use with Lesson 1, 2, 3, 5, and 6
Resource 5: Google (available cost free) and Seesaw ( requires setting up an account connected to a school) Activity Downloads Link
For use with All Lessons
Resource 6: Website: Weather Wiz Kids, Background information on Thunderstorms. Link
https://www.weatherwizkids.com/weather-thunderstorms.htm For use with Lesson 2
Resource 7: (Supplemental Resource) YouTube Video: National Geographic, Thunderstorms 101 Link
https://youtu.be/zUNEFefftt8 For use with Lesson 2
Resource 8: Website: Weather Wiz Kids, Make a Thunderstorm Experiment. Link
https://www.weatherwizkids.com/experiments-make-thunderstorm.htm For use with Lesson 2
Resource 9: Book-Thunder and Lightning by Grace Hansen. Available through Epic!
https://www.getepic.com/app/read/25787 For use with Lesson 3
Resource 10: Virga Images from Pixabay Link PDF format also available here
For use with Lesson 3
Resource 11: Evaporation Sign Language Model Link
https://vimeo.com/231386376 For use with Lesson 3
Resource 12: Wildfire Images from Pixabay Link PDF format also available here
For use with Lesson 4
Resource 13: YouTube Video: Overnight Time Lapse of Eagle Creek Fire in Oregon shared by The Oregonian Link
https://youtu.be/XR2DhoWsxo4 For use with Lesson 4
Resource 14: Book-Dealing with Wildfires by Kristy Stark. Available through Epic!
https://www.getepic.com/app/read/75326 For use with Lesson 4a
Resource 15: Book-Disaster Zone: Wildfires by Vanessa Black. Available through Epic!
https://www.getepic.com/app/read/33767 For use with Lesson 4a
Resource 16: YouTube Video: Wildfires 101, National Geographic Link
https://youtu.be/5hghT1W33cY For use with Lesson 5
Resource 17: YouTube Video: Wildfires-Wildfire Reasons by Learning Junction Link
https://youtu.be/S38h6cjGg3k For use with Lesson 6
Resource 18: Firewise Graphic found at treesource.org Link
https://treesource.org/news/lands/fire-prevention-week-if-your-front-door-meets-the-forest-be-firewise/ For use with Lesson 6
Resource 19: Fire Safety and Prevention Song Lyrics Link
For use with Lesson 6
Resource 20: Website: National Fire Protection Association. Public Education, Preparing Homes for Wildfire. Link
https://www.nfpa.org/Public-Education/Fire-causes-and-risks/Wildfire/Preparing-homes-for-wildfire For use with Lesson 7
Resource 21: YouTube Video: How Do Wildfires Spread? Link
https://youtu.be/1LYSdM7ysH8 For use with Lesson 4b
Resource 22: YouTube Video: Smokey Bear Song Link
For use with Lesson 7
Attribution
Cover photo by pinterastudio from Pixabay
Photos and images from pixabay.com, mycutegraphics.com, unsplash.com and public agencies as noted.
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License
License
Except where otherwise noted, this work developed for ClimeTime is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
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oercommons
|
2025-03-18T00:36:42.966011
|
Environmental Science
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80500/overview",
"title": "Kindergarten Elementary Science and Integrated Subjects-Wild Weather",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/85951/overview
|
Lesson plan sample for Social Studies
Lesson Plan : Resources
Overview
This is a model lesson plan for the topioc resources for class VII of NCERT
Lesson Plan for the Topic Resources
Content Analysis, Instructional Objectives and Lesson Plan
|
oercommons
|
2025-03-18T00:36:42.986232
|
09/18/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85951/overview",
"title": "Lesson Plan : Resources",
"author": "Kavitha N Karun"
}
|
https://oercommons.org/courseware/lesson/122882/overview
|
Lesson 3 Mentimeter Example
Lesson Plan in doc for all three lessons
Lesson Plan in doc for all three lessons
Lesson Plan in doc for all three lessons
Lesson Plan in pdf for all three lessons
Lesson Plan in pdf for all three lessons
Lesson Plan in pdf for all three lessons
M1 - Detective Game, Card Activity
M2 - Specification for Student Task
M2 - Specification for Student Task
M3 - Assessment Rubrics
M3 - Assessment Rubrics
Digital identity and oversharing on social media.
Overview
This is a lesson for 15/16 year olds in order to discuss digital identity and oversharing on social media.
Lesson 1
Hello and thank you for using our educational resources.
How it should be used:
The base of all of the lessons are the lesson plans which tell you exactly how the lesson progresses, what the students or teacher needs to do, and which materials are needed/used. It also tells if seperate material is used in the right column (i.e. M1). The lesson plan also provides the links to the presentations which can be found on Prezi and are ready to use. Some of the activities require a Mentimeter account (in lesson 1 & 3), which need to be created by the teacher but we supplied the examples and the questions/statements are also pointed out in the lesson plan.
Lesson 2
How it should be used:
The base of all of the lessons are the lesson plans which tell you exactly how the lesson progresses, what the students or teacher needs to do, and which materials are needed/used. It also tells if seperate material is used in the right column (i.e. M1). The lesson plan also provides the links to the presentations which can be found on Prezi and are ready to use. Some of the activities require a Mentimeter account (in lesson 1 & 3), which need to be created by the teacher but we supplied the examples and the questions/statements are also pointed out in the lesson plan.
Lesson 3
How it should be used:
The base of all of the lessons are the lesson plans which tell you exactly how the lesson progresses, what the students or teacher needs to do, and which materials are needed/used. It also tells if seperate material is used in the right column (i.e. M1). The lesson plan also provides the links to the presentations which can be found on Prezi and are ready to use. Some of the activities require a Mentimeter account (in lesson 1 & 3), which need to be created by the teacher but we supplied the examples and the questions/statements are also pointed out in the lesson plan.
|
oercommons
|
2025-03-18T00:36:43.015024
|
Maria Oberleitner
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122882/overview",
"title": "Digital identity and oversharing on social media.",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/90225/overview
|
How To Teach Adverbs The Easy Way: An ESL Lesson Plan
Overview
This is the first of two lessons on how to teach adverbs, helping teachers introduce students to the form of adverbs and adverbs as used after verbs. This lesson is designed for pre-intermediate students who have existing knowledge of the present simple and present continuous.
You can access 150+ more free lessons like this with a free Off2Class account!
Off2Class
To start the lesson, ask students to describe images. Then, they will match statements containing adverbs with these same images. This is an excellent opportunity to explain the function of adverbs to your students. Remember to tell students the following information: adverbs provide readers and listeners with information about how actions are done.
You will then guide your students in converting adjectives into adverbs using certain rules. This will allow your students to fill in the blanks of sentences missing adverbs successfully.
Throughout the lesson, make sure you encourage students and ask questions. It is necessary to elicit information from students to track progress.
If you want additional lesson plans and support, including teacher's notes, be sure to register for a free Off2Class account.
|
oercommons
|
2025-03-18T00:36:43.032668
|
Christine Chan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90225/overview",
"title": "How To Teach Adverbs The Easy Way: An ESL Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/120228/overview
|
2. P4: Taking Action Project Instructions and Assessment
3. P4: Student Presentation to City Officials Exemplar
4. P4: End of Unit Reflection Instructions and Assessment
5. P4: Post-Unit Learning Survey
Student Climate Assembly Phase 4: Taking Action and Presenting to Decision-Makers
Overview
Phase 4: Advocating for Action
In Phase 4, students apply C1.11-12.3 (applying civic virtues and democratic principles) by working together to advocate for their climate action recommendations to local government leaders, promoting civic responsibility and collaboration.
More specifically, the curriculum culminates in this phase with students choosing and carrying out an action to advocate for their recommendations with a focus on organizing and presenting their recommendations to local decision-makers. This real-world application highlights the practical relevance of their work and provides a platform for students' voices to be heard by advocating for their recommendations. Students also reflect on what they have learned. Key components of this final phase include:
- Reviewing and discussing results of whole class voting.
- A small group of students preparing and presenting the class findings and recommendations to local government officials.
- Other students taking action to advocate for their recommendations in a variety of ways, such as writing letters to the editor, emailing council members, creating topical podcasts, and launching social media campaigns.
Final Lesson Overview
This is the final lesson in the Student Climate Assembly Unit. The lesson has three main components:
1. Brainstorming and selecting key statements for all students to use in their advocacy project.
2. Preparation of advocacy projects.
3. Presentation of climate action recommendations through action projects (i.e., slide deck presentation, advocacy letters, emails, or other formats) to local government officials.
The lesson is designed to have a small group of students create and present final climate assembly recommendations to local policymakers and/or key stakeholders while other students prepare an advocacy project of their own. Students will demonstrate their critical thinking, problem solving, and communication skills. Their project will also include a brief description of how they and their class came up with their recommendations, and it will include highlights from their STEEP analysis to support their recommendations. Students will also be prepared to answer clarifying questions from local officials or representatives and provide examples to illustrate their points. This will be the culmination of their climate assembly and demonstrate taking action on a civic issue in their community. Students not presenting will take action as well, writing advocacy letters or otherwise advocating for their recommendations to their local officials.
All students will be engaged in meaningful discussions with members of local government and the lesson provides additional strategies and projects (enrichment) for students to take action on climate change at the global level. Informed, actively engaged citizens, including students, are essential in a democratic society. Student voice in supporting a sustainable future is critical for present and future generations. Overall, whether individually or collectively, students will learn they can make a positive difference in addressing issues that confront our local, national, and global communities.
Attribution and License
Attribution
This resource was developed by Pacific Education Institute for the Washington Office of Superintendent of Public Instruction Deliberative Democratic Climate Change Education Program.
Project Leads: Lisa Eschenbach, David Ketter
Instructional Materials Author: Fernando Reyes, Ryan Hauck
Thank you to the following educators who contributed to planning, development, and material review:
Steven Ayers, Ryan Hauck, Christie Ryba-Johnson and Eric Wickwire
The Washington Social Studies Learning Standards by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License.
Graphic design by Julianna Patterson.
This work was funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction.
License
Except where otherwise noted, Washington Student Climate Assembly: Climate Change in the Civics Classroom, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos, trademarks, and video 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 by OSPI. If lessons in this work are adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos.
|
oercommons
|
2025-03-18T00:36:43.058299
|
Lesson Plan
|
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"url": "https://oercommons.org/courseware/lesson/120228/overview",
"title": "Student Climate Assembly Phase 4: Taking Action and Presenting to Decision-Makers",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/86620/overview
|
Education Standards
1st Grade Shadows
Overview
This lesson will help students understand how a shadow is created and allow them to experiment with creating shadows.
Shadows
Standard: 1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Lesson Objective: The student will be able to conduct investigations to determine what will happen when an object is placed in the path of a beam of light.
Key Vocabulary:
- Shadow
- Light source
Introduction: Call students to the rug and ask them what they think of when they hear the word light. Let them talk with a partner and then have them share some ideas.
Tell students that light can come from natural sources, such as the Sun or fire, or from sources such as lamps and lightbulbs. Ask students to identify some sources of light.
What light sources do we use in our classroom? [Ceiling lights, sunlight coming through the windows, other lamps.]
Shadows:
Hold up a flashlight and ask students what it is called. Review the different parts of the light (bulb and switch) and if you want, show them the batteries inside, providing the energy to power the light. Review the appropriate use of a flashlight in the classroom and go over any safety rules. The flashlight should not be pointed in the face of another student. Tell students that they will share a flashlight with a partner and will need to take turns using it. When one student has a flashlight, the partner should be observing what is happening to the beam of light.
Ask students what will happen if you shine the light on a student’s hand. Start with the flashlight close to the hand and then gradually move it away, so that a shadow is projected on the board. Tell students that they will work with a partner to see what happens when they shine light on their partner’s hand. Remind students to take turns using the flashlight.
Distribute a flashlight to each pair of students and have them return to their tables to explore the light source and their hands.
Encourage students to share their observations by asking some questions.
- What did you notice about the beam of light?
- When you pointed the light close to the table, what did it look like? [Small circle of light.]
- When you moved the light higher from the table, what did it look like? [The circle of light got bigger.]
- What happened when a hand was in front of the light?
- What was the hand doing to the light? [Blocking some of the light or all of the light.]
Identify the dark, hand–shaped area as a shadow.
Write or project the focus question on the board while you say it aloud.
- What makes a shadow?
Explain that students made a shadow using their hands. Now they will use other objects to try and make a shadow.
Hold up a plastic bag of objects and tell students they are going to use these objects and the bag to explore light and shadows. Working with their partner, they should determine how to make shadows using the flashlight and each of these objects. They could sort the objects based on the shadow they observe.
Distribute a bag of objects to each pair of students and let them explore. Circulate to the pairs and ask them to explain what they are finding out and to predict what a shadow will look like before they shine the light on an object.
Ask students to turn off their flashlights and to bag up the objects. Have them return the materials to the materials station and come to the rug for discussion.
Ask students if they were able to make shadows with the objects. Have them share their observations. Have a set of objects and a flashlight available for students to demonstrate an observation.
After students have shared their observations and explanations, have them turn and talk to a partner to generalize their observations. Encourage students to use cause–and–effect statements to explain how they made different shadows. Then ask,
What is a general rule for making a shadow? [You need a light source and an object to block the light.]
Together, make a class model to show how an object blocks the light to make a shadow. Draw the model on chart paper and encourage everyone to participate in the design.
Ask students what objects in the classroom might make an interesting shadow, such as a pair of glasses, a plastic strawberry basket, or a woven basket. Ask them to predict what the shadow might look like and why they think so.
Review key vocabulary.
Have students answer the discussion questions in their notebooks. They might choose to write a sentence or two, or answer with one or more labeled illustrations.
- What makes a shadow?
For students who need scaffolding, provide prompts such as, What did you do to make a shadow? What has to happen? or a sentence starter such as, To make a shadow you _____. For maximum support provide the sentence frame, To make a shadow you shine a _____ on an object that _____ the light.
Check that students can sort materials based on what they do in the path of a beam of light.
Lesson Summary:
- Shadows are created when an object blocks light.
- Sun or fire are examples of natural light sources.
- Lamps and lightbulbs are sources of artificial light.
- Shadows can be made inside or outside.
Lesson Review questions:
- Which objects made shadows?
- How were the shadows different from each other?
- Which objects did not make a shadow?
- What makes a shadow?
Closure: Watch "Light and Shadows for kIds- Kids academy" on YouTube or read the book Bear Shadow.
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oercommons
|
2025-03-18T00:36:43.093890
|
10/09/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86620/overview",
"title": "1st Grade Shadows",
"author": "Jennifer Cann"
}
|
https://oercommons.org/courseware/lesson/120227/overview
|
2. P3, L1: Presentation Instruction and Assessment Sheet
3. P3, L1: Deliberation Instructions and Assessment
4. P3, L2: SCA Weighted Voting Setup
Student Climate Assembly Phase 3: Deliberation and Voting
Overview
Phase 3: Deliberation and Voting
In Phase 3, students use appropriate deliberative processes, meeting C4.11-12.1 (using deliberative processes in multiple settings). During this phase, they present findings, deliberate, and build consensus on climate actions.
More specifically, students will participate in a classroom-based climate assembly, practicing the processes of deliberation and democratic decision-making. They will present their analysis and recommendations, engage in deliberations, and vote to determine the best recommendations. Through their participation in this phase, students foster their collaboration, deliberations, and consensus-building skills through:
- Presenting their recommendations in small groups, deliberating on the recommendations, and giving/receiving feedback on them.
- Revising their recommendations based on the small-group deliberations and feedback.
- Presenting their final recommendations to the whole class.
- Participating in whole class deliberations on final recommendations.
- Voting on each recommendation using a weighted voting system.
Overview of Phase 3 Lesson Plans
| Preparing and Practicing Presentations and Deliberation (2 Days) This lesson provides students with an opportunity to identify and analyze the differences between deliberation and debate. As an important component of civics education, students will learn why deliberative discourse is an essential element in addressing local and global issues such as climate change. In addition to developing deliberation skills, students will consider multiple perspectives on how to address climate change and provide meaningful feedback to other students. During this lesson, students will watch and reflect on short videos; work with classmates to present, analyze and revise climate action proposals; and participate in reflective group discussions. Overall, this lesson will prepare students to revise their final climate action recommendations, apply deliberative practices and skills and reflect on how this process is parallel to a legislative committee. |
|---|
| Whole Class Presentation, Voting and Reflection (2 Days) This lesson's purpose is to engage students in a deliberative discussion of their climate action plan recommendations. As part of this process, students will consider different points of view and provide constructive feedback to their peers. They will recognize and be able to explain why deliberation and participation in addressing local issues is an essential part of civic engagement in a democratic society. During this lesson, students will communicate their recommendation(s) for climate plan action clearly and effectively, answer clarifying questions, and be open to different perspectives. Students will apply civic virtues, collaborate with others, and use multimedia sources to present their climate action ideas. These presentations will include multiple sources that have been evaluated for their credibility. Students will also learn about the weighted voting system and participate in the voting process on each of the climate action recommendations. As they listen to and engage in these deliberative presentations and discussions, students will be thinking about the role climate assemblies play in the democratic process. Overall, students will demonstrate their understanding of deliberative, democratic strategies and the importance of civic engagement, their perspectives on climate change, and their roles in addressing climate change. |
|---|
Attribution and License
Attribution
This resource was developed by Pacific Education Institute for the Washington Office of Superintendent of Public Instruction Deliberative Democratic Climate Change Education Program.
Project Leads: Lisa Eschenbach, David Ketter
Instructional Materials Author: Fernando Reyes, Ryan Hauck
Thank you to the following educators who contributed to planning, development, and material review:
Steven Ayers, Ryan Hauck, Christie Ryba-Johnson and Eric Wickwire
The Washington Social Studies Learning Standards by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License.
Graphic design by Julianna Patterson.
This work was funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction.
License
Except where otherwise noted, Washington Student Climate Assembly: Climate Change in the Civics Classroom, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos, trademarks, and video 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 by OSPI. If lessons in this work are adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos.
|
oercommons
|
2025-03-18T00:36:43.120065
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120227/overview",
"title": "Student Climate Assembly Phase 3: Deliberation and Voting",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/123376/overview
|
Searching Mechanism of ScienceDirect
Overview
For researchers, educators, students, medical professionals, and information professionals, ScienceDirect is Elsevier's top information resource. It blends intelligent, user-friendly features with reputable, full-text scientific, technical, and health periodicals to help you stay updated in your industry and perform more productively.Become more knowledgeable, competent, and efficient to enhance research, teaching, or studies and have a bigger influence on work. With the help of ScienceDirect's services, can accomplish more than previously believed.One can browse through a wide range of excellent journal articles, book chapters, and supplemental information using ScienceDirect to help learn and explore, keeping informed about changes that affect the area.
SEARCH MECHANISM OF ScienceDirect
ScienceDirect is,in essence, a vast electronic repository offering access via subscription to a very large base of science and medical research.It currently holds the world's largest electronic collection of full-text and bibliographic information about science,technology, and medicine.ScienceDirect contains substantial profits of Elsevier, the world's largest scientific publisher, an Anglo-Dutch publishing company,which operates it.The launch of ScienceDirect took place in March 1997.It includes more than 15 million scientific articles.There are over 900,000 articles in ScienceDirect that are open access.Articles published open access are peer-reviewed and freely available to everyone for reading,downloading,and reusing.Abstracts of articles are freely accessible,but complete texts(in PDF and,for more recent publications,HTML)are typically only available with a membership or pay-per-view purchase.there are many articles and journals on the humanities and social sciences,even though ScienceDirect's primary focus is on the basic,technical, and medical science.
In the sections that follow, the specifics of ScienceDirect's search procedures will be discussed, along with an analysis of how these components work together to create an exceptional research experience.We'll examine the unique characteristics of the search engine and how ScienceDirect varies from other research resources.
How do we search in ScienceDirect?
Searching in ScienceDirect is simple and efficient, thanks to its user-friendly search tools and advanced filters. Here’s how user can perform a search:
Fig:User interface for ScienceDirect
Search Interface
- Basic Search: In the search bar at the top, type search terms (e.g., keywords, topic, or author name).After clicking search button Results will be displayed, showing articles, journals, books, and other content that match the search terms.
Advance Search:Advance search gives the flexibility of defining search normally across multi-dimentional fields such as:
- Keywords-Finding documents with these words in the title,abstract, or full text.
- Authors:Searching for particular authors or reasearchers.
- Affiliations:Defining results to particular journals.
- Publication date:Limiting the findings by the year or range.
- Document type:Filtering type of the document's articles,category such as research article,review,book chapter,etc.
- After setting the parameters,user can click on the search tab for resuls in the refined language.
- Filter:Locating search filter options located on the left hand side of the page can be done by:-
-Table of content::Articles,reviews,book chapters,and so on are available.
-Publication Year:Time periods can narrow results.
-Subject Area:Fields of health,engineering,physical sciences,etc.
_Open Access:Only view articles open access.
- Sorting Result: User can sort search results by relevance or newest to find the most relevant or latest publications.
- Using Boolean Operators: For more precise searches, user can use Boolean operators such as:
- AND: Combine multiple terms (e.g., "machine learning AND data analysis").
- OR: Find either of the terms (e.g., "cancer OR oncology").
- NOT: Exclude a term (e.g., "climate change NOT global warming").
- Quotation marks (""): Search for exact phrases (e.g., "artificial intelligence").
- Explore Journal and Articles: User can browse content directly by clicking on the Journals or Books tabs. Choose a specific subject area to see related journals and articles
After clicking on the tab list of journals and books will show in alphabetic order.
- Viewing Results: Click on any search result to access the article’s abstract. If user have access (through subscription or open access), user can read the full text or download the article. User can also find citation information and related articles on the article page.
- Personalise Tool: Create an account on ScienceDirect to save the searches, set alerts for new articles, and create a personal library for future reference.
References
https://www.sciencedirect.com/
https://www.elsevier.com/en-in/products/sciencedirect
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oercommons
|
2025-03-18T00:36:43.148848
|
12/25/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123376/overview",
"title": "Searching Mechanism of ScienceDirect",
"author": "Burulukui Kisku"
}
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https://oercommons.org/courseware/lesson/85858/overview
|
Education Standards
Lesson Plan for BioPreferred Standards Activity
USDA BioPreferred Standards Context Lesson Plan
Overview
Students will compare the basis of the derivatives for different plastics in order to determine their expected carbon-14 content. They will then compare ratios of carbon-14 to carbon-12 in plastic samples and categorize the sample according to its percent bio-based composition.
Teacher Background Information: This lesson is more of a context design to be used with an existing nuclear chemistry lesson plan. The goal is for students to see the applicability of nuclear chemistry beyond carbon-dating by showing how carbon-dating can be used to determine the carbon sources of products. Students will need a basic understanding of the carbon cycle, and nuclear equations. The lesson will need students to learn about half-lives halfway through the lesson and that is left open to teach as you wish. There is room for extension to mass spectrometry if you want to incorporate it here for AP Chemistry or as an honors extension. I would suggest using the Flinn POGIL on Mass Spectrometry.
USDA BioPreferred Standards Context Lesson Plan and Student Activity
Students will compare the basis of the derivatives for different plastics in order to determine their expected carbon-14 content. They will then compare ratios of carbon-14 to carbon-12 in plastic samples and categorize the sample according to its percent bio-based composition.
Teacher Background Information: This lesson is more of a context design to be used with an existing nuclear chemistry lesson plan. The goal is for students to see the applicability of nuclear chemistry beyond carbon-dating by showing how carbon-dating can be used to determine the carbon sources of products. Students will need a basic understanding of the carbon cycle, and nuclear equations. The lesson will need students to learn about half-lives halfway through the lesson and that is left open to teach as you wish. There is room for extension to mass spectrometry if you want to incorporate it here for AP Chemistry or as an honors extension. I would suggest using the Flinn POGIL on Mass Spectrometry.
Note that bio-based products are not necessarily more resource efficient nor are they always biodegradable.
Educational Goals: To create connections between industrial processes, consumer decisions, our biosphere, and how analytical chemistry can determine information about products in our lives.
Student Objectives: Students will compare and contrast bio-plastics and fossil fuel based plastics. They will explore how the levels of carbon-14 stay relatively constant in our living environment but change when plants and animals die. They will finally be able to calculate whether a sample meets bio-preferred status (according to the USDA) or not.
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oercommons
|
2025-03-18T00:36:43.174233
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85858/overview",
"title": "USDA BioPreferred Standards Context Lesson Plan",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/118504/overview
|
Lego Icebreaker Exercise to Introduce Thinking with Things
Overview
A classroom icebreaker with Lego, to introduce students to each other and to the instructor. A playful way to start to get to know your students and seed a constructive classroom culture.
Overview
This brief Lego exercise is a fun way for students to introduce themselves to others in the class, and to the instructor. By asking students to build, then describe what they have built, the self-consciousness of first day intros can be reduced by adding an element of play.
Discipline
ALL. Instructors in all disciplines can use this exercise.
Learning Objectives
1. Students and Instructor learn a little bit about each student in the class.
2. Students reflect on how and where they learn best.
3. Students are introduced to a classroom culture that values exploration, hearing all voices, and playfulness.
Class Size Range
Probably a minimum of 5 students; no maximum. The only requirement is to have enough Lego bricks for each student to build with.
Time Needed
Distributing Lego: 2-5 minutes
Instructing students and giving prompt: 1 minute
Students build with Lego: 5 minutes (or can be as little as 4)
Process/discuss: Students report on what they built, for an average of 30 seconds per student. Can be followed by general discussion and observations about themes etc.
Materials Needed
This exercise requires enough Lego "bricks" for each student to have a minimum of 12 bricks each, and at least 30 bricks is much better.
The bricks can be of varied size and shape, and do not need to be identical for each student. I tend to avoid bricks in specialized shapes and also the humanoid minifigures since these are less versatile.
Sets of bricks can be stored in plastic baggies, or in a big bin where each student grabs a handful.
It is preferable but not essential for students to have some sort of solid surface in front of them. A table is ideal but a chair with a tablet arm, or even a notebook held on a lap, can work.
Lesson Instructions
Steps:
- Instructor tells students that they are going to do a brief excercise using Lego. Have students take their Lego bag or handful and place it in front of them. (1-2 minutes)
- Instructor gives students a prompt. For example, "build something that will help you tell us about your favorite learning environment." (See below for examples of other prompts.) Tell students they have 5 minutes (4 minutes can also be enough). Any questions?
- About 30 seconds in, if you see some students hesitating, you can say something like, "Don't overthink this...just dive in!" Students don't have to make a model; they can do something abstract that suggests a mood or an idea.
- When there is 1 minute left, give a one minute warning. Some students will already have finished. Tell the others that it is ok if they don't finish--whatever they tell us their construction is, we will believe!
- When time is up, all students stop building.
- To debrief, have each student tell others what they built, in a sentence or two. If the group is small enough to have everyone speak to the whole group, that is great. If not, they can tell others in a small group. A group of 6-8 is ideal but in a lecture hall or other challenging space, they may be able to tell only 2-4 other students. How you handle the debrief is partly a matter of how much time you have.
- At some point, tell students that they must disassemble their construction, but you can invite them to take out their phone and take a photo of before disassembling.
- Ask the students, or based on your own observations, are there any themes that emerge? For favorite learning environments, these might be comfort (studying in bed or an easy chair), access to daylight or nature (a window, a yard, a favorite tree), or companionship (studying with others or with a pet nearby).
- [Optional, for this example prompt] Have students consider one feasible thing they can do to make their learning environment better.
This simple exercise can work with many different prompts. Over time, I have tried several, such as "build a self portrait of you, ten years from now;" "make something that represents an important (social, economic, engineering, etc) problem that you care about;" "what one thing do you most want to have in your learning environment?;" "build something that will help you tell us about one thing we would not know about you just by looking at you." There are lots of icebreaker and discipline-related questions that can be put to use in this exercise.
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oercommons
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2025-03-18T00:36:43.193135
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07/29/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/118504/overview",
"title": "Lego Icebreaker Exercise to Introduce Thinking with Things",
"author": "Sarah Kuhn"
}
|
https://oercommons.org/courseware/lesson/104885/overview
|
Kitchen Safety Activity Part 2: Signs of Safety
Kitchen Safety - Be Safe PowerPoint
Kitchen Safety Introduction PowerPoint
Food and Kitchen Safety Procedures
Overview
Students will demonstrate adequate food and kitchen safety procedures.
Overview
Students will demonstrate effective food and kitchen safety and sanitation procedures.
Nebraska Standards:
- HSE.HS.21.5.e: Demonstrate kitchen safety practices to prevent accidents (i.e., slips, burns, fires, shock, cuts, equipment accidents, poisoning, etc.).
- HSE.HS.21.5.f: Implement a safety and sanitation inspection and identify modifications necessary for compliance with standards.
Lesson Plan
Essential Question:
- How will one demonstrate kitchen safety practices to prevent accidents?
- Why is implementing a safety and sanitation inspection essential to comply with the standards?
Objectives:
- Students will demonstrate kitchen safety practices to prevent accidents.
- Students will implement a safety and sanitation inspection and identify modifications necessary for compliance with standards.
Teacher Planning:
Equipment/Materials Needed: Kitchen Safety - Be Safe! Powerpoint, Kitchen Safety Activity Part 1 and 2 worksheet
Time Required for Lesson: Two - 44 minutes class period
Lab Set-up: White Powder Game
Technology Use:
__X*__ YES _____NO
*This lesson could be printed out and not require technology.
Image Credit:
Instructional Plan
Anticipatory Set/Pre-Activity: Watch the 'Food Safety' video and make a list of unacceptable kitchen safety practices. Pair share with partners at the table. Then discuss the practices as a whole group by pulling a name stick out of a cup to ask students for their responses.
Activities (i.e. instructions, lesson, lab, or project):
1. The teacher clicks on the 'Kitchen Safety - Be Safe' Powerpoint and 'Kitchen Safety Activity Part 1: Understanding Kitchen Safety' to show students where and what activity to complete for 15 minutes. Have students pair share with partners at their table.
2. The teacher shows the 'Fires/Burns'; 'Falls'; 'Cuts'; 'Choking'; and 'Electric Shock' videos in the 'Kitchen Safety Activity Part 1: Understanding Kitchen Safety'. After watching the first video, the teacher pulls a name stick out of a cup to ask a student what is the prevention strategies and procedures to follow if this occurs in the lab. Repeat this procedure with the rest of the videos.
Closure: Assign the 'Kitchen Safety Activity Part 2: Signs of Safety' to complete by the next day. After completing, have students pair share with partners at the table. Then discuss the practices as a whole group by pulling a name stick out of a cup to ask students for their responses.
Assessment
Formative: After completing the 'Kitchen Sanitation' unit, students complete the 'Kitchen Safety and Sanitation' test.
Supplemental Information
Modifications:
Safety Precautions:
Comments (adaptations for various grades/ages, teaching styles, etc.)
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oercommons
|
2025-03-18T00:36:43.220177
|
Tamara Nelson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104885/overview",
"title": "Food and Kitchen Safety Procedures",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/90223/overview
|
How To Teach Causative Verbs To ESL Students
Overview
Before you determine how to teach causative verbs, it’s important to know when to teach them. This lesson requires existing knowledge of basic concepts. So, it is not designed for beginner ESL students. Instead, it is designed for intermediate learners that have the ability to identify subjects and verbs independently. It is a part of the Off2Class gerunds and infinitives curriculum.
You can access 150+ more free lessons like this with a free Off2Class account!
Off2Class
This lesson is packed with information on causative verbs. Let, make, have and get are the most common causative verbs. In addition to this, students will practice forming and using causative verbs (verb + object + bare infinitive), (e.g. My brother let me drive his car). They will also be introduced to allow, permit and enable followed by the infinitives. By the end of this lesson, students will be able to make logical sentences using causative verbs. This will allow them to gain insight into how to make demands, ask questions and describe services.
If you want access to 150+ lesson plans and support, including teacher's notes, be sure to register for a free Off2Class account.
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oercommons
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2025-03-18T00:36:43.237973
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Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90223/overview",
"title": "How To Teach Causative Verbs To ESL Students",
"author": "Lesson"
}
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https://oercommons.org/courseware/lesson/97256/overview
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Anybody Nobody - Free ESL Lesson Plan
Overview
Our new ESL Lesson Plan teaches about the use of two important pronouns – Anybody Nobody. A robust lesson plan with clear description, examples and practice opportunities, this is an engaging lesson that will help your students understand the use of these pronouns. The lesson is designed for Level B1 (pre-intermediate).
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Our new ESL Lesson Plan teaches about the use of two important pronouns – Anybody Nobody. A robust lesson plan with clear description, examples and practice opportunities, this is an engaging lesson that will help your students understand the use of these pronouns. The lesson is designed for Level B1 (pre-intermediate).
When should you teach the Anybody Nobody lesson?
Anybody and Nobody are examples of indefinite pronouns. These pronouns can be used in a positive or negative sense. They can also refer to either a person or a thing (nobody or nothing).
The lesson is suitable for pre-intermediate students (B1 on the CEFR scale), and can be taught to children, teenagers and adults.
Our ESL lesson library also includes lessons on nouns and articles that will help prepare students for this material. We recommend lessons on “Some & Any” as well as “There is & There Are.”
How to teach this lesson about Anybody Nobody?
To help students understand this concept, this lesson spends a substantial portion of the slides walking through various examples of variations on these pronouns. A student is encouraged to answer different questions, such as “Who is at home?” with the correct pronoun, “Nobody is at home.”
The slides are playful and illustrated with many pictures and fun examples to keep your student engaged and motivated.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
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oercommons
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2025-03-18T00:36:43.257301
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09/16/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97256/overview",
"title": "Anybody Nobody - Free ESL Lesson Plan",
"author": "Christine Chan"
}
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https://oercommons.org/courseware/lesson/123591/overview
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Grade 11 & 12 English - Sample Lesson Using OER Resources
Overview
This is a one period Grade 11-12 English lesson plan using course achor texts, Robert Pirsig's Zen and the Art of Motorcycle Maintenance and Plato's Allegory of the Cave. Its production intention is to prvide guidance on how to use OERs in the classroom.
Grade 11 & 12 English - Sample Lesson Using OER Resources
Grade 11 & 12 English - Sample Lesson Using OER Resources
Standard Addressed W.11-12.9.a:Draw evidence from literary or informational texts to support analysis, reflection, and research.
Text: Plato’s Republic & Zen and The Art of Motorcycle Maintenance - Robert Pirsig
(OER - Project Gutenberg - gutenberg.org)
Warmup:
First, A Closer Look At The Art Of Pieter Bruegel The Elder Be sure to scroll all the way to the end and take your time with looking at each frame.
Next - create a blob opera and take them on tour
Finally, go swimming in an ocean of books
(OER - https://artsandculture.google.com/)
Independent Reflection: In your virtual journal, hypothesize why/how these sites connect to Robert Pirsig’s Zen and The Art of Motorcycle Maintenance passage from homework reading.
(Reading Passage from OER: https://openstax.org/details/books/introduction-philosophy)
(Journal Template from OER: education.apple.com template)
Socratic Discussion: What, if any, are the connections between the text and the sites? How do these sites (generally) support Pirsig’s argument, and how?
(Teacher Resource to guide Socratic Discussion - Video OER: https://oercommons.org/courses/how-to-argue-induction-abduction-crash-course-philosophy-3)
View: Ethics: Know Thyself (The Examined Life)
(Video from OER: https://www.khanacademy.org/partner-content/wi-phi/wiphi-value-theory/wiphi-ethics/v/the-examined-life-know-thyself-1-wireless-philosophy)
Independent Practice: Annotate the passage for instances of specific evidence that Pirsig uses to support his claims (get granular).
(Teacher Resource Annotation OER: https://oercommons.org/courseware/lesson/73804)
Assessment: Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text. • How does the author's use of evidence support the main claims in the excerpt? Use evidence to support your response.
Reading in preparation for tomorrow’s class:
Plato’s Allegory of the Cave
Let’s engage in some cave drama! Read Plato’s Allegory of the Cave)
Why does Plato say that only philosophers should be kings (rulers)? Explain this claim based on evidence from the text (discussion)
Here is Plato’s Republic in full - read pages
(Text from OER: Project Gutenberg - gutenberg.org)
Additional Resource: Coach Hall and the Classical Rhetorical Appeals - Logos, Ethos & Pathos Video
(Video from OER: https://www.youtube.com/watch?v=bwPjWiBB0OQ)
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oercommons
|
2025-03-18T00:36:43.305086
|
Carinn Mariani
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123591/overview",
"title": "Grade 11 & 12 English - Sample Lesson Using OER Resources",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/15480/overview
|
Radical Reconstruction, 1867–1872
Overview
By the end of this section, you will be able to:
- Explain the purpose of the second phase of Reconstruction and some of the key legislation put forward by Congress
- Describe the impeachment of President Johnson
- Discuss the benefits and drawbacks of the Fifteenth Amendment
During the Congressional election in the fall of 1866, Republicans gained even greater victories. This was due in large measure to the northern voter opposition that had developed toward President Johnson because of the inflexible and overbearing attitude he had exhibited in the White House, as well as his missteps during his 1866 speaking tour. Leading Radical Republicans in Congress included Massachusetts senator Charles Sumner (the same senator whom proslavery South Carolina representative Preston Brooks had thrashed with his cane in 1856 during the Bleeding Kansas crisis) and Pennsylvania representative Thaddeus Stevens. These men and their supporters envisioned a much more expansive change in the South. Sumner advocated integrating schools and giving black men the right to vote while disenfranchising many southern voters. For his part, Stevens considered that the southern states had forfeited their rights as states when they seceded, and were no more than conquered territory that the federal government could organize as it wished. He envisioned the redistribution of plantation lands and U.S. military control over the former Confederacy.
Their goals included the transformation of the South from an area built on slave labor to a free-labor society. They also wanted to ensure that freed people were protected and given the opportunity for a better life. Violent race riots in Memphis, Tennessee, and New Orleans, Louisiana, in 1866 gave greater urgency to the second phase of Reconstruction, begun in 1867.
THE RECONSTRUCTION ACTS
The 1867 Military Reconstruction Act, which encompassed the vision of Radical Republicans, set a new direction for Reconstruction in the South. Republicans saw this law, and three supplementary laws passed by Congress that year, called the Reconstruction Acts, as a way to deal with the disorder in the South. The 1867 act divided the ten southern states that had yet to ratify the Fourteenth Amendment into five military districts (Tennessee had already been readmitted to the Union by this time and so was excluded from these acts). Martial law was imposed, and a Union general commanded each district. These generals and twenty thousand federal troops stationed in the districts were charged with protecting freed people. When a supplementary act extended the right to vote to all freed men of voting age (21 years old), the military in each district oversaw the elections and the registration of voters. Only after new state constitutions had been written and states had ratified the Fourteenth Amendment could these states rejoin the Union. Predictably, President Johnson vetoed the Reconstruction Acts, viewing them as both unnecessary and unconstitutional. Once again, Congress overrode Johnson’s vetoes, and by the end of 1870, all the southern states under military rule had ratified the Fourteenth Amendment and been restored to the Union (Figure).
THE IMPEACHMENT OF PRESIDENT JOHNSON
President Johnson’s relentless vetoing of congressional measures created a deep rift in Washington, DC, and neither he nor Congress would back down. Johnson’s prickly personality proved to be a liability, and many people found him grating. Moreover, he firmly believed in white supremacy, declaring in his 1868 State of the Union address, “The attempt to place the white population under the domination of persons of color in the South has impaired, if not destroyed, the kindly relations that had previously existed between them; and mutual distrust has engendered a feeling of animosity which leading in some instances to collision and bloodshed, has prevented that cooperation between the two races so essential to the success of industrial enterprise in the southern states.” The president’s racism put him even further at odds with those in Congress who wanted to create full equality between blacks and whites.
The Republican majority in Congress by now despised the president, and they wanted to prevent him from interfering in congressional Reconstruction. To that end, Radical Republicans passed two laws of dubious constitutionality. The Command of the Army Act prohibited the president from issuing military orders except through the commanding general of the army, who could not be relieved or reassigned without the consent of the Senate. The Tenure of Office Act, which Congress passed in 1867, required the president to gain the approval of the Senate whenever he appointed or removed officials. Congress had passed this act to ensure that Republicans who favored Radical Reconstruction would not be barred or stripped of their jobs. In August 1867, President Johnson removed Secretary of War Edwin M. Stanton, who had aligned himself with the Radical Republicans, without gaining Senate approval. He replaced Stanton with Ulysses S. Grant, but Grant resigned and sided with the Republicans against the president. Many Radical Republicans welcomed this blunder by the president as it allowed them to take action to remove Johnson from office, arguing that Johnson had openly violated the Tenure of Office Act. The House of Representatives quickly drafted a resolution to impeach him, a first in American history.
In impeachment proceedings, the House of Representatives serves as the prosecution and the Senate acts as judge, deciding whether the president should be removed from office (Figure). The House brought eleven counts against Johnson, all alleging his encroachment on the powers of Congress. In the Senate, Johnson barely survived. Seven Republicans joined the Democrats and independents to support acquittal; the final vote was 35 to 19, one vote short of the required two-thirds majority. The Radicals then dropped the impeachment effort, but the events had effectively silenced President Johnson, and Radical Republicans continued with their plan to reconstruct the South.
THE FIFTEENTH AMENDMENT
In November 1868, Ulysses S. Grant, the Union’s war hero, easily won the presidency in a landslide victory. The Democratic nominee was Horatio Seymour, but the Democrats carried the stigma of disunion. The Republicans, in their campaign, blamed the devastating Civil War and the violence of its aftermath on the rival party, a strategy that southerners called “waving the bloody shirt.”
Though Grant did not side with the Radical Republicans, his victory allowed the continuance of the Radical Reconstruction program. In the winter of 1869, Republicans introduced another constitutional amendment, the third of the Reconstruction era. When Republicans had passed the Fourteenth Amendment, which addressed citizenship rights and equal protections, they were unable to explicitly ban states from withholding the franchise based on race. With the Fifteenth Amendment, they sought to correct this major weakness by finally extending to black men the right to vote. The amendment directed that “[t]he right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.” Unfortunately, the new amendment had weaknesses of its own. As part of a compromise to ensure the passage of the amendment with the broadest possible support, drafters of the amendment specifically excluded language that addressed literacy tests and poll taxes, the most common ways blacks were traditionally disenfranchised in both the North and the South. Indeed, Radical Republican leader Charles Sumner of Massachusetts, himself an ardent supporter of legal equality without exception to race, refused to vote for the amendment precisely because it did not address these obvious loopholes.
Despite these weaknesses, the language of the amendment did provide for universal manhood suffrage—the right of all men to vote—and crucially identified black men, including those who had been slaves, as deserving the right to vote. This, the third and final of the Reconstruction amendments, was ratified in 1870 (Figure). With the ratification of the Fifteenth Amendment, many believed that the process of restoring the Union was safely coming to a close and that the rights of freed slaves were finally secure. African American communities expressed great hope as they celebrated what they understood to be a national confirmation of their unqualified citizenship.
Visit the Library of Congress to take a closer look at The Fifteenth Amendment by Thomas Kelly. Examine each individual vignette and the accompanying text. Why do you think Kelly chose these to highlight?
WOMEN’S SUFFRAGE
While the Fifteenth Amendment may have been greeted with applause in many corners, leading women’s rights activists, who had been campaigning for decades for the right to vote, saw it as a major disappointment. More dispiriting still was the fact that many women’s rights activists, such as Susan B. Anthony and Elizabeth Cady Stanton, had played a large part in the abolitionist movement leading up to the Civil War. Following the war, women and men, white and black, formed the American Equal Rights Association (AERA) for the expressed purpose of securing “equal Rights to all American citizens, especially the right of suffrage, irrespective of race, color or sex.” Two years later, with the adoption of the Fourteenth Amendment, section 2 of which specifically qualified the liberties it extended to “male citizens,” it seemed as though the progress made in support of civil rights was not only passing women by but was purposely codifying their exclusion. As Congress debated the language of the Fifteenth Amendment, some held out hope that it would finally extend the franchise to women. Those hopes were dashed when Congress adopted the final language.
The consequence of these frustrated hopes was the effective split of a civil rights movement that had once been united in support of African Americans and women. Seeing this split occur, Frederick Douglass, a great admirer of Stanton, struggled to argue for a piecemeal approach that should prioritize the franchise for black men if that was the only option. He insisted that his support for women’s right to vote was sincere, but that getting black men the right to vote was “of the most urgent necessity.” “The government of this country loves women,” he argued. “They are the sisters, mothers, wives and daughters of our rulers; but the negro is loathed. . . . The negro needs suffrage to protect his life and property, and to ensure him respect and education.”
These appeals were largely accepted by women’s rights leaders and AERA members like Lucy Stone and Henry Browne Blackwell, who believed that more time was needed to bring about female suffrage. Others demanded immediate action. Among those who pressed forward despite the setback were Stanton and Anthony. They felt greatly aggrieved at the fact that other abolitionists, with whom they had worked closely for years, did not demand that women be included in the language of the amendments. Stanton argued that the women’s vote would be necessary to counter the influence of uneducated freedmen in the South and the waves of poor European immigrants arriving in the East.
In 1869, Stanton and Anthony helped organize the National Woman Suffrage Association (NWSA), an organization dedicated to ensuring that women gained the right to vote immediately, not at some future, undetermined date. Some women, including Virginia Minor, a member of the NWSA, took action by trying to register to vote; Minor attempted this in St. Louis, Missouri, in 1872. When election officials turned her away, Minor brought the issue to the Missouri state courts, arguing that the Fourteenth Amendment ensured that she was a citizen with the right to vote. This legal effort to bring about women’s suffrage eventually made its way to the Supreme Court, which declared in 1874 that “the constitution of the United States does not confer the right of suffrage upon any one,” effectively dismissing Minor’s claim.
Constitution of the National Woman Suffrage Association
Despite the Fifteenth Amendment’s failure to guarantee female suffrage, women did gain the right to vote in western territories, with the Wyoming Territory leading the way in 1869. One reason for this was a belief that giving women the right to vote would provide a moral compass to the otherwise lawless western frontier. Extending the right to vote in western territories also provided an incentive for white women to emigrate to the West, where they were scarce. However, Susan B. Anthony, Elizabeth Cady Stanton, and others believed that immediate action on the national front was required, leading to the organization of the NWSA and its resulting constitution.
ARTICLE 1.—This organization shall be called the National Woman Suffrage Association.
ARTICLE 2.—The object of this Association shall be to secure STATE and NATIONAL protection for women citizens in the exercise of their right to vote.
ARTICLE 3.—All citizens of the United States subscribing to this Constitution, and contributing not less than one dollar annually, shall be considered members of the Association, with the right to participate in its deliberations.
ARTICLE 4.—The officers of this Association shall be a President, Vice-Presidents from each of the States and Territories, Corresponding and Recording Secretaries, a Treasurer, an Executive Committee of not less than five, and an Advisory Committee consisting of one or more persons from each State and Territory.
ARTICLE 5.—All Woman Suffrage Societies throughout the country shall be welcomed as auxiliaries; and their accredited officers or duly appointed representatives shall be recognized as members of the National Association.
OFFICERS OF THE NATIONAL WOMAN SUFFRAGE ASSOCIATION.
PRESIDENT.
SUSAN B. ANTHONY, Rochester, N. Y.
How was the NWSA organized? How would the fact that it operated at the national level, rather than at the state or local level, help it to achieve its goals?
BLACK POLITICAL ACHIEVEMENTS
Black voter registration in the late 1860s and the ratification of the Fifteenth Amendment finally brought what Lincoln had characterized as “a new birth of freedom.” Union Leagues, fraternal groups founded in the North that promoted loyalty to the Union and the Republican Party during the Civil War, expanded into the South after the war and were transformed into political clubs that served both political and civic functions. As centers of the black communities in the South, the leagues became vehicles for the dissemination of information, acted as mediators between members of the black community and the white establishment, and served other practical functions like helping to build schools and churches for the community they served. As extensions of the Republican Party, these leagues worked to enroll newly enfranchised black voters, campaign for candidates, and generally help the party win elections (Figure).
The political activities of the leagues launched a great many African Americans and former slaves into politics throughout the South. For the first time, blacks began to hold political office, and several were elected to the U.S. Congress. In the 1870s, fifteen members of the House of Representatives and two senators were black. The two senators, Blanche K. Bruce and Hiram Revels, were both from Mississippi, the home state of former U.S. senator and later Confederate president Jefferson Davis. Hiram Revels (Figure), was a freeborn man from North Carolina who rose to prominence as a minister in the African Methodist Episcopal Church and then as a Mississippi state senator in 1869. The following year he was elected by the state legislature to fill one of Mississippi’s two U.S. Senate seats, which had been vacant since the war. His arrival in Washington, DC, drew intense interest: as the New York Times noted, when “the colored Senator from Mississippi, was sworn in and admitted to his seat this afternoon . . . there was not an inch of standing or sitting room in the galleries, so densely were they packed. . . . When the Vice-President uttered the words, ‘The Senator elect will now advance and take the oath,’ a pin might have been heard drop.”
Senator Revels on Segregated Schools in Washington, DC
Hiram R. Revels became the first African American to serve in the U.S. Senate in 1870. In 1871, he gave the following speech about Washington’s segregated schools before Congress.
Will establishing such [desegregated] schools as I am now advocating in this District harm our white friends? . . . By some it is contended that if we establish mixed schools here a great insult will be given to the white citizens, and that the white schools will be seriously damaged. . . . When I was on a lecturing tour in the state of Ohio . . . [o]ne of the leading gentlemen connected with the schools in that town came to see me. . . . He asked me, “Have you been to New England, where they have mixed schools?” I replied, “I have sir.” “Well,” said he, “please tell me this: does not social equality result from mixed schools?” “No, sir; very far from it,” I responded. “Why,” said he, “how can it be otherwise?” I replied, “I will tell you how it can be otherwise, and how it is otherwise. Go to the schools and you see there white children and colored children seated side by side, studying their lessons, standing side by side and reciting their lessons, and perhaps in walking to school they may walk together; but that is the last of it. The white children go to their homes; the colored children go to theirs; and on the Lord’s day you will see those colored children in colored churches, and the white family, you will see the white children there, and the colored children at entertainments given by persons of their color.” I aver, sir, that mixed schools are very far from bringing about social equality.”
According to Senator Revels’s speech, what is “social equality” and why is it important to the issue of desegregated schools? Does Revels favor social equality or social segregation? Did social equality exist in the United States in 1871?
Though the fact of their presence was dramatic and important, as the New York Times description above demonstrates, the few African American representatives and senators who served in Congress during Reconstruction represented only a tiny fraction of the many hundreds, possibly thousands, of blacks who served in a great number of capacities at the local and state levels. The South during the early 1870s brimmed with freed slaves and freeborn blacks serving as school board commissioners, county commissioners, clerks of court, board of education and city council members, justices of the peace, constables, coroners, magistrates, sheriffs, auditors, and registrars. This wave of local African American political activity contributed to and was accompanied by a new concern for the poor and disadvantaged in the South. The southern Republican leadership did away with the hated black codes, undid the work of white supremacists, and worked to reduce obstacles confronting freed people.
Reconstruction governments invested in infrastructure, paying special attention to the rehabilitation of the southern railroads. They set up public education systems that enrolled both white and black students. They established or increased funding for hospitals, orphanages, and asylums for the insane. In some states, the state and local governments provided the poor with basic necessities like firewood and even bread. And to pay for these new services and subsidies, the governments levied taxes on land and property, an action that struck at the heart of the foundation of southern economic inequality. Indeed, the land tax compounded the existing problems of white landowners, who were often cash-poor, and contributed to resentment of what southerners viewed as another northern attack on their way of life.
White southerners reacted with outrage at the changes imposed upon them. The sight of once-enslaved blacks serving in positions of authority as sheriffs, congressmen, and city council members stimulated great resentment at the process of Reconstruction and its undermining of the traditional social and economic foundations of the South. Indignant southerners referred to this period of reform as a time of “negro misrule.” They complained of profligate corruption on the part of vengeful freed slaves and greedy northerners looking to fill their pockets with the South’s riches. Unfortunately for the great many honest reformers, southerners did have a handful of real examples of corruption they could point to, such as legislators using state revenues to buy hams and perfumes or giving themselves inflated salaries. Such examples, however, were relatively few and largely comparable to nineteenth-century corruption across the country. Yet these powerful stories, combined with deep-seated racial animosity toward blacks in the South, led to Democratic campaigns to “redeem” state governments. Democrats across the South leveraged planters’ economic power and wielded white vigilante violence to ultimately take back state political power from the Republicans. By the time President Grant’s attentions were being directed away from the South and toward the Indian Wars in the West in 1876, power in the South had largely been returned to whites and Reconstruction was effectively abandoned. By the end of 1876, only South Carolina, Louisiana, and Florida still had Republican governments.
The sense that the South had been unfairly sacrificed to northern vice and black vengeance, despite a wealth of evidence to the contrary, persisted for many decades. So powerful and pervasive was this narrative that by the time D. W. Griffith released his 1915 motion picture, The Birth of a Nation, whites around the country were primed to accept the fallacy that white southerners were the frequent victims of violence and violation at the hands of unrestrained blacks. The reality is that the opposite was true. White southerners orchestrated a sometimes violent and generally successful counterrevolution against Reconstruction policies in the South beginning in the 1860s. Those who worked to change and modernize the South typically did so under the stern gaze of exasperated whites and threats of violence. Black Republican officials in the South were frequently terrorized, assaulted, and even murdered with impunity by organizations like the Ku Klux Klan. When not ignoring the Fourteenth and Fifteenth Amendments altogether, white leaders often used trickery and fraud at the polls to get the results they wanted. As Reconstruction came to a close, these methods came to define southern life for African Americans for nearly a century afterward.
Section Summary
Though President Johnson declared Reconstruction complete less than a year after the Confederate surrender, members of Congress disagreed. Republicans in Congress began to implement their own plan of bringing law and order to the South through the use of military force and martial law. Radical Republicans who advocated for a more equal society pushed their program forward as well, leading to the ratification of the Fifteenth Amendment, which finally gave blacks the right to vote. The new amendment empowered black voters, who made good use of the vote to elect black politicians. It disappointed female suffragists, however, who had labored for years to gain women’s right to vote. By the end of 1870, all the southern states under Union military control had satisfied the requirements of Congress and been readmitted to the Union.
Review Questions
Under Radical Reconstruction, which of the following did former Confederate states not need to do in order to rejoin the Union?
- pass the Fourteenth Amendment
- pass the Fifteenth Amendment
- revise their state constitution
- allow all freed men over the age of 21 to vote
Hint:
B
The House of Representatives impeached Andrew Johnson over ________.
- the Civil Rights Act
- the Fourteenth Amendment
- the Military Reconstruction Act
- the Tenure of Office Act
Hint:
D
What were the benefits and drawbacks of the Fifteenth Amendment?
Hint:
The Fifteenth Amendment granted the vote to all black men, giving freed slaves and free blacks greater political power than they had ever had in the United States. Blacks in former Confederate states elected a handful of black U.S. congressmen and a great many black local and state leaders who instituted ambitious reform and modernization projects in the South. However, the Fifteenth Amendment continued to exclude women from voting. Women continued to fight for suffrage through the NWSA and AWSA.
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oercommons
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2025-03-18T00:36:43.336124
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07/10/2017
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/15480/overview",
"title": "U.S. History, The Era of Reconstruction, 1865–1877, Radical Reconstruction, 1867–1872",
"author": null
}
|
https://oercommons.org/courseware/lesson/100711/overview
|
المصنوعات الجلدية
Overview
يهدف الموقع الى التعرف على المصنوعات الجلدية وانواعها وكيفية استخدامها والاستفادة منها
يحتوي الموقع على تعريف المصنوعات الجلدية وانواعها ومميزاتها وعيوبها واشكالها والمواد والأدوات التي تستخدم في صناعتها
الصفحة الرئيسية
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
يهدف الموقع الى التعرف على المصنوعات الجلدية وانواعها وكيفية استخدامها والاستفادة منها
يحتوي الموقع على تعريف المصنوعات الجلدية وانواعها ومميزاتها وعيوبها واشكالها والمواد والأدوات التي تستخدم في صناعتها
المزاضيع
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
معايير اختيار الجلود
اشكال الجلد
أنواع الجلود
الفرق بين الجلد الطبيعي والجلد الصناعي
أنواع الجلد الطبيعي وفي أي بلد يوجد
مميزات وعيواب الجلد الطبيعي
أسس تصميم المصنوعات الجلدية
كيف تتم صناعة منتجات الجلد الطبيعي
صناعة الجلد
أدوات صناعة الجلد
أدوات صناعة المنتجات الجلدية
ادوات القياس والتقطيع
أدوات الخياطة
احتياجات فرعية في مجال صناعة الجلد
مراحل إنتاج المصنوعات الجلدية
أدوات مرحلة صبغ المنتجات الجلدية
مراحل صناعة الجلد الطبيعي واهم الأدوات المستخدمة
أدوات صناعة منتجات الجلد الطبيعي
مصادر الجلود الطبيعية
المواد الكيميائية المستخدمة في الدباغة
من نحن
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
نحن طلبة قسم تكنلوجيا التعليم والمعلومات
المستوى الثالث_ شعبة الحاسوب الدفعة العاشرة
(2022-2023)
مفهوم الصناعات الجلدية
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
على مر التاريخ، حاول الإنسان تسخير كل ما هو موجود في الطبيعة لخدمته وخاصه ما يتعلق في منتجات الجلد وادوات صناعه الجلد الحيواني الطبيعي، وقد تم تطوير هذا التسخير مع تقدم التكنولوجيا، ويعد جلد الحيوان من أهم الأشياء التي احتاجها الإنسان حتى بعد تطور الحياة البدائية هو. البحث عن منتجات جلدية طبيعية مثل حذاء جلد في متاجر مختلفة. تعتبر عملية تصنيع منتجات الجلود الطبيعية عملية صعبة لأنها تستغرق الكثير من الوقت والجهد أثناء عملية التصنيع والعمليات العديدة والمعالجات التي يمر بها الجلد هي السبب الرئيسي وراء تتطلب هذه الصناعة الكثير من الجهد والوقت
معايير اختيار الجلود
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
معايير اختيار الجلود
- لابد أن تكون تلك الجلود على درجة عالية من الوقاية بحيث لا تكون من المنتجات التي تقوم بإنفاذ الجراثيم فذلك مضر لصحة مستخدميها بالإضافة إلى ذلك لا يجب أن تكون من السهل تمزقها فذلك من شأنه أن يجعل المنتج غير مناسب للفئة المستهدفة.
- من ضمن المعايير الخاصة بالمصنوعات الجلدية ألا يكون الجلد المصنوع منه المنتج يتغير شكله بعد فترة قصيرة من استعماله أو يتعرض للتقشر بالإضافة إلى ذلك فكلما كان المنتج المصنع من الجلد مقاوم للتقلبات الجوية والرياح كلما كان أفضل.
اشكال الجلود
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
اشكال الجلد
هناك عدد من العمليات حيث جلد الحيوان يمكن أن يشكّل مادّة قوية مرنة تُدعى جلد عموما، ومن أشكال الجلد الطبيعي ما يلي:
- الجلد الخضرواتي المسمرّ
- الجلد المسمرّ بواسطة معدن الكروم
- الجلد المسمرّ بواسطة الألديهيد
- الجلد المسمرّ بواسطة مادة صناعية
- الجلد المسمرّ بواسطة الشبّ
- الجلد الخام
انواع الجلود
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
أنواع الجلود
هناك العديد من أنواع الجلود المستخدمة في صناعة المنتجات الجلدية وهذا ما سوف نتعرف عليه من خلال التالي:
- الجلود الطبيعية: وهي أحد أنواع الجلود المميزة على الإطلاق وذلك لقدرتها على مقاومة التعفن بشكل كبير بالإضافة إلى ذلك فهي من السهل التعامل لمرونتها ومن ضمن هذه الجلود هي جلود المواشي والأبقار والحيتان وغيرهم من الحيوانات.
- الجلود الصناعية: والتي تمثل النوع الثاني من الجلود والذي يستخدم في صناعة الأحذية وغيرها من الصناعات
الفرق بين الجلد الطبيعي والجلد الصناعي
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
الفرق بين الجلد الطبيعي والجلد الصناعي
من المعروف أن هناك العديد من المنتجات المصنوعة من الجلود، ويصعب على المشتري التمييز بين إذا كان المنتج مصنوع من الجلد الأصلي أم من الجلد المزيف لأنه يُصنع بشكل قريب جدًا من الجلد الأصلي، فهناك بعض الصفات للجلد الأصلي لا يمكن تقليدها، وهناك حيل يمكن استخدامها لمعرفة ما إذا كان الجلد أصلي أم لا، ومنها
- اختبار قطرة الماء:
الجلود الأصلية تمتص الماء، فإذا قام المشتري بوضع قطرة ماء عليها سوف تمتصها، أما إذا تم وضع قطرة الماء على جلد مزيف فإن قطرة الماء ستبقى على سطح الجلد، لأنه وعلى الرغم من مرور زمن طويل على عملية صناعة الجلود المزيفة إلا أنها لم تتمكن من جعل الجلد قادر على امتصاص الماء لأنها سمة طبيعية للجلد
- السطح:
شكل سطح الجلد الأصلي يختلف عن سطح الجلد المزيف، وذلك لأن الجلد الأصلي مصنوع من جلد الحيوان؛ فسيكون على سطحه تشققات وبقع، بينما الجلد المزيف رغم المحاولات للوصول لهذا النمط إلا أنها قد تصل إلى نمط مناسب من هذه الشقوق ولكن سيبقى واضحًا أنه ليس حقيقي وإنما صناعي، وهذه طريقة يصعب تمييز الجلد الأصلي من المزيف فيها
- الرائحة:
يكون الفرق بين رائحة الجلد الأصلي ورائحة الجلد المزيف، بأن الجلد الأصلي له رائحة مميزة فهو بالأصل تكون رائحته عفنة ويتم التحسين عليه للتخفيف من هذه الرائحة، أما الجلد المزيف فتكون رائحته كرائحة البلاستيك
- الانحناء:
كما أن من خصائص الجلد الأصلي الانحناء؛ فيمكن ثني الجلد الأصلي وعند ثنيه يتغير لونه قليلًا أما الجلد المزيف ورغم المحاولة في عملية صناعة الجلود المزيفة إلا أنهم لم يتمكنوا من الحصول على هذه الخاصية؛ فالجلد المزيف يصعب ثنيه وبالتالي لا يتغير لونه
انواع الجلد الطبيعي
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
أنواع الجلد الطبيعي
تتعدد مصادر الجلود الطبيعية من أبقار وماعز وأفاعي وأيضا جلود التمساح، ولكل مصدر منهم صناعته المختلفة التي يدخل فيها، وفيما يلي نعرض أهم أنواع الجلود الطبيعية وفيما تستخدم:
- جلود الابقار:
تعتبر جلود الأبقار هي الأكثر استخداما من بين أنواع الجلود، وذلك لمرونتها وسهولة استخدامها وتشكيلها، وأيضا نجد أنها شديدة التحمل فيصنع منها الحقائب والإكسسوارات التي تستخدم في التزيين، وتعتبر جلود الأبقار هي الأرخص وتعرض بلونها الأصلي أو يتم دباغتها، وهناك أيضا جلد العجل وهو صغير البقر، وهو أقل في الوزن وله بريق بارز وسطحه أملس عن جلد البقر، ويستخدم في صنع الأشياء الصغيرة، مثل: المحافظ والقفازات
- جلد التمساح:
يعتبر جلد التمساح من أقوي أنواع الجلود وأغلاها ثمنا، حيث يمتلك تضليعات مميزة وحرشفه ناعمة بمسافات صغيرة، وقد يتم صقل الجلد، ويستخدم في صنع الأحذية والحقائب الصغيرة لليد
- جلد الافعى:
جلد الأفعي من اكثر أنواع الجلود المحببة لدى الكثير من النساء، حيث إنه يتمتع بالمرونة العالية والنعومة أيض، وهو ذو أشكال هندسية مسدسة رائعة المنظر، وترتفع قيمتها المالية كلما كان عمر الأفعي أكبر وأيضا طريقة معالجتها قبل الصنع، يصنع منه الحقائب والمحافظ والأحذية
- جلد النعام:
يتميز جلد النعام بوجود بروز على سطحه هي تلك منابت الريش، وهو من أكثر الأنواع ندرة وفخامة، هو جلد ناعم جدا وسميك في نفس ذات الوقت، الأمر الذي جعله مطلب لكثير من النساء لاقتنائه، ويصنع منه الأحذية والحلى والمحافظ، وكذلك حقائب السفر وبعض الملابس
- جلد القاطور:
القاطور هو حيوان مائي يشبه التمساح في تكوينه، وله جلد سميك ذو خامة فاخرة وجودة عالية وأيضا مظهره فريد من نوعه، يتم الحصول عليه من جنوب شرق الولايات المتحدة الأمريكية حيث يتواجد هناك بكثرة، وهو شديد التحمل قوى، يستخدم في صنع حقائب اليد والأحذية
- جلد سمك الراي اللاسع:
هي أحد أنواع الأسماك التي تدخل جلودها في صناعة الأحذية والحقائب، و تتميز بأنها جلود شديدة القوة وأيضا مقاومة للنار وهو قوى صلب كالبلاستيك؛ لذا يصعب تشكيله والعمل عليه، وهو ذو سعر مرتفع لانفراده بقوة تحمله وأيضا صعوبة العمل عليه ومدى احتراف صانع الأحذية الذي يعيد صقله مرة أخري
مميزات وعيوب الجلد الطبيعي
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
مميزات وعيواب الجلد الطبيعي
یوجد الکثیر من ممیزات وخواص الجلد الطبیعی وایضا یوجد بعض عيوب للجلد الطبيعي. تعد قابلية التنفس وتدفق الهواء ومقاومة العوامل الفيزيائية والكيميائية للبيئة ومقاومة الضغط والمرونة و المرونة من بين أهم ميزات الجلد الطبيعي. ماذا نعني عندما نتحدث عن التهوية ومرور الهواء عبر مسام الجلد الطبيعي؟ وما الميزة التي نتحدث عنها على الجلد الصناعي؟ القابلية للتهوية هي إحدى الخصائص الخاصة للجلد الطبيعي التي لا توجد بها مادة أخرى. تساعد هذه الميزة على تدفق الرطوبة من الداخل إلى الخارج. هذه الميزة حيوية للغاية وضرورية للسترات الجلدية والاحذية الرياضية. هذا هو السبب في أنه يمكن استخدام السترات والأحذية الجلدية في أربعة مواسم. تسمح لك التهوية بالحفاظ على البرودة في الصيف ودافئًا في الشتاء. مقاومة الجلد للعوامل البيئية الفيزيائية والكيميائية: في عملية دباغة الجلد، يتم إضافة العديد من الميزات الهامة للجلد. العامل الرئيسي هو مقاومه الظروف الطبيعية والبقاء لـ أطول مده ممكنه. خاصية أخرى هي أن الجلد يظهر مقاومة أكبر عند تعرضه للرطوبة والحرارة. تسمح لنا هذه المقاومة المتزايدة للرطوبة بصنع مجموعة متنوعة من المنتجات المختلفة بالجلد الطبيعي. مقاومة ومتانة الجلد مقارنة بالقماش. تعتبر المنتجات الجلدية أكثر متانة مقارنة بالقماش وهي بالطبع أثقل وأصعب من مواد القماش. بالطبع، ضع في اعتبارك أن الجلد لا يفقد جماله بمرور الوقت ويصبح أكثر جاذبية بينما تصبح منتجات الأقمشة قديمة ومتهالكة بعد فترة
هناك بعض العيوب للجلد الطبيعي ومنها قابليت امتصاص السوائل حيث لا يمكن ازالت البقع و خاصه اذا ما كانت زيتيه و يجب اسمرار العناية به و ايضا ارتفاع سعر بعض المنتجات الجلدية من عيوب الجلد الطبيعي . منتجات جلدية مصرية: تشتهر مصر انها من اهم الدول في مجال صناعه وانتاج منتجات جلديه مصريه ذات مواصفات عالميه من اجل سد حاجه طلب السوق الداخلي و العالمي. وایضا تشتهر مصر في دباغه الجلد الطبیعی رغم انهما قطاعان منفصلان الا ان قطاع دباغه الجلود الطبیعیة لا يمكنه العمل منفردا دون قطاع المصنوعات الجلدية لان الجلد الطبیعی یمر بعده مراحل لیصبح صالحا للاستخدام بالصناعة الجلدية و المنتجات الجلدیة. وهو ما يجعلهما معا خامس اكبر قطاع صناعي في مصر من حيث عدد العمالة المباشرة وعدد الشركات والمدابغ وحتى الکثیر من الورشات الصغيرة، ويأتي الحجم الكبير للقطاعين نظرا لما يمتلكه من ثروه حيوانيه من جلود الابقار والاغنام التي تتميز بجلودها عالي الجودة، حيث تقدر الثروة الحيوانية في مصر وفقا للهيئة العامة للخدمات البيطرية بـ18 مليون راس ماشيه تقریبا. وقدرت الجلود المحلية والجلود المتاحة للدباغة في مصر بـ 123 مليون قدم مربع، وهو ما يجعلها من الصناعات الغنية التي تتمتع بوفر في المادة الخام الأساسية من الجلد الطبیعی
اسس تصميم المصنوعات الجلدية
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
أسس تصميم المصنوعات الجلدية
إن أحد أسس تصميم المصنوعات الجلدية هو الاعتماد على التنسيق بين كلًا من الشكل الجيد الذي يظهر عليه المنتج وفي نفس الوقت الفوائد الناتجة عن ذلك المنتج بحيث لا يكون المنتج معتمد على مظهره وزخرفته فقط وعلى الجانب الآخر غير عملي الاستخدام
حتى يتم وضع تصميم ما على الجلد لابد من القيام بأحد الطرق التالية:
- استخدام الكربون المناسب لنوع الجلد والتأكد من الضغط عليه بصورة جيدة.
- تعد تلك الطريقة من الطرق البسيطة حيث أنه بمجرد وضع الماء على الجلد ووضع التصميم المناسب للجلد والضغط عليه من خلال استخدام آلات الرسم.
- يمكن استخدام تلك الطريقة في حالة الأشخاص الموهوبين بالرسم بحيث لا يتم نسخ رسمة ما ولكن يتم الرسم بشكل حر دون استخدام أي أدوات ضاغطة على الجلد.
كيف تتم صناعة منتجات الجلد الطبيعي
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
كيف تتم صناعة منتجات الجلد الطبيعي
تعد عملية صناعة منتجات الجلد الطبيعي من العمليات الصعبة، وذلك حيث تأخذ الكثير من الوقت والمجهود أثناء عملية الصنع، ويعتبر تعدد العمليات والمعالجات التي يمر بها الجلد هو السبب الرئيسي لجعل الصناعة تستغرق وقت كبير، وتعتبر عملية تحويل الجلد إلى منتجات أو الدباغة كما يطلق عليها هي عملية حفظ جلود الحيوانات من التعفن وإكسابها مرونة ومتانة لتصبح جاهزة لتحويلها إلى منتجات جلد طبيعي، مثل: الأحذية، والحقائب، والقفازات، وغير ذلك من المنتجات، ومع تطور الصناعة والآلات التي تستعمل فيها، بدأ الصناع بالاتجاه إلى أنواع جديدة من الجلود بعيدا عن جلود الماشية، مثل جلود: القروش والتماسيح، كما دخلت هذه الصناعة في معظم الأدوات الرياضية، مثل: الغطاء الخارجي للكرة أو المضرب
ومن مراحل تصميم الجلد الطبيعي:
- مرحلة الإعداد والتهيئة:
تعتبر هذه المرحلة من أهم المراحل التي تمر بها منتجات الجلد الطبيعي أثناء صناعته، وذلك حيث يتم إعداده للخطوات التالية، وكلما حسن الإعداد والتجهيز حسنت الصناعة، فلو لم يتم إعداده بالشكل المناسب اكتسب الجلد خواص غير مرغوب فيها، حيث يصبح سميكا أحيانا ورفيعا أحيانا أخرى بشكل يجعل من الصعب خروج المنتج بشكل جيد، وفي الأسطر القادمة سنتناول طرق وخطوات هذه الصناعة
- المعالجة:
الهدف من عملية المعالجة هو الحفاظ على الجلد من التعفن، ويتم ذلك من خلال وضع الملح على الجلد، خصوصا من الأجزاء الخالية من الشعر، وبعد ذلك يتم نقع (وضع) الجلد في محلول ملحي ثم يتم تجفيف الجلد، ووضعه في أحواض مائية كبيرة وذلك لكي نزيل الدم والأملاح الزائدة ويتم ذلك في آلة تعرف بآلة الرص
- التخلص من اللحم الزائد:
قبل ذهاب الجلود إلى مصانع تصنيع منتجات الجلد الطبيعي، ترسل إلى مصانع اللحم المجمد والتي تدخل الجلود على آلة مزودة بشفرات حادة تقوم بنزع كل الدهن واللحم من على الجلد
- نزع الشعر من الجلد:
تقوم المصانع بإعداد أحواض كبيرة من ماء الجير المحتوية على كبريتيد الصوديوم والذي له قدرة كبيرة على إزالة الشعر من الجلد وتستغرق هذه العملية بضعة أيام، ثم يتم إرسال الجلد إلى آلات متخصصة في نزع ما تبقى من الشعر
- إعادة نزع اللحم:
بعد الانتهاء من نزع الشعر، ترسل الجلود مرة أخرى إلى الآلات لإزالة الدهن واللحم الذي ظهر أثناء عملية إزالة الشعر، لكن هذه المرة تتم هذه العملية في مصانع الدباغة
- الغسل والتنظيف:
بعد الانتهاء من نزع كل الشوائب التي تصاحب الجلد، يدخل الجلد في مرحلة تنظيف ضخمة في أحواض غسيل كبيرة، باستخدام الماء
- الضرب:
بعد عملية إزالة الشعر تصبح الجلود قاعدية، لذلك في هذه المرحلة يتم وضعها في أحواض من الحوامض لمعادلة تأثير القلويات
- إضافة الانزيمات:
بعد الانتهاء من العمليات السابقة يتم إضافة بعض الإنزيمات إلى الجلود لتزيل بعض البروتينات والمواد التي قد تتداخل معا أثناء عملية الصناعة
- مرحلة الدبغ:
بعد عمليات الإعداد التي يمر بها الجلد، والتأكد من أنه صالح للدخول في مرحلة الصناعة، يتم تجهيز المرحلة الصناعية التي تناسب الجلد، أحيانا يتم اختيار هذه المرحلة على أساس نوع الجلد الذي يتم العمل عليه، وأحيانا يتم على أساس المنتج النهائي، وفي الأسطر التالية سنعرض الطرق المختلفة التي تتم عند صناعة منتجات الجلد الطبيعي:
- الدباغة النباتية:
تعتبر الدباغة النباتية من أكثر طرق الدباغة التي تحتاج إلى وقت، وذلك حيث تتراوح بين عدة شهور، وقد تصل إلى عام كامل في بعض الأحيان، ويتوقف الوقت الذي تحتاجه الدباغة النباتية على سمك الجلد الذي يدبغ، وتتم عملية الدباغة بوضع الجلد في أحواض ضخمة مليئة بالماء ومادة التأنين، ويتم رفع تركيز هذا المحلول مع مرور الوقت إلى أن يصل إلى 25% قبل رفع الجلود من الأحواض، ومن المميزات الملحوظة لهذه الطريقة أنها تكسب الجلد قدرة عالية على مقاومة الماء، وتستخدم عادة مع جلود البقر والنعام ووحيد القرن
- الدباغة باستخدام الكروم:
على الرغم من صعوبة دباغة الجلود باستخدام الكروم، فإنها من أكثر الطرق استعمالا ويرجع ذلك إلى أنها تتم بشكل كامل في عدة ساعات فقط، وتبدأ العملية بوضع الجلد في أحواض مليئة بحمض الكبريتيك والملح، وبعد تحميض الجلود بالحد المطلوب يتم غسلها جيدا، ثم تنقع مرة أخرى ولكن هذه المرة في المحلول الذي يقوم بالدباغة، وهو محلول كبريتات الماغنسيوم وبعدة ساعات تكون عملية الدبغ قد اكتملت ويكون الجلد قد اكتسب القدرة على مقاومة الحرارة والخدش، كما يكتسب الجلد مرونة عالية، ولذلك يستخدم هذا النوع من الجلود في صناعة منتجات الجلد الطبيعي الخاصة بالأحذية والمفروشات وغير ذلك من هذا القبيل، وبالطبع توجد بعض أنواع الجلود لا تصلح دباغتها بالكروم
- الدباغة المختلطة:
أحيانا يحتاج الجلد الذي يستخدم في الصناعة مواصفات معينة من النعومة والملمس، خصوصا في الجلود التي تستعمل في صناعة الملابس ولذلك تكون دباغة هذه الجلود خليط من الدباغة النباتية ودباغة الكروم، وذلك ليكتسب الجلد الخصائص المطلوبة
- دباغة الزيوت:
كلنا نعرف جلد الشمواه والذي يعد نوعا خاص من أنواع الجلود، ويمتاز بملمسه الفريد الذي يحبه الكثيرون، ولكي يتم صنع هذا النوع من الجلود، يحاول المصنعون أخذ الجزء القريب من الطبقة اللحمية للحيوان، ثم يتم وضع هذا الجزء في آلة التصنيع التي تضخ إليه زيت كبد الحوت، وبعد تشبع الجلد بهذا الزيت يتم فرد الجلد حتى يصبح لينا وبريا صوفي الشكل، وفي بعض الأحيان يتم دبغ هذه الجلود بالكروم قبل استعمال الزيت
- الخطوات النهائية في صناعة منتجات الجلد الطبيعي:
بعد إعداد الجلود ودباغتها تدخل في مرحلة التشطيب النهائي، وتهدف هذه المرحلة إلى الوصول بالمنتجات الجلدية إلى شكلها النهائي، وتمر الجلود في هذه المرحلة بعدة خطوات سنعرضها بالترتيب
- الفصل:
بعد الانتهاء من عملية الدبغ يتم شق الجلد إلى نصفين، نصف محبب ونصف ناعم، وفي هذه المرحلة أيضا يتم فرز الجلود على حسب المنطقة المأخوذ منها الجلد
- الصباغة:
في هذه المرحلة يتم صبغ الجلود بالألوان المختلفة، في أسطوانات كبيرة، ثم يضاف إليها بعض المواد كالزيت وغيره لإكساب منتجات الجلد الطبيعي النعومة اللازمة
- الرص:
تهدف هذه العملية على جعل الجلود طرية ومرنة، ويتم ذلك من خلال خطوات مختلفة كوضع نشارة خشب مبللة على الجلد، أو وضع الجلود في غرف ذات رطوبة مرتفعة، وأحيانا يتم وضع الجلود في آلات الرص التي تقوم بشد الجلد من أطرافه فتوصله إلى الهدف المطلوب
- التشطيب:
توضع في هذه الخطوة اللمسات النهائية، وذلك حيث نقوم برش الجلد بمواد كيميائية معينة، ونضيف إليه بعض المواد الملمع، ليظهر الجلد براقا مضيئا
صناعة الجلد
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
صناعة الجلد
ان موضوع صناعه الجلد من المواضيع المهمة ذات الفائدة الاقتصادية و الداعمة لاقتصاد بعض الدول المصنعة و المصدره للجلد الطبيعي وتمر صناعة الجلود بعدة عمليات ، وتختلف هذه العمليات حسب نوع الجلد ، وقبل العملية يجب الحفاظ على الجلد وحمايته بعناية قبل الوصول إلى المدابغ
ولأن جلد الحيوان يبدأ في التحلل خلال ساعات قليلة بعد ذبح الحيوان يجب منع تحلل الجلد بحيث يخضع الجلد لعملية تجفيف إما عن طريق الهواء أو الملح. تُملح القشرة جافة أو مبللة أو مخللة بالأحماض والملح قبل نقلها إلى المدابغ. تتمتع صناعة الجلود الطبیعیة بالکثیر من المعجبين في العالم وقد أنشأت دول عالمیة مختلفة قدرات عالية في هذا مجال صناعه الجلد. لهذا السبب، فهي واحدة من الصناعات التي توفر فرص العمل ولديها مستوى عالٍ من التصدير والاستيراد ما هو الجلد عالي الجودة؟ عادة ما يتم الحصول على الجلد عالي الجودة من جلد البقر أو الماعز وهو من أعلى أنواع الجلود الطبيعية جودة. يتم الحصول على الجلد عالي الجودة من أعلى طبقة من الجلد، أي من أعلى الحبوب، ولهذا يعتبر من الجلود الفاخرة والغالية الثمن. في صناعة الجلود عالية الجودة، يتم فصل أفضل أنواع الجلود التي تكون ناعمة تمامًا وخالية من التلف والعيوب وبعد إزالة الشعر وإجراء عملية الدباغة ورش اللون المطلوب عليها بواسطة الماكينة، سطح أملس وموحد يتم الحصول عليها، وهو جانب واحد أملس والجانب الآخر رقيق. لذلك ، فإن الجلد عالي الجودة شديد النعومة والمرونة ، ومن خصائصه الرئيسية ، والتي تعد في الواقع أهم ما يميز الجلد هو اللمعان الناعم واللطيف الذي يطبق على الجلد في مرحلة التشطيب ويمنحه جمالًا إضافيًا
وجه هذا النوع من الجلد يزداد جمالاً مع مرور الوقت وله تأثير أصلي وأنيق. يتميز هذا النوع من الجلود بنعومة ونعومة مميزه، وفي نفس الوقت يبدو غنيًا بعض الشيء. لذلك، فإن هذا يجعل الجلد الطبيعي الأنيق من أفضل وأنسب أنواع الجلود لصنع الحقائب ، وبعض الأحذية ، والملابس ، والمعاطف ، والسترات ، والقفازات ، وجميع أنواع الدمدمة وغيرها من المنتجات الجلدية
ادوات صناعة الجلد
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
أدوات صناعة الجلد
تعد أدوات صناعة منتجات الجلد مهمه بشكل كبير، حيث ان صناعه المنتجات الجلدية من الصناعات ذات الربح الجيد، وهذه الصناعة موجوده في الدول العربية بشکل كثير هذا ما یجعلها ممیزة فی المنطقة العربیة بشکل خاص كما انها من المشاريع التي يسهل تنفيذها لوجود الموارد الجلدیة الطبیعیة وذلك يعود الى ان ادوات الصناعة يسهل الحصول عليها من الحیوانات خاصه البقر و الماعز و الخروف و الجاموس و غیرها من مصادر اخری. يعد الهدف من مشروع صناعة المنتجات الجلدية هو تصميم منتج ممیز له جوده مثاليه وانیقه، حتى تكون هذه المنتجات قادره على الدخول في المنافسه مع باقي المنتجات في الاسواق العالمیة ويوجد الكثير من المنتجات الجلدية المتواجدة في الاسواق العربية وهذه بعض المنتجات الجلدية المنتشرة: الاحزمة و الحقائب المدرسية والحقائب النسائية. الأحذية الرجالية والاحذية النسائية وايضاً احذية الأطفال كما يوجد الكثير من المنتجات الجلدية التي يتوقف انتاجها و صناعتها على رغبة العملاء او ما يطلبه السوق، وتحتاج هذه الصناعات الى مواد خام خاصه لصناعه الجلود منها جلد الماعز والجاموس والتي تتوفر بكثرة في جميع الدول العربية وهذا يعود الى كثره وجود الثروة الحيوانية و بالتالی توفر الجلد الطبیعی بشکل کبیر
كما تعتمد صناعه المنتجات الجلدية على بعض المواد الخام الاخرى منها جلد الشمواه وجلد اللميع، كما يوجد جلد الاسكاي الذي يتوفر بكثرة لصناعه المنتجات الجلدية ويعد من اجود انواع الجلود الصناعية مع الاخذ بالعلم ان الجلد الصناعي يتم تصنيعه من عده مواد اولية مثل البلاستك والقماش الكتان وغيرها من المواد الداخلة في تركيبه. وبـ الاضافة الى المواد الخام اي الجلد الطبيعي يجب ان نستخدم بعض الألات لإنتاج المصنوعات الجلدية وهذه بعض الات المستخدمة:
- المكينات الخاصة بالقص
- المكابس اليدوية
- المقص الكهربائي
- المكينات الخاصة بخياطة اللفق
- المكينات الخاصة بالخياطة
- مسدس خاص بالطلاء
- ضاغط هوائي
- عداد يوي خاص لصناعة الجلود
ادوات صناعة المنتجات الجلدية
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
أدوات صناعة المنتجات الجلدية
أدوات صناعة المنتجات الجلدية أساسية إن كنت تريد البدء في هذه الحرفة، لذلك سنعمل على ذكر جميع الأدوات الخاصة بها مع ذكر استخدامات كلًا منها وإيضاح أوجه التشابه والاختلاف
ستحتاج العديد من الأدوات إن كنت ترغب في الخوض في هذا المجال نأتي على ذكرهم في التالي: -
- أداة شطف الجلد: يتم استخدامها في تقطيع حافة الجلد في شكل دائري وهي من أدوات التجميل
- خشبة تنعيم: يمكن دورها في تنعيم طرف الجلد بعد قطعه حتى يعطي نظرة جمالية ويمكن تسمية تلك العملية بالصنفرة
- شوك تخريم: يتم شراءه في شكل طقم يضم العديد من الأنواع المختلفة والتي تصنع ثقوب منتظمة الشكل والمسافة من أجل الخياطة
- سكين حف: يتم استخدامها في تقليل سمك الجلد وعلى سبيل المثال الجلد الذي سيتم خياطته
ادوات القياس والتقطيع
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
ادوات القياس والتقطيع
هُناك العديد من صور أدوات صناعة المُنتجات الجلدية التي تُستعمل للقياس والتقطيع بشكل دقيق ومنها ما يلي:
- مسطرة معدن: تستخدم في تقطيع الجلود بشكل مُستقيم
- مسطرة حرف L: تستخدم في التقطيع ويتم الاستعانة بها في رسم الباترون، كما أنها تساوي أركان الجلد بجعلهم جميعًا على خط ميل 90 درجة
- كاتر: يستخدم في تقطيع الباترون والجلود ومن أهم أدوات صناعة المنتجات الجلدية
- البرجل: لا يتم استخدامه من قبل الخبراء ولكن يحتاج إليه الجميع في بداية مشوارهم المهني من أجل تحديد خط الخياطة
- لوحة القياس: يتم استعمالها لضبط زوايا الدوران وتقطيع الجُلود
ادوات الخياطة
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
أدوات الخياطة
الخياطة تُعد رُكنًا أساسيًا من أركان صناعة المُنتجات الجلدية، وفيها يتم استعمال ما يلي:
- ابرة خياطة: تحتاج من هذه عدد 2 على الأقل نظرًا لاستخدامها في الجلد بكثرة، ويُفضل ان تكون متينة حتى لا تُكسر
- خيط مشمع: يوجد نوعان هما البوليستر المشمع والكتان المشمع
- أداة خمسة في واحد: تكمن أهميتها في وظائف قطعها المتعددة مثل محط علام وأداة الحفر التي تستخدم في إخفاء الخيط بداخل الجلد
احتياجات فرعية في مجال صناعة الجلد
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
احتياجات فرعية في مجال صناعة الجلد
كونها فرعية لا يعني بالضرورة عدم أهميتها، ويمكنك رؤية ذلك بوضوح عن طريق الآتي:
- شاكوش تيفلون: يتم استخدامه في الدق على المسامير وشوك التخريم وسنابك الجلد
- طقم تركيب الكبسون: مكون من 11 قطعة يتم استخدامها في وضع ترامس التفريغ والكبسون
- لوح تقطيع: يتم استخدامه في تقطيع الجلد والباترون، وتكمن أهميته في الحفاظ على السكاكين والكاتر
- لوح تيلفون: يتم الدق عليه من أجل الحفاظ على السنابك.
- فرشة صوف: تعمل على توزيع الصبغة بالشكل المناسب، كما أنها تحمل بداخلها الكثير من الصبغة ولذلك تعد من أهم أدوات صناعة المنتجات الجلدية
مراحل انتاج المصنوعات الجلدية
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
مراحل إنتاج المصنوعات الجلدية
حتى نحصل على المنتج المصنوع من الجلد فإنه يمر بالعديد من المراحل وهذا ما سوف نذكره في التالي:
- المرحلة الخاصة بالقيام بقص الجلد وفقًا للترقيم الموضوع عليه.
- مرحلة تجهيز التصميم الخاص بالمشغولة الجلدية.
- مرحلة تجميع المنتج في صورته الحالية ووضع اللمسات الأخيرة عليه وإضافة بعض الإكسسوار عليه.
- أحد أهم المراحل أيضًا هو القيام بكي المنتج وتجهيزه للمرحلة التالية وهي التعبئة والتوزيع على منافذ البيع الخاصة به.
ادوات مرحلة صبغ المنتجات الجلدية
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
أدوات مرحلة صبغ المنتجات الجلدية
توجد بعض المواد التي تعمل بمثابة المكون الرئيسي من أجل إضافة لمسة جمالية على القطعة الجلدية وهي: -
- اسفنجة دهان: هي مقاومة إلى مادة الكحول، وتستخدم في عملية الدهان والصباغة
- صبغة جلد: تغني عن شراء الجلود من أجل الألوان، فيمكنك شراء نوع واحد ومن ثم طلائه عند الحاجة
- صبغة طرف الجلد: تستخدم في إخفاء طبقات الجلد الظاهرة
- قلم صبغة الطرف: يعمل على إضافة الصبغة بشكل سهل
- فينش للجلد: يستخدم في قفل مسام الجلد بعد الدهان حتى يتم حمايته من أي سوائل خارجية
مراحل صناعة الجلد الطبيعي واهم الادوات المستخدمة
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
مراحل صناعة الجلد الطبيعي واهم الأدوات المستخدمة
يمر الجلد الطبيعي في مراحل الصناعة بعدة عمليات وطرق مختلفة لصناعته ومنها الآتي:
- عملية التحضير:
يتم تنظيف الجلود الطبيعية من الأوساخ أولاً ثم من الدم والملح والشعر في هذه العملية كما يتم فتح بنية الكولاجين في الجلد وتقطيعه ومعالجته بمواد كيميائية أساسية تنقسم إلى حبيبات وشقوق حيث يتم تحقيق البروتينات غير المرغوب فيها والانفتاح أو إزالة المزيد من البروتين
- الفرز والتشذيب:
وهي من ثاني مراحل صناعة الجلود الطبيعية ويتم فرز الجلود في هذه العملية لعدة عوامل منها الوزن والجودة والاهم أن يعرف و يحدد الغرض الذي سيستخدم فيه المخبأ وذلك لضمان أن يكون الجلد في وقت مبكر للإمكانات والصفات التي تلبي الحاجة
- التجيير:
يتم في هذه العملية إزالة الكثير من المواد العضوية التي قد تظل جزءاً من الجلد، وتشمل بشكل أساسي البشرة وجذور الشعر والدهون الاضافية غير المرغوب فيها والبروتين القابل للذوبان أثناء التجيير تكون الجلود في أحواض وصناديق كبيرة مشابه للصناديق المستخدمة في الغسيل، ويزيد التجيير من قلوية الجلود الى درجة حموضة تبلغ 12 اذا كان يفضل ابقاء الشعر لبعض الجلود يتم التعامل بمركب يساعد على تنظيف وازالة الشعر من هذا الجانب على وجه التحديد مع ترك جانب الشعر سليم
- إزالة الجير:
يتم إزالة المواد الكيميائية الجيرية وغير المتساقطة من الجلد
- التراوج:
يتم إدخال البروتينات المحللة للبروتين إلى الجلد لإزالة المزيد من البروتينات وللمساعدة في تليين الجلد
- التجفيف:
تتم هذه العملية على نوعين:
- تجفيف الشمس: وتعتبر هذه أقدم طريقة في التجفيف والتي تتم عن طريق مد الجلد تحت أشعة الشمس والسماح له بالجفاف وبمجرد أن يجف تتوقف عملية التحلل ويتم الحفاظ على الجلد
- تجفيف متحكم فيه: يعمل هذا النوع بشكل مشابه للتجفيف الشمسي على الرغم من أنه ينتج عنه جلد أكثر تناسقاً وأعلى جودة وذلك بسبب التحكم بشكل أفضل في البيئة التي توجد بها الجلود وعادةً ما تكون في غرفة تجفيف يتم التحكم قي درجة حرارتها ورطوبتها. ولكن تعتبر هذه العملية غير مثالية لأنها تعمل بشكل عام فقط في المناطق ذات المناخ الدافئ والرطوبة المنخفضة، كما أن التجلد المنتج من التجفيف الشمسي يكون أحياناً أقل جودة نظراً الى تلف الجلد نتيجة التجفيف الزائد
- التجميد:
يمكن وضع الجلود في الفريزر وتجميدها لإيقاف عملية التحلل وتعتبر هذ العملية أسرع نسبياً، وقد يحدث أحياناً اضرار هيكلية للجلد عند التجميد ينتج عنه جلد رديى. لذلك يجب أن تظل الجلود المجمدة مجمدة طوال الطريق الى المدابغ، مما يجعل هذه الطريقة صعبة ومكلفة
- التمليح:
يتم التمليح بطريقتين:
- التمليح الجاف: يغطى فيها الجلد بالملح الطازج ثم يعلق حتى يجف تماماً، حيث أنه يسحب الملح الكثير من الماء من داخل الجلد عندما يتدفق الهواء حوله. وبمجرد معالجة الجلود بالملح تصبح شديدة الصلابة ومقاومة لنمو البكتريا
- التمليح الرطب: ينقع الجلد في محلول ملحي عالي التركيز وبالتالي يسحب الرطوبة ويمنع نمو البكتريا. ويعتبر التمليح الرطب الافضل والجلود التي تأتي من التمليح الرطب تستجيب بشكل أفضل في العمليات الدباغة عندما يتم تقديمها مرة أخرى الى الماء للمعالجة
- النقع او الغسيل:
تكون الجلود مملحة وقاسية جداً مما يساعد على منعها من نمو البكتريا ولكنها أيضاً غير قابله للاستخدام لذلك يستخدم النقع في الماء بإزالة الاملاح وتعود الرطوبة الى الجلد والذي يسمح بدوره بالمرونة والمزيد من العلاج أثناء الدباغة، كما يتم تقطيع الجلود لإزالة أي اجزاء غير ضرويه أو تالفة للغاية وذلك لضمان ان القطع الضرورية والقيمة فقط هتي التي تمر عبر خطوات المعالجة المستقبلية
10. الدباغة:
هي عملية تحول بروتين الجلد أو الجلد الخام الى مادة مستقرة لا تتعفن كما تحول كولاجين الجلد الى جلد. وبعد الانتهاء من الدباغة يتم اعطاء الجلد خواصه النهائية من خلال استخدام المواد التركيبية والكحول الدهنية والاصباغ. وتحتاج كل قطعة جلدية منتجات رطبة واجراءات ميكانيكية مختلفة
11. التشطيب:
وهي اللمسة الاخير في مراحل صناعة الجلود التي تتم بعدة عمليات لترقية الجلد يستخدم فيها فيلم نهائي من عدة طبقات لحماية الجلد وزيادة أدائه وانشاء ألوان وأنماط عصرية
ادوات صناعة منتجات الجلد الطبيعي
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
أدوات صناعة منتجات الجلد الطبيعي
إن وقت وعملية تحويل الجلد إلى منتج أو ما يسمى بالدباغة هي عملية حماية جلد الحيوان من التعفن وجعله مرنًا ومتينًا ليصبح منتجات جلدية طبيعية مثل: الأحذية والحقائب والقفازات وغيرها من المنتجات. و مع تطور الصناعة والألات و الادوات التي تستخدم في تصنيع الجلد الطبيعي فبدا الصناع و المنتجون الى استخدام انواع جديده من الجلود بعيد عن جلود الماشية مثل الجلد : سمك القرش والتمساح ، وهذه الصناعة تدخل أيضًا في معظم المعدات الرياضية ، مثل: الغلاف الخارجي للكرة أو المضرب . مرحلة التحضير والتجهيز تعتبر هذه المرحلة من أهم المراحل التي تمر بها منتجات الجلود الطبيعية أثناء تصنيعها ، لأنها تستعد للمراحل التالية ، وكلما كان التحضير والتجهيز أفضل ، كانت الصناعة أفضل إذا لم يتم تحضيره بشكل صحيح ، يكتسب الجلد خصائص غير مواتية ، لأنه في بعض الأحيان يصبح سميكًا وأحيانًا رقيقًا ، بحيث يصعب إخراج منتج جيد منه. في بعض الأحيان ، توجد بعض الأنواع النادرة من الجلود التي يصعب الحصول عليها وعندما تكون كذلك ، فإنها تحتاج إلى المعالجة لعدة أشهر ، وخلال هذه الفترة يتم العمل المستمر على الجلد بواسطة العديد من العمال وأحيانًا الجلد يمر من خلال ثلاثة مصانع أو أكثر وهذا يكون احد اهم اسباب ارتفاع هذا النوع من الجلد الطبيعي
مصادر الجلود الطبيعية
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
من مصادر الجلود أو عند شراء الجلود يجب أن يكون مصدرها مدبغة، هناك مدابغ جيدة جدًا لم يتم اعتمادها بعد من LWG ولكن بدون هذه الشهادة، يصعب التحقق منها، كما أن LWGهي اكثر الشهادات المقبولة عمومًا في عالم الموضة الآن. لابد من التأكد اذا كانت الجلود جديدة وغير مملحة لأن كل ملح يستخدم دون داع يؤدي الى التلوث
المواد الكيميائية المستخدمة في الدباغة
المصنوعات الجلدية
مرحباً بكم في موقع: المصنوعات الجلدية
إعداد الطالبة: عائشة أمين إشراف أ.د: أنور الوحش
الصفحة الرئيسية المواضيع من نحن
المواد الكيميائية المستخدمة في الدباغة
- دباغة الكروم من المواد الكيميائية المستخدمة في دباغة الجلود بل وهي الأكثر شيوعاً في دباغة الجلد، يطلق على هذا المنتج (الأزرق الرطب) لإنه يترك الجلد لونه أزرق باهت حيث أنه يرتبط بالكولاجين في الجلود الخام ويزيد المسافة بين البروتينات في الجلد مما يسمح لهم أن يكونوا اكثر قابلية للتمدد ومقاومه للانكماش في الماء الساخن
- دباغة الخضار وهي الطريقة الاقدم في دباغة الجلد، وتستخدم العفص من النباتات واللحاء. في الجلود الخام كما ترتبط العفص بالكولاجين وتغطيها هذا هو ما يجعلها أقل عرضة للنمو البكتيري وأقل قابلية للذوبان في الماء وأكثر مرونة أو ليونة
- الدباغة الكيميائية الأخرى وتكون على غرار دباغة الكروم حيث يمكن استخدام مواد كيميائية أخرى لمعالجة الكولاجين في الجلد، ويمكن أن يكون الكروم سامًا من بعض النواحي للبيئة لذلك تم بذل الجهود في استخدام مواد أخرى لعملية الدباغة بعض هذه المواد تشمل ما يلي
- الالدهيدات
- التيتانيوم
- املاح الحديد
- الزركونيوم
- الألومنيوم
ومن المتعارف بأنه يتم تحميل الجلود في برميل ويتم غمرها في عوامة تحتوي على سائل الدباغة حيث يسمح للجلود بالنقع بينما تدور الأسطوانة ببطء حول محورها لكي يتغلغل سائل الدباغة ببطء عبر المادة الكاملة للجلد وبمجرد ملاحظة درجة اختراق متساوية للجلود يتم رفع الرقم الهيدروجيني للطفو ببطء أيضاً في عملية تسمى الأساس، كما تقوم عملية الأساس هذه بإصلاح مادة الدباغة على الجلد وكلما زادت مادة الدباغة كلما زاد الاستقرار الحراري المائي وزيادة في مقاومة درجة حرارة الانكماش للجلد أيضاً
لذلك تعتبر أيونات الكروم أصغر بكثير من تلك الموجودة في العفص مما يسمح لها ب إختراق الجلد الخام بمعدل أسرع بكثير، كما أن الحمام الكيميائي أكثر تعقيدًا بكثير من الماء المطلوب لأجل إمتصاص الجلود وتنشيط الكروم بهذه الطريقة الفعالة ولذلك أيضاً يحتوي الجلد المدبوغ بطريقة الكروم على حوالي نسبة من 4٪ إلى 5٪ من كروم في المادة الأساسية، كما تعتبر هذه العملية هي الأسرع بكثير من دباغة الخضروات حيث تتطلب عمالة أقل وينتج عنها جلد أكثر نعومة
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oercommons
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2025-03-18T00:36:43.592475
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02/08/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100711/overview",
"title": "المصنوعات الجلدية",
"author": "عائشة أمين"
}
|
https://oercommons.org/courseware/lesson/76001/overview
|
Education Standards
Grade 6-8 Inquiry: Differentiate between Fact and Assumption
Overview
This inquiry by Cynthia Yurosko, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry provides students with the opportunity to analyze, through the evaluation of words, how conflicts between the U.S. government and Native American tribes arose. Students will be asked to investigate federal reports, speeches, and news reports to discern U.S. leaders’ perspectives and compare these biases to the words of Native American leaders Chief Red Eagle and Chief Tecumseh.
How can words lead to conflict?
Inquiry Description
This inquiry provides students with the opportunity to analyze, through the evaluation of words, how conflicts between the U.S. government and Native American tribes arose. Students will be asked to investigate federal reports, speeches, and news reports to discern U.S. leaders’ perspectives and compare these biases to the words of Native American leaders Chief Red Eagle and Chief Tecumseh.
This query is meant to challenge students to analyze the meaning of words and evaluate how these words said can cause conflict through three events: Andrew Jackson’s involvement in the War of 1812 and his presidency, the Sioux Ghost Dance, and Georgia v. Worcester. Students must also be able to think critically from Native American Chiefs’ perspectives to be able to accurately comprehend the power behind the U.S.’s conflicting words. The final summative assessment asks students to write an argument using evidence and a counterargument addressing how words lead to conflict.
The inquiry opens up in the first task of asking students “Should people be held accountable for words/statements made in the past?” Students will determine the meaning of words that the Native American Chief Red Eagle, Native American Chief Tecumseh, and Andrew Jackson express. Next, using this information, students can then start differentiating between fact and opinion in U.S. journalistic reports. Finally, using the previous documents, students can delineate the point of view the federal government gave when deciding upon the Supreme Court Case of Georgia v. Worcester. Students should continue to circle back to the idea that words have power and words can cause conflict given the circumstances in which they are used.
The initial performance task is centered on students’ abilities to deconstruct a speech. Students may need to use skills that require them to think deeply about the author’s meaning of words. The speeches presented by the selected Native American Chiefs use statements such as “I would have raised corn on one bank of the river and fought them on the other” (“Creek Chief Red Eagle”) and “Sell a country?! Why not sell the air, the great sea, as well as the earth? Did not the Great Spirit make them all for the use of his children?” (“Shawnee Chief Tecumseh”). Students should be prepared to analyze the words in a more figurative way.
A key feature of this query is reading Creek Chief Red Eagle and Shawnee Chief Tecumseh’s speeches. Both of these Chiefs use their words to engage in dialogue and explain that they fight to preserve their people, culture, and ancestral lands. These speeches give context to the Native American perspective and allow students a base to compare the future documents that feature misconceptions and outright lies against Native American people. After this query, it is recommended that students learn about their local tribe and engage in their local government to preserve Native American rights.
NOTE: This inquiry is expected to take six to eight class periods. The inquiry frame could expand if teachers think their students need additional instruction experiences (i.e. supporting questions, formative performance tasks, and featured sources). Teachers might want to consider communicating with their local tribes to integrate local history and/or current events into this lesson. Teachers are encouraged to adapt this inquiry in order to meet the needs and interests of their students. Resources can also be modified as necessary to meet individualized education plans (IEPs) or Section 504 Plans for students with disabilities.
Attribution and License
Attribution
Cover image source: Wikipedia.org
License
Except where otherwise noted, original work in this inquiry by Cynthia Yurosko, 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.
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oercommons
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2025-03-18T00:36:43.684591
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Lesson Plan
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76001/overview",
"title": "Grade 6-8 Inquiry: Differentiate between Fact and Assumption",
"author": "Lesson"
}
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https://oercommons.org/courseware/lesson/123650/overview
|
The Townshend Acts and Colonial Protest
Overview
By the end of this section, you will be able to:
- Describe the purpose of the 1767 Townshend Acts
- Explain why many colonists protested the 1767 Townshend Acts and the consequences of their actions
Short Lived Victory
Colonists’ joy over the repeal of the Stamp Act and what they saw as their defense of liberty did not last long. The Declaratory Act of 1766 had articulated Great Britain’s supreme authority over the colonies, and Parliament soon began exercising that authority. In 1767, with the passage of the Townshend Acts, a tax on consumer goods in British North America, colonists believed their liberty as loyal British subjects had come under assault for a second time.
THE TOWNSHEND ACTS
THE TOWNSHEND ACTS
The chancellor of the exchequer, Charles Townshend (Figure), was tasked with managing the Empire’s finances. Primary among these was raising the needed revenue from the colonies. He attempted to do this through taxation.
Charles Townshend, chancellor of the exchequer, shown here in a 1765 painting by Joshua Reynolds, instituted the Townshend Revenue Act of 1767 in order to raise money to support the British military presence in the colonies.
The Townshend Revenue Act of 1767 placed duties on various consumer items like paper, paint, lead, tea, and glass. These British goods had to be imported, since the colonies did not have the manufacturing base to produce them. Townshend hoped the new duties would not anger the colonists because they were external taxes, not internal ones like the Stamp Act.
The Revenue Act also gave the customs board greater powers to counteract smuggling. It granted “writs of assistance”—basically, search warrants—to customs commissioners who suspected the presence of contraband goods, which also opened the door to a new level of bribery and trickery on the waterfronts of colonial America. Furthermore, to ensure compliance, Townshend introduced the Commissioners of Customs Act of 1767, which created an American Board of Customs to enforce trade laws. Customs enforcement had been based in Great Britain, but rules were difficult to implement at such a distance, and smuggling was rampant. The new customs board was based in Boston and would severely curtail smuggling in this large colonial seaport.
Townshend also orchestrated the Vice-Admiralty Court Act, which established three more vice-admiralty courts, in Boston, Philadelphia, and Charleston, to try violators of customs regulations without a jury. Before this, the only colonial vice-admiralty court had been in far-off Halifax, Nova Scotia, but with three local courts, smugglers could be tried more efficiently. Since the judges of these courts were paid a percentage of the worth of the goods they recovered, leniency was rare. All told, the Townshend Acts resulted in higher taxes and stronger British power to enforce them. Four years after the end of the French and Indian War, the Empire continued to search for solutions to its debt problem and the growing sense that the colonies needed to be brought under control.
REACTIONS: THE NON-IMPORTATION MOVEMENT
REACTIONS: THE NON-IMPORTATION MOVEMENT
The Townshend Acts generated a number of protest writings, including “Letters from a Pennsylvania Farmer” by John Dickinson. In this influential pamphlet, which circulated widely in the colonies, Dickinson conceded that the Empire could regulate trade but argued that Parliament could not impose either internal taxes, like stamps, on goods or external taxes, like customs duties, on imports.
In Massachusetts in 1768, Samuel Adams wrote a letter that became known as the Massachusetts Circular. Sent by the Massachusetts House of Representatives to the other colonial legislatures, the letter laid out the unconstitutionality of taxation without representation and encouraged the other colonies to again protest the taxes by boycotting British goods.
Great Britain’s response to this threat of disobedience served only to unite the colonies further. The colonies’ initial response to the Massachusetts Circular was lukewarm at best. However, back in Great Britain, the secretary of state for the colonies—Lord Hillsborough—demanded that Massachusetts retract the letter, promising that any colonial assemblies that endorsed it would be dissolved. This threat had the effect of pushing the other colonies to Massachusetts’s side.
The Daughters of Liberty once again supported and promoted the boycott of British goods. Women resumed spinning bees and again found substitutes for British tea and other goods. Many colonial merchants signed non-importation agreements, and the Daughters of Liberty urged colonial women to shop only with those merchants. The Sons of Liberty used newspapers and circulars to call out by name those merchants who refused to sign such agreements; sometimes they were threatened by violence.
The boycott in 1768–1769 turned the purchase of consumer goods into a political gesture. It mattered what you consumed. Indeed, the very clothes you wore indicated whether you were a defender of liberty in homespun or a protector of parliamentary rights in superfine British attire.
For examples of the types of luxury items that many American colonists favored, visit the National Humanities Center to see pictures and documents relating to home interiors of the wealthy.
TROUBLE IN BOSTON
TROUBLE IN BOSTON
The Massachusetts Circular got Parliament’s attention, and in 1768, Lord Hillsborough sent four thousand British troops to Boston to deal with the unrest and put down any potential rebellion there. The troops were a constant reminder of the assertion of British power over the colonies, an illustration of an unequal relationship between members of the same empire. As an added aggravation, British soldiers moonlighted as dockworkers, creating competition for employment. Many Bostonians, led by the Sons of Liberty, mounted a campaign of harassment against British troops. The Sons of Liberty also helped protect the smuggling actions of the merchants; smuggling was crucial for the colonists’ ability to maintain their boycott of British goods.
John Hancock was one of Boston’s most successful merchants and prominent citizens. While he maintained too high a profile to work actively with the Sons of Liberty, he was known to support their aims, if not their means of achieving them. He was also one of the many prominent merchants who had made their fortunes by smuggling, which was rampant in the colonial seaports. In 1768, customs officials seized the Liberty, one of his ships, and violence erupted. Led by the Sons of Liberty, Bostonians rioted against customs officials, attacking the customs house and chasing out the officers, who ran to safety at Castle William, a British fort on a Boston harbor island. British soldiers crushed the riots, but over the next few years, clashes between British officials and Bostonians became common.
Conflict turned deadly on March 5, 1770, in a confrontation that came to be known as the Boston Massacre.
PARTIAL REPEAL
As it turned out, the Boston Massacre occurred after Parliament had partially repealed the Townshend Acts. By the late 1760s, the American boycott of British goods had drastically reduced British trade. Once again, merchants who lost money because of the boycott strongly pressured Parliament to loosen its restrictions on the colonies and break the non-importation movement. Charles Townshend died suddenly in 1767 and was replaced by Lord North, who was inclined to look for a more workable solution with the colonists. North convinced Parliament to drop all the Townshend duties except the tax on tea. The administrative and enforcement provisions under the Townshend Acts—the American Board of Customs Commissioners and the vice-admiralty courts—remained in place.
To those who had protested the Townshend Acts for several years, the partial repeal appeared to be a major victory. For a second time, colonists had rescued liberty from an unconstitutional parliamentary measure. The hated British troops in Boston departed. The consumption of British goods skyrocketed after the partial repeal, an indication of the American colonists’ desire for the items linking them to the Empire.
Section Summary
Like the Stamp Act in 1765, the Townshend Acts led many colonists to work together against what they perceived to be an unconstitutional measure, generating the second major crisis in British Colonial America. The experience of resisting the Townshend Acts provided another shared experience among colonists from diverse regions and backgrounds, while the partial repeal convinced many that liberty had once again been defended. Nonetheless, Great Britain’s debt crisis still had not been solved.
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oercommons
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2025-03-18T00:36:43.706677
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01/09/2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123650/overview",
"title": "The Townshend Acts and Colonial Protest",
"author": "Benjamin Marnell"
}
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https://oercommons.org/courseware/lesson/105644/overview
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THE DLPCA MODEL
Overview
This is a Proposed Schema of 21st Century Skills Flexible Learning Approach.
The Discover, Learn, Practice, Collaborate and Assess (DLPCA) strategy was conceptualized for this blended learning technique with the goal of integrating the instructors, students, and readily available technologies to meet the challenges of higher education during this pandemic.
The Discover, Learn, Practice, Collaborate and Assess (DLPCA) strategy was conceptualized for this blended learning technique with the goal of integrating the instructors, students, and readily available technologies to meet the challenges of higher education during this pandemic.
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oercommons
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2025-03-18T00:36:43.723289
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06/20/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105644/overview",
"title": "THE DLPCA MODEL",
"author": "Jenson Naveces"
}
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https://oercommons.org/courseware/lesson/61262/overview
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A collaborative approach to engage students in industry-wide skills, foundational skills, and essential skills needed to prepare students for today's workforce. - Jamie Kuriger
Overview
Students will be engaged in cross curricular activities that focus on industry wide skills, foundational skills and essential skills for today's workforce (based off of the 13 effective practices for implementing PA CEW standards).
Subject:
Universal- ideally for use in Collaboration among CTE, sending Districts, and community stakeholders.
Time Required
Ongoing
Lesson Overview
Students will be engaged in cross curricular activities that focus on industry wide skills, foundational skills and essential skills for today's workforce (based off of the 13 effective practices for implementing PA CEW standards).
PA Core Standards
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| Academic Standards for Career Education & Work Education.pa.org Career Awareness & Preparation Career Acquisition Career Retention & Advancement Entrepreneurship |
Essential Questions
- Career Awareness & Preparation: What careers are out there for me? How do I prepare for my career?
- Career Acquisition: How do I get a job? What skills do I need?
- Career Retention & Advancement: How do I keep my job and learn about opportunities to advance at work?
- Entrepreneurship: What do I need to know to start a business of my own or to find out about current job opportunities on my own?
Students Will Know | Students Will Be Doing |
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Instructional Process (i.e., Lesson Delivery)
13 effective practices for implementing Pennsylvania Career Education & Work Standards: A collaborative approach between BCCTC, Sending Districts and Stakeholders
- Engage stakeholders (students, parents, educators, business/community, postsecondary Institutions (CEW standards-C:A2.2 Learn about the traditional/nontraditional occupations, C.A2.3 Demonstrate knowledge about the changing workplace).
- Facilitate integration within a variety of existing K-12 courses . Use crosswalks to identify linkages with other PA academic standards including the common core standards and standards for Interpersonal skills. Crosswalks identify where CEW standards are already being met and where best to integrate them into already existing curriculum. (CEW standards-C:A1.7 Understand the importance of planning, C:B2.1 Demonstrate awareness of the education & training needed to achieve career goals.
- Link career development with character education (CEW standards-C:C1.1 Understand the relationship between educational achievement and career success, C:A1.4 Learn how to interact and work cooperatively in teams, C:A2.1 Acquire employability skills such as working as a team, problem solving and organizational skills, C:A2.8-Understand the importance of responsibility, dependability, punctuality, integrity & effort in the workplace.
- Provide opportunities for linkages to postsecondary visits, college expos,analysis of labor market data, job shadowing, cooperative education, internships, apprenticeships, career expos, career days, classroom speakers & events, and field trips. (CEW standards-C.A1.1 Develop skills to relocate, evaluate & interpret career information, C:B2.3 Use employability & job readiness skills in internship, mentoring, job shadowing and/or other work experience, C:2.4 Apply academic & employment readiness skills in work-based learning situations such as internships, job shadowing and/or mentoring experiences.
- Integrate computerized career development software & web-based resources, personality interest and/or aptitude assessments, and transition planning & post-secondary resources. (CEW standards-C:C1.6 Learn to use the internet to access career planning information, C:C1.3 Identify personal preferences & interests influencing career choice & successes, C:C1.3 Identify personal interests influencing career choice & successes, C:2.1 Demonstrate how interests, abilities, and achievement related to achieving personal, social, educational & career goals, C:B1.6 Learn to use the internet to access career planning information.
- Emphasize the importance of life-long learning & workplace development addressing such skills. (CEW standards C:A1.8 Pursue develop competency in internship, mentoring, shadowing, and/or work experience, C:C1.1 Understand the relationship between educational achievement and career success, C:C2.1 Demonstrate how interests, abilities & achievement relates to achieving personal, social educational and career goals.
- Build Entrepreneurship curriculum & provide opportunities for entrepreneurial thinking. (CEW standards C:B1.5 Use research & information to obtain career information, C:A2.2 Apply job readiness skills to seek employment opportunities
- Implement a career portfolio process . (CEW standards C:B2.5 Maintain a career planning portfolio,C:B1.1 Apply decision making skills to career planning, course selection, and career transition.
- Develop a career-based graduation project . (CEW standards C:B.1 Apply decision making skills to career planning, course selection and career transition
- Develop stand-alone courses (½-full year career education courses designed to address the CEW standards (personal budget, business plan, career portfolio, academic & career plan, A:C1.3 Understand the relationships between learning and work, A:B2.3 Develop & implement annual plan of study to maximize academic ability & achievement.
- Establish advisory & career-oriented mentoring programs. (CEW standards C.A1.1 Develop skills to relocate, evaluate & interpret career information, C:B2.3 Use employability & job readiness skills in internship, mentoring, shadowing or other work experience.
- Institute career clusters, career pathways model or career academics. (CEW standards A:B2.1 Establish challenging academic goals in elementary, middle and high school, A:B2.2 Use assessment results in educational planning, C:B1.3 Demonstrate knowledge of the career planning process)
- Establish a process for students to utilize strategies to facilitate successful transition into postsecondary training and/or the workplace involving community resources. (CEW standards C.B1.3 Demonstrate knowledge of the career planning process, C:B2.1 Demonstrate awareness of the education planning process, C:B2.2 Assess and modify their educational plan to support career goals)
Differentiation & Enrichment
Lower Achieving Students (career activities/artifacts for career portfolio collection and/ or 339) | Higher Achieving Students (career activities/artifacts for career portfolio collection and /or 339) |
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Assessment / Demonstration & Monitoring of Student Progress
Assessments (Formative and Summative): | Performance Task(s) |
NOCTI end-of-program assessment for 12th grade or last year of program for students who are eligible concentrators www.nocti.org
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Resources / Links / Materials
Presentations | Materials |
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NOCTI end-of-program assessment for 12th grade or last year of program for students who are eligible concentrators www.nocti.org
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oercommons
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2025-03-18T00:36:43.790234
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01/07/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61262/overview",
"title": "A collaborative approach to engage students in industry-wide skills, foundational skills, and essential skills needed to prepare students for today's workforce. - Jamie Kuriger",
"author": "Larissa Mallon"
}
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https://oercommons.org/courseware/lesson/123819/overview
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Educational Resource
Overview
Resources that are aligned with the intended monthly activities. Targeted for preschool childre.
Educational Resources
January: Winter Wonderland (Snowflake Art)
- Books: The Snowy Day by Ezra Jack Keats
- Materials: Paper, glue, scissors, and blue construction sheets
- Web Resources: Find snowflake patterns on Teachers Pay Teachers.
February: Friendship & Love (Kindness Cards)
- Books: How Full Is Your Bucket? For Kids by Tom Rath
- Materials: Cardstock, markers, stickers, and envelopes
- Web Resources: heart-themed card-making ideas
- 20 Heart Crafts for Kids to Make this Valentine's Day - Taming Little Monsters
March: Growing Green (Planting Seeds)
- Books: Planting a Rainbow by Lois Ehlert
- Materials: Small pots, soil, seeds, and watering cans
- Web Resources: Bing Videos
- April: Earth & Recycling (Recycled Art)
- Books: I Can Save the Earth! by Alison Inches
- Materials: Used cardboard, bottles, glue, and paint
- Web Resources: Find Earth Day craft ideas on National Geographic Kids.
May: Springtime Blossoms (Nature Walk)
- Books: The Tiny Seed by Eric Carle
- Materials: Magnifying glasses, collection bags, and drawing tools
- Web Resources: Speech and Language Nature Scavenger Hunt {FREEBIE} by Live Love Speech
June: Oceans & Beaches (Ocean Diorama)
- Books: Commotion in the Ocean by Giles Andreae
- Materials: Shoeboxes, craft paint, sand, shells, and toy marine animals
- Web Resources: Everything Oceans
July: Summer Adventures (Picnic Day)
- Books: Pete the Cat: Pete’s Big Lunch by James Dean
- Materials: Picnic blankets, healthy snacks, and outdoor play items
- Web Resources: Bing Videos
August: Community Helpers (Meet a Helper)
- Books: Whose Hands Are These? by Miranda Paul
- Materials: Role-play props like firefighter hats or doctor tools
- Web Resources: Bing Videos
September: Back to School (All About Me Posters)
- Books: Chrysanthemum by Kevin Henkes
- Materials: Poster boards, markers, crayons, and photographs
- Web Resources: Explore "All About Me" 30 All About Me Worksheets (Free PDF Printables)
October: Fall Harvest (Pumpkin Exploration)
- Books: Pumpkin Jack by Will Hubbell
- Materials: Mini pumpkins, scoops, measuring tools, and seeds
- Web Resources: https://pocketofpreschool.com/pumpkin-activities-for-preschool-pre-k-kindergarten/
- November: Thankfulness (Gratitude Tree)
- Books: Thanks for Thanksgiving by Julie Markes
- Materials: Paper leaves, markers, and a tree drawing or branch display
- Web Resources: Look up gratitude-focused activities on Teaching Mama.
December: Holidays Around the World (Learn & Share)
- Books: Celebrations Around the World by Katy Halford
- Materials: Maps, craft supplies, and cultural music
- Web Resources: Discover holiday activities on Kids Discover.
- Celebrations
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oercommons
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2025-03-18T00:36:43.824432
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01/15/2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123819/overview",
"title": "Educational Resource",
"author": "ODETTE VALDEZ"
}
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https://oercommons.org/courseware/lesson/118945/overview
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Education Standards
Nebraska Soybean Board - Seed Composition
Student Observation Sheet
Teacher Key
Lip Balm Wonders with Soybeans
Overview
What are the potential uses of soybeans after they have been processed? In this lesson, students will learn about the composition of an average soybean seed and then use soy wax flakes to make their own lip balm.
Overview
Essential Question
- What products can be manufactured using soybeans?
Learning Objectives
- Students will be able to examine the nutritional composition of a soybean seed.
- Students will be able to explain the process of making lip balm using soy wax.
- Students will be able to identify products that use soybean-derived ingredients.
Career Connections
- Cosmetic Chemist
- Product Development Specialist
- Quality Assurance Specialist
Equipment and Materials
Equipment
- Wax Melting Pot
- Stirring Utensil
- Large Syringe
- Electronic Balance
- Weigh Boat
- Lip Balm Tubes
Consumable Materials (per class)
- Soy Wax Flakes (4 oz)
- Shea Butter (2 oz)
- Coconut Oil (2 oz)
- Essential Oil (15-20 drops)
*This recipe yields approximately 55 full 0.15oz lip balm tubes.
Per Student
- Pen/Pencil
- Lab Notebook
Lesson Plan
Background Information
Soybeans (Glycine max) have historically been grown as food for millions of people and as an ingredient for livestock feed. Their seeds are primarily composed of protein (34%), oil (19%), and insoluble carbohydrates (21%) - when processed, a 60-pound bushel of soybeans will yield about eleven pounds of crude soybean oil and 47 pounds of soybean meal.
Through many years of research and product development, there have been many industrial and food use products developed that use soybeans or soybean byproducts as their main ingredient.
Interest Approach
Introduce the lesson by passing around a jar of soybean seeds and use a KWL Chart to have students list what molecules they think comprise the seed. Have students visit the Nebraska Soybean Board website to learn more about the composition of a soybean seed and use that information to complete Figure 1 of the 'Student Observation Sheet.' Review each component with students once finished filling out the graphic.
Facilitate a discussion about the versatility of soybeans and how one plant can contribute to various industries, including personal care products. Highlight how the oil extracted from soybeans can be a key ingredient in making lip balm.
Procedure
- Measure out 4oz of soy wax flakes using an electronic balance and weigh boat, and then add directly to the wax melting pot - set at a low to medium heat setting.
- Review the function of the wax flakes and record information in Table 1.
- Measure out 2oz each of shea butter and coconut oil using an electronic balance and weigh boat while waiting for the soy wax flakes to finish melting.
- Review the function of the shea butter and coconut oil and record information in Table 1.
- Once the soy wax has completely melted, add the shea butter and coconut oil into the wax melting pot and gently stir together until the mixture is fully homogenous.
- Add an essential oil of your choice to change the flavor of the finished product.
- Adjust the amount of essential oil based on your preference.
- Use a large syringe to draw the liquid out of the melting pot and carefully dispense into each lip balm tube. Leave a small gap at the top to allow for expansion of the lip balm as it cools.
- Allow the lip balm to set at room temperature for approximately 10-12 hours or until completely solid.
Conclusion/Check for Understanding
After all lip balm containers have been filled and placed in a secure location to cool, bring the class back together and facilitate the completion of the KWL Chart. Students should have learned that soybeans are composed of different macromolecules that can be used in a variety of applications once they have been processed, including using the oil to make lip balm.
Extension Activity
Students visit the U.S. Food and Drug Administration Website to learn more about the labeling requirements for cosmetics and then develop their own product label for their lip balm.
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oercommons
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2025-03-18T00:36:43.852985
|
Lesson Plan
|
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"title": "Lip Balm Wonders with Soybeans",
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|
https://oercommons.org/courseware/lesson/93852/overview
|
Is a Career and Technology class for me?
Overview
Is a Career and Technology class right for me? Use this resource to find out. This will focus on the automotive technology field but other career areas are also available. Contact your school guidance counselor for other CATE programs.
Career and Technology: Automotive Technology
Is a Career and Technology program right for me resource is to allow students to explore Automotive Technology to see if it would be a career they may want to explore.
View video links.
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oercommons
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2025-03-18T00:36:43.870779
|
06/16/2022
|
{
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"url": "https://oercommons.org/courseware/lesson/93852/overview",
"title": "Is a Career and Technology class for me?",
"author": "mike branch"
}
|
https://oercommons.org/courseware/lesson/79745/overview
|
Education Standards
Ozobot Badge Template
Ozobot Color Codes
Ozobot Core Coding Curriculum
Ozobot Flippity Badge Example
Ozobot Lessons
Paper Ozobots
Ozobot Exploration Badges
Overview
Encourage students to learn about computer science and practice other subject area content while earning badges through open exploration with Ozobots.
Unit Description
Encourage students to learn about computer science and practice other subject area content through open exploration with Ozobots! Students will learn the basics of using the Ozobots and then complete challenges to earn badges.
There are many resources available for incorporating Ozobots into teaching a wide range of subjecets. This resoursce shares a system for using Ozobots and implementing a variety of lessons in the classroom. This unit provides some lesson ideas, but more importantly provides a structure to track student learning with Ozobots through a badging system relying on student submitted videos. In person, hybrid, and online adaptations are provided.
Starting with introductory lessons, students will explore the Ozobots, how the robots work, and gain basic skills in order to work on a variety of challenges on their own. Ideas for challenges are included, but any lesson could be adapted to work with the badge system. Students will idependently complete Ozobot challenges and submit videos for review in order to earn badges.
Special Considerations for Online Learning
For students without Ozobots at home, here are some possible adaptations:
Hybrid: Students can begin challenges at home and test results with Ozobots and create video when at school
Fully Online/ No Ozobots: Students can use paper Ozobots, small toys, of a finger to trace the path and act out codes in videos
Introductory Lesson - Lines & Shapes
This lesson will introduce students to Ozobots so that they will be able to indepentently complete challenges
Estimated Time: 45 minutes
Guiding question:
How does Ozobot know what to do?
Lesson Goals/Lesson Objectives:
Students will be able to identify which types of lines Ozobot will recognize and which it will not.
Materials:
Ozobots (or paper Ozobot or other alternative)
Markers (black, red, blue, green)
Copy paper
Large paper (chart paper or similar) optional
Methods/Lesson Procedures:
| Teacher Will: | Students Will: |
(K-2) Read aloud a book about lines (ex. Young Artist Basics: Lines) Ask: What are different kinds of lines? (3-5) Discuss different kinds of lines and angles | Draw different types of lines: (K-2) Wavy, zigzag, thick, thin, etc. (3-5) Parallel/ perpendicular, acute/obtuse/right angles |
| Demonstrate how Ozobot reads lines | Test out Ozobot to see if it can read the lines |
Ask: Which types of lines can Ozobot read? Which can it not? Help students sort lines into those Ozobot can read and those it can not
| Sort lines into those Ozobot can read and those it cannot List characteristics of lines Ozobot can and cannot read |
(K-2) Demonstrate drawing different shapes (ex. square, rhombus, triangle, trapezoid). Assisgn students to groups of 2-3 to practice drawing shapes for Ozobot to follow. (3-5) Demonstrate drawing different types of angles (right, obtuse, acute). Assignt students to groups of 2-3 to practice drawing shapes for Ozobot to follow. | Practice drawing paths for Ozobot to follow |
Other Resources
Book: Young Artist Basics: Lines
Video: Shapes Song 2 (great for Kindergarten)
Introductory Lesson - Colors Codes
This lesson will introduce students to Ozobots so that they will be able to indepentently complete challenges.
Estimated Time: 15 minutes
Guiding question:
How does Ozobot know what to do?
Lesson Goals/Lesson Objectives:
Students will use color codes to make Ozobot perform different commands.
Students will use colore codes to make Ozobot perform different commands.
Materials:
Ozobots (or paper Ozobot or other alternative)
Markers (black, red, blue, green)
Copy paper
Ozobot Color Codes
Graph paper (optional)
Methods/Lesson Procedures:
| Teacher Will: | Students Will: |
Pass out Ozobot Color Codes | Look at the codes and guess what they will do |
Show students how to effectively draw color codes so Ozobot can read the codes. Talk about how just how Ozobot can only read certain kinds of lines, it needs the color codes to be drawn correctly in order to read the code. | Practice copying color codes by drawing each color down to form the squares for the code |
Ask: Do color codes work the same regardless of which way Ozobot is travelling? | Test out color codes to see which codes work the same both Fways and which change |
For a more structured introduction, use the worksheets provided with Ozobot's Core Coding Curriculum (link below).
Challenges
Many lessons for Ozobot are available on the Ozobot Classroom site (see link below). Badging provides a great motivator for students to complete these lessons and an organizational structure for teachers for assessement. To see an example student view, click "Ozobot Flippity Badge Example" below.
How to use these resourses
Challenges can be incorporated many ways into the classroom. Students can work on challenges during independent or center work during math class, in small groups during project time, or at home as asynchronous learning.
Ozobot Lessons
Search through the Ozobot lessons bases on your grade level and subject matter to find a lesson that will work for you. Any lesson can be adapted into a badge for students to earn!
Ozobot Badge Template
Make a copy of the template to use with your own classes. Enter badge information into spreadsheet. Include assessment criteria under "badge information" and a link to submission method (i.e. Flipgrid) under "badge link."
Badge Drawing Example
Don't know where to start with designing your own badges? You can make a copy of this drawing and alter it to create your own badges.
Assessment
Students are assessed through review of Challenge videos posted to Flipgrid (or teacher's preferred method). When a student earn a badge, place an "x" in the appropriate box. You can add an "*" up to 3 times if the student earns the badge multiple times. You can also enter a decimal in the box to show partial completion. For example if the badge requirement was to use 5 color codes and the student used 2, you can enter .4 into the box and the student will see 40% complete and know that they need to do more in order to earn the badge.
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oercommons
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2025-03-18T00:36:43.909164
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Activity/Lab
|
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"title": "Ozobot Exploration Badges",
"author": "Visual Arts"
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https://oercommons.org/courseware/lesson/87152/overview
|
ClimeTime Resource Portal
Overview
The Washington State Legislature has invested $16 million in climate science education since 2018.
This portal contains links to professional learning resources and instructional materials developed by the ClimeTime network of educational partners who came together as a result of this funding. ClimeTime partners provide climate science professional learning to Washington science teachers, using innovative strategies and effective practices. Many projects also create instructional materials aligned with the Next Generation Science Standards, to support student climate science learning.
Introduction
Washington faces serious impacts to its snowpack, infrastructure, and water supplies as the climate changes and temperatures climb. Protecting our state's fish, farms, and communities from the impacts of climate change is a priority for Ecology. To take meaningful steps toward addressing climate change, states, cities, counties, and private businesses and organizations need to collaborate to find solutions.
Washington Department of Ecology
Funds from the Washington state legislature provide grants to professional learning partners who train science teachers to use the Next Generation Science Standards (NGSS), specifically the climate science learning standards. Now named ClimeTime, this initiative has quickly become a state-level network which builds the capacity of science teachers in Washington. OSPI manages the ClimeTime network and the proviso funding authorized by SB 5092, Section 522 (4)(c).
ClimeTime partners include:
- Washington Educational Service Districts (ESDs)
- Community-based non-profit organizations (CBOs)
- Tribal school
- Community-based nonprofit tribal education organizations (CBTEOs)
Checkout our new ClimeTime grant application resources!
Climate Science Learning Resources
ClimeTime on the Washington Office of Superintendent of Public Instruction site
ClimeTime Network - information and updates
Climate Science Education: Washington State Science Learning Standards
In 2013, Washington adopted the Next Generation Science Standards as the Washington State Science Content Learning Standards.
Next Generation Science Standards
Washington Environmental and Sustainability Education Learning Standards
ClimeTime Network - Professional Learning
ClimeTime grantees have worked in collaboration with scientists, state, and local agencies to bring quality professional learning to Washinton educators.
Partner Profiles and Success Stories
PSESD Climate Science Professional Learning Opportunities
Washington Climate Science Education News Stories
Video and articles showcasing some of the activities of the ClimeTime partners since 2018.
Washington State High School Teachers and OpenSciEd
ClimeTime Group on the Washington OER Hub
The ClimeTime group contains 150 lessons, units, and professional learning resources developed by Washington ClimeTime grantees. All instructional materials are aligned to the Next Generation Science Standards and openly licensed so anyone may use, adapt, and share the resources.
Additional Curated Climate Science Resource Collections
Collection of curated instructional resources on climate science and sustainability that include lessons, videos, and interactives.
Climate Science and Human Sustainability | Wakelet collection
Live Interactive Maps, Data, Simulations, and Videos | Wakelet collection
Science Learning Collection (with climate science focus) | Washington OER Hub
National and State Resources
Climate Literacy and Energy Awareness Network (CLEAN) Portal
Indigenous Environmental Network
National Oceanic and Atmospheric Administration (NOAA)
Evaluating Climate Science Learning
ClimeTime Proviso Report 2019–20 | Washington Office of Superintendent of Public Instruction
Assessment Resources | ClimeTime Network
Evaluating NGSS Design | NGSS
Resources for Hope
Curated collections of resources on hope for the climate crisis and support in navigating the emotions related to climate.
140 Seconds of Optimism | Climate Optimist
Resiliency Building in Climate Education | Existential Toolkit for Climate Justice Educators
Resources for Working with Climate Emotions | The All We Can Save Project
Attribution and License
Attribution
Science Learning Collection image from Wikimedia Commons, Creative Commons Generic License.
Washington State Wind Turbine image by LeeAnn Cline via Unsplash
Earth Weather image from earth.nullschool.net
Hope image by Nick Fewings via Unsplash
License
Except where otherwise noted, this collection 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 by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.
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oercommons
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2025-03-18T00:36:43.950102
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Environmental Studies
|
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"author": "Environmental Science"
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|
https://oercommons.org/courseware/lesson/123388/overview
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Comparison of different information retrieval experiments
Overview
Evaluation experiments in information retrieval are a basic handle utilized to degree and compare the effectiveness of diverse look calculations or frameworks by surveying how well they recover pertinent reports based on client questions, ordinarily employing a pre-defined set of test records and significance judgments to decide the accuracy of the retrieved results.
Here’s a comparison between various well-known information retrieval (IR) test collections and experiments, including Cranfield Test 1, Cranfield Test 2, the SMART Retrieval Experiment, TREC, MEDLARS, and the STAIRS test:
1.The Cranfield Test 1 is one of the earliest and most critical tests within the history of Information Retrieval (IR). Conducted by Cyril Cleverdon at Cranfield College within the early 1960s, this explore laid the establishment for cutting edge IR assessment strategies. Underneath are the nitty gritty perspectives of the Cranfield Test 1:
1. Reason of Cranfield Test 1
The objective of Cranfield Test 1 was to assess the adequacy of Data Recovery frameworks in recovering significant reports from a collection based on particular data needs or questions. It pointed to create systematic and reproducible evaluation strategies that would permit IR frameworks to be evaluated dispassionately.
2. Dataset
Records:
The dataset comprised of 1,400 specialized reports, particularly within the field of aeronautical building. These were chosen to reflect a decently specialized space with specialized substance, making the test more centered and domain-specific.
The test utilized 225 questions (alluded to as "demands") which were outlined to recreate real-world information needs. These queries were implied to reflect the sorts of subjects a client might seek for when seeking out for specialized reports.
Relevance Judgments:
Each query-document combine was assessed to decide whether the report was significant to the inquiry. Relevance judgments were twofold (pertinent or not significant) and were made by space specialists, providing a ground truth against which retrieval performance could be measured.
3. Key Highlights of the Experiment
Test Collection:
The collection was a little but controlled dataset that permitted for the exact estimation of recovery viability. The records were hand-annotated, and pertinence judgments were made accessible for each document-query match.
Manual Evaluation:
The significance evaluations were made physically by subject specialists, giving profoundly point by point and definitive judgments of pertinence.
Framework Evaluation:
The explore included running a few diverse IR frameworks (both programmed and manual strategies) on the test collection. These frameworks would recover reports in reaction to the 225 questions, and the comes about were at that point evaluated for their significance.
4. Evaluation Measurements
Cleverdon's Cranfield Test 1 presented a few key assessment measurements that are still utilized nowadays in data retrieval:
Precision:
The proportion of significant archives recovered to the entire number of documents recovered. Precision measures the exactness of the retrieval prepare.
Precision= Total number of documents retrievedNumber of relevant documents retrieved
Recall: The ratio of relevant documents retrieved to the total number of relevant documents available in the entire collection. Recall measures the ability of the system to retrieve all relevant documents.
Recall=Number of relevant documents retrievedTotal number of relevant documents in the collection
F-Score (F1-Score): The harmonic mean of precision and recall, providing a single measure that balances both.
F1=2 2×precision×recallprecision+recall
5. Key Findings from Cranfield Test 1
Significance of Exactness and Review:
Cranfield Test 1 illustrated the need of assessing IR frameworks on both precision and recall, two basic measurements in deciding the adequacy of an IR framework.
Relevance Judgments:
The test made clear the significance of having dependable significance judgments for the assessment handle. The experiment's victory depended on the judgment of whether a report was pertinent or not for a given inquiry.
System Comparison:
The Cranfield test was one of the primary to supply a precise way to compare numerous IR frameworks on the same dataset, advertising experiences into the execution contrasts among different recovery models.
6. Methodology of the Test
Setup:
Different IR frameworks were tried on the Cranfield dataset. These frameworks included both early manual strategies (such as index-based frameworks) and programmed frameworks (such as the vector space demonstrate).
Queries and Comes about:
For each query, the framework would return a set of records, which were at that point assessed against the significance judgments. The system's execution was evaluated by calculating exactness, review, and F-score values for each inquiry.
Comparison of Retrieval Models:
The explore compared diverse models of data recovery. It illustrated the viability of ordering strategies and recovery calculations and laid the basis for more progressed strategies in IR.
7. Advantages of Cranfield Test 1
Pioneering Work:
It was one of the primary IR test collections to be created and given a orderly system for the assessment of IR frameworks.
Reproducibility:
The Cranfield experiment was among the primary repeatability in IR evaluation. Researchers may reproduce the test and utilize it as a benchmark for their claim IR frameworks.
Objective Evaluation:
The Cranfield Test given an objective way to compare recovery frameworks based on quantifiable criteria like accuracy and review.
8. Drawbacks of Cranfield Test 1
Space Particular:
The dataset was profoundly specialized (centering on aeronautical designing), restricting its generalizability to broader spaces.
Restricted Scale:
The estimate of the dataset (1,400 records) is exceptionally little by cutting edge guidelines, making it less agent of the large-scale datasets utilized in current IR assessment.
Oversimplified Evaluation:
The evaluation criteria were moderately basic and did not account for more complex components that impact cutting edge IR frameworks, such as positioning or client expectation.
9. Legacy and Impact
- Standardization of Evaluation: Cranfield Test 1 had a profound impact on how IR systems are evaluated. It introduced standard metrics (precision, recall, F1) and a structured testing methodology that would be used for decades to come.
- Foundation for Later Experiments: It served as a basis for later test collections such as the Cranfield Test 2, the SMART retrieval experiment, and modern large-scale benchmarks like TREC.
- Influence on IR Models: The insights from the Cranfield Test led to the development of new IR models, particularly the development of the vector space model and relevance feedback techniques.
10. Conclusion
Cranfield Test 1 was a landmark in the history of information retrieval. It introduced systematic and quantitative methods to evaluate IR systems, laying the groundwork for future research and the development of modern IR systems. Its use of precision, recall, and relevance judgments is still foundational in IR evaluation, and many contemporary IR experiments build on the methodology established by Cranfield Test 1.
2. Cranfield Test 2
- Description: Cranfield Test 2 extended on Test 1, including more records and questions. It included an extra set of 1,400 reports from the same field, bringing the entire to 2,800 records.
• Purpose:
To make strides upon Test 1 and give more comprehensive assessment information.
• Dataset:
2,800 records (still from the technical/engineering space) and 300 questions with significance judgments.
• Evaluation Measurements: Precision, Recall, Precision .
• Advantages:
Larger and more differing than Test 1, giving more information for assessment.
• Drawbacks:
Still domain-specific (aeronautical building).
Restricted scope in terms of inquiry complexity and document diversity.
• Utilization:
Utilized within the 1960s to test IR models and frameworks with a bigger dataset than Test 1.
3. SMART Retrieval Experiment
- Description: The Smart (System for the Mechanical Analysis and Recovery of Text) retrieval experiment, conducted by Gerard Salton and his group at Cornell College within the 1960s and 1970s, is one of the foremost compelling early IR tests. It centered on testing the Smart recovery framework, utilizing different IR procedures such as term weighting and vector space models.
• Reason:
To evaluate and progress data retrieval strategies, especially ordering and recovery calculations.
• Dataset:
The Smart framework utilized a set of archives (1,600 records from diverse spaces) and a set of inquiries.
• Evaluation Measurements:
Accuracy, Review, and pertinence judgments.
• Preferences:
o The Smart try was foundational in progressing the vector space model of IR.
o It tried a assortment of retrieval techniques and calculations.
• Drawbacks:
o The dataset was moderately little.
o It was based on early IR models that have since been superseded by more up to date methods.
• Utilization:
Fundamental for creating IR frameworks and methods, counting term weighting and the vector space model. - 4. TREC (Text REtrieval Conference)
- Description: TREC established in 1992 by NIST (National Institute of Standards and Technology), is one of the biggest and most persuasive IR evaluation initiatives. It highlights yearly evaluations of IR frameworks with large-scale datasets over a wide run of spaces and assignments.
• Reason:
To supply a benchmark for evaluating IR systems and cultivate improvement within the field. TREC empowers testing frameworks in different errands such as ad-hoc recovery, web look, and cross-language recovery.
• Dataset:
Changes by year, counting differing datasets like news articles, legitimate reports, and web information. TREC collections are regularly huge (thousands to millions of reports).
• Evaluation Measurements:
Precision, Recall, Mean Average Precision (Outline), NDCG, among others.
• Points of interest:
o Huge, differing, and agent datasets.
o Encourages comparison over diverse IR models and procedures.
o Advances collaboration and headway in IR investigate.
• Drawbacks:
o The datasets can be as well huge for a few smaller-scale tests.
o May center on specific recovery assignments which will not speak to all utilize cases.
• Usage:
Broadly utilized in academic and industry IR inquire about to compare recovery models and systems. - 5. MEDLARS (Medical Literature Analysis and Retrieval System)
- Description: The MEDLARS test collection was developed for assessing IR frameworks within the setting of medical literature. It may be a large dataset utilized for reenacting the search and recovery of restorative articles.
• Purpose:
To evaluate the viability of information retrieval frameworks within the restorative space, especially for bibliographic and quotation looks.
• Dataset: 1,000 reports (restorative diary articles) and a set of questions with pertinence judgments.
• Evaluation Measurements:
Precision, Recall, and F1-score.
• Points of interest: Domain-specific for the therapeutic field, giving a centered test environment.
Utilized to survey specialized IR frameworks in restorative information retrieval.
• Disadvantages: Constrained to the therapeutic space, making it less generalizable.
o Generally little dataset compared to cutting edge IR benchmarks.
• Usage: Used essentially in medical IR inquire about and advancement.
- 6. STAIRS Test
- Description : STAIRS (Search and Text-based IR System) was a test collection used for assessing general-purpose IR frameworks. The STAIRS test was planned to evaluate the execution of IR frameworks in a wide run of spaces, not fair specialized areas.
• Reason:
To evaluate common IR frameworks on a variety of distinctive questions and archives.
• Dataset:
The STAIRS dataset regularly included hundreds of records from differing spaces and sets of inquiries.
• Evaluation Measurements:
Exactness, Review, and Outline.
• Preferences: Focused on common IR frameworks, not domain-specific.
o Gives a diverse and flexible dataset for assessment.
• Disadvantages:
o The dataset isn't as huge or broadly utilized as collections like TREC.
o Less influential than other test collections within the IR investigate community.
• Utilization:
Utilized for assessing general-purpose IR frameworks over different errands and domains.
Summary Comparison Table:
Test/Experiment | Dataset | Domain | Evaluation Metrics | Key Characteristics |
Cranfield Test 1 | 1,400 documents, 225 queries | Aeronautical engineering | Precision, Recall | Pioneering dataset, small, domain-specific |
Cranfield Test 2 | 2,800 documents, 300 queries | Aeronautical engineering | Precision, Recall, Precision at k | Expanded dataset, more queries than Test 1 |
SMART Retrieval Experiment | 1,600 documents, various queries | Mixed (general domain) | Precision, Recall | Influential for the development of vector space models, small scale |
TREC | Large datasets (e.g., news articles, web data, etc.) | Multiple domains (news, web, etc.) | MAP, NDCG, Precision at k, Recall | Large, diverse, widely used for benchmarking |
MEDLARS | 1,000 documents, medical queries | Medicine | Precision, Recall | Medical domain, focused on bibliographic retrieval |
STAIRS Test | Hundreds of documents, general queries | Mixed (general) | Precision, Recall, MAP | General-purpose, less influential than TREC or Cranfield |
Key Takeaways:
- TREC is the most comprehensive and widely used dataset for evaluating modern IR systems, offering diverse domains and a large-scale environment.
- Cranfield Tests 1 and 2 were foundational in early IR research but are small and domain-specific, limiting their relevance to modern IR applications.
- SMART experiments introduced important concepts in IR like the vector space model but are based on older technology and models.
- MEDLARS provides a specialized domain for medical IR, valuable for testing systems in that field but not generalizable.
- STAIRS is useful for evaluating general IR systems but lacks the extensive influence and dataset size of TREC.
References
1.Chowdhury, G. G. (2010). Introduction to modern information retrieval. Facet Publishing.
2. Lancaster, F. W. (1968). Information retrieval systems: Characteristics, Testing, and Evaluation. John Wiley & Sons.
3.Zuva, K. (2012). Evaluation of information retrieval systems. International Journal of Computer Science and Information Technology, 4(3), 35–43. https://doi.org/10.5121/ijcsit.2012.4304
4.Zuva, K. (2012). Evaluation of information retrieval systems. International Journal of Computer Science and Information Technology, 4(3), 35–43. https://doi.org/10.5121/ijcsit.2012.4304
5.Evaluation in information retrieval. (2009). In Online edition (pp. 151–153). Cambridge University Press. https://nlp.stanford.edu/IR-book/pdf/08eval.pdf
6.Evaluation and measurement of Information Retrieval System – Information Storage and Retrieval. (n.d.). https://ebooks.inflibnet.ac.in/lisp7/chapter/evaluation-and-measurement-of-information-retrieval-system/
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oercommons
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2025-03-18T00:36:44.007620
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12/26/2024
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https://oercommons.org/courseware/lesson/101006/overview
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Education Standards
Intro to poetry
Miss Rosie questions
Organic and Traditional poems
poetry reading stations
Poetry Test study Guide
Poetry Unit Test
poet study example
Traditional Vs organic poetry worksheet
Introduction to Poetry
Overview
This mini-unit is an introduction to poetry and can be used in middle school or early high school. Each lesson should take about an hour and covers basic such as: Prose vs. Poetry, Traditional vs. Organic Poetry, poetry structure, figurative language and sound devices, context clues, tone, and meaning. Several examples of poems are provided along with notes, guided practice, and indepent assessments.
9th grade ELA
The PowerPoint can be used "as-is" during class for student viewing. It is divided into 4 days and contains slides that includes all notes, practice work, and assessment prompts. All materials and assessments are attached.
Day 1- Introduction to Poetry
Curriculum Standard
SCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure text, order events within it, and manipulate time to create such effects as mystery tension, or surprise.
SCSS.ELA-Literacy. WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Lesson Objective Statement
Students will be able to model their understanding of form by writing their own poem using the characteristics of an organic form of poetry.
- Journal Prompt
- Notes: What is Poetry
- Notes: Poetry Structure
- Let’s Practice- Determine whether text is poetry or prose
- Notes: Traditional vs. Organic Poetry
Assessment #1 (in ppt)
Write your own Organic poem in free verse titled “I am.”
Begin and End your poem with “I AM (your name)”.
In between the first and last lines, write 5 true statements about yourself and 5 lies. Mix them up so distinguishing between true and false is difficult.
Assessment #2 (word doc)
Traditional vs. Organic form worksheet
Day 2 – Poetry Styles
Curriculum Standard
SCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure text, order events within it, and manipulate time to create such effects as mystery tension, or surprise.
SCSS.ELA-Literacy. WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Lesson Objective Statement
Students will be able to model their understanding of types of poetry by identifying and writing their own poems using specific structures.
- Notes: types of poetry
- Practice: Haiku or limerick (separate syllables)
- Identify rhyme scheme
Assessment #1 (word doc)
Poetry reading stations in groups of 4 or 5
Day 3 –Poetic Elements
Curriculum Standard/ Indicator
SCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure text, order events within it, and manipulate time to create such effects as mystery tension, or surprise.
SCSS.ELA-Literacy.L.9-10.5.A Interpret figures of speech in context and analyze their role in the text.
Lesson Objective Statement
The student will be able to distinguish between different types of figurative language and point out literary forms in poems by completing an assignment.
- Tongue twisters (Aliiteration)
- Notes: Sound Devices and Figurative Language
Assessment #1
Figurative Language Worksheet
Assessment #2
“Miss Rosie” miss rosie by Lucille Clifton - Poems | Academy of American Poets
Complete worksheet
Day 4 – Shakespeare’s Sonnets
SCSS.ELA.LCS-9.1 Evaluate the impact of the author’s use of diction, conventions, figurative language, and/or language that is particularly fresh, engaging, or beautiful on meaning and tone.
Lesson Objective Statement
The student will be able to distinguish the elements of a Shakespearean sonnet and analyze for tone and meaning.
- Notes: Who is William Shakespeare? What constitutes a sonnet?
- Analyze sonnet for rhyme scheme and figurative language
Assessment #1
Poet Study – (ppt and Word doc)
***Additional Resources- Poetry Test and Study Guide
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oercommons
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2025-03-18T00:36:44.061096
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Reading Literature
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"url": "https://oercommons.org/courseware/lesson/101006/overview",
"title": "Introduction to Poetry",
"author": "Literature"
}
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https://oercommons.org/courseware/lesson/118934/overview
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Education Standards
Student Observation Sheet
"Growing" Renewable Biofuel
Overview
How can we manufacture environmentally friendly fuels using renewable sources? In this lesson, students will explore the process used to produce biodiesel from soybeans and test the efficiency of their fuel.
Overview
Essential Question
- What process can we use to manufacture renewable fuel?
Learning Objectives
- Students will be able to provide the definition of a renewable fuel.
- Students will be able to explain how biodiesel fuel is made from vegetable oil.
- Students will be able to assess the efficiency of biodiesel to determine quality.
Career Connections
- Biochemist
- Biosystems Engineer
- Renewable Energy Specialist
Equipment and Materials
Equipment (per group)
- 200mL Beaker (1)
- Graduated Cylinder (1)
- Glass Jar w/ Lid (1)
- Hot Plate (1)
- Magnetic Stirrer (1)
- Glass Thermometer (1)
- Electronic Scale (1)
- Weigh Boat (1)
- Serological Pump (1)
- Serological Pipette Tips (2-3)
- Putt Putt Boats w/ Wicks (1)
- Lighter (1)
- Chemical Hood (under ideal circumstances)
Consumable Materials
- Corn Oil
- Vegetable (Soybean Oil)
- Methanol (HEET Gas-Line Antifreeze)
- Sodium Hydroxide or Potassium Hydroxide
- Distilled Water
*CAUTION - Methanol is a dangerous substance that causes irritation when it comes in contact with skin, and has highly flammable fumes. Always wear gloves and goggles when working with this chemical and keep away from any sparks or flames. Work under a chemical hood or other well ventilated space if possible.
Per Student
- Pen/Pencil
- Lab Notebook
- Safety Goggles
- Disposable Gloves
Lesson Plan
Background Information
Biodiesel is a renewable fuel made from any biologically based oil, and can be used to power any diesel engine. Biodiesel has become a widely used fuel source around the world and is recognized as an environmentally friendly alternative to petroleum diesel. It is made commercially from soybeans and other oilseed crops in an industrial setting, but it is also commonly made in home shops from waste fryer grease.
Dr. Rudolf Diesel first demonstrated his diesel engine, which ran on peanut oil, to the world in the early 1900's. The high compression of diesel engines creates heat in the combustion chamber, and thus does not require highly flammable fuel such as that used in gasoline engines. The diesel engine was originally promoted to farmers as one for which they could "grow their own fuel." The practice of running engines on vegetable oil become less common over time as petroleum diesel became cheap and readily available.
Interest Approach
Facilitate a discussion with students about the last time they went to fuel up their vehicles. Ask them what type of fuel they dispensed into their vehicle and what their reasoning was behind using that specific type of fuel. Use the attached powerpoint to show an image of a fuel pump and then ask students if they know what the numbers mean. More than likely students know that there is ethanol in their fuel which is manufactured from corn, but what students may not know is that there is another type of renewable fuel called biodiesel which is manufactured using soybeans. The second image in the powerpoint was taken at a fuel pump used for dispensing different blends of biodiesel.
Experimental Procedure
*Prior to the activity, students need to put on their safety goggles and a pair of disposable gloves.
Part 1 - Synthesis of Renewable Diesel (Day 1)
- Measure out 150mL of vegetable oil or corn oil into a 200mL beaker.
- Place the beaker onto a hot plate and warm your chosen oil to 50°C.
- One member of each group should use a glass thermometer to routinely monitor the temperature to ensure that the oil does not overheat. *Proceed to Step 3 while waiting.
- Measure 60mL of methanol into a graduated cylinder under a chemical hood and then quickly transfer it into a glass jar. Cap the methanol bottle and seal the glass jar.
- Use an electronic scale to weigh out 1.5g of KOH (potassium hydroxide) into a weigh boat, and then quickly transfer it into the glass jar with the methanol.
- Reseal the jar and then shake for a few minutes until all of the potassium hydroxide has dissolved. *The mixture in the glass jar is now called methoxide.
- Once the mixture inside the glass jar has become methoxide and the oil sample is up to 50°C, add the warmed oil to the methoxide along with a magnetic stir bar and loosely seal the glass jar.
- CAUTION - Be certain that the oil is not over 60°C, or the methoxide may boil.
- Set the magnetic stirrer to high speed and stir for approximately fifteen minutes.
- Alternatively, tighten the lid on the glass jar and shake vigorously for fifteen minutes.
- Allow the mixture to sit for 24 hours.
Your jar now contains biodiesel, glycerin, mono- and di- glycerides, soap, methol and lye. The glycerides are all oil-soluble, so they will reside predominantly in the upper, biodiesel layer. The thin layer of glycerin, which is water-soluble, will sink to the bottom.
Part 2 - Washing Renewable Diesel (Day 2)
- Use a sterological pipette to drain the glycerin from the renewable diesel into a waste flask.
- Use a sterological pipette to slowly add 20mL of distilled water down the side of the glass jar.
- Pick up the jar and gently rotate end over end for approximately five minutes. (*Do not shake the jar!)
- Allow the jar to settle for approximately ten minutes or until the mixture has separated into two layers.
- Remove the soap/glycerin waste from the bottom layer using a sterological pipette and dispose of into a waste flask.
- Add more distilled water and keep repeating the sloshing and draining process until the end of class.
- Each time the mixture is 'rinsed', there will be less soap - keep washing and diluting until the water becomes clear and separates out quickly.
- After draining the last of the wash water away, allow the biodiesel to 'dry' exposed to open air overnight.
- In general, the better the washing was conducted, the faster the fuel will clear.
- Answer Analysis Questions 1 and 2 on the 'Student Observation Sheet'.
Part 3 - Testing the Biofuel (Day 3)
Performance is an important factor when manufacturing fuel of any type. Putt putt boats may be used to test the length of time that a specific volume of fuel burns as well as the speed at which the boat travels.
- Obtain a putt putt boat with a metal basin and candle wick prior to beginning the activity.
- Use a pipette to transfer 1mL of biodiesel from the topmost layer of the glass jar to the metal basin where the candle wick rests.
- Place the putt putt boat into a basin of water and then light the candle wick using a lighter.
- Use a timer to record how long the putt putt boat is able to be propelled in the water.
- Record your data in Table 1.
- Compare your data with that collected by other groups.
- Return all materials to their designated areas and pour out water into a sink.
- Answer Analysis Questions 3-5 on the 'Student Observations Sheet'.
Conclusion/Check for Understanding
After the conclusion of student data collection and cleaning up of materials, bring the class together and have students discuss their results in small groups. Discussion should be focused on the performance of their biodiesel and what factors they believe may have an influence on performance. Have students share their results with the whole class and have them hypothesize what they may have been able to change to improve their fuel efficiency.
Extension Activity
Yield Test - To test for glycerine yield, the contents of the glass jar can be poured into a graduated cylinder, and the relative volume of each layer measured. Comparison can be made between the results from different batches of oil, or by changing variables between batches of the same oil.
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oercommons
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2025-03-18T00:36:44.093441
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Activity/Lab
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"url": "https://oercommons.org/courseware/lesson/118934/overview",
"title": "\"Growing\" Renewable Biofuel",
"author": "Chemistry"
}
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https://oercommons.org/courseware/lesson/106357/overview
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Education Standards
Water Cycle Reading Passage
Water Cycle Video
Earth's Water Cycle
Overview
This resource was created to help students better understand Earth's Water Cycle by completing the powerpoint, video, and reading passage.
Steps in the Earth's Water Cycle
1. Students will complete the powerpoint about the steps in the water cycle.
2. Students will watch the video about the water cycle.
3. Students will then read the passage and answer the comprehension questions.
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oercommons
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2025-03-18T00:36:44.116096
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Homework/Assignment
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106357/overview",
"title": "Earth's Water Cycle",
"author": "Diagram/Illustration"
}
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https://oercommons.org/courseware/lesson/124133/overview
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¡Step Back in Time! Exploring Past Tense
Overview
Este recurso educativo permite realizar un repaso del pasado simple en inglés, haciendo uso tanto de verbos regulares como irregulares en su forma pasada.
¡Step Back in Time! – Exploring Past Tense
Presentación
Bienvenido-a a esta lección de repaso en la que recordarás cómo usar el pasado simple en inglés. El pasado simple nos ayuda a contar historias y a hablar de cosas que ya ocurrieron, como lo que hiciste ayer, la semana pasada o hace dos años. En este recurso educativo haremos un repaso del pasado simple haciendo uso de verbos regulares e irregulares.
¡Prepárate para explorar el pasado!
Objetivos de aprendizaje
- Identificar los verbos regulares e irregulares en pasado simple.
- Usar el pasado simple en oraciones para hablar de hechos pasados.
Contenidos – Definiciones
Revisa siguiente la presentación Exploring Past Tense y recuerda:
- What is the past simple?
- Past Simple of Regular verbs
- Past Simple of Irregular verbs
- Past time keywords
A continuación, mira el siguiente video y recuerda cómo usar el pasado simple para hablar acerca de actividades que ya hiciste.
También mira este video para que tengas en cuenta cómo se pronuncian los verbos regulares en pasado.
Actividades de aprendizaje
1. Practice. Práctica el pasado simple con los siguientes juegos. Puedes jugar las veces que desees.
- Matching Pairs. Empareja el verbo irregular en presente con su forma en pasado.
- Froggy Jumps. Past Pronunciation Challenge. Escoge la pronunciación correcta para los verbos regulares en pasado.
- Fill in the blanks. Completa las oraciones escribiendo los verbos en pasado.
2. Writing Challenge. Piensa en unas vacaciones que hayas tenido o en un fin de semana. Escribe un párrafo corto describiendo las actividades que hiciste. Usa entre 7 y 10 verbos regulares e irregulares en pasado. Comparte tu párrafo en la próxima clase. Mira los siguientes ejemplos:
"Last summer, I went to the beach with my family. We stayed in a small house. Every day, we played in the sand and swam in the sea. One day, we made a big sandcastle. At night, we ate ice cream. I had so much fun!" Escucha el audio
"Last weekend, I visited my grandparents. We walked in the park and played with their dog. I helped my grandma bake cookies. They tasted so good! At night, we watched a movie. I was very happy!" Escucha el audio
Metadatos
Autor: Lorena Hurtado
Población estudiantil: estudiantes grado 3ro
Área: inglés
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oercommons
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2025-03-18T00:36:44.138850
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01/25/2025
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/124133/overview",
"title": "¡Step Back in Time! Exploring Past Tense",
"author": "Lorena Hurtado"
}
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https://oercommons.org/courseware/lesson/85181/overview
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Education Standards
0.- Earth and Space Earth's Patterns of Movement
0-WA OER EFSIS 5th Grade Earth and Space Patterns in the Sky Google Slides
A. Elementary Framework Template
B.-WA OER Fifth Grade EFSIS Lesson plans
C.-WA OER Fifth Grade EFSIS Lesson plans
D.-Sun Followed by the Moon Timelapse
E.-Earth and Space Lesson 1 Notice Wonder T-Chart
F.-Student Initial Model Lesson 1
G.-What I know about the sun and stars T Chart
H.-The Sun and Other Stars video
I. -Our Sun, How Well Do You Know It? NASA Investigations
J.-Observations and Inferences Teachers' Pet tutorial video
K.-Inferences Tutorial Video
L.-NASA Article: How Does our Sun Compare with Other Stars
M. -Crash Course Star Personalities
N. WA OER Distance and Brightness Observation Table
P.-Generation Genius: Earth's Orbit and Rotation
Q.-WA OER Time of Day Shadow Lenght Data Table docx
R.-Crash Course: Earth's Rotation and Revolution
S.-Interactive PhET Gravity and Orbit Simulatio
T.-Crash Course for Kids: Seasons and the Sun
U.-What Causes the Season? NASA Article
V.-Why Do We Have Seasons? simulation
W.- Sun Earth Moon model to construct
X.-Crash Course for Kids: Constellation Location
Y.-Online Planetarium
Fifth Grade Elementary Science and Integrated Subjects-Earth & Space: Patterns in the Sky
Overview
The Fifth Grade Elementary Framework for Science and Integrated Subjects,Earth and Space: Patterns in the Sky, uses the phenomena of perceived sun and moon movements that seem to move around the Earth to explore stars, Earth orbit and rotation and moon orbit around Earth. It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Standards, Phenomena, Big Ideas and Routines
Development Team
Bambi Pescasio and Kristi McLean; Kennewick School District
Georgia Boatman Elementary Frameworks for Science and Integrated Subjects Facilitator
5th Grade
Fifth Grade Earth and Space Science: Patterns in the Sky
Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning
Fifth Grade Disciplinary Core Ideas include ePS1, PS2, PS3, LS1, LS2, ESS1, ESS2, and ESS3
For ESS1, ESS2, and ESS3, students are expected to develop an understanding of:
- how to use models to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact
- how to describe and graph data to provide evidence about the distribution of water on Earth
- patterns of daily changes in length and direction of shadows, day and night, and
- the seasonal appearance of some stars in the night sky
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- patterns
- scale, proportion, and quantity
- systems and systems models
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- developing and using models
- analyzing and interpreting data
- using mathematics and computational thinking
- obtaining, evaluating, and communicating information
Performance Expectation(s)
Identify Performance Expectation(s) from Next Generation Science Standards that will be your focus (Climate Science related PEs preferred but not mandatory). Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic.
5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Science and Engineering Practices
Which SEPs will be a focus for investigating this topic/phenomenon?
Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. (5-ESS2-1) Develop a model using an example to describe a scientific principle.
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. (5-ESS1-2) Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships
Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. (5-ESS2-2) Describe and graph quantities such as area and volume to address scientific questions.
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). (5-ESS1-1) Support an argument with evidence, data, or a model.
Obtaining, evaluating, and communicating information in 3– 5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. (5-ESS3-1) Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
Crosscutting Concepts
Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?
(5-ESS1-2) Patterns-Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
(5-ESS1-1) (50ESS2-2) Scale, Proportion, and Quantity-Natural objects exist from the very small to the immensely large.
(5-ESS2-1) (5-ESS3-1) Systems and System Models- A system can be described in terms of its components and their interactions.
English Language Arts (ELA) Standards
How will I Integrate ELA Standards (which standard, what strategy…?)
(RI.5.1) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS1-1) (5-ESS3-1)
(RI.5.2) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
(RI.5.5) Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
(RI.5.7) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS1-1) (5-ESS2-1) (5-ESS2-2) (5-ESS3-1)
(RI.5.9) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS1-1) (5-ESS3-1)-read one of three texts about stars and with a student team synthesize the information to develop bullet points about distance of various stars and their brightness
(W.5.9) Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
(W.5.1) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-ESS1-1)
(W.5.8) Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS2-2) (5-ESS3-1)
(W.5.2.D) Use precise language and domain-specific vocabulary to inform about or explain the topic.
(L.5.4) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 5th grade reading and content, choosing flexibly from a range of strategies.
(SL.5.3) Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
(SL.5.5) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS1-2) (5-ESS2-1) (5-ESS2-2)
Mathematics Standards
How will I Integrate Mathematics Standards?
(MP.4) Model with mathematics. (5-ESS1-1) (5-ESS1-2) (5-ESS2-1) (5-ESS2-2) (5-ESS3-1)
(.5.MD.B.2) Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
(5.NBT.A.2) Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-ESS1-1)
Phenomena
Students investigate a phenomenon of changing amounts of daylight per day over a year. The sun appears to move across the sky throughout the day and at times it seems bigger than other days. Is the sun changing? The motion and position of the Earth in the Solar System causes daily and annual patterns that can be accurately predicted over time. The tilt of the Earth explains variation of the light from the Sun in different places on Earth. The position of the revolution of Earth around the Sun combined with the rotation of the Earth on its axis are the reasons for the difference in daylight hours. The rotation of Earth is the reason for day and night patterns.
- Why do the sun and moon seem to be moving across the sky?
- Why is the sun so bright?
- What are stars and do they move in the sky?
- Can we use the sun to tell the time?
- Can the appearance of the sun tell us what season we are in?
Examples of regional place-based questions teachers might consider:
- The sun appears to be the largest star in the sky because it is the closest star to Earth.
- Some stars are larger than the sun and some stars are smaller than the sun.
Common Misconceptions
Misconceptions Common misconceptions about cycles and patterns in the Solar System at this grade level include:
- Students believe the sun is moving behind the clouds. (The clouds are moving.)
- Day is replaced by night, the Sun sets behind the hills. (The Earth rotating on its axis is what causes day and night.)
- The sun and moon revolve around the stationary Earth every 24 hours. (The Earth revolves around the Sun and the moon revolves around the Earth.)
- The Earth rotates in an up/down direction and the Sun and moon are fixed on opposite sides. (The Earth rotates on its axis and revolves around the Sun. The Sun also rotates in space very slowly.)
- The Earth gets heat from the Sun. (The Sun is actually too far from the Earth to heat it directly. Instead, the light from the Sun is reflected or absorbed by objects on Earth. Absorbed light usually increases the energy in an object, causing the object to heat up.)
- All stars in a constellation are near one another. (Each constellation is a collection of stars that are different distances from Earth. They appear to be near each other because we are viewing them from very far away.)
- The North Star is the brightest star in the sky. (The North Star, Polaris, is in the top 50 brightest stars. The brightest star, besides the Sun, is Sirius.)
- Stars leave the sky during the daytime. (In reality we cannot see the stars during the day because of the Sun’s bright light.)
- All stars are the same size. All stars are the same distance from the Earth. (Stars can be light years away.)
- The Sun rises exactly in the East and sets exactly in the West every day. (The Earth is rotating and revolving, making it look like the Sun is rising and setting.)
- Stars and constellations appear in the same place in the sky every night. (The position of stars depends on the rotation and revolution of the Earth.)
- The brightness of a star depends ONLY on its distance from the Earth. (The size, distance and age determines brightness. The North Star, Polaris, is in the top 50 brightest stars. The brightest star, besides the sun, Sirius.)
- The Sun is not a star. (The Sun is a star. The closest star in our galaxy) - The Sun will never burn out, it will last forever. (The Sun is a star and eventually it will run out of hydrogen in its core. This will take about 5 billion years.)
- NASA lists common misconceptions for all ages about the sun and the Earth athttp://www- istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html - For examples of misconceptions that elementary students may have about the solar
Phenomena Resources:
The Sun Followed by the Moon (timelapse)
Communicating in Scientific Ways | OpenSciEd
Big Ideas
Which one of the ideas from the curriculum and the Standards now seems the most central - meaning they might help explain other ideas you’ve listed and explain a wide range of natural phenomena? You must use more than a name to express your idea, express it as a set of relationships. Explain your choice clearly enough so a colleague could understand why you made the choice you did.
Objects in the sky, including Earth appear to move in predictable patterns which we can observe and quantify.
Classifying Stars and their relationship to Earth.
What patterns can we observe from Earth’s orbit around the sun?
Does the moon switch off like a night light?
What patterns can we observe from Earth’s rotation on its axis
Open Sci Ed Routines
Routine | Description of Routine |
|---|---|
Anchoring Phenomenon Routine | Develop curiosity to drive learning throughout the suite of lessons or unit based on a common experience of a phenomenon |
Navigation Routine | Establish and reinforce the connections between what we have previously done in a unit, what we are about to do, what we will do in the future, and what our driving purpose is in the contexts of the suite of lessons or unit. |
Investigation Routine | Use scientific practices to investigate and make sense of a phenomenon. |
Putting Pieces Together Routine | Take the pieces of ideas we have developed across multiple lessons and figure out how they can be connected to account for the phenomenon we have been working on. |
Problematizing Routine | Evaluate the adequacy of our scientific ideas to explain and phenomenon in order to identify what we still need to understand. |
Lesson 1: What’s Happening with the Sun and Moon? (2 days)
Lesson 1: What’s Happening with the Sun and Moon? (2 days)
Anchoring Phenomena Routine
Materials
- Science notebook/journal or interactive version of slides for student recording using a platform such as Pear Deck or interactive notebook
- Lesson 1 Slides 1-9 https://tinyurl.com/earth-space-patterns
- The Sun Followed by the Moon (timelapse)
- Notice and Wonder T-Chart Handout
https://docs.google.com/document/d/1Zh9hNvzYn_pegPkK3Qr0mzPgWhniTzDz/copy
- Student Initial Model Handout https://docs.google.com/document/d/14gxZkPQ8212wnVXoBgdvHdv6V3p77KU_/copy
- Chart for recording the Initial Class Consensus Model OR an electronic whiteboard such as Jamboard https://edu.google.com/products/jamboard/
- Chart paper for Driving Question Board and Post-its or slips of paper to tape on OR an virtual whiteboard such as Jamboard https://edu.google.com/products/jamboard/
Preparation
- Become familiar with the Google Slides 1-7 for Lesson 1
- Queue up the Sun Followed by the Moon Timelapse to be sure it runs
- Print the Notice and Wonder T-Chart Handout for each student if not using Science Notebooks or a virtual interactive recording method
- Print the Student Initial Model Handout for each student if not using Science Notebooks or a virtual interactive recording method
- Create a Driving Question Board on chart paper or using an electronic whiteboard such as Jamboard
Vocabulary
- notice-observing or paying attention to something
- observation/observing-what we can notice using our senses of sight, hearing, smell, taste and touch
- wonder-being curious about something
- model-a representation of a system, idea, events or processes
- phenomena-a fact or situation that is observed to exist or happen, especially one whose cause or explanation is puzzling or in question
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Tell students that you saw the craziest video the other day and it really made you wonder what was happening with the sun and the moon. Let them know that they will get to see the video in a minute and see what they think.
- Before viewing the video, ask students to start a Vocabulary Chart, starting on the 6th page in, from the back of their Science Notebooks that copies that on Slide 2. Tell them that these are words that are going to be important so that we can talk scientifically and understand each other. Have them add their thinking to the second column, “What I Think This Means”. (W.5.2.D) (L.5.4)
Procedure 2
- To prepare for the video, have students draw a Notice and Wonder Chart in their science notebook like they see on Slide 3 OR hand out the Notice and Wonder T-Chart Handout.
https://docs.google.com/document/d/1Zh9hNvzYn_pegPkK3Qr0mzPgWhniTzDz/copy
- Explain that the time on the video has been sped up to show 24 hours in just a few minutes. Tell them that they should carefully notice or make observations of what they can see in the video. Remind them that observations are those things we can see, touch, hear, taste or smell. In this video they will be using their sight/seeing mostly as they notice or observe what the sun and moon are doing.
- Show the video of the Sun Followed by the Moon timelapse https://www.youtube.com/watch?v=uI2yZQOKOGk
- Ask students to turn to their T-Chart and record all of the things they noticed in the video, especially about the motion of the sun and the moon. You may need to show the video again for students.
Procedure 3
- Now show the video again, explaining that you want students to watch and think about questions they have, what they wonder or have questions about the motion of the sun and the moon.
- Show the video of the Sun Followed by the Moon timelapse one more time. https://www.youtube.com/watch?v=uI2yZQOKOGk
- Give students time to return to their T-Chart and record what they wonder about the motion of the sun and the moon.
Procedure 4
- Ask students to share with an elbow partner or tablemates what they noticed and what they wondered about in the video. Move around the room listening for ideas that you want to elevate in whole class discussion or perhaps confront later in the lessons as more is learned about the sun and the moon.
- At this time don’t confirm or confront any student ideas.
Procedure 5
- Have students turn to their next clean Science Notebook page OR hand out the Initial Model Handout https://docs.google.com/document/d/14gxZkPQ8212wnVXoBgdvHdv6V3p77KU_/copy
- Show Slide 4. Tell them that they will get the opportunity to draw a model of what they think is happening with the sun and the moon. Tell them that a model can be drawings or diagrams or something we build that can help us think about phenomena that we observe and have questions about. The phenomena we are trying to figure out is about the movement of these objects in the sky, the sun and the moon. (You can show the fun Muppets Phenomena video or include it for virtual learning if you find it helpful in explaining phenomena. It could also be a great GLAD chant for a chart. It is hidden in the slide show so be sure to “unhide” or “unskip” it if you intend to use it.)
This could be a good place for a break if you need to spread this lesson over two days
Procedure 6
- Bring students together as a Scientist Circle, preferably seated in a circle away from desks/tables but not vital. Have them bring their Science Notebooks or Handouts to the Scientist Circle.
- Show Slide 6 and explain that we are going to have a Consensus Discussion and try to create a first model of what we are thinking and still wonder about as a group.
- Review the purpose of the discussion and the questions to think about during our discussion. This is a good time to review Norms for Scientific Discussion and Collaboration. Use your classroom norms or consider using the OpenSciEd Norms https://drive.google.com/drive/u/0/folders/1Tw7w5kxZAUMwj-BtB-UY48HBus8SBnvT
- Have students share their ideas from their Noticings and their questions from their Wonderings as well as how they drew their models and what they included. Give all students an opportunity to share or confirm ideas from others that they agree with. The can also respectfully question or disagree with ideas from others.
- Begin to draw a Consensus Model as students contribute ideas. At this point accept all ideas without attempting to correct misconceptions but frequently ask if everyone thinks that should be part of the Consensus Model or if we have questions about that idea. Ideas may change later and be removed. New ideas will come up that can be added over time.
Example of a Consensus Model (all ideas here may not be accurate)
Formative Assessment Opportunity:
As students share their observations and questions, note ideas that are partially formed or that are misconceptions to address in future lessons. Listen for ideas about
- the Earth actually moving in orbit around the Sun
- The Moon orbiting the Earth
- the Earth rotating on an axis
- The Sun being very far away and the Moon being closer to Earth
Procedure 7
- Show Slide 7. Let students know that now the class will come up with some questions that we might investigate to learn more about this phenomena of the movement of the objects in the sky. go over the elements that make a question that we can actually investigate.
- Show Slide 8 or Slide 9. Have students work with an elbow partner to write down questions they have about the movement of the sun and the moon, one question per post-it. Each partner group could contribute more than one question if time permits. If using Jamboard show students how to do a stickie and have each student contribute one question and save it on the Jamboard. It is useful to have everyone use the same color of post-it/stickie
- If time permits you could group the questions into categories such as “Sun”, “Moon”, “Distance from Earth”, “Movement”, etc. If time is short you can group the questions around categories you determine and review the Driving Question Board with its categories and types of questions at the start of Lesson 2.
Example Driving Question Board
Lesson 2: Classifying Stars and their Relationship to Earth (2 days)
Investigation Routine, Putting Pieces Together Routine
What makes a star a star? Why does the sun appear brighter and larger than any other star? What is the relationship of the stars to Earth?
Students will learn how to classify stars by what they are made of and how they look. Students will demonstrate that the sun is the brightest star because it is the closest star to Earth using claim, evidence, and reasoning.
- Construct an argument using evidence that shows the cause of why the sun appears larger and brighter than other stars because it is the closest star to the Earth.
- Analyze data about stars including distance, size, and brightness.
Materials
- Lesson 2 Slides 10-29 https://tinyurl.com/earth-space-patterns
- What do you know about the Sun and the Stars? https://docs.google.com/document/d/1WZwgJSJXiiTEegLtVHtd5Y3o2QAncuZx/copy
- The Sun and Other Stars Generations Genius Video (linked in slide deck)
- It’s Big, Big Really Big Investigation on NASA Our Sun: How Well Do You Know It? site Procedure to investigation (linked in slide deck on Investigation A)
- 2 large yellow (other colors would work but the yellow stands our more) balls (the same size to represent two stars), with one marked A, the other B
- Observation Video (use as needed as a quick explanation of what observation is)(linked in slide deck)
- Inference Video (use as needed as a quick explanation of what inference is)(linked in slide deck)
- Article: How Does Our Sun Compare with Other Stars(linked in slide deck)
- Handout of Article: How does the Sun Compare with Other Stars? https://drive.google.com/drive/u/0/folders/1Tw7w5kxZAUMwj-BtB-UY48HBus8SBnvT
- Crash Course Star Personalities (linked in slide deck)
- Khan Academy Summarizing (use as needed as a quick explanation of how to Summarize) (linked in slide deck)
- Student Science Notebook or virtual student response such as Google Classroom or other virtual platform if using remotely
- Flashlights
- Investigation B Observation Table Handout https://docs.google.com/document/d/1kfcNN7zWsgspKMbA0ub8xuNOJa0SZyC1/copy
Preparation
- Review the Google Slides 10-30 for Lesson 2 and, if using the slides as a Google Classroom Interactive slides prepare them as an interactive science notebook
- View the videos about Summarizing, Observation and Inference to determine if you wish to use them.
- Queue up each video to be sure it runs appropriately.
- Print for each student Article: How Does Our Sun Compare with Other Stars if you want/need to have students have a hard copy by right clicking and choosing print.
- Print the Investigation B Observation Table Handout https://docs.google.com/document/d/1kfcNN7zWsgspKMbA0ub8xuNOJa0SZyC1/copy for each student if not using interactive methods or Science Notebooks
- Practice with the Online Planetarium. Students could use the coordinates or search for their city by clicking “Change Location” button on the right.
Vocabulary
- Classify-arrange things in groups or categories according to shared qualities or characteristics.
- Galaxy-a system of millions or billions of stars, together with gas and dust, held together by gravitational attraction.
- Star-a fixed brightly shining point in the sky which is a large, and far away Sun
- Solar System-the collection of eight planets and their moons in orbit around the sun
- Constellation-a group of stars forming a recognizable pattern that is traditionally named after its apparent form or identified with a mythological figure.
- Sun-the star that our solar system is organized around
Integration Points Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- If students have not completed the columns from yesterday in their Cognitive Content Dictionary chart (vocabulary chart) in the back of their science notebooks or virtually in their Google Classroom Slide Deck.
- Show Slide 11 and review the key vocabulary words in the Cognitive Content Dictionary chart for Lesson 2 and have students record the words and their ideas about what they mean in the appropriate column. At the teacher’s discretion, this slide can be used interchangeably throughout the lesson. It is recommended that if used in the beginning of the lesson, to come back to clear up misunderstandings of words. (W.5.2.D) (L.5.4)
Procedure 2
- Discuss the phenomenon from yesterday, that students will continue to explore.
- Show Slide 12. Tell students to make the T-Chart in their Science Notebook as they see it on the slide. Give them 2-3 minutes to record what they think they know about the Sun and about Stars in the appropriate column.
- Have them draw a line under their writing and tell them that as we learn more they can add them to their T-Chart.
- Leverage the Driving Question Board by saying “we had some questions about our Sun yesterday on our DQB and some more things we need to know about the Sun to understand the phenomena we saw yesterday. Today we will think about the question, “Is the sun the brightest star in our solar system because it is the biggest?”
Procedure 3
- Show Slide 13. Tell students to be ready to record some evidence about the Sun and Other Stars. Review the questions to be answered on the slide.
- Show the video The Sun and Other Stars Generations Genius Video (linked in slide deck) Stopping as needed for various pieces of evidence.
- Have students jot these ideas under the line of learning in their Sun and Stars T- chart in appropriate columns or use the slide interactively. (RI.5.7)
Procedure 4
- Lead students in reading through the information on Slide 14. Tell them that we are going to investigate to see if the statement “The Sun looks bigger than other stars because it is so much closer to the Earth” in the text is accurate.
- Students will participate in the investigation on Slide 15 and document their evidence or in their Science Notebook. The investigation is explained at https://soho.nascom.nasa.gov/classroom/elem_poster09_allweb.pdf
- Discuss the importance of observations and what they mean in science and how they lead to inferences. (The video on Slide 16 can be used to help students clarify what observation is. If not using the videos on this slide, hide it prior to the lesson).
- Have students read through the investigation with an elbow partner.
- Put students in Thinking Partners groups of 2-4 and conduct the investigation.
Procedure 5
- Discuss different types of evidence that can be used in investigation and the importance of scientific articles as an important source of evidence. Teacher will also discuss what are key details and how to find them in an article. Remind them of the importance of using articles that come from credible sources, ones that we can count on for accuracy. This article is from NASA and that is a very reliable source when we are investigating space.
- Distribute handouts or provide students with the link to the article. Students will read the article How Does Our Sun Compare with Other Stars and write 5 key details on Slide 17 or in their interactive journal or in the Sun Column of the T-Chart shown on Slide 18 in their Science Notebook.
- Have them review the Sun/Stars T-Chart and put one line through any items that they have discovered to be inaccurate in their investigation so far. (RI.5.2)
Formative Assessment Opportunity: Monitor student T-Charts for evidence about Sun and Stars that they are gathering. Note important ideas that they may have missed and be sure to elevate those for the class in the next session.
This could be a good place for a break if you need to spread this lesson over multiple days
Procedure 6
- Show Slide 19. Tell students that they will write a summary of the video: Crash Course Star Personalities (linked in slide deck)
- Review what it means to summarize and, if desired, use the Khan Academy video on Summary.
- Have students view the video and write a summary of the information in the video in their Science Notebooks or interactive journal/Google Slides.
- Have students share their summaries with an elbow partner to guide instruction. (RI.5.2)
Formative Assessment Opportunity: As students share their summaries make note of the key ideas and details students have included.
Look for these ideas:
- Stars are different distances away
- Our galaxy the Milky Way has lots of stars
- Stars can have different amounts of energy
- Stars have different colors and sizes
- The redder the star the cooler it is, the bluer the star the hotter it is. Our Sun is right in the middle and yellow
- Some stars are much bigger than our Sun and some are smaller. Our Sun is middle-sized
- You can’t tell the distance stars are away from Earth by their brightness
- Slide 20 can be used as a quick check activity using individual whiteboards, Science Notebook entries, interactive slides or a four corners type of activity,
Procedure 7
- Show Slide 21 and explain that the class will do a quick investigation to see if we can confirm the evidence we have been hearing about distance and brightness.
- Put students into groups of 2-4 and have them use a flashlight to conduct an investigation to see how the brightness of stars is connected to their distance from Earth and document their evidence on Slide 21, interactively, Investigation B Observation Table Handout https://docs.google.com/document/d/1kfcNN7zWsgspKMbA0ub8xuNOJa0SZyC1/copy, or in their Science Notebook.
- Show Slide 22 and ask students to add any new information they have learned about stars and/or the Sun.
This could be a good place for a break if you need to spread this lesson over multiple days
Procedure 8
- Show Slide 23 and tell students that the class will spend a few minutes thinking about how far away stars can be from Earth. Review the content of the slide, telling students the Sun isn’t even one light year from Earth. It is about 93,000,000 miles away. That’s a long way, but pretty close compared to other stars. Explain the distance a light year covers in miles and light from the Sun takes about 8 minutes to reach Earth.
- Now point out the table that shows some example stars and how many light years away they are. Even the next closest star, Proxima Centauri is about 4.2 light years away. Demonstrate multiplying 4.2 x 6,000,000,000,000 (six trillion...12 zeros) miles for students. Then have them work with you to multiply the next star, Sirius A’s number of light years by 6 trillion to compare. It is helpful to line up the zeros from the ones place over to make comparing the numbers easier to see.
- Have students continue the multiplication of the numbers, it should be relatively easy if they remember to multiply the number of light years by 6 and then add 12 zeros. (5.NBT.A.2)
- Show Slide 24 and ask students to write down pattern(s) that they notice as they do this multiplication.
Procedure 9
- On Slide 25 students will review how to write a claim supported by evidence, and reasoning. There is a quick review video linked in the slide. Have students write down a claim in their Science Notebook or using interactive slides.
- Slide 26 reinforces what counts as evidence and Slide 27 reinforces what reasoning is. Point out that the reasoning can be written for each piece of evidence or as a separate paragraph.
- Show Slide 28. Students will use their data to write a paragraph that makes a claim, is evidence based and explains their reasoning and how their data supports or contradicts their claim. Students can document their claim, evidence and reasoning on interactive Slide 28 or in their Science Notebook.
Procedure 10
- Show Slide 29. What did you figure out to help answer our questions about the Sun and the Moon and their movements phenomena? Go to the Driving Question Board on chart paper or in a virtual whiteboard and move answered questions into the “questions answered” column or onto a separate chart. There may not be a lot yet.
Sample of questions answered DQB
- Review with students what questions you still have to investigate and if any new questions have come up that should be added to the DQB.
Formative Assessment Opportunity: Use this opportunity to see if students perceive that the questions about the Sun’s distance from Earth, relative distance to other stars and size have been answered. If not, provide reminders about those questions from the content of the lessons so far.
Lesson 3: What Patterns can we Observe from the Earth’s Rotation on its Axis? (2 Days)
We can tell the time of day and year based on the Earth’s rotation on its axis. The shadow moves in a circle because the Earth spins. Shadows are different throughout the year because the sun appears lower in the sky in the winter and appears higher in the sky in summer. Earth rotates on its tilted axis about every 24 hours. From nearly all points on Earth, the Sun appears to move across the sky from east to west each day. Of Course, the Sun is not moving from east to west at all; Earth is rotating.
Investigation Routine
Materials
- Lesson 3 Slides 30-49 https://tinyurl.com/earth-space-patterns
- Patterns We Can Observe from Earth’s Movement https://docs.google.com/document/d/1jYDliKY1KlonlZ_-WZeTB8bL8opGVKbA/copy
- Generation Genius: Earth’s Orbit and Rotation
- 3-WA OER Lesson 3 Time of day/Shadow length Data Table https://docs.google.com/document/d/1Ovnj5tE_HRmVMW6SH5hP4s1JFW8V5gu9/copy
- measuring tapes for groups of 3-5 teachers
- Crash Course: Earth’s Rotation and Revolution
- Animated Diagram of the Sun, Earth and Moon
Preparation
- Share the Google Slide with your class or use the slides as a teaching too to recreate in an interactive science journal
- Print out resources if students do not have access online.
- Print Sun, Earth, Moon Model
- Plan for 4-5 times of day to take the class outside to measure shadows. These should be earlier morning mid-morning, noon, mid- afternoon and/or late afternoon.
Vocabulary
- Axis-An axis is an invisible line around which an object rotates, or spins.
- Rotation-the action of turning on an axis or center
- Revolution-an objections movement around another object
- Daytime-natural light from the of the day
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- While on the Lesson 3 Slide 30, tell students that now we know a little bit more about the Sun. We know it is a star and how it compares to some other stars. When we looked at the video at the start of this unit our questions were about the movement we saw of the Sun and the Moon. We still have some questions about what we saw there on our Driving Question Board (if there weren’t questions on the DQB about the phenomena the teacher could add their own questions at any point or surface questions about the movement by reshowing the video from the Anchoring Phenomena lesson.
- Show Slide 31. Tell students before we get started take a few minutes to jot down what you know about patterns in daylight hours and patterns in seasons. They can record their ideas in their Science Notebook, on the Patterns We Can Observe from Earth’s Movement https://docs.google.com/document/d/1jYDliKY1KlonlZ_-WZeTB8bL8opGVKbA/copy , or on the slide in Google Slides virtually.
Procedure 3
- Review the key vocabulary words that will probably be encountered in this lesson in a CCD (Cognitive Content Dictionary chart seen on Slide 32, student Science Notebook and/or on a class word wall. At the teacher’s discretion, this slide can be used interchangeably throughout the lesson. It is recommended that if used in the beginning of the lesson, to come back to clear up misunderstandings of words.
Procedure 4
- Use Slide 33, as needed, to help clarify the meanings of observations and making inferences. If using, be sure to unhide the slide. Have students practice inferencing and observations.
- Tell students to be ready to answer the questions on the slide. On Slide 34 click the link to a brief explanation of the rotation and orbit of the sun. Stop the video at 1:40 as the rest is advertising.
- Have students answer the questions in their science notebooks or on an interactive slide.
Procedure 5
- Prior to this lesson have in mind 4-5 times of day to take the class outside to measure shadows. These should be earlier morning, mid-morning, noon, mid- afternoon and/or late afternoon. Show Slide 35. Explain that in the video they showed us very briefly what happens with shadows and how they can help us understand the rotation of Earth each day. Tell them that the class will do a shadow experiment to see if we can get some data that helps us think about this.
- Have students create a data table like the one on Slide 35, use the Time of day/Shadow length Data Table https://docs.google.com/document/d/1Ovnj5tE_HRmVMW6SH5hP4s1JFW8V5gu9/copy , or record in the slide interactively.
- Group students in groups of 3-4 to work together on the experiment. Throughout the day or over two days take students outside with measuring tapes and have them measure the length of one of their group mates’ shadow. They should measure from the same spot each time and use the same person as the “shadowmaker:. You might have them mark a spot on the playground at the time of the first measurement.
- Be sure students observe the sun’s location in the sky each time. It could be observations like, “a little above the ground in the east”, “almost overhead”, “straight overhead”, “toward the west”, etc.
This could be a good place for a break if you need to spread this lesson over multiple days
Procedure 6
- Have students take out their data from measuring shadows. Show Slide 36. Have them create a graph, provide them with graph paper or use the slide interactively, for a line plot of their data.
- Give students an opportunity to discuss and compare their line plots and challenge them to develop a word problem about their graphs. (.5.MD.B.2)
Procedure 7
- Show Slide 37. Tell students to remember how they summarized earlier when they learned about stars. Remind them that a summary is a short retelling of a text, or in this case a video, with only the important details included. Click on the linked video to watch the video Earth’s Rotation and Revolution https://youtu.be/l64YwNl1wr0.
- Have students write their summaries in their science notebook or on the slide interactively. Allow them to share their summaries with an elbow partner. (W.5.8)
Procedure 8
- Show Slide 38 and ask students to answer the questions What did you figure out to help explain the phenomena? and What questions do you still have to investigate?
Procedure 9
- Revisit the Driving Question Board, Slide 39, and move questions that have been answered to the questions answered section or chart. Make note of any partially answered questions to keep track of.
Lesson 4: Movement Patterns of the Earth, Sun, and Moon (3 days)
Investigation Routine, Problematizing Routine, Putting Pieces Together Routine
Earth’s revolution around the Sun causes the length of the year, seasonal changes in the Northern and Southern hemispheres and the apparent change of the position of stars.
Materials
- Lesson 4 Slides 40-49 https://tinyurl.com/earth-space-patterns
- Interactive Simulation Phet Simulation of Earth’s Orbit
- Season Video Science Crash Course Kid
- Article: What Causes the Seasons https://spaceplace.nasa.gov/seasons/en/ (linked in slide)
- Article: What Causes the Seasons Handout https://drive.google.com/drive/u/0/folders/1Tw7w5kxZAUMwj-BtB-UY48HBus8SBnvT
- Why do we have Seasons? simulation https://d3tt741pwxqwm0.cloudfront.net/WGBH/npls13/npls13_int_seasons/index.html#
- Sun, Earth, Moon Model Space Freebie by Melissa Iglesias
- Sun, Earth, Moon Model handout
- https://docs.google.com/document/d/1jgq2uK_SlhhuB8HfK6SfdmMRGDTGlV-u/copy
- Brads for model
Preparation
- Share the Google Slide with your class or use the slides as a teaching tool Read through the Sun, Earth Moon Model Space Freebie to understand the directions for students
- Print out one copy for each person of the Sun, Earth, Moon Model on heavy paper or cardstock
- Queue up all video links and be sure they are active and working
- have ready the link to the article What Causes the Seasons or prepare copies of the article for each student
Vocabulary
- orbit-the curved path of an object in space around a star, planet, or moon.
- seasons-each of the four divisions of the year (spring, summer, autumn, and winter) marked by particular weather patterns and daylight hours, caused by the earth's changing position to the sun.
- equator-an imaginary line drawn around the earth equally distant from both poles, dividing the earth into northern and southern hemispheres
- constellations-a group of stars forming a recognizable pattern that is traditionally named after its apparent form
- hemisphere-a half of the earth, usually as divided into northern and southern halves by the equator, or into western and eastern halves by an imaginary line passing through the poles.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- While showing Slide 40 tell students that we have learned quite a bit about the rotation of the Earth on its axis and how that causes day and night, or sun shining on our part of the Earth which we call day, and sun shining on the opposite side of the Earth which we call night.
- Now we are going to think more about another pattern of the Earth and Sun bu investigating how the Earth moves around the Sun.
Procedure 2
- Review the key vocabulary words that will probably be encountered in this lesson in a CCD (Cognitive Content Dictionary chart seen on Slide 41, student Science Notebook and/or on a class wordwall. At the teacher’s discretion, this slide can be used interchangeably throughout the lesson. It is recommended that if used in the beginning of the lesson, to come back to clear up misunderstandings of words.
Procedure 3
- Show Slide 42 and tell students that we will be using a simulation or a computerized model to investigate the movement of the Earth in relation to the Sun.
- Ask students to remember that they will need to be prepared to record 5 observations from using the simulation. Provide students individually with the link or if this is not possible allow the whole class to view the simulation together on the teacher’s screen. Click on the Model option and point out the Earth, the Sun, and the day counter. Students should not adjust any of the sliders at this point as the point is to observe the revolution of Earth around the Sun and how long that takes to go once around.
- Give time to watch multiple times and then have students record 5 observations. They should notice that the sun doesn’t move, the Earth goes around the sun, Earth orbits once in 365 days, the Sun is much larger, the orbit is not perfectly round but more oval. (RI.5.1)
Procedure 4
- Now that we understand that Earth goes around the Sun, what are the patterns we can observe that are caused by this movement? Show Slide 43. Say, “let’s watch this video to see what we can find out about these patterns.” Tell students to be on the lookout for answers to the questions: The northern hemisphere is described as what fractional part of the Earth?During the summer the northern hemisphere is tilted toward or away from the sun?, If the Earth is tilted away from the sun what seasonal pattern are we in? How do you know?
- Click the link in the slide to show the video Seasons and the Sun https://www.youtube.com/watch?v=b25g4nZTHvM Give students time to answer the questions on the slide and discuss the answers to the questions as a class.
Procedure 5
- Provide students with the link to the NASA Article What Causes the Seasons https://spaceplace.nasa.gov/seasons/en/ or provide handouts of the Article: What Causes the Seasons Handout https://drive.google.com/drive/u/0/folders/1Tw7w5kxZAUMwj-BtB-UY48HBus8SBnvT for each student.
- Show Slide 44. provide time for individual, partner or guided group reading. Ask students to record 5 details from the article and video in Science Notebooks or interactively using slides. (RI.5.9)
This could be a good place for a break if you need to spread this lesson over multiple days
Procedure 6
- Click on the Why do we have Seasons? simulation linked in Slide 45. This is best done as a whole class. Practice with the simulation ahead of time. You should note that you will need to click on the blue points around the Earth’s orbit of the sun to move the Earth. Also not that each button on the side reveals a little blurb that should be read together to get more information.
- Ask students to notice the angle of the Earth’s axis at each point in the season. The axis angle does not change.
- As you click each point stop to read relevant details from the side bar, Also ask students to study the diagrams at the bottom that show direction and angle of the Sun’s rays. Have students observe which part of Earth is closest to the Sun in each Season.
Procedure 7
- Review the process of constructing a claim, with evidence, and reasoning as seen on the slide, Give students the claim for the investigation: “I can determine the season by the Earth’s revolution/orbit around the sun”, or work together as a class to construct this type of claim.
Procedure 8
- Show Slide 46. Give students the directions and time to construct their own Sun, Earth, Moon model Sun, Earth, Moon Model handout
https://docs.google.com/document/d/1jgq2uK_SlhhuB8HfK6SfdmMRGDTGlV-u/copy
and brads for model and time to manipulate and observe it. They should look for how Earth moves around the Sun and how that is different for how the Moon moves around the Earth but doesn’t have its own around the Sun. This might be a good homework activity. Note: Students will need to use this model again for the next Procedure.
This could be a good place for a break if you need to spread this lesson over multiple days
Procedure 9
- Show Slide 47 and tell students that we will look at our model of the Sun, Earth and Moon. Tell them to take a few minutes to quick write what they think they know about how the moon moves in relation to the Earth. They can write in their Science Notebook or us the slide interactively.
- Show Slide 48 and tell students, “Now let’s see what the moon is doing in our model.” Have students manipulate the model or at least show them your model and manipulate the Moon around the Earth and the Earth around the Sun. The should notice that the moon would go around the Earth as the Earth goes around the Sun but the moon does not directly orbit the Moon.
- As Slide 49 is shown, either provide links to the simulation for students or demonstrate the simulation for students. Point out that they should click on , and then choose the icon and make observations about the relate movement of each of these objects in the sky.They could also click the icon to see how the moon moves in relation to the Earth.
- Students should use the model to answer the bulleted questions on the slide.
- Give students time to write their complete answer to the question “How do the moon and Earth move in relation to each other and the Sun?”
Lesson 5: More About Stars and Their Relationship to Earth (1 Day)
Investigation Routine, Problematizing Routine, Putting Pieces Together Routine
The stars seem to set in the east and set in the west. Actually they are relatively fixed in the sky and the Earth’s rotation on its axis along with its revolution around the sun can cause us to see specific star constellations in the sky from places on Earth at certain times of the year.
Materials
- Lesson 5 Slides 50-59 https://tinyurl.com/earth-space-patterns
- Crash Course Kids Constellation Location https://youtu.be/BbzCA0Lgf3Y
- Online Planetarium https://in-the-sky.org/skymap.php
- Chart for recording the Initial Class Consensus Model OR an electronic whiteboard such as Jamboard https://edu.google.com/products/jamboard/
Preparation
- Practice with the Online Planetarium. Students could use the coordinates or search for their city by clicking “Change Location” button on the right.
- Make Driving Question Board available for viewing
- Prepare chart for a Class Consensus Model or prepare on virtual whiteboard
Vocabulary
- equator-an imaginary line drawn around the earth equally distant from both poles, dividing the earth into northern and southern hemispheres
- constellations-a group of stars forming a recognizable pattern that is traditionally named after its apparent form
- star-a fixed brightly shining point in the sky which is a large, and far away Sun
- tilted-into a sloping or slanted position
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedure 1
- Show Slide 50 and tell students that we have learned a lot about stars including our own Sun.
- Review the key vocabulary words that will probably be encountered in this lesson in a CCD (Cognitive Content Dictionary chart seen on Slide 51 , student Science Notebook and/or on a class word wall. At the teacher’s discretion, this slide can be used interchangeably throughout the lesson. It is recommended that if used in the beginning of the lesson, to come back to clear up misunderstandings of words.
Procedure 2
- Have students observe each of the 4 pictures on Slide 52 and record what they notice in each one. They might notice that each picture is the same shape, the shape is in different directions in each picture...upside down, with the handle up, with the handle down, etc. Ask students if they think the stars move in our night sky.
Procedure 3
- Show Slide 53 and tell students to get ready to summarize what they are going to see in the short video that is linked in the slide. Crash Course Kids Constellation Location https://youtu.be/BbzCA0Lgf3Y
- Give students time to summarize what the key points are in the video. (W.5.8)
- Discuss the key details that students captured and elevate any they may have missed.
Procedure 4
- If you choose to use it, Slide 54 provides a quick fact check opportunity for students if using the slides virtually, or in class.
Procedure 5
- The Online Planetarium https://in-the-sky.org/skymap.php is linked on Slide 55. This can be a whole class demonstration or the link could be provided to students. Have students follow the directions on the slide. They will need to orient to how to use the Online Planetarium.
- On the right they can type in their location city/town. They may have to choose a larger city nearby.
- The time can be changed using the button right above and to the right of the star map. Teachers should practice ahead of time to be comfortable with assisting students.
Procedure 6
- On Slide 56 the original anchor phenomena is linked. Tell students to think back to their original thinking about this as they watch the phenomena again.
- Ask students to look back at their original model . Show Slide 57. Have them modify that model or, if time permits draw a new model to reflect their learning.
Summative Assessment Opportunity: Use this opportunity to see if students’ express an understanding that:
- Earth rotates on its axis which takes about 24 hours for one rotation. When a spot on Earth is facing toward the sun that spot is in daylight and when the spot faces away from the Sun that spot is daylight.
- Because the Earth is rotating it appears that the Sun is moving but actually the Earth is moving.
- The Sun seems bright because it is the closest star to Earth. It is a medium bright star.
- The Moon is in the sky all of the tme. We just see it best when the spot on the Earth where we are is facing away from the Sun and in the dark.
- The Moon orbits around the Earth.
- the Earth orbits or revolves around the sun and this along with the tilt of the Earth on its axis, causes the seasons.
Procedure 7
- Show Slide 58. Revisit the Driving Question Board to discuss answers to the questions on the board. Be sure to elevate the ideas above.
Procedure 8
- Assemble the whole class together, either in person or virtually, Share Slide 59 and tell students that we will construct a whole class Consensus Model to put all of our learning together. Give students time to individually share what they have learned, how they changed their models.
- in front of the class, using chart paper and markers or a virtual whiteboard such as whiteboard such as Jamboard https://edu.google.com/products/jamboard/ , draw the Final Consensus Model including student ideas and elevating those ideas that speak to why objects in the sky appear to move.
Summative Assessment Opportunity: Use this opportunity to see if students’ express an understanding that:
- Earth rotates on its axis which takes about 24 hours for one rotation. When a spot on Earth is facing toward the sun that spot is in daylight and when the spot faces away from the Sun that spot is daylight.
- Because the Earth is rotating it appears that the Sun is moving but actually the Earth is moving.
- The Sun seems bright because it is the closest star to Earth. It is a medium bright star.
- The Moon is in the sky all of the tme. We just see it best when the spot on the Earth where we are is facing away from the Sun and in the dark.
- The Moon orbits around the Earth.
- the Earth orbits or revolves around the sun and this along with the tilt of the Earth on its axis, causes the seasons.
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oercommons
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2025-03-18T00:36:44.392543
|
Measurement and Data
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85181/overview",
"title": "Fifth Grade Elementary Science and Integrated Subjects-Earth & Space: Patterns in the Sky",
"author": "Elementary Education"
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|
https://oercommons.org/courseware/lesson/64534/overview
|
Grade 6-8 Physical Education Learning Resources
Overview
Resource suggestions to explore and consider as a way to support your family learning during school closures.
Grade 6-8 Physical Education Learning Resources
Online Physical Education Network (OPEN): This site focuses on games and calendars for families to use to make their home an Active Home.
Photo by Brian Erickson on Unsplash
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oercommons
|
2025-03-18T00:36:44.409448
|
Jamie Rumage
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64534/overview",
"title": "Grade 6-8 Physical Education Learning Resources",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/115540/overview
|
Unleashing Learner Potential- PAIU PAsmart Student Centered Learning
ARCHIVED: May 22nd, 2024 Kickoff! Meeting
Overview
This lesson was created in support of the Kick-Off meeting for the PA Student-Centered Learning Network. It contains easy access to links, information and overviews of the initiative, as well as links for the Kick-Off Meeting itself.
Welcome
Welcome to the Student-Centered Learning (SCL) network.
The Student-Centered Learning Network gathers educators, administrators, and community partners who are passionate about advancing SCL initiatives across Pennsylvania.
What is student-centered learning?
SCL is an approach to education that prioritizes each student's unique needs, interest, and learning styles. Instead of one-size-fits-all model, SCL empowers students to particiapte actively in their education, encouraging critical thinking, collabration and creativity.
This approach fosters deeper learning, greater engagement, and a lifelong love of learning by tailoring instruction to each student's individual needs. Blended learning, online and distance learning, and personalized learning are all examples of SCL. Visit our terms page to learn more in-depth information and definitions of SCL,
Why?
Joining a student-centered learning network can provide a range of benefits. Our network offers opportunities to connect with like-minded educators who prioritize personalized learning experiences. By joining a student-centered learning network, individuals can access a wealth of resources and support to help them create more engaging and effective learning experiences that align with students' interests and passions. Additionally, network members can collaborate and share ideas, strategies, and best practices, which can help them improve their teaching practices and positively impact student outcomes.
How:
We would love to have you join our community.
May 22, 2024 Meeting
Engage
- Sign up to offer site visits
Future Network Mtgs (Tentative)
- October 15, 1-3pm
- January 21, 1-3pm
- March 6, 9-11am
- June 5, 9-11am
SCL In PA
The Student-Centered Learning Network has created detailed definitions to support calibration and collaboration around SCL:
- Blended Learning
- Online and Distance Learning
- Personalized Learning
- Station Rotation Model
- Student-Centered Learning
See the full definitions
Student-Centered Learning in Practice
PAIU has collaborated with districts to create a collection of stories to showcase student-centered learning programs and initiatives across Pennsylvania.
You can find those stories linked below!
Connections SCL nationwide
- Student-centered learning experiences are at their best when they stem from students' interests and passions, giving them the agency to take control of their education. (Common Sense Education, n.d.).
The following are additional resources for student-centered learning:
About
PA Student-Centered Learning Network
Our Mission:
- Our Mission is to empower a Pennsylvania where all learners thrive in student-centered environments
Our Vision:
- Our Vision is to create ubiquitous learning opportunties where the student is at the center of all learning.
Contact: Ken Zimmerman: kenneth_zimmerman@iu13.org; Kylie Hand: kylieh@cciu.org
The Student-Centered Learning Network gathers educators, administrators, and community partners who are passionate about advancing SCL initiatives across Pennsylvania.
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oercommons
|
2025-03-18T00:36:44.436894
|
Mathematics
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115540/overview",
"title": "ARCHIVED: May 22nd, 2024 Kickoff! Meeting",
"author": "History"
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|
https://oercommons.org/courseware/lesson/106469/overview
|
OREGON MATH STANDARDS (2021): [5.NF]
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: 5.NF.A.1
Cluster: 5.NF.A - Use equivalent fractions as a strategy to add and subtract fractions.
STANDARD: 5.NF.A.1
Standards Statement (2021):
Add and subtract fractions with unlike denominators, including common fractions larger than one and mixed numbers.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.NF.A.1, 4.NF.B.3 | 5.NF.A.2, 5.NBT.B.7, 7.NS.A.1 | 6.AEE.B.6 | 5.NF.A.1 5.NF.A Crosswalk |
Standards Guidance:
Terminology
- A common fraction is a fraction in which numerator and denominator are both integers, as opposed to fractions. Fractions such as 4/3, or 14/5 should be thought of as common fractions greater than one, which could also be written using mixed numbers as 1-1/3 and 2-4/5 respectively.
- Use of the term "improper fraction" should be avoided.
Boundaries
- Work with fractions at grade 5 should focus on fractions with denominators 2-10, 12, 16, 20, 25, 50, 100 and 1000.
Progressions
- In Grade 4, students have some experience calculating sums of fractions with different denominators...where one denominator is a divisor of the other, so that only one fraction has to be changed.
- Grade 5 students extend this reasoning to situations where it is necessary to re-express both fractions in terms of a new denominator. For example, in calculating 2/3 + 5/4 they reason that if each third in 2/3 is subdivided into fourths, and if each fourth in 5/4 is subdivided into thirds, then each fraction will be a sum of unit fractions with denominator 3 x 4 = 4 x 3 = 12:
- 2/3 + 5/4 = 2x4 / 3x4 + 5x3 / 4x3 = 8/12 + 15/12 = 23/12.
- Please reference page 11 in the Progression document
Examples
- Include replacing given fractions with equivalent fractions to produce an equivalent sum or difference.
- 2/3 + 5/4 = 8/12 + 15/12 = 23/12 or 1 11/12.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.NF.A.2
Cluster: 5.NF.A - Use equivalent fractions as a strategy to add and subtract fractions.
STANDARD: 5.NF.A.2
Standards Statement (2021):
Solve problems in authentic contexts involving addition and subtraction of fractions with unlike denominators, including common fractions larger than one and mixed numbers.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.NF.A.2, 4.NF.C.5, 5.NF.A.1 | 6.NS.B.2, 6.NS.B.3 | 5.DR.B.2, 5.GM.A.2 | 5.NF.A.2 5.NF.A Crosswalk |
Standards Guidance:
Clarifications
- Use visual fraction models or equations to represent the problem.
- Use benchmark fractions and number sense of fractions to estimate and assess the reasonableness of answers.
- Students should use benchmark fractions and number sense of fractions to estimate and assess the reasonableness of answers as an introduction to addition and subtraction.
Boundaries
- Work with fractions at grade 5 should focus on fractions with denominators 2-10, 12, 16, 25, 100 and 1000.
Teaching Strategies
- Students should use numerical reasoning to add and subtract fractions and mixed numbers with unlike denominators in contextual, mathematical problems by finding a common denominator and equivalent fractions to produce like denominators using a variety of tools and strategies.
Progressions
- Students make sense of fractional quantities when solving word problems, estimating answers mentally to see if they make sense. For example in the problem:
- Ludmilla and Lazarus each have a lemon. They need a cup of lemon juice to make hummus for a party. Ludmilla squeezes 1/2 a cup from hers and Lazarus squeezes 2/5 of a cup from his. How much lemon juice do they have? Is it enough?
- Students estimate that there is almost but not quite one cup of lemon juice, because 2/5 < 1/2. They calculate 1/2 + 2/5 = 9/10, and see this as 1/10 less than 1, which is probably a small enough shortfall that it will not ruin a recipe. (Please reference page 11 in the Progression document).
Examples
- Tom is baking a cake. He added 12 teaspoon of vanilla extract to the cake mix. He tasted the batter and determined he needed more, so he added another 34 teaspoon of vanilla extract. How much total vanilla extract did he add to the cake mix?
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.NF.B.3
Cluster: 5.NF.B - Apply and extend previous understandings of multiplication and division.
STANDARD: 5.NF.B.3
Standards Statement (2021):
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve problems in authentic contexts involving division of whole numbers that result in answers that are common fractions or mixed numbers.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.NF.B.3, 4.NF.B.4 | 6.RP.A.1, 6.RP.A.2, 6.RP.A.3 | 3.OA.A.2, 3.OA.B.6, 4.OA.A.1, 4.OA.A.2, 4.GM.B.5, 6.AEE.B.6 | 5.NF.B.3 5.NF.B Crosswalk |
Standards Guidance:
Boundaries
- As part of this standard, students should have opportunities to use visual models or equations to represent and solve problems.
Progressions
- In Grade 5, [students] connect fractions with division, understanding that
- 5 div 3 = 5/3,
- or, more generally, a/b = a div b for whole numbers a and b, with b not equal to zero.
(Please reference page 17 in the Progression document). Examples
- If 5 cookies are shared equally among 3 people each person receives of a cookie.
- If you divide 5 objects equally among 3 shares, each of the 5 objects should contribute 1/3 of itself to each share.
- Thus, each share consists of 5 pieces, each of which is 1/3 of an object, and so each share is of an object
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.NF.B.4
Cluster: 5.NF.B - Apply and extend previous understandings of multiplication and division.
STANDARD: 5.NF.B.4
Standards Statement (2021):
Apply and extend previous understanding and strategies of multiplication to multiply a fraction or whole number by a fraction. Multiply fractional side lengths to find areas of rectangles, and represent fractional products as rectangular areas.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
3.OA.A.1, 3.GM.C.7, 4.OA.A.1, 4.NF.B.4 | 6.RP.A.1, 6.RP.A.2, 6.RP.A.3 | 5.NBT.B.7, 6.NS.B.2, 6.AEE.B.6, 6.GM.A.1, 7.NS.A.2 | 5.NF.B.4 5.NF.B Crosswalk |
Standards Guidance:
Boundaries
- Students should explain the meaning of a fraction 𝑎/𝑏 as a multiple of 1/𝑏.
- Students should be exposed to fractions less than 1, equal to 1, and greater than 1.
Teaching Strategies
- Interpret the product of the fraction a/b and a whole number (q) as
- partitioning the whole number into b parts and counting a parts
- Repeating the fraction a/b q number of times.
- Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths
- Students should be presented with a variety of real-life, mathematical problems involving multiplication of a fraction and a whole number.
- Students should use their understanding of equivalency to flexibly reason with equivalent fractions based on the context of the problem. Simplifying fractions is not an expectation of this grade level.
Progressions
- Students should use a variety of models to conecptualize multiplicaiton of fractions, including use of a number line, fraction strip, and area models. Please reference page 17 in the Progression document for additional information.
Examples
- Understand that ⅔ x 4 can be seen as partitioning 4 into 3 equal parts as well as counting 2 of the 3 (4/3 x 2) parts or as iterating ⅔ four times [(2 x 4)/3]. In general, a/b x q = q/b x a = (a x q)/b.
- Use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15.
- Each cupcake takes 1/4 cup of frosting. If Betty wants to make 20 cupcakes for a party, how much frosting will she need?
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.NF.B.5
Cluster: 5.NF.B - Apply and extend previous understandings of multiplication and division.
STANDARD: 5.NF.B.5
Standards Statement (2021):
Apply and extend previous understandings of multiplication and division to represent and calculate multiplication and division of fractions. Interpret multiplication as scaling (resizing) by comparing the size of products of two factors.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.NF.A.1, 4.NF.C.5 | 6.RP.A.1 | 3.OA.A.1, 3.OA.A.2, 4.OA.A.1, 4.OA.A.2, 4.GM.B.5 | 5.NF.B.5 5.NF.B Crosswalk |
Standards Guidance:
Boundaries
- As part of this standard, students must be able to
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
- Explain that multiplying a given number by a fraction greater than 1 results in a product greater than the given number.
- Explain that multiplying a given number by a fraction equivalent to 1 (such as 4/4) results in the same product as multiplying by 1.
- Explain that multiplying a given number by a fraction less than 1 results in a product smaller than the given number.
Teaching Strategies
- Students should be presented with a variety of real-life, mathematical situations involving multiplication as scaling (resizing) that include fractions and whole numbers.
Progressions
- In preparation for Grade 6 work in ratios and proportional relationships, students learn to see products such as 5 x 3 or 1/2 x 3 as expressions that can be interpreted in terms of a quantity, 3, and a scaling factor, 5 or 1/2. Thus, in addition to knowing that 5 x 3 = 15, they can also say that 5 x 3 is 5 times as big as 3, without evaluating the product. Likewise, the see 1/2 x 3 as half the size of 3.
- Grade 5 work with multiplying by unit fractions, and interpreting fractions in terms of division, enables students to see that multiplying a quantity by a number smaller than 1 produces a smaller quantity, as when the budget of a large state university is multiplied by 1/2, for example. (Please reference page 19 in the Progression document).
Examples
- Mrs. Cole needs to make lunch for 12 children at a day care. Each child gets 1/2 of a sandwich. How many whole sandwiches does Mrs. Cole need to make?
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.NF.B.6
Cluster: 5.NF.B - Apply and extend previous understandings of multiplication and division.
STANDARD: 5.NF.B.6
Standards Statement (2021):
Solve problems in authentic contexts involving multiplication of common fractions and mixed numbers.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.OA.A.2 | 6.RP.A.1, 6.NS.A.1 | 3.OA.A.1, 3.OA.A.2, 4.OA.A.1, 4.GM.B.5, 5.DR.B.2 | 5.NF.B.6 5.NF.B Crosswalk |
Standards Guidance:
Teaching Strategies
- Students should be given opportunities to use both visual fraction models and equations to represent and solve problems.
- Students should be given opportunities to use both visual fraction models and equations to represent and solve problems.
Progressions
- Solve applied problems involving multiplication of fractions and mixed numbers by using visual fraction models and/or equations to represent the problem.
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.NF.B.7
Cluster: 5.NF.B - Apply and extend previous understandings of multiplication and division.
STANDARD: 5.NF.B.7
Standards Statement (2021):
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions, including solving problems in authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
3.NF.A.1, 4.NF.B.4 | 6.RP.A.2, 6.NS.A.1 | 3.OA.B.6, 5.DR.B.2, 6.DR.A.1 | 5.NF.B.7 5.NF.B Crosswalk |
Standards Guidance:
Boundaries
- Division of a fraction by a fraction is not a requirement at this grade. However, students who are able to multiply fractions can develop strategies to divide a fraction by a fraction by reasoning about the relationship between multiplication and division.
Teaching Strategies
- Students should be given opportunities to use both visual fraction models and equations to represent and solve problems.
- Students should begin with modeling for deeper understanding.
- Students should be presented with a variety of contextual, real-life problems involving division of a whole number by a unit fraction and division of a unit fraction by a whole number.
Examples
- Create a story context for (1/3) ÷ 4 and use a visual fraction model to show the quotient.
- Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
- Create a story context for 4 ÷ (1/5) and use a visual fraction model to show the quotient.
- Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
- How much chocolate will each person get if 3 people share ½ lb of chocolate equally?
- How many ⅓-cup servings are in 2 cups of raisins?
- Knowing the number of groups/shares and finding how many/much in each group/share Four students sitting at a table were given 1/3 of a pan of brownies to share. How much of a pan will each student get if they share the pan of brownies equally? The diagram shows the 1/3 pan divided into 4 equal shares with each share equaling 1/12 of the pan.
- Illustrative Mathematics:
- Student Achievement Partners:
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oercommons
|
2025-03-18T00:36:44.546233
|
07/07/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106469/overview",
"title": "OREGON MATH STANDARDS (2021): [5.NF]",
"author": "Mark Freed"
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|
https://oercommons.org/courseware/lesson/117234/overview
|
Education Standards
Wild About Wind Presentation
Wild About Wind
Overview
This lesson uses a hands-on approach to teach about renewable energy with a case study in wind turbines. This lesson also uses engineering design to help situate renewable energy within a practical human society.
In partnership with the Washington State Office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Institute for Climate, Water, and the Environment has created the Climate Literacy Project.
Wild About Wind Lesson Overview
Lesson Title: Wild About Wind
Grade Level: 4th-5th Grade
Disciplinary Area: Earth Science
Duration: 45 minutes
Big Question:
How do wind turbines work and what are the advantages of using wind turbines for energy? What are the disadvantages?
Learning Objectives:
- Students will learn about renewable and nonrenewable energy and understand how batteries work.
- Students will learn about the connection between fossil fuels and climate change.
- Students will understand how wind turbines work by building their own wind turbine model.
Key Terms:
Renewable Energy, Non-Renewable Energy, Climate Change, Greenhouse Gases, Batteries
Standards:
Next Generation Science Standards
- 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified critieria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and contraints of the problem.
- 4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
- 4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
- 4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Materials:
| Material: | Link for Purchasing: |
| Wind Turbine Kit | Thames and Kosmos Wind Power Science Kit |
| AA Rechargeable Batteries | Rechargeable Batteries |
| Fan | Desk Fan |
| Wind Turbine Diagram | Included in Lesson PDF |
Authors: Emily Wright, Gonzaga Class of 2022
Revised by Grace Colburn, Gonzaga Class of 2024
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oercommons
|
2025-03-18T00:36:44.581142
|
Physics
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117234/overview",
"title": "Wild About Wind",
"author": "Manufacturing"
}
|
https://oercommons.org/courseware/lesson/117197/overview
|
Forensic Hunt Lesson Plan
Forensics Clues Teachers
Forensics Intro Presentation
Forensics Scavenger Worksheet
Forensic Scavenger Hunt
Overview
In this engaging forensic scavenger hunt lesson, students step into the roles of junior detectives tasked with solving the mystery of a cookie jar missing from a teacher’s room. Equipped with essential forensic skills, including fingerprint analysis and conducting experiments like chromatography, students collaborate in teams to gather evidence from various stations strategically placed around the school. As they decipher clues and examine crime scenes, students hone their critical thinking abilities and scientific reasoning, ultimately piecing together the puzzle. This hands-on experience not only reinforces STEM principles but also fosters teamwork and problem-solving skills in an exciting and interactive learning environment.
Introduction
Subjects: • Science • Forensics • Art • Social Studies
Time: 60-120 minutes
Skills: •Basic Forensic Techniques • Observation • Critical-Thinking • Problem-Solving
Learning Objective/Goal:
- Students will understand the basics of fingerprint analysis.
- Students will learn how to observe and categorize different fingerprint patterns.
- Students will apply forensic science techniques to solve a simulated investigation.
- Students will work collaboratively to achieve a common goal.
Materials Needed:
- Clues for the scavenger hunt, scattered across an area
- "Evidence" items with pre-made fingerprints
- Worksheets for recording observations
- Materials for stations (listed below)
- Optional: Prizes for Completion
Background
In this forensic scavenger hunt, students solve the mystery of a cookie jar missing from a teacher’s room. Armed with forensic skills such as fingerprint analysis and engaging in short experiments like chromatography, they unravel clues and piece together evidence to uncover the culprit behind the disappearance.
Activity
Introduction (15 minutes):
- Briefly discuss what fingerprints are and why they are important in forensic science.
- Show examples of different fingerprint patterns (loops, whorls, arches).
- Explain the activity: a scavenger hunt where students will find and analyze fingerprints to solve a mystery.
Activity (Continued):
During the scavenger hunt (15 minutes):
- Divide students into small teams.
- Hand out worksheets for students to record their observations.
- Explain that students will need to find clues around the area and use those in conjunction with fingerprints to solve the mystery
- Provide the first clue to start the scavenger hunt.
Scavenger Hunt (1 hour suggested ):
- Students follow a series of clues to different locations around the school where they will find "evidence" items or do short investigations.
- At each location, students analyze clues they find and record observations on a worksheet
- Teams record their findings on the worksheets, identifying the patterns and matching them to potential "suspects" provided in the initial briefing.
Conclusion and Discussion (30 minutes)
- Gather all students to discuss their findings.
- Have each team present their observations and how they matched the fingerprints to solve the mystery.
- Discuss what they learned about fingerprints and the forensic process.
- Optional: Hand out prizes for participation or successful completion of the scavenger hunt.
Extra
Tips for Students:
- Pay close attention to details
- Work with your group and It may help to find a folder or hard object to bear down on when writing answers
- Keep your worksheet handy to jot down observations, clues, and any patterns you notice.
Tips for Teachers:
- Have extra volunteers ready to help with the short experiment stations
- Have students wash their hands after collecting evidence in the hallway
- Plan ahead - Designate specific areas or stations for clues
Extensions:
- Advanced Analysis: Introduce more complex forensic techniques such as dusting for prints with powder or using UV light.
- Cross-Curricular Connections: Integrate the activity with a history lesson on famous criminal cases solved with fingerprints.
Link to Presentation for students
Materials needed for Clue Stations
Materials needed for Stations:
Taking Fingerprints (Clue D)
- Pencils
- Paper
- Index cards
- Tape
Cipher (Clue F)
- Printed and assembled Cipher wheels
Chromagography (Clue I)
- Paper strips (coffee filters or chromatography paper)
- Different colored markers
- Rubbing alcohol or water
- Small cups
- Tape.
- Pencils
|
oercommons
|
2025-03-18T00:36:44.611517
|
Annabel Lee
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117197/overview",
"title": "Forensic Scavenger Hunt",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/112182/overview
|
AP World History Syllabus
Overview
This AP world history course was designed based on five themes: Interactions between humans and the environment; development and interaction of cultures; state-building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures. The course explores historical events from the 13th century through the 20th century.
Attachments
The attachment for this resource is a sample syllabus for an AP World History course.
About This Resource
The sample syllabus here was submitted by a participant in a one-day workshop entitled “Teaching Indigenous History as World History” for world history teachers hosted by the Alliance for Learning in World History.
This resource was contributed by David DeSanti.
|
oercommons
|
2025-03-18T00:36:44.630000
|
Alliance for Learning in World History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112182/overview",
"title": "AP World History Syllabus",
"author": "Syllabus"
}
|
https://oercommons.org/courseware/lesson/119181/overview
|
AI Can do
Overview
This image describes the basic character of Artificial Intelligence
AI can do...
This image explains the what AI can do?
|
oercommons
|
2025-03-18T00:36:44.646920
|
Thiyagu K
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/119181/overview",
"title": "AI Can do",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/93099/overview
|
Boolean Pizza - Image
Boolean Pizza
Overview
Boolean search terms or operators were invented by a mathematician George Boole in 1854. It was quickly forgotten at the time, but it is ideal when applied to searching computerized databases (like a library). Boolean logic uses three operators to demonstrate relationships between terms and definitions. These are AND, OR, NOT. It maybe be helpful to consider the mental model below, to understand how these terms work.
This work “Boolean Pizza” by Andrea Bearman is licensed under CC-BY 4.0 International License.
Boolean Pizza
Boolean search terms or operators were invented by a mathematician George Boole in 1854. It was quickly forgotten at the time, but it is ideal when applied to searching computerized databases (like a library). Boolean logic uses three operators to demonstrate relationships between terms and definitions. These are AND, OR, NOT. It maybe be helpful to consider the mental model below, to understand how these terms work.
|
oercommons
|
2025-03-18T00:36:44.664491
|
05/27/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93099/overview",
"title": "Boolean Pizza",
"author": "Andrea Bearman"
}
|
https://oercommons.org/courseware/lesson/65054/overview
|
Taking Care of yourself- You Matter Too!
Overview
People don't take time for themselves- but especially educators-
Taking Care of yourself- You Matter Too!
As a whole, teachers aren’t great about taking care of themselves. You work too many hours, don’t get enough sleep or exercise, eat too many unhealthy foods, and don’t spend enough time doing things that refresh and energize you.
|
oercommons
|
2025-03-18T00:36:44.676826
|
04/09/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65054/overview",
"title": "Taking Care of yourself- You Matter Too!",
"author": "Kelly Pangman"
}
|
https://oercommons.org/courseware/lesson/98323/overview
|
Worksheet for Identifying Nouns
Overview
Following resource is a worksheet for identifying Nouns. I have taken the songs, stories and poems in public domain and have converted them into worksheets to teach students how to identify this part of speech in different contexts.
Date of Creation: 29/10/2022
Date of next revision: 30/10/2024
Nouns
Nouns are names for people, animal, things or ideas. Since, there are many things and many people, there are many many Nouns. Therefore, Nouns are the most common parts of speech.
The worksheets in the attachments have been created out of public domain poems and songs. There are three worksheets and their answers are available in the same file.
You can just download the attachement and print the worksheet for use.
The resource is created to give students idea about identifying nouns in different contexts.
Link to additional resource
|
oercommons
|
2025-03-18T00:36:44.696685
|
10/29/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98323/overview",
"title": "Worksheet for Identifying Nouns",
"author": "Vishesh Agrawal"
}
|
https://oercommons.org/courseware/lesson/99497/overview
|
Ant 100 (Quality Education) OER COMMONS CONTRIBUTION
Overview
https://docs.google.com/presentation/d/10csVedOuKMWjyZkiujCwJEAGhWuAqaCqaH7kUETXHdk/edit?usp=sharing
Ant 100 (Quality Education) OER COMMONS CONTRIBUTION
https://docs.google.com/presentation/d/10csVedOuKMWjyZkiujCwJEAGhWuAqaCqaH7kUETXHdk/edit?usp=sharing
Ant 100 (Quality Education) OER COMMONS CONTRIBUTION
https://docs.google.com/presentation/d/10csVedOuKMWjyZkiujCwJEAGhWuAqaCqaH7kUETXHdk/edit?usp=sharing
https://docs.google.com/presentation/d/10csVedOuKMWjyZkiujCwJEAGhWuAqaCqaH7kUETXHdk/edit?usp=sharing
|
oercommons
|
2025-03-18T00:36:44.716101
|
12/17/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99497/overview",
"title": "Ant 100 (Quality Education) OER COMMONS CONTRIBUTION",
"author": "Yakov Nakash"
}
|
https://oercommons.org/courseware/lesson/106570/overview
|
OT in Schools
OT_OTA Collab Plan and Resources
Oregon Practice Acts for Occupational & Physical Therapy
Overview
The following resource provides information regarding Oregon's specific practice acts for both OT and PT. Webinars are included as well as specific documents for new hires to review.
Oregon Practice Acts for Occupational & Physical Therapy
It is important for new hires to understand Oregon's specific practice acts for occupational & physical therapists, which are downloadable in this resource. There are also a couple of webinars regarding scope of practice for each discipline found here:
Competencies for Physical Therapists Working in Schools (75 min recorded session)
Quality Indicators for School-Based Practices (OT) (75 min recorded session)
It is recommended that these practice acts are introduced during onboarding and then re-visited for more in-depth discussion once the new hire has established their caseload.
|
oercommons
|
2025-03-18T00:36:44.736037
|
07/10/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106570/overview",
"title": "Oregon Practice Acts for Occupational & Physical Therapy",
"author": "Nathaniel Baniqued"
}
|
https://oercommons.org/courseware/lesson/90185/overview
|
IELTS – Introduction to Writing - Off2Class Lesson Plan
Overview
How to teach IELTS: Writing
This lesson covers elements of the writing test, which is different for academic and general test writers. This lesson focuses on both, so be sure to target the activities that suit your students’ needs. It discusses the following criteria: task achievement, lexical resource, grammatical range and accuracy, and coherence and cohesion.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
This lesson covers elements of the writing test, which is different for academic and general test writers. This lesson focuses on both, so be sure to target the activities that suit your students’ needs. It discusses the following criteria: task achievement, lexical resource, grammatical range and accuracy and coherence and cohesion.
Download your free Off2Class IELTS – Writing lesson plan here: https://www.off2class.com/lesson-plan-downloads/how-to-teach-ielts-4-lesson-plans-to-get-you-started/
|
oercommons
|
2025-03-18T00:36:44.754328
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90185/overview",
"title": "IELTS – Introduction to Writing - Off2Class Lesson Plan",
"author": "Student Guide"
}
|
https://oercommons.org/courseware/lesson/105008/overview
|
INDUS VALLEY CIVILIZATION
Overview
This pdf is useful to know about the Indus Valley Civilization
INDUS VALLEY CIVILIZATION
It provides information about Indus Valley Civilization
|
oercommons
|
2025-03-18T00:36:44.770127
|
06/09/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105008/overview",
"title": "INDUS VALLEY CIVILIZATION",
"author": "Tamil Selvi"
}
|
https://oercommons.org/courseware/lesson/79535/overview
|
French Level 2, Activity 12: La maison / Home life (Online)
Overview
In this activity, students will be talking about their living situation- where they live, who they live with, if they live at a house, apartment, etc. Students will also practice buying furniture for their home.
Activity Information
Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench
Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.
Home Life / La maison
Description
In this activity, students will be talking about their living situation- where they live, who they live with, if they live at a house, apartment, etc. Students will also practice buying furniture for their home.
Semantic Topics
Home, living, shopping, furniture, maison, faire du shopping, meubles, choices, les choix
Products
Homes
Practices
Living in homes, what type of home people choose to buy
Perspectives
The French typically have smaller homes than Americans, and most French people live in either apartments or duplexes!
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics
Idaho State Content Standards
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
NCSSFL-ACTFL Can-Do Statements
- I can talk about my current living situation.
- I can talk about furniture and their prices.
- I can recognize the difference between furniture from my culture and the French speaking world.
Materials Needed
Warm-Up
Warm-up
1. Begin by introducing the Can-Dos for today’s activity.
Aujourd'hui nous allons parler de nos domiciles et rechercher les meubles sur les site-webs. (Today, we are going to talk about our homes and search for furniture on websites.)
2. Discuss these questions with your students:
- Habitez-vous dans un appartement, une maison, dans une résidence universitaire ou ailleurs ? (Do you live in an apartment, a house, a dorm or elsewhere?)
- Habitez-vous avec vos parents ? Votre partenaire ? Vos amis ? (Do you live with your parents? Your partner? Your friends?)
- Avez-vous un balcon ? Un garage ? (Do you have a balcony? A garage?)
- Aimez-vous décoré vos pièces ? (Do you like to decorate your rooms?)
Main Activity
Main Activity
1. Show the students slides 4-6 and introduce three different popular furniture stores throughout the Francophone world.
- Slide 4: EQ3 est un magasin de meubles ayant des succursales à travers le Canada. Les prix sont dans la moyenne. (EQ3 in Quebec, there are several locations throughout Canada. Prices tend to be average.)
- Slide 5: Leroy Merlin est en France. Il y en a plusieurs à travers l’Europe. Les gens font du shopping là puisque les prix sont similaires à ceux de Walmart. (Leroy Merlin in France. There are several locations throughout Europe. People tend to shop here because it is cheaper. Prices could be compared to those at Walmart in the U.S.)
- Slide 6: Nova Home est en Haïti. Il y a un seul magasin à Port-au-Prince. Les prix sont similaires à ceux d’IKEA. (Nova Home, Haiti. One location in Port-au-Prince. Prices could be compared to IKEA.)
2. Students are going to practice buying furniture for their home. They will be given a budget for their living room and bedroom. They must carefully decide which items they would buy without going over the budget amount.
Aujourd’hui nous allons acheter des meubles pour nos domiciles! Je vais vous donner un budget pour la salle de séjour et votre chambre. Vous allez choisir des meubles parmi les choix, mais vous ne devez pas dépasser le budget!
3. Go through slides 7-10 and have students say which items they would buy within the budget and why.
Après avoir choisi vos meubles, dites “pourquoi” vous les avez choisis.
Wrap-Up
Wrap-Up
Ask the following question(s) to finish the activity:
- Où est-ce que tu achètes les meubles pour ta chambre ? (Where do you buy furniture for your room?)
- Quel est le plus important ? La qualité ou le prix ? (What is more important? The quality of the price?)
Cultural Resources
What types of homes do French people live in?
Paris and Haussmann architecture
End of Activity
- Can-Do statement check-in… “Where are we?”
- Read can-do statements and have students evaluate their confidence.
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements
- I can talk about my current living situation.
- I can talk about furniture and their prices.
- I can recognize the difference between furniture from my culture and the French speaking world.
|
oercommons
|
2025-03-18T00:36:44.831778
|
Camille Daw
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79535/overview",
"title": "French Level 2, Activity 12: La maison / Home life (Online)",
"author": "Mimi Fahnstrom"
}
|
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