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https://oercommons.org/courseware/lesson/63791/overview	INTRODUCTORY LESSON TO PERSONAL FINANCE Overview What is Personal Finance? A great question to start off a lesson on managing and maintaining money. Have each student write down their idea of what they think Personal Finance means. You will be surprised at the different answers and ideas that students will come up with. Have students share some of their thoughts they may have on the subject of personal finance and how it determines their future success. High School students need a good understanding on how to management their money because a lot of these students have started to work part time jobs. Personal Finance LEARNING OBJECTIVES: Each student will learn the principles of money management and maintaining a balanced budget. STANDARDS: - Explain the major purposes of budgets. - Identify various types of income and expenses. - Develop a personal budget What is Personal Finance? A great question to start off a lesson on managing and maintaining money. Have each student write down their idea of what they think Personal Finance means. You will be surprised at the different answers and ideas that students will come up with. Have students share some of their thoughts they may have on the subject of personal finance and how it determines their future success. High School students need a good understanding on how to management their money because a lot of these students have started to work part time jobs.	oercommons	2025-03-18T00:34:26.998483	03/07/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63791/overview", "title": "INTRODUCTORY LESSON TO PERSONAL FINANCE", "author": "Lisa Osborn" }
https://oercommons.org/courseware/lesson/116825/overview	Education Standards Finding the Perimeter of a Polygon Overview In this resource, students will practice finding the perimeter of a polygon given the length of one side. 3.MDA.6- Find the Area of the Polygon This is a picture of a polygon with all sides the same length. Part A Write an equation to find the perimeter of the polygon. Part B Explain why one measurement was enough to find the perimeter of this polygon. Scoring Rubric Part A Score 2 - 1 point- Student has the correct answer for the perimeter of the polygon. (25 inches or in.) and - 1 point- Student has the correct equation written. (Either 5x5 or 5+5+5+5+5) Score 1 - Student has the correct answer of 25 inches for the perimeter and incorrect equation or: - Student has incorrect answer of 25 inches and correct equation Score 0 - Student does not have a perimeter of 25 inches. - Student wrote incorrect equation. Scoring Rubric Part B Score 1 - 1 point for explaining that one measurement is enough to determine the perimeter because all sides are the same length, there for each side is 5 inches. Score 0 - Student scores 0 points if explanation is incorrect or irrelevant	oercommons	2025-03-18T00:34:27.021942	06/14/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116825/overview", "title": "Finding the Perimeter of a Polygon", "author": "Sarah Keller" }
https://oercommons.org/courseware/lesson/71696/overview	OER_video Back to class! Overview This video was created to give a small example when introducing yourself.	oercommons	2025-03-18T00:34:27.038649	08/25/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71696/overview", "title": "Back to class!", "author": "Myrian Chiluisa" }
https://oercommons.org/courseware/lesson/104224/overview	UMB - IHE Accessibility in OER Implementation Guide Overview In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering. Section One: Landscape Analysis for Accessibility in OER in Local Context Part One: Initial Thoughts What is your team's initial goal for this series? - Build awareness regarding accessibility and OERs - Support the development of expertise in creating accessible materials Part Two: Introductory probing questions: What does accessibility look like in our organization? How do we measure accessibility? Accessibility is varied. Web accessibility is measured through our WCAG 2.1 compliance at Level A,AA. Educational Accessibility is varied. Anthology Ally provides some measurement of accessibility in Blackboard.What does OER look like in our organization? How do we measure access to OER? There is targeted use of OERs at UMB, but this is limited by the technical nature of graduate education. Use varies by school/program/course. Part Three: Clarifying questions for accessibility: What is the organizational structure that supports accessibility? UMB has a web accessibility committee that provides accessibility oversight for web communications. Schools have varied approaches to support accessibility.Who generates most of the accessibility structures/conversations in our organization? The UMB web accessibility committee provides direction on web strategy for accessibility. Educational Support and Disability Services, Faculty Center for Teaching and Learning, and School Educational Technology groups all generate discussions regarding educational accessibility.Where do most educators get support with accessibility? It depends on organizational support structures. Wrap-around support comes from Educational Support and Disability Services to ensure that students are supported when there are accessibility gaps. FCTL, and varied school staff.What content areas might have the largest gaps in access to accessibility? Instructor-created content. PowerPoints and PDFs Part Four: Clarifying questions for OER: What is our organizational structure that supports curricular resources? What is our organizational structure that supports OER? Who generates most of the curricular resources in our organization? Where do most educators get support with curricular resources? What content areas might have the largest gaps in access to curricular resources/OER? Part Five: Clarifying questions for faculty learning and engagement: What Professional Learning (PL) structures have the best participation rates for our educators? What PL structures have the best "production" rates for our educators? What incentive do we have to offer people for participating in learning and engagement? Who are the educators that would be most creative with accessibility and OER? Educators participating in the creation of pre-matriculation programs that focus on foundational content with existing OER content.Who are the educators that would benefit the most from accessibility and OER? Educators with existing work to support ada accommodations for accessible content. Part Six: Final Probing questions: What is our current goal for Accessibility in OER, and why is that our goal? Create LibGuides for Accessible Instructional Resources and OERsWho have we not yet included while thinking about this work? Others that are not represented on our team. Educational Support and Disability Services, Faculty Center for Teaching and Learning, Web Accessibility Committee.What barriers remain when considering this work? Time and availability of OER content for specialized subject areasWhat would genuine change look like for our organization for this work? A measurable increase of accessible instructional resource usage. Section Two: Team Focus Identifying and Describing a Problem of Practice The following questions should help your team ensure that you are focusing your collaboration. What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work. Creating awareness on accessiblity and OERs.Creating LibGuides on Accessibility and OERs Identifying opportunities for professional development for accessibility What other partners might support this work? Educational Disability and Support Services, Libraries, Faculty Center for Teaching and Learning, and varied School officesWhat is your desired timeframe for this work? Draft Fall 2023How will you include diverse voices and experiences in this work? Work to include others in our ongoing work. Section Three: Team Work Time and Next Steps Sharing and Next Steps What was your redefined goal for this series? Create a LibGuide for Instructional Resource Accessibility Create a Community of Practice for Instructional Resource AccessibilityWhat does your team want to celebrate? Our continued collective commitment to improving accessibility and connecting to new colleagues.What did your team accomplish? If you have links to resources, please include them here. We have begun collaboration for accessibility workshops in various schools over the summer.What are your team’s next steps? Connect with other groups to create LibGuides, collaborate with Web Accessibility Committee, Educational Support and Disability Services, Faculty Center for Teaching and Learning, and Libraries to create materials focused on instructional resources.Connect with ESDS to plan the promotion of accessibility as a part of their October recognition of National Disability Awareness Month Suggestion - #nomousechallenge	oercommons	2025-03-18T00:34:27.061428	Niya Werts	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104224/overview", "title": "UMB - IHE Accessibility in OER Implementation Guide", "author": "Shannon Tucker" }
https://oercommons.org/courseware/lesson/82129/overview	Probability Rules & Applications Review Videos Overview Google Slide presentation containing videos on multiple probability rules and application topics. Information This resource is a link to a Goole Slides presentation containing video reviews/examples on the following topics: Slide 1 - Title Page Slide 2 - Probability Distributions video Slide 3 - Basic Probability video Slide 4 - Complement Rule video Slide 5 - Conditional, AND, OR Probabilities video Slide 6 - Multiplication Rule video Slide 7 - Sample Space video Slide 8 - Factorials Slide 9 - Permutations & Combinations video Slide 10 - Simulations video Slide 11 - Expected Value video Slide 12 - Fair Decisions video	oercommons	2025-03-18T00:34:27.079561	06/08/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82129/overview", "title": "Probability Rules & Applications Review Videos", "author": "Sara Scholes" }
https://oercommons.org/courseware/lesson/83257/overview	RECONSTRUCTION ppt M02A01 Reconstruction Voting M02A01 Life after the Civil War Overview This is the Reconstruction Unit I would use to teach my students the cause of Reconstruction, with the effects that came in to play from the Civil War. Reconstruction Instructions/Goal & Powerpoint Goal for the Unit: Analyze various historical perspectives and determine the effects the outcome of the Civil War had on the Reconstruction Period. Instructions: Take notes over the powerpoints and analyze the images provided within the powerpoint. Watch this video that I have added to suplement your understanding of the content. “The Man with the (Carpet) Bags,” cartoon by Thomas Nast depicting a common Southern attitude toward Northerners during Reconstruction, 1872. The Granger Collection, New York Reconstruction Guided Readings & Image Analysis The Reconstruction era, was a period in American history following the American Civil War; it lasted from 1865 to 1877 and marked a significant chapter in the history of civil rights in the United States. Instructions: Examine the two pieces of work you have been provided and analyze what you read & see in the readings and the image. Type your two seperate reflections for the each piece of work on a google doc in a minimum of 150 words each.	oercommons	2025-03-18T00:34:27.099028	07/07/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83257/overview", "title": "Life after the Civil War", "author": "LAUREN ALLRED" }
https://oercommons.org/courseware/lesson/70460/overview	Education Standards Career Exploration Unit Overview Career Exploration Unit Career Exploration FCCLA Lesson Plan: Career Essentials Unit Topic: Career Exploration Grade Level: 9-12 Timeframe: 135 minutes (3X45 minute classes) FCCLA National Program(s) Integration: Career Connection FCCLA STAR Event Integration: Career Investigation Learning Objectives: While learning about career investigations, students will recognize their ability to perform assessments, research and explore a career, set career goals, create a plan for achieving goals, and describe the relationship of Family and Consumer Science coursework to the selected career. National FCS Standards: 1.1.6 Develop a life plan, including pathways to acquiring the knowledge and skills needed to achieve individual, family, and career goals. 1.2.1 Analyze potential career choices to determine the knowledge, skills, attitudes, and opportunities associated with each career. Materials Needed: Device for each student with internet access Career Aptitude Test Google Classroom Access FCCLA Lesson Plan: Career Essentials Unit Instructional Strategies: Cooperative Learning Interactive Instruction An introductory iMovie will be displayed of different occupations while students enter the classroom. I will include myself in the iMovie representing a teacher occupation of course. Activity 1: Conduct a Career Aptitude Test Activity 1 Timeframe: 45 minutes Activity 1 Materials Needed: Career Aptitude Test Reflection Worksheet Independently, students will have the opportunity to go to the website yourfreecareertest.com and take the test. Read each question carefully and answer honestly in order to receive more accurate results. After taking the test, students will record the results and answer the reflection questions on Google Classroom. After each person has completed the reflection questions, discuss if the students were surprised by the careers suggestions for them, were they mostly new to you, how will this information help you decide on a career path, and which specific careers suggested interest you the most. Activity 2: Career Pathways Webquest Click Link Activity 2 Timeframe: 45 minutes Activity 2 Materials: Students will use the FCCLA Career Pathways webquest and the websites for FCCLA and O*Net to explore FCCLA supported career pathways and connected skills. Students will need devices with internet connection. Discussion: Name the four career pathways most directly supported by FCCLA, what FCCLA career pathway matches your interests, what skills are needed, name a STAR event that prepares for the career, what is the average salary, etc. Activity 3: Career Research Project Activity 3 Timeframe: 45 minutes Activity 3 Materials Needed: Career Research PowerPoint Presentation Students will create 10 slides researching and creating a power point presentation that includes the title slide, why they choose this career, skills and talents, personality traits, education and training, work conditions, future outlook, technology, conclusion slide and sources of information. Students will present an oral presentation using screencast that is interesting, well-rehearsed with smooth delivery that holds the audience attention. The screencast time limit is 2 1⁄2 minutes maximum. The screencast will be submitted in Google Classroom. FCCLA Lesson Plan: Career Essentials Unit Assessment (ex. journal, rubric, test, portfolio, observation, formative, summative, pre/post test, etc): Formative Assessment Summative Assessment Other Resources (ex. graphic organizer, handouts, PowerPoint presentation, etc.): Teachers will display the names of the four career pathways in four corners of the room: Human Services, Hospitality & Tourism, Education and Training, Visual Arts & Design. Teacher will read careers under each pathway. Students will walk to the career pathway title for the career named. Emojis will be included within the four selected career areas. For example, a pineapple to represent hospitality & tourism, face emoji with glasses will represent the education & training, etc. Source (If Applicable : cite any published or copyrighted materials used in this lesson plan): FCCLAinc.org www.yourfreecareertest.com Additional Notes: N/A Webquest: Decrease length of assignment, students can complete the interest survey and then match career recommendations with FCS career pathways. Submitted By: Kim Nolte, NE FCCLA Lesson Plan: Career Essentials Unit	oercommons	2025-03-18T00:34:27.124324	07/27/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70460/overview", "title": "Career Exploration Unit", "author": "Kim Nolte" }
https://oercommons.org/courseware/lesson/67665/overview	Class of 10th Semester Overview The slide show that covers both audio and video dealing with human rights in armed conflict International Human Rights	oercommons	2025-03-18T00:34:27.141785	05/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67665/overview", "title": "Class of 10th Semester", "author": "Dr. Jasneet Walia" }
https://oercommons.org/courseware/lesson/91354/overview	- - Middle School PE - PE - PLU - Physical Education - SHAPE Washington - Tchoukball - Wa-hpe - License: - Creative Commons Attribution - Language: - English - Media Formats: - Downloadable docs, Text/HTML Education Standards Learning Domain: 1: Motor skills and movement patterns Standard: Apply pivots, fakes, and give-and-go during modified game play. Learning Domain: 1: Motor skills and movement patterns Standard: Demonstrate defensive-ready position, with weight on balls of feet, arms extended, and eyes on midsection of the offensive player. Learning Domain: 1: Motor skills and movement patterns Standard: Perform defensive positioning while moving without crossing feet in small- sided game play. Learning Domain: 1: Motor skills and movement patterns Standard: Apply defensive positioning while moving without crossing feet during modified game play. Learning Domain: 1: Motor skills and movement patterns Standard: Demonstrate mature pattern in a throw (underhand and overhand) for accuracy. Learning Domain: 1: Motor skills and movement patterns Standard: Perform a throw (underhand and overhand) with mature pattern for distance and accuracy during small-sided game play. Learning Domain: 1: Motor skills and movement patterns Standard: Apply a throw (underhand and overhand) with mature pattern for distance and accuracy during modified game play. Learning Domain: 1: Motor skills and movement patterns Standard: Demonstrate a catch with mature pattern from a variety of trajectories using different objects. Learning Domain: 1: Motor skills and movement patterns Standard: Perform a catch with mature pattern with hands or an implement in small-sided game play. Learning Domain: 1: Motor skills and movement patterns Standard: Apply a catch with mature pattern with hands or an implement in modified game play. Learning Domain: 1: Motor skills and movement patterns Standard: Demonstrate passing and receiving with hand, foot, or implement with competency while moving and changing direction and speed. Learning Domain: 1: Motor skills and movement patterns Standard: Perform passing and receiving with hand, foot, or implement with competency (including leading pass) while moving and changing direction and speed in small- sided game play. Learning Domain: 1: Motor skills and movement patterns Standard: Apply passing and receiving with an implement with competency (including leading pass) while moving, changing direction and speed and/or level in modified game play. Learning Domain: 1: Motor skills and movement patterns Standard: Demonstrate shooting on goal or target with power and competency. Learning Domain: 1: Motor skills and movement patterns Standard: Perform shooting on goal or target with power and accuracy in small-sided game play. Learning Domain: 1: Motor skills and movement patterns Standard: Apply shooting on goal or target with power and accuracy in modified game play. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Demonstrate at least one of the following offensive tactics to create open space: move to open space without the ball; use a variety of passes, pivots, and fakes; use the width and length of the field or court on offense. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Demonstrate at least two of the following offensive tactics to create open space: move to open space on and off the ball; use a variety of passes, pivots, and fakes; use the width and length of the field or court on offense; create open space by staying spread out on offense; cut and pass quickly. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Apply at least three of the following offensive tactics to create open space: move to create open space on and off the ball; use a variety of passes, pivots, and fakes; use the width and length of the field or court on offense; create open space by staying spread out on offense; cut and pass quickly; use give-and-go; use fakes off the ball. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Demonstrate reducing open space on defense by staying on the goal side of the offensive player. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Apply concepts of reducing open space on defense by staying on the goal side of the offensive player and anticipating the speed of the object or person for the purpose of interception or deflection. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Demonstrate transitions from offense to defense or defense to offense by recovering quickly. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Demonstrate transitions from offense to defense or defense to offense by recovering quickly and communicating with teammates. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Apply transitions from offense to defense or defense to offense by recovering quickly, communicating with teammates, and capitalizing on an advantage. Learning Domain: 4: Personal and social behavior Standard: Exhibit personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors. Learning Domain: 4: Personal and social behavior Standard: Exhibit responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates. Learning Domain: 4: Personal and social behavior Standard: Demonstrate rules and etiquette during physical activities and games. Learning Domain: 4: Personal and social behavior Standard: Demonstrate knowledge of rules and etiquette by self-officiating physical activities and games. Learning Domain: 4: Personal and social behavior Standard: Apply rules and etiquette as an official for physical activities and games. Learning Domain: 4: Personal and social behavior Standard: Demonstrate cooperation in a small group during physical activity. Learning Domain: 4: Personal and social behavior Standard: Demonstrate cooperative skills by establishing rules and guidelines for resolving conflicts. Learning Domain: 4: Personal and social behavior Standard: Use cooperative skills and strategies that promote team or group dynamics. Learning Domain: 4: Personal and social behavior Standard: Use physical activity and fitness equipment appropriately and safely with teacher guidance. Learning Domain: 4: Personal and social behavior Standard: Independently use physical activity and fitness equipment appropriately and safely. Learning Domain: 4: Personal and social behavior Standard: Identify specific safety concerns associated with physical activity and fitness equipment. Learning Domain: 5: Value of physical activity Standard: Apply strategies for overcoming individual challenges in a physical activity setting. Learning Domain: 5: Value of physical activity Standard: Use positive strategies when faced with a group challenge. Learning Domain: 5: Value of physical activity Standard: Apply strategies to overcome challenges in a physical activity. Learning Domain: 5: Value of physical activity Standard: Demonstrate importance of social interaction by following rules and encouraging others in various physical activities and games. Learning Domain: 5: Value of physical activity Standard: Demonstrate importance of social interaction by avoiding trash talk and playing in the spirit of activities and games Learning Domain: 5: Value of physical activity Standard: Demonstrate importance of social interaction by asking for help and helping others in various physical activities and games. SHAPE Washington Middle School Tchoukball Overview This tchoukball unit is for middle school (grades 6, 7, 8) and meets a variety of grade specific outcomes in standards 1, 2, 4, and 5. Description Overview: This tchoukball unit is for middle school and meets a variety of grade specific outcomes in standards 1, 2, 4, and 5.	oercommons	2025-03-18T00:34:27.211941	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91354/overview", "title": "SHAPE Washington Middle School Tchoukball", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/16377/overview	Oregon Science Project Canby Module #2 - Talk & Equity Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students Why Is Science Talk Important? Individual Work Why is science talk important? This will be a mix of individual work and group discussion. To begin, you will start with the individual portion. Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary and elementary Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2 Questions driving our work together in this module: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that it is the teacher's framing of the classroom that is essentail for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public. "I can do science." "I want to do science." "I belong." Please click on the resources below that best relate to your practice and interests. As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. You will need to use these resources to complete Survey #1 at the end of this task below. Once you have completed that survey, you can proceed to Task #2. Primary Resources to Complete this Task Upper Elementary Resources to Complete this Task Secondary Resources to Complete this Task Survey #1 - complete after engaging with relevant resources Why is Science Talk Important? Group Reflection and Discussion Why is science talk important? In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. - Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. - In partners, collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Survey #2 Why is Science Talk Important? Group Reflection and Discussion What Does Science Talk in the Classroom Look Like? Individual Work What does science talk in the classroom look like? On Your Own: Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School. Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? - Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. - As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) Secondary Discourse Primer (read pages 5-14 paying attention to "discourse moves") There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. - In small groups, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3. Survey #3 Group Reflection and Individual Survey How Do We Increase Student Science Talk? How Do We Show Others? Individual Work c On Your Own: Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer - Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS. - Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation. - Complete this task analysis survey below on your own by imagining a hypothetical group of students. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. - Please read the first pages of a relevant grade and/or core idea storyline below. - Think about a relevant task to create and analyze that could provide opportunities for productive participation by students by engaging them in NGSS practices. - Remember, the task should be very small requiring only 10-20 minutes of work by students. Any larger grain size of task and the task analysis is no longer a useful tool. - We are using the storyline as a tool because it covers the core ideas of your grade(s) and lets us connect to our ideas of hands-on explorations. - You are also welcome to go further into the documents and work from a performance expectation, but the task for this must be at a very small grain size in comparison to the gigantic performance expectations. You will be crafting the task with the support of your small group in Task #5. NGSS Storylines How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion c In a Small Group: Components: Two surveys to drive reflection and creation. Collaboratively complete Survey #4. Utilizing your experience learning more about framing, productive partcipation norms, and task analysis please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and you will be able to see others' tasks as well. Survey #4: Collaborative Survey for Task Creation Here is an image of the 3 dimensions to quickly reference as you create your tasks. Collaboratively complete Survey #5. Each person will have the group analyze their newly created task and then each person submits their survey for their task only. Directions on survey. Survey #5: Collaborative Survey for Analysis of Your Tasks Once everyone has completed the surveys and the discussion has wrapped up: Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.	oercommons	2025-03-18T00:34:27.239549	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/16377/overview", "title": "Oregon Science Project Canby Module #2 - Talk & Equity", "author": "Abbie Perrin" }
https://oercommons.org/courseware/lesson/73684/overview	Life after Covid Lesson Plan Overview Bu ders planı pandemi koşullarında yüz yüze eğitim yapan öğretmenler içindir. Lesson Plan Konu Covid-19 ve çevre: geçmiş ve gelecek Amaçları Öğrenciler şunları yapacaktır: • çevre ile ilişkili kelime öğrenmek • dinleme, konuşma ve yazma becerilerini geliştirmek • geçmişte ve gelecekte çevre konusunda daha fazla farkındalık geliştirmek Yaş/düzey CEFR düzeyi B1.2 ve üzeri ortaöğretim öğrencileri Saat 45-55 dakika Malzeme • Öğrenci çalışma sayfaları • Video bağlantıları: https://www.youtube.com/watch?v=DaFRheiGED0 (Steve Cutt'ın animasyon çizgi filmi Man 2020) https://www.facebook.com/110861655604080/posts/3449272885096257/ (Friends of the Earth videosu) • İsteğe bağlı okuma için uygun kaynaklar: https://www.bloomberg.com/news/features/2020-06-25/the-new-normal-after-the-coronavirus-pandemic https://www.bbc.com/news/science-environment-52488134 Giriş Bu ders sırasında öğrenciler salgının çevre üzerindeki etkisini göz önünde bulunduracak ve Kendileri pandemiden önceki 'normal' hayata dönmek isteyip istemediklerini sorgulayacak İnsanlar karantinadayken doğanın nasıl iyileştiği hakkında bir animasyon izleyecekler. Daha sonra, bazı yararlı bileşik düğümleri inceleyecek ve önce yaşam örnekleri için bu uygulayın ve salgın sırasında. Bundan sonra odak noktası, bir tartışma ve Friends of the Earth'den bir video da dahil olmak üzere gelecekle ilgilidir. Son olarak, öğrenciler fotoğraflar ve gelecek için umutlarıyla ilgili basit bir manifesto şeklinde Birleşmiş Milletler'e bazı fikirler gönderecekler. Prosedür Aşama Talimatları 1. Hazırlık (10-15 dakika) • Steve Cutts tarafından kısa bir animasyon gösterin. (Herkesin videoyu ekranda görmesi zorsa, öğrenciler bunu cep telefonlarında izleyebilirler.) Öğrencilerden mesajın ne olduğunu izlemelerini ve karar vermelerini isteyin. Cevap: insanlar hasta iken, gezegenin iyileşme şansı vardı. Fakat hayat 'normale' döndüğünde, insanlar yaptıkları tüm ilerlemeyi mahvedebilir. Öğrencilere videoyu tekrar izlemelerini ve videoda gösterilen olumlu değişikliklerin örneklerini işaretlemelerini söyleyin. Cevaplar: Duman kaybolur; trafik yok; hayvanların seslerini duyabilirsiniz; hayvanlar yeni yerlere taşınır. * İsteğe bağlı: Kısa bir konuşma etkinliği tanıtın. Öğrencilerden, pandemi sırasında hayvanlar veya duman hakkında duydukları olumlu haberleri sınıfa veya ortağa bildirmelerini isteyin. (Zaman verin, öğrencilerin bu araştırma izin verirsiniz. Önerilen kısa bir video bağlantısı: https://www.youtube.com/watch?v=Ma3k6FAozZk) Olası cevaplar: Galler kasabasında koyunlar görüldü; maymunlar şehirlere girdi Hindistan'da; insanlar yıldızları daha fazla izlemeye başladı; insanların sağlığı iyileşti; vb. * Son olarak, bir sınıf oylaması yapın: bu olumlu değişikliklerin pandeminin ötesine geçeceğini düşünüyor musunuz? Evet / Hayır / Belki. 2. Kelime Dağarcığı ve Tartışma (15-20 dakika) Bileşik isimleri tanıtmak için tahtaya iki soru yazın. Mesela: Salgın sırasında karbon emisyonları arttı mı düştü mü? (Cevap: Düştüler.) Küresel ısınma arttı mı azaldı mı? (Cevap: Arttı.) * Bileşik isimleri ortaya çıkarın veya açıklayın. Öğrencilerden bildikleri diğer bileşikleri önermelerini isteyin (örneğin iklim değişikliği) * Öğrencilerden bileşik oluşturmak için A sütunundaki ve B sütunundaki kelimeleri eşleştirmelerini isteyin Cevap anahtarı : 1. emisyonlar 2. kirlilik 3. yangınlar 4. atık 5. kayıp / kaçak avlanma 6. grev * Tartışmayı yürütmek için önce etkinliği bir öğrenciyle modelleyin. Sorun: ailenizdeki karbon emisyonlarını nasıl azalttınız? Gerçek bir cevabı teşvik edin, örneğin annem ve babam işe gitmeyi bıraktı. Yurtdışındaki uçuşumuzu iptal ettik. / Süpermarketler yerine yerel pazarlardan yiyecek aldık. - Daha az kıyafet aldım. Öğrencilere çift ya da gruplar oluşturarak hayatlarını ve evlerini onların anlatmasına izin verin. (Not: öğrencilerin tartışamadığı durumlarda, öğrenciler soruları kaydeder ve cevabı kaydeden ve geri gönderen bir ortağa gönderir.) 3. Video (10 dakika) Sahneyi ayarlayın. Birçok kişi gelecek hakkında ‘yakında normale döneceğiz ' diye konuştu. 'Hayat olduğu gibi' demek istiyorlar, ancak bazı insanlar buna katılmıyor. * Bir çevre grubu tarafından yapılan bir videoyu oynatacağınızı açıklayın. Bu sadece öz dinleme. 'normale dönme' hakkında ne düşündüklerini sorun. * Videoyu oynatın. Cevabı kontrol edin (cevap: Friends of the Earth normale dönmememiz gerektiğini düşünüyor, çünkü normal çalışmıyor.) * Öğrencilerin bu sefer videoyu ayrıntılı olarak izlemelerini ve soruları cevaplamalarını isteyin. * Cevapları kontrol edin. (Cevap anahtarı: 3, 1, 2, 4) * Sınıfı küçük gruplara bölün ve bir tartışma yapmaya davet edin. (Eğer bu bu mümkün değil ise, Messenger'daki sohbet kutusu aracılığıyla konuşmayı teşvik edin.) 4. Kampanya (10 dakika veya ev ödevi) Öğrencileri çiftler halinde veya tek başına çalışmaya davet edin, böylece başkaları için yeşil iyileşmeye odaklanmak için basit bir kampanya planlayın. Öğrenciler kampanyayı çekebilir, yazabilir veya kaydedebilir.	oercommons	2025-03-18T00:34:27.261060	10/20/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73684/overview", "title": "Life after Covid Lesson Plan", "author": "Burcu sökmek" }
https://oercommons.org/courseware/lesson/91341/overview	K-5 After-School Art Classes! (30-45 min) Overview These are 5 seperate (30-45 min) lesson plans designed as afterschool activities geared towards K-5 students. Each lesson incorporates teaching important childhood values along with the lesson such as sharing, appreciation, generosity, etc. so that the students practice them while creating art. K-5 Fun After-School Art Classes! (30-45 min) K-5 After-School Art Classes (30-45 min) Google Doc link to this page: https://docs.google.com/document/d/1GBxVKZEVS3WuUZHw8sebZtqNOS0oSD4BekRLlFTtnig/edit?usp=sharing Lesson 1: 35 min Goal: Teaching generosity/empathy Overview: Everyone will be painting two rocks, if they can read/write they can write a message for someone on it, if not just painting it is okay. At the end of the lesson they will be trading one of their rocks with another student, it can be someone they choose or if it works better just the person to their right, depending on the class. Pre-class set up: Mixed paints, paintbrushes set out(2 per student), markers set out, cards for nametags, tape, rocks, Materials: Bio-Degradable paints Paintbrushes Rocks Markers Nametag Water Cups Time \| Content \| Additional Alternate Activity \| Goal \| 10 min \| Gather in a circle, Take 3 deep breaths as a group Introduce self and aim of the class Explain: “Today we will practice gratitude, one way we can do this is by giving to people we care about! We’ll be two painting rocks each, any design they choose, at the end of the class, everyone will gift one of their rocks to the person sitting to their right or someone they choose, Optional depending on teacher’s preference: Students pre-select who they’re giving their rock to Brainstorm what brings them joy/makes their day better, Ask their partner if they would like to paint something specific on their rock Emphasize: At the end of the class students will be giving one of their rocks away to another \| If students are proficient in reading/writing: Pass out examples of painted rocks, each with a kind message: As well as writing a kind message on each, provide examples for them. \| Calm and center students before activity Provide intention and aim for students \| 15 min \| Hand out two rocks per student Explain the purpose and value behind the bio-degradable paint and how to use it Begin painting \| Last 3 min, remind them to write their message If students finish early, \| Remind them of sustainability importance, material skill-building \| 10 min \| Everyone gather again and turn-in paintbrushes before gifting rocks! Share to the class about their specific rock, what/why they painted on it, and what was the thing they were grateful for In a circle, everyone gifts their rocks to someone else in the class Hand out the fruit snacks! \| Practice generosity and empathy \| Lesson 2: 35 min Goal: Sharing, using natural resources anywhere anytime Overview: We’re going to be making little creatures that “represent” each student, by gluing together natural resources they gather(sticks, flowers, leaves, etc.). After gathering their supplies they will choose 3 things to keep and the rest they’ll put in the common collection bin and then construct the creatures. At the end, everyone will share out about their creature and why it represents them. Pre-class set up: Glue bottles, some mixed paint, paintbrushes set out, Put out the common collection bin in the center of work area Materials: Glue Paintbrushes Paint Access to nature Bin/Container Time \| Content \| Alternate Activity \| Goal \| 5 min \| Gather in a circle Take 3 deep breaths as a group Introduce the aim of the activity–using nature as a resource/creating a relationship with nature Make it clear that everyone will be giving some of the resources they find to the common collection pile and will only be able to keep 3 \| Calm and center students before activity Provide intention and aim for students \| \| 7 min \| Set kids out in contained zone for exploration to look for pieces of nature they can use, Remind them of norms, \| Respecting/Using nature as a resource \| \| 3 min \| Everyone chooses their 3 supplies to keep and put the rest in the common collection bin Remind them to have a goal for their creature in mind so they know what supplies they’re looking for \| Practice sharing and kindness \| \| 15 min \| Glue together the creatures, using the materials they gathered, Continue encouraging them to share their materials. In maybe the last 5 min of this remind them they can paint their creatures as well(eyes and colors etc.) \| Remind the of use and importance of nature, practice skill-building \| \| 10 min \| Everyone gathers in the circle, share out about their creature, Hand out fruit snacks! \| Early finishers: \| Practice self-reflection and creativity \| Lesson 3: 30 min Goal: Appreciation and kindness, respecting nature Overview: We’re going to be making appreciation cards for people, parents, family, other students, whoever the students choose. First, we gather supplies from nature, leaves, sticks, etc. to use as part of the card, they can paint the outline of flowers, make leaf prints, anything they choose. If students are proficient in reading/writing they can write messages on them as well but just making art on the card is fine. Each student will hopefully make about 3 cards although it’s okay if they make less as long as they’re using their time well. Pre-class set up: Put out the paper, set out colored pencils, mixed paints, and paintbrushes Hook: Examples of leaf prints, flower and leaf paintings etc. Materials: Paper Colored pencils Paint Access to Nature Time \| Content \| Alternate Activity \| Goal \| 5 min \| Everyone gather in a circle, Take 3 deep breaths, Explain we’re going to be making cards of appreciation, and the importance of using nature in them \| Calm and center students before activity Provide intention and aim for students \| \| 5 min \| Remind them of norms, Do not pull live flowers, leaves from bushes, etc., we only use fallen objects Everyone is given time to search for leaves, sticks, flowers, etc. whatever they want to sketch/paint within the exploration zone \| Remind the of use and importance of nature \| \| 10 min \| Begin creating their cards, incorporating some aspects of the natural resources they collected Draw who/what they appreciate about someone to gift to them later Goal is to create about 3 in total by the end \| If students are proficient in reading/writing: On the back of each print they write the things they appreciate about the person If students need instruction/want to: Show how to make leaf prints with colored pencils or paint \| Practice appreciation and articulation Learn/practice new art technique \| 10 min \| Gather in a circle again Go around, everyone showing one of their works and why they made it/why they’re grateful Everyone gather up their prints, return natural supplies to nature, clean up art supplies used Hand out fruit snacks! \| Practicing gratitude/appreciation \| Lesson 4: 35 min Goal: Teach/practice self-appreciation to build a positive self-image. Overview: We’ll be making origami cats and dogs to “represent” each student, and then each will put three traits about themselves they like on the back of their origami animal, and share about it as a class in the end. Materials: Paper Markers/paint Time \| Content \| Alternate Activity \| Goal \| 5 min \| Gather everyone in a circle Take 3 deep breaths Hand out paper and markers, and lay-out the instructional sheets in front of the students evenly. \| The goal of these cats/dogs will be to teach/practice self-love and develop a good self-image. \| \| 10 min \| Fold origami cats and dogs as a class together, making sure every kid follows each step at a time \| Ask students to help someone else if they get ahead on their own origami \| Working as a group and helping others \| 10 min \| Decorate everyone’s origami animals together, ask everyone to try and really personalize it to themselves \| Have every kid write out their three favorite traits about themselves \| Expression of self, appreciation of self, and associating positivity with identity \| 5 min \| Gather in a circle as a class with everyone’s animals, everyone will share out, \| Everyone explains the reasoning behind their three traits \| \| 5 min \| Everyone cleans up their supplies \| 3rd graders’ origami dogs (The student who made the brown one decided it should be upside down) Lesson 5: 30 min Goal: Practice expressing joy in whatever form that can take and challenging their creativity. Expressing themselves as individuals and defining what makes them unique. Overview: Each student will be creating their very own zine–whatever subject/story/idea they want, with the intention of expressing their “joy.” If students are capable, teach them how to fold and create a zine, otherwise, I’ll just hand out pre-made zines for them to fill. Students will then spend their time making their zines before sharing out as a class about what they made and why. Materials: Paper Markers (Depending on age and ability) Folded Zines Time \| Content \| Alternate Activity \| Goal \| 5 min \| Gather everyone in a circle Take 3 deep breaths Explain we’re going to be making their own mini-zines which they can fill with anything, a story, a comic book, a card of appreciation, instructions, whatever they want really. Ask the students to incorporate happiness into their story, whatever that means to them. It can be an appreciation of something, including something that makes them happy, the goal of the story is to practice “joy” along with creativity Explain in the end we will all be sharing out what we each made and why, along with a couple pages of each of their zines Hand out markers and folded zines(or paper) to the kids \| The goal of this activity is to practice “joy,” whatever that is to each student. As well, I’m trying to challenge the student’s creativity, allowing them a chance to really do whatever they want \| \| 15 min \| Let kids work in their zines, I either went around the tables talking to each student about their zines and what they’re interested in, or working on my own along with them \| If the students are old enough, teach them how to fold together a zine to use right there \| Engage the students in what their interested in to push them further, Push them to incorporate what their joy is, not always necessary but usually helps Show the students a quick and easy way to make a canvas for many different forms of storytelling, drawing, etc. \| 10 min \| As a class gather in a circle again and have everyone share out about their story, why they made it, what’s it about, and show a couple of pages from each student’s zine \| Student’s expressing their “joy” as a group help define and support building their own identity and identifying what makes them, unique \| 3rd Grader’s zine example! Thank you!	oercommons	2025-03-18T00:34:27.306841	03/25/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91341/overview", "title": "K-5 After-School Art Classes! (30-45 min)", "author": "Rafael Branco" }
https://oercommons.org/courseware/lesson/66837/overview	Education Standards OSPI Quadratic Instructional Task: Swim Center Overview This resource was created by the Washington Office of Superintendent of Public Instruction. Task OSPI Quadratic Instructional Task L Quadratics; Standard F-IF.4, Claim 1, Claim 2C Swim Center Jose and Natalia work part time at the Summer Sun Swim Center. The owner of the center wants to see how business is going. He studies last summer’s revenue (the money coming in), , over each week of the summer, . Last summer: - The revenue for week 1 was $2900. - The maximum revenue was $6000 on week 8. - On week 16, the revenue was $1600. - The revenue was modeled by a quadratic function. Sketch a graph of the function modeling the revenue. Explain the meaning of the value of the positive -intercept in the context of this problem and write your answer in the space provided below your graph. Rubric Rubric Question Number \| Standard/Claim \| Description \| L \| F-IF.4/Claim 2 \| A 2-point response demonstrates understanding of the standard and claim by doing the all the following: (1, 2900), (8, 6000), and (16, 1600). Writes the -intercept means that the revenue is $0 or that the swim center is closed. \| A 1-point response demonstrates limited understanding of the standard and claim by doing one of the following: (1, 2900), (8, 6000), and (16, 1600). Writes the -intercept means that the revenue is $0 or that the swim center is closed. \| \|\| A 0-point response demonstrates almost no understanding of the standard and claim. \| OSPI Quadratic Instructional Task Annotated Student Work OSPI Quadratic Instructional Task L Annotated Student Work Example 1 2-point response: The student has drawn a reasonably symmetrical graph through the designated points to earn the first bullet. The student explains there will be no revenue at Week 17 to earn Bullet 2. Example 2 1-point response: The graph is not complete. It should be drawn to the y-axis. The meaning of the positive x-intercept meets Bullet 2. Example 3 0-point response: The student has not graphed point (16, 1600) correctly and (1, 2900) is slightly off. The graph does not take the shape of a quadratic. (16, 6000) is not the lowest point on the graph nor the lowest revenue. Neither bullets are earned.	oercommons	2025-03-18T00:34:27.341604	Hannah Hynes-Petty	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66837/overview", "title": "OSPI Quadratic Instructional Task: Swim Center", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/110070/overview	Somebody, Something – Free ESL Lesson Plan Overview When should you teach the Somebody, Something lesson? The lesson suits CEFR B1 (WIDA: Developing) students and can be taught to children, teenagers, and adults. Some recommended prerequisites to this lesson are the use of some and any, and the use of anybody and nobody. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class When should you teach the Somebody, Something lesson? The lesson suits CEFR B1 (WIDA: Developing) students and can be taught to children, teenagers, and adults. Some recommended prerequisites to this lesson are the use of some and any, and the use of anybody and nobody. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.	oercommons	2025-03-18T00:34:27.360017	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110070/overview", "title": "Somebody, Something – Free ESL Lesson Plan", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/76048/overview	Speaking K-2 Overview These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.	oercommons	2025-03-18T00:34:27.377361	Languages	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76048/overview", "title": "Speaking K-2", "author": "Language Education (ESL)" }
https://oercommons.org/courseware/lesson/66838/overview	Education Standards OSPI Quadratic Instructional Task: Softball Throw Overview This resource was created by the Washington Office of Superintendent of Public Instruction. Task OSPI Quadratic Instructional Task M Quadratics; Standard F-IF.7a, Claim 1; Standard F-IF.4, Claim 2 Softball Throw Kelsey and Sabrina are on a fast pitch softball team The equation models the height of Kelsey’s throw. The height of the ball, in feet, is where represents the time in seconds. - Identify the coordinates of the vertex of the function. Show all work. - Interpret the meaning of the vertex in this context. Rubric Rubric Question Number \| Standard/Claim \| Description \| M \| F-IF.7a/Claim 1 F-IF.4/Claim 2C \| A 2-point response demonstrates full and complete understanding of the standards and claims by doing all the following: States that the vertex represents that the maximum height of Kelsey’s throw would be 20 meters above the water after 1 second. \| A 1-point response demonstrates partial understanding of the standards and claims by doing one of the following: States that the vertex represents the maximum height of Kelsey’s throw and corresponding time, given an incorrect vertex form. \| \|\| A 0-point response demonstrates almost no understanding of the standards and claims. \| A 1-point response is different from a 2-point response.	oercommons	2025-03-18T00:34:27.407652	Hannah Hynes-Petty	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66838/overview", "title": "OSPI Quadratic Instructional Task: Softball Throw", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/69710/overview	Exponential Growth/Decay PowerPoint Presentation Exponential Growth/Decay Video Exponential Growth/Decay Overview Exponential Growth/Decay Overview Exponential functions can be used to study quantities that increase or decrease by a certain amount during a certain amount of time. If the quantity increases, the function is known as exponential growth. If the quantity decreases it is known as exponential decay. Notes Vocabulary Exponential Growth Exponential Decay Concept Map In this graph you can see how the exponential growth function compares to a linear growth function and to a cubic growth function: Growth Functions Notice how the exponential growth function is the one that shows the fastest growth out of all three of them. The linear growth function shows a more stable, or consistent, growth. Watch the video and the powerpoint presentation. Complete examples 2, 3, 4, and 5 on the presentation. Practice Work on the following Quizizz. Feel free to attempt it as many times as needed. Only your highest grade will be counted: https://quizizz.com/join/quiz/5e330a14e641fe001c10f6cf/start?studentShare=true (teacher needs to active for students)	oercommons	2025-03-18T00:34:27.428391	07/15/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69710/overview", "title": "Exponential Growth/Decay", "author": "Maggie Elgert" }
https://oercommons.org/courseware/lesson/82442/overview	Education Standards 3-Coastal Hazards_ Flooding (PDF) PEI SOLS 3rd Grade Coastal Hazards: Flooding Overview The Washington State coastline is a culturally important place and valuable resource for communities of people, animals, and plants throughout Washington and the United States. As coastal flooding from storms and erosion threatens our coastal environments, communities are forced to make difficult decisions about how to protect themselves, their history, and their livelihoods. In this Storyline, students will learn what coastlines are and why they are important to humans and other types of natural communities. Given the specific weather hazard of coastal flooding, they will test materials and design structures that could be used to help reduce the impacts caused by this hazard.	oercommons	2025-03-18T00:34:27.450709	Pacific Education Institute	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82442/overview", "title": "PEI SOLS 3rd Grade Coastal Hazards: Flooding", "author": "Unit of Study" }
https://oercommons.org/courseware/lesson/108264/overview	AnswerGarden Feedback Brainstorm Tool Overview AnswerGarden: A minimal tool for maximum feedback Minimal feedback Tool for teachers AnswerGarden Feedback Tool	oercommons	2025-03-18T00:34:27.472068	09/06/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108264/overview", "title": "AnswerGarden Feedback Brainstorm Tool", "author": "Enver Güneş" }
https://oercommons.org/courseware/lesson/117388/overview	The Impacts of Shared Book Reading Overview The article discusses the various aspects of shared book reading and how it can impact the outcomes of children's future literacy abilities. .	oercommons	2025-03-18T00:34:27.487721	Tina Kauffman	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117388/overview", "title": "The Impacts of Shared Book Reading", "author": "Data Set" }
https://oercommons.org/courseware/lesson/91785/overview	Learning Domain: Knowledge Constructor Standard: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. Learning Domain: Knowledge Constructor Standard: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. Learning Domain: Knowledge Constructor Standard: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. Learning Domain: Knowledge Constructor Standard: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. Learning Domain: Reading for Informational Text Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Learning Domain: Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Learning Domain: Writing Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 on up to and including grades 9-10 page 55.) Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Reading for Informational Text Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Learning Domain: Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9��10 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively. Learning Domain: Writing Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1��3 on up to and including grades 9-10 page 55.) Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Key Ideas and Details. Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Cluster: Production and Distribution of Writing. Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 on up to and including grades 9-10 page 55.) Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Comprehension and Collaboration. Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.	oercommons	2025-03-18T00:34:27.518001	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91785/overview", "title": "Digital Media Literacy in English Language Arts", "author": "Information Science" }
https://oercommons.org/courseware/lesson/37088/overview	Dice Game Probability and Dice Overview Here is a lesson that will challenge students ot make predication based on expected results. You will need two dice for each pair of students in your classroom. A token of some sort will help students mark their progress in the game. The Dice Game is a pair activity, and the Dice Assessment is a stand alone activity where teachers can check student understanding. Activity 1: In pairs, have students roll two dice ten times each. Have the other student record the results. What numbers show up the most often? Activity 2: Dice Game. Have the students follow the sheet and fill it out together Activity 3: Dice Assessment. Have students individually complete the assessment. Section 1 Here is a lesson that will challenge students ot make predication based on expected results. You will need two dice for each pair of students in your classroom. A token of some sort will help students mark their progress in the game. The Dice Game is a pair activity, and the Dice Assessment is a stand alone activity where teachers can check student understanding. Activity 1: In pairs, have students roll two dice ten times each. Have the other student record the results. What numbers show up the most often? Activity 2: Dice Game. Have the students follow the sheet and fill it out together Activity 3: Dice Assessment. Have students individually complete the assessment.	oercommons	2025-03-18T00:34:27.535814	Jesse Driver	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/37088/overview", "title": "Probability and Dice", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/65299/overview	Activities Overview Daily activity options for distance learning. Activities Below you will find attachments for daily writing and reading assignments. I would print this paper to have as hard copy reference as well. There are live links, so knowing how to access here will help.	oercommons	2025-03-18T00:34:27.553563	Mathematics	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65299/overview", "title": "Activities", "author": "History" }
https://oercommons.org/courseware/lesson/51902/overview	Perimeter Area/Perimeter Overview Student will watch the two video about area and perimeter. After they will construct their own pieces of each from graph paper. They must create their own animal within the graph paper. They will count the squares for the proper area and count along the outside for perimeter. Area/Perimeter Please print the graph provided below. Once done, you are to create you own animal using this paper. count the inside squares and write what the area would be. write it in a a blank space somewhere on the graph paper. Perimeter Print the graph paper. Create you on animal (different from the first), Count the sides of your animal and write it down on the blank space of the graph paper.	oercommons	2025-03-18T00:34:27.571575	03/03/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/51902/overview", "title": "Area/Perimeter", "author": "Amy Rosas" }
https://oercommons.org/courseware/lesson/51903/overview	Switch Zoo Animal Profiles Animal Reports Overview Students will research and present information about an animal. Ideas and Facts Students will research using the resources provided about their animal. They will collect their information in Google docs and will type a paragraph/paper about their animal. Each student must choose a different animal. Research your animal on the two websites provided. Then type your information into a paragraph format or a bulleted list format. Final Presentation Children will use the information they gathered to be able to create some type of presentation. They can create an infographic, a poster, flyer, or a slideshow. Use either Piktochart or Google Slides to create a presentation of some format about your animal.	oercommons	2025-03-18T00:34:27.589078	Hannah Carpenter	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/51903/overview", "title": "Animal Reports", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/65352/overview	OER Cheat Sheet Progress Notes Help Overview Each section below will assist you throughout the week. Please print the progress notes attachment for tracking of your child's work. Scholastic Truflix Login- trueflix48 green Scholastic Login- julie@stepaheadacademy.org Swim1234! Daily Check Ins Please see the attached resource below for daily check in directions. Cheat Sheet Below you will find a cheat sheet that includes everything you need for the week ahead. Progress Notes Below is the template for daily progress notes. Please print and fill in daily so Melissa can keep track of student work. The 'Share' section is to share any pertinent information regarding your child's work for each day and/or ask any questions. Other Issues \| Problem \| Resolution \| \| Link Webpage Won't Load \| Make sure flash is allowed on webpage, then re-load \| \| Social Studies Video/Book Login Information \| Username: trueflix48 Password: green \|	oercommons	2025-03-18T00:34:27.610631	04/16/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65352/overview", "title": "Help", "author": "Julie Cronin" }
https://oercommons.org/courseware/lesson/73360/overview	Cluster Headache II - Treatment Overview This the second part of the chapter Cluster Headache. Here, you will acquire the tolls to construct ou treatment plan for Cluster Headaches. Treatment of Cluster Headache - The Challenge Objectives: Develop a treatment plan for patients suffering from Cluster Headache Treatment There's no cure for cluster headaches. The goal of treatment is to decrease the severity of pain, shorten the headache period and prevent the attacks. Because the pain of a cluster headache comes on suddenly and might subside within a short time, cluster headache can be difficult to evaluate and treat, as it requires fast-acting medications. Some types of acute medication can provide some pain relief quickly. The therapies listed below have proved to be most effective for acute and preventive treatment of cluster headache. Acute treatments Fast-acting treatments available from your doctor include: Oxygen. Briefly inhaling pure oxygen through a mask provides dramatic relief for most who use it. The effects of this safe, inexpensive procedure can be felt within 15 minutes. Oxygen is generally safe and without side effects. The major drawback of oxygen is the need to carry an oxygen cylinder and regulator with you, which can make the treatment inconvenient and inaccessible at times. Small, portable units are available, but some people still find them impractical. Triptans. The injectable form of sumatriptan (Imitrex), which is commonly used to treat migraine, is also an effective treatment for acute cluster headache. The first injection may be given while under medical observation. Some people may benefit from using sumatriptan in nasal spray form, but for most people this isn't as effective as an injection and it may take longer to work. Sumatriptan isn't recommended if you have uncontrolled high blood pressure or heart disease. Another triptan medication, zolmitriptan (Zomig), can be taken in nasal spray form for relief of cluster headache. This medication may be an option if you can't tolerate other forms of fast-acting treatments. Oral medications are relatively slow to act and are often not useful for acute treatment of cluster headaches. - Octreotide. Octreotide (Sandostatin), an injectable synthetic version of the brain hormone somatostatin, is an effective treatment for cluster headache for some people. But overall, it's less effective and acts less quickly to relieve pain than triptans. - Local anesthetics. The numbing effect of local anesthetics, such as lidocaine, may be effective against cluster headache pain in some people when given through the nose (intranasal). - Dihydroergotamine. The injectable form of dihydroergotamine (D.H.E. 45) may be an effective pain reliever for some people with cluster headache. This medication is also available in an inhaled (intranasal) form, but this form hasn't been proved to be effective for cluster headache. Preventive treatments Preventive therapy starts at the onset of the cluster episode with the goal of suppressing attacks. Determining which medicine to use often depends on the length and regularity of your episodes. Under the guidance of your doctor, you can taper off the drugs once the expected length of the cluster episode ends. Calcium channel blockers. The calcium channel blocking agent verapamil (Calan, Verelan, others) is often the first choice for preventing cluster headache. Verapamil may be used with other medications. Occasionally, longer term use is needed to manage chronic cluster headache. Side effects may include constipation, nausea, fatigue, swelling of the ankles and low blood pressure. Corticosteroids. Inflammation-suppressing drugs called corticosteroids, such as prednisone (Prednisone Intensol, Rayos), are fast-acting preventive medications that may be effective for many people with cluster headaches. Your doctor may prescribe corticosteroids if your cluster headache condition has started recently or if you have a pattern of brief cluster periods and long remissions. Although corticosteroids might be a good option to use for several days, serious side effects such as diabetes, hypertension and cataracts make them inappropriate for long-term use. Lithium carbonate. Lithium carbonate (Lithobid), which is used to treat bipolar disorder, may be effective in preventing chronic cluster headache if other medications haven't prevented cluster headaches. Side effects include tremor, increased thirst and diarrhea. Your doctor can adjust the dosage to minimize side effects. While you're taking this medication, your blood will be checked regularly for the development of more-serious side effects, such as kidney damage. Nerve block. Injecting a numbing agent (anesthetic) and corticosteroid into the area around the occipital nerve, situated at the back of your head, might improve chronic cluster headaches. An occipital nerve block may be useful for temporary relief until long-term preventive medications take effect. It's often used in combination with verapamil. Other preventive medications used for cluster headache include anti-seizure medications, such as topiramate (Topamax, Qudexy XR, others). Surgery Rarely, doctors may recommend surgery for people with chronic cluster headaches who don't find relief with aggressive treatment or who can't tolerate the medications or their side effects. Sphenopalatine ganglion stimulation involves surgery to implant a neurostimulator that's operated by a hand-held remote controller. Some research showed quick pain relief and a lower frequency of headaches, but more studies are needed. Noninvasive vagus nerve stimulation (VNS) is another surgical option. It also uses a hand-held controller to deliver electrical stimulation to the vagus nerve through the skin. While more research is needed, some studies found that VNS helped reduce the frequency of cluster headaches. Several small studies found that occipital nerve stimulation on one or both sides may be beneficial. This involves implanting an electrode next to one or both occipital nerves. Some surgical procedures for cluster headache attempt to damage the nerve pathways thought to be responsible for pain, most commonly the trigeminal nerve that serves the area behind and around your eye. However, the long-term benefits of destructive procedures are disputed. Also, because of the possible complications — including muscle weakness in your jaw or sensory loss in certain areas of your face and head — it's rarely considered. Potential future treatments Researchers are studying several potential treatments for cluster headache. Occipital nerve stimulation. In this procedure, your surgeon implants electrodes in the back of your head and connects them to a small pacemaker-like device (generator). The electrodes send impulses to stimulate the area of the occipital nerve, which may block or relieve your pain signals. Several small studies of occipital nerve stimulation found that the procedure reduced pain and frequency of headaches in some people with chronic cluster headaches. Deep brain stimulation. Deep brain stimulation is a promising but as yet unproven treatment for cluster headaches that don't respond to other treatments. In this procedure, doctors implant an electrode in the hypothalamus, the area of your brain associated with the timing of cluster periods. Your surgeon connects the electrode to a generator that changes your brain's electrical impulses and may help relieve your pain. Because this involves placing an electrode deep in the brain, there are significant risks, such as an infection or hemorrhage. Deep brain stimulation of the hypothalamus may provide relief for people with severe, chronic cluster headaches that haven't been successfully treated with medications. Lifestyle and home remedies The following measures may help you avoid a cluster headache attack during a cluster cycle: - Stick to a regular sleep schedule. Cluster periods can begin when there are changes in your normal sleep schedule. During a cluster period, follow your usual sleep routine. - Avoid alcohol. Alcohol consumption, including beer and wine, can quickly trigger a headache during a cluster period. Alternative medicine Because cluster headaches can be so painful, you may want to try alternative or complementary therapies to relieve your pain. Melatonin has shown modest effectiveness in treating nighttime attacks. There's also some evidence that capsaicin, used inside your nose (intranasally), might reduce the frequency and severity of cluster headache attacks. Coping and support Living with cluster headache can be frightening and difficult. The attacks can seem unbearable and make you feel anxious and depressed. Ultimately, they can affect your relationships, your work and the quality of your life. Talking to a counselor or therapist might help you cope with the effects of cluster headaches. And joining a headache support group can connect you with others with similar experiences and provide information. Your doctor might be able to recommend a therapist or a support group in your area. Preparing for your appointment You're likely to start by seeing your primary care doctor. However, you may be referred to a doctor trained in treating brain and nervous system disorders (neurologist). Here's some information to help you get ready for your appointment. What you can do When you make the appointment, ask if there's anything you need to do in advance, such as fasting for a specific test. Keep a headache diary One of the most helpful things you can do is keep a headache diary. Each time you get a headache, jot down these details that might help your doctor determine your type of headache and discover possible headache triggers. - Date. Charting the date and time of each headache can help you recognize patterns. - Duration. How long does each headache last? - Intensity. Rate your headache pain on a scale from 1 to 10, with 10 being the most severe. - Triggers. List possible triggers that might have caused your headache, such as certain foods, sounds, odors, physical activity or oversleeping. - Symptoms. Did you have any symptoms before the headache, such as aura? - Medications. List all drugs, vitamins and supplements, including dosages, even if they're unrelated to your headache. - Relief. Have you had any pain relief, from complete pain relief to none? Take a family member or friend to your appointment, if possible, to help you remember the information you receive. List questions to ask your doctor. For cluster headaches, basic questions include: - What's likely causing my symptoms? - What other possible causes are there? - What tests do I need? - Is my condition likely temporary or chronic? - What treatment do you recommend? - What other treatments are there? - I have other health conditions. How can I best manage them together? - Are there restrictions I need to follow? - Should I see a specialist? - Are there brochures or other printed material I can have? What websites do you recommend? Don't hesitate to ask other questions. What to expect from your doctor Your doctor is likely to ask you questions, such as: - When did your symptoms begin? - Have your symptoms been continuous or occasional? - Do your symptoms tend to occur at the same time of day? Do they occur during the same season each year? - Does alcohol appear to cause your symptoms? - How severe are your symptoms? - What, if anything, seems to improve your symptoms? - What, if anything, appears to worsen your symptoms?	oercommons	2025-03-18T00:34:27.633829	10/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73360/overview", "title": "Cluster Headache II - Treatment", "author": "Vinicius Rossi" }
https://oercommons.org/courseware/lesson/63920/overview	Physical Education American Football Overview The following is an assessment for my Grade 7 based in Tokyo, Japan. Our Unit is on Sending, Receiving and Moving. This assessment is based on Sending through throwing an American Football. Students will need a performance video dipicting all sequences. Quarterback Throw with 3 step drop Performance Assessment The following is a Grade 7 PHE Assessment. The format is in form of PowerPoint.	oercommons	2025-03-18T00:34:27.652216	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63920/overview", "title": "Physical Education American Football", "author": "World Cultures" }
https://oercommons.org/courseware/lesson/80408/overview	Primary School Foundational Maths Overview Elementary mathematics for primary school children grade 4 to 7 Foundational Maths Addtion and Subtraction of fractions Find the attached video explaining the process of adding and subtracting of fractions Here are exercise to do after: 1) 3 1/3 + 4 1/3 = 2) 2 1/4 + 5 Dividing Fractions On all the sections above i will give the learners feedback after they had watched the video and have attempted the given exercises. I would give learners a week to do the task and then i woud have a follow-up session and go through the work with them and explain any misconception that they might have and then after I would give a quizz just check their level of understanding concerning the given topics. Dividing Fractions Find the attached video explaining the process of dividing fractions 1) 3 1/3 divided by 1 1/3 = 2) 2 1/2 divided by 2 1/4 = MODELLING iNTERGERS FOR GRADE 7 Modelling intergers Find the attached video explaining the modelling of intergers using colour codes Here are some exercises to be done to console your understanding. 1) 13 - (-13) = 2) 15 + (-2) = Rounding off numbers to the nearest Rounding off numbers to the nearest 10,100,100 etc Find a video explaining the process founding off numbers to the nearest Here are exercises to reinforce understanding Dividing fractions using the area model Dividing fractions using area model Find the attached video explaining the the division of fractions using area models Here are some exercises to do: Represent the following fractions in a diagramatic form: 1) 3/2 = 2) 7/3 =	oercommons	2025-03-18T00:34:27.669269	05/15/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80408/overview", "title": "Primary School Foundational Maths", "author": "Mbongeni Buthelezi" }
https://oercommons.org/courseware/lesson/82439/overview	Education Standards 2-Coastal Hazards_ Erosion (PDF) PEI SOLS 2nd grade Coastal Hazards: Erosion Overview Erosion is a natural hazard that causes major damage and can cause homes to collapse. In this storyline, students are introduced to weathering and erosion. Students will gain an understanding of coastal erosion by experimenting with different types of erosion control practices, including seawalls and riprap.	oercommons	2025-03-18T00:34:27.692229	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82439/overview", "title": "PEI SOLS 2nd grade Coastal Hazards: Erosion", "author": "Pacific Education Institute" }
https://oercommons.org/courseware/lesson/112192/overview	Global Connections Unit Overview This presentation is about the first encounters between Europeans and Arawak peoples in the fifteenth century. It also discusses the cause and consequences of the fall of the Aztec and Inca Empires. Attachments The attachment for this resource is a PowerPoint presentation about the first encounters between Europeans and Arawak peoples. Please note that there are minimal cues/links in the speaker notes. About This Resource The sample unit 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 Katie Lampadarios.	oercommons	2025-03-18T00:34:27.709679	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112192/overview", "title": "Global Connections Unit", "author": "Lesson" }
https://oercommons.org/courseware/lesson/87753/overview	Lewis and Clarke CX Phone Training Overview The following course will take new customer service phone team members through day one of onboarding training. These step-by-step sound bites will walk team members through: 1. Logging into the appropriate applications to take calls and submit tickets 2. How to answer customer phone calls and transfer to the corresponding department 3. Edit customer profiles: name, email, address, and Add-Ons 4. Ending a call and submitting a ticket Phone Team Training Welcome to phone training for the Lewis and Clarke Insurance Company. Click on the above sound bite to hear our Welcome message. Move onto the next section when finished! Learning Goals The sound bite below will discuss the learning objectives for today's training. It's important to know what the goal for the training is so you can anticipate what you will need to learn by the end of the day today. Listen to the sound bite before moving on. Preparing CX Applications Before you can beging to take calls from customers, you must have access to the applications that connect you to customer profiles and the online service that allows you to receive customer calls. Listen to the video below for a step-by step tutorial to get started. Once your computer applications are set up, move onto the next video. Taking A Customer Call Now that you have your apps set up, it's time to take a customer call. Don't worry, you won't be taking any real customer calls yet. These are just practice calls to walk you through the process. Both of our CX computer applications will take you through the process of filling out a ticket, which you can hear about in our next video below. Transfer Calls You may want to take out a pen and paper for this next part! We are now going to identify each department's extension number so you can accurately transfer customer calls. Primary Policy Holder Now that you can transfer customers to other departments, let's talk about customers that you can service. You can help anyone calling in to make small changes to their user profile. Insurance can be a very rules heavy industry because of legality. These next steps are very important to make sure that you are getting customers to verify their information before making any changes to their profile. Listen below for the steps how. Add-On's There are several ways you can add someone to a policy holder's account. However, it must be done correctly to remain compliant. Listen to the video below to hear the different types of add-on's we offer. Submitting the Ticket Now that you've made changes to the customer's policy, save your changes, send a new copy of the policy document to your customer, end the call, fill out your ticket, and you are done! Listen to the video below to complete these steps. Well Done! You did it! You got through your first customer call. Your trainer will now help you through several more practice rounds to get comfortable with the process. At the end of the day, you will conduct three faux calls with your trainer, get feedback, and complete day one of your onboarding training!	oercommons	2025-03-18T00:34:27.729167	11/14/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87753/overview", "title": "Lewis and Clarke CX Phone Training", "author": "Chelsea Hightower" }
https://oercommons.org/courseware/lesson/64504/overview	Grade 6-8 STEM Learning Resources Overview Resource suggestions to explore and consider as a way to support your family learning during school closures. Grade 6-8 STEM Learning Resources Career Exploration: This site has compiled a list of career exploration activities and resources categorized by grade level. Code.org: This site provides a set of resources to help your student learn computer science at home. Oregon Connections: Oregon Connections is the next generation, web-based tool that makes it easy for industry professionals to connect with K-20 educators. Professionals can share their skills and expertise to bring real world, authentic learning opportunities to all our students helping to create the next generation of innovators. STEM Works: STEM-Works provides resource for teachers, mentors, parents, STEM professionals, volunteers, and everyone passionate about getting children eager to learn about science, technology, engineering, and math. Photo by Vasiliki Volkova on Unsplash	oercommons	2025-03-18T00:34:27.742148	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64504/overview", "title": "Grade 6-8 STEM Learning Resources", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/76049/overview	Reading 6-12 Overview These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.	oercommons	2025-03-18T00:34:27.759626	Reading Foundation Skills	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76049/overview", "title": "Reading 6-12", "author": "Linguistics" }
https://oercommons.org/courseware/lesson/70343/overview	Education Standards Main Idea and Supporting Details Practice Main Idea and Supporting Details Printable Notes Main Idea and Supporting Details Overview Main Idea and Supporting Details Main Idea and Supporting Details Introduce and Discuss Khan Academy - What is Main Idea? Main Idea and Key Details Mini Lesson Main Idea and Supporting Details Teaching Video Main Idea Details Song by Melissa (Supporting Details) Power Point Notes and Printables Attached Practice Khan Academy - Main Idea Practice Printable Attached k12 Main Idea Printable Practice Readworks - Device May Help Blind People See	oercommons	2025-03-18T00:34:27.781629	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70343/overview", "title": "Main Idea and Supporting Details", "author": "Assessment" }
https://oercommons.org/courseware/lesson/93143/overview	The Best Birthday Picture Overview This work, “The Best Birthday Picture” is a derivative of “The Birthday Party" authored by Storyweaver, Pratham Books, Illustrated by Megha Vishwanath, used under CC-BY-4.0. The text for this adapted story “The Best Birthday Picture” was written by a team of educators during a short course on “Application of Open Educational Resources” in May 2022. The course was developed and delivered by the USAID LAC Reads Capacity Program and hosted by the University of the West Indies, Jamaica. About this book Curriculum References This story can be used to enhance the delivery of the lessons in the Jamaican National Standards Curriclum (2018). Examples: Grade 1, Term 1, Unit 1 "Who Am I?" Focus Question 1: How do you know me? (page 36) Grade 1, Term 2, Unit 1 "My Family" Focus Question 2: How do family members care for each other? (page 78) Focus Question 3: What are the activities in which I take part in with my family? (page 86) Grade 2, Term 2, Unit 1 "Living together as a family" Focus Question 2 How do family members relate to one another? (page 40) Note. This book has less than 100 words. After his birthday party, the boy in the story opens his gifts and is thrilled to find a camera. But as he's playing with his new gift, he notices his mother crying in the kitchen. Find out what he does next! Click the arrow below to download the book. Credits “The Best Birthday Picture” is licensed under CC-BY-4.0 by Samantha Bennett- Russell, Shanna-Kay Brown-Grant, Miguel Ison, Shalene Kinkead-Cope, Yewande Lewis-Fokum, Stephanie Lloyd, Shauna-Kaye McArthur, Pamela Maison, Kimberly Mitchell, Inga Morrison-Forrest, Dahlia Palmer, Vasantie Persaud, Aisha Smith, Neisha Williams and Melody Williams (2022). Narration by Yewande Lewis – Fokum Music and Sound Effects from Pixabay Birthday Song by SergeQuadrado from Pixabay	oercommons	2025-03-18T00:34:27.802602	Melody Williams	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93143/overview", "title": "The Best Birthday Picture", "author": "Reading" }
https://oercommons.org/courseware/lesson/102632/overview	Christmas Handbells - Deck the Halls Overview This is sheet music that has been color coded to match the handbells in the classroom handbell set. Handbell Lesson for Christmas Colors are coordinated to the classroom handbell set. Handbell Lesson for Deck the Halls SC Anchor Standard 3: I can sing alone and with others. SC Anchor Standard 4: I can play instruments alone and with others. SC Anchor Standard 5: I can read and notate music. Using Elementary school handbells, we will use this color coded sheet music to practice reading rhythms and performing the song together. Class will be divided into groups, some will sing and some will play handbells. Sheet music is public domain.	oercommons	2025-03-18T00:34:27.819693	04/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102632/overview", "title": "Christmas Handbells - Deck the Halls", "author": "Rachel Finley" }
https://oercommons.org/courseware/lesson/116113/overview	LinkedIn PowerPoint Overview Slides to teach students about how and why to build a LinkedIn profile. Slides Please see attachment for slides.	oercommons	2025-03-18T00:34:27.836144	05/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116113/overview", "title": "LinkedIn PowerPoint", "author": "Aujalee Moore" }
https://oercommons.org/courseware/lesson/65087/overview	Okul Öncesi Dönemi Öğrencilerde Dikkat Becerileri Geliştirme Overview Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitim Programı Milli eğitim bakanlığı Temel eğitim müdürlüğü Okul öncesi eğitim programı COURSE OBJECTIVE / OBJECTIVE-TARGET TOPIC: FINDING AND MATCHING THE RIGHT To be able to concentrate Notice the object / situation / event that needs attention. He focuses his attention on the object / situation / event. Match assets according to their various features It matches the assets exactly. Matches entities based on their color. Materials: - Images and shapes of colored ear sticks drawn on A4 paper - Ear sticks - Felt paints Basic common standards social skills Motivation: To ensure that children focus better by developing their visual, selective sustainable attention. To develop the ability to make the right decision among the given options. Instructions / Procedure The teacher tells a finger game to attract children's attention and directs them to sit at the tables. After all the students sit at the tables, they distribute the colorless ear stick and felts to the tables and we say that we take the ear stick and start painting with the colors I said, and all the ear sticks are painted with the instructions given. The painted ear sticks are allowed to accumulate in front of each student. Worksheets are created with stick visuals painted on A4 papers by children and distributed worksheets are distributed to children. The teacher says: "Now, let's match the sticks that we paint by looking at the images in the picture very carefully and putting the same color ends in the same direction." During the study, the teacher does not intervene, and the children themselves are matched. When the work is finished, the teacher controls what the students are doing. Evaluation Activity - How many of the children in the painting study could understand the instruction correctly, find and paint the color? - Could the shapes of the same color bars be created and matched to the correct place on the prepared A4 worksheet? - How many students have been successful in maintaining their attention throughout the study? Read on They are asked to mix the colored ear sticks placed on the worksheet by removing them from the page, and this time they are asked to do it on the tables by looking at the page where the sticks are visualized and prepared in color. Notes / Effects / Reminders Some students expect support from the teacher during the study, in this case, special care and motivating words are said to work.	oercommons	2025-03-18T00:34:27.860493	04/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65087/overview", "title": "Okul Öncesi Dönemi Öğrencilerde Dikkat Becerileri Geliştirme", "author": "Nurdan Birlik" }
https://oercommons.org/courseware/lesson/28318/overview	Healthy Eating Advice Video Project Overview This is a lesson in which students use prior scientific knowledge as well as 21st century skills to create a short video explaining the school's healthy eating policy as well as its scientific underpinnings. It is designed as a method of group assessment at the end of the topic of food science. Section 1 This is a lesson in which students use prior scientific knowledge as well as 21st century skills to create a short video explaining the school's healthy eating policy as well as its scientific underpinnings. It is designed as a method of group assessment at the end of the topic of food science.	oercommons	2025-03-18T00:34:27.878716	Feargal Máirtín	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28318/overview", "title": "Healthy Eating Advice Video Project", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/89958/overview	Business Research Method Introduction Part Overview Introduction part of business research method Detail of introduction part of business research method	oercommons	2025-03-18T00:34:27.895042	02/11/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89958/overview", "title": "Business Research Method Introduction Part", "author": "Chet Narayan Acharya" }
https://oercommons.org/courseware/lesson/86071/overview	Principle of Cation Exchange Chromatography Overview It is an infograph that explains the principle of cation exchange chromatography.	oercommons	2025-03-18T00:34:27.915961	09/22/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86071/overview", "title": "Principle of Cation Exchange Chromatography", "author": "JUHINA FIROSH" }
https://oercommons.org/courseware/lesson/99064/overview	rain wordpress Water Cycle Overview This lesso material includes the water cycle along with the three main keywords ( evaporation , condensation , and Precipitation) explained. What is a water cycle? It is the continous movment of water on the earths surface and the atmosphere. > Evaporation > Condensation > Presipitation > Evaporation > Evaporation > Condensation > Precipitation > Evaporation is when the water transformes from liquid form to gas form. The water form the earth ( oceans, rivers, lakes, etc) turns into water vapor and goes up into the atmosphere. Condensation > Evaporation > Condensation > Precipitation > Condensation is when the water vapor changes from its gas form back into liquid droplets. We can see this step as clouds in the air. Precipitation > Evaporation > Condensation > Precipitation > Precipitation is when the collected water droplets in the air are leavy enough to fall back on the earths ground. Precipitation can be in many different forms such as snow, rain, sleet, and hail.	oercommons	2025-03-18T00:34:27.937229	11/24/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99064/overview", "title": "Water Cycle", "author": "zainab osman" }
https://oercommons.org/courseware/lesson/103223/overview	Climate Change Overview This resource seeks to equalize access to learning materials that address the subject of human impact on the environment. The design of this resource is structured in a manner that will allow it to be adapted and further destributed. This particular module examines climate change, specifically human impact on the environment. Specific topics include: Climate Change, Weather vs. Climate, Causes of Climate Change (including Natural, Human Impact, and the Greenhouse Effect), Global Warming, and Mitigating Solutions to the Climate Crisis Getting Started Module Learning Objectives - The learner will be able to define climate change. - The learner will be able to differentiate between climate and weather. - The learner will be able to give examples of the causes of climate change. - The learner will be able to identify signs of climate change. Needed Materials The learner will need the following materials: - Tablet, laptop, or other similar device - Ability to open PDFs, PPTs, and Youtube videos (with audio) - Climate Chronicle (unit journal) - Writing utensil Estimated Completion Time This module will take learners approximately 30 minutes to complete. Glossary of Terms Adaptation: Taking actions to avoid, benefit from, or deal with current and future climate change. Adaptation can take place in advance (by planning before an impact occurs) or in response to changes that are already occurring. Atmosphere: A mixture of nitrogen, oxygen, carbon dioxide, and other gases that surrounds the Earth. The atmosphere is critical to supporting life on Earth. Biofuel: A type of fuel produced from plants or other forms of biomass. Examples of biofuels include ethanol, biodiesel, and biogas. Carbon: A chemical element that is essential to all living things. Carbon combines with other elements to form a variety of different compounds. Plants and animals are made up of carbon compounds, and so are certain minerals. Carbon combines with oxygen to make a gas called carbon dioxide. Carbon dioxide: A colorless, odorless greenhouse gas. It is produced naturally when dead animals or plants decay, and it is used by plants during photosynthesis. People are adding carbon dioxide into the atmosphere, mostly by burning fossil fuels such as coal, oil, and natural gas. This extra carbon dioxide is the main cause of climate change. Carbon footprint: The total amount of greenhouse gases that are emitted into the atmosphere each year by a person, family, building, organization, or company. A person’s carbon footprint includes greenhouse gas emissions from fuel that he or she burns directly, such as by heating a home or riding in a car. It also includes greenhouse gases that come from producing the goods or services that the person uses, including emissions from power plants that make electricity, factories that make products, and landfills where trash gets sent. Climate: The average weather conditions in a particular location or region at a particular time of the year. Climate is usually measured over a period of 30 years or more. Climate change: A significant change in the Earth’s climate. The Earth is currently getting warmer because people are adding heat-trapping greenhouse gases to the atmosphere. The term “global warming” refers to warmer temperatures, while “climate change” refers to the broader set of changes that go along with warmer temperatures, including changes in weather patterns, the oceans, ice and snow, and ecosystems around the world. Drought: A period of unusually dry weather lasting long enough to cause serious shortages of water for ecosystems and human use (such as drinking water and agriculture) in the affected area. Ecosystem: A natural community of plants, animals, and other living organisms and the physical environment in which they live and interact. Emissions: The release of a gas (such as carbon dioxide) or other substance into the air. Energy: The ability to do work. Energy comes in many forms, such as heat, light, motion, and electricity. Most of the world's energy comes from burning fossil fuels to produce heat, which can then be converted into other forms of energy, such as motion (for example, driving a car) or electricity. Ethanol: A type of alcohol that can be produced from different forms of biomass, such as agricultural crops. Ethanol can be burned as a fuel, often by blending it with gasoline. Fossil fuel: A type of fuel that forms deep within the Earth. Examples of fossil fuels include coal, oil, and natural gas. Fossil fuels are created over millions of years as dead plant and animal material becomes trapped and buried in layers of rock, and heat and pressure transform this material into a fuel. All fossil fuels contain carbon, and when people burn these fuels to produce energy, they create carbon dioxide. Geothermal energy: Heat from inside the Earth. People can use geothermal energy to heat buildings or produce electricity. Global climate: The average climate around the world. Global warming: An increase in temperature near the surface of the Earth. Global warming has occurred in the distant past as the result of natural causes. However, the term is most often used to refer to recent and ongoing warming caused by people’s activities. Global warming leads to a bigger set of changes referred to as global climate change. Greenhouse gas: Also sometimes known as “heat trapping gases,” greenhouse gases are natural or manmade gases that trap heat in the atmosphere and contribute to the greenhouse effect. Greenhouse gases include water vapor, carbon dioxide, methane, nitrous oxide, and fluorinated gases. Habitat: The place or environment where a plant or animal naturally lives and grows. Heat stroke: A medical condition that results from being exposed to high temperatures. A person’s body temperature rises rapidly and he or she is unable to cool down by sweating. Heat wave: A long period of abnormally hot weather, typically lasting for several days. Magma: Hot, melted rock under the Earth’s crust. Magma becomes lava when it is released through a volcano or other methods. Methane: A colorless, odorless greenhouse gas. It occurs both naturally and as a result of people’s activities. Methane is produced by the decay of plants, animals, and waste, as well as other processes. It is also the main ingredient in natural gas. Natural gas: A fossil fuel that is an odorless, colorless gas. Natural gas consists of 50 to 90 percent methane. Nitrous oxide: A colorless, odorless greenhouse gas. It occurs both naturally and as a result of people’s activities. Major sources include farming practices (such as using fertilizers) that add extra nitrogen to the soil, burning fossil fuels, and certain industrial processes. Nonrenewable resource: A natural resource that cannot be produced, regrown, or reused fast enough to keep up with how quickly it is used. Fossil fuels such as coal, oil, and natural gas, for example, take millions of years to develop naturally. Thus, their supply for people to use is considered nonrenewable. Ozone: A gas made up of three atoms of oxygen bonded together. High in the atmosphere, ozone naturally shields the Earth from harmful ultraviolet radiation that comes from the sun. Closer to the Earth’s surface, ozone is a pollutant that is formed by other pollutants that react with each other. Ozone is also a greenhouse gas. Passive solar heating: The use of windows, building materials, and other features to take advantage of sunlight to heat the inside of a building. Permafrost: Soil or rock that is frozen year-round. Permafrost can be found in many parts of Alaska, northern Canada, and other countries near the Arctic Ocean. Even though the soil at the surface of the Earth may not be frozen during the warmer months, a layer of permafrost may exist several feet below. Positive feedback loop: A process in which one change leads to another, which then causes even more of the original change. In climate change, a positive feedback loop occurs when warming causes changes that lead to even more warming. For example, as the Earth gets warmer, the amount of ice that covers the Arctic Ocean is shrinking, which leaves more open water. Ice reflects a lot of sunlight back into space, while the open ocean is dark and absorbs more of the sun’s energy, making the Earth warmer. Thus, melting ice causes the Earth to absorb more energy from the sun and become even warmer. Precipitation: Rain, hail, mist, sleet, snow, or any other moisture that falls to the Earth. Rain gauge: An instrument that measures the amount of rain that has fallen in a particular place. Regional climate: An average of the weather in a particular area over many years. Regional climate influences which kinds of plants and animals can live in a particular area. Factors that influence regional climate include latitude, landforms, nearby bodies of water, and circulation patterns in the ocean and the atmosphere. Renewable resource: A natural resource that can be produced, regrown, or reused fast enough to keep up with how quickly it is used. Wind, tides, and solar energy, for example, are in no danger of running out and can be consumed by people virtually forever. In contrast, fossil fuels such as coal take millions of years to develop naturally and are considered nonrenewable. Smog: Air pollution caused by chemical reactions of various pollutants emitted from different sources. Ozone is one of the main ingredients of smog, and it can harm people’s health. Solar energy: Energy from the sun, which can be converted into other forms of energy such as heat or electricity. Solar panel: A device that can convert energy from the sun into energy for people to use. Some types of solar panels convert sunlight directly into electricity. Others use sunlight to heat water, which can then be used to provide heat or hot water to a building. Solar thermal technology: A system that uses sunlight to heat water or create steam, which can then be used to generate electricity. Subtropics: The parts of the Earth immediately north and south of the tropics. The southern part of the United States is considered subtropical. Thermal expansion: The increase in volume of a material as it gets warmer. For example, water expands as it is heated, causing each drop of water to increase in size. In the ocean, thermal expansion is one cause of rising sea level. Tidal power: A form of renewable energy generated from the natural rise and fall of the ocean. Tides: A variation in the surface level of the oceans caused by the gravitational pull of the moon and sun. Tides fluctuate between high and low twice a day. Tropics: The parts of the Earth near the Equator, which are very warm all year long because they receive a lot of direct sunlight. Uranium: A heavy, naturally radioactive, metallic element that is used to produce nuclear power. Water vapor: Water that is present in the atmosphere as a gas. Water vapor is a greenhouse gas and plays an important role in the natural greenhouse effect. Clouds form when extra water vapor in the atmosphere condenses to form ice, water droplets, and precipitation. Weather: The condition of the atmosphere at a particular place and time. Some familiar characteristics of the weather include wind, temperature, humidity, atmospheric pressure, cloudiness, and precipitation. Weather can change from hour to hour, day to day, and season to season. Wetland: An area of land that is periodically saturated with water, which influences the types of plants and animals that can live there. Wetlands include swamps, marshes, bogs, and other similar areas. Wind turbine: A machine that converts energy from the wind into electricity. The wind spins a set of blades connected to a generator. Learning Activities Warm-up Activity Before we dive into studying climate change, open your Climate Chronicle. This Chronicle will serve as sort of journal for you as you progress through these activities. You will periodically be asked to follow along in or answer prompts in your Chronicle, so keep it nearby. Warm-up activity: Open your Climate Chronicle and find the Climate Word Search activity. Search for some of the concepts that we'll be examinig in this module. What is Climate Change? Climate change is a hot-topic right now. You hear about it on the radio, on the news and TV shows, at school, and even on social media. But what's all the fuss? What exactly is a climate and what's changing about it? And why should we care? Watch this brief video for a quick introduction to Climate Change The Fight for Planet Earth: An Exploration of Climate Change & Urban Gardening Climate change is a complicated and nuanced issue. But we're never too young to start learning about the challenges our planet is facing. And it's never too late to start implementing changes that will help to preserve Earth's resources and protect its inhabitants. Work your way through the interactive presentation linked below and learn more about the climate and ways we can combat global warming, like urban gardening. Click here to Fight for Planet Earth Accompanying activity: Follow along and respond to the prompts in your Climate Chronicle. Climate vs. Weather Differentiating between climate and weather can be confusing. A lot of the same words are associated with both an area's climate and it's day-to-day weather patterns. While weather and climate may be related, they are not the same. Read the article linked below to learn more about how climate differs from weather. Click here to read Weather or Climate: What's the Difference (National Geographic) Accompanying activity: After you're done reading, find the Climate vs. Weather activity in your Climate Chronicle. For each prompt, circle weather that is an example of a climate or a description of an area's weather. Human Contribution to Climate Change Understanding the impact of humans on climate change can be overwhelming. But it doesn't have to be. The impact of humans on the environment can be simplified down into a three-step series of events, as shown in the diagram below. Accompanying activity: Find the same diagram in your Climate Chronicle. Recall what you learned from the Interactive Presentation to correctly label Steps 1, 2, and 3 on the diagram in your Chronicle. Meet the Greenhouse Gases You've studied how humans produce gases referred to as Greenhouse Gases, which in turn trap heat. But gases are we specifically talking about? And what are they all about? Accompanying activity: Meet the Greenhouse Gases and label their corresponding pictures in your Climate Chronicle. Click here to meet the Greenhouse Gases Fighting Against Climate Change You're just one individual. You might be thinking there's nothing you can do to slow down and combate the climate changes our planet is facing. But you're wrong! Even as a kid, there's a lot that you can do on your own that can make a big difference in slowing down the climate crisis. Accompanying activity: Follow along and respond to the prompts in your Climate Chronicle. Assessment Assessment It's time to show what you learned and earn a Climate Advocate Badge! Directions: Access the Climate Change & Urban Gardening Unit Quiz and answer the ten questions that follow. If you receive a passing score of 70% or higher (7/10 questions correct), you'll receive the Climate Advocate Badge to add to your digital badge collection! Be sure to submit your name at the end of the quiz in order to receive credit. References and Additional Resources Center for Climate and Energy Solutions: Climate Basics for Kids National Geographic: Weather or Climate: What's the Difference? PBS Digital Studios: I'm Only One Kid... US Environmental Protection Agency: Causes of Climate Change US Environmental Protection Agency: A Student's Guide to Global Climate Change (For instructor-view only) World Wildlife Fund: The Climate Change Quiz	oercommons	2025-03-18T00:34:27.987537	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103223/overview", "title": "Climate Change", "author": "Assessment" }
https://oercommons.org/courseware/lesson/94159/overview	What’s missing? Overview ACTIVITY OBJECTIVE: Helping the child to s-t-r-e-t-c-h their brain! This activity requires them to stop, focus, think, plan and remember. Memory The more items, the more challenging the game, for younger children start with just 3-4 items and increase from there. For older children, use more items and allow them to look at them for a full minute. Then cover them up and ask them to write a list or draw as many of the items that they can remember. The more you discuss the items the more likely your child is to remember them so you could ask them what color or shape each item is or what it is used for. ACTIVITY OBJECTIVE: Helping the child to s-t-r-e-t-c-h their brain! This activity requires them to stop, focus, think, plan and remember. ACTIVITY DESCRIPTION: Place a number of household items onto a table. Tell the child to have a close look at the items on the table. Name them together. Cover the items with a tea towel. Ask the child to close their eyes and as they do so remove one item from under the fabric. Ask them to open their eyes, remove the cloth and tell you what’s missing! ACTIVITY MATERIALS 01 \| Spoon \| 01 \| Fork \| 01 \| Plate \| 01 \| Cup \| 01 \| Jar \| 01 \| Tea Pot \|	oercommons	2025-03-18T00:34:28.004996	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94159/overview", "title": "What’s missing?", "author": "Special Education" }
https://oercommons.org/courseware/lesson/106583/overview	OREGON MATH STANDARDS (2021): [7.DR] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: 7.DR.A.1 Cluster: 7.DR.A - Formulate Statistical Investigative Questions. STANDARD: 7.DR.A.1 Standards Statement (2021): Formulate summary, comparative investigative questions to gain information about a population and that a sample is valid only if the sample is representative of that population. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.A.1 \| 8.DR.A.1 \| N/A \| 7.SP.A.1 7.DR.A Crosswalk \| Standards Guidance: Clarification - Students can generate questions about things they notice and wonder from an authentic situation. - Understand that statistics can be used to gain information about a population and that a sample is valid only if the sample is representative of that population. (7.SP.A.1) - Understand that random sampling tends to produce representative samples and support valid inferences. Terminology - A statistical investigative question is one that requires data that will vary. - Understand that random sampling tends to produce representative samples and support valid inferences. - Potential limitations may include how the sample was selected and/or how the questions were asked. Teaching Strategies - Students should have opportunities to answer statistical investigative questions about a population by collecting data from a representative sample, using random sampling techniques to collect the data. Progressions - A statistic computed from a random sample, such as the mean of the sample, can be used as an estimate of that same characteristic of the population from which the sample was selected. This estimate must be viewed with some degree of caution because of the variability in both the population and sample data. A basic tenet of statistical reasoning, then, is that random sampling allows results from a sample to be generalized to a much larger body of data, namely, the population from which the sample was selected. (Please reference page 8 in the Progression document). Examples - “How old are the students in my class?” is a statistical investigative question because it anticipates variability in students’ ages. “How old am I?” is a question used to collect data to answer the investigative question. - Illustrative Mathematics: - Student Achievement Partners: - Smarter Balanced Assessment Item Illustrating 7.DR.A.1 2021 Oregon Math Guidance: 7.DR.B.2 Cluster: 7.DR.B - Collect and Consider Data. STANDARD: 7.DR.B.2 Standards Statement (2021): Collect or consider data from a random sample to compare and draw inferences about a population with an unknown characteristic of interest. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.B.2 \| 8.DR.B.2 \| N/A \| 7.SP.A.2 7.DR.B Crosswalk \| Standards Guidance: Clarifications - Use data from a random sample to gauge how far off the estimate or prediction might be. - Students should use sample data collected to draw inferences. Terminology - A statistical investigative question is one that requires data that will vary. - Potential limitations may include how the sample was selected and/or how the questions were asked. Teaching Strategies - Students should have opportunities to answer statistical investigative questions about a population by collecting data from a representative sample, using random sampling techniques to collect the data. - Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. - Students should have opportunities to critique examples of sampling techniques. - Students should conclude when conditions of sampling methods may be biased, random, and not representative of the population. Progressions - In short, students realize that conclusions drawn from random samples generalize beyond the sample to the population from which the sample was selected, but a sample statistic is only an estimate of a corresponding population parameter and there will be some discrepancy between the two. Understanding the variability in sampling allows the investigator to gauge the expected size of that discrepancy. (Please reference page 9 in the Progression document). Examples - Estimate the mean word length in a book by randomly sampling words from the book. Gauge how far off the estimate is from the actual mean. - Predict the winner of a school election based on randomly sampled survey data. Gauge how far off the prediction might be. - Illustrative Mathematics: 2021 Oregon Math Guidance: 7.DR.C.3 Cluster: 7.DR.C - Analyze, summarize, and describe data. STANDARD: 7.DR.C.3 Standards Statement (2021): Analyze two data distributions visually to compare multiple measures of center and variability. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.C.3 \| 8.DR.C.3 \| N/A \| 7.SP.B.3 7.DR.C Crosswalk \| Standards Guidance: Teaching Strategies - Given visual representations of data from dot plots, line graphs, histograms and box-plots, create statements that compare the measures of center and variability between two data sets. - Students should use side by side bar graphs or segmented bar graphs to compare categorical data distributions of samples from two populations. - Students should compare data of two samples or populations displayed in box plots and dot plots to make inferences. - Students should be able to draw inferences using measures of central tendency (mean, median, mode) and/or variability (range, mean absolute deviation and interquartile range) from random samples. - Students should be given multiple opportunities to compare quantitative data distributions of samples from two populations. Progressions - If all measurements in a population are known, no sampling is necessary and data comparisons involve the calculated measures of center. Even then, students should consider variability. - Conclusions should be made related to a population, using a random sample, by describing a distribution using measures of central tendency (mean, median, mode) and/or variability (range, mean absolute deviation, and interquartile range). (Please reference page 10 in the Progression document). Examples - By comparing distributions, investigate whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. - The mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. - Illustrative Mathematics: 2021 Oregon Math Guidance: 7.DR.D.4 Cluster: 7.DR.D - Interpret data and answer investigative questions. STANDARD: 7.DR.D.4 Standards Statement (2021): Interpret measures of center and measures of variability for numerical data from random samples to compare between two populations, and to answer investigative questions. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.D.4 \| 8.DR.D.4 \| N/A \| 7.SP.B.4 7.DR.D Crosswalk \| Standards Guidance: Clarification - Students should use sample data collected to draw inferences. Teaching Strategies - Students should have opportunities to critique examples of sampling techniques. - Students should conclude when conditions of sampling methods may be biased, random, and not representative of the population. Progressions - For random samples, students should understand that medians and means computed from samples will vary from sample to sample and that making informed decisions based on such sample statistics requires some knowledge of the amount of variation to expect. Just as for proportions, a good way to gain this knowledge is through simulation, beginning with a population of known structure. (Please reference page 10 in the Progression document). Examples - Decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. - Estimate the mean word length in a book by randomly sampling words from the book. Gauge how far off the estimate is from the actual mean. - Predict the winner of a school election based on randomly sampled survey data. Gauge how far off the prediction might be. - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:34:28.068280	07/10/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106583/overview", "title": "OREGON MATH STANDARDS (2021): [7.DR]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/113609/overview	Hula Hoop Game Lesson Plan Overview Hula hoop game is where students jump from hoop to hoop and play rock paper scissors the winner keeps going the loser goes to the end of their line. The game keeps going till one of the lines are empty. This game helps students to achive standard one and keeps them active and having fun. Lesson Overview Indiana Academic Standards for Physical Education and/or Health Standard 1: The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns. Students in early elementary will observe, learn, practice, and develop basic (fundamental) locomotor (traveling actions), non-locomotor (movement in place), and manipulative (object handling) movements. This foundation continues to be established and reinforced to facilitate motor skill acquisition, which gives students the capacity for successful levels of performance as they mature. By the end of grade five, students continue to achieve maturity with locomotor (traveling actions), non-locomotor (movement in place) and manipulative (object handling) skills. They begin the process of integrating (putting together) these skills into a variety of individual and small team sports and activities that have been adapted to their developmental level. Locomotor Skill Essential Question How can learning from jumping to hoop to hoop and playing rock paper scissors help us in other areas of our learning and communication with peers? Learning Objective Students will be able to jump from hoop to hoop staying in the hoop's circumference. Then when they meet another student, they will play rock paper scissors to see who keeps going and who goes to the end of the line. They will be able to do this with 80% accuracy. Assessments Formative I will have the students all hop in a line and give feedback on how they are doing or tips to help them do better. When Playing the games I will walk around and observe Summative *Students will be required to jump 10 hoops in a row and I will grade how many they land accurately. Essential Vocabulary Words and Phrases of Focus for this Lesson -hula hoop -jump -rock paper scissors game -straight line Materials & Resources -whistle -hula hoops -notebook for notes -one pencil Lesson Procedure Instructional Agenda I DO/Whole Group: I will demonstrate how to jump from hoop to hoop and how to play rock paper scissors. Formative Assessment- seeing how the kids are taking the information and answering any questions they heave. Model how to jump from hoop to hoop. And model how to play rock paper scissors. We Do/Guided Practice: Stations- I will have two line stations to practice jumping from hoop to hoop I will have different groups playing rock paper scissors. Formative Assessment-I am walking around giving feedback and taking notes. You Do/Independent Practice: I will have the game set up with hula hoops going in a line down the basketball court. We will have the class split in two half at one end half at the other end. They will jump from hoop to hoop when they meet they will then play rock paper and scissors. The winner will keep jumping the loser will go to the end of their line. The losing side will then start jumping from hoop one and when they meet the other opponent jumping they will play rock paper scissors again. This will continue till one side has no more players. Summative Assessment Scaffolding for Gap Repair and Extended Learning Opportunities SPED If in a wheelchair or troubles with balance I will make the hoops with tape instead so there isn't a bump to go over and have them get to each station that way. I will also talk with their main teacher and see which ways will help them to master the skill we are learning in class. If the student is nonverbal or not function of arms, then I will have laminated cards for them to be able to show the action for rock paper scissors instead of them having to say it out loud or do the action. ELL I will have the instructions printed in their native language. I will offer more practice in smaller groups, so they don't have the weight of the whole class watching them. High Ability I will have this student try to jump more than one hoop at a time or try to jump on just one foot.	oercommons	2025-03-18T00:34:28.089280	02/29/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113609/overview", "title": "Hula Hoop Game Lesson Plan", "author": "Monica Brown" }
https://oercommons.org/courseware/lesson/109810/overview	YouTube - Crash Course Sociology #11 Cultures, Subcultures, and Countercultures Overview Short module to introduce the different categories of culture in society. Introduction to Cultures, Subcultures, and Countercultures Objectives: To learn about different types of culture in society. Grade level: 9th - 12th grade. Subject: Sociology Material type: video lesson, assignment, assessment	oercommons	2025-03-18T00:34:28.107536	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109810/overview", "title": "Cultures, Subcultures, and Countercultures", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/109808/overview	Змішане навчання Overview Ресурс включає інформацію про змішане навчання Змішане навчання Що таке змішане навчання Поняття «змішане навчання» педагоги в усьому світі трактують по-різному. Хтось робить акцент на технологічності й поєднанні традиційної та онлайн-взаємодії учасників навчання. Хтось — на методиках і педагогічних моделях. На нашу думку, змішане навчання передбачає застосування онлайн-технологій і навчання в аудиторії, а також підходи та методики, які дають змогу ефективно їх поєднувати. Кожен із цих складників визначальний. Без них змішане навчання не буде ефективним. Навчальна діяльність — дуже широке поняття, що поєднує різні онлайн- та офлайн-технології й інструменти, які забезпечують різні способи взаємодії між учасниками в навчальних активностях згідно з обраною моделлю навчання. Онлайн-технології застосовують як у змішаному навчанні, так і в дистанційному. У дистанційному технології відіграють основну роль. Заняття відбуваються віддалено, а не в аудиторіях. Такий вид навчання Закон України визначає як окрему форму здобуття освіти — дистанційну. Змішане навчання можна ефективно застосовувати на денній формі, спираючись як на переваги безпосередньої взаємодії в аудиторії, так і на широкі можливості онлайн-технологій. Синергетичний ефект від поєднання цих двох видів взаємодії визначається саме моделлю навчання. Застосування технологій не робить навчання змішаним автоматично, якщо модель взаємодії не змінюється. Наприклад, якщо студенти надсилають письмові роботи в електронному вигляді замість друкованих робіт або проводять тестування в аудиторії онлайн замість виконання на папері, то модель взаємодії лишається класичною. Безперечно, технології значно впливають на наше життя. Одним дотиком ми фотографуємо чи записуємо відео, дізнаємося новини, спілкуємося на будь-якій відстані та стежимо за реакціями на власні дописи в соціальних мережах. Усього цього ще не було 20 років тому. Світ швидко змінюється, і нові можливості з’являються щодня. Зокрема в освіті. Цей вимір можливостей відкриває в навчанні безліч нових рішень, що можуть суттєво покращити його, підвищити ефективність. Але для цього потрібно опанувати технології, усвідомити, що процес навчання змінився і що він триває за межами аудиторії. Розгляньмо на прикладах. Якщо послуговуватися простими технологічними рішеннями в навчанні, то доступ до матеріалів буде постійним. Крім того, у будь-який момент можна надавати підтримку студентам. А засоби комунікації забезпечуватимуть взаємодію студентів між собою поза межами аудиторії. Інтерактивність навчальних матеріалів, різнорівневість, адаптивність завдань разом з можливістю обирати власний темп, місце й час забезпечать високий рівень персоналізації навчання та однакові можливості для кожного. Тож не використовувати все це в навчанні просто нелогічно. Взаємодія суб’єктів навчання може бути синхронною або асинхронною, індивідуальною чи груповою, безпосередньою в аудиторії або опосередкованою через інструменти тощо. Активність — спеціально організована взаємодія, яка має на меті досягнення певного результату навчання. Активність визначається способом взаємодії, інструментами та технологіями, що її реалізують. Активності зазвичай плануються поетапно. Заняття у звичному нам форматі, наприклад, контрольна / лабораторна робота, іспит, проєкт — це насправді комбінація кількох активностей. Змішане навчання (англ. blended learning) - це освітня модель, яка поєднує традиційне навчання в класі з онлайн-навчанням. Учні можуть вивчати матеріал як у класі, так і самостійно вдома або в іншому місці, використовуючи різні технології. Основні характеристики змішаного навчання: - Поєднання офлайн- та онлайн-навчання. - Гнучкість у виборі способу та темпу навчання. - Індивідуалізація навчання. - Активна участь учнів у навчальному процесі. Змішане навчання має ряд переваг, зокрема: - Доступність освіти для всіх учнів, незалежно від їхнього місця проживання чи фізичних можливостей. - Гнучкість навчання, яка дозволяє учням адаптувати його до своїх індивідуальних потреб. - Покращення якості навчання за рахунок використання різних методів та технологій. Існує кілька моделей змішаного навчання. Найпоширеніша модель - це комбінація офлайн-занять у класі з онлайн-заняттями та завданнями. Учні можуть вивчати матеріал самостійно вдома, а потім закріпити його на офлайн-заняттях. Також існують моделі, в яких учні вивчають певні предмети повністю онлайн. Змішане навчання є перспективним освітнім підходом, який має потенціал для підвищення якості освіти та доступності її для всіх. Ось кілька прикладів змішаного навчання: - Учні можуть вивчати матеріал у класі, а потім закріпити його, виконавши онлайн-тест або завдання. - Учні можуть переглянути відеоурок або прочитати онлайн-лекцію, а потім обговорити його з учителем на офлайн-заняттях. - Учні можуть працювати над груповим проектом, використовуючи різні онлайн-сервіси. Змішане навчання може використовуватися в будь-якому типі освітнього закладу, від початкової школи до університету. Змішане навчання Змішане навчання (англ. blended learning) - це освітня модель, яка поєднує традиційне навчання в класі з онлайн-навчанням. Учні можуть вивчати матеріал як у класі, так і самостійно вдома або в іншому місці, використовуючи різні технології. Основні характеристики змішаного навчання: Поєднання офлайн- та онлайн-навчання. Гнучкість у виборі способу та темпу навчання. Індивідуалізація навчання. Активна участь учнів у навчальному процесі. Змішане навчання має ряд переваг, зокрема: Доступність освіти для всіх учнів, незалежно від їхнього місця проживання чи фізичних можливостей. Гнучкість навчання, яка дозволяє учням адаптувати його до своїх індивідуальних потреб. Покращення якості навчання за рахунок використання різних методів та технологій. Існує кілька моделей змішаного навчання. Найпоширеніша модель - це комбінація офлайн-занять у класі з онлайн-заняттями та завданнями. Учні можуть вивчати матеріал самостійно вдома, а потім закріпити його на офлайн-заняттях. Також існують моделі, в яких учні вивчають певні предмети повністю онлайн. Змішане навчання є перспективним освітнім підходом, який має потенціал для підвищення якості освіти та доступності її для всіх. Ось кілька прикладів змішаного навчання: Учні можуть вивчати матеріал у класі, а потім закріпити його, виконавши онлайн-тест або завдання. Учні можуть переглянути відеоурок або прочитати онлайн-лекцію, а потім обговорити його з учителем на офлайн-заняттях. Учні можуть працювати над груповим проектом, використовуючи різні онлайн-сервіси.	oercommons	2025-03-18T00:34:28.132081	10/31/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109808/overview", "title": "Змішане навчання", "author": "Masha Lesuk" }
https://oercommons.org/courseware/lesson/97596/overview	UbD 2.0 - Linear Functions Overview A lesson plan outlining the teaching of linear functions at a Grade 8-9 level. Stage 1 - Desired Results ESTABLISHED GOALS \| Students will show understanding of the following standards according to the Common Core curriculum: \| Transfer Students will be able to independently use their learning to… \| \| Meaning UNDERSTANDINGS \| ESSENTIAL QUESTIONS \| \| \| Aquistion Students will know… \| Students will be skilled at… \| \| \| Stage 2 - Assessment Evidence Evaluative Criteria \| Assessment Evidence \| \| Students will show their understanding of these concepts by completing problems using the concepts in question. \| PERFORMANCE TASK(S): \| \| OTHER EVIDENCE: \| Stage 3 - Learning Plan Learning Activities: Summary of Key Learning Events and Instruction What learning experiences and instruction will enable students to achieve the desired results? How will the design W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? H = Hook all students, and Hold their interest? E1 = Equip students, help them Experience the key ideas and Explore the issue? R = Provide opportunities to Rethink and Revise their understandings and work? E2 = Allow students to Evaluate their work and its implications? T = be Tailored (personalized) to the different needs, interests, and abilities of learners? O = Be Organized to maximize initial and sustained engagement as well as effective learning? 1.00 Bell Ringer - Review of Algebra at the previous level [W, H, E1, R] - Problems having students plug a number into an expression for "x" and solving for "y." - Problems having students graph a linear function from a given equation in slope-intercept form. 1.03 Go over Bell Ringer as a class, students asked to talk through problems. [W, H, E1, R] 2.00 Manipulating Equations - Solving an equation for the dependent variable [W, E1, R, E2, T] 2.01 Work through examples to show different methods/rules of manipulating equations., solving equations for "y." [W] 2.02 Students work on example problems using these methods by themselves or in pairs. [E1, R] 2.03 The solutions to problems are given by students verbally. Any contradictions or questions are worked out on the board by teacher or students. [E1, R, E2, T] 3.00 Graphing Linear Functions [W, E1, R, E2, T] 3.01 Work through examples to show manipulation of functions to solve for "y" to then graph the lines on coordinate planes. [W] 3.02 Students work on example problems using these methods by themselves or in pairs. [E1, R] 3.03 Student volunteers draw their solutions on the board. Any contradictions or questions are discussed as a class. [E1, R, E2, T] 4.00 Creating an Equation from the Graph of a Line [W, E1, R, E2, T] 4.01 Work through examples to show how the graph of a line can be analyzed to find the slope ("m") and y-intercept ("b") to write the function in slope-intercept form ("y=mx+b"). [W] 4.02 Students work on example problems using these methods by themselves or in pairs. [E1, R] 4.03 The solutions to problems are given by students verbally. Any contadictions or questions are settled/shown on the board by teacher or students. [E1, R, E2, T] 5.00 Transformations of a Line [W, E1, R, E2, T] 5.01 Work through examples to show how adding/subtracting a constant to the independent variable or the y-intercept shifts the line left/right or up/down. [W] 5.02 Work though examples to show how scalars can increase, decrease, or flip the slope of a line. [W] 5.03 Students work on example problems using these methods by themselves or in pairs. [E1, R] 5.04 Student volunteers draw their solutions on the board. Any contradictions or questions are discussed as a class. [E1, R, E2, T] 6.00 Inverse of Linear Functions [W, E1, R, E2, T] 6.01 Work through examples to show manipulating linear functions to solve for the independent variable, now making it the dependent variable, then show how the graph of this inverse function is the reflection of the original function across the line y=x. [W] 6.02 Show that a linear function and its inverse are perpendicular to each other. [W] 6.03 Show via substitution of one function into the other solves for the point of intersection of the two lines. [W] 6.04 Students work on example problems using these methods by themselves or in pairs. [E1, R] 6.05 Student volunteers work out and draw their solutions on the board. Any contradictions or questions are discussed as a class. [E1, R, E2, T] 7.00 Real World Problems [W, E1, R, E2, T] 7.01 Work through an example to show what to look for in a real world problem to write an equation for the function required to find the solution asked for. [W] 7.02 Students work on two example problems by themselves or in pairs using the methods shown. [E1, R] 7.03 The solutions to problems are given by students verbally. Any contadictions or questions are settled/shown on the board by teacher or students. [E1, R, E2, T] 8.00 Homework Practice [E1, R, E2, O] 8.01 Students are assigned problems using the concepts of the lesson to practice for homework. Solutions are made available for students to check their work. [E1, R, E2] 8.02 Students will be graded at the beginning of next class based on completion. [O] 8.03 Any further questions or clarifications that students require on particular homework problems will be answered by student volunteers, who will work out their solutions on the board and explain their work. [E1, R, E2, T] 9.00 Quiz [O] - Students complete an quiz that requires them to show their work and solutions to problems where the skills learned in this lesson are required to solve the problems in question.	oercommons	2025-03-18T00:34:28.167883	09/29/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97596/overview", "title": "UbD 2.0 - Linear Functions", "author": "Jalen Steiner" }
https://oercommons.org/courseware/lesson/83558/overview	Learning Pathways in Numeracy Resources for PreK - Grade 3 Reentry Main Menu Washington State Early Learning and Development Guidelines PreK - Grade 3 Reentry: Developmental Progressions Overview Development is sequential, with skills building on prior knowledge and learning. Young students pass through many key milestones on their way toward end-of-year standards. These progressions in literacy and numeracy show how learning unfolds across multiple grade levels allows teachers to identify what knowledge and abilities students possess at the start of the year and what comes next, so they can meet each student where they are and address any gaps that may exist. Developmental Progression Resources The COVID-19 pandemic may have disrupted opportunities young students have to participate in classroom-based learning with peers, but children have undoubtedly continued to learn and grow. Even without disruptions to their formal education, children’s development across PreK–3rd grades is naturally wide-ranging. Students who are the same age or are in the same grade can often display differing skills and abilities from one another, based in part on what experiences and opportunities they have had as well as their innate biology and tendencies. Students this age can also experience periods of rapid growth, stagnation, and even regression, at times. The wide range of skills expected at entry to school may be even more pronounced than usual during the 2021-22 school year. Examples of developmental progressions available to teachers, PreK–3rd grade include: Early Literacy Pathways \| OSPI and AESD The Early Literacy Pathways support educators, caregivers and families in understanding and supporting children's development in the areas of social-emotional development, cognitive development, language, and literacy development, and reading and writing development. Learning Pathways in Numeracy \| OSPI and AESD The Learning Pathways in Numeracy features progression pathways for the development of numeracy concepts. It can be used as a quick reference to isolate children’s learning along a particular pathway and determine the next steps in learning that would move children forward along a particular pathway. GOLD®\| Teaching Strategies As part of the WaKIDS Whole-child Assessment teachers use the developmental progressions from Teaching Strategies, called GOLD® Objectives for Development and Learning, to assess students across six domains: social-emotional, cognitive, language, physical, literacy and math. The developmental progressions in Teaching Strategies GOLD® span from birth through 3rd grade and may be useful for identifying the sequence of development in high-priority areas for students across the early grades. District administrators and teachers trained to use Teaching Strategies GOLD® can access the GOLD® Objectives for Development and Learning in the My Teaching Strategies® online assessment platform Washington State Early Learning and Development Guidelines: Birth Through 3rd Grade \| OSPI, Thrive by Five, and Washington State Department of Early Learning The Washington State Early Learning and Development Guidelines: Birth Through 3rd Grade outlines what children know and are able to do at different stages of their development through third grade. This resource was designed with both educators and families in mind. Attribution and License Attribution Icons from the Noun Project: growth by Rockicon, Family by DewDrops, evaluative assessment by ahmad, resources by Becris, School by PJ Souders from the Noun Project License Except where otherwise noted, this curated resource collection by the Washington Office of Superintendent of Public Instruction and Washington Association of Educational Service Districts is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners. This document contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any monitoring by OSPI or AESD. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.	oercommons	2025-03-18T00:34:28.196462	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83558/overview", "title": "PreK - Grade 3 Reentry: Developmental Progressions", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/83304/overview	Intro to Ratios-6th Grade Math Overview This lesson is regarding the introduction to ratios. Students will learn what a ratio is, practice finding ratios, and work on making their own ratios. There are YouTube videos, worksheets, and funny images to help students understand ratios. Introduction The intro is only for those starting the lesson. Continue in the lesson to find the work! Is your sixth grade math class starting to learn about ratios and what they are and how to use them? This lesson is for you! First off, ratios are a comparison of numbers. Comparing apples to oranges, really. With this lesson, you will watch a video on ratios, do some practice problems, and then have a short assignment at the end! Have fun comparing numbers! Intro to Ratios-YouTube Video Have students pause the video at different parts if they are working independently. If they are working in a group, you can pause and have them write their answers on a marker board. Watch the video below. At different parts in the video, it will ask you to find the ratio. At these times, pause the video and write your answers on a piece of paper so you can compare your answer to the correct one and see where you might have messed up, if you did! I bet you will find that you know ratios more than you thought! Ratios Powerpoint This powerpoint has a lot of information in it. If you want to make sure the students are following at an appropriate rate, you might want to make a short worksheet/scavenger hunt for students to find answers while they are doing the powerpoint. Follow the Google Slides below. There are different YouTube videos on ratios, practice problems, and funny images regarding ratios and math! Ratios Reading Read the following information on ratios and answer the three questions at the end of this document. Make sure to do the practice problems in the reading. 1. What is a possible ratio that is "scaled up" from 3:1? 2. What are the two types of ratios? Part: __________ and Part: ____________ 3. What three ways can you write a ratio? Use the same numbers on the website. Ratios Practice Complete the Ratio Practice problem for a grade.	oercommons	2025-03-18T00:34:28.217614	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83304/overview", "title": "Intro to Ratios-6th Grade Math", "author": "Assessment" }
https://oercommons.org/courseware/lesson/86449/overview	Education Standards 2. The State We're In: Washington (3-5 Edition) Teacher Guide - Chapter 6 3. Teacher Guide - Chapter 6 - Launch 4. Teacher Guide - Chapter 6 - Focused Notes 5. Teacher Guide - Chapter 6 - Focused Inquiry The State We're In: Washington (Grade 3-5 Edition) The State We're In: Washington - Teacher Guide Chapter 6 - Local Governments Overview Local governments are the smallest and closest governments to us. They are usually the first place we turn when we need help. This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 6. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry. Introduction In this lesson, students will be able to answer the question, How do local governments provide for their people? In the focused inquiry students will build an understanding of the services that local (county) government provides to support the community and how the community, in turn, supports local (county) government. Small is Beautiful: Local Governments General Overview Enduring Understanding How do local governments provide for their people? Supporting Questions Students consider these questions - finding and using evidence to support the Enduring Understanding. - Where can I find out what services a local (county) government provides? - What does the local (county) government provide? Learning Targets Students will be able to… - C2.3.2 Identify the basic function of government and laws in the community or city. - C2.3.1 Describe the basic organization of government in the community or city. - C2.3.3 Explain the reasons for rules in the home or in school, and compare rules and laws in the local community - SSS4.5.3 Use evidence to develop claims in response to compelling questions. Key Vocabulary A list of key Tier 2 vocabulary words is included here for your students. Teach these using whatever strategy you find works best for your students. Encourage students to incorporate these vocabulary words as they work through the components of the chapter guide and intentionally use them as appropriate in their final products. - County: WA State is divided up into counties that support its citizens at the ‘local’ level (p. 91) - Local Government: smallest and closest governments to us (p. 91) - Social & Health Services: Services the government provides to people that support their well-being. For example, mental health care, treatment for addiction, victims of violence, help for elderly people, help for children whose families can’t take care of them, support classes, health care costs (p. 92) - School Districts: school board members are elected and are responsible for the budgets & policies of local schools’ pages 93-94 - Special Purpose Districts: These are departments of local government that are created to meet the needs of the people living in a specific area. Special purpose districts might include water, sewer, fire, cemetery, ports, parks, mosquito control, irrigation, and libraries (p. 95) - Counties have elected officials: People are elected to county government positions to help run the business of each county. Here are some elected positions: assessor, treasurer, auditor, sheriff, coroner, clerk, prosecuting attorney, and judges’ pages (pgs. 103-105) - Property taxes: citizens pay taxes on businesses, land and/or homes they own to the county that are used for schools, transportation, water, etc. (p. 98) Task 1: Launch Hooking students into the content of the chapter. Distribute the Student handout: Launch to students. - Guide students in answering the prompts on the handout individually and in partners. - There is no “correct” answer. Encourage the students to explain their thinking with each other Task 2: Focused Notes Activating student thinking about the content of the entire chapter. Distribute the Student handout: Focused Notes to students. - As students read, they will record their understanding, thinking, and questions about the content using the handout. This can be done individually or collaboratively in pairs or small groups. Task 3: Focused Inquiry A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents. Compelling Question How does the local (county) government affect my quality of life? Attribution and License Attribution This Teacher’s Guide for The State We’re In: Washington - Chapter 6 was developed by Leslie Heffernan, Central Valley School District and Mary Schuldheisz, School Administrator, St. Luke’s Lutheran Church & School. The downloadable digital version of The State We're In: Washington (Grades 3-5 Edition) by Jill Severn for the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website. License Except where otherwise noted, Teacher’s Guide - Chapter 6: The State We’re In: Washington, copyright Washington Office of Superintendent of Public Instruction, 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.	oercommons	2025-03-18T00:34:28.259745	Leslie Heffernan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86449/overview", "title": "The State We're In: Washington - Teacher Guide Chapter 6 - Local Governments", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/16144/overview	Importance of communication Communication Overview Communication is an integral part of socialising. It is imparting or exchanging of information by speaking, writing, or using some other medium. Assignment 1 Justify the given statement. "Effective Communication saves time and energy." Justify	oercommons	2025-03-18T00:34:28.276168	08/09/2017	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/16144/overview", "title": "Communication", "author": "Sunita Jain" }
https://oercommons.org/courseware/lesson/64509/overview	Grade 6-8 Math Learning Resources Overview Resource suggestions to explore and consider as a way to support your family learning during school closures. Grade 6-8 Math Learning Resources Dan Meyrer's Three-Act Math Tasks: This site provides real world math problems to make math contextual, visual and concerete for students. Figure This!: The resources listed here assists parents and educators to demonstrate challenging middle school mathematics and emphasizes the importance of high-quality math education for all students. Mathigon: Every course has a captivating narrative and is full of colourful illustrations. Discover all the real-life applications of mathematics, and why it is incredibly beautiful. Photo by Benjamin Lizardo on Unsplash	oercommons	2025-03-18T00:34:28.289492	Jamie Rumage	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64509/overview", "title": "Grade 6-8 Math Learning Resources", "author": "Textbook" }
https://oercommons.org/courseware/lesson/69178/overview	Education Standards OSPI Statistics and Geometry Instructional Task: Roof Design Overview This resource was created by the Washington Office of Superintendent of Public Instruction. Task OSPI Statistics and Geometry Instructional Task C Statistics and Geometry; Standards G-SRT.7, Claim 1; G-SRT.8, Claim 1 Roof Design \| Tim is designing a roof truss in the shape of an isosceles triangle. The design shows the base angles of the truss to have measures of . The horizontal base of the roof truss is across. Let be the distance along one of the two sloped surfaces of the roof. - Find using the sine and cosine ratios. Show work. - Explain why it is possible to find , the same length, using two different trigonometric ratios. - What is the height of the truss? Show work. Rubric Rubric Question Number \| Standard/Claim \| Description \| C \| G-SRT.7/Claim 1 G-SRT.8/Claim 1 \| A 3-point response demonstrates full and complete understanding of the standards and claims by doing all the following: \| A 2-point response demonstrates reasonable understanding of the standards and claims by doing two of the following: \| \|\| A 1-point response demonstrates partial understanding of the standards and claims by doing one of the following: \| \|\| A 0-point response demonstrates almost no understanding of the standards and claims. \| OSPI Statistics and Geometry Instructional Task C Exemplar OSPI Statistics and Geometry Instructional Task C Statistics and Geometry; Standards G-SRT.7, Claim 1; G-SRT.8, Claim 1 Roof Design \| Tim is designing a roof truss in the shape of an isosceles triangle. The design shows the base angles of the truss to have measures of . The horizontal base of the roof truss is across. Let be the distance along one of the two sloped surfaces of the roof. - Find using the sine and cosine ratios. Show work. - Explain why it is possible to find , the same length, using two different trigonometric ratios. - What is the height of the truss? Show work. The angle formed by the peak of the truss and the segment that represents the height of the truss is. The sloped surface is about 19 feet. feet \|	oercommons	2025-03-18T00:34:28.330784	Hannah Hynes-Petty	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69178/overview", "title": "OSPI Statistics and Geometry Instructional Task: Roof Design", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/80857/overview	School-wide Positive Behavior Support Visual Incentive Chart Overview This is a document that allows a teacher or case manager to track individual student progress on the School-wide Positive Behavior Support. It creates a visual way for students to see their progress toward their goals. School-wide Positive Behavior Support Visual Incentive Chart This is a document that allows a teacher or case manager to track individual student progress on the School-wide Positive Behavior Support. It creates a visual way for students to see their progress toward their goals.	oercommons	2025-03-18T00:34:28.347787	Rebecca Roberts	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80857/overview", "title": "School-wide Positive Behavior Support Visual Incentive Chart", "author": "Lesson" }
https://oercommons.org/courseware/lesson/79695/overview	The Bicycle's Bumpy History The History of the Bicycle History of the Bicycle Overview History of the Bicycle assignment with resources and a quiz. The students will learn the history of the bicycle and learn the changes it went through to get to where it is today. They will have an article to read and a video to watch. The article explains a brief history of the actual invention of the bicycle. The video goes through the history but includes more images for clarification. After the students look at the material they will complete a 10 question quiz.	oercommons	2025-03-18T00:34:28.366099	04/28/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79695/overview", "title": "History of the Bicycle", "author": "Russell Seeley" }
https://oercommons.org/courseware/lesson/90450/overview	https://www.education.com/game/typing-fun-facts/ Video: Importance of Water in Life Overview This lesson is about water, language arts, and math are both incorporated in this lesson. Students in first grade will enjoy these games and activities as they are learning. Water As you watch the video pay attention to the facts you learn. Once you have seen the video you will go to Education.com (attachment above) and write a short paragraph of one to two facts you have learned about water from the video. You may watch the video as many times as needed. Bubble Buster: Addition to 10 Watch the video to refresh your mind on lessons discussed in class. Then go to Education.com (attached above) and play the math game. Instructions on how to play the game are on the site. You may watch the video as many times as needed.	oercommons	2025-03-18T00:34:28.384547	02/26/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90450/overview", "title": "Video: Importance of Water in Life", "author": "Aubrey Thomas" }
https://oercommons.org/courseware/lesson/90297/overview	Hands-On Math Overview Great math activities for the students to keep them engaged. Math Activities In this lesson we will work on our math skills for the second grade. I will hand out some math worksheets for the students to work on but to help make it more hands on and engaging for the students we will use M&M's or Skittles to subtract or add to the equation. Another activity we can do in the lesson would be to place numbers all over the room and then let the students get out of their chair and go around with a paper and find all the hidden numbers and add them up to see who finds them all and adds them up correctly. This is a great activity because hands on involvement is very good for the classroom as well as getting them out of their seats so they can get rid of some of their energy. Each student will be able to count by 5's and listen to directions and use conprehension skills. The last activity is actually one I saw in class today that was amazing and really had the students involved and engaged. Martin, L. (n.d.). The importance of hands-on learning in child education. The Importance of Hands-On Learning in Child Education. Retrieved February 22, 2022, from https://blog.friendscentral.org/benefits-of-hands-on-learning 30+ amazing candy math activities for Kids. Math Geek Mama. (2020, June 7). Retrieved February 22, 2022, from https://mathgeekmama.com/candy-math/	oercommons	2025-03-18T00:34:28.397438	02/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90297/overview", "title": "Hands-On Math", "author": "Morgan Taylor" }
https://oercommons.org/courseware/lesson/90350/overview	Equation Set Up Practice Highschool Linear Equation Notes Solving Equation Practice Youtube Explanation Linear Equations Overview Linear Equations Lesson Students will be learning how to set up and solve linear equations in real world settings and also mathmatical settings. To practice setting up these equations students can use https://courses.lumenlearning.com/prealgebra/chapter/solve-money-applications/ This is the first task. To set up the equation students must create a table to identify the values of the equation. (Further instructions on lumen learning) After writing the equation,the second task is solving the problem through distribution, combining like terms, and isolating variables. Students can use https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:solve-equations-inequalities#x2f8bb11595b61c86:linear-equations-variables-both-sides for practice problems. OAS PA.A.1.2 Use linear functions to represent and explain real-world and mathematical situations.	oercommons	2025-03-18T00:34:28.418490	02/23/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90350/overview", "title": "Linear Equations", "author": "Arianna Camerlin" }
https://oercommons.org/courseware/lesson/84255/overview	Creating a wearable wildlife tracking device with Micro:Bit Overview Can you code & utilize a Micro:bit to create a species counter to track local wildlife? Can you design a way to make it into a “wearable device”? Can you report the data and as a whole class discuss biodiversity? The goal of this project is to integrate the two together to make the technology more relevant and impactful. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. Why is diversity important in an ecosystem? Design Challenge Title: Tracking Wildlife with a “custom” design wearable Author(s): Jackie Druck & Trista Mullin \| Background and Question/Challenge:Background: Students will be learning about coding as well as about the internal functions of a computer/processor in STEM.They also will be learning about ecosystems in their science curriculum.The goal of this project is to integrate the two together to make the technology more relevant and impactful. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. Why is diversity important in an ecosystem?Question/Challenge: Can you code & utilize a Micro:bit to create a species counter to track local wildlife? Can you report the data and as a whole class discuss biodiversity?Lesson Plan: Modified from Micro:bits lesson - Protecting animals on land - Spot the species \| \| \| SDG Goal: Goal 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss \| Why is this challenge relevant to students? This challenge is relevant to students because it will help them monitor wildlife in their own environment. It will also be a relevant example of how technology can make their life easier - rather than keeping a physical paper tally, they can use the device to obtain data. \| Constraints/Criteria: \| Materials: Micro:bitIpadPresentationSupplies to possibly design wearable: \| Math, Science, T&E, CS Standards: Skills for Analyzing and Investigating Environmental Issues - Identify and develop action strategies, including design solutions, appropriate for addressing a range of environmental issues at community and regional levels. They describe how their action strategies and design solutions might impact environmental quality and other people now and in the future. PENNSYLVANIA INTEGRATED STANDARDS FOR SCIENCE, ENVIRONMENT, ECOLOGY, TECHNOLOGY, AND ENGINEERING GRADE 5 - Earth and Human Activity PA Computer Science Standards:1B-CS-01: Describe how internal and external parts of computing devices function to form a system.1B-CS-02: Model how computer hardware and software work together as a system to accomplish tasks.1B-DA-06: Organize and present collected data visually to highlight relationships and support a claim.1B-DA-07: Use data to highlight or propose cause and effect relationships, predict outcomes, or communicate an idea. \| \| Problem Solving Practice(s)/Process(s): \| Coding Activities/Lessons: \| \| STEM Career Connections: Opportunities are available in business, industry, government, education and research. A few examples are; Allied animal industries (feed and equipment manufacturers, breeding associations, meat processors, food distributors, pharmaceutical firms)Breeding and livestock marketing organizations. Extension educators with animal science training at state and local level. Food processors and meat packers.Veterinarians’ services and clinics. Government agencies (marketing, forecasting, environmental regulation, disease control). \| Literature Connections: STEM Jobs in Wildlife Conservation by Emma Berne Genetics Expert Joanna L. KelleyBiodiversity Toolkit \| \| Attachments/Student Handouts: Teacher Presentation \| \| \| Additional Resources/Notes: \|	oercommons	2025-03-18T00:34:28.437856	Jackie Druck	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84255/overview", "title": "Creating a wearable wildlife tracking device with Micro:Bit", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/70246/overview	Ballad of Booker T. by Langston Hughes A Boys’ Life of Booker T. Washington by W.C. Jackson Grade 8 Does Speech Matter Lesson Seed 3 Comparison TC Overview In ths lesson seed, students will compare a poem and a text about Booker T. Washington. Students will identify the central idea and supporting evidence in each text. Day 1 Task 1 - The teacher will review the definition of theme for students. - Students will read the poem, Ballad of Booker T. by Langston Hughes. - Students will translate the poem into their own words. - Students will work in groups to identify the central idea(s) in the poem. - Students will identify at words, symbols, and phrases that help identify the central ideas. - Students will discuss the following questions: o What words does the poet use to describe Booker T. Washington? o How do the words, symbols, or phrases identify the central idea(s) in the text? o What does the poet mean in the lines, “Train your head, Your heart, and your hand?” o Why does the poet refer to Booker T. Washington as a practical man two times in the poem? o Why does the poet repeat several words and phrases in the poem? o Metaphorically, what does the “workman’s tool” represent? - We will read the poem, Ballad of Booker T. by Langston Hughes. - We will translate the poem into our own words. - We will work in groups to identify the central idea(s) in the poem. - We will identify at words, symbols, and phrases that help identify the central ideas. - We will discuss the following questions: o What words does the poet use to describe Booker T. Washington? o How do the words, symbols, or phrases identify the central idea(s) in the text? o What does the poet mean in the lines, “Train your head, Your heart, and your hand?” o Why does the poet refer to Booker T. Washington as a practical man two times in the poem? o Why does the poet repeat several words and phrases in the poem? o Metaphorically, what does the “workman’s tool” represent? Day 2 Task 2 - Students will read and summarize the chapter Strenuous Days in A Boys’ Life of Booker T. Washington by W. C. Jackson. - Students will read the text to find quotes, words, phrases, and evidence in the chapter that helps develop the central idea(s). - Students will discuss the following questions: o Why did Booker T. Washington believe that he was not exempt from using his hands to fulfill any job at Tuskegee Institute? o How did the buildings at Tuskegee Institute mark a pivotal moment in history? o How did Booker T. Washington’s views on education improve Tuskegee? o What details help support the central idea in the text? - Students will participate in a collaborative discussion after they have read the poem and the text. Option to use a web tool as a back channel during the discussion. - Students will compare the poem and the text for similar ideas. - Students will develop a central idea for the text and the poem. - We will read and summarize the chapter Strenuous Days in A Boys’ Life of Booker T. Washington by W. C. Jackson. - W wille read the text to find quotes, words, phrases, and evidence in the chapter that helps develop the central idea(s). - We will discuss the following questions: o Why did Booker T. Washington believe that he was not exempt from using his hands to fulfill any job at Tuskegee Institute? o How did the buildings at Tuskegee Institute mark a pivotal moment in history? o How did Booker T. Washington’s views on education improve Tuskegee? o What details help support the central idea in the text? - We will participate in a collaborative discussion after we have read the poem and the text. - We will compare the poem and the text for similar ideas. - We will develop a central idea for the text and the poem.	oercommons	2025-03-18T00:34:28.463976	07/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70246/overview", "title": "Grade 8 Does Speech Matter Lesson Seed 3 Comparison TC", "author": "Teresa Carlson" }
https://oercommons.org/courseware/lesson/65762/overview	Improving Attention in Preschool Students Overview It is a 'be careful' plan for preschool teachers. Be Careful Activity in Preschool Students Grade Level: Kindergarten (4-6 years old) Topic: Be Careful - Remember Course Objectives: To remember what they perceive Acquisition: Tells the color of beings / Tells the location of beings / Object re-expresses the situation or event after a while. Materials: various pictures-photos Common Basic Standards: Cognitive skill, visual memory Motivation: The ability to remember what they perceive positively affects the development of attention. It is a skill that should be gained in early childhood. Beyer handled Thinking skills on three levels as problem solving skills, critical thinking, skills and information processing skills. Thinking is a complex phenomenon, so it is important to support these skills, especially in early childhood (Beyer, 1987). Instruction / Procedure: "The teacher says to the children that we are going to play a game with you now. 'Do what I name the game.' - The children are lined up one by one. The teacher makes various movements against them. He expects children to do it. Can you remember the same movement, can you repeat it etc. The teacher motivates the students with questions such as " Later, 1. Binaries are formed among students. One of the students, who are two, becomes a mirror, and the other is against him. The mirror boy has to imitate what his friend did. Children sit in a circle. 2. Then the mirror and the child are displaced and the activity is repeated like this. 3. Drama can be shaped by evaluating the imitations and movements at the end of each group. The teacher brings the visual cards with different photos to the class. It draws a card to the student selected by means of counting. 1 min to the card drawn by the student. asked to look at it. After looking at the card is closed. You are asked what he saw in the photo. After the student tells, the card is opened and it is checked whether it is said correctly or not. The game is continued in this way. Evaluation Activity: -Do the students have enough time to look at the card? -How many students correctly said in the photo? - How many students said the pictures were wrong? - Has the skill of remembering what students see? Notes / Reflections / Reminders Some students may have different social skills than others and may not want to participate in group work. In such cases, one-on-one studies can be conducted with these students.	oercommons	2025-03-18T00:34:28.483065	04/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65762/overview", "title": "Improving Attention in Preschool Students", "author": "Şule Kurt" }
https://oercommons.org/courseware/lesson/92013/overview	Administrative OER: Tutorial for UT Schools for Registering and Enrolling SOEP Students Overview Tutorial for all schools in state of UT, for registering and enrolling students in the Statewide Online Education program. Creative Commons licensed tutorial for registering and enrolling students in the UT statewide online education program, as shared with educators statewide.	oercommons	2025-03-18T00:34:28.499223	04/20/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92013/overview", "title": "Administrative OER: Tutorial for UT Schools for Registering and Enrolling SOEP Students", "author": "Sarah Weston" }
https://oercommons.org/courseware/lesson/102025/overview	Blood Typing Lesson "Guessing" Your Blood Type: A Game of Life or Death Overview A lesson in blood typing, including a game and practice quiz. Blood Type Lesson This lesson contains basic information about ABO and Rh factor blood typing. Open the attached PowerPoint and read the information in the slideshow carefully. Title Image Credit: "Red Blood Cell" by The user name listed is qimono. It also states 'Free for commercial use No attribution required'. is licensed under CC BY-SA 4.0. Blood Typing Game Try to save the patient based on what you have learned about blood typing and compatible blood types. Visit the website attached. Subject: Anatomy/Physiology, Biology Level: Middle School, High School, Community College / Lower Division Material Type: Game, Reading, Simulation Provider: Nobel Foundation Provider Set: Nobelprize.org Date Added: 01/23/2013 License: http://nobelprize.org/nobelweb/terms_use.html Language: English Media Format: Graphics/Photos, Text/HTML, Other Test Your Knowledge Complete the Quizizz until you reach mastery. Blood Type Quizizz Subject: Life Science Level: High School Grades: Grade 9, Grade 10, Grade 11, Grade 12 Material Type: Lesson Plan Provider: Alabama Learning Exchange (ALEX) Date Added: 04/29/2019 License: Educational Use Permitted Media Format: Text/HTML	oercommons	2025-03-18T00:34:28.520086	03/21/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102025/overview", "title": "\"Guessing\" Your Blood Type: A Game of Life or Death", "author": "Sara Johnson" }
https://oercommons.org/courseware/lesson/70896/overview	Education Standards High-Low Card Fitness Overview Designed for upper elementary, but can be used at any age for a warm up or station activity. Can be done in a regular classroom, physical education class or at home. Great fitness activity done with using only a deck of cards. High-Low Card Fitness Lesson Topic: High-Low Card Fitness Lesson Description: Using a deck of cards students in small groups 3-4 will try and guess if the next card is going to higher or lower than the dealers card. Learning Goals/Outcomes: Students will work with peers to engage in a fitness warmup activity. Nebraska Standards: PE.3.3.3.b Recognizes the importance of warm-up and cool-down for vigorous physical activity PE.4.3.2.a Engages in physical activity in physical education class without teacher prompting. PE.5.3.3.b Identifies and applies the need for warm-up and cool-down for various physical activities. PE.5.4.1.a Engages in physical activity with responsible inter-personal behavior (e.g., peer-to peer, student-to-teacher, student-to-referee) Equipment/Materials Needed: Deck of Cards Time Required for Lesson: 10 minuets Diagram/Setup: See attached Technology Use: _____ YES __X___NO Teacher Planning: Make sure students understand how to do subtraction, pick fitness activities that students can do without much needed teacher support Instructional Plan: 1. Remove all jokers 2. Shuffle the deck 3. Divide the students into groups and give each group a set of cards (10-15) 4. Select 1 student to start as the dealer for each group 5. The dealer will turn over the top card of the cards the group was given 6. 1st person in line choose if the next card will be higher or lower than the face up card 7. If the student gets the card correct he or she becomes the dealer and the dealer moves to the end of the line 8. If the student gets the card wrong he or she must do an activity pre-selected by the teacher (Squats, Burpees, Push pus, etc.) He or she will take the high card and subtract the low card and perform that many reps of the activity and move to the end of the line after completing the reps. Card Values: Ace=1 2-10=Same value of card Jack=11 Queen=12 King=13 9. Groups can re-shuffle the cards when needed Benefits/Explanation/Real-World Connection: Helps students get active while learning and practicing math facts Modifications: Can be used with addition (both students add up the cards and do the exercise together), multiplication (multiply the cards and do the exercise), can be done with a large class rather than small groups. Safety Precautions: Design the exercises for the students to be able to safely complete.	oercommons	2025-03-18T00:34:28.554622	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70896/overview", "title": "High-Low Card Fitness", "author": "Game" }
https://oercommons.org/courseware/lesson/106456/overview	Education Standards Activity - Decibels of Sound Answer Key Activity - Unsafe Skits Basic Shop Safety Vocab Handout (2) Candy Dispenser Blueprint by Dr. Troy White Candy Dispenser Blueprint by Dr. Troy White Hand & Power tool safety - Assessment Answer Key Hand & Power Tool Safety in Construction Environments_ Action Plan Hand & Power tool safety video Hand & Power tools- Key Concepts Hand & Power tools safety -Assessment Hand & Power tools -Vocabulary Handout Hand & Power tools - Vocab worksheet Hand & power tools - worksheet Hand & power tools - worksheet Answer Key PPE Assessment PPE Assessment Answer Key PPE safety video Project - Safety Equipment Floor Plan Project - Simplify a User's Manual Shop Safety - Key Concepts Student Action Plan - PPE Student Handout - Accident Response Student Handout Basic Shop Safety_ Personal Protective Equipment Vocabulary Handout Key Beginning Woodworking: Candy Dispenser Unit Overview Throughout this unit you will cover topics of: to understand safety in a shop workspace & develop basic skills to operate woodworking machines to construct a project, a clear understanding of safety in the workplace, assess their knowledge over safety through a safety test, demonstration how to operate hand and power tools, decipher a blueprint to build a wooden candy dispenser and to construct their candy dispensers. Candy Dispenser Unit - Unit outline Information This is the unit outline information to the Candy dispenser unit. Beginning Woodworking: Candy Dispenser Unit Course: Class Per. Length: \| Basic Woods course 50 minutes \| Standards (written out standards with numbers): \| \| AFNR Pathway Standards \| AFNR.HS.26 \| AFNR Core Content Standards \| AFNR.HS.26 \| Career Readiness Practices \| \| Unit Big Idea or Essential Question: \| \| \| \| Unit Objectives (Students will… copied from each daily lesson plan): \| \| \| The Learners will be able to understand safety in a shop workspace & develop basic skills to operate woodworking machines to construct a project. The students will develop a clear understanding of safety in the workplace. The students will be able to assess their knowledge over safety through a safety test. The students will be able to learn about different types of hand and power tools. The students will be able to learn about different types of hand and power tools. The students will learn through demonstration how to operate hand and power tools. The students will learn to decipher a blueprint to build a wooden candy dispenser. The students will be able to develop the connective pieces to the candy dispenser. The students will be able to construct their candy dispensers. What will students know (content) and be able to do (skills) as a result of this lesson? \| \| References, Materials, Equipment, and Other Resources: e.g. Notes/notes outline; lab activities; needed references \| \| Note: Lesson was derived from a beginning workshop led by Dr. Troy White, with some inspiration from ICEV curriculum. Materials needed: listed in daily lessons Equipment: \| \| Unit Timeline: (Anticipated number of classes/days & Daily Plan topics) \| \| 3 School Weeks total: Week 1 & 2 Day 1, 2 & 3: Define basic safety in the shop & Identify Terminology & Assessment Day 4 & 5: Introduction to hand & power tool: Hazards & Identification, & Assessment Day 6- 9: Demonstration of hand & power tools Week 3: Day 10 & 11: Evaluate the blueprints to beginning level project Day 12 & 13: Develop skills to construct candy dispenser Day 14: Construct Candy dispenser Day 15: Finish Candy dispenser & Reflect on project \| Lesson plan - Day 1 LESSON PLAN Day 1 Class and Grade Level: Woods 1 - 9th & 10th grade level Daily Lesson Topic: Shop safety Unit Name: Candy Dispenser Unit Standards: AFNR.HS.26 Essential Question: Why is safety important in the shop? Daily Objectives: The Learners will be able to understand safety in a shop workspace & develop basic skills to operate woodworking machines to construct a project. Instructional method: Summative assessment Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing. Materials: Vocabulary Handout, Shop Safety Rules Handout. Time \| Description: This lesson will describe what personal protective equipment is and how it should be used in the shop or on the jobsite. \| Bell Ringer: Why is safety important in the shop? \| \| Time: \| Introduction: Have students answer the question (by writing them down either on a sticky note or notebook paper), “what are common safety rules,” and allow students to share their answers either by calling on them or peer- to - peer popcorn around the group. \| Time: \| Instruction: \| Time: \| Practice: \| Time: \| Exit Ticket: Have students write down one fact they learned during class and turn it in prior to leaving the classroom. \| Assessment: Summative assessment will occur on day 3 \| \| Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: Vocab Handouts, Key Concepts, Action plan (for teacher use), \| \| Reflection: (things that might need changed/improved for next year) \| Lesson plan - Day 2 LESSON PLAN Day 2 Class and Grade Level: Woods 1 - 9th & 10th grade level Daily Lesson Topic: Shop Safety Unit Name: Candy Dispenser Unit Standards: AFNR.HS.26 Essential Question: What is personal protective equipment? Daily Objectives: The students will develop a clear understanding of safety in the workplace. Instructional method: Summative assessment Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing. Materials: Accident Response Student Handout, Decibels of Sound Activity, Extra Safety Equipment Floor Plan Project Time \| Description: This lesson will describe what personal protective equipment is and how it should be used in the shop or on the jobsite. \| Bell Ringer: What is personal protective equipment? \| \| Time: \| Introduction:: Students should read the Accident Response Student Handout. After reading the handout, have students discuss the content with the class. \| Time: \| Instruction: \| Time: \| Practice: \| Time: \| Exit Ticket: Students should list the necessary steps when an accident requiring a trained EMT occurs in the shop \| Assessment: Summative assessment will occur on day 3 \| \| Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: Accident Response Student Handout, Decibels of Sound Activity, Extra Safety Equipment Floor Plan Project \| \| Reflection: (things that might need changed/improved for next year) \| Lesson plan - Day 3 LESSON PLAN TEMPLATE Day 3 Class and Grade Level: Woods 1 - 9th & 10th grade level Daily Lesson Topic: Shop Safety Unit Name: Candy Dispenser Unit Standards: AFNR.HS.26 Essential Question: What should people wear in the shop or on a jobsite to perform their job or task safely? Daily Objectives: The students will be able to assess their knowledge over safety through a safety test. Instructional method: Summative assessment Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing. Materials: PPE assessment Bring demonstrative hand tools into the classroom for an exploration into identification of these tools. Time \| Description: This lesson will assess the knowledge over proper safety & PPE retained over the previous lessons. \| Bell Ringer: What should people wear in the shop or on a jobsite to perform their job or task safely? \| \| Time: \| Introduction: Students should review for the assessment. \| Time: \| Instruction: Administer the Basic Shop Safety: Personal Protective Equipment Assessment. The Assessment is a comprehensive assessment covering material throughout the entire lesson. \| Time: \| Practice: Students should complete the Safety Equipment Floor Plan Project. Students will create a detailed floor plan of the school shop and where all personal protective equipment and safety materials are located. \| Time: \| Exit Ticket: Students should turn in their project \| Assessment: Administer the PPE assessment. Walk around periodically to ensure individual student work. IF TIME: Bring demonstrative hand tools into the classroom for an exploration into identification of these tools. \| \| Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: PPE assessment Bring demonstrative hand tools into the classroom for an exploration into identification of these tools. \| \| Reflection: (things that might need changed/improved for next year) \| Lesson plan - Day 4 LESSON PLAN Day 4 Class and Grade Level: Woods 1 - 9th & 10th grade level Daily Lesson Topic: Introduction to hand & power tools Unit Name: Candy Dispenser Unit Standards: AFNR.HS.26 Essential Question: What are the hazards of working with hand and power tools? Daily Objectives: The students will be able to learn about different types of hand and power tools. Instructional method: Summative assessment Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing. Materials: Hand tools, power tools, Vocab worksheet, key concepts, Action plan, Video, Simplify manual project Time \| Description: This lesson explains the hazards associated with using hand and power tools. Along with reviews the equipment and work practices you can use to work with these tools safely \| Bell Ringer: What are the hazards of working with hand and power tools? \| \| Time: \| Introduction: Students should take out a notebook and begin writing about “what they know or have heard about using power tools safely.” After they are done writing, pair the students with someone across the room as a partner and discuss what they wrote in their notebooks. \| Time: \| Instruction: \| Time: \| Practice: Students should begin the Simplify a User’s Manual Project. Students will create cheat sheets for safely using a power tool of their choice. \| Time: \| Exit Ticket: Students should notify you about what tool they will be researching for their Simplify a User’s Manual Project. \| Assessment: Assessment will be on day 5 \| \| Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: Vocab Worksheet, Action plan, Key Concepts, & Simplify a Users Manual Project sheet \| \| Reflection: (things that might need changed/improved for next year) \| Lesson plan - Day 5 LESSON PLAN Day 5 Class and Grade Level: Woods 1 - 9th & 10th grade level Daily Lesson Topic: Introduction to hand and power tools. Unit Name: Candy Dispenser Unit Standards: AFNR.HS.26 Essential Question: What are safe working practices for using hand and power tools? & How can workers maintain safe working environments while using hand and power tools? Daily Objectives: The students will be able to learn about different types of hand and power tools. Instructional method: Summative assessment Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing. Materials: Assessment & Unsafe Skits Activity handout Time \| Description: Same as previous day \| Bell Ringer: What are safe working practices for using hand and power tools? & How can workers maintain safe working environments while using hand and power tools? \| \| Time: \| Introduction: Hand out & tell students to read the instructions for the Unsafe Skits Activity. \| Time: \| Instruction: \| Time: \| Practice: \| Time: \| Exit Ticket: Inform students to turn in their Simplify a User’s Manual Project. \| Assessment: Hand & Power Tool Safety in Construction Environments Assessment \| \| Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: Assessment & Unsafe Skits Activity handout \| \| Reflection: (things that might need changed/improved for next year) \| Lesson plan - Days 6-9 LESSON PLANS Days 6 - 9 Class and Grade Level: Woods 1 - 9th & 10th grade level Daily Lesson Topic: Demonstration of hand and power tools Unit Name: Candy Dispenser Unit Standards: AFNR.HS.26 Essential Question: Reflect. What can you remember about the materials covered in the last lessons? Daily Objectives: The students will learn through demonstration how to operate hand and power tools. Instructional method: Summative assessment Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing. Materials: Hand Tools & Power Tools, PPE Time \| Description: This lesson is to review & visualize a demonstration of common hand & power tools in the woods shop. \| Bell Ringer: Review material from day 4 & 5 \| \| Time: \| Introduction: \| Time: \| Instruction: Note: Start with Hand tools then proceed to Power tools \| Time: \| Practice: \| Time: \| Exit Ticket: On a piece of notebook paper, write the names of 3 Hand tools & 3 Power tools covered in class, along with their uses, & maintenance needed to function properly. \| Assessment: Day 7: Hand tool assessment- Students will match the proper term to equipment, along with knowledge of its uses, and maintenance. Day 9: Power Tool assessment- Students will match the proper terms to the equipment with shown knowledge of the function/ purpose of the tool and maintenance. \| \| Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: \| \| Reflection: (things that might need changed/improved for next year) \| Lesson plan - Days 10-11 LESSON PLANS Days 10 & 11 Class and Grade Level: Woods 1 - 9th & 10th grade level Daily Lesson Topic: The importance of blueprints Unit Name: Candy Dispenser Unit Standards: AFNR.HS.26 Essential Question: “ Why are blueprints important?” Daily Objectives: The students will learn to decipher a blueprint to build a wooden candy dispenser. Instructional method: Summative assessment Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing. Materials: Blueprints, PPE Time \| Description: This lesson is to expand the learners knowledge reading a woods project blueprint. \| Bell Ringer: Day 10 “ Why are blueprints important?” Day 11 - Discussion over potential hazards to be aware of while constructing our blueprint. \| \| Time: \| Introduction: \| Time: \| Instruction: -Think, Pair, Share ... .Have the student take out a notebook piece of paper to create a list of what information they can naturally retrieve from the blueprint before pairing with a partner across the room. Have the partners discuss what they saw, or retrieved from the blueprint. After they have finished their discussions, the entire class will create a master list of information that they were able to pull from the blueprint. \| Time: \| Practice: \| Time: \| Exit Ticket: Day 10: How can workers collaborate during a project? Day 11: Before leaving class, Choose a partner to collaborate with for the project. These should be written down before students leave. \| Assessment: The final unit assessment will be the finished candy dispenser as a unit on day 15. \| \| Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: Blueprints \| \| Reflection: (things that might need changed/improved for next year) \| Lesson plans - Days 12 &13 LESSON PLANS Days 12 & 13 Class and Grade Level: Woods 1 - 9th & 10th grade level Daily Lesson Topic: Developing pieces of a candy dispenser Unit Name: Candy Dispenser Unit Standards: AFNR.HS.26 Essential Question: What are key factors to remember in the shop? Daily Objectives: The students will be able to develop the connective pieces to the candy dispenser. Instructional method: Summative assessment Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing. Materials: Blueprints, partners, #2 pencils, PPE Time \| Description: This lesson will be developing the skills to construct the candy dispenser project. \| Bell Ringer: Day 12: What are key factors to remember in the shop? Day 13: Progress report with pairs on their projects. \| \| Time: \| Introduction: \| Time: \| Instruction: -All students should be wearing PPE before entering the shop. - With the partners chosen the day prior. The students will be given the materials to complete the project. (wood, #2 pencil, blueprint, wood glue, sandpaper/sander) NO CHANGING PARTNERS \| Time: \| Practice: \| Time: \| Exit Ticket: Discussion over progress on projects. Answer any questions. \| Assessment: The final unit assessment will be the finished candy dispenser as a unit on day 15. \| \| Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: \| \| Reflection: (things that might need changed/improved for next year) \| Lesson plan- Day 14 LESSON PLAN Day 14 Class and Grade Level: Woods 1 - 9th & 10th grade level Daily Lesson Topic: Construction of a candy dispenser Unit Name: Candy Dispenser Unit Standards: AFNR.HS.26 Essential Question: What mathematical problems have you had to account for? Daily Objectives: The students will be able to construct their candy dispensers. Instructional method: Summative assessment Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing. Materials: Blue prints, partners, wood glue, PPE Time \| Description: This lesson will be directed to the construction of putting the candy dispenser together as one piece. \| Bell Ringer: So far in your project: What mathematical problems have you had to account for? \| \| Time: \| Introduction: \| Time: \| Instruction: \| Time: \| Practice: \| Time: \| Exit Ticket: On a sticky note: Summarize the vitality of the need of proper communication when constructing a project with a partner. \| Assessment: The final unit assessment will be the finished candy dispenser as a unit on day 15. \| \| Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: \| \| Reflection: (things that might need changed/improved for next year) \| Lesson plan - Day 15 LESSON PLAN TEMPLATE Day 15 Class and Grade Level: Woods 1 - 9th & 10th grade level Daily Lesson Topic: Candy Dispenser Project Unit Name: Candy Dispenser Unit Standards: AFNR.HS.26 Essential Question: What went well, what needs work, and how could this project be improved for the future. Daily Objectives: What will students know (content) and be able to do (skills) as a result of this lesson? Instructional method: Summative assessment Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing. Materials: Blue prints, partners, wood glue, PPE Time \| Description: This lesson is the completion of the candy dispenser project. \| Bell Ringer: Journal : What went well, what needs work, and how could this project be improved for the future. \| \| Time: \| Introduction: \| Time: \| Instruction: \| Time: \| Practice: \| Time: \| Exit Ticket: Turn in completed candy dispenser with a Journal reflection. \| Assessment: Final unit assessment: grading partners candy dispensers. \| \| Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: \| \| Reflection: (things that might need changed/improved for next year) \|	oercommons	2025-03-18T00:34:28.664440	07/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106456/overview", "title": "Beginning Woodworking: Candy Dispenser Unit", "author": "Amanda Schmidt" }
https://oercommons.org/courseware/lesson/94099/overview	Mindful Morning Overview Self management technique. Self Management ACTIVITY OBJECTIVE: Identifying and using stress management strategies. It can be used anytime day when a break is needed. ACTIVITY DESCRIPTION: Follow the instructions in the sheet . FOR PRINTABLES ACTIVITY MATERIALS 1 \| Instruction sheet \| IMPORTANT NOTES FOR PRACTITIONER Make sure the child is in a safe zone.	oercommons	2025-03-18T00:34:28.678189	06/19/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94099/overview", "title": "Mindful Morning", "author": "CIPPO Egypt" }
https://oercommons.org/courseware/lesson/70831/overview	On Targer SEL LESSON 3 EFFICIENCY On Target Rules for SEL lesson 3 Unit for SEL Lesson 3 Goal Setting SEL Goal Setting Overview This lesson is designed to build goal setting as a class and individual. With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands. SEL Unit, Lesson 3, Goal Setting	oercommons	2025-03-18T00:34:28.697286	Sheri Cohen Vollmer	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70831/overview", "title": "SEL Goal Setting", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/73326/overview	Healthy Kahoot Game Helahty Living Overview Teaches students the difference between healthy food and unhealthy food. Healthy or Not Healthy Overview: Students have to make choices every day about what they eat. Helping them think critically about foods is important to encouraging them to have a healthy lifestyle. Objective: The student will be able to create a mural of healthy food. Discussion: Talk with students about what types of foods are healthy and how they know they are healthy. (And how they know other foods are unhealthy.) Discuss things like ingredients, the way the food is prepared, and what you can add to the food that can make it unhealthy. Play the Food Frenzy game. Task 1: Pass out paper plates to the students. The students will then draw/paint/color healthy food onto the plate to create a healthy plate. Have them think about foods they haven't tried before. (You can also have them create an unhelathy food plate.) Task 2: Play a Kahoot quiz game to test the students knowledge on what is healthy food and what is unhealthy.	oercommons	2025-03-18T00:34:28.714651	10/09/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73326/overview", "title": "Helahty Living", "author": "Kylie Hopkins" }
https://oercommons.org/courseware/lesson/86531/overview	Education Standards 2. The State We're In: Washington (3-5 Edition) Teacher Guide - Chapter 1 3. Teacher Guide - Chapter 1 - Launch 4. Teacher Guide - Chapter 1 - Focused Notes 5. Teacher Guide - Chapter 1 - Focused Inquiry The State We're In: Washington (Grade 3-5 Edition) The State We're In: Washington - Teacher Guide Chapter 1 - How the First People of Washington Governed Themselves Overview The environment shaped the first people of Washington’s way of life and as a result the early people had different leaders for different purposes who were elders in their community. This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 1. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry. Introduction Students will examine materials (photographs, drawings, and video) identifying how the environment provided for the first people of Washington’s basic needs and shaped their way of life. A role-play imagining how the early people governed themselves will help them construct a response to the question: How did the environment shape how the early people of Washington lived together and governed themselves. How the First People of Washington Governed Themselves General Overview Enduring Understanding The environment shaped the first people of Washington’s way of life and as a result the early people had different leaders for different purposes who were elders in their community. Supporting Questions Students consider these questions - finding and using evidence to support the Enduring Understanding. - How did the environment shape how the early people of Washington lived together? - How did the first people of Washington govern themselves? Learning Targets Students will be able to… - G2.2.2 Explain ways people depend on, adapt to, and modify the environment to meet basic needs. - C3.2.2 Explain the roles of different people that help to govern the tribal community. Key Vocabulary A list of key Tier 2 vocabulary words is included here for your students. Teach these using whatever strategy you find works best for your students. Encourage students to incorporate these vocabulary words as they work through the components of the chapter guide and intentionally use them as appropriate in their final products. - immemorial, existing a long time ago (p.8) - necessities, things you need in order to live; people’s basic needs (p.9) - generation, a group of people living at the same time (p.10) (See pages 156-157 for a definition and visual.) - network, a group of people who are closely connected and help each other (p.11) - treaty, an official agreement made between or among a group of people or governments (p.12) Task 1: Launch Hooking students into the content of the chapter. Distribute the Student Handout: Launch to students. Guide students in responding to the prompts on the handout individually and in partners. There is no “correct” response. Encourage the students to explain their thinking with each other. Task 2: Focused Notes Activating student thinking about the content of the entire chapter. Distribute the Student Handout: Focused Notes to students. - As students read, they will record their understanding, thinking, and questions about the content using the handout. This can be done individually or collaboratively in pairs or small groups. Task 3: Focused Inquiry A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents. Compelling Question How did the environment shape how the early people of Washington lived together and governed themselves? Attribution and License Attribution This Teacher’s Guide for The State We’re In: Washington - Chapter 1 was developed by Margit E. McGuire, Seattle University. The downloadable digital version of The State We're In: Washington (Grades 3-5 Edition) by Jill Severn for the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website. License Except where otherwise noted, Teacher’s Guide Chapter 1 - The State We’re In: Washington, copyright Washington Office of Superintendent of Public Instruction, 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.	oercommons	2025-03-18T00:34:28.755666	Leslie Heffernan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86531/overview", "title": "The State We're In: Washington - Teacher Guide Chapter 1 - How the First People of Washington Governed Themselves", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/110821/overview	Using Positive Decision Making to Enhance Health Overview A quick lesson designed for PreK-2 on decision making. Specifically decision making using the stop, think, act model. Introduction Keep students at their desk for the hook. After asking a question call on 2-3 students who have their hands raised. “What are choices?” Allow for answers. “What are consequences?” Allow for answers “How do we know what a healthy decision is, versus an unhealthy decision? Or a safe decision versus a risky one?” Have a conversation about this. \| Raise your hand to answer! Key Questions: What are choices? What are consequences? How do we make decisions? How do we know what a healthy decision is, versus an unhealthy decision? Or a safe decision versus a risky one? Stop, Think, Act - Part One Call for students to come up in front of the BenQ smart board. Have them sit on the floor on their own dot. We will start by watching this video: How to Make Good Choices: Mindfulness for Kids \| Cosmic Kids (app preview) Let’s dive into the “stop, think, act” model for decision making. Students can use this for small decisions, big decisions, and anything in between. I want to use inquiry to guide this lesson so let’s ask a question. “In the video they discuss a strategy for making mindful decisions. Does anyone remember the first step?” Wait for an answer, if no one raises their hand, call on someone. If students do not seem to have been paying attention, rewind the original video to 1:45. This will be the portion with the traffic light. After this, discuss the “stop” portion. Continue to discuss the think and the act. In this video they discuss a strategy for making mindful decisions. Does anyone remember the first step to this strategy? The second step? The third? Stop, Think, Act - Part Two Next, pass out the “Stop Think Act” worksheet. (Can be found at the end of this document on page 4.) Have students return to their desk and do the worksheet. They need to trace the letters, and write it themselves. I would let them quietly talk during this portion. They may use whatever materials they would like for coloring. All of this should have taken around 25 minutes. Five for hook questions, ten for discussion, and ten for writing/coloring. Complete this worksheet. Color the traffic light. Trace "Stop! Think! Act!" and write it yourself on the bottom lines. Stop, Think, Act - Part Three Use a classroom management technique such as “give me five” to calm the students back down. Explain to the students that the decisions we make affect us, and those around us. We can use the “Stop, Think, Act” model for decisions we make for our health as well. Such as if we want to spend the day inside, if we should have another cookie, or if we should ask for medicine. Understanding how to slow down and think about decisions will help us make the right one. We can also use this method to make decisions about safety measures. “Should I open the door for a stranger?” “Should I cross the road right now?” Explain how this is related to Stop, Think, Act. Remind students to write their name on the back of their paper and drop their papers off in the “turn-in” tray. The Stop, Think, Act strategy can be used to make other kinds of decisions. It can help us determine what the safest option is. Such as deciding whether or not to invite a stranger inside. What are some other examples where this strategy could help us make decisions? Write your name on the back of your paper and put it in the turn-in tray. Formative Assessment We will have an in class activity where students act out scenes. In these scenes the class will decide what the healthy/safe decision would be. Split students into groups of 2 or 3 “actors”. Have a couple scenarios where one of the “actors” is faced with a decision. Have the rest of the watching class discuss and vote on what the best decision would be. After a scene has played out, discuss with the class how they came to their conclusions and why they were the right or wrong choice. Actors: 1. Talk to your partner. 2. Discuss your scene. 3. Practice your parts. Viewers: 1. Watch the skit. 2. Decide which choice is the best. 3. Prepare to make your vote. Summative Assessment Students are presented with a two sheet “test.” On the first sheet students are presented with decisions. Here they can choose the good, or “healthy" decision. Follow the directions on the assesment. \| 1. We will review these options together. 2. After hearing the options, circle the best mindful decision using the Stop, Think, Act strategy. Draw an X on the bad decision.	oercommons	2025-03-18T00:34:28.778425	Nutrition	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110821/overview", "title": "Using Positive Decision Making to Enhance Health", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/63581/overview	Taking action Overview We divided the students in 4 teams and we chose 4 interesting topics: environment, cyberbullying, children`s rights and the importance of voting. The Romanian and the Portuguese students exchanged ideas about the topics, they decided upon a slogan and in the end, the Portuguese students created posters on the topics. Coordinators : José Nobre - Portugal and Briana Belciug - Romania Technology / Computer Science We divided the students in 4 teams and we chose 4 interesting topics: environment, cyberbullying, children`s rights and the importance of voting. The Romanian and the Portuguese students exchanged ideas about the topics, they decided upon a slogan and in the end, the Portuguese students created posters on the topics. The slogans were in English, French, and Romanian. Coordinators of the project: José Nobre - Portugal Briana Belciug - Romania	oercommons	2025-03-18T00:34:28.796481	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63581/overview", "title": "Taking action", "author": "Visual Arts" }
https://oercommons.org/courseware/lesson/22585/overview	course notes on macroeconomics Overview Chapter 1: Shocks and Economic Policies in the Closed Economy 1. Supply side: The functioning of the labor market (classic case / case Keynesian) 2. Demand side. -components of demand (determination of consumption and investment) IS / LM 3. Study of shocks and economic policies -Iidentifie the market (noted Ma) that shock or policy a¤ecte directly : Is it that of goods and services (IS), that of money (LM) or the labor market? - study the reactions of IS / LM or the labor market - to study the effects of Ma modifications on aggregate demand (if Ma is IS or LM) or on the global o¤re (if Ma is the job market) : which moves - at the initial price level, there is an imbalance between demand and o¤re: prices then adjust to restore balance; it results a new level, Y ', of GDP balance. We get there the total e¤et shock or economic policy on GDP and prices. - One can then study the e¤et in return of the variation of prices on the different markets (the money market and the which explains how one attains Y 'following the adjustment of price (this corresponds to the displacement along Ys and Yd when the prices vary). Example: Expansionary monetary policy -it mainly affects the money market LM goes down to LM '; this pulls the interest rate down Chapter 2: Shocks and Economic Policies in the Open Economy 1. Goods market in open economy (balance of payments, PPP, condition from Marshall-Lerner) 2. nancial markets in the open economy (condition of leaving uncovered interest rates) 3. Study of shocks and economic policies in the framework of the model of Mundell-Fleming (ie we do not know the o'er side of the economy; prices do not adjust) ² identi ... er the market (noted Ma) that shock or policy a¤ecte directly : Is it that of goods and services (IS), that of money (LM), or the parity constraint? 2 to study the reactions of IS / LM / CP: in exchange ‡ exible, the adjustment is done by the nominal exchange rate, so it is IS that moves until we find the intersection IS / LM / CP; in exchange ... xe, monetary authorities defend parity by buying currencies against the national currency if the latter tends to appreciate (respectively by buying national currency against foreign currencies if the national currency tends to depreciate), it is therefore LM that moves until we find the intersection IS / LM / CP 4. Study of shocks and economic policies by integrating an o¤re side (This is very similar to what is happening in a closed economy; are italicized) ² identi ... er the market (noted Ma) that shock or policy a¤ecte directly : Is it that of goods and services (IS), that of money (LM), the gender constraint or the labor market? ² to study the reactions of IS / LM / CP (cf the Mundell-Fleming model) or the labor market ² to study the effects of Ma modifications on aggregate demand (if Ma is IS or LM or CP) or on the global o¤re (if Ma is the market of work): which moves ² at the initial price level, there is an imbalance between demand and o¤re: prices then adjust to restore balance; it results a new level, Y ', of GDP balance. We get there the total e¤et shock or economic policy on GDP and prices. ² One can then study the e¤et in return for the variation of price on the various market sectors (the currency market, the of labor, and also IS through the real exchange rate), which explains how one attains Y 'following the price adjustment (this corresponds moving along Ys and Yd when prices vary). Note: understand what is happening at the level of the trade balance which increases the investment; the demand side of the economy is found ... nally at the intersection between IS and LM ' as the previous reasoning was done for an initial price level constant, the global demand curve Yd moves to the right jusuq'en Yd ' then there is an excess of demand compared to the oere that pulls the prices towards high; the economy is ... nally at the intersection of Ys and Yd ', that is to say, to a new (superior if oëre Keynesian, identical if o¤re classic) level of GDP, Y ', and a new price level (higher), P'. Here we have the total e¤ect of economic policy on GDP and prices. as the prices have gone up, it's okay LM getting back to the top (not enough to regain his initial level in the Keynesian affair; suicidally to regain its initial level in the classical case); he also affects the labor market (in the classical case, the increase the price is passed on the nominal salary without change of the level of employment ; In the Keynesian case, the price increase reduces the real wage, promotes employment) 2. The Phillips Curve ² The initial Phillips curve: ¼t = (¹ + z) ¡®ut ² The increased phillips curve (or "Phillips curve"): if ¼ Observations of inaction and unemployment can be interpreted in 70s as an increase in the value of μ; hence, in the 60s, worth 0 to reach a value close to unity in the 70's. While μ has increased, the simple relationship Between Inaction and Unemployment Disappeared to Make Room for a Relationship between unemployment and variation in use. 3. Arbitration between inaction and short-term unemployment: if economic policy is that once wages are paid, prices rise more than which had been anticipated, the use of work is cheaper (in terms of real) than what was anticipated. For example decrease in growth rate of the money supply: ² the overall demand relationship - the overall demand relationship indicates that, at the given rate, the rate growth in production decreases -Okun's law implies that the unemployment rate is increasing 4 The Phillips curve indicates that there is a decrease Arbitration between inaction and unemployment in the longer term: in the long term, the arbitrage between inaction and unemployment disappears. -The sacrificial ratio - Production, unemployment, inaction and monetary policy: variations of the GROWTH RATE of the money supply are also neutral in the medium term. 5. Phillips curve and rational expectations: the mechanism at the base of the arbitrage between inaction and unemployment disappears -Credibility of monetary policy -Nominal Rigidity and Contracts -the cost of disinflation	oercommons	2025-03-18T00:34:28.815232	04/16/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/22585/overview", "title": "course notes on macroeconomics", "author": "YOUNESSE NAJAH" }
https://oercommons.org/courseware/lesson/115547/overview	Francophone Countries Overview In this assignment, students select a Francophone country of their choice. Over the course the year, students are asked to gather and present information about their country to their classmates in French. Themes for presentations include beauty and aesthetics, science and technology, contemporary life, and global challenges. Attachments The attachment for this resource is instructions for a sample assignment for a French course asking students to research and present about different aspects of Francophone countries. The resource provides ideas for three different presentations that students would give on their chosen country throughout an academic year. About This Resource The sample assignment included here was submitted by a participant in a one-day virtual workshop entitled, "Teaching the Global African Diaspora" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event. This resource was contributed by Kathleen Greppi, a French instructor in Pennsylvania.	oercommons	2025-03-18T00:34:28.833532	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115547/overview", "title": "Francophone Countries", "author": "World Cultures" }
https://oercommons.org/courseware/lesson/90030/overview	Diet Analysis of a Snow Leopard Overview Approximate time to complete: 45-70 minutes This activity can be used in place of dissecting an owl pellet. Students decide which 4 prey items the snow leopard ate, make a bar graph, make a food web and then research and locate information about snow leopards. BIO 1.1 Develop and use a model to explain cycling of matter and flow of energy among organisms in an ecosystem. Emphasize the movement of matter and energy through the different living organisms in an ecosystem. Examples of models could include food chains, food webs, energy pyramids or pyramids of biomass. Snow Leopard Diet Analysis Scenario: Your snow leopard has eaten 3 small prey and 1 large prey in the last 10 days. You decide which prey that it ate. Total biomass is the number in your sample multiplied by the kilograms. *Percent biomass is taking the total biomass of one organism and dividing it by the TOTAL biomass of all the organisms added together. Then multiply by 100 to get percent. For example, if you got 2 marmots and 1 hare your total biomass is 6 kg (2 marmots) + 2 kilograms (1 hare) =8 total kilograms of biomass. To determine the percent of hare, take 2/8 = 0.25 which is 25 %. Marmots would be 6/8=75%. - Make a bar graph to show the types and amount of prey. You can make your graph in Google sheets and then copy and paste it into this doc. - Construct a food web with the snow leopard at the highest trophic level. Include a photo of the snow leopard at the top and add photos of all the 6 prey items listed in the data table at the top of this page. Use the internet to help you find photos of the prey and also photos of what each organism eats. You can make a food web using Google Drawings and paste is into this doc. - How many different trophic levels are represented in your food web? - If a snow leopard needs 20 kg of food per day, how many marmots would it need to capture? Show your work. - Assume a snow leopard eats 25 pikas (1kg each) and 1 wild sheep (25kg each). Did the pikas or the wild sheep contribute the most to the snow leopard’s diet? How do you think that foraging time affects this? (foraging means search/hunting for food) - Using snowleopard.org, answer the following questions: Where on earth can snow leopards be found? What does their ecosystem look like? Describe. What would happen to the snow leopard if all of the goats, sheep and ibex suddenly disappeared due to climate change? Explain using at least 3 sentences.	oercommons	2025-03-18T00:34:28.852259	02/14/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90030/overview", "title": "Diet Analysis of a Snow Leopard", "author": "Rebecca Kern" }
https://oercommons.org/courseware/lesson/105989/overview	Education Standards History of Comic Books Newsela SIRS Issues Researcher Top 10 Superheroes of All Time Wakelet Wonderopolis Create a Superhero For Today's Learner Overview This remix was modified to include the most recent AASL standards, an updated image and updated language. Create a Superhero is a five-part lesson plan asking students to research a current global issue which impacts them, their family or their community. Based on their research they create a superhero to help solve the issue. The project follows an adapted inquiry model and uses the online tools of G Suite for Education. Wonder Additional Resources: Superheroes Wakelet https://wke.lt/w/s/crmJSB Comic books are both literature and art. They reflect pop culture and the human experience. Throughout America history, comic book superheroes such as Captain America have emerged during times of great turmoil in the world. Watch the video the History of Comic Books to learn about the ages of the comic book. What is a current global issue that impacts you, your family, or your community? Imagine if there were a superhero who could help you solve this issue. Let's create one! First, take a closer look at a few superheroes in the video Top 10 Superheroes of All Time Small Group Discussion: - What do these superheros have in common? - Do these superheros have a mission, a special power, tools or ability, a secret identity, a unique costume, a sidekick, etc.? As you discuss these questions with your group, ask one group member to create a chart in Google Docs, share it with each group member, and use it to record your ideas and responses. Investigate The second step in creating your own superhero is to brainstorm possible global issues to investigate with your group. Think about issues that impact you, your family, or your community. Browse and search current issues in Newsela or Wonderopolis. Check with your school library about other online resources that may be helpful, such as SIRS Issues Researcher. After a general discussion with your group members, select an issue that you would like to investigate further. Email your decision to your teacher with any questions you may have so far. Synthesize For step three, create a Wakelet of three to five resources about your topic. Resources may be in any format (website, article, video, etc.) Go back to the resources linked in Section 2: Investigate to search for details and do a Google search for additional information if needed. Include notes for each resource to help you remember basic facts about the issue. Also, begin planning your superhero in your notes. How does your superhero help to solve the issue you have selected? You'll need a name, mission, secret identity, costume, powers, tools...what else? Express Now, on to step four, create a splash page for your superhero using Google Slides, Google Drawings, or on paper.* A splash page is the first page of a comic book. It is used to introduce the reader to the superhero's name, mission, costume, secret identity, powers, tools, and the setting of the story. Share your splash page with each member of your group when it is complete. Peer edit by using the comment feature on each other's files. When every group member has seen your work and commented, make edits as needed. When your edits are complete share your file with your teacher. *(To make a file of your work on paper take a photo and insert it into either Slides or Drawings.) Reflect Lastly, open a Google Doc and share it with your teacher. Reflect on your work in this project by answering the following questions in a paragraph or two: About Yourself: What is the most important thing you learned in this project? What do you wish you had spent more time on or done diﬀerently? What part of the project did you do your best work on? About the Project: What was the most enjoyable part of this project? What was the least enjoyable part of this project? How could your teacher change this project to make it better next time? Other comments?	oercommons	2025-03-18T00:34:28.887138	Julie Erickson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105989/overview", "title": "Create a Superhero For Today's Learner", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/94091/overview	Spider Charts Overview To help the child gather the main points of any text they’re reading for classwork. Planning and Organizational Skills ACTIVITY OBJECTIVE: To help the child gather the main points of any text they’re reading for classwork. ACTIVITY DESCRIPTION: Teach the child that upon reading any text, they should be looking for the title and the main idea. Help them look for the key-words and phrases and underline/highlight to support memory recall. Ask them to follow the spider chart of 6 fundamental questions: “who? when? what? where? why? how?” or for older children, it could be more elaborate if it is a storyline (shown below). Then ask the child to revisit the text if any questions follow the text, and repeat the steps. FOR PRINTABLES ACTIVITY MATERIALS 1 \| Printed card \| IMPORTANT NOTES FOR PRACTITIONER Ask the child to read through the questions before and after finishing the text to help them make an idea of which keywords to use. Help the child look for underlying ideas as well as surface interpretation of text.	oercommons	2025-03-18T00:34:28.901065	06/19/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94091/overview", "title": "Spider Charts", "author": "CIPPO Egypt" }
https://oercommons.org/courseware/lesson/45482/overview	How a Project Manager manages Costs Overview How a Project Manager manages Costs The raw material purchased at step one became the cost of goods sold when the client accepted the completion of the job. When the entry was made for the cost of goods sold and the finished goods inventory another entry would be made to record the sale (debit Accounts Receivable and credit Sales). At this stage labor and overhead costs have not been considered.	oercommons	2025-03-18T00:34:28.911654	01/20/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/45482/overview", "title": "How a Project Manager manages Costs", "author": "Mike lowrey" }
https://oercommons.org/courseware/lesson/86204/overview	SADIE Strategies Infographic Overview This is a infographic showing the steps a teacher can use to add a SADIE strategy to their lesson plan. SADIE Strategies Infographic How to add a SADIE strategy into a lesson plan SADIE strategies help you teach academic content to students that are classified as English Language Learners. These strategies will help students learn academic language as they are learning new content. Step 1: Identify the lesson you want to add the SADIE strategy into. Step 2: Review the strategies below and choose the one that you think will fit best based on time and the content of the lesson. Strategy \| What it is: \| Examples of how to use this strategy: \| Activating Prior Knowledge \| Asking students to think about what they already know about a topic and using that as a connection to new knowledge. \| KWL Chart Anticipation Guide Topic Brainstorm \| Contextualization \| Using objects, pictures, gestures or language to help students understand a topic. \| Displaying photographs of images of content Verbal amplification of of key vocabulary \| Metacognitive Development \| Teaching students to monitor and assess their own thinking. \| Self Assessments Reflective Journaling \| Schema Building \| Give students a chance to explore the relationships between concepts. \| Project-Based Learning Jigsaw Learning \| Text Representations \| Give students a chance to show what they have learned through drawings and visual representations. \| Have student create cartoons of a topic Vocabulary Pictionary \| Modeling \| Give students examples of how to use language. \| Sentence stems Word banks \| Step 3: Plan that strategy into your lesson. Step 4: Monitor the effect of the strategy on your students classified as English Language Learners, pay attention to their participation, engagement and mastery of the lesson. References: https://k12teacherstaffdevelopment.com/tlb/what-are-sdaie-strategies/	oercommons	2025-03-18T00:34:28.928673	09/27/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86204/overview", "title": "SADIE Strategies Infographic", "author": "Kelly West" }
https://oercommons.org/courseware/lesson/115133/overview	Animal Classes - 4th grade elementary school lesson Overview 4th Grade Elementary school CLIL lesson about the Animal Classes Learning Objectives: - Understand the different classes of animals (mammals, birds, reptiles, amphibians, fish, and insects). - Identify and classify animals based on their characteristics. - Develop language skills by learning vocabulary related to animal classes. - Engage in hands-on activities to reinforce learning and understanding. Materials Needed: - Visual aids such as pictures, videos, and diagrams of different animal classes. - Worksheets for classification activities. - Animal classification chart. - Flashcards with vocabulary words and images. - Digital devices for interactive learning. Introduction to Animal Classes Warm-Up - Begin with a brief discussion about animals students are familiar with. - Show pictures of different animals and ask students to describe them Presentation - Introduce the six main classes of animals using visual aids and simple language. - Discuss the characteristics of each class and highlight key vocabulary words. - Engage students with questions to check understanding as "Can you think any other examples of mammals?" - Play the song BRAMF, for the students to listen and facilitate animal classes learning: Activities Animal Classification - Distribute worksheets with pictures of animals. - In pairs, students classify the animals into their respective classes. - Walk around to assist and provide guidance as needed. Creative Project - Animal Posters - Provide materials for students to create posters for one of the animal classes. - Encourage creativity and inclusion of pictures, descriptions, and interesting facts. Animal Classification game - Display the interactive animal classification game on a TV or Video Beam to play together by group the Animal Classification Game Assessment Quiz - Distribute a short quiz assessing student understanding of animal classes. - Students complete the quiz individually. Reflection - Students reflect on what they learned and share their favorite animal class. - Discuss any questions or misconceptions.	oercommons	2025-03-18T00:34:28.947422	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115133/overview", "title": "Animal Classes - 4th grade elementary school lesson", "author": "Assessment" }
https://oercommons.org/courseware/lesson/70005/overview	REFLECTION AT PLANE SURFACES Overview This content provides lessons on the reflection on plane mirrors and formation of images on the same. Reflection on Plane mirrors and image formation This content provides lessons on the reflection on plane mirrors and formation of images on the same.	oercommons	2025-03-18T00:34:28.962739	07/22/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70005/overview", "title": "REFLECTION AT PLANE SURFACES", "author": "Samuel Oluoch" }
https://oercommons.org/courseware/lesson/90720/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 beytepe metro metro in beytepe or	oercommons	2025-03-18T00:34:28.985950	03/07/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90720/overview", "title": "beytepe metro", "author": "Shadman Mammadli" }
https://oercommons.org/courseware/lesson/118791/overview	Soybean Germination Percent Overview Students will learn how to determine germination rates in seed. Why would it be important to know the germination percentage of seeds? Will the seeds grow if I plant them? Procedure - Use 100 soybeans (you can use any number of soybeans just divide the number of seeds that germinated by the number of seeds used but 100 makes it easier for students to comprehend usually) from a seed bag or you can use harvested soybeans from a local field/elevator. - Soak the soybeans overnight then wrap them in a damp paper towel and place them in a ziplock bag (to retain moisture) and place in a warm location. - Check the results in two days. - Divide the number of germinated seeds by the total number of seeds used. - The seed industry uses this test to determine germination percentage, however, they also use a TZ test. The YouTube link below explains the process. https://www.youtube.com/watch?v=uHEQkdmU-sk For greater variability in germination you can boil the seeds ahead of time or use seed that is older (the older the seed gets the germination rate tends to fall).	oercommons	2025-03-18T00:34:28.999513	08/06/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118791/overview", "title": "Soybean Germination Percent", "author": "Brian Johnson" }
https://oercommons.org/courseware/lesson/65130/overview	Arithmetic/Geometric Sequences Matching Activity Arithmetic/Geometric Sequences Video ExponentialGrowthandDecayPowerPointPresentation ExponentialGrowthandDecayPowerPointPresentationSpanish Arithmetic and Geometric Sequences Overview Arithmetric and Geometric Sequences Overview Sometimes numbers are ordered in such a way that they follow a certain rule. When numbers are ordered this way, they form what is known as a sequence. There are two types of sequences, depending on the kind of operation the rule they follow involves. These sequences are known as arithmetic and geometric sequences. Notes Vocabulary: Arithmetic sequence Common difference Geometric sequence Common ratio Concept Map: Here you can see the graphs of exponential, arithmetic, and geometric growths, notice any differences?	oercommons	2025-03-18T00:34:29.020750	04/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65130/overview", "title": "Arithmetic and Geometric Sequences", "author": "German Madrid" }
https://oercommons.org/courseware/lesson/86541/overview	Door Magnet Strip Use and Safety Overview This resource will be sent out to all teachers in a school district to show how and when to use a door magnet adopted by their district's Quick Response Team. The door magnets help the door stay unlatched, while making the door easy to lock in an emergency. Because the doors only lock and unlock with a key from the outside, exiting the classroom to lock the door with a key could be potentially dangerous in certain situations. This item includes two video tutorials on how to use the magnet. A flyer shows teachers when they should remove the magnet. Printed copies of this flyer would be placed in each teacher's mailbox after the training so they could hang it next to their door as a reminder of when they should remove the magnet. At the end of the lesson the learners will be able to place and quickly remove the magnet. They will also be able to know when the magnet should be removed. Safety Magnet Lesson Lesson: 1) Please watch the videos on how to use the magnet strip to keep your classroom door unlocked throughout the day. One video will show you how to place the strip and one will show you how to remove the magnet strip quickly without having to open the door. Closed Captioning has been added, hit the "CC" button to turn on. 2) Read the flyer below to learn when to remove the magnet strip.	oercommons	2025-03-18T00:34:29.038246	Grace Williams	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86541/overview", "title": "Door Magnet Strip Use and Safety", "author": "Lesson" }
https://oercommons.org/courseware/lesson/112282/overview	Education Standards Parliamentary Procedure Proficiency Scale Template Overview This scale template will assist students in learning parliamentary procedure. Created by AnnaLisaMosel, Nebraska Parliamentary Procedure Proficiency Scale Template Assist students in learning parliamentay procedure.	oercommons	2025-03-18T00:34:29.056456	02/06/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112282/overview", "title": "Parliamentary Procedure Proficiency Scale Template", "author": "Stacie Turnbull" }
https://oercommons.org/courseware/lesson/115438/overview	AP World History Syllabus Overview The course is designed for students to develop a greater understanding of global processes and interaction between all human societies. The course follows a thematic approach which will highlight the nature of international continuities and changes, their causes and consequences, and comparisons among major societies. The course emphasizes relevant factual knowledge in conjunction with interpretive issues and many types of historical evidence. Beginning with the start of civilization, focusing on the past millennium, the course builds on an understanding of cultural, institutional, and technological precedents that influence developments throughout history. The course begins with the rise of civilizations and extends through the modern world. Attachments The attachment for this resource is a sample syllabus for an AP World History course. About This Resource The sample syllabus included here was submitted by a participant in a one-day workshop entitled, "Hot Topics in World History" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event. This resource was contributed by David DiSanti, a history educator, Freeport High School.	oercommons	2025-03-18T00:34:29.074786	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115438/overview", "title": "AP World History Syllabus", "author": "Syllabus" }
https://oercommons.org/courseware/lesson/60621/overview	2019 North Dakota Dance Standards Overview Dance Content and Achievement Standards for the state of North Dakota. Updated 2019. Dance Content and Achievement Standards for the state of North Dakota. Updated 2019.	oercommons	2025-03-18T00:34:29.090886	12/11/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60621/overview", "title": "2019 North Dakota Dance Standards", "author": "Brandon Lemer" }
https://oercommons.org/courseware/lesson/65722/overview	Navigation support documents.reading and grammar_simple past tense Overview Navigation support documents are worksheets that list a set of websites with a task created around them aligned to a teaching objective. These worksheets can guide learners from one website/ webpage to the next asking them to perform certain learning activities using each link in order to achieve the objective. Reading and grammar Navigation support document Skill developed: Reading and grammar using websites Sub skills developed: simple past tense Level of the learner: lower intermediate learner, B1. Learn: For beginner level: https://learnenglish.britishcouncil.org/english-grammar-reference/past-simple https://www.grammar-monster.com/glossary/simple_past_tense.htm For intermediate level: https://www.englishpage.com/verbpage/simplepast.html https://www.perfect-english-grammar.com/past-simple-use.html Practice: Instructions - Go to http://www.rong-chang.com/eslread/ - You will see a list of 265 topics on the page. Most of the topics are based on the day to day events and also related to real life activities. - We’ll do one together. Click topic No 11, A good sandwich. - Read the passage carefully, about three times. There are three things you can do if you have a problem. All three are at the beginning of the passage. - If pronunciation is a problem, play the audio and listen to the right pronunciation - If you don’t understand the meaning of a word, use the translate option. Several Indian languages like language Malayalam, Marathi, Hindi, Bengali are available. - If you so like, use the Image option and view the image of a word. - After reading the passage, go through the vocabulary link first. Learn the words. - Now complete all the other activities – cloze, crossword, yes/no questions and dictation. Grammar - Go back to the text again and try to identify a few verbs which are conjugated in the past tense. The first paragraph is done for you. (Identified in bold and underlined.) Gordon was hungry. He opened the refrigerator. There must be something in here to eat, he thought. There was—a single hot dog. - Similarly, identify the other verbs in the passage and note them down on a separate sheet of paper. Click a picture and send it to your teacher on WA. Once you’re done, click on the menu. Choose reading passage no. 15, A noisy neighbour. Follow all instructions as above. Test: If you feel ready, click https://www.eslfast.com/writing/scrambled_past01.htm This is a test. Read the instruction on the page. The first one is answered for you. - plan / to / he / China / visit ans : He planned to visit China. Complete the rest of the questions. Click the Back button on the page. Go back to the menu page and complete the other two. Scrambled Sentences - The Simple Past Tense (2) https://www.eslfast.com/writing/scrambled_past02.htm AND Scrambled Sentences - The Simple Past Tense (3) https://www.eslfast.com/writing/scrambled_past03.htm By the end of this activity, you will learn how to write some sentences in the simple past tense. On class Voicethread, give us a spoken or written description of what you do in a day.	oercommons	2025-03-18T00:34:29.124819	04/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65722/overview", "title": "Navigation support documents.reading and grammar_simple past tense", "author": "Kshema Jose" }
https://oercommons.org/courseware/lesson/75937/overview	Padlet for Teachers Overview The resource will help the teachers in creating padlet and how to use padlet in teaching learning process. About the Padlet Padlet is a free digital tool for teachers as well as students which can be accessible through mobile app also. It is also called as notice board in general. Created content can be shared and used for collabarative work. Create your own padlet using the following resource material which explains step by step procedure to create.	oercommons	2025-03-18T00:34:29.142511	12/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75937/overview", "title": "Padlet for Teachers", "author": "Gundupagi Manjunath" }
https://oercommons.org/courseware/lesson/71335/overview	SEMANA 19 1ER AÑO FIRME ENGLISH Overview LOS IMPERATIVOS EN INGLES SEMANA 19 (IMPERATIVOS) ienes que utilizar el verbo en infinitivo pero sin el to para una orden en afirmativo, o con el auxiliar don’t si la orden es negativa. Para que lo entiendas mejor, aquí tienes unos ejemplos - Be quiet = tobe quiet = ¡Cállate! - Finish your plate = tofinish = Termina el plato - Don’t drink that, it’s toxic! = don’t + todrink = No te lo bebas, ¡es tóxico! - Drive to the next corner and turn right = Conduce hasta la siguiente esquina y gira a la derecha Los verbos no acaban nunca, no importa a quien te dirijas. Fácil, ¿verdad? Nota: refuerza una orden con preguntas Para reforzar el imperativo en inglés puedes utilizar una question tag después de la frase en imperativo. Esta suele ser will you? o can/could you? Ejemplo: Try to not fall again, will you? = Intenta no caer otra vez, ¿de acuerdo? (la question tag no se traduce de forma literal) Nota: refuerza una orden con pronombres personales El imperativo en inglés no se usa con un pronombre. Pero si quieres reforzar una orden o asegurarte de que te están entendiendo puedes utilizar un sujeto (normalmente you). Veamos algunos ejemplos: - You two come here, the rest of you sit down! = Vosotros dos venir aquí, ¡el resto sentados! - Don’t you eat that cake! = ¡No te comas esa tarta! Para la negación, el sujeto se pone entre el auxiliar don’t y el verbo principal. ¿Cómo incluirse en una orden o atenuarla? Si quieres: - incluirte en la orden dada - rebajar el tono Utiliza let delante del verbo en imperativo en inglés. La forma más conocida es la frase: let’s go. Let’s es una forma familiar y la abreviación de let us (formal). Muchas veces suele usarse para dar un consejo por parte de quien habla (que se incluye en la orden). Let me se utiliza para dar instrucciones/órdenes a uno mismo. Para indicar la tercera persona se utilizará otro pronombre entre ‘let’ y el verbo (let him/her/them). ¿Ejemplos? - Let’s have a drink sometime! = Vayamos a tomar algo uno de estos días (el uso de let’s indica que quien habla se incluye en la frase). - Let her be, will you? = Déjala, ¿quieres? - Let me think = Déjame pensar - Let’s not study too much today, shall we? = No estudiemos demasiado hoy, ¿de acuerdo? Como has visto, formar el imperativo en inglés es muy sencillo. Si quieres profundizar sobre este tema o ampliar tu vocabulario en inglés, echa un vistazo a nuestra app gratuita para aprender inglés. Si te interesa aprender más sobre la gramática inglesa, no dudes en descargar nuestra Guía gratuita de Gramática inglesa aquí debajo:	oercommons	2025-03-18T00:34:29.164830	08/18/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71335/overview", "title": "ENGLISH", "author": "Vladimir Santoyo" }
https://oercommons.org/courseware/lesson/78424/overview	Lesson Objectives:- Students will use input-output pairs in a table to explore different “rules” for a relationship, some of which are a function and some of which are not. - Students will develop the definition of a function. - Students will explain if a relation is a function or not. \| \| \| Grade: 9th grade (Algebra 1)Time frame: Linear/Exponential Functions Unit \| Lesson Title: Definition of a Function \| Brain-based Strategies Used in the Lesson: - Practice: Students are given the opportunity to practice problems following the lesson. - Images: This lesson uses an animated “rule machine” that receives an input and produces an output. - Collaboration: Students will work in strategically selected groups or pairs. - Active Learning: This lesson is student-centered with facilitation from the instructor. \| Formative or Summative Assessments: \| \| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?In 8th grade, students start working with the idea of a function. They might even develop a definition in 8th grade. However, they do not use function notation. Though function notation is not developed in this lesson, it is in a lesson following this one. The context for most of students’ work with functions in 8th grade is in the linear context. Students understand that given an input, they can find an output. While this is mostly linear, they may work with some other examples and explain why they are not linear. In a previous lesson to this, students worked with different inputs and outputs by rewriting literal equations. For example, for the equation of the area of a square, often the input is the side length. However, there may be context where students are given the area and need to find the side length. Thus, changing to equation from to also changes the input to the area of the square. Understanding input-output pairs will be important to start this activity. \| Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing.- Student laptops with Internet access Technology materials: (hardware, websites, video links,etc.) \| \| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website. HSF.IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).HSF.BF.A.1 Write a function that describes a relationship between two quantities \| \| Technology used: Students will use laptops and a Desmos Activity. \| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| 5Mins \| Laptops,Desmos Activity \| Intro activity to activate schema (background information)/Warm-up/or Bell-ringer- Explain that today we will be looking at different input-output pairs in order to determine a “rule” for the relationship. - In the Desmos, restrict students to screen 1. Pause the Desmos and direct students’ attention to the front. Project the first screen. Explain to students that their task is to figure out what Rule #1 could be based on one input-output pair. Click “Try It” and watch the animation together. Explain how the input, 15, went through the machine, was changed by the rule and got the output 5. - Unpause the activity and have students click “Try It” and challenge them to determine would Rule #1 could be. Ask them if more than one of the rules could be Rule #1 (Divide by 3, Subject 10, and Take the ones digit are all possible rules). \| \| 5 Mins. \| Laptops,Desmos Activity \| Introduce New Information: (Teaching)- Follow up with asking, “how could we narrow down our options?” Have students consider this with a partner for 30 seconds. Ask a pair of students to share. Discuss that we can pick more inputs and get their corresponding outputs to narrow it down. - Open screen 2. Have students enter one more input into the table to determine Rule #1. Consider sharing on the projector several students’ choices for another input. See if any students had interesting inputs like decimals, negative numbers, or large numbers. - Students should be able to see now that Rule #1 is subtract 10. Use the teacher dashboard to see which students did not get this and check in with them to clear up any misunderstanding. \| \| 20 Mins \| Laptops,Desmos Activity \| Hands-on Activity Steps: (Prepare ways for students to practice the new information.)- Restrict students to screens 3-8. Their challenge remains to enter inputs (as many as they like) and get outputs in order to determine a rule. - Have students work in pairs on these screens. When they think they have a rule figured out, have the pair find another pair and see if they found the same rule or if they disagree. Ensure pairs have a discussion on their different approaches. - If students are stuck on Rule #3, encourage them to continue adding inputs or perhaps suggesting using smaller words or even a single letter like “a” or “I.” - When most students have completed Rule #3 (screens 5-6), pause the activity and use the teacher dashboard to display different inputs from students. Begin a discussion where students justify their output predictions from screen 6 and critique each other’s reasoning. - Note that on screen 6, “friend” appears twice as an input. Have a discussion about when we use the same input, we expect the same output. - For screen 7, encourage students to try the same input more than once to see what happens. - Debrief screens 7-8 highlighting interesting student responses from the teacher dashboard. After discussion, ask students “How is Rule #4 different from the other rules we have seen today?” \| \| 10 Mins. \| Laptops,Desmos Activity \| Feedback: (How will the students provide feedback?) Group activity? Instructor feedback?- Restrict students to screen 9. Explain that Rules #1,2,3 are called functions and that Rule #4 is not a function. Have them answer screen 9 to make a prediction about what makes a rule a function. - Share interesting student responses and have a conversation about different ideas. - Explain to students that a function is a rule that assigns exactly one output to each possible input. Go through each rule explaining why it is or is not a function. Consider drawing mappings to demonstrate an input “going to” only one output for functions and “going to” multiple outputs for nonfunctions. - Highlight that Rule #2 is a function even though the output is 7 every time because each input gives only one output. - Highlight that Rule #4 is not a function because an input can have multiple outputs. For example, an input of “H” will give more than one output (Hailey and Hamza) \| \| Homework or in-class assignment \| Assessment(s): (assignments and/or activities)In-class:- Screens 10 and 11 will be used as formative assessment. - Have students complete individually for 4-5 minutes and then allow them to share with a partner - Use the teacher dashboard to monitor students. Consider highlighting different strategies for screen 10 as there are several correct pathways. - Use the teacher dashboard to see which students are struggling. Use this to guide instruction in the next lesson (for example, if students need more practice considering what is and what is not a function). Homework: \|	oercommons	2025-03-18T00:34:29.192520	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78424/overview", "title": "Guess My Rule: An Introduction to Functions", "author": "Mathematics" }
https://oercommons.org/courseware/lesson/66905/overview	keyboard Key Signatures Major Triads Major Triads II musictheory.net Scales The Grand Staff: Part II Theory Supplement for Beginning Pianists Overview This set of theory lessons is designed as a supplement for beginning pianists. It is self-paced, and includes study materials, guided practice, and assessments for each lesson. Lesson 1: The Grand Staff This six-part unit of related online lessons can be used to supplement beginning piano lessons at any age, though it is designed with middle school and high school students in mind. **All of these assignments can be done independently, at the student's own pace. Additionally, the free website resource is available around the clock, is free to use, and works well on a smart phone if the student does not have access to a laptop. That makes it ideal if, say, you find yourself suddenly becoming an online instructor due to a pandemic, and running Zoom or self-recorded lessons is impractical or unavailable as an option. The course was designed with the Canvas LMS in mind, but as you will see, it will work easily with any LMS, or can be done simply by email. You may make them available one at a time or as a unit, and the website where I constructed these exercises has a simple and free editing option if you would like to change any of the requirements, scoring, or the exercises themselves - which then become a persistent link avaialable for reuse. Reading music is an integral part of lessons, and the work you do here will make playing the piano that much easier in the long run. Grand Staff, Part I - Go to musictheory.net There is a link provided below. - Review clefs and staffs under Lessons, then go to the Exercises page and remind yourself of the notes of the Grand Staff. When you are ready, go to the link below and do the challenge that is set up for you there. - Take a screenshot or a photo of the score you get and send it to me. The score you get is not important this time around, just that you did the review and took the challenge. - I will let you do these assignments whenever it works for you, they only need to get done before the end of classes. If you have time to do multiple ones sooner, that would be fine. Lesson 2: The Grand Staff, Part II As before, review and practice as desired, and work towards the required score. When you achieve it, take a picture or make a screenshot and send it to me. Complete the exercise with a perfect 100% score of at least 50/50 Lesson 3: Key Signatures Go to Musictheory.net and read about Key Signatures under the Lessons tab. You may use their mnemonic device for remembering the order of sharps and flats and keys, but I'm going to suggest trying the one I give you here. It's extremely versatile, and a little simpler, I feel. I'll also add a great shortcut at the end. Basically, memorize this: BEADGCF Bead + Greatest Common Factor Here's how to use it: - Read it left to right, and you get the order of the flats as they appear in every key signature: Bb is always first, Eb comes next, Ab, Db, Gb, Cb, and Fb follow. They will never be in any other order...for example, an Eb will never be found without a Bb before it, nor will Ab appear without both Bb and Eb preceding it. - Read it right to left FCGDAEB and you get the order of the sharps as they appear in the key signature. The same rule applies...a C# only appears with an F# preceding it; if there is a B# in the key signature, there must be all six of the other sharps in front of it. Special note. The key of C has no sharps or no flats. - Now, for the real power of BEADGCF, start at C and read to the right, wrapping around, and it gives you the scales that have flats in them in order from zero flats to seven: C=0 F=1 Bb=2 Eb=3 Ab=4 Db=5 Gb=6 Cb =7 You put the flat sign after all but F because of the rule found in number one above...if Bb Major has two flats, one of those flats HAS to be Bb, so it would not make sense to call a scale that has Bb in it just plain "B" - Lastly, start with C and read BEADGCF from right to left this time; that gives you the order of the scales that have sharps in them, from one to seven. Again, several scales will have a # sign after them, for the same reason that was given in number three above. Thus, C=0 G=1 D=2 A=3 E=4 B=5 F#=6 C#=7 And the super-easy shortcut? It works like this: If there are sharps, go to the sharp furthest to the right, name it, then go up one half step. This is easiest to see on the piano keyboard. On the piano, a half step is the next nearest key, white or black. And that key is the name of the scale. For example: if the last sharp on the right is D#, the a half-step up is the next key up, E, and that's the name of the scale. For flats, go to the next to last flat, almost but not quite the furthest one to the right. Name it, and that's the scale. For example, if there are four flats in the key signature, the next to last one will be Ab, and that's the name of the scale it is, Ab. The only exception is the key of F, which has only one flat. You just have to memorize that one. Ok, that sounds harder than it is going to be. Go to the Exercises tab and then to Key Signature Recognition, and practice. Maybe do only sharp keys for a while, then only flat ones, until you get the hang of it. When you are pretty comfortable, follow the link below to a custom-made exercise. Your goal is to get 19 out of 20 in 3 minutes. As before, take a screenshot, and send it to me here. . Lesson 4: Scales This theory exercise will help you learn to recognize and construct all the primary scales, in every key signature. To start with, go to the musictheory.net site. Work your way through the Lesson on the four primary types of scales, then come back here and I'll summarize. It will be very helpful for this assignment if you have at least a picture of a piano keyboard in front of you; I have included a link to one below if you need it. ------ Ok, welcome back! Scales look complicated - especially when they have a lot of accidentals - but like so much of music, its just a little math. - There are four scales we're dealing with here, the major scale, and three forms of the minor scale. There are three minors because each makes the scale a little more interesting or easier to sing, but the exact reasons aren't important for now. - Scales are just patterns of whole and half steps. Recall that the piano keyboard consists entirely of half steps; from any key to the one right next to it - whether it is black or white - is a half step. Two half-steps makes one whole step. - The other thing to remember is that in a scale, every new note changes names. In other words, you will never find two of the same-named note until you reach the end, where the scale starts over again. For example, a scale with an F in it will not have an F# or Fb. If there is an F# in the scale, then it won't have an F or Fb . - The rest is just recreating the patterns - this is easiest to see on a piano keyboard, so have one handy, or at least a picture of one. - Major scales have a half step between the 3rd and 4th notes, and also between the 7th and 8th notes. All the rest of the intervals are whole steps. If you look at the keyboard and play only white notes from C to C, counting the first C as "1" the pattern is clear...there is a half step between E-F and again between B-C. - Minor scales shift the pattern slightly. Here's a chart of where the half steps are in all the scales that should make it easier to see: Major 3-4 7-8 Natural minor 2-3 5-6 Harmonic minor* 2-3 5-6 7-8 Melodic minor** 2-3 7-8 In the Harmonic minor, having two half steps so close together like that creates the interval of 1.5 steps between the 6-7. This is the only place that happens. *In the melodic minor, when you play back down the scale, it reverts to the form of the natural minor. This is just something to know; the assignment doesn't show the scales going back down. Assignment: Get 10/10 on this challenge page. It's not timed, and you may use the chart and keyboard to help you out. Lesson 5: Major Triads If you know scales, it is not hard to figure out major chords. The chords you will be working with are called triads, and they consist of three notes stacked vertically, each note a third away from the one below it. A nice thing about our system of notation is that triads will always be three consecutive lines, or three consecutive spaces. There may be accidentals involved, and in more advanced lessons the triads will have to be rearranged to make that happen, but don't worry about that for now. For this introductory exercise, follow these steps: - Identify the lowest note of the triad (make sure you pay attention to the clef) - This note determines the major scale you will use. - You know how to construct a major scale (review the last assignment if you need to) so using a keyboard or a picture of one, play the first five notes of that scale and see if the triad in the exercise matches the first, third and fifth note you played. - If it does, it's a major triad. If it doesn't, it's a minor one. (Well, that's not necessarily true, but we'll talk about the other possibilities in later exercises; for now, that's the only option the exercise will give you.) For this assignment, go to the link below, and take the challenge. Your goal is to get 18/20. There is no time limit. Take a screenshot or photo of your results and send it to me. Lesson 6: Major Triads II This is additional practice for recognizing major triads. The ranges are wider, and the number of accidentals is increased. As before, follow the link below, get 18/20 or better on the exercise, and send me a screenshot of your results.	oercommons	2025-03-18T00:34:29.228805	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66905/overview", "title": "Theory Supplement for Beginning Pianists", "author": "Interactive" }
https://oercommons.org/courseware/lesson/91975/overview	droughtfinal Overview What is drought? What causes drought? What is Dust Bowl? droughtlast Drought is an important climatic event that affects the entire environment all around the world. It is the second-most costly weather event after hurricanes. Drought is a lack of precipitation ( such as rain, snow, or sleet) in a place for a protracted period of time which results in a water shortage. The lack of adequate precipitation can cause reduced soil moisture or groundwater, diminished streamflow, and crop damage. The duration of droughts varies widely. It may last for weeks, months, or years and the beginning of drought is hard to pinpoint. The longer a drought lasts, the greater the harmful effects it has on people. Drought occurs naturally but some human activities such as excessive water use and improper management can exacerbate dry conditions. One of the worst droughts to hit the United States occurred during the 1930s. A severe drought occurred in the southern plains states, including parts of Oklahoma, Texas, Arkansas, New Mexico, and Nevada, which lasted for about 10 years. The drought was made worse by the fact that farmers had plowed up so much land that there was no grass to hold it together anymore, causing black dust to fly up anytime there was wind. As high winds and choking dust swept the region from Texas to Nebraska, people and livestock were killed and crops failed across the entire region. This was known as the 'Dust Bowl', and it forced thousands of people to flee their homes forever. Droughts affect people in several ways. Clean drinking water is essential for all life, and sources of water may diminish during a drought. Without water, humans are at risk for dehydration (not having enough water to drink and potentially fatal condition ), or hunger. Remember - no water means no crops, and this means a decrease in the food supply. Also, crops need water to grow, and during a drought, water sources (lakes, rivers, streams) are diminished and may even dry up, preventing crops from being irrigated and causing them to die off. Fruits and vegetables growing in the ground will stop growing, and entire crops can be destroyed because the ground is so dry. Also, drought affects the environment, dry conditions often lead to landslides or wildfires. Consequently, people may not drink clean water, eat fresh vegetables or fruits, take a shower, swim, animals may extinct, and people may not survive at all.	oercommons	2025-03-18T00:34:29.241765	04/20/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91975/overview", "title": "droughtfinal", "author": "betül cakcak" }
https://oercommons.org/courseware/lesson/93192/overview	Self-Esteem Tree Craft Overview In this activity, children will create a tree that represents positive things about themselves to boost their self- esteem! Boosting self-esteem Age of Child: 6 Objective: To boost self-esteem Activity name: Drawing a tree Craft Description: In this activity, children will create a tree that represents positive things about themselves. 1. Have each child draw a tree trunk with branches on the white paper. 2. Have each child cut out leaves from the construction paper. 3. On the leaves have each child write something they like about themselves. 4. Glue the leaves onto the tree. 5. Have the children color the paper	oercommons	2025-03-18T00:34:29.254903	05/31/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93192/overview", "title": "Self-Esteem Tree Craft", "author": "Nadeen Abu-Zeid" }
https://oercommons.org/courseware/lesson/97454/overview	- - Functions - Mathematics - Middle School - Relationships and Functions in Middle School Mathematics. - License: - Creative Commons Attribution - Language: - English - Media Formats: - Downloadable docs Education Standards Learning Domain: The Number System Standard: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) Ö (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) Ö (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) Ö (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Learning Domain: The Number System Standard: Fluently divide multi-digit numbers using the standard algorithm. Learning Domain: The Number System Standard: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Learning Domain: The Number System Standard: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). Learning Domain: The Number System Standard: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. Learning Domain: The Number System Standard: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Learning Domain: The Number System Standard: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite. Learning Domain: The Number System Standard: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. Learning Domain: The Number System Standard: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Cluster: Apply and extend previous understandings of multiplication and division to divide fractions by fractions Standard: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Cluster: Compute fluently with multi-digit numbers and find common factors and multiples Standard: Fluently divide multi-digit numbers using the standard algorithm. Cluster: Compute fluently with multi-digit numbers and find common factors and multiples Standard: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Cluster: Compute fluently with multi-digit numbers and find common factors and multiples Standard: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). Cluster: Apply and extend previous understandings of numbers to the system of rational numbers Standard: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. Cluster: Apply and extend previous understandings of numbers to the system of rational numbers Standard: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Cluster: Apply and extend previous understandings of numbers to the system of rational numbers Standard: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. Cluster: Apply and extend previous understandings of numbers to the system of rational numbers Standard: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. Cluster: Apply and extend previous understandings of numbers to the system of rational numbers Standard: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Numerical and Algebraic Operations & Analytical Thinking in Middle School Mathematics Overview This supplemental resource provides problems and activities related to Numerical and Algebraic Operations & Analytical Thinking in Middle School Mathematics.	oercommons	2025-03-18T00:34:29.299143	09/25/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97454/overview", "title": "Numerical and Algebraic Operations & Analytical Thinking in Middle School Mathematics", "author": "Twianie Roberts Ed.D" }
https://oercommons.org/courseware/lesson/93193/overview	Stuck Together Overview A fun game to teach kids about teamwork! Teamwork Age of Child: 6 Objective: Teach teamwork Activity name: Stuck Together Skill Objective: It’s important that kids learn to work together. Working together helps kids develop and improve important skills such as cooperation, communication, and teamwork Description: 1) Put all the players in groups of two. 2) Have each pair stand back to back and lock arms. 3) Each pair must sit down then stand up again without unlocking their arms. 4) To make it harder and funnier add props to the game. Blindfold the pairs or using scarfs to tie their legs together on one side.	oercommons	2025-03-18T00:34:29.311959	05/31/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93193/overview", "title": "Stuck Together", "author": "Nadeen Abu-Zeid" }
https://oercommons.org/courseware/lesson/72612/overview	Grit Interview Overview This resource can be used as an assignment while teaching resilency, grit or coping with difficult challenges. Grit Interview with Parents, Sibling, Grandparents, Neighbors, or Other Acquaintances You can reference "My Orange Duffel Bag" content on You Tube for great materials on resiliency and grit. In the course, the students have been learning about resiliency, coping skills, how to deal with failures and celebrating our accomplishments. In this assignment, the students will be demonstrating their maturity while interviewing a parent, sibling, grandparents, neighbors, or other acquaintances. The assignment for this content is to interview someone who has experienced working hard toward a long-term goal. The interview may be with a parent/guardian, sibling, grandparent, neighbor, or family friend. The student will ask the questions below and any others they may think of or feel comfortable asking. Remind them to demonstrate maturity and use good social and communication skills to whom they are interviewing. Tell the studnet to be sure to thank the interviewee for their time and willingness to share a personal experience with the student.	oercommons	2025-03-18T00:34:29.329302	09/16/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72612/overview", "title": "Grit Interview", "author": "Emily Tate" }

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