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https://oercommons.org/courseware/lesson/70881/overview	HIV and Me: Teacher's Discussion Guide Understanding HIV/AIDS: Learn the Facts, Fight the Stigma, Stay Safe video for 6th grade HIV and Me: Marissa's Story Overview Video developed by Redefine+ to support teaching the KNOW HIV prevention curriculum 5th grade lesson. HIV and Me: Marissa's Story HIV and Me: Marissa’s Story video developed by Redefine+ to support the KNOW curriculum for 5th grade. Should be used with teacher’s discussion guide in order to meet requirements of the AIDS Omnibus Act. Reviewed by OSPI and the WA Department of Health for consistency with the requirements of the AIDS Omnibus Act. It was found to be consistent with those requirements when used with the teacher's discussion guide. See the 2015 Sexual Health Education Curriculum Review for more information.	oercommons	2025-03-18T00:37:32.022128	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70881/overview", "title": "HIV and Me: Marissa's Story", "author": "Module" }
https://oercommons.org/courseware/lesson/23454/overview	Student Practice Interactive for Naming Fractions Exit Ticket Naming Fractions Intro to fractions To develop the concept of equivalent: To develop the concept of equivalent: Student Practice Interactive As an ESL teacher this oer has been a great help as all the lesson are translated into several languages Intro to Fractions GED /ESL Overview Many GED/ESL students have a lapse in education. As a result, the concept of fractions is a difficult task to teach to the adult learner. This OER will give the student the basic introduction to the concept of fractions. Gaining confidence the student can move on to higher level mathematics. Introduction to Fractions Cutting Shapes into Equal Parts	oercommons	2025-03-18T00:37:32.042441	05/18/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/23454/overview", "title": "Intro to Fractions GED /ESL", "author": "diane orecchio" }
https://oercommons.org/courseware/lesson/82693/overview	WY.SCI.1.LS3.1 Wyoming Science Content and Performance Standards Grade 1 Learning Domain: Heredity: Inheritance and Variation of Traits Standard: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. WY.SCI.2.LS4.1 Wyoming Science Content and Performance Standards Grade 2 Learning Domain: Biological Unity and Diversity Standard: Make observations of plants and animals to compare the diversity of life in different habitats. WY.SCI.3.LS4.3 Wyoming Science Content and Performance Standards Grade 3 Learning Domain: Biological Evolution: Unity and Diversity Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. WY.SCI.3.LS4.4 Wyoming Science Content and Performance Standards Grade 3 Learning Domain: Biological Evolution: Unity and Diversity Standard: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Learning Domain: Earth's Systems Standard: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. WY.SCI.5.LS2.1 Wyoming Science Content and Performance Standards Grade 5 Learning Domain: Ecosystems: Interactions, Energy, and Dynamics Standard: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. WY.SCI.K.LS1.1 Wyoming Science Content and Performance Standards Kindergarten Learning Domain: From Molecules to Organisms: Structures & Processes Standard: Use observations to describe patterns of what plants and animals (including humans) need to survive. NGSS.K.LS1.1 Next Generation Science Standards Kindergarten-K Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment Standard: Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] Science Domain: Life Sciences Topic: Structure, Function, and Information Processing Standard: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.] Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems Standard: Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.] Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.] Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms Standard: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.] Science Domain: Earth and Space Sciences Topic: Earth's Systems: Processes that Shape the Earth Standard: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.] Science Domain: Life Sciences Topic: Matter and Energy in Organisms and Ecosystems Standard: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarifcation Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]	oercommons	2025-03-18T00:37:32.080751	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82693/overview", "title": "Science in Your Neighborhood (for K-5 Educators)", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/79077/overview	Education Standards 1. Which One Doesn't Bleong 2. Teaching Channel Classroom videos MPIR - Which One Doesn't Belong Overview Which One Desn't Belong is one of many Mathematically Productive Instructional Routines (MPIR). They are short (10ish minutes), daily exercises aimed at building number sense. This is one of six different MPIR covered in the Mathematically Productive Instructional Routines collection from the Washington Office of Public Instruction and the Washington Association of Educational Service Districts. Why Which One Doesn't Belong? Which One Doesn’t Belong (WODB) gives students the opportunity to explain their thinking and justify their reasoning. Each WODB set is designed to be interpreted in a variety of different ways, and because all answers are correct, students naturally shift their focus to justifications that spark deep mathematical thinking and discussion. WODB promotes a respectful learning community by creating a culture of valuing students as thinkers, reasoners, listeners, justifiers, and doers of mathematics. WODB activities can be used to support a variety of computation strategies at all grade levels and topics. The graphics can be topic/lesson specific or more broad and open-ended. This routine creates avenues for students to use mathematical vocabulary. WODB can be used in a variety of contexts or subjects encouraging mathematical thinking across broad curriculum. Mathematical Practices: The specific task used may expand the Mathematical Practice possibilities, but in general, this routine will encourage students to use: SMP 2: Reason abstractly and quantitatively SMP 3: Construct viable arguments and critique the reasoning of others SMP 6: Attend to precision What is Which One Doesn't Belong? Students are presented with four numbers, shapes, visual images, data sets or graphs and asked to share their reasoning as to Which One Doesn't Belong and why. In this routine there are no wrong answers, as long as the student can justify their choice. The focus of this routine is not on the answer, but on students being able to communicate their reasoning and justify their choice. WODB can be used to introduce a new concept or to continue developing mathematical ideas. It is a quick routine can be done regularly to explore any concept in math. This is an accessible routine for all students to develop reasoning and communication skills using mathematical language. It can be used as a lesson starter or at any time within a lesson. How Do I Implement Which One Doesn't Belong? Students are presented with 4 different, yet similar images (numbers, graphs, pictures, etc.) on a 2 x 2 grid. The prompt to students is "Which one doesn't belong?". Students take a few minutes of think time to decide on their answer and their reasoning. Students then turn and talk to a partner and take turns sharing their thinking. The teacher then facilitates a whole class discussion, where students take turns sharing which of the four items they believe does not belong and also justify why their choice is valid. For older students encourage them to articulate a rule that the other images follow that the 4th image does not. A more detailed outline can be found in the Which One Doesn't Belong Process & Resources handout. Additional Resources Documents - Process and Resources sheet Links - Which One Doesn’t Belong webpage - Teaching Channel classroom videos Books - Which One Doesn't Belong? A Shapes Book, by Christopher Danielson - Which One Doesn't Belong? A Shapes Book Teacher's Guide, by Christopher Danielson Other Resources - Which One Doesn’t Belong? Shapes Posters, by Christopher Danielson Mathematically Productive Instructional Routines Menu Which One Doesn't Belong is one of many Mathematically Productive Instructional Routines (MPIR). Click on one of the images below to see other examples: Attribution and License Attribution - Clothesline photo by OSPI - Shape image by OSPI - Children and teacher photos by Allison Shelley for American Education: Images of Teachers and Students in Action \| CC BY NC License Except where otherwise noted, this work by the 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. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI.	oercommons	2025-03-18T00:37:32.116167	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79077/overview", "title": "MPIR - Which One Doesn't Belong", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/112198/overview	Primary Sources: Tecumseh and Tenskwatawa Overview This resource contains excerpts from two primary sources, "Tecumseh's Speech to the Osages" and "Tenskwatawa’s Vision", with accompanying critical questions. Attachments The attachment for this resource is a document with two primary sources and associated questions. About This Resource The sample resource 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 Amanda Goodwin.	oercommons	2025-03-18T00:37:32.134602	Primary Source	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112198/overview", "title": "Primary Sources: Tecumseh and Tenskwatawa", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/96996/overview	Education Standards Teaching Cultural Diversity Overview Original Title : How the Monuments Came Down Author: Created by on October 8,2021 by #GoOpenVA.Administrator. License: Common Attributive It is a great tool for teaching both writing and cultural diversity. It has a refreshing theme. It guides students to a 21st century relavant approach to Black History. Most students are repetitiously taught lessons about what happened back then. The lessons include current events which presents a connection between the present the past and the future generations. Series Introduction How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work. Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down. In this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments. How the Monuments Came Down is a production of Field Studio, in association with VPM. NOTE TO TEACHERS: The video clips, Caricatures of African Americans and Monument Avenue Commission, include depictions of blackface; in an effort to provide authentic and transparent resources about the historical experiences of Black Americans, these moments were not censored. Some abusive language appears in one primary resource in The Right to Vote. The “n” word appears in one archival source commenting on the suppression of the Black vote in the late 19th and early 20th centuries. A reporter notes that a City Council member said that the city “still has a hell of a long way to go.” Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class. Episode List and Direct Links 5. John Mitchell, Jr., and Maggie L. Walker 6. Lost Cause Narrative and Building Monument Avenue 7. Caricatures of African Americans 8. Interstate 95 and the Destruction of Jackson Ward 10. First Majority-Black City Council 11. Arthur Ashe 12. African American Monuments 14. Monument Avenue Commission 15. Summer 2020 17. Marcus-David Peters and Systemic Racism 18. How the Monuments Came Down Additional Resources Curriculum Guide Introduction Dear Teachers, Thank you for taking a moment in your busy day to consider this curriculum guide for How the Monuments Came Down, an essential film for viewing — and teaching. How the Monuments Came Down is a fascinating documentary that tells a 160 year struggle for suffrage, political power, and respect for Black Richmonders. It combines great storytelling with outstanding primary sources to reveal narratives that have widely been dismissed in many documentaries. I have taught history in Richmond more than 20 years, and this film captures so much of the history of the city, the struggle, the political strife, the systemic racism, and the determination of the people to overcome. All students and teachers should watch this film and have deep, thoughtful discussions about systemic racism and how it appears in everything from legislation passed by the state lawmakers to statues to police and public interactions. I challenge teachers and students to watch and have respectful, open, and honest conversations about power and race in the city of Richmond. The guide is organized into two sections: the first presents graphic organizers for use with document analysis; the second offers document based questions. Each learning opportunity within is supported by a clip from the film and a primary source for students and teachers to analyze, in order to develop a deeper understanding of the film and the historical eras it explores. There is also a list of project-based activities to tap into deeper learning for your students. And every element of this guide is connected to the relevant Virginia Standards of Learning and Common Core State Standards. I hope that you find this guide as meaningful to teach as it was to create. My best wishes for your work, Rodney Robinson Richmond Public Schools 2019 National Teacher of the Year Cultural Diversity How the Monuments Came Down is a fascinating documentary that tells a 160 year struggle for suffrage, political power, and respect for Black Richmonders. It combines great storytelling with outstanding primary sources to reveal narratives that have widely been dismissed in many documentaries. This lesson was put together by a teacher that has taught history in Richmond more than 20 years, It includes films that capture much of the history of the city, the struggle, the political strife, the systemic racism, and the determination of the people to overcome. I concur that all students and teachers should watch this film and have deep, thoughtful discussions about systemic racism and how it appears in everything from legislation passed by the state lawmakers to statues to police and public interactions. It is a challenge for teachers and students to watch and have respectful, open, and honest conversations about power and race not just in the city of Richmond but the United States abroad The guide is organized into two sections: the first presents graphic organizers for use with document analysis; the second offers document based questions. Each learning opportunity within is supported by a clip from the film and a primary source for students and teachers to analyze, in order to develop a deeper understanding of the film and the historical eras it explores. There is also a list of project-based activities to tap into deeper learning for your students. And every element of this guide is connected to the relevant Common Core State Standards. I hope that you utilize this guide for the dual purpose teaching writing across the curriculum as well as cultural diversiity through history,	oercommons	2025-03-18T00:37:32.182420	09/05/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96996/overview", "title": "Teaching Cultural Diversity", "author": "Pamela Sanders" }
https://oercommons.org/courseware/lesson/101949/overview	The Outsiders Lesson Plan (End of book) Overview This lesson includes the reading of the last chapter in "The Outsiders" as well as the introduction to the technology infused list of final project ideas for the students to choose from. Stage 1 - Desired Results ESTABLISHED GOALS \| Students will transfer their creative minds into a project based on the end of their reading of The Outsiders Students will use their knowledge to create a form of art \| Transfer Students will be able to independently use their learning to… \| \| create artwork (2D or 3D) based on their reading and knowledge of the characters and their attributes \| Meaning UNDERSTANDINGS \| ESSENTIAL QUESTIONS \| \| Technology can be used to create artwork and writing a paper is not the only way to incorporate their thoughts about the end of the book \| -What websites can we use to create our own version of the book cover? -What databases can we use to create our own movie? \| Aquistion Students will know… \| Students will be skilled at… \| \| How to use Canva and other websites for future projects \| using technology to display their creativity \| Stage 2 - Assessment Evidence Evaluative Criteria \| Assessment Evidence \| -Through PowerPoint, students will be given a quick lesson about their future project and the requirements involved. -I will then go through the websites students can use to complete their projects. I will do mini examples of each using the websites provided. \| PERFORMANCE TASK(S): -During the presentation, students will be shown the different ways they will be able to complete their end of the book project. 1. A paper on the different themes/character developments they want to explore further 2. A new cover for the book "The Outsiders"- Students will use Canva or Adobe to create their own version of what they think is the most important parts of the book, and will create a visual based on that. 3. an alternative ending to the book- students will create a short movie using their creativity to display what they wanted to happen at the end of the book. Students will be able to use GarageBand and Telestory to create their movie. For all projects, except the paper, students will be able to work together. However, students will be required to use one of the provided websites/apps \| -Students will have the last chapter of the book read to them through the Audiobook. The students will follow along with their own books. -We will have an open discussion forum on Moodle in which the students will describe their closing thoughts about the ending of the book. \| OTHER EVIDENCE: Websites/Apps introduced: Audiobooks, GarageBand, Telestory, Canva, Adobe \| 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. The use of technology to create their projects, will inspire students to be creative and use the websites in the future 2. Students will gain more knowledge by creating their own versions of either the ending of the book or a new book cover. 3. Having three different project ideas for students to choose from will ensure they are given many options to display their knowledge and creativity.	oercommons	2025-03-18T00:37:32.204193	03/18/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101949/overview", "title": "The Outsiders Lesson Plan (End of book)", "author": "Stephanie Bishop" }
https://oercommons.org/courseware/lesson/117027/overview	Education Standards Ice Cream in a Bag Lesson Plan Ice cream Presentation Learn States of Matter with Ice Cream in a Bag Overview In this lesson, students explore the states of matter by creating ice cream in a bag. They'll observe how liquids transform into solids through the process of freezing, while also learning about the properties of solids and liquids. By manipulating ingredients and observing temperature changes, students will gain a hands-on understanding of the scientific principles behind phase transitions. This activity encourages curiosity and critical thinking as students engage with fundamental concepts in a fun and delicious way. Introduction Subjects: • Science • Chemistry • Math Time: 60-90 minutes Skills: • Measurement • Problem-solving • Measurement • Engineering design process Learning Objective/Goal: - Understanding the difference between solids and liquids based on ice cream changing from a liquid to a solid - Understand what changes in ice cream as it is shaken and changes to a solid` Materials Needed per student/serving : - 1/2 cup Half & Half - 1/2 to 1 Tbs of Sugar - 1/4 tsp Vanilla - 2 Sandwich Bag (small and large) - Ice (approx. 1-2 cups) - 2 Spoonfuls of Salt - Extra toppings Background This ice cream lesson is a great way to excite students about learning science principles and illustrate the concept in real life. Students can also practice skills in measurement and math where they can measure out the ingredients and calculate the total volume before beginning to shake it Activity Introduction: - Prepare all ingredients and introduce students to the topic of ice cream - Go over an overview of what will be discussed - Start the presentation on ice cream, which goes over the history of ice cream, how it changes states of matter, and eventually the recipe of how to make it - be sure to explain each slide Instructions for making Ice Cream: - Pour the half and half and sugar into a bowl and mix until dissolved - it may take some time depending on how fast they stir - Stir the vanilla in. - Pour the mixture into the small plastic bag, and close making sure to remove all air from the bag In the large bag: - Put half of the ice in the large bag - there should be a decent layer at the bottom - Place the smaller bag with the half-and-half mixture in the larger bag - Add the rest of the ice, making sure the bag is covered - Pour 2 spoonfuls of salt into the ice Making the ice cream - Have students seal the large bag with air, forming a large bubble, and share aggressively for over 10 minutes. After, check the ice cream every 2-3 minutes Discussion as the students are eating their ice cream, have a short discussion/debrief about how it went, if they like it or not, and what they learned. Potential topics of discussion: Ice Cream Science: How did the ingredients change from liquid to solid? Favorite Part: What was the most fun or interesting part of making ice cream? Next Time: What would you like to try differently if we made ice cream again? Extra Tips for Students: - If the bag is too cold to shake students can grab the plastic bag but not the ice inside and shake (due to the large bubble inside - Try to be as exact as possible when measuring out ingredients! Tips for Teachers: - Prepare all the ingredients beforehand and make sure to have all the required measuring cups - The recipe and serving can be scaled up or down depending on age and materials - Be sure to explain the states of matter change throughout the process! Extensions: - Have the students calculate the total amount of ingredients the teacher needs to buy - Ask students to modify the ice cream recipe by adjusting the fractions and/or ratios of ingredients. Recipe from https://www.delish.com/cooking/recipe-ideas/recipes/a54721/ice-cream-in-a-bag-recipe/	oercommons	2025-03-18T00:37:32.237737	06/20/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117027/overview", "title": "Learn States of Matter with Ice Cream in a Bag", "author": "Annabel Lee" }
https://oercommons.org/courseware/lesson/86975/overview	https://www.usconstitution.net/constkidsK.html https://www.youtube.com/watch?v=NmwzK1Ba7v0 Warm-Up Activity Overview This is a warm-up activity for The United States Constitution Social Studies Start by watching the short video provided Then read through the second link provided When you have completed the first two links, complete the acitvity provided	oercommons	2025-03-18T00:37:32.255679	10/22/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86975/overview", "title": "Warm-Up Activity", "author": "Briteanna Curry" }
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	2025-03-18T00:37:32.275303	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/69474/overview	earthquake data teacher copy Earthquake worksheet https://vault.sierraclub.org/john_muir_exhibit/writings/the_earthquake.aspx John Muir Writings physical_map_of_north_america Plate Tectonics Video Tectonic Plates Earthquake Hazards in America: 4th Grade Overview This lesson examines where Earthqakes happen and introduces Tectonic Plates. Students will examine the data and draw their own conclusions about the link between earthquakes and plate movement. Reading Objectives: Fourth grade students will examine data about earthquakes in order to understand how they are connected to plate tectonics. The classroom’s smart board and Ladybug system will be utilized. \| Anticipatory Set or Focus: Discuss with the group their pre-conceived ideas about earthquakes. \| Body of the Lesson Phase One: Determine in which states earthquakes happen. Students will work as a group to determine the frequency of earthquakes in each state. They will be given a set of data, guiding questions, and colorable maps of the United States. Students will be encouraged to use the data to identify the top ten states for earthquakes. They will be guided to consider the mountain ranges in the states identified. Phase Two: Plate Tectonics Students will watch a short video about plate tectonics. (https://www.youtube.com/watch?v=FbbwaAIMvvs) After viewing, we will discuss how the information in the video relates to what they learned coloring their maps. I will guide the discussion towards the causation factors. (For example: “What do mountain ranges have to do with earthquakes?”) I will guide the students to understand that earthquakes often happen along the boundaries between continents and oceans. We will discuss how plate tectonics cause not only earthquakes, but also mountain ranges. \| Closure We will come back together as a class and talk about what data surprised them and what they learned. I will have monitored their progress to make sure they were on the right track and not misinterpreting the data. We will wrap up the lesson by reinforcing the idea that earthquakes often happen at the plate boundary. We will clarify what happens at plate boundaries (mountain ranges, earthquakes, etc). \| Extensions: This topic could easily be expanded into multiple days. We could do a hands-on activity about tectonic plates using cardboard to model the convergent, divergent and transform types of boundaries. We could do another day studying earthquakes, including watching footage and analyzing the risks earthquakes can pose. As well, the study of plate boundaries could be expanded to the world or to the minor plates in the United States as well as the major ones. Another day (or two) could be spend studying Continental Drift and Pangea. This lesson lends itself to multiple interdisciplinary applications. To tie in with math, the students could perform the statistical analysis to create the data chart themselves. To tie in with social studies, they could complete this lesson while studying the geography of the United States. To tie in with English, the students could read literature about natural disasters, such as Edwidge Danticat’s novel “Eight Days: A Story of Haiti” about a boy trapped for eight days following an earthquake. \| \| Evaluation Strategy: Evaluation will be final grading of the worksheet and class participation. Later in the unit, there will be a quiz containing questions about this lesson. \| Resources: Blank maps of the US Topographic map of the US Tectonic plate map of the US Data chart on earthquake frequency Colored Pencils, crayons or markers Smart Board or other method of showing video \| ReferencesKing, H. M. (2019). Plate Tectonics Map. Retrieved from Geology.com: https://geology.com/plate-tectonics.shtml National Map. (2014). Retrieved from USGS.gov: https://nationalmap.gov/small_scale/printable/climatemap.html#list New Earthquake Hazards Program. (n.d.). Retrieved from USGS.gov: https://www.usgs.gov/natural-hazards/earthquake-hazards/lists-maps-and-statistics Physical map of North America. (n.d.). Retrieved from Vidiani.com: http://www.vidiani.com/physical-map-of-north-america/ Techtonic Plates and Earthquakes. (2017, October 12). Retrieved from Pixeldust Studios: https://www.youtube.com/watch?v=FbbwaAIMvvs \| Slide Presentation about Earthquakes John Muir Reading : https://vault.sierraclub.org/john_muir_exhibit/writings/the_earthquake.aspx Slide Presentation about Earthquakes	oercommons	2025-03-18T00:37:32.313728	07/08/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69474/overview", "title": "Earthquake Hazards in America: 4th Grade", "author": "danielle holman" }
https://oercommons.org/courseware/lesson/109729/overview	Exploring the History and Potential of Education Technology Overview A brief history of educational technology and a glimpse at where educational technology may be headed in the future. Course Description and Learning Objectives Course Description: Learners will examine the history of education technology, identify important milestones in education technology, and take a tour of the future possibilities. Learning Objectives: - Discover education technologies across the ages - Examine changes to education technology across the decades - Explore the future of education technology Education Technology Across the Ages Section Learning Objectives: - Explore education technology throughout history - Define education in your own terms - Decide what should or should not be considered education technology Key Points: - The definition of education technology varies - Education technology has existed for thousands of years - Education technology includes both oral and written forms - People differ on what consitutes education technology When viewing the animation (SMARTEduEMEA, 2011) provided below, think about the following: - How do you define education technology/? - Do you agree that all of examples provided in the video are education technology? References: SMARTEduEMEA. (2011, October 3). The history of technology in education [Video]. YouTube. The history of technology in education - YouTube Changes to Education Technology Section Learning Objectives: - Examine how education technology has changed over time - Identify the most impactful technological advancement in education Key Points: - Education technololgy has evolved throughout history - Major advancements have occurred within the last century - Examples of education technology that have transformed education include: - Projector - Calculator - Computer - Whiteboard While reviewing the infographic linked below, identify which education technology you feel has been most impactful to student learning. Timeline of Educational Technology in Schools Infographic References: Educational Technology Infographics. (2014, March 31). Timeline of educational technolgy in schools [Infographic]. elearninginfographics.com. Timeline of Educational Technology in Schools Infographic - e-Learning Infographics (elearninginfographics.com) Future of Education Technology Section Learning Objectives: - Explore future education technology - Identify an educational technology that will benefit students in the future - Examine ethical issues related to the future of education technologies Key Points: - Advancements in technologies continually changes the way students learn and the way teachers teach - Education technologies of the future have the potential to reach more students and personalize learning - Ethical concerns regarding privacy and security in education technology exist While viewing the video, think about another potential ethical concern related to advancing education technologies. If you are unable to come up with one, search out a reputable resource on the subject. References: 21st Century Skills. (2023, February 12). Use of AI in education [Video]. YouTube. Use of AI in Education \| Educational Technology - YouTube	oercommons	2025-03-18T00:37:32.333668	10/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109729/overview", "title": "Exploring the History and Potential of Education Technology", "author": "Jeanna Pitcock" }
https://oercommons.org/courseware/lesson/80175/overview	Data Analysis of Algae Tanks Overview Use data sets from a group of ninth grade students to analyze and draw conclusions, find sources of error, and identify variables and constants. Data Analysis of Algae Tanks The attached data sets were taken from a group of ninth grade students who actively monitored 6 algae tanks for roughly a month. Several measures were taken to try to make the data accurate. However, potential sources of error or variables can also be identified. The following is several different data sets. Students can analyze the different data sets to draw conclusions and to identify sources of error.	oercommons	2025-03-18T00:37:32.351057	05/11/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80175/overview", "title": "Data Analysis of Algae Tanks", "author": "Lora Gibbons" }
https://oercommons.org/courseware/lesson/88847/overview	Chapter 6 Introduction and Section 1 Overview Lesson detailing Chapter 6 Learning Introduction and Section 1. Chapter 6 Introduction Chapter 6 Introduction The summer sun shines brightly on a deserted stretch of beach. Suddenly, a tiny grey head emerges from the sand, then another and another. Soon the beach is teeming with loggerhead sea turtle hatchlings (Figure). Although only minutes old, the hatchlings know exactly what to do. Their flippers are not very efficient for moving across the hot sand, yet they continue onward, instinctively. Some are quickly snapped up by gulls circling overhead and others become lunch for hungry ghost crabs that dart out of their holes. Despite these dangers, the hatchlings are driven to leave the safety of their nest and find the ocean. Not far down this same beach, Ben and his son, Julian, paddle out into the ocean on surfboards. A wave approaches. Julian crouches on his board, then jumps up and rides the wave for a few seconds before losing his balance. He emerges from the water in time to watch his father ride the face of the wave. Unlike baby sea turtles, which know how to find the ocean and swim with no help from their parents, we are not born knowing how to swim (or surf). Yet we humans pride ourselves on our ability to learn. In fact, over thousands of years and across cultures, we have created institutions devoted entirely to learning. But have you ever asked yourself how exactly it is that we learn? What processes are at work as we come to know what we know? This chapter focuses on the primary ways in which learning occurs. Chapter 6 Section 1 Chapter 6 Section 1 Learning Birds build nests and migrate as winter approaches. Infants suckle at their mother’s breast. Dogs shake water off wet fur. Salmon swim upstream to spawn, and spiders spin intricate webs. What do these seemingly unrelated behaviors have in common? They all are unlearned behaviors. Both instincts and reflexes are innate behaviors that organisms are born with. Reflexes are a motor or neural reaction to a specific stimulus in the environment. They tend to be simpler than instincts, involve the activity of specific body parts and systems (e.g., the knee-jerk reflex and the contraction of the pupil in bright light), and involve more primitive centers of the central nervous system (e.g., the spinal cord and the medulla). In contrast, instincts are innate behaviors that are triggered by a broader range of events, such as aging and the change of seasons. They are more complex patterns of behavior, involve movement of the organism as a whole (e.g., sexual activity and migration), and involve higher brain centers. Both reflexes and instincts help an organism adapt to its environment and do not have to be learned. For example, every healthy human baby has a sucking reflex, present at birth. Babies are born knowing how to suck on a nipple, whether artificial (from a bottle) or human. Nobody teaches the baby to suck, just as no one teaches a sea turtle hatchling to move toward the ocean. Learning, like reflexes and instincts, allows an organism to adapt to its environment. But unlike instincts and reflexes, learned behaviors involve change and experience: learning is a relatively permanent change in behavior or knowledge that results from experience. In contrast to the innate behaviors discussed above, learning involves acquiring knowledge and skills through experience. Looking back at our surfing scenario, Julian will have to spend much more time training with his surfboard before he learns how to ride the waves like his father. Learning to surf, as well as any complex learning process (e.g., learning about the discipline of psychology), involves a complex interaction of conscious and unconscious processes. Learning has traditionally been studied in terms of its simplest components—the associations our minds automatically make between events. Our minds have a natural tendency to connect events that occur closely together or in sequence. Associative learning occurs when an organism makes connections between stimuli or events that occur together in the environment. You will see that associative learning is central to all three basic learning processes discussed in this chapter; classical conditioning tends to involve unconscious processes, operant conditioning tends to involve conscious processes, and observational learning adds social and cognitive layers to all the basic associative processes, both conscious and unconscious. These learning processes will be discussed in detail later in the chapter, but it is helpful to have a brief overview of each as you begin to explore how learning is understood from a psychological perspective. In classical conditioning, also known as Pavlovian conditioning, organisms learn to associate events—or stimuli—that repeatedly happen together. We experience this process throughout our daily lives. For example, you might see a flash of lightning in the sky during a storm and then hear a loud boom of thunder. The sound of the thunder naturally makes you jump (loud noises have that effect by reflex). Because lightning reliably predicts the impending boom of thunder, you may associate the two and jump when you see lightning. Psychological researchers study this associative process by focusing on what can be seen and measured—behaviors. Researchers ask if one stimulus triggers a reflex, can we train a different stimulus to trigger that same reflex? In operant conditioning, organisms learn, again, to associate events—a behavior and its consequence (reinforcement or punishment). A pleasant consequence encourages more of that behavior in the future, whereas a punishment deters the behavior. Imagine you are teaching your dog, Hodor, to sit. You tell Hodor to sit, and give him a treat when he does. After repeated experiences, Hodor begins to associate the act of sitting with receiving a treat. He learns that the consequence of sitting is that he gets a doggie biscuit (Figure). Conversely, if the dog is punished when exhibiting a behavior, it becomes conditioned to avoid that behavior (e.g., receiving a small shock when crossing the boundary of an invisible electric fence). In operant conditioning, a response is associated with a consequence. This dog has learned that certain behaviors result in receiving a treat. (credit: Crystal Rolfe) Observational learning extends the effective range of both classical and operant conditioning. In contrast to classical and operant conditioning, in which learning occurs only through direct experience, observational learning is the process of watching others and then imitating what they do. A lot of learning among humans and other animals comes from observational learning. To get an idea of the extra effective range that observational learning brings, consider Ben and his son Julian from the introduction. How might observation help Julian learn to surf, as opposed to learning by trial and error alone? By watching his father, he can imitate the moves that bring success and avoid the moves that lead to failure. Can you think of something you have learned how to do after watching someone else? All of the approaches covered in this chapter are part of a particular tradition in psychology, called behaviorism, which we discuss in the next section. However, these approaches do not represent the entire study of learning. Separate traditions of learning have taken shape within different fields of psychology, such as memory and cognition, so you will find that other chapters will round out your understanding of the topic. Over time these traditions tend to converge. For example, in this chapter you will see how cognition has come to play a larger role in behaviorism, whose more extreme adherents once insisted that behaviors are triggered by the environment with no intervening thought.	oercommons	2025-03-18T00:37:32.371970	12/17/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88847/overview", "title": "Chapter 6 Introduction and Section 1", "author": "Clint Borton" }
https://oercommons.org/courseware/lesson/117641/overview	Types of Bridges Lesson Plan. Gr. 6 Overview This Piktochart contains lesson plan information for teaching middle school age students about the engineering design process and bridge design. Students will be able to: Describe and identify the most common types of bridges. Describe the strenghths and weaknesses of each type of bridge. Explain constraints and tension and show how it works on each bridge type. Construct a bridge using one of the common bridge types that can support a predetermined amount of weight. Included in this Piktochart Lesson Plan 1. Definition of types of bridges 2. Example sketches of types of bridges (Google Slide Format) 3. Quick Design Paper Bridge Challenge Lesson Plan - Piktochart with links This Piktochart contains lesson plan information for teaching middle school age students about the engineering design process and bridge design. Students will be able to: Describe and identify the most common types of bridges. Describe the strenghths and weaknesses of each type of bridge. Explain constraints and tension and show how it works on each bridge type. Construct a bridge using one of the common bridge types that can support a predetermined amount of weight.	oercommons	2025-03-18T00:37:32.387074	07/05/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117641/overview", "title": "Types of Bridges Lesson Plan. Gr. 6", "author": "Jacqueline Osterhout" }
https://oercommons.org/courseware/lesson/105252/overview	PRODUCT BASED ASSESSMENT PRODUCT BASED ASSESSMENT Overview Product-based assessment is an evaluation useto assess the knowledge, skills, and competencies of individuals based on their creation of infographic product about the proper use of social media. Product Based Assessment Subject: Technology and Livelihood Education: Information and Communication Technology (ICT) Grade Level: Grade 8 Topic: Evaluating an infographic about the proper use of social media. INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: To develop students skills in creating an infographic design. ASSESSMENT TASK: Construct an infographic output about the proper use of social media. INSTRUCTIONS: In this product-based assessment, you will create an informative infographic on the proper use of social media. The purpose is to educate Grade 8 students about responsible and safe practices when using social media platforms. The infographic should be visually appealing and engaging, presenting key information in a clear and concise manner. Materials: Computer or laptop with graphic design software (e.g., Adobe Illustrator, Canva, or PowerPoint) Internet access for research (optional) Pen and paper for brainstorming (optional) Process/ Mechanics: Research and Brainstorming: Start by researching and gathering information about the proper use of social media. Ensure the sources are reliable and up-to-date. Identify the most important points that Grade 8 students should know, such as privacy settings, cyberbullying, online etiquette, and the impact of social media on mental health. Create a rough outline or mind map of the information you want to include in your infographic. Design and Layout Creation: Open your chosen graphic design software or PowerPoint presentation. Determine the dimensions of your infographic. A typical size is 800 pixels wide and 2000 pixels tall. Divide your infographic into sections or columns to organize the information effectively. Utilize appropriate colors, fonts, icons, and images to make your infographic visually appealing and easy to understand. Include catchy headings, subheadings, and bullet points to present information in a concise and engaging way. Incorporate relevant statistics or data to support your points. Review, Revise, and Finalize: Review your infographic for clarity, accuracy, and grammar. Ask for feedback from your peers or teachers to ensure the content is clear and understandable. Revise and make necessary adjustments based on the feedback received. Double-check the design elements, ensuring they enhance the readability and aesthetics of the infographic. Proofread the text for any spelling or grammatical errors. Save your final infographic in a suitable file format (e.g., JPEG or PNG). Presentation and Submission: Prepare to present your infographic to your classmates and teacher. Explain the key points and why they are essential in the context of social media. Submit the infographic according to your teacher's instructions, either physically or digitally. Tips & Reminders: Keep the information concise and easy to understand. Use visuals, such as icons or images, to enhance the appeal and comprehension of the infographic. Ensure the design is visually appealing but not overwhelming or cluttered. Use appropriate color schemes and fonts that are easy to read. Cite your sources if you include any specific information or statistics. Time frame: This task is expected to be completed within a period of 2 weeks. Submission: Submit your final infographic in the intended Google Classroom for your ICT Subject. Ensure the submission is in the required format, such as printed or digital file.t RUBRICS: Instructions: Rate the infographic with the use of this rubric as it provides clear descriptors that indicate the level of achievement for each performance level. The point values assigned to each level of achievement can vary depending on the importance and complexity of the criterion. Criteria Excellent (4 points) Good (3 points) Fair (2 points) Poor (1 point) Content Accurate and comprehensive Mostly accurate and complete Partially accurate or limited Inaccurate or lacking content Organization Clear and logical structure Mostly clear and organized Some organization issues Disorganized Visual Appeal Highly engaging and visually appealing Moderately engaging and visually appealing Somewhat engaging or visually appealing Not visually appealing or engaging Design Elements Effective use of color, fonts, and graphics Adequate use of color, fonts, and graphics Limited use of color, fonts, and graphics Ineffective use of color, fonts, and graphics Readability Text is clear and easy to read Text is mostly clear and readable Some issues with readability Text is difficult to read Grammar and Spelling No grammatical or spelling errors Few grammatical or spelling errors Some grammatical or spelling errors Numerous grammatical or spelling errors REFERENCES: Online Sources: Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press. Retrieved from https://www.danah.org/books/ItsComplicated.pdf Common Sense Media. (n.d.). Social media, social life: How teens view their digital lives. Retrieved from https://www.commonsensemedia.org/research/social-media-social-life-how-teens-view-their-digital-lives Pew Research Center. (2021). Teens, social media & technology 2021. Retrieved from https://www.pewresearch.org/internet/2021/08/31/teens-social-media-technology-2021/ Books: Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. Basic Books. boyd, d., & Ellison, N. B. (Eds.). (2008). Social network sites: Definition, history, and scholarship. In The Oxford handbook of Internet studies (pp. 137-151). Oxford University Press. PREPARED BY: ALAGBAN, PATRICIA ISABEL (patriciaisabel.alagban@ctu.edu.ph) May 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/. Product Based Assessment Subject: Technology and Livelihood Education: Information and Communication Technology (ICT) Grade Level: Grade 8 Topic: Evaluating an infographic about the proper use of social media. INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: To develop students skills in creating an infographic design. ASSESSMENT TASK: Construct an infographic output about the proper use of social media. INSTRUCTIONS: In this product-based assessment, you will create an informative infographic on the proper use of social media. The purpose is to educate Grade 8 students about responsible and safe practices when using social media platforms. The infographic should be visually appealing and engaging, presenting key information in a clear and concise manner. Materials: Computer or laptop with graphic design software (e.g., Adobe Illustrator, Canva, or PowerPoint) Internet access for research (optional) Pen and paper for brainstorming (optional) Process/ Mechanics: Research and Brainstorming: Start by researching and gathering information about the proper use of social media. Ensure the sources are reliable and up-to-date. Identify the most important points that Grade 8 students should know, such as privacy settings, cyberbullying, online etiquette, and the impact of social media on mental health. Create a rough outline or mind map of the information you want to include in your infographic. Design and Layout Creation: Open your chosen graphic design software or PowerPoint presentation. Determine the dimensions of your infographic. A typical size is 800 pixels wide and 2000 pixels tall. Divide your infographic into sections or columns to organize the information effectively. Utilize appropriate colors, fonts, icons, and images to make your infographic visually appealing and easy to understand. Include catchy headings, subheadings, and bullet points to present information in a concise and engaging way. Incorporate relevant statistics or data to support your points. Review, Revise, and Finalize: Review your infographic for clarity, accuracy, and grammar. Ask for feedback from your peers or teachers to ensure the content is clear and understandable. Revise and make necessary adjustments based on the feedback received. Double-check the design elements, ensuring they enhance the readability and aesthetics of the infographic. Proofread the text for any spelling or grammatical errors. Save your final infographic in a suitable file format (e.g., JPEG or PNG). Presentation and Submission: Prepare to present your infographic to your classmates and teacher. Explain the key points and why they are essential in the context of social media. Submit the infographic according to your teacher's instructions, either physically or digitally. Tips & Reminders: Keep the information concise and easy to understand. Use visuals, such as icons or images, to enhance the appeal and comprehension of the infographic. Ensure the design is visually appealing but not overwhelming or cluttered. Use appropriate color schemes and fonts that are easy to read. Cite your sources if you include any specific information or statistics. Time frame: This task is expected to be completed within a period of 2 weeks. Submission: Submit your final infographic in the intended Google Classroom for your ICT Subject. Ensure the submission is in the required format, such as printed or digital file.t RUBRICS: Instructions: Rate the infographic with the use of this rubric as it provides clear descriptors that indicate the level of achievement for each performance level. The point values assigned to each level of achievement can vary depending on the importance and complexity of the criterion. Criteria Excellent (4 points) Good (3 points) Fair (2 points) Poor (1 point) Content Accurate and comprehensive Mostly accurate and complete Partially accurate or limited Inaccurate or lacking content Organization Clear and logical structure Mostly clear and organized Some organization issues Disorganized Visual Appeal Highly engaging and visually appealing Moderately engaging and visually appealing Somewhat engaging or visually appealing Not visually appealing or engaging Design Elements Effective use of color, fonts, and graphics Adequate use of color, fonts, and graphics Limited use of color, fonts, and graphics Ineffective use of color, fonts, and graphics Readability Text is clear and easy to read Text is mostly clear and readable Some issues with readability Text is difficult to read Grammar and Spelling No grammatical or spelling errors Few grammatical or spelling errors Some grammatical or spelling errors Numerous grammatical or spelling errors REFERENCES: Online Sources: Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press. Retrieved from https://www.danah.org/books/ItsComplicated.pdf Common Sense Media. (n.d.). Social media, social life: How teens view their digital lives. Retrieved from https://www.commonsensemedia.org/research/social-media-social-life-how-teens-view-their-digital-lives Pew Research Center. (2021). Teens, social media & technology 2021. Retrieved from https://www.pewresearch.org/internet/2021/08/31/teens-social-media-technology-2021/ Books: Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. Basic Books. boyd, d., & Ellison, N. B. (Eds.). (2008). Social network sites: Definition, history, and scholarship. In The Oxford handbook of Internet studies (pp. 137-151). Oxford University Press. PREPARED BY: ALAGBAN, PATRICIA ISABEL (patriciaisabel.alagban@ctu.edu.ph) May 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.	oercommons	2025-03-18T00:37:32.430031	06/14/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105252/overview", "title": "PRODUCT BASED ASSESSMENT", "author": "Patricia Isabel Alagban" }
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	2025-03-18T00:37:32.447033	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/113937/overview	Video Presentation detailing how to add resources to the Massachusetts Community Colleges OER (Open Educational Resources) Hub. Instructions for Faculty Overview Instructions for creating and adding material to the Massachusetts Community Colleges Open Educational Resources Hub in PDF and video format. Slideshow of instructions for Faculty and other members of Massachusetts Community College community to add content to the Massachusetts Communtiy Colleges Open Educational Resources Hub.	oercommons	2025-03-18T00:37:32.464478	03/06/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113937/overview", "title": "Instructions for Faculty", "author": "Rachel Oleaga2" }
https://oercommons.org/courseware/lesson/24955/overview	- - Assessment - Blended - Lemon Brown - Little Things Are Big - MSDE - Remix - Stations - Technology - Writing - License: - Creative Commons Attribution - Language: - English - Media Formats: - Downloadable docs Education Standards Learning Domain: Language Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening. Learning Domain: Language Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Learning Domain: Language Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Learning Domain: Reading for Literature Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Learning Domain: Reading for Literature Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. Learning Domain: Reading for Literature Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Learning Domain: Reading for Literature Standard: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Learning Domain: Reading for Literature Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Learning Domain: Speaking and Listening Standard: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Learning Domain: Writing Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Learning Domain: Writing Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Learning Domain: Language Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening. Learning Domain: Language Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Learning Domain: Language Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Learning Domain: Reading Literature Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Maryland College and Career Ready English Language Arts Standards Grade 8Learning Domain: Reading Literature Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. Learning Domain: Reading Literature Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Learning Domain: Reading Literature Standard: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Learning Domain: Reading Literature Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly. Learning Domain: Speaking and Listening Standard: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Learning Domain: Writing Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Learning Domain: Writing Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1��3 above.) Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Cluster: Key Ideas and Details. Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. Cluster: Key Ideas and Details. Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Cluster: Key Ideas and Details. Standard: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Cluster: Craft and Structure. Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Cluster: Range of Writing. Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Cluster: Production and Distribution of Writing. Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Cluster: Comprehension and Collaboration. Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Cluster: Presentation of Knowledge and Ideas. Standard: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Cluster: Knowledge of Language. Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening. Cluster: Vocabulary Acquisition and Use. Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Cluster: Vocabulary Acquisition and Use. Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. War of Words Lesson 2 (MDK12 Remix) Overview “The Treasure of Lemon Brown” by Walter Dean Myers See Overview attachment for lesson details. Section 1 “The Treasure of Lemon Brown” by Walter Dean Myers See Overview attachment for lesson details.	oercommons	2025-03-18T00:37:32.536301	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/24955/overview", "title": "War of Words Lesson 2 (MDK12 Remix)", "author": "Reading Literature" }
https://oercommons.org/courseware/lesson/74576/overview	Education Standards Virtual Lesson Planner Overview VLP template for practicum 2020-2 student teachers Introduction Welcome to our Virtual Lesson Planner dear student teachers 2020-2 ! Create and share your VLPs with an international community of OER expert teachers ! Pre-activities Pre-activities Input: receptive skills (Listening & Reading: gaming) While-activities While-activities Output: productive skills (Speaking & Writing) Post-activities Post-activities Intake: interactional skills (Oral Interaction & Writing Interaction)	oercommons	2025-03-18T00:37:32.556705	11/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74576/overview", "title": "Virtual Lesson Planner", "author": "Fernando Fernandez" }
https://oercommons.org/courseware/lesson/109522/overview	https://www.youtube.com/watch?v=Re3_ajB11E0 States of Matter Overview Students will be learning about the states of matter. I will be teaching them different things and differences of solids, liguids, and gases. Students then will do 2 tasks: Task 1: Watch a states of matter song on youtube. Task 2: Play a game that has them answer questions about states of matter to advance in the game. Learning Matter I will be teaching my 5th grade students states of matter. This will include solids, liquids, and gases. After I teach the lesson, the students will do 2 tasks: Task 1: Watch the states of matter song on youtube. Task 2: Students will play a states of matter game where they will answer questions about states of matter to advance in the game.	oercommons	2025-03-18T00:37:32.574370	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109522/overview", "title": "States of Matter", "author": "Physical Science" }
https://oercommons.org/courseware/lesson/67619/overview	Crafting 3D Formative Assessment Items Overview The design for this Canvas course was adapted from the Advancing Coherent and Equitable Systems of Science Education: Resource D developed by Phil Bell and Deb Morrison. (Links to an external site.) Participants build their 3D assessment design capacity by following a step-by-step process using supporting tools to design formative assessment items—before piloting them in their classrooms. The approaches learned in this course can be used with any science curricula, at any grade level, and across all domains of science and engineering.	oercommons	2025-03-18T00:37:32.586367	05/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67619/overview", "title": "Crafting 3D Formative Assessment Items", "author": "Scott Killough" }
https://oercommons.org/courseware/lesson/89436/overview	EXPERIENTIAL LEARNING Overview The image describes the stages in the experiential learning cycle as proposed by Kolb, 1984 EXPERIENTIAL LEARNING THE GAME CHANGER! Experiential learning entails the process of making meaning from a direct experience. Meaning is created through reflection and collaboration with peers	oercommons	2025-03-18T00:37:32.602805	01/21/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89436/overview", "title": "EXPERIENTIAL LEARNING", "author": "Damaris kariuki" }
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	2025-03-18T00:37:32.619546	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/105520/overview	Affective-Based Assessment Overview This assessment is an evaluation based on a student's attitudes, interests, and values. Here is an example for affective assessment. AFFECTIVE-BASED ASSESSMENT Subject: Technology and Livelihood Education: ESP Grade Level: Grade 4 Topic: Building Good Classroom Environment INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: ● To evaluate the student’s involvement in building good classroom environment ASSESSMENT TASK: Evaluate students affective for building good classroom environment INSTRUCTIONS: The students will be given this student-self report after the topic discussion. This is intended for Grade 8 students only Submission will be after the students successfully responsed to the checklist. RUBRICS: \| Checklist \| Always (5) \| Sometimes (4) \| Seldom (3) \| Never ( \| \| 1. I actively listen during class discussions and instructions. \| \|\|\|\| \| 2. I am genuinely interested in learning. \| \|\|\|\| \| 3. I actively engage in individual and group activities. \| \|\|\|\| \| 4. I take my part in contributing my ideas about the lesson. \| \|\|\|\| \| 5. I appreciate the efforts of my classmates and teachers. \| \|\|\|\| \| 6. I recognize the importance of everyone’s contribution. \| \|\|\|\| \| 7. I plan my things to do with my classmates ahead of time. \| \|\|\|\| \| 8. I take the initiative to lead my classmates when needed. \| \|\|\|\| \| 9. I follow the rules and regulations inside and outside the classroom. \| \|\|\|\| \| 10. I show respect and empathy when interacting with my classmates and teachers \|	oercommons	2025-03-18T00:37:32.636311	06/17/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105520/overview", "title": "Affective-Based Assessment", "author": "Via Christine Rellin" }
https://oercommons.org/courseware/lesson/103716/overview	Google Classroom https://dictionary.cambridge.org/es/ https://www.canva.com/design/DAFk5aF6IQY/cyzJ44TNttDVfCp47T8q-Q/watch?utm_content=DAFk5aF6IQY&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink Learning objectives presentation THE INFLUENCE OF MUSIC ON EMOTIONS Learning through music Overview Learning about music in our lives Introduction and Instructions The following Canva presentation explains how music affects our moods and our lives. Take a look at it and use the information to complete the next activities. Join Google Classroom by clicking here Learning Objectives To check every English goal, you should visit the genially presentation Listening Comprehension Reading Comprehension Oral Production Writing Production Let's get started! Taken by @Burak Sür Click here to join the Jamboard. Website to create the reflective paragraph: https://creatufrase.net Click here to join the Classroom. Oral Interaction In this section, you will find an activity and 2 tasks to complete it To record the second part (the explanation) you can click this link: https://vocaroo.com/ and remember to go to google classroom to upload the evidence. Record your answer here and upload the audio to the Google Classroom task. Writing Interaction Assessment Section Finally, to conclude this unit, you will find a fun game of 5 questions to reinforce your knowledge. You will need to read the question and choose the correct answer to help the frog cross the lake. Remember to consider the explanation given at the beginning. Good luck!	oercommons	2025-03-18T00:37:32.667653	Melissa Tovar	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103716/overview", "title": "Learning through music", "author": "Module" }
https://oercommons.org/courseware/lesson/106558/overview	Exploring trigonometric transformations artistically through Scratch Coding Overview Write the code in order to explore the beauty of trigonometric transformations - to potentially be copied to a program like Paint for appreciation of the artistic qualities. Exploring trigonometric transformations artistically through Scratch Coding	oercommons	2025-03-18T00:37:32.684178	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106558/overview", "title": "Exploring trigonometric transformations artistically through Scratch Coding", "author": "Functions" }
https://oercommons.org/courseware/lesson/105868/overview	ian-kelsall-KX5ZQkluQ9U-unsplash OER Adaptation and Attribution Overview The Copyright status of the attached images are public domain. I took an image of the Arc De Triomphe and remixed it using Photoshop. "Arc de Triomphe de l’Étoile" by Daniel J. Schwarz is in the Public Domain Arc De Triomphe The Copyright status of the attached images are public domain. I took an image of the Arc De Triomphe and remixed it using Photoshop. "Arc de Triomphe de l’Étoile" by Daniel J. Schwarz is in the Public Domain	oercommons	2025-03-18T00:37:32.702636	06/26/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105868/overview", "title": "OER Adaptation and Attribution", "author": null }
https://oercommons.org/courseware/lesson/104655/overview	Towards a more sustainable lifestyle Overview Overview of the Lesson Plan: Students and people in general are often not aware of the diverse ways that our daily activities can both positively and negatively affect our environment. Through this lesson, students will identify fundamental actions they can take within their communities to embrace a more sustainable lifestyle. Audience (Age, English Level): 14 – 16 years old, A2 English level Title of Lesson Plan: Towards a more sustainable lifestyle List specific resources that you may use in your lesson plan (e.g., websites, articles, technology). - Computer - Electricity - Internet - Board - Notebooks - Paper - Markers - Pens - Pencils - Projector - Posting paper - Tape - Cellphone - Earthproject app Learning Objectives: Students will be able to understand the concept of sustainable living. Students will be able to identify daily life sustainable activities they can incorporate in their own lives. Students will actively engage in learning about Earthproject app, which will be downloaded as their primary tool to take team-oriented actions and keep track of progress on Climate Action Change project they choose. Throughout this time, they will develop a weekly progress report to document and reflect on the implementation of the chosen sustainable activity. Students will select and apply a practical sustainable activity (habit) with their home or community over a three-month period. Throughout this time, they will develop a weekly progress report to document and reflect on the implementation of the chosen sustainable activity. Warm-Up: Ask students what they understand by “sustainable living.” Students brainstorm and write some ideas in a piece of paper. Give a brief introduction of the concept: “sustainable living.” Activities/Instructions \| : in this lesson plan, students are acquainted with the DIGPA framework, which serves as a tool for Reflection. The detailed description of this framework can be found in following link: Reflection Guide - Learning Teaching Toolkit (weebly.com) Description What exactly happens in this teaching routine? What does the teacher do? What are the students doing? How is the room set up? What materials are used (if any)? What are the various steps? How long do they take? Interpretation How do you think this activity can help or affect student learning and participation? Why exactly is it set up the way it is? Generalization What core beliefs or values does this activity/technique touch on? Planning Action What are adaptations and/or changes you might make to this activity? Why? (Connect to your interpretations and/or other students or aims)	oercommons	2025-03-18T00:37:32.731024	06/04/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104655/overview", "title": "Towards a more sustainable lifestyle", "author": "Carlos Monroy" }
https://oercommons.org/courseware/lesson/112715/overview	Ancient Civilizations Video Project Overview For this project, student will create a video about an ancient civilization. The video should include information such as time period, geography as well as other information such as type of government, technologies used, art created, and political influence. Attachments The attachment for this resource is an outline for students to use in completing their video project. About This Resource The sample assignment here was submitted by a participant in a one-day workshop entitled, "Teaching Indigenous History as World History" for world history teachers hosted by the Alliance for Learning in World History. This resource was contributed by Ruthann Niewoehner.	oercommons	2025-03-18T00:37:32.748922	World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112715/overview", "title": "Ancient Civilizations Video Project", "author": "World Cultures" }
https://oercommons.org/courseware/lesson/106589/overview	OREGON MATH STANDARDS (2021): [8.AFN] 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: 8.AFN.A.1 Cluster: 8.AFN.A - Define, evaluate, and compare functions. STANDARD: 8.AFN.A.1 Standards Statement (2021): Understand in authentic contexts, that the graph of a function is the set of ordered pairs consisting of an input and a corresponding output. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.RP.A.2 \| 8.AFN.A.2, 8.AFN.A.3, 8.AFN.B.5, HS.AFN.A.1 \| HS.GM.A.1 \| 8.F.A.1 8.AFN.A Crosswalk \| Standards Guidance: Clarification - Understanding that a function is a rule that assigns exactly one output to each input. Boundaries - Use of function notation is not required in Grade 8. Teaching Strategies - Students should be able to use algebraic reasoning when formulating an explanation or justification regarding whether or not a relationship is a function or not a function. Communication - Describe the graph of a function as the set of ordered pairs consisting of an input and the corresponding output. Formal language, such as domain and range, and function notation may be postponed until high school. (Please reference pages 4 and 5 in the Progression document). Examples - If a function gives the number of hours it takes a person to assemble n engines in a factory, then the set of positive integers would be an appropriate domain for the function. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 8.AFN.A.2 Cluster: 8.AFN.A - Define, evaluate, and compare functions. STANDARD: 8.AFN.A.2 Standards Statement (2021): Compare the properties of two functions represented algebraically, graphically, numerically in tables, or verbally by description. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.AEE.B.4, 7.RP.A.2, 8.AFN.A.1, 8.AEE.B.5, 8.AEE.B.6 \| 8.AFN.B.5, HS.AFN.B.4 \| N/A \| 8.F.A.2 8.AFN.A Crosswalk \| Standards Guidance: Teaching Strategies - Students should justify their own steps, or if given two or more steps of an equation, explain the progression from one step to the next using properties. Examples - Given a linear function represented by a table of values and a linear function represented by an algebraic equation, determine which function has the greater rate of change. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 8.AFN.A.3 Cluster: 8.AFN.A - Define, evaluate, and compare functions. STANDARD: 8.AFN.A.3 Standards Statement (2021): Understand and identify linear functions, whose graph is a straight line, and identify examples of functions that are not linear. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.AFN.A.1, 8.AFN.A.2, 8.AEE.B.6 \| 8.AFN.B.4, 8.AFN.B.5, HS.AFN.D.10 \| N/A \| 8.F.A.3 8.AFN.A Crosswalk \| Standards Guidance: Clarifications - Students should be given opportunities to explore how an equation in the form y = mx + b is a translation of the equation y = mx. - In Grade 7, students had multiple opportunities to build a conceptual understanding of slope as they made connections to unit rate and analyzed the constant of proportionality for proportional relationships. - Students should be given opportunities to explore and generalize that two lines with the same slope but different intercepts, are also translations of each other. - Students should be encouraged to attend to precision when discussing and defining b (i.e., b is not the intercept; rather, b is the y-coordinate of the y- intercept). Students must understand that the x- coordinate of the y-intercept is always 0. Teaching Strategies - Students should be given the opportunity to explore and discover the effects on a graph as the value of the slope and y-intercept changes using technology. - Students should be able to model contextual situations using graphs and interpret graphs based the contextual situations. - Students should analyze a graph by determining whether the function is increasing or decreasing, linear or non-linear. - Students should have the opportunity to explore a variety of graphs including time/distance graphs and time/velocity graphs. Progressions - Students learn to recognize linearity in a table: when constant differences between input values produce constant differences between output values. The proof that y = mx + b is also the equation of a line, and hence that the graph of a linear function is a line, is an important piece of reasoning connecting algebra with geometry in Grade 8. (Please reference page 5 in the Progression document). Examples - For example, A) determine if an equation represents a linear function and give examples of both linear and non-linear functions and B) show that the function A = s^2 is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 8.AFN.B.4 Cluster: 8.AFN.B - Use functions to model relationships between quantities. STANDARD: 8.AFN.B.4 Standards Statement (2021): Construct a function to model a linear relationship in authentic contexts between two quantities. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.RP.A.2, 8.AFN.A.3 \| 8.AFN.B.5, HS.AFN.A.3, HS.AFN.D.8, HS.AFN.B.4, HS.AEE.B.4, HS.AFN.D.10 \| 8.DR.D.4, HS.DR.D.11 \| 8.F.B.4 8.AFN.B Crosswalk \| Standards Guidance: Clarification - Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. - Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. Teaching Strategies - This learning objective also includes verbal descriptions and scenarios of equations, tables, and graphs. Progressions - Graphs are ubiquitous in the study of functions, but it is important to distinguish a function from its graph. For example, a linear function does not have a slope but the graph of a non-vertical line has a slope. - The slope of a vertical line is undefined and the slope of a horizontal line is 0. Either of these cases might be considered “no slope.” Thus, the phrase “no slope” should be avoided because it is ambiguous and “non-existent slope” and “slope of 0” should be distinguished from each other. (Please reference page 6 in the Progression document). Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 8.AFN.B.5 Cluster: 8.AFN.B - Use functions to model relationships between quantities. STANDARD: 8.AFN.B.5 Standards Statement (2021): Describe qualitatively the functional relationship between two quantities in authentic contexts by analyzing a graph. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.AFN.A.1, 8.AFN.A.2, 8.AFN.A.3, 8.AFN.B.4 \| HS.AFN.D.10, HS.AFN.C.6 \| N/A \| 8.F.B.5 8.AFN.B Crosswalk \| Standards Guidance: Clarification - Identify where the function is increasing or decreasing, linear or nonlinear. - Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Teaching Strategies - Students should use algebraic reasoning to show and explain that the graph of an equation represents the set of all its solutions. - Students continue to build upon their understanding of proportional relationships, using the idea that one variable is conditioned on another. - Students should relate graphical representations to contextual situations. - Students should use tables to relate solution sets to graphical representations on the coordinate plane. Examples - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:37:32.822633	07/10/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106589/overview", "title": "OREGON MATH STANDARDS (2021): [8.AFN]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/75004/overview	Minamata Disease Overview The image is made by canva app and describes introduction, cause, symptoms and treatement of Minamata Disease. Diesease	oercommons	2025-03-18T00:37:32.844215	11/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75004/overview", "title": "Minamata Disease", "author": "Mariyah Khatri" }
https://oercommons.org/courseware/lesson/105249/overview	Process-Oriented Based Authentic Assessment Overview Process-oriented assessment centers on evaluating the methods, strategies, and steps individuals use to accomplish a task or reach an outcome. Unlike product-based assessment, the emphasis is placed on understanding the decision-making processes, problem-solving approaches, and steps taken during the task. This assessment method values critical thinking, information analysis, and adaptability when faced with challenges, providing a comprehensive view of an individual's skills and competencies.	oercommons	2025-03-18T00:37:32.855275	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105249/overview", "title": "Process-Oriented Based Authentic Assessment", "author": "Assessment" }
https://oercommons.org/courseware/lesson/112800/overview	Strategy: Group Roles Overview To build collaboration skills, ensure that each group member has an important role that contributes to the success of all. Group Roles To build collaboration skills, ensure that each group member has an important role that contributes to the success of all.	oercommons	2025-03-18T00:37:32.872044	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112800/overview", "title": "Strategy: Group Roles", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/99889/overview	Experience MLA SR Caucus 2023 Overview 2023 Experience MLA agenda and networking activity for members and non-members. Agenda 5 minutes-Welcome 10 minutes-Brief overview of caucus activities 5 minutes-How the breakout room networking will work/share link to topics in OER Commons 25 minutes-Breakout rooms networking 10 minutes-Discussion 5 minutes-Wrap-up Networking Topics Experience MLA Systematic Reviews Caucus Group Networking Topics for Breakout Rooms Directions: Choose a main topic from the list below and use the prompts below each topic to start a group discussion or create your own topics/prompts. Be ready to share what your group discusses. (Session is recorded except for breakout rooms). If your group has trouble getting started, start with an icebreaker from the Random Icebreaker Generator https://teambuilding.com/blog/icebreaker-questions#random __________________________________________________________________ Topic #1: Review Types Prompts: Understanding review types/methods Questions suitable for different review types Discuss any of the review types-could be your experiences working with them Living reviews Helpful articles/resources Topic #2: Searching: Prompts: Creating better searches Getting more efficient at searching Issues with searches Peer reviewing searches PRESS Tips Databases Filters Authorship Meeting with teams Helpful articles/resources Topic #3: Systematic Review Services: Prompts: Managing requests Workflows Team members Paid versus Free Starting a service Service models Setting boundaries Helpful articles/resources Topic #4: Software/Tools: Prompts: Free tools Subscription tools New tools AI/Machine Learning Learning how to use tools Teaching tools Tools for various review stages Helpful articles/resources Topic #5: Other stages of the review: Prompts: Share experiences working on other areas of the review (beyond the search) How involved are you in the other areas outside of the search? Future ways for librarians to collaborate with researchers Helpful articles/resources Topic #6: Additional topics or create your own: Prompts: Managing stress Managing time Managing tasks Organization systems Managing feeling overwhelmed/or too many commitments Communicating with researchers Self-Care Helpful articles/ resource	oercommons	2025-03-18T00:37:32.902113	01/11/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99889/overview", "title": "Experience MLA SR Caucus 2023", "author": "Stephanie Roth" }
https://oercommons.org/courseware/lesson/74060/overview	Renewable Energy Overview Learn about renewable energy. Renewable Energy The time is now to make a differencece in this world. Fossil fuels are destroying our planet, and its time to make a change and support renewable energy. Take this time to learn more about renewable energy and how you can help.	oercommons	2025-03-18T00:37:32.918648	10/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74060/overview", "title": "Renewable Energy", "author": "Paul Eckley" }
https://oercommons.org/courseware/lesson/109791/overview	Intro to basic components of Microsoft Word Overview This lesson is a basic lesson of how to use the most basic parts of Microsoft Word in order to create documents. Intro to basic components of Microsoft Word LESSON https://www.digitallearn.org/courses/microsoft-word Bell Work— Dance Mat Typing—Level 3 Stage 9 Introduction to Word—Activity 1 Indicator: Demonstrate proficiency and skills associated with the use of technologies that are common to a specific occupation. –Keyboarding and Microsoft Word Focus: Student learns to revise and format documents in Microsoft Word Focus Question: What are the basic components of Microsoft word and list the steps to use it? \| \| Mini-Lesson—15 min (Direct Instruction): What concepts/skills will you present? What will you model? Teacher will discuss and Model the basic components of Word processing Activity 2—Microsoft Word Saving your work https://www.digitallearn.org/courses/microsoft-word/lessons/saving https://oercommons.org/authoring/3123-using-microsoft-word-2010 Activity 3—Microsoft Word-- Formatting https://www.digitallearn.org/courses/microsoft-word/lessons/fromatting https://oercommons.org/authoring/3123-using-microsoft-word-2010 Activity 4—Microsoft Word—Cut, copy and paste https://www.digitallearn.org/courses/microsoft-word/lessons/cut-copy-paste Activity 5—Microsoft Word—Insert pictures https://www.digitallearn.org/courses/microsoft-word/lessons/add-a-picture \| \| Teacher—40 min(Collecting data, observing, guided groups, conferencing) \| Students--40 min (Independent practice, collaborative pairs, reading, writing, researching, taking notes solving problems, experimenting) \| The teacher will look for: Students Understanding of how to revise and format a document \| Students will: The Student will: Complete lessons from Learning.com Students will edit and revise a document using components in this lesson Complete an assessment on the 4 videos “Gear(s)” Addressed in this lesson, check all that apply: iNform iNquire iNvestigate eNvisionn iNvent iNspect eNhance \| Closure/ Reflection/ Sharing—5 min: Let’s talk about what our lesson covered today. \| \| Assessments: Completed assessment after viewing the 4 videos Completed document of editing and revisions in the proper format Completed Learning.com Lessons \|	oercommons	2025-03-18T00:37:32.955951	10/31/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109791/overview", "title": "Intro to basic components of Microsoft Word", "author": "Patricia Wright" }
https://oercommons.org/courseware/lesson/91431/overview	Students will likely have a general understanding of what is meant by “the Holocaust,” but that understanding may come primarily from movies and a few assigned readings. Determine what students know about the Holocaust and how they have come to possess that knowledge. It is best to learn about the Holocaust from a combination of diverse sources, both primary and secondary. The Holocaust is one of the most documented events in human history and students are encouraged to analyze and compare varied accounts and perspectives. Survivor testimonies are an extremely personal and important source of learning, as are the diary entries, photographs, and other personal documents of Jews and non-Jews who experienced the Holocaust. The perpetrators produced much of the evidence of the Holocaust, and official Nazi documents are available for examination. Likewise there are many Allied documents and accounts, and also post-war records from the trials of Nazi criminals. Together these sources will help students bring complex topics into sharper focus. Many students will be unfamiliar with the medium of first-person, visual history testimony, and will react in different ways. This range of responses should be expected and welcomed. It may be necessary for students to view a particular testimony clip more than once in order to feel comfortable with the medium and to process the information presented by the interviewee. Throughout Echoes & Reflections lessons, students are asked to record their observations and reactions to testimonies using the graphic organizer, Testimony Reflections, in order to deepen their understanding of and connection to this content. For additional information, refer to Using Visual History Testimony in the Classroom. \| Teachers are strongly discouraged from using simulations when teaching about the Holocaust and other genocides, and from asking students to assume the voice of someone who experienced the Holocaust (e.g., writing a diary entry from the perspective of a ghetto resident). There is a danger that students might be excited by the power of the perpetrators, demonstrate a morbid fascination for the suffering of the victims, or become traumatized by being required to occupy the mind space of someone who experienced or perpetrated atrocities. To build empathy, it may be more useful for students to take on the role of someone from a neutral country responding to events, for example a journalist writing an article or a concerned citizen reaching out to a politician. In addition to deepening understanding of historical events, such activities can highlight possible courses of action that students can take in response to issues that concern them in the world today. The second lesson in this unit (“Prewar Jewish Life”) honors the memory of the Jews who were murdered in the Holocaust not by remembering how they died, but how they lived. It is important for students to understand that the Jews who lived in the 1920s and 1930s did not have the ominous shadow of the Holocaust hanging over them – they were just living their lives. Teachers should note that Jewish communities in Europe in the 1920s and 1930s were diverse in their customs, practices, and experiences. The majority were more assimilated and less religious than the stereotypes that many students may hold of European Jews in this period. Many – especially the younger generation – were struggling with notions of traditional identity, which often conflicted with their desire to become part of the modern world. These are important and universal themes that can help middle and high school students connect to this history and the individuals that they will meet in this unit. \|	oercommons	2025-03-18T00:37:32.973116	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91431/overview", "title": "STUDYING THE HOLOCAUST: BUILDING A FOUNDATION", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/106136/overview	Education Standards Une fille élégante! Overview This OER Reading Comprehension Activity was created by Bonodji Nako as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. Les vêtements et les couleurs. Une fille élégante. Claudine est une fille élégante. Elle adore toutes les couleurs ! A l’école, elle est très populaire. Lundi dernier, elle a porté une robe bleue , des gants rouges et gris , et des sandales marrons . Hier c’était mardi. Elle a porté un short rose , une chemise bleue , des chaussettes vertes et blanches , et des baskets multicolores . Aujourd’hui c’est mercredi. Claudine porte un pantalon bleu , un tee-shirt rouge et blanc , et des chaussures marrons . Pour demain jeudi, elle a une jupe bleue , un tee-shirt de football blanc , un pull vert , et des bottes vertes . Vocabulaire Vocabulaire Une fille élégante = a fashionable girl Lundi dernier = last Monday Hier c’était mardi = yesterday, it was Tuesday Aujourd’hui c’est mercredi = today (it) is Wednesday Pour demain jeudi = for tomorrow Thursday Elle a porté = she wore / she was wearing Elle porte = she wear / she is wearing Multicolore = multi-colored Les couleurs Activité Activité Using the information from the text, put together Claudine’s outfit for each of the following days. Lundi _______________________________________________________ ____________________________________________________________ Mardi _______________________________________________________ ____________________________________________________________ Mercredi ____________________________________________________ ____________________________________________________________ Jeudi _______________________________________________________	oercommons	2025-03-18T00:37:33.013384	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106136/overview", "title": "Une fille élégante!", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/85992/overview	SHAPE Washington Overview of Teaching Games for Understanding Overview An overivew of Teaching Games for Understanding (TGfU). The SHAPE Washington OER consists of 6 units: Grades 3-5 - Soccer and Fistball Grades 6-8 - Tchoukball and Badminton Grades 9-10 - Flag/Touch Rugby and Spikeball Teaching Games for Understanding (TGfU) Overview Why use TGfU? Physical education skills are often taught in isolation and students have difficulty connecting the skill and tactical components together. The TGfU model uses a modified game-practice-modified game approach which encourages students to develop their problem-solving skills through modified game play. The initial modified game allows students to begin understanding why they need to learn the skill and to think tactically as to how they can use the skill within the game. After the initial modified game students are asked critical thinking questions to reinforce the connection between the skill and tactical components. Students then practice the skill and tactic specific to the lesson, reinforcing the student’s why and how of the initial modified game. After the practice portion of the lesson students return to the initial modified game or a similar modified game where they are better able to apply the skills and tactics that were initially missing. The merit of this project is it provides students with a connection between tactics and skills of a sport which is often missing. The impact on teachers is an instructional strategy that connects tactics as well as skill development. This impacts students as they will engage in critical thinking skills throughout the unit as they make connections between tactics and skills as well as become more physically literate as they develop the competence and confidence to participate in sports throughout their lifetime. TGfU increases student motivation, student understanding of the game and increases physical activity intensity throughout the lesson compared to a traditional skills-theme approach. Stages of TGfU: - Initial Game – game is modified to focus on the tactical problem / focus of the lesson for the day - Game Appreciation – students play the modified game and develop an understanding of the tactical problem, specifically the skills and strategies needed to be successful. - Questions for the Initial Game – questions are meant to help students work through the skills and strategies they need to use and/or work on to be more successful in the game. - Practice Tasks – tasks are designed to practice the skills and strategies needed for success in the Initial Game. - Application Game – this is typically the Initial Game again to see how students have improved their skills and strategies focused on during the practice tasks.	oercommons	2025-03-18T00:37:33.029313	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85992/overview", "title": "SHAPE Washington Overview of Teaching Games for Understanding", "author": "Lesson Plan" }
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	2025-03-18T00:37:33.047558	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	2025-03-18T00:37:33.072001	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/100216/overview	The Coral Squad Program Overview Environmental Education: Coral Ecosystems Danielle Zelin An 18-hrs educational program for the youth, inspired by the National Geographic Explorer Mindset Learning Framework. The student will discover, explore and learn about coral ecosystems, features, threats and how to take action in restoring, preserving and protecting this fragile ecosystem. The Coral Squad Program is an endorsed UN Ocean Decade activity. The Coral Squad Program	oercommons	2025-03-18T00:37:33.089864	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100216/overview", "title": "The Coral Squad Program", "author": "Interactive" }
https://oercommons.org/courseware/lesson/98182/overview	Discrimination vs. Prejudice Overview This lesson is designed for middle school students (6th-8th grade) to understand the difference between discrimination and prejudice. In this lesson, students will learn the definitions of the two concepts with associated examples as well. Lastly, the lesson has a slide on the actions people need to take to eliminate these concepts from our society. Lesson Overview This lesson will highlight the differences between discrimination and prejudice. Discrimination What is Discrimination? Discrimination is the unfair or prejudicial treatment of people and groups based on characteristics such as race, gender, age, or sexual orientation. Discrimination is present in many societal situations. Sadly, discrimination can be found at schools, organizations, companies, and even at a micro level between friends. There are laws such as The Fair Housing Act and The Civil Rights Act to protect people from discrimination in housing and employment. However, discrimination still occurs and is a prevalent problem in society. Examples of Discrimination Here are some example scenarios where individuals have been discriminated against: - An individual is requesting time off due to a religious holiday but the company refuses due to their religious affiliation. - A teacher does not provide the right accomodations to a student with disabilities and forces the student out of their classroom. - A friend makes fun of your cultural heritage and mocks the clothes you are wearing. All of these scenarios are capable of occuring everyday. It is important to understand the severity behind discrimination and how it can affect people. Prejudice What is Prejudice? Prejudice is an assumption or an opinion about someone simply based on that person's membership to a particular group. People can be prejudiced against someone who alligns themselves with a different ethnicity, gender, or religion. If someone is acting on their prejudices, it means that they are pre-juding that individuals based on certain assumptions before trully getting to know them. Examples of Prejudice Here are some popular examples of prejudice occuring in society: - An individual shows negative attitudies towards people of a specific cultural orientation. - A company not allowing female workers to achieve full equality at the workforce due to the company's mindset on sexism. - An individual showing and saying rude things to transgender people. The common theme between these three examples is that the two individuals and compnay showed partiality and came up with assumptions about those people that were negatively represented. Moving Forward How to move forward: From the examples and definitions, it is evident the need to eliminate discrimination and prejduice mindsets in our society. Even though they are different, they are both still taking place in schools, among friends, and at the work industry. It is important to treat everyone with respect and to keep an open mind about how someone else may appear and act. Everyone needs to be shown respect and it is important to start taking initiative now instead of in the future.	oercommons	2025-03-18T00:37:33.107730	10/24/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98182/overview", "title": "Discrimination vs. Prejudice", "author": "Jonathan Dolson" }
https://oercommons.org/courseware/lesson/64398/overview	National P3 Center Overview This document focuses on two fundamentals that should guide work across the PreK-3rd grade continuum: Child Development and Equity. At-Home Teaching and Learning in PreK-3rd Grade The National P3 Center's goal is to improve the quality and coherence of children's learning opportunities, from the experiences children have in early learning through elementary school. The document At-Home Teaching and Learning in PreK-3rd Grade is a thoughtful document that helps teachers and administrators recognize that the early grades (PreK-3rd grade) are uniqued. The types of supports provided to these groups should also be unique. By focusing on child development and equity the guidance provided in this document will help educators better understand the how to best support at-home learning.	oercommons	2025-03-18T00:37:33.120435	03/25/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64398/overview", "title": "National P3 Center", "author": "Amber havens" }
https://oercommons.org/courseware/lesson/68833/overview	Education Standards Lesson-plan-template 1 Be Careful Overview Dikkatli Olun Dikkatli Olun projemizin. Akılda Tut renkli kartlar The purpose of the activity is to develop the attention and focus time of children in preschool period as part of our Be careful project. PLAN Erken çocukluk döneminde dikkat geliştirme etkinlikleri	oercommons	2025-03-18T00:37:33.141047	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68833/overview", "title": "Be Careful", "author": "Special Education" }
https://oercommons.org/courseware/lesson/64522/overview	Distance Learning Support for Teachers Overview Explore this area to learn about appropriate distance learning supports. Distance Learning Support for Teachers Public Broadcasting System (PBS) has listed some virtual events to support teacher's who are integrating e-learning into their teaching. The PBS Learning Media site and the Tips for Distance Learning with PBS Learning Media link has resources to support distance learning.	oercommons	2025-03-18T00:37:33.154040	03/27/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64522/overview", "title": "Distance Learning Support for Teachers", "author": "Amber havens" }
https://oercommons.org/courseware/lesson/69636/overview	Lesson Rubric Overview This rubric is designed to evaluate social studies lessons under the Iowa Core Social Studies Standards. Rubric Please identify how much you agree/disagree with the following statements. This lesson aligned with the Iowa Core Social Studies Standards. \| Strongly Disagree \| Disagree \| Somewhat \| Agree \| Strongly Agree \| \| 1 \| 2 \| 3 \| 4 \| 5 \| This lesson is aligned with the stated Learning Goals. \| Strongly Disagree \| Disagree \| Somewhat \| Agree \| Strongly Agree \| \| 1 \| 2 \| 3 \| 4 \| 5 \| This lesson contains age appropriate materials. \| Strongly Disagree \| Disagree \| Somewhat \| Agree \| Strongly Agree \| \| 1 \| 2 \| 3 \| 4 \| 5 \| This lesson allows students opportunities to show their learning. \| Strongly Disagree \| Disagree \| Somewhat \| Agree \| Strongly Agree \| \| 1 \| 2 \| 3 \| 4 \| 5 \| This lesson allows for student collaboration. \| Strongly Disagree \| Disagree \| Somewhat \| Agree \| Strongly Agree \| \| 1 \| 2 \| 3 \| 4 \| 5 \| This lesson utilizes technology in an effective manner. \| Strongly Disagree \| Disagree \| Somewhat \| Agree \| Strongly Agree \| \| 1 \| 2 \| 3 \| 4 \| 5 \| This student would lead to high student engagement. \| Strongly Disagree \| Disagree \| Somewhat \| Agree \| Strongly Agree \| \| 1 \| 2 \| 3 \| 4 \| 5 \| This lesson is relevant to a student's understanding of the modern world. \| Strongly Disagree \| Disagree \| Somewhat \| Agree \| Strongly Agree \| \| 1 \| 2 \| 3 \| 4 \| 5 \|	oercommons	2025-03-18T00:37:33.172301	Josh Battern	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69636/overview", "title": "Lesson Rubric", "author": "Teaching/Learning Strategy" }
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	2025-03-18T00:37:33.244444	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/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	2025-03-18T00:37:33.274676	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/70886/overview	Water Balloon Toss - Grade 8 Overview Middle school lessons utilize local phenomenon and are organized by grade bands. By designing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC Lesson - Force and Motion Student Science Performance Phenomenon: Sometimes when a person throws a water balloon at me I can catch it without it breaking and sometimes it breaks when I try to catch it. Gather: Students explore ways to fill and break balloons in a consistent manner and determine criteria for the problem (e.g., 4-meter underhand toss, drop 2 meters onto grass, drop 1 meter onto concrete) and how to change variables inconsistent ways. Materials – Water Balloons, water, and bins, measuring tape/meter stick, large syringes, and other objects upon request. Students design a solution to the problem of increasing the proportion of water balloons that survive collisions without breaking. Students plan and carry out an investigation to test the effectiveness of their solution to the problem of dropping balloons without causing them to break. Students use a model to organize data from the experiment and find patterns in the data to use as evidence to support an explanation for your solution of successfully dropping balloons without causing them to break. (Teacher Hint- This activity is definitely an outside activity on a warm day. The focus of this investigation is twofold. One is to help students understand the engineering design - is the figure on the engineering process at the end of the lesson. Students must determine how much water will be added to the balloon. Establish minimum criteria throughout the investigation based upon the strength of balloons. Encourage students to construct a data table to record proportions.) Reason: 5. Students develop a model to show the system of forces acting on a balloon when it is successfully dropped (without breaking the balloon). (This could be done as a poster.) Class Discussion: Q: Why did you select the criteria you did in defining the problem? Q: How does your model show the forces acting on the balloon? Q: What causes the balloon to break? Q: Why is the way the forces are distributed on impact important to the design? Q: How can we use the laws of motion to make sense of this phenomenon? Q: What are some examples of analogous phenomena? (Teacher Hints: It is important students understand that each group is defining the problem and limitations placed on a solution. Focus on the forces, engineering design, and how the design was tested. The laws of motion should be used conceptually not by a number - an object in motion stays in motion - the sum of the forces acting on an object determines the motion of the object - the momentum of an object increases with increasing mass and/or velocity. Analogous phenomena are phenomena with the same causes but the different contexts (e.g., bumpers on cars that have crumple folds to distribute the force of a collision over time, high jump pits have soft landing foam, springs on a car to soften the ride.) Communicate Reasoning: 6. Students construct an explanation for how the system you have engineered operates to change how the forces acting on the balloons cause fewer balloons to break. (Teacher Hints: Students focus on both the way the system operates as well as how the design distributes the force of impact over both time and area. Key core ideas for this challenge: 1) an object in motion tends to stay in motion until acted upon by a force, 2) for every force there is an equal and opposite force, and 3) the force is proportional to the mass and velocity of the object.) *See attached document below for full lesson. Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Kathy Ulrich, Delene Butler, and H. Guy.	oercommons	2025-03-18T00:37:33.295167	Jamie Rumage	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70886/overview", "title": "Water Balloon Toss - Grade 8", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/106278/overview	Plot Elements Guided Notes Presto - Short Film Seventh Grade by Gary Soto Plot Elements with Short Films Overview This is a lesson to help students identify plot elements in different texts. It is designed for 7th grade students in the ELA classroom. The graphic organizer on the Google Slides helps the students stay organized and provides a visual of plot diagramming. The short film is funny and engaging for the students. Instructions In this lesson students will learn about plot elements and practice analyzing a text for the different elements. Step 1 - Provide the guided notes for the students so they can be knowledgeable of the terminology. Step 2 - Students will analyze a short film for the different plot elements. Explain that this will lead to analyzing a short story for plot elements next. Step 3 - Watch and discuss the first short film, Presto. Model to the students how to analyze the different sections to correctly complete a plot diagram. Step 4 - Watch another short film (select one of your choice) and allow students to work with a partner, while observing the students and checking for understanding. Step 5 - The third short film (your choice) provides students with the opportunity to complete the assignment independently. This will provide the data on who has a solid understanding of plot elements and who needs more instruction. Step 6 - Read the short story 7th Grade by Gary Soto. While reading, discuss the different plot elements. Model to students how to analyze the text for meaning and allow students to participate while using the new academic vocabulary.	oercommons	2025-03-18T00:37:33.316045	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106278/overview", "title": "Plot Elements with Short Films", "author": "Reading" }
https://oercommons.org/courseware/lesson/104455/overview	Education Standards Be A Decision Maker! Climate Action Challenge Environmental Literacy Lesson Plan.docx Overview The lesson plan focuses on the students playing the role of adult effective decision-makers who can help the planet and imagine its future. Students will build upon their knowledge of climate change causes, effects, and solutions. Students use the four-language skills in content based and language instructions class. They work cooperatively and collaboratively utilizing different higher thinking skills. Students are assigned to write their reflection about the lesson using Google forms and turn their ideas for the planet future into a projects. Photo was made by Salwa Aly using Canva App Salwa Aly's Climate Action Challenge Environmental Literacy Lesson Plan.docx I hope this lesson plan would be useful to other teachers. Please use as little paper as possible in class because you will save a lot of trees by doing so. An Overview of The Lesson Plan This lesson plan focuses on using role-playing to help students become decision-makers and in control of the future of the planet according to the decision they make in the present. Content-based and laguage instruction, collaboration, project based learning, the four language skills, and different technological skills will be utilized in this lesson plan.	oercommons	2025-03-18T00:37:33.342415	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104455/overview", "title": "Be A Decision Maker! Climate Action Challenge Environmental Literacy Lesson Plan.docx", "author": "Homework/Assignment" }
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	2025-03-18T00:37:33.360345	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/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	2025-03-18T00:37:33.381726	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/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	2025-03-18T00:37:33.394548	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/90721/overview	Transport audio Overview Transport audio Transport audio Transport audio Transport audio	oercommons	2025-03-18T00:37:33.412794	03/07/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90721/overview", "title": "Transport audio", "author": "Shadman Mammadli" }
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	2025-03-18T00:37:33.432185	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/110658/overview	Pronouns exercise Overview This assignment is about pronouns; it helps to test students understanding. Complete the following sentences using the correct pronoun. 1. Sara told her friend that .................... could not go to her house today. 2. Tom is waiting for his turn. Do not make ....................... wait too long. 3. Ali loves pizza. ................. buys it every wednesday for dinner. 4. The students waved to .................. teacher when they left the classroom. 5. I invited ....................... friends to my party. It was a great day. 6. She forgot ................... her keys.	oercommons	2025-03-18T00:37:33.444305	12/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110658/overview", "title": "Pronouns exercise", "author": "Th AL" }
https://oercommons.org/courseware/lesson/78033/overview	Education Standards Earth's Changing Surface Overview 8.MS-ESS2-1 7.MS-ESS2-2 Earth's Changing Surface 8. MS-ESS2-1 7. MS-ESS2-2	oercommons	2025-03-18T00:37:33.462599	03/11/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78033/overview", "title": "Earth's Changing Surface", "author": "Sara Catanese" }
https://oercommons.org/courseware/lesson/91433/overview	Lesson Plan Part 2 Lesson Plan: Inclusive Education and Gamification Overview Lexi Perepelecta, Anthony Prakash, Taylor Sim Lesson Plan #1: Get to Know Your Classmates Part 1 Lesson Plan 1 entails the incorporation of gamification through the VARK model. It relates to the Alberta Program of Studies by 1) Anticipate, value, and support diversity and learner differences and 2) Remove barriers within learning environments. This plan is targeted towards grade 6 students in their health class. Lesson Plan #2: Get to Know Your Classmates Part 2 https://docs.google.com/forms/d/1G4KuFC8neCkW3i-bzjPm-ppvvx_CFMG3VWbX1H-5BM8/edit?usp=sharing_eil_se_dm&ts=6228f6bb This Lesson builds on from the first by focusing on the strategies that were discovered. We now apply gamification through a relay race based on which students feel they learn better. This focuses on the topics in line with the Alberta Program of Studies with 1) Trying out new strategies to see how good or bad they go. 2) Understanding what your strengths and weaknesses are. Again, this is based on grade 6 students in their Health class.	oercommons	2025-03-18T00:37:33.480581	Lexi Perepelecta	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91433/overview", "title": "Lesson Plan: Inclusive Education and Gamification", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/75210/overview	Lit Review: Game-Based Learning Overview This literature review looks at the impacts of game-based learning in the classroom, specifically how it impacts student engagement and student achievement. Literature Review: Game-Based Learning in the Classroom Alyson Sten Fairfield University This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. Abstract The purpose of this literature review is to analyze the effectiveness of game-based learning (GBL) in the classroom. Beginning with how game-based learning is defined and the different gaming principles, we will review current research to understand and evaluate its effectiveness in student engagement and student achievement. Over the past decade, game-based learning has grown tremendously in the classroom. According to Jan and Gaydos (2016), if you considered using digital games to help students learn in 2003, people would have thought of you as a “maverick and unconventional.” Today, even though game-based learning is more widely known, and used by many teachers, clarifications on game-based learning are vital for moving forward (Jan & Gaydos, 2016). In fact, a survey published by the Games and Learning Publishing Council shows that 55% of nearly 700 teachers have students play games at least weekly (Takeuchi & Vaala, 2014). However, a closer examination into the types of games and more importantly, the outcomes on student learning are necessary when considering GBL for the classroom. The goal of this paper is to shed light on what game-based learning is, and isn’t, and why it might be a good choice for student learning. Defining Game-Based Learning Game-based learning refers to the borrowing of certain gaming principles and applying them to real-life settings to engage students to achieve learning outcomes (Trybus 2015). However, there is a difference between gamification and game-based learning. Gamification is the integration of game elements like point systems, leader boards, or badge systems to typical learning activities. On the other hand, game-based learning involves designing learning activities so that game principles and characteristics are embedded within the learning activities themselves. Research shows that both gamification and game-based learning promote student engagement and motivation in learning, however, they do not necessarily result in improved learning outcomes (Chen & Hwang, 2014), we will discuss this more in-depth later in the paper. Games feature elements may include rules, goals, interaction, feedback, problem-solving, competition, story, and fun, though not all of the elements are needed to successfully gamify a learning activity. (Vandercruysse, Vandewaetere, & Clarebout, 2012). Jan and Gaydos (2016) have defined four types of games for learning based on the major reasons they are used to help people learn. The first, motivation games, has the fun element associated with it and no doubt has a high impact on student engagement, however, “it is often equivocal if students are really learning,” for example, “enhanced motivation can be the result of having more freedom to chat with other or being able to deviate from routine tasks” (Jan & Gaydos, 2016). The second type, drill and practice games, are seen more regularly in the mainstream classroom because of their close alignment to mainstream curriculum and instruction. However, they are not designed for learning new concepts and have little to do with higher-order thinking skills. The third type, content mastery games, are similar to drill and practice in that they closely align to mainstream curriculum and instruction models, however, they differ in that they address more challenging issues, like misconceptions in their game design. Finally, the fourth type, 21st-century competency games, situates players in authentic contexts with genuine problems and are informed and designed by cognitive science and context-laden learning theories. However, this game type is more challenging to take up in mainstream schools. One reason may be that teachers might not have the expertise to use them (Jan & Gaydos, 2016). To further understand game-based learning and consider and evaluate its effectiveness in the classroom, we must understand the different ways in which GBL is conceptualized. Jan and Gaydos (2016) synthesize this in three different ways. The three models: (1) GBL as a learning approach driven by game technologies, (2) GBL as a pedagogical approach informed by game design concepts, (3) GBL as a learning approach driven by both game technologies and corresponding pedagogies. When game-based learning is a learning approach driven by game technologies, learning takes place as a result of gameplay. The criticism of this concept is that it is not as suitable for mainstream schools and better for self-directed learning because of its place of play and learning style. When game-based learning is a pedagogical approach informed by game design concepts, learning takes place in gamified learning activities. When game-based learning as a learning approach driven by both game and technologies and corresponding pedagogies, learning takes place as a result of the game and associated activities, such as guidance and scaffolds from teachers, interactions with peers, and other sources. The criticism of both of these concepts is that there needs to be more teacher training to advance teachers’ design expertise. Impacts on Student Engagement The motivational psychology involved in game-based learning allows students to engage with educational materials in a playful and dynamic way. Game-based learning is not just creating games for students to play, it is designing learning activities that can introduce concepts, and guide users towards an end goal through the use of competition, points, incentives, and feedback loops (Pho & Dinscore, 2015). These concepts have become increasingly popular as a way to engage students in learning. Willis (2011) refers to this type of engagement from game-based learning as the dopamine motivation. “The popularity of video games is not the enemy of education, but rather a model for best teaching strategies” (Willis, 2011). For example, games can insert players at their achievable challenge level and reward player effort and practice with acknowledgment of incremental goal progress, not just the final product. Willis (2011) explains the fuel for this process is the pleasure experience related to the release of dopamine. Some teachers use games in the classroom because students, being digital natives and growing up with interactive media, are simply far less interested in texts and graphics that they cannot interact with (Jan & Gaydos, 2016). Research suggests that games can foster higher intrinsict motivations in game-based environments and motivate students to learn through competition (Burguillo, 2010). While appealing to a digitally native generation is one theory for the high impact GBL has on student engagement, one study set out to find out what specific indicators and game design elements have a positive effect on student engagement or enjoyment in a GBL environment. Wang and Lieberoth (2015) used the game Kahoot! To study the effects of points and audio on concentration, engagement, enjoyment, learning, motivation, and overall classroom dynamics. Based on the observations in the four different classrooms studied, the use of audio in Kahoot! had the largest impact on classroom dynamics in terms of interaction, response, and spirit. The audio and music produced more energy in the room, and opened up for a more interactive environment, revealing a significantly positive relationship. The best effect on classroom dynamics was achieved through the combination of both points and audio/music and points alone, while still positive, had more of a limited positive impact. The results show that variation in the use of audio and points had a significant difference for concentration, engagement, enjoyment, motivation and engagement (Wang & Lieberoth, 2015). While the study conducted by Wang and Lieberoth, and like many others, examine players’ interests and/or attitudes towards game-based learning using questionnaires, another study conducted by Hsieh, Lin, and Hou (2015) sought out to research specific behavior and engagement patterns for primary students in a game-based learning environment. Their study “visualized the learning process and provided evidence that the game can consistently increase student’s engagement in the game-based learning environment (Hsieh, Lin, and Hou, 2015). Results from the study demonstrated that both male and female students exhibited the same sequential behaviors, such as expressing frustration, murmuring continually, or smiling. Differences were also observed, for example, male students often demonstrated more engaged behaviors with continuous self-conversations, not as present of a behavior in female participants. Both male and female students presented both verbal and nonverbal behaviors when they were confused. The study conducted by Hsieh, Lin, and Hou (2015) should be of particular interest to both educators and researchers. Its findings and methods for observing how students respond to conflicting questions during gameplay can provide insight and an important modeling opportunity for educators to supply appropriate scaffolds for students. This may also help educators and researchers to develop better gaming mechanisms to help students engage in meaningful learning (Hsieh, Lin, Hou, 2015). Impacts on Student Achievement While a positive relationship exists between student engagement and game-based learning, the correlation between student achievement/learning outcomes and game-based learning is slightly more ambiguous. According to research by Chen and Hwang (2014), game-based learning is an effective approach in promoting students’ learning motivation, however, recent discoveries have found that game-based learning might not be as significant in student learning outcomes if they are developed without embedding appropriate learning strategies. Perhaps one of the most effective strategies is prompting, according to Yang, Chu, and Chiang (2018). Chen, Zhang, Qi, and Yang (2020) echo the same sentiment through their research which examines the extensive work that needs to be done in order for teachers to effectively carry out game-based learning in the classroom to yield positive student learning outcomes. It is not to say positive relationships between game-based learning and student achievement do not exist, they most certainly do, the above research just suggests certain factors need to be in place in order for game-based learning to be more than just a high impact on engagement. Hwa (2018) research on primary school children ages seven to nine, indicates that digital-game based learning is more effective than traditional classroom-based learning in acquiring mathematical knowledge. Conclusion Game-based learning has a transformative power to disrupt a textbook learning culture and is a more promising approach to developing necessary 21st-century skills. In a society that allows many to become content area experts without formal education and with content knowledge and information so readily available and quickly changing, one’s ability should not be defined on what they know. Instead, Jan & Tan (2013) believe emphasis should be placed on the ability to construct new knowledge, solve problems, collaborate with others, organize activities, and manage communities. Research shows that there is a positive relationship between game-based learning environments and student engagement. Perhaps, instead of seeing this as “only engagement” we need to understand the bigger impact this can have for 21st-century skills and how we currently define “achievement” as it relates to GBL. An overarching theme throughout all the research is the need for training, such as teacher education and on the job professional development, around GBL. In a textbook-learning culture, teachers are considered content experts who deliver content knowledge. Through game-based learning, teachers can help facilitate 21st-century skills and learning by guiding students to develop higher-order thinking and social skills through practices and processes, such as inquiry with intentionally game designed contexts. References Bodnar, C. A., & Clark, R. M. (2014). Exploring the impact game-based learning has on classroom environment and student engagement within an engineering product design class. Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM ’14. Retrieved from https://doi.org/10.1145/2669711.2669899 Burguillo, J. C. (2010). Using game theory and competition- based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575. Retrieved October 3, 2020, from http://www.jstor.org/stable/44430486 Chen, N., & Hwang, G. (2014). Transforming the classrooms: Innovative digital game-based learning designs and applications. Educational Technology Research and Development, 62(2), 125-128. Retrieved from http://www.jstor.org/stable/24546578 Chen, S., Zhang, S., Qi, G., & Yang, J. (2020). Games Literacy for Teacher Education: Towards the Implementation of Game-based Learning. Educational Technology & Society, 23(2), 77-92. doi:10.2307/26921135. Retrieved from https://www.jstor.org/stable/26921135 Chun-Hung Lin, Eric Zhi-Feng Liu, Yu-Liang Chen, Pey-Yan Liou, Maiga Chang, Cheng-Hong Wu, & Shyan-Ming Yuan. (2013). Game-Based Remedial Instruction in Mastery Learning for Upper-Primary School Students. Journal of Educational Technology & Society, 16(2), 271-281. Retrieved from http://www.jstor.org/stable/jeductechsoci.16.2.271 Gamification and Game-Based Learning. (2018, March). Centre for Teaching Excellence. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/educational-technologies/all/gamification-and-game-based-learning Hsieh, Y.-H., Lin Y.-C., & Hou, H.-T. (2015). Exploring Elementary-School Students' Engagement Patterns in a Game-Based Learning Environment. Journal of Educational Technology & Society, 18(2), 336-348. Retrieved September 27, 2020, from http://www.jstor.org/stable/jeductechsoci.18.2.336 Hwa, S. (2018). Pedagogical Change in Mathematics Learning: Harnessing the Power of Digital Game-Based Learning. Journal of Educational Technology & Society, 21(4), 259-276. Retrieved September 28, 2020, from https://www.jstor.org/stable/26511553 Jan, M., & Gaydos, M. (2016). What Is Game-Based Learning? Past, Present, and Future. Educational Technology, 56(3), 6-11. Retrieved September 27, 2020, from http://www.jstor.org/stable/44430486 Jan, M., & Tan, E. (2013). Learning in and for the 21st cen-tury (M. Kapur, Ed.). CJ Koh Professorial Lecture Series No. 4, 13-22. Retrieved September 27, 2020, from http://www.jstor.org/stable/44430486 Ke, F. (2016). Designing and integrating purposeful learning in game play: A systematic review. Educational Technology Research and Development, 64(2), 219-244. Retrieved October 3, 2020, from http://www.jstor.org/stable/24761336 Kiang, D. (2014). Using Gaming Principles to Engage Students. Edutopia. Retrieved September 27, 2020 from https://www.edutopia.org/blog/using-gaming-principles-engage-students-douglas-kiang Pho, A., & Dinscore, A. (2015). Game Based Learning. Tips and Trends Instructional Technologies Committee. Retrieved September 27, 2020, from https://acrl.ala.org/IS/wp-content/uploads/2014/05/spring2015.pdf Schaaf, R. L. (2017). 3 Examples Of Game-Based Learning: Actual Stories From The Classroom. TeachThought. Retrieved from https://www.teachthought.com/learning/game-based-learning-actual-stories-classroom/ Takeuchi, L., &Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. Retrieved from http://www.joanganzcooneycenter.org/press/digital- games-making-inroads-in-the-classroom-according-to- national-teacher-survey/ Trybus, J. 2015. Game-Based Learning: What it is, Why it Works, and Where it’s Going. New Media Institute. Retrieved October 3, 2020 from http://www.newmedia.org /game-based-learning--what-it-is-why-it -works-and-where-its-going.html. Vandercruysse, S., Vandewaetere, M., & Clarebout, G. (2012). Game-based learning: A review on the effectiveness of educational games. In M. M. Cruz-Cunha (Ed.), Handbook of research on serious games as educational, business, and research tools (pp. 628–647). Wang, A. I., Lieberoth, A. (2015). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!. Retrieved from https://www.researchgate.net/profile/publication/309292067 Willis, J. (2011). A Neurologist Makes the Case for the Video Game Model as a Learning Tool. Edutopia. Retrieved September 28, 2020 from https://www.edutopia.org/blog/neurologist-makes-case-video-game-model-learning-tool Yang, K., Chu, H., & Chiang, L. (2018). Effects of a Progressive Prompting-based Educational Game on Second Graders' Mathematics Learning Performance and Behavioral Patterns. Journal of Educational Technology & Society, 21(2), 322-334. Retrieved October 3, 2020, from http://www.jstor.org/stable/26388410	oercommons	2025-03-18T00:37:33.506808	11/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75210/overview", "title": "Lit Review: Game-Based Learning", "author": "Alyson Stein" }
https://oercommons.org/courseware/lesson/74986/overview	Post Evaluation Pre- Test Adding Item to Customer Ledger Overview This task is a task that will be completed multiple times daily and in fact, ties in perfectly with the first objective. The learners will need to know how to log into the Runner program, how to access customer ledgers, and when the information will need to be inputted as prerequisites to the learning activity. 1-Learning Objective: Employees will add an item to customers ledger unassisted using Runner program. Introduction to CPD Program At the beginning of the session, the instructor will clarify that the training's goal is to increase the success the rating of the satisfaction surveys and is meant to make the participants more comfortable in assisting the CPD customers. This will set a clear goal for participants and provide clarity on how the training will benefit participants directly. To guarantee that there are multiple means for all participants to have equal opportunities for success, the learning session will also need to be recorded. This will allow individuals to complete the learning at their desk with any accommodations they may need. The step by step sheet given during the session will also have photos of each step being completed to ensure visual clarity on what participants will need to do. We will need to create a learning session that instructs the process with tactilely discernable keys on the keyboard. We will also need to review the Runner system to see if there are any accessibility features into the design to assist with any disabilities that the participants may have. The participants may need a sign language translator during the session one can be provided or attend sessions as required. The in-person sessions will have computers with Dragon Speak installed to allow for some accommodations for participants. Any additional accommodations will need to be requested to allow time to set up accommodations and effectively have accommodations in place for participants. These skills are necessary before learning activities for the success of learning. Once these prerequisites are met, the learner will need to learn how to add an item to a customer's ledger. This learning activity will work as scaffolding to assisting customers in the CPD program. Since the learner will be using a computer for the task, the learning activity would also need to be on a computer. This will support the alignment of the learning needs, goals, objectives, activities, and assessments (Smith, 2014). In addition, with keeping the learning on the same tool, the learner will be given a printed step by step list of the process of completing the objective. The learner will be able to use the walk-through as needed until the learner has memorized the process, and the walk-through instructions are not required. Smith, R. M. (2014). Conquering the content: A blueprint for online course design and development (2nd ed.). San Francisco, CA: Jossey-Bass. Steps 1. Log in to customer service system 2. Type customers name into the search bar 3. Use the mouse to click customers name 4. Use the mouse to click on ADD located just to the right of the customer's name 5. A window will pop up with two drop-downs 1. In the first drop-down, select CPD 2. In the second drop-down, select customer-specific CPD item 6. In the pop-up window, use the mouse to click ADD 7. In the pop-up window, use the mouse to click SAVE 8. Click refresh at the top right-hand side by customer's name to see the item added	oercommons	2025-03-18T00:37:33.531062	11/22/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74986/overview", "title": "Adding Item to Customer Ledger", "author": "Sophia Daugherty" }
https://oercommons.org/courseware/lesson/99141/overview	Cheyenne & Arapaho Tribes Activity Plan Overview This activity was produced in conjunction with The Library of Congress and the TPS at Metropolitan State University of Denver. This activity will allow learners to - investigate and explain how different groups of people were treated in the past, and the ways in which that treatment changed over time - identify injustice in multiple forms - identify ways in which groups become marginalized This lesson leads students through several major events in the history of the Cheyenne & Arapaho tribes, and asks that they use primary source documents to describe the ways in which the treatment and perception of the tribes changed over time in southern Colorado. Crossroads of History Activity Plan Template Non-classroom setting \| Program Title \| Instructional Level \| Target Audience \| \|\|\| \| TPS Western Region Location \| Middle School \| 8th grade \| \| Resources Used(Details on what research you conducted, citations for sources used to create activities, etc.)Social Justice Standards Diversity 10 DI.6-8.10 I can explain how the way groups of people are treated today, and the way they have been treated in the past, shapes their group identity and culture. Justice 12 JU.6-8.12 I can recognize and describe unfairness and injustice in many forms including attitudes, speech, behaviors, practices and laws. \| \| \| Library of Congress Teacher Resources Additional sources:Byram, Timothy & Betty Lupinacci (ed.). “Litigating Memory: The Legal Case Behind the Moiwana and Sand Creek Massacres.” In Custodia Legis, Law Librarians of Congress, Library of Congress, 11 August 2015, https://blogs.loc.gov/law/2015/08/litigating-memory-the-legal-case-behind-the-moiwana-and-sand-creek-massacres/.Geological Survey, U.S, and United States Indian Claims Commission. Indian Land Areas Judicially Established. Reston, Va.: The Survey, 1978. Map. Retrieved from the Library of Congress, www.loc.gov/item/80695449/.Jenks, Daniel A., Artist. Bents Fort. Photograph. Retrieved from the Library of Congress, www.loc.gov/item/2004661632/.Kelman, Ari. A Misplaced Massacre: Struggling Over the Memory of Sand Creek. Harvard University Press, 2013.Lavender, David. Bent’s Fort. University of Nebraska Press, 1954. “Language and Culture.” Cheyenne & Arapaho Tribes, 2021. https://cheyenneandarapaho-nsn.gov.National Park Service. Bent’s Trading Post at Big Timbers. U.S. Department of the Interior, https://www.nps.gov/safe/learn/historyculture/upload/Bents-Trading-Post-at-Big-Timbers-508.pdf National Park Service. Why a Massacre? U.S. Department of the Interior, https://www.nps.gov/safe/learn/historyculture/upload/Why-a-Massacre-508.pdf. Royce, Charles C, and Cyrus Thomas. Indian land cessions in the United States. 1899. Pdf. Retrieved from the Library of Congress, www.loc.gov/item/13023487/. “Sand Creek Massacre.” National Park Service, U.S. Department of the Interior, https://www.nps.gov/sand/index.htm. \| \| Introductory Text/ Program justification(Describe the marginalized people whose stories and history within your community you will be teaching about through these activities, and why their stories must be shared at this point in history.) \| The Cheyenne and Arapaho tribes faced, like many other tribes, numerous injustices at the hands of the United States government. Following friendly relationships with white settlers, government agents, and military members at Bent’s Fort, and during peace discussions with the US government, over 150 members–mostly women and children–of the tribe were killed at the Sand Creek Massacre in November 1864. Following the tragic events of the Sand Creek Massacre, the government mandated reparations. However, those reparations still remain undefined and unpaid. In 2007, the Sand Creek Massacre National Historic site was founded and can be visited today. The Cheyenne and Arapaho tribes live in Oklahoma.This lesson/activity will be an introduction to the history of the Cheyenne and Arapaho tribes and will focus on the government’s actions in removing the tribes from their ancestral land and connecting this story to the larger story of Indian Removal.Objective: We will analyze the ways in which treatment and perceptions of the Cheyenne and Arapaho tribes changed over time by discussing maps and brief readings. \| \| Materials needed:(What supplies do you need to do this activity with your learners?) \| -Students will need access to printouts of primary sources, access on computers with links to the primary sources, or a visual display of the primary sources. \| \| Technology:(What technology will you need to complete this activity?) \| -Internet access or pre-printed materials-Computer(All of these are required in preparation for the activity, not for the activity itself) \| \| Consumables & Copies:(What materials do you need to provide for learners to use during this activity that can not be reused during another cohort?) \| -Printouts of primary source maps-Printouts of NPS pamphlets-Discussion question sheets -Discussion sentence starters \| \| LOC Primary Source links(Attach links here to documents, videos, any materials from your LOC research that you will be sharing with learners during this program.) \| https://memory.loc.gov/cgi-bin/query/D?hlaw:3:./temp/~ammem_KgF9:: https://www.loc.gov/resource/g3701em.gct00002/?sp=9 https://www.loc.gov/resource/g3701e.ct008649/?r=-0.16,-0.112,1.382,0.842,0https://www.loc.gov/resource/ppmsc.04810/ \| \| Entry Activity/Task \| https://www.loc.gov/resource/g3701e.ct008649/?r=-0.16,-0.112,1.382,0.842,0https://www.loc.gov/resource/ppmsc.04810/ In groups of 2-3, students will review the two documents provided (linked above) and will be asked to locate Bent’s Fort from the illustration on the map. They will then be asked to determine which tribe has claimed the land, and then to develop 1-3 questions using both of the documents. In a traveling expert activity, each group will choose 1 member to visit 2 other groups and exchange 1 question. The traveling expert will then return to their own group and report on the questions generated by the other groups. Teacher will record questions in a central location during the traveling expert activity to reference later.1-2 minute lecture explaining the purpose of the map. This map was created in 1978 to show the areas where tribes have proven historic tribal occupancy. This was well after treaties and relocation have taken place, but do show areas that tribes claim were historical–before 1978–homelands.Take time to review the questions and see if any student-generated questions have been answered through the lecture. \| \| Focused Activity/Task \| Students will read (either independently or in groups), the pamphlet entitled “Bent’s Trading Post at Big Timbers,” and then participate in a guided discussion.Discussion questions: 1)Based on this pamphlet, how were the Cheyenne and Arapaho tribes treated and/or perceived at Bent’s Fort?2)Make a prediction about what might happen to this perception or treatment as a)the US Army occupied the old fort, b)as the cholera epidemic affects the Cheyenne tribe, and c)as Bent’s New Fort closes. Why do you think so? (Teacher should circulate and listen to group discussions).Take time to highlight some positives from the discussion i.e. “I heard ____ use one of our sentence stems.” “I noticed that ____ referenced one of our documents.”Debrief the discussion by sharing some content information overheard, or address misconceptions, soliciting suggestions and thoughts from students.Introduce second map (https://www.loc.gov/resource/g3701em.gct00002/?sp=9&r=0.509,0.287,0.4,0.306,0) Students will compare and contrast the area of the Cheyenne & Arapaho tribes on the two maps (area 477 on second map). As needed, use the following discussion questions: -Which area of land is larger? Which is smaller? What can we infer about the treatment and perception of the tribes at the hands of white settlers and the US Army based on these maps? \| \| Conclusion Activity/Task(Descriptions and details of what activities you will provide for your learners to present to them the primary source materials from the LOC.) \| Students will read (either independently or in groups), the pamphlet entitled “Why a Massacre?”Thumbs up/thumbs down check for understanding. Take time to answer any questions students might have.Exit ticket question/discussion: In what ways did the treatment and perception of the Cheyenne & Arapaho tribes change over time? -Based on these documents, what are the implications for the Cheyenne & Arapaho tribes between these documents and our current time? In other words, make a prediction for what might have happened to the Cheyenne & Arapaho tribes after these events. \| \| Assessment of Student Learning (How will you determine if your learners have completed the activity? How will you determine if your learners have used the primary sources from LOC to understand the history of the marginalized people that are your activity focus?) \| The assessment of this activity will primarily take place based on the discussions that students have throughout the lesson/activity. Follow-up questions may be added or scaffolded to help students attain the desired understandings from this lesson. The conclusion activity/task of writing or narrating a brief overview of the broad history of the Cheyenne & Arapaho tribes from Bent’s Fort to the peace talks with the US government will provide the final assessment. Student responses should include loss of land, access to \| \| Student Learning Accommodations & Modifications (How will you adapt your activity plans for learners who are differently abled? Will you provide alternate paths to activity completion? Aid or peer support?) \| All elements of this lesson can involve a greater or lesser extent of teacher guidance or aid. A teacher may read the written materials aloud, allow for or translate as needed. Activity is mainly based on the sharing of ideas between peers in discussion, and teacher can scaffold questions and provide sentence stems to students as needed. \| \| Multicultural Considerations(What specific considerations should be made for any other community program leader who might teach this activity in the future? Are there specific facts that should be noted while researching? Specific books that should be included? Please note your recommendations here.) \| Discussion starters In the document, I noticed that ______________. This made me think that ______________. When I look at the document, I wonder ______________. Based on the document, _____________. The document suggests that __________ because _________. One implication of the document is _________________. I think this because ___________. Adapted from template by Creator: Morgen Larsen for NCCE.org Except where otherwise noted, this work is licensed under a Creative Commons Attribution 4.0 International License	oercommons	2025-03-18T00:37:33.557391	U.S. History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99141/overview", "title": "Cheyenne & Arapaho Tribes Activity Plan", "author": "Measurement and Data" }
https://oercommons.org/courseware/lesson/73300/overview	Counting Overview Kindergarten Math Overview This is a lesson/activity that contains several counting activities to help students learn their numbers. Counting Up To start off the lesson, students will get into a circle and number themselves starting from one all the way to the last person of the group. This will give the students practice with counting. Next, the students will sit in the front of the classroom. They will start off by sitting on the floor. Next, I will start counting to ten by starting with one. When students hear the word "one", they will begin to slowly rise up. The students will rise higher and higher until they are fully standing by the time I reach ten. After doing this a few more times, students will get with a partner. They will each have a white board. One student will write a random number on their board and show their partner. Then, their partner will have to write the number that is one more than the number they were shown. The students will take turns being the one to come up with the number.	oercommons	2025-03-18T00:37:33.575451	10/08/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73300/overview", "title": "Kindergarten Math", "author": "MacKenzie Freeman" }
https://oercommons.org/courseware/lesson/20143/overview	Education Standards Object at Rest - Lab worksheet Newton's First Law of Motion - Investigations Overview In this lab students will investigate Newton's first law of motion or the Law of Inertia. The first lab investigates an object at rest, and the effects of friction on motion. The second lab investigates an object in motion. Students will experiment with this law by varying their speed, while trying to drop a tennis ball in a given target zone. Although intended for seventh grade students this lab can be adjusted to fit the educational needs of each student. Definitions adapted from cK-12 Newton's First Law of Motion Object at Rest - Lab Begin with discussion of the word inertia. (See cK-12 resources). Explain how inertia is dependent upon mass. Then allow students to investigate an object at rest through this simple lab demonstration. They will also experiment with friction through different surfaces. Click HERE to open the lab worksheet - An Object at Rest Discuss - how the same principles of inertia apply to an object in motion. Allow students to experiment with this principle through the following lab investigation. Click HERE to open up lab worksheet - An Object in Motion	oercommons	2025-03-18T00:37:33.597312	01/17/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20143/overview", "title": "Newton's First Law of Motion - Investigations", "author": "Lora Gibbons" }
https://oercommons.org/courseware/lesson/87394/overview	الحاسوب في حياتنا Overview تعريف الحاسوب مجالات استخدامه البرنامج الخوارزمية الحاسوب في حياتنا تعريف الحاسوب و مجالات استخدامه البرنامج و امثلة عليه الخوارزمية	oercommons	2025-03-18T00:37:33.614316	11/01/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87394/overview", "title": "الحاسوب في حياتنا", "author": "mohammad bassam alloush" }
https://oercommons.org/courseware/lesson/66707/overview	Kindis of Sentece & Clauses Overview If you want to learn all kinds of sentence and clause then this is for you. here you will be able to understand about kinds of sentences and clauses. what is clause? Kindis of Sentece & Clauses What is a Clause? A group of words that forms a part of a sentence and has a subject and a finite verb of its own is called a clause. The number of finite verbs in a sentence joined by conjunctions determines the number of clauses. Kinds of Sentences There are three kinds of sentences as mentioned below. - Simple sentence - Complex sentence - Compound sentence I. Simple Sentence: A sentence which has only one finite verb is a simple sentence. It may have non-finite verbs, if required. For example- (i) She is walking. (ii) He has written a letter to help his son. II. Complex Sentence : A complex sentence consists of a principal/main clause with one or more subordinate clauses. It means that a complex sentence has more than one finite verb. Sub-ordinate caluses are joined by sub-ordinating conjunctions. For example- - I know that he is a good man. - I know the man who was here last month. - When you do this work, I shall help you with money. - Compound Sentence : A compound sentence consists of two or more principal clauses. These clauses are joined by co-ordinating conjunctions such as- 'and, but, so, therefore, otherwise, or, else, nor, while, for, whereas, still, yet, nevertheless, however, as well as'. The clauses of a compound sentence are called co-ordinate clauses. For example- - My brother came and he handed over money to me. - She is rich but she is not vain. - Speak or you will die. - She is ill so she will not come. - She is intelligent while her sister is dull. - It was dark, however we went out. - He was convicted as well as fined. - I left for home for I was feeling tired. - He will speak the truth for he is a truthful person. - It is cold yet I will go out. Note-In sentences (viii), - the principal clause is an inference from the co- ordinate clause beginning with 'for'. More About a Complex Sentence As stated earlier a complex sentence consists of more than one clause. A Principal clause with one or more sub-ordinate clauses forms a complex sentence. There are three kinds of sub-ordinate clauses joined by their respective sub-ordinating conjunction. For example- (a) I know that he is a good boy. (b) I know the man who was here yesterday. (c) When you do this work, I shall give you money. These sentences represent three kinds. of sub-ordinate clauses- - Noun Clause- Noun in Hindi In the sentence (a) 'I know' is a principal clause. 'that he is a good boy' is a noun clause. Noun clause explains the verb, noun and pronoun of the main or some other clause. (Explanation) - Adjective Clause- In the sentence- (b) 'I khow the man' is a principal clause. 'who was here yesterday' is an adjective clause. Adjective clause qualifies noun or pronoun as the case may be. (Qualification) - Adverb Clause- In the sentence (c) 'I shall give you money' is a principalclause. 'When you do this work' is an adverb clause. Adverb clause is required to modify a verb, adverb or adjective in the main or some other clause. (Modification) More about Sub - ordinate Clauses ( 1 ) NOUN CLAUSE Take care of the rules given below while writing a noun clause ( a ) Use the conjunctions " that , if , whether , when , where , how , why , what ( whatever ) , who , whose , whom , which . ' ( b ) Tense of the nounclause should be in the past if the verb of the main clause is - in the past . The tense of universal truth does not change . ( c ) Noun clause should never be expressed in interrogative form . This pos is bring for you from Shubhresul.in	oercommons	2025-03-18T00:37:33.649257	05/13/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66707/overview", "title": "Kindis of Sentece & Clauses", "author": "DHANANJAY SRIVASTAVA" }
https://oercommons.org/courseware/lesson/85939/overview	Tele-teaching (Grade 7 - Science Subjects) Overview This is a tele-teaching demonstration on the subject of Science - Newton's first law of motion. Tele-teaching Demonstration for Field Study Class Grade level: Grade 7 Subject: Science Topic: Law of Inertia	oercommons	2025-03-18T00:37:33.666660	09/18/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85939/overview", "title": "Tele-teaching (Grade 7 - Science Subjects)", "author": "chelsea may apostol" }
https://oercommons.org/courseware/lesson/121418/overview	How to Be a Good Digital Citizen Overview A quick overview on digital citizenshp. Introduction More and more people around the world are spending a significant amount of time online. It is easy to forget that what you do and say online can and will affect your life offline. In this lesson, we will discover what digital citizenship is and what it means to be a good digital citizen. We will address: - digital literacy - your digital footprint - how to protect your identity. What is Digital Citizenship? Digital citizenship is the ability to act responsibly, safely, and respectfully while utilizing technology. It is important to take steps to ensure you are being a good digital citizen. Some simple steps include: - Think before you post. Even if you think you have deleted something, if someone took a screenshot, for example, it is not truly gone. - Report illegal or harmful behavior. - Don't give out personal information. We will explore this topic more in this module. - Fact-check information. There will be more information on this topic on the next slide. To sum it up, a growing portion of our lives are spent online, whether it be for social, school, or career reasons, so act online as you would offline. Remember, a good digital citizen respects the rights of fellow users. What is Digital Literacy? Digital literacy is characterized by the ability to find, locate, and communicate information using digital technologies. Some examples include creating and sharing videos, documents, and slides presentations. What is a Digital Footprint? A digital footprint is the data and interactions you leave even when you log off the internet. Your digital footprint can affect your reputation on and offline and can even influence potential employers. Read the two profiles of fictional people trying to get a job as a host of a web TV show. As you read through what they wrote the employer and what they have posted online, think about how they present themselves on their social media accounts. Answer the prompts, then reflect on whether what you post online reflects how you want others to see you. How to Protect Your Identity There are numerous ways we give out our personal information online: purchasing products, filling out forms, even answering emails. Unfortunately, this can make it easy for hackers to steal and use that information to rack up your credit card bill or apply for something using your name and information. Following the 7 simple steps addressed in the provided video will help keep your identity safe during your every day internet interactions. - Don't give out personal information - Create complex passwords - Check website reliability - Avoid suspicious online links - Keep your computer updated - Monitor app permissions - Be cautious with public Wifi	oercommons	2025-03-18T00:37:33.688313	Christina Mumpower	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121418/overview", "title": "How to Be a Good Digital Citizen", "author": "Reading" }
https://oercommons.org/courseware/lesson/85391/overview	Seed Type Collection Example Search for Seeds - Resources Overview This content includes resources related to the "Search for Seeds - Archaeobotany Activity" available here on OER Commons. In it, Director of the Maryland Archaeological Conservation Laboratory (MAC Lab), Dr. Patricia Samford, presents and demonstrates an activity for students to learn about archaeobotany, or the study of botanical finds in archaeological contexts. Using tweezers and magnifying glasses, students search for seeds mixed in sand or gravel, and use a type collection to identify their finds. What do the finds say about the archaeological environment and uses of plants at a site? Resources These resources are intended to be used with the OER Commons resource "Search for Seeds - Archaeobotany Activity" which may be found here. Attached here are - A Seed ID Card like what is used in the Archaeobotany Activity for storing/tracking seeds found - A Seed Type Collection for determining what seeds students have found.	oercommons	2025-03-18T00:37:33.706834	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85391/overview", "title": "Search for Seeds - Resources", "author": "Botany" }
https://oercommons.org/courseware/lesson/86135/overview	Types of sentences Overview This activity is to practice learners in identifying types of sentences according to structure, simple, compound, complex or compound-complex. Instruction: Read each of the given sentences. Identify what type of sentence is each. Sentence 1: My mother went to the market and bought some food for us. A. Simple B. Compound C. Complex D. Compound-complex Sentence 2: Sheila dreams to be a doctor someday while Liza wants to be an engineer. A. Simple B. Compound C. Complex D. Compound-complex Sentence 3: Victor didn't able to submit his subject so he got failing grade. A. Simple B. Compound C. Complex D. Compound-complex Sentence 4: I saw Henry stealing Anna's money from the wallet so I reported him to our teacher because I believe that to be honest is very important. A. Simple B. Compound C. Complex D. Compound-complex Sentence 5: Our teacher praises Vicky because she got perfect score in the test. A. Simple B. Compound C. Complex D. Compound-complex Answer Key: 1. Simple 2. Compound 3. Compound 4. Compound-complex 5. Complex Sentence 6: The mouse ran into the hole, and the cat couldn't capture it. a. simple b. compound c. complex d. compound-complex Sentence 7: The hikers took shelter in their tents while the hard rain fell. a. simple b. compound c. complex d. compound-complex Sentence 8: On Tuesday I ate cereal. a. simple b. compound c. complex d. compound-complex Sentence 9: My team won the football game, and we received a trophy because we took first place. a. simple b. compound c. complex d. compound-complex Sentence 10: Sheila worked hard on the project, yet she didn't receive a passing grade. a. simple b. compound c. complex d. compound-complex Answer Key: 6. compound 7. complex 8. simple 9. compound-complex 10. compound	oercommons	2025-03-18T00:37:33.737972	Linguistics	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86135/overview", "title": "Types of sentences", "author": "Languages" }
https://oercommons.org/courseware/lesson/119222/overview	1st Grade Social Emotional Learning - Classroom Rules Overview Objective: In this lesson students will apply knowledge of classroom rules and safety; determining appropriate behaviors. Gaining this skill will allow students to recognize the importance of following directions, safety rules, and how to treat their peers. In turn, students will be able to adapt to these skills and use them within the classroom setting. improving their social and academic performance. Many students lack the ability to have self-control at this age, so during the lesson we will integrate ways of developing self-control through role-play activities. The activities will be both a fun, engaging, and realistic approach to developing self-control skills. 1st Grade Social Emotional Learning within the Classroom Objective: In this lesson students will apply knowledge of classroom rules and safety; determining appropriate behaviors. Gaining this skill will allow students to recognize the importance of following directions, safety rules, and how to treat their peers. In turn, students will be able to adapt to these skills and use them within the classroom setting. improving their social and academic performance. Many students lack the ability to have self-control at this age, so during the lesson we will integrate ways of developing self-control through role-play activities. The activities will be both a fun, engaging, and realistic approach to developing self-control skills.	oercommons	2025-03-18T00:37:33.754709	Dylan Schouweiler	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/119222/overview", "title": "1st Grade Social Emotional Learning - Classroom Rules", "author": "Lesson" }
https://oercommons.org/courseware/lesson/114017/overview	Story worksheet 1 worksheet 2 Story Elements Overview This Lesson Engages students by discussing the importance of Identifying Setting Characters , and plot points in stories, Standards, Essential questions and Objective Interdisciplinary standard 1.RC.3 Using key details, identify and describe the elements of the plot, character, and setting. Essential Question - Why is it important to know how to identify plots, settings, and characters in each story? Learning Objectives - Students will be able to define the story by identifying the plot, character, and setting with 100% accuracy. Essential Vocabulary Words, Materials and Resources Essential Vocabulary Words and Phrases of Focus for this Lesson - Setting - Plot - Resolution - Characters - Climax - Rising action - Falling action - Exposition Materials & Resources - example book - students selected books - worksheets for identifying setting, characters, and plot points. - Fill in the blank plot roller coaster paper - Color signs of 1-5 spread around the class Assessments and Hook Formative Assessment - The teacher walks around after reading a story to check if students understand the setting of the story, who were all the characters and what was the plot. - The teacher provides additional support and summarization for students who are struggling. - The teacher ensures students understand the plot roller coaster activity. Summative Assessment - Students identify the plot, characters, and setting of the book. Hook Engage students by discussing the importance of identifying settings, characters, and plots in stories. We Do / Guided Practice We Do/ Guided Practice: Option 1 read a short story discuss the character and setting and guess which part of the story is the Exposition, Rising Action, climax, Falling Action, and Resolution they do this by Going under which number 1 -5 they think it is. The teacher will say if they are correct or not. Option 2 read a short story discuss the character and setting and guess which part of the story is the Exposition, Rising Action, climax, Falling Action, and Resolution they do this by raising a 1 for the Exposition, 2 for the Rising Action, 3 for the Climax, 4 for the Falling Action, and 5 for the Resolution. When we are done, we are done we will read another book and fill out papers about this story. Formative Assessment - the teacher walks around after reading a story to check if students understand the setting of the story, who were all the characters and what was the plot. Provide support and clarification as needed. You Do/ Independent Practice You Do/Independent Practice: Everyone chooses a book and fills out a worksheet that states what the setting is, who the characters are, and another worksheet with what the Plot points of the story are. Summative Assessment - Students identify the plot, characters, and setting of the book. Special education Learners, English Language Learners, High Ability Learners Special education Learners - Will have access to the book ahead of time and be able to read during independent reading time. - Also, will have the assignment ready to work on beforehand with the teacher's aid. - Students who struggle with physically moving or are handicapped can have cards to hold up. English Language Learners - Will have Google Translate instructions beforehand ready - Also, will have the assignment ready to work on beforehand with the teacher's aid High Ability Learners - Ask these students to provide deeper explanations beyond simple summaries. Encourage critical thinking and analysis.	oercommons	2025-03-18T00:37:33.790267	03/08/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114017/overview", "title": "Story Elements", "author": "Aliyah Vossler" }
https://oercommons.org/courseware/lesson/70875/overview	Education Standards Green Leaves - Grade 7 Overview Middle school lessons utilize local phenomenon and are organized by grade bands. By designing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC Lesson - Structure and Function of Plant Cells Student Science Performance Phenomenon: Leaves are darker on the top as compared to the underside. Gather: Students explore leaves by going outside to collect two leaves from 3-5 different plants. Students observe leaves carefully and look for patterns across all of the leaves. Class Discussion about Patterns 3. Students develop questions to obtain information about the patterns they observe of leaves being a different shade of green on the top than on the bottom. Class Discussion about good Questions 4. Students obtain information from reliable sources to use as evidence for how the structure of the leaf structure functions to meet the needs of the plant. (Teaching Suggestions: Step 3 is an opportunity for informal formative assessment as students are developing questions. Monitor the types of questions students are developing and if they will yield information that supports understanding of the basic structure of the leaf and what causes the green color in the leaf. Provide clear and actionable feedback as needed. Prompt students to gather evidence about basic leaf structure including a cross-section of a leaf, what causes the green color of the leaf, the function of the chloroplast in the leaf cells (short video showing streaming of chloroplasts in aquatic plants. This website can provide evidence for the difference in the wavelengths of light that is absorbed or reflected https://harvardforest.fas.harvard.edu/leaves/structure#absorb. See appendix B-2.) Reason: 5. Students construct explanations supported by evidence for the causes of leaf coloration including the leaf structure and function. 6. Students develop a model to explain the relationship between the structures within the leaf and the difference in green shading between the top and bottom of the leaf. Class Discussion: Q: What structure of plant cells cause coloration in the leaf? Q: How do the changes in the leaf structures cause the differences in the color? Q: What is the relationship between cellular plant structures and food production? Q: Why is energy input important to cells of the leaf? (Teaching Suggestions: In this section provide insights into the focus of the class discussion. The questions are typically how, why, or what causes. This is a good place to prompt with crosscutting concepts. Build on the language students use to help them use accurate language.) 7. Students revise and use their model to support an explanation for how a cell as a whole and ways the parts of the cell contributes to the function. Communicate Reasoning: 8. Students develop an argument for how the evidence they have gathered supports the explanation that the structure of the leaf functions to meet the needs of the plant. (Teaching Suggestions: Students should bring into the discussion the parts of the plant - chloroplasts that function to do photosynthesis. Cells with the most chloroplasts are going to be located near the top of the leaf where sunlight penetrates the leaf. ) *See attached document below for full lesson. Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Lance Nishimura, Jamie Rumage, and Jackie Sampsell	oercommons	2025-03-18T00:37:33.811545	Jamie Rumage	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70875/overview", "title": "Green Leaves - Grade 7", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/106402/overview	earthreminder Earthreminder The Animal Class Overview Animals are an important part of the ecosystem. They help to maintain the balance of nature by providing food for other animals, by pollinating plants, and by dispersing seeds. Animals are also important to humans, as they provide us with food, clothing, and companionship. However, animals are facing a number of threats, including habitat loss, climate change, and pollution. These threats are causing the decline of many animal species, and some species are even facing extinction. It is important to conserve animals and to protect their habitats so that future generations can enjoy them. Vertebrates Vertebrates are animals that have a backbone, which is a series of bones that runs down the center of their body. Vertebrates are the most diverse group of animals on Earth, and they include fish, amphibians, reptiles, birds, and mammals. Vertebrates are found in a wide variety of habitats, including oceans, rivers, lakes, forests, deserts, and even the air. They range in size from the tiny fish called the Paedocypris progenetica, which is only about 7.9 millimeters long, to the blue whale, which can grow up to 30 meters long. Vertebrates play an important role in the ecosystem. They are prey for other animals, and they also help to disperse seeds and pollinate plants. Vertebrates are also important to humans, as they provide us with food, clothing, and companionship. However, vertebrates are facing a number of threats, including habitat loss, climate change, and hunting. These threats are causing the decline of many vertebrate species, and some species are even facing extinction. Here are some additional details that you could include in the summary paragraph: - The different types of vertebrates, such as fish, amphibians, reptiles, birds, and mammals. - The different habitats that vertebrates live in, such as oceans, rivers, lakes, forests, deserts, and even the air. - The different diets of vertebrates, such as carnivores, herbivores, and omnivores. - The different behaviors of vertebrates, such as migration, hibernation, and mating. - The threats that vertebrates are facing, such as habitat loss, climate change, and hunting. - The importance of conserving vertebrates and protecting their habitats. Invertebrates Invertebrates are animals that do not have a backbone. They make up the vast majority of animal species on Earth, with over 97% of all animal species being invertebrates. Invertebrates are found in all habitats on Earth, from the deepest oceans to the highest mountains. They come in all shapes and sizes, from the tiny tardigrade, which is only about 0.5 millimeters long, to the giant squid, which can grow up to 18 meters long. Invertebrates have a wide range of adaptations that allow them to survive in a variety of environments. Some invertebrates, such as insects, have hard exoskeletons that protect them from predators. Other invertebrates, such as jellyfish, have stinging cells that they use to defend themselves. Still other invertebrates, such as worms, have burrowing abilities that allow them to escape from predators. Invertebrates play an important role in the ecosystem. They are a source of food for many other animals, and they also help to recycle nutrients in the environment. Invertebrates are also important to humans, as they provide us with food, materials, and even medicines. However, invertebrates are facing a number of threats, including habitat loss, climate change, and pollution. These threats are causing the decline of many invertebrate species, and some species are even facing extinction. It is important to conserve invertebrates and to protect their habitats so that future generations can enjoy them. Here are some additional details that you could include in the summary paragraph: - The different types of invertebrates, such as insects, spiders, worms, mollusks, and echinoderms. - The different habitats that invertebrates live in, such as oceans, rivers, lakes, forests, deserts, and even the air. - The different diets of invertebrates, such as carnivores, herbivores, and omnivores. - The different behaviors of invertebrates, such as migration, hibernation, and mating. - The threats that invertebrates are facing, such as habitat loss, climate change, and pollution. - The importance of conserving invertebrates and protecting their habitats. Mammals Mammals are a diverse group of animals that are characterized by their warm-blooded body temperature, live birth, mammary glands, hair or fur, and four-chambered heart. There are over 6,000 species of mammals, which are found on all continents except Antarctica. Mammals play an important role in the ecosystem, and they are also important to humans. However, mammals are facing a number of threats, including habitat loss, climate change, and hunting. It is important to conserve mammals and to protect their habitats so that future generations can enjoy them. Reptiles Reptiles are a diverse group of animals that are characterized by their ectothermy (cold-bloodedness), scaly skin, and amniotic eggs. There are over 10,000 species of reptiles, which are found on all continents except Antarctica. Reptiles play an important role in the ecosystem, and they are also important to humans. However, reptiles are facing a number of threats, including habitat loss, climate change, and hunting. It is important to conserve reptiles and to protect their habitats so that future generations can enjoy them. Birds Birds are a group of warm-blooded vertebrates that are characterized by their feathers, wings, and ability to fly. There are about 10,000 species of birds, found on every continent except Antarctica. Birds are endothermic (warm-blooded), and they breathe through lungs. Birds have a number of features that distinguish them from other animals. These features include: - Feathers - Wings - Beaks - A four-chambered heart - A syrinx, which is an organ that produces sound Birds are found in a wide variety of habitats, including oceans, rivers, lakes, forests, deserts, and even the air. They range in size from the tiny bee hummingbird, which is only about 5 centimeters long and weighs less than 2 grams, to the ostrich, which can grow up to 2.7 meters tall and weigh up to 150 kilograms. Birds play an important role in the ecosystem. They are prey for other animals, and they also help to disperse seeds and pollinate plants. Birds are also important to humans, as they provide us with food, clothing, and companionship. However, birds are facing a number of threats, including habitat loss, climate change, and hunting. These threats are causing the decline of many bird species, and some species are even facing extinction.	oercommons	2025-03-18T00:37:33.841445	07/06/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106402/overview", "title": "The Animal Class", "author": "George Quarles" }
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	2025-03-18T00:37:33.871973	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/89860/overview	How to Teach The Present Perfect Simple Tense - ESL Lesson Plan Overview Before teaching this lesson, it is expected that you have a good understanding of what the present perfect simple tense is. You should know that it is used to describe events that took place in the past, which have a result now (in the present). I recommend that you review the lesson plan before teaching it so that you have a firm understanding of the concepts and activities it includes. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class This lesson plan should be used with English learners at an intermediate level. Before starting this lesson students should have a strong understanding of how to use the past simple tense. They should also have a basic understanding of how to use question words. Off2Class offers lessons that cover these topics, just download a free account to find out more. https://www.off2class.com/lesson-plan-downloads/how-to-teach-the-present-perfect-simple-tense/	oercommons	2025-03-18T00:37:33.891569	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89860/overview", "title": "How to Teach The Present Perfect Simple Tense - ESL Lesson Plan", "author": "Speaking and Listening" }
https://oercommons.org/courseware/lesson/58621/overview	shape game Shapes Overview This is a lesson to teach children in pre-kindergarten to recognize and differentiate between shapes. It includes videos, games, and activities that can be done as a group or independently. Shape identification I will show the students a picture of a shape. The student will say the name of the shape out loud. We will do some as a class and others individual students will answer independently. Shape Matching The students will be given a mat with pictures of different shapes as well as wooden shapes. The student will place the correct wooden shape on the picture of the same shape.	oercommons	2025-03-18T00:37:33.909662	10/08/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/58621/overview", "title": "Shapes", "author": "Michelle Duarte" }
https://oercommons.org/courseware/lesson/84408/overview	\| SVCSRP LESSON PLAN \| \| Name & Contact \| Emily ColemanStrasburg High SchoolChemistry Teacherebcoleman@shenandoah.k12.va.us \| \| Subject Area \| Chemistry \| \| Grade Level \| 10-12 \| \| Duration \| \| \| Short Description \| This lesson plan is for the first day of school where we go over the normal stuff, like the syllabus and rules, but the biggest part is where we go over lab safety. We go over the different rules that we should follow while in the lab and then we also go into how to handle an emergency situation while completing a lab. \| \| Specific Objectives \| - Students must understand proper safety attire. - Students must understand the location and safe use of chemicals and equipment. - Students must understand how to use a Material Safety Data Sheet. - Students must understand proper response to emergency situations. \| \| VA Core Content SOL/CTE Competencies \| - Chemistry CH. 1 : The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations - and verifiable data. Key concepts include - a) designated laboratory equipment; - b) safe use of chemicals and equipment - c) proper response to emergency situations \| \| \| \| \| VA Computer Science SOL \| - Fostering an Inclusive Computing Culture - Collaborating Around Computing - The students will work together in small groups, but then we will be talking together as a whole class after they have talked in their little groups. - Recognizing and Defining Computational Problems - Developing and Using Abstractions - Creating Computational Artifacts - Testing and Refining Computational Artifacts - The students will look at different scenarios and have to come up with multiple different ways to respond. We will then figure out what is the best way to respond to a situation. - Communicating About Computing \| \| Computational Thinking Core Components \| - The students will have to look at the different scenarios and break them down in order to come up with a proper way to respond. - Students will see patterns show up with how to respond to a situation as we work through our 6-3-5 rotation. \| \| Learning Outcomes \| - Identify all student learning outcomes from this lesson. - Student will be able to know proper lab protocol and the different pieces of lab ware that we will use during the year. \| \| Integration with STEM \| - Science - Technology - Engineering - Mathematics - Other topics: \| \| Data Science Components \| - Data Collection & Acquisition - Data Representation & Visualization - Data Interpretation & Processing - Data Analysis & Prediction \| \| Vocabulary \| apron/lab coat, goggles, gloves, fire extinguisher, fire blanket, safety shower, eye wash, broken glass container, fume hood, clay triangle, crucible with lid, watch glass, wash bottle, evaporating dish, erlenmeyer flask, graduated cylinder, bunsen burner, dropping pipet, tongs, test tube rack, test tube holder, ring stand, wire gauze, volume, mass, temperature, pressure \| \| Materials \| apron/lab coat, goggles, gloves, fire extinguisher, fire blanket, safety shower, eye wash, broken glass container, fume hood, clay triangle, crucible with lid, watch glass, wash bottle, evaporating dish, erlenmeyer flask, graduated cylinder, bunsen burner, dropping pipet, tongs, test tube rack, test tube holder, ring stand, wire gauze, volume, mass, temperature, pressureLab Safety Scenarios \| \| Expected Prior Knowledge \| General idea of how to act in a laboratory setting. By the time they get to chemistry, they should have gone over lab safety during both Earth Science and Biology. \| \| VDOE Profile of a Graduate Connections \| - Have to look at different lab scenarios and think through how to solve each one. - Same as critical thinking - The students will be working in groups to come up with ideas. \| \| Lesson Outline:Use this guiding information for the Engagement, Exploration, Explanation, Elaboration, and Evaluation steps in your lesson plan. \| Launch/Warm-Up/IntroductionQuestions are only for guide \| \| EngagementI start off the lesson with a video of a guy working in a lab setting doing everything wrong. The students have to use their prior knowledge to pick out different ways that the guy was not exhibiting proper lab protocol. \| \| ExplorationThey will be given envelopes with different scenarios that could potentially happen during a lab and they will try to come up with how they should respond to the situation if it did actually occur.They will also be going through lab drawers as well, and they will be separating the materials based on what they believe the purpose of each piece is. \| \| ExplanationWhy would you act the way y'all came up with and not this way? \| \| ElaborationThey will use the information that they are learning everytime that we come into lab and will have to know how to react if something happens. \| \| EvaluationThe students will be evaluated formally and informally. I will be walking around listening to them as they are going through their discussions. They are also writing down the information in the packet that they will turn in at the end of the unit. \| \| \| Include differentiation, if applicable (ESL, SPED, Learning styles, etc.) \| \| \| \| Closure/Student ReflectionThey will have random scenarios that they have not seen before and will have to take the same approach that they did in groups, but individually. \| \| Assessment and Rubric: \| Informal/ObservationsAre they on task?Are they thinking about the scenarios in the correct way? \| \| Link Assessments/RubricsThe assessments will be on the assessment program that we have through the county. \| \| Lesson Materials(Handouts, resources, websites) \| https://docs.google.com/document/d/1gnkAre2i536EicVxFutZkbgsP1t5bP51uYaKDyABFOI/edit?usp=sharing \| \| Teacher Reflection (After lesson is taught to students) \| \|	oercommons	2025-03-18T00:37:33.939616	07/31/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84408/overview", "title": "Lab Safety and Glassware", "author": "Emily Coleman" }
https://oercommons.org/courseware/lesson/88460/overview	Media Literacy OER Overview Media Literacy OER Whole Group Assignment Kindergarten Media Literacy Remixed OER Read aloud with students and do this assignment as a whole class! Two Truths and a Lie Online: Media Literacy for Young Adults Activity 1: Two Truths & a Lie Artifacts In the Unit Teaser, I shared 3 creatures – two make believe creatures and one real creature – and you had to determine which were fake and which was real. Now it is your turn! You will be placed in small groups, and each group will create 3 online artifacts. The online artifact could be a blog post, a photo, a video, an animation, and/or a podcast. It is up to you and your group, what type of online artifacts you create. One or two of these online artifacts should be a lie (something non-factual that you and your group make up), and one or two of the artifacts should be a truth (something factual and real). Photo Credit: Evan Dennis There are only two rules: - The artifacts you create are to be shared only within private class forum (and if using videos, podcasts or blog posts uploaded elsewhere, they are to be marked private), so as not to spread misinformation. - No artifacts are to be made that are hurtful or about people, in or outside of this class. Please click on the button for the respective group that you’ve been assigned to below. There you will find a discussion board for your group to brainstorm what 3 online artifact you wish to create. Once your group has finished creating your 3 online artifacts, add them to your Group’s Artifact Board below, with the goal of stumping and deceiving your classmates. The other students in the class will then visit each groups artifact board and guess in the discussion which artifacts represent real / accurate information and which are false.	oercommons	2025-03-18T00:37:33.973015	12/04/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88460/overview", "title": "Media Literacy OER", "author": "Rebecca Triplett" }
https://oercommons.org/courseware/lesson/92825/overview	Airway Bill Webquest Overview The WebQuest is an inquiry-based assignment. WebQuest Activity WebQuest Worksheet allows students to learn about documents used in the Operations, Dispatch, and Transport Services.	oercommons	2025-03-18T00:37:33.989080	05/18/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92825/overview", "title": "Airway Bill Webquest", "author": "Roberta Phillip" }
https://oercommons.org/courseware/lesson/78311/overview	tips.clip-studio.com/en-us/articles/807#:~:text=Perspective%20drawing%20is%20a%20technique,%2C%20and%20three%2Dpoint%20perspective. Engineering Graphics And Design Overview https://www.youtube.com/watch?v=w_LbQviO1K4 tips.clip-studio.com/en-us/articles/807#:~:text=Perspective%20drawing%20is%20a%20technique,%2C%20and%20three%2Dpoint%20perspective. Perspective Drawing In your Grade 9, you have once learned about oblique drawings. So, this lesson is to take you from that Oblique-idea into a more standardized idea of a drawing (perspective drawing) that is mostly exposed in the field of architecture. Perspective Drawing: What is perspective drawing? Perspective drawing is a technique used to depict spatial depth, or perspective. In other words, it allows you to accurately draw a three dimensional object onto a two dimensional plane. Source Below, is a video that might visually assist you, so we'd be in the same picture:	oercommons	2025-03-18T00:37:34.008295	03/18/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78311/overview", "title": "Engineering Graphics And Design", "author": "Lungelo Shabalala" }
https://oercommons.org/courseware/lesson/94155/overview	Ant or Elephant? Overview ACTIVITY OBJECTIVE: A great decision-making activity for kids that will also build their thinking and reasoning skills. thinking and reasoning Keep a box with picture cards and play it regularly. You can also ask the child to make up their own. ACTIVITY OBJECTIVE: A great decision-making activity for kids that will also build their thinking and reasoning skills. ACTIVITY DESCRIPTION: Show the child a picture of an ant and a picture of an elephant. Play the game by asking, “Would you rather be an ant or an elephant?” The child has to pick an answer and explain why. You can use any kind of animal, person, or quality as an example. FOR PRINTABLES Page Break ACTIVITY MATERIALS 01 \| Drawing/Picture of an Elephant \| 01 \| Drawing/Picture of an Ant \| 00 \| Drawing/Picture of any other animal \|	oercommons	2025-03-18T00:37:34.022856	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94155/overview", "title": "Ant or Elephant?", "author": "Special Education" }
https://oercommons.org/courseware/lesson/77956/overview	Determinants of Supply Supply and Demand Video Supply and Demand Economics Overview Students will learn about the determinants of supply and demand and create examples that help them to reflect on these determinants. Determinants of Supply and Demand To learn about supply and demand and the determinats of supply and demand, students will watch a YouTube video explaining both the concepts of supply and demand. Next, students will read the article that lists and explains the determinants of supply. Afterwards, students will read the article that lists and explains the determinants of demand. As an activity, students will make up a business and think of three hypothetical events that would affect one of the determinants of supply. For example, if I created a coffee shop and the country that supplies the coffee beans that I buy from went into a Civil War, then it would be harder for me to get the coffee beans, making the prices of inputs used to produce the good determinant increase. Next, students will do the same for determinants of demand. They will now be the customers of this business. They must think of three hypothetical events that this business might do that would make them, as consumers, change one of their determinants of demand. For example, if this coffee shop started selling desserts, and I love desserts, then my demand would increase as my determinant of demand, tastes, was increased.	oercommons	2025-03-18T00:37:34.041273	Mandy Ozment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77956/overview", "title": "Supply and Demand Economics", "author": "Lesson" }
https://oercommons.org/courseware/lesson/92257/overview	open Book on ICT integration in Mathematics and science Overview I am TWAHIRWA Daniel Student in Mep Reg: 221029800 Assignment of week 7 This module integrates these two components together and this dynamism must be reflected in the planning, conduct and validation of your teaching and learning practice. This module is not designed for programmers or IT-specialists, but it is intended for you and for any student teacher/educator who has some basic knowledge of digital environments and who is interested in engaging or engaging learners in learning with ICT.	oercommons	2025-03-18T00:37:34.058422	04/24/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92257/overview", "title": "open Book on ICT integration in Mathematics and science", "author": "Daniel TWAHIRWA" }
https://oercommons.org/courseware/lesson/76251/overview	How to Add Content to OER Commons (this is the large umbrella description)) Overview Describe the big picture of your content here Testing Adding Content 1 Describe your content here Testing Adding Content 2 Again, describe your content here Describe the big picture of your content here Describe your content here Again, describe your content here	oercommons	2025-03-18T00:37:34.074324	01/11/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76251/overview", "title": "How to Add Content to OER Commons (this is the large umbrella description))", "author": "Julie Robinson" }
https://oercommons.org/courseware/lesson/80241/overview	Learning Domain: Algebra: Seeing Structure in Expressions Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Learning Domain: Functions: Building Functions Standard: Write a function that describes a relationship between two quantities.* Learning Domain: Functions: Building Functions Standard: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Learning Domain: Functions: Interpreting Functions Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* Learning Domain: Functions: Interpreting Functions Standard: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Cluster: Write expressions in equivalent forms to solve problems Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Cluster: Analyze functions using different representations Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* Cluster: Analyze functions using different representations Standard: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Cluster: Build a function that models a relationship between two quantities Standard: Write a function that describes a relationship between two quantities.* Cluster: Build new functions from existing functions Standard: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.	oercommons	2025-03-18T00:37:34.094335	05/11/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80241/overview", "title": "Unit 2: Structures of Expressions", "author": "Mindy Branson" }
https://oercommons.org/courseware/lesson/94979/overview	- - Affixes - Dinosaurs - ELA - Greek and Latin Roots - biology - dinosaur - ela - License: - Creative Commons Attribution - Language: - English - Media Formats: - Downloadable docs Education Standards Learning Domain: Biological Unity and Diversity Standard: Make observations of plants and animals to compare the diversity of life in different habitats. Learning Domain: Heredity: Inheritance and Variation of Traits Standard: Use evidence to support the explanation that observable traits can be influenced by the environment. Learning Domain: Biological Evolution: Unity and Diversity Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Learning Domain: From Molecules to Organisms: Structures & Processes Standard: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Learning Domain: Earth and Human Activity Standard: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. Learning Domain: Biological Evolution: Unity and Diversity Standard: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Learning Domain: Biological Evolution: Unity and Diversity Standard: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Learning Domain: Language Standard: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Learning Domain: Reading: Foundational Skills Standard: Identify and know the meaning of the most common prefixes and derivational suffixes. Learning Domain: Reading: Foundational Skills Standard: Decode words with common Latin suffixes. Learning Domain: Reading: Foundational Skills Standard: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Learning Domain: Language Standard: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Maryland College and Career Ready English Language Arts Standards Grade 3Learning Domain: Reading: Foundational Skills Standard: Identify and know the meaning of the most common prefixes and derivational suffixes. Maryland College and Career Ready English Language Arts Standards Grade 3Learning Domain: Reading: Foundational Skills Standard: Decode words with common Latin suffixes. Maryland College and Career Ready English Language Arts Standards Grade 4Learning Domain: Reading: Foundational Skills Standard: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Science Domain: Earth and Space Sciences Topic: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment Standard: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.] Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems Standard: Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.] Science Domain: Life Sciences Topic: Inheritance and Variation of Traits: Life Cycles and Traits Standard: Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.] Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.] Science Domain: Life Sciences Topic: Structure, Function, and Information Processing Standard: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.] Science Domain: Life Sciences Topic: Natural Selection and Adaptations Standard: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.] Science Domain: Life Sciences Topic: Natural Selection and Adaptations Standard: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.] Cluster: Vocabulary Acquisition and Use. Standard: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Cluster: Phonics and Word Recognition. Standard: Identify and know the meaning of the most common prefixes and derivational suffixes. Cluster: Phonics and Word Recognition. Standard: Decode words with common Latin suffixes. Cluster: Phonics and Word Recognition. Standard: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Dino Name Game Overview So many dinosaurs have names that come from Greek or Latin roots. This activity lets kids explore those affixes. This is a card sort activity that looks at the Greek and Latin affixes found in dinosaur names. edit later	oercommons	2025-03-18T00:37:34.148652	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94979/overview", "title": "Dino Name Game", "author": "Reading Foundation Skills" }
https://oercommons.org/courseware/lesson/107001/overview	Education Standards Ag Business Balance sheets Overview Used in Agricultural Business to review Balance sheets, income and expenses. Ag Business Farm-opoly Balance Sheet Materials: - Monopoly Board game (1 per 4 students) - Balance sheet - Asset Sheet Length—3, 45 minute class periods Objectives: - TLW implement business-making decisions - TLW record business expenses and income on a balance sheet - TLW determine the meaning of a business asset. Introduction: - Bellwork essential question on the board: “What is a balance sheet” - Discuss with students their answers as they finish the question. - Using prior knowledge from earlier lessons, students should reach the conclusion that a balance sheet is a document business use to document income and expenses. Main lesson - Review vocabulary and balance sheet information using the Glow with the Flow moment. Students will pair up and create a flow sheet or brainstorm dump of how balance sheets work. - Distribute balance sheet and asset sheet to each student. Each student is responsible for recording all income, all expenses, and any transfer of property. Examples are: Rent (paid or collected), money from the cards, money from passing go etc. Any time cash is transferred, they need to record it in their sheet. - Today we are playing Monopoly. This will help us practice using a balance sheet. When I say so, you and your monopoly team will open up the game and get set up. Follow instructions that are in the game. Before you begin, stop, and I’ll give you more instructions. - Distribute monopoly boards to each group of 4 students. Review rules of monopoly with students. - When you begin, not before I say go, we will have x amount of time to play. Record each time money transfers hands. What questions are there? Go. - As students play, monitor and check for each student to be recording the cash flow. Assets should be written on asset sheet. - The game should take two class periods. At the end of the second class period, regardless of if the game is finished or not, students should have their balance sheet and asset sheet completed. - On the third class period, students will need to total up their earnings and assets and any other financial transactions. Discuss and reflect with students about if their business was successful based off the information of the balance sheet. - Students should be able to identify parts of a balance sheet, and what sort of transactions go where.	oercommons	2025-03-18T00:37:34.174130	07/22/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107001/overview", "title": "Ag Business Balance sheets", "author": "Kaydie Brandl" }
https://oercommons.org/courseware/lesson/109427/overview	https://kids.nationalgeographic.com/history/article/statue-of-liberty statueoflibertyinterview Statue of Liberty Overview Students will be able to reflect on what they learned after completion of assessment Fun Facts about Statue of Liberty Students will watch video and answer ten questions to show they understand the content given to them. Next they wiill complete the interview assignment to show mastery of comprehension. - Who gifted the Statue of Liberty to the U.S.? - What is a nickname of the Statue of Liberty? - What was it designed to end? - The inside was designed by the same person who designed what other famous structure? - How much does it weigh? - How much did it cost? - How tall is it? - What is the statue made of? - Who is the Statue of Liberty modeled after? - What is written on the table she holds, and what does it symbolize?	oercommons	2025-03-18T00:37:34.193458	10/18/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109427/overview", "title": "Statue of Liberty", "author": "Josh Ingram" }
https://oercommons.org/courseware/lesson/69108/overview	Achieve Open Educational Resources Evaluation Tool Handbook All About the States Lesson Plan Complete list of websites Creative Commons Licensing Quick Reference Creative Commons Search Creative Commons Searching Help Guide Developing Rubrics Lesson on OER Commons Digital Citizenship: Digital Footprint resource on OER Commons Digital Public Library of America EDSITEment! Fair Use Guidelines for Teachers Quick Reference Import from Google Docs Import OneDrive Word Document Library of Congress, Free to Use and Reuse Sets List of words that can be used with an objective Materials Type Listing NASA Images National Archives National Screening Room New York Public Library Public Domain OER/CC Assessment OER/CC Assessment Answers OER Commons OER Commons Lesson Plan Template OER Commons Rubric OER Rubric Assessment OER Rubric Assessment Answers OER Submission Details Worksheet Open Educational Resources Lesson Reflection Open Music Archive POWER Library Project Gutenberg Public Domain Clip Art Public Domain Movies Public Domain Pictures Resource Worksheet Rubric I Rubric II Rubric III Rubric IV Rubrics for Evaluating OER Objects Rubric V Rubric VI Rubric VII Skills Commons SMART Goals Smithsonian Open Access Virtual Tour of the OER Rubrics and Evaluation Tool Open Educational Resources and OER Commons Overview This lesson plan walks students through the copyright licenses and open educational resources. Students will learn how to author resources using the OER Commons platform, align them to standards, and evaluate them using the Achieve Rubrics. Lesson Summary Instructor Notes: Complete list of websites can be found in the Resouce Library. This list can be provided to your technical staff to ensure links are allowed through the school filters. Overall Assessment Rubric: A rubric has been provided that can be used to assess the teamwork, participantion and behavior of the students. This rubric is available in the Resource Library. A copy of the rubric can be provided to the students so they know what is expected of them during this lesson. Open educational resources (OER) are publicly accessible materials that are licensed as public domain or in such a way that they can be used, re-mixed, improved upon, and redistributed. OERs can be full courses, lesson plans, open textbooks, openly licensed videos, software, images, or other materials that can be used to support education and increase knowledge. OER Commons is a website that contains a digital library of open educational resources (OER). It was created by the Institute for the Study of Knowledge Management in Education (ISKME) to help educators discover and create open educational resources. These resources can be download for free and educators can modify them as they are needed. Currently there are over 50,000 educational resources available on the site with new resources being created by the member community daily. In addition to the plethora of resources, with can be searched and filtered by a multitude of fields, OER Commons contains modules which will allow you to align a resource to the common core or state standard, evaluate resources using the Achieve OER rubrics, or add to the collection by creating your own open educational content. In this lesson, you will learn about: - Intellectual property and copyright licenses - Preparing and creating a lesson plan for OER Commons - Creating lessons using OER Commons Open Author module - Publishing your OER Commons resources - Aligning lessons to state and common core standards - Using and understanding the Achieve OER rubrics Upon completion of this lesson, students will know/be able to…. - Identify the rights and restrictions granted by the various Creative Commons licenses - Understand the components required to create a lesson plan - Create a lesson plan using the OER Commons Lesson Plan template - Be able to navigate OER Commons to curate resources - Understand and apply the ACHIEVE Rubrics to OER Resources - Understand and apply state, local and national standards to a resource in OER Commons. - Develop their own resources using the Open Author platform in OER Commons - Understand the process of publishing resources to the OER Commons platform. Intellectual Property and Copyright Licenses Instructor Notes: Pre Lesson Activity: Before you begin this activity, have a group discussion on what resources are used in the classroom, around the school or in the library. Using post-it notes, an easel pad, or an electronic note taking program such as Evernote or OneNote, record the names of the resources to use later in the lesson. The activity responses will be used to complete the second activity in this section. Participants can also be asked to bring a list with them for this activity. A help guide can be found in the Resource Library for searching in Creative Commons. Assessment: The students will complete a true/false, matching, and multiple choice assessment on the terminology of the Open Movement, OER Commons, and the Creative Commons Licenses. The correct responses to this assessment are available in the OER/CC Assessment Answers document. Additional Activities: The OER Remix game can be used as an additional activity to check for understanding of the Creative Commons Licensing. This educational game is a deck of cards that allows the players to explore the open content licenses. These cards can be used to play multiple games. Instructions on each game and the link to download the card deck can be found at OER Remix game. Pre-Activity Directions: \| First used in 1769, intellectual property, according to Merriam-Webster, is defined as “property that derives from the work of the mind or intellect”. It is protected by federal and state laws and can include items such as writings, music, drawings, painting, photography, and films. There are various types of intellectual property laws that are relevant in the permission process. They include: - Copyright - Patent - Trademark - Trade Secrets In most cases when creative works are involved, we are concerned primarily with copyright laws. However, trademarks, and other intellectual property permissions may come into play when permission to use a certain type of work is sought. Copyright law is used to protect a creator’s work, time, and effort. It provides the owner the exclusive right to: - Reproduce the work - Prepare “derivative works” - Distribute copies of the work by sale, lease, or other transfer of ownership - Perform the work publicly - Display the work publicly Within the copyright law, educators have the option of fair use. The fair use exception allows parts of a copyrighted work to be used without the permission of the owner. Activities that are normally deemed fair use include: - Nonprofit educational use - Criticism and commentary - News reporting - Research and scholarship - Parody Even with fair use, educators may only be able to use a portion of the entire resource. Linked to this section is a quick reference on Fair Use Guideline for Teachers which may come in handy when you need to figure out what portion of a copyrighted resource can be used. Because limits do not allow you to use the entire resource, public domain and creative commons licensing becomes extremely helpful for locating quality content that can be used within the classroom. Activity Directions: \| You may have noticed that most of the resources you use currently are copyright protected. If they are “free” today, they may be restricted from use sometime in the future or may require a usage free. These resources also cannot be modified, adapted or redistributed with permission from the copyright holder. Open educational resources (OER) solve these issues. OERs are teaching and learning resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing. This provides educators the ability to adapt the resources based on individual needs. It also ensures that the resources you are using are up to date. OER resources are clearly tagged or marked as being in the public domain or having an “open license”. Let us look at these licenses in more detail. Public Domain is applied to any creative work in which no exclusive intellectual property permission is applied. The rights may have expired or been expressly waived. In addition, some creative works may not be covered by copyright, therefore they automatically fall into public domain. Public domain materials are freely available to the public and carry no restrictions on the use of the materials. Some common websites to get public domain material include: - Books - Project Gutenberg - Images – Public Domain Pictures - Clipart - Public Domain Clip Art - Movies – Public Domain Movies - Music – Open Music Archive - Videos - The National Screening Room Anything that is in the public domain will have the copyright license of CC0. This means that the items can be used and modified, and you do not have to attribute the original owner. Resources may also be marked with one of the public domain licensing icons below. Activity Directions: \| Open licensed materials fall in between copyright and public domain. Open licenses allow the creator of the content to release some of their copyright permissions. These resources are licensed in a manner that provides the user free and perpetual permission to engage in the 5R Framework defined by David Wiley. Some of the most widely used open licensing platforms are Creative Commons and GNU General Public Licenses. There are six (6) main Creative Commons licenses that are based on four (4) conditions. The four (4) conditions of a Creative Commons license includes: The six (6) copyright licenses offered by Creative Commons are based on the four (4) conditions outlined above. These six (6) licenses include: To help you understand the Creative Commons licenses, we have provided a Creative Commons Licensing Quick Reference in the Resource Library. The GNU General Public License or GFDL is primarily used for software. It is a free copyleft license. Users can change and share versions of a software program licensed this way. This license aligns with the Creative Commons Attribution-ShareAlike license. Due to the philosophy of the 5R permissions of OER, items that you discover with a Creative Commons license that includes no derivatives are not considered to be true OER resources since you cannot remix and share them. So where do you locate OERs? Repositories are available on the Internet for locating OER resources. Some of these repositories include: Activity Directions: \| Section Assessment Directions: \| Preparing A Lesson Plan For OER Commons Instructor Notes: A SMART Goals handout is available in the Resource Library. If participants do not want to complete the entire template, they can use it to record notes for each area which can then be used in the next section to add the resource to the OER Commons web site. Assessment: The assessment for this section will be based on the participants ability to complete the OER Commons Lesson Plan Template. Experienced teachers understand that a lesson plan is used as a daily step-by-step guide for what they will be teaching their students. It also contains what resources you will be using and how the progress of the students will be measured. It does not matter if you use pencil and paper, or a computer program to create the lesson, each lesson should contain specific components. These key parts include: - Goal & Objectives - Standards Alignment - Materials - Procedures - Formative Assessments - Reflections Let us look at each of these individually. Goal & Objectives A goal provides directions for the lesson. It is generally not measurable and very generic. It can be used as the lesson overview to tell someone about the lesson. Once the generic goal has been created, you will need to break it down into more detailed objectives (also called competencies). The objectives should align to the state, local, and national standards for your school. Students should be able to use these objectives to monitor their own learning progress. The objectives should be created using the SMART model which means they should be specific, measurable, attainable, realistic, and time-based. As you write the objectives for your lesson, start by asking the following questions. - Is the objective specific? - Can the objective be measured? - Is the objective attainable by all students? Can it be adjusted for Differentiated Instruction or personalized learning? - Is the objective relevant for all students? - Can the objective be completed in a specific amount of time? Will it align to the class syllabus?All objects should start with an action word. When action words are included in the objective, it becomes a painless process ensuring that the students have met their objective goal. These action words will change based on the type of lesson objective. An introductory lesson may use the action word define whereas an advanced lesson may use the action word create. For example, an introductory objective may be “Students will define the buttons on the Microsoft Word Ribbon” whereas and advanced objective may be “Students will create their own Microsoft Word Ribbon Toolbar”. A list of action words, provided in the Resource Library, can be helpful when creating your objectives. Standards Alignment Once you have identified your objectives, it is now time to align them to required local, state, and national standards. Depending on your institution, you may also have to align them to a certification. Placing the standards directly into the lesson plan provides a quick way of showing you are meeting all requirements. When aligning the standards, it is advisable to always use the exact verbiage so you can continue to focus on the outcome. Materials & Equipment List This section of a lesson plan is a summary of all the items you need to teach the lesson. It ensures that you do not forget to sign-out a computer cart or copy a handout. It is basically the to-do list of items that need to be completed before you begin the lesson. You will need to include items such as: - Student Handouts - Textbooks / Reference Books - Worksheets / Graphic organizers / Infographics - Computers / Tablets / Presentation devices - Websites / Online Activities - Rubrics / Quizzes / Tests This summary will change with the procedures in your lesson plan. For example, will you be handing out a paper quiz or will that quiz be assigned via Google Classroom? Since this is closely related to the procedures in your lesson, it is advisable to complete this in conjunction with your lesson procedures. Procedures This is the bulk of the lesson plan. It contains the step-by-step instructions you will need to teach the lesson to your students. Think of this are the detailed instructions you would provide a substitute instructor. As you begin to determine what steps your procedure will include, ask yourself the following questions: - How will I introduce the topic? - Do you have a specific strategy or technique that will work best for this topic? - What activities do you want to incorporate into the procedure? Are they individualized, group or divided by stations? - Are there any project-based, critical thinking, or problem-solving activities you can include? - Does it relate to real-life? Can I show how? Formative Assessments This section can be used as a way of evaluating student learning. They can be quizzes, games, hands-on activities, group presentation, or projects. A mixture of these assessments can be used on a regular basis to keep your students engaged. Some examples of these assessments can be found on the Edutopia. Reflections Reflections can be divided into student reflections and teacher reflections. The student reflection is used by the student so they can document what part of the lesson resonated with then. They can analyze what they learned and why they think it is a relevant component of their learning. They can also reflect on any group participation or ways they plan to expand their knowledge. Instructor reflections are used as an observation of the success of a lesson plan. These are completed at the conclusion of the lesson plan. Once the reflection is completed, updates need to be made to the plan, so it is ready for the next time. When it comes time to reflect on the lesson, ask yourself the following questions: - Did I allow enough time for the lesson? - What part of the lesson did the students have difficulty with? Do I need to make changes? - Did the students stay engaged with the lesson? - Did I meet all the objectives? You can use the OER Commons Lesson Plan Template to plan out your lesson, so it becomes easier to add it into OER Commons. Let us look at where the above components fit into the OER Commons Lesson Plan template. The lesson overview / goals on the OER Commons Lesson Plan template is used to provide a summary of what your lesson is about. It is used as a way of introducing your lesson to users who are searching through OER Commons for materials they can use. In addition to the Lesson Overview, OER Commons will also use the Title, Creator, Subject Area, and Suggest Grade as part of its overview description. Even though there are now distinct areas for the objectives, they can be used to help introduce each section of your lesson on the OER Commons platform. You can include them in the overview, or as part of the teacher instructions within the lesson plan itself. When you are entering the lesson plan into OER Commons, there is a module available specifically for aligning to standards. This module will allow you to align standards based on the following: - AASL 21st Century Learner Standards - AASL Standards for Initial Preparation of School Librarians - CSTA K-12 Computer Science Standards - Common Core State Standards - English Language Arts - Math - Next Generation Science Standards - Pennsylvania Core Standards - English Language Arts - Math - Pennsylvania Academic Standards - Environment and Ecology - Science and Technology (2002) - Mathematics - Business, Computer, and Information Technology - Career Education and Work - Civics and Government - Economics - Family and Consumer Sciences - Geography - Health, Safety & Physical Education - History - Science and Technology and Engineering Education - UNESCO ICT Competency Frameworks If you have aligned your lesson to any other standards (ASCA, ISTE, etc.) These will need to be entered into the instructor information in the lesson plan. The standards area of the OER Common Lesson Plan Template provides an easy way of organizing these items. The Procedures area of the lesson plan is where you will spend your time. This area is broken down into 3 components: Warm Up/Introduction, Research/Explore, and Reinforcement/Creation. - Warm-Up/Introductory is used as a way of introducing the topic to the students. This can be a lecture or video where students take notes, a group discussion on what the class knows about a topic, or an introductory game such as “Guess the Topic”. - Research/Explore section can be used as a way of providing additional projects where the student can expand their knowledge by digging deeper into the content or by supplying additional resources where they can practice the skills they have discovered. Depending how detailed your lesson plan will be, you may need to add additional Research/Explore sections to accommodate the entire plan. - Reinforcement/Creation is used as a way of reinforcing the skills or content the student learned about. This can be a problem-solving or creation-based project where the student can be creative while showing you that they understand the content. This area can be used for assessing the depth of knowledge of the student. Each procedure section has areas for a student view and instructor notes. When you begin creating your resource on the OER Common website, it is important to note that there are two views. The main content area in the creation tool is to be used for content that will also be visible to both the student and instructor. This area can include specific instructions and material that is used for a student handout. If there are any unique instructions for the instructor, they will be placed in a separate area that only the teacher will see. The Instructor Notes can be the area where you place any additional standards that cannot be aligned using the standards module r any answers to quizzes or assessment that should not be visible by the student. Formative assessments are not required for every activity in a lesson plan, but they may be helpful to check for understanding at the end of each activity. Assessments are a way of showing that the students have learned the content. They can be completed in class or at home as part of their homework. Rubrics can be used as a way of assessing the student. They are designed in a grid and clearly indicate achievement criteria. Rubrics can be used as a way of showing what components need to be included in a project and how they will be graded. The grading can be done by the instructor, a peer, or an expert in the content area. The assessment area also includes a placeholder for a rubric if it used. You can use the OER Commons lesson on Developing Rubrics if you are new to the rubric assessment tool. The last required component is for reflections. The OER Commons Lesson Plan template contains a section for both a student and instructor reflection. The student reflection is blank and allows you to create a reflection based on the topic. The teacher reflection is already prepopulated and is there to remind you that you should reevaluate the plan after each use for ways you can be improved. Within the OER Commons platform, you also have the opportunity of including an image as part of your lesson overview. The section labeled “Lesson Plan Image” provides a placeholder for this image. Since the philosophy of OER is geared toward open, the image should be licenses using a Creative Commons or public domain license. The lesson plan also includes some suggested websites for locating those images or you can use the Creative Commons Searching Tool that you learned about in Lesson 1. The All About the States Lesson Plan, located in the Resource Library, can be used as an example of what a lesson would look like int the OER Template. Activity Directions: \| Creating Lessons Using OER Commons Open Author Module Instructor Notes: If you have a class that has not accessed the OER Commons platform, utilize the account creation as another activity in this lesson. Assessment: The assessment for this section is based on the student's ability to use the Open Author platform and creating a resource using the material from the OER Commons Lesson Plan from the precious section. Now that you have your lesson created, it is time to learn about OER Commons. Launched in 2007, OER Commons is a website that provides access for over 42,000 vetted and fully indexed open educational resources. In addition to the growing number of individual authors of open materials, OER Commons has also partnered with hundreds of other institutions and organizations making this one of the best single access points for locating high quality content from across the globe. In order to contribute resources to the OER Commons platform, you must have obtained credentials for accessing the site. If you have not created an account, follow the Account Creation Help Guide in the Resource Library to create a presence on the OER Commons platform. Once your account is set up and you are logged in, you can begin to build your first resource. OER Commons uses a module called Open Author for creation of its lesson plans and resources. This module allows for both instructor and student facing views. Instructors can include overviews, supporting text and step-by-step instructions. Activity Directions: \| To create a new resource: - Click on the "Add OER" button at the top of the screen. - When the window appears, click on the "Open Author" button. The Resource Details screen will appear. This is where you will insert your step by step procedures. The details screen is broken down into seven (7) sections. - Overview information - Section 1, Enter the Title/Resource Name. This will be viewable in the search results when someone searches for content. - Section 2, Upload title image. This is where you will upload the image from the last section of the OER Commons lesson plan template. This image will appear as part of the lesson plan description in the search results. - Section Information (From the Procedures area of your lesson plan template) - Section 3, Section Name. This is used to provide a name for the section. If can be Reflection, Introductory Lesson, etc. - Section 4, Main Content. This is the main content of your lesson or resource. This is the area that is viewable by students when it is shared with them. - Section 5, Attach Resources. This is the area where you upload your handouts and other materials that supplement your lesson plan. - Section 6, Instructor Notes. This is the area that is used to provide additional information and instructions for educators. - Section 7, Insert New Section. Use this button to add additional sections to your resource. To Save your resource, click on the "Save" button. A draft of the resource will be saved in your items. Activity Directions: \| We created a resource from scratch using the Open Author module. If you already have the lesson plan created in Microsoft Word or Google Docs, you can import it right into the Main Content area of Open Author. To learn more about each option, click on the appropriate link. Publishing Your OER Commons Resource Instructors Notes: For the students to locate their resource after they publish it, have them save it BEFORE they select the publish button. This will place a copy of the resource in their items. The tagging activity can also be done by using the word cloud strategy and an online web tool such as Word Clouds or Poll Everywhere Assessment: The assessment for this section is based on the student's ability to publish their resource on the OER Commons platform. The resource should be searchable and viewable as part of the OER Commons respository. Now that you have your step-by-step procedures completed, it is time to publish the resource so other users of the OER Commons platform can find it. When you publish your resource, additional information is needed to help describe and better explain your resource to others. An OER Submission Details worksheet can be found in the Resource Library to help simplify this process. This worksheet contains all the fields that need to be populated as part of the publishing process. Required fields are labeled. All others are optional but would be beneficial for other OER Commons users as they encounter your resource in the search results. To publish your resource: - Click on the Publish button on the top of the Open Author module. - The Describe window will appear. This window allows you to provide an overview of the lesson and to provide the condition of use. Section 1, The Overview Box is where you will provide the Goal of the lesson. This box can also include the lesson objectives. Section 2, Conditions of Use. You need to decide which type of licenses you will be assigning to your resource. Each resource in OER Commons has one condition of use/copyright label. This label allows a user to quickly distinguish if a resource can be shared without further permission. The licenses in the drop-down align to the Creative Commons licenses and provide additional details on each. Once the user begins to search for a resource, they are populated using the OER Commons Conditions of Use alignments. The licenses are aligned as follows: OER Commons \| Alignments to Creative Commons / GNU / Public \| \|---\|---\| \| No Strings Attached \| \| \| Remix and Share \| \| \| Share Only \| \| \| Read the Fine Print \| \| Section 3, Preview Image. The image that appears here is the same image you uploaded when you created the resource in Open Author. You can change the image one last time. This is the same image that will appear in the search results of the OER Commons site. Section 4, The Help make this discoverable to others area of the publication window contains required fields. These field correspond to the Subject, Education Levels, and Language area of your OER Submission Details worksheet. Each of these areas will accept multiple choices, simply keep selecting choices from the drop-down menus. In addition, you will also be required to select a material type for your resource. Material type definitions vary depending on the website you are using. A detailed list of material types for OER Commons can be found by clicking on the what’s this link in the publishing window or be clicking here. Fields contained in the Additional Descriptions area are optional. The most important fields here are the Educational Standards and Keyword fields. The Standards field is used to align your resource to the standards that are embedded in the OER Commons platform. Alignment to the standards is not a requirement at this point. You can align the resource to the standards once it has been published to the OER Commons site. Keywords (also called tags) in OER Commons is the process of attaching an electrionic marker to a resource for categorizing purposes. Keywords for a resource can be assigned by any user. OER Commons allows you to search for resources based on a keyword/tag thus providing an additional measure for locating a resource. When creating resources for the POWER Library, it is advisable to always tag them with the keyword PowerLibrary. Activity Directions: \| Once you have all the descriptive fields completed, the next step (Section 5) is the Acknowledgement of use permissions. This check box is used to verify that you have the right to use and share all images, videos and other content included as part of your resource. You are also acknowledging that you have received the original creator’s consent wherever necessary. The final step, Section 6, is to click the Publish button. Once you click publish, your resource will be sent to the OER Commons content specialists for review. They will use the following criteria to look at your resource one last time before it goes live in OER Commons. The criteria they look at includes: - Educational content clearly supports learning. This can be in any of the following areas: K-12, undergraduate, graduate, vocational, or professional learning. - Education content presents a clear context of who the resource is to be used for and how it is to be used to meet learning goals. - Education content contains clear learning goals or objectives. It is not mandatory that these goals are aligned to standards. - Licensing / Usage Rights are clearly stated. - The resource clearly states that content is released under a creative commons license, is within public domain, or is available for non-commercial or educational use. - The resources should be openly accessible without creating an account or logging in. - The resource is complete. - The resources should not require use of commercial software or services. - The resource should be easy to use and should direct links to the individual learning resources. OER Commons does not index top pages of databases) - For STEM content, the content should have been created or updated within the last 5 years. - For General content, the content should have been updated within the last 7 years. - If you resource requires the use of any software or browser applications, those applications should be supported in modern operating systems and browsers. Activity Directions: \| Congratulations! Your resource should now be discoverable to every user on the OER Commons platform. Aligning Lessons to State and Common Core Standards Instructor Notes: Instructors may want to demo this before assigning the assessment. Remind students that they need to be logged in to align a resource to standards. Assessment: The assessment for this section is based on the student's ability to align a resource on the OER Commons platform to the Pennsylvania Core or Pennsylvania Academic Standards. This resource should have be created by someone other than the student and located using the searching tools of the OER Commons platform. Standards are aligned when you publish resources in OER Commons using the Open Author module. But what happens if you find a resource you want to use in your classroom, and it is not aligned to Pennsylvania Core or Academic standards? The OER Commons platform allows you to align any resource with the standards that are embedded within the website. Being able to align the resource to standards increases the value of the resource for future users. You need to log into your OER Commons account to align standards. To add a standard: - Select the resource you would like to align - Click the Align link to begin the alignment. - Using the Education Standard drop down menu, select one of the standards from the list provided. - Continue making selections from the drop-down menus as they appear. - When you are finished, you will see a preview of the selected tag. If it is correct, click the Add Selected Tag button to attach the standard to the online resource. - You can continue adding standards by repeating this process. Activity Directions: \| Using and Understanding the Achieve OER Rubrics Instructor Notes: The first activity is using the Jigsaw strategy. You can adjust, as necessary. Assessment: The students will complete a multiple choice assessment on the OER Rubrics. The correct responses to this assessment are available in the Rubric Assessment Answers document. Achieve, in collaboration with the OER community, has developed eight (8) rubrics to help users determine the quality of instructional resources. These evaluation tools are hosted and available on the OER Commons platform for users to evaluate the quality of the resources they discover. OER resources can be evaluated based on: - Rubric I: Degree of Alignment to Standards - Rubric II: Quality of Explanation of Content - Rubric III: Utility of Materials as Tools to Teach Others - Rubric IV: Quality of Assessment - Rubric V: Degree of Interactivity - Rubric VI: Quality of Practice Exercises - Rubric VII: Opportunities for Deeper Learning - Rubric VIII: Assurance of Accessibility Activity Directions: \| Rubric VIII, which is not part of the OER Commons evaluation module, is used to assure materials are accessible to all students. This rubric does not ask reviewers to make a judgment on the quality. Instead a yes/no determination is made depending on the degree to which the materials area accessible. This rubric is to be used by only those individuals that can make judgements about accessibility of an object. To use the rubrics in OER Commons, click the Evaluate button on the resource you would like to evaluate. The OER Commons on Guideline and Reminders will appear for you to read. When you want to start evaluating the rubric, click the Start Evaluating button. Watch the Virtual Tour of the OER Rubrics and Evaluation Tool for a demo of evaluating a resource. Activity Directions: \| Since the evaluation of resources can be done by any OER Commons users, it is advisable to periodically log into and look at the resources you have created. Other members may have evaluated your resource, thus providing invaluable feedback for updating the quality of your resource. In addition to the Achieve OER Rubrics, feedback can also be received through comments and star ratings left on your resources. Section Assessment Directions: \| Reflections Instructor Reflection: Reflect on the Lesson Plan and document what worked for you, what did not work for you, and what you would change for the next time you use this lesson. Activity Directions:Using the Open Educational Resources Lesson Reflection handout, reflect on the following questions: \|	oercommons	2025-03-18T00:37:34.349710	Erin Halovanic	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69108/overview", "title": "Open Educational Resources and OER Commons", "author": "Lynn Ann Wiscount" }
https://oercommons.org/courseware/lesson/82187/overview	Unit 8: Circles and Other Conics Overview This resource is geared for teacher use. It is loosely linked to the Secondary Math II, Mathematics Vision Project curriculum. Unit 8: Circles and Other Conics Each of the Units in our Secondary Math II course is loosely tied to the corresponding unit of the Mathematics Vision Project curriculum. Unit 8 Design Document- Contains links to each of the Unit Resources, Lesson Resources, and Assessment Resources for the Secondary Math II unit on Quadratic Functions.	oercommons	2025-03-18T00:37:34.368411	06/09/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82187/overview", "title": "Unit 8: Circles and Other Conics", "author": "Mindy Branson" }
https://oercommons.org/courseware/lesson/85456/overview	ORGANIC FARMING OVERVIEW Overview Basic overview on organic farming. information gathered across google OVERVIEW 2.78 million hectares of farmland are under organic cultivation. Madhya Pradesh – stands first in organic cultivation Sikkim became the first state to become fully organic in Indi Agricultural and processed food products exported during 2020-21 - 8,88,179.69 metric tons of organic food exported, accumulating over Rs.707849.52 lakhs. (1.04 billion USD) Export Development Authority (APEDA) is a government organisation, providing financial guidelines towards the development of scheduled products like fruits, vegetables, meat and meat products, poultry and poultry products, Dairy products, biscuits, honey, jaggery, sugar products and dry fruits. “Organic agriculture is a holistic production management system that avoids use of synthetic fertilizers, pesticides and genetically modified organisms, minimizes pollution of air, soil and water, and optimizes health and productivity of interdependent communities of plants, animals and people.” Organic farming is a production scheme, which mainly prohibits or avoids the utilization of artificial pesticides, fertilizers, livestock feed additives, and growth regulators. The objectives of environmental, financial, and social sustainability are the fundamentals of organic farming. The major features include protecting long-lasting fertility of soil by preserving organic matter level, nitrogen self-sufficiency through the use of biological nitrogen fixation and legumes, careful mechanical intervention, fostering soil biological activity, successful recycling of organic materials including livestock wastes and crop residues, and pest control relying mainly on crop rotation, diversity, natural predators, resistant varieties, and organic manuring. A huge emphasis is made on preserving the soil fertility by returning all the wastes to it primarily through compost to reduce the gap between nitrogen, phosphorous, and potassium (NPK) addition and its removal from the soil. Organic farming approach involves steps like: (i) conversion of land from conventional management to organic management, (ii) management of the entire surrounding system to ensure biodiversity and sustainability of the system (iii) crop production with the use of alternative sources of nutrients such as crop rotation, residue management, organic manures and biological inputs (iv) management of weeds and pests by better management practices, physical and cultural means and by biological control system, and, (v) maintenance of live stock in tandem with organic concept and make them an integral part of the entire system. Priniciple of Health, ecology, fairness, care Organic Farming – Manures 1. Compost, Vermicompost – solid vermi-wash, panchakavya, jeevaamirtham - liquid 2. Green leaf manures 3. Biofertilizers – such as azolla 4. Cow dung – manures cluster bean, cowpea (legume plant), sesbania, crotalaria juncea	oercommons	2025-03-18T00:37:34.382516	08/30/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85456/overview", "title": "ORGANIC FARMING OVERVIEW", "author": "Kayalvizhi Duraisamy" }
https://oercommons.org/courseware/lesson/90852/overview	Gokceada Overview Gökçeada Gokceada Gökçeada, also known as Imroz, is Turkey's largest island. At the same time, the westernmost point of Turkey is located on this island. Imbros is mainly of volcanic origin and Ilyas Dağ, the highest mountain of the island, is an extinct volcano. Many Greeks and Turks live together in Gökçeada and according to the 2020 census, there are 10106 people. Unfortunately, because of the forced displacement, the Greeks had to leave their houses on the island in the past. Gökçeada, which is currently in Turkish territory, is also highly preferred by the Greeks and has become a place that many consider as their homeland. The combination of these two cultures has greatly influenced the architecture, food and lifestyle of the island today. The only way to go to the island today is the ferries that depart from Çanakkale and take 1.5 hours. When you arrive on the island, a wonderful smell of thyme welcomes you. Although some parts of the island are arid, it is one of the rare islands with its own freshwater dam, so there are many trees in the interior of the island. It has many beautiful beaches, which appeal to everyone. Because while one side consists of a deep and stony ground, the other side consists of shallow and sandy ground. Although Gökçeada receives more and more tourists every summer, it is a place that has not yet been discovered by most people in Turkey.	oercommons	2025-03-18T00:37:34.394167	03/11/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90852/overview", "title": "Gokceada", "author": "Ilkim Basdogan" }
https://oercommons.org/courseware/lesson/79856/overview	Mood and Tone Review "The 1st" poem TPCASTT Organizer War of Words lesson 3 Remix Overview "Homeless," by Anna Quindlen, allows the student to understand homelessness as it affects many people on a broader scale. She emphasizes the individuality of homelessness, the fact that they not only lack possessions but have no place to keep them. "The First" (also titled "Eviction") is a short poem by Lucille Clifton that provides the opportunity to compare and contrast the approach to the same issue through another genre. Final Assessment: How do Anna Quindlen and Lucille Clifton use language to convince the reader that their arguments have value? (focus on use of specific language, word choice, mood, tone, etc.) Introduction See lesson plan. Create a Padlet site linked within parenthesis here: (https://padlet.com/) Topic: What makes someone who they are? Does where you live matter? If technology is not available, create a class poster or make a list on the board as you discuss. Optional FlipGrid (be mindful of students who may currently be homeless): Interview a classmate and record a short introduction of that person on FlipGrid. Include aspects of Padlet discussion and HOW these things make this person who he or she is. Site linked here in parenthesis: (https://flipgrid.com/) Introduction: Follow your teacher's instructions to explore the following questions- 1. What makes someone who they are? 2. Does where you live matter? Class Discussion Create a class list of types of strong leads in essays. (Possible ideas: an unusual or surprising fact, a quote (from a famous or non-famous person), a definition from the dictionary, an anecdote, a provocative question) Discuss some reasons someone might want to write an essay or article AFTER graduating high school and/or college… when no one is forcing them to. Students will read the text of “Homeless” in its entirety (option to partner read of listen to the teacher while following along for the first read.) Re-read beginning of the essay to determine: How does the author’s introduction begin? What type of lead is in the essay? Why did Quindlen begin her essay by discussing one individual? How does that set up the rest of the essay? Where does the introduction end and the body of the essay begin? What is the tone of the introduction? What mood does it establish? 1. After your class discussion led by your teacher, please read or listen to "Homeless" by Anna Quindlen by clicking this link: https://youtu.be/6tSD1dZWXNo You may ignore the directions at the top. 2. Now, please re-read beginning of the essay and be ready to discuss/answer the following questions: How does the author’s introduction begin? (What type of lead is in the essay?) Why did Quindlen begin her essay by discussing one individual? How does that set up the rest of the essay? Where does the introduction end and the body of the essay begin? What is the tone of the introduction? What mood does it establish? (Need to review tone and mood? Please use the attached resource.) Independent or Pair Work Students will determine Quindlen’s attitude toward “home”, marking (highlight, underline or sticky note) phrases that demonstrate her tone in the text. Use Scrible for online annotation OR have printed copies available for students. Review mood and tone if needed: https://www.brainpop.com/english/writing/moodandtone/ Quote analysis activity (choose three): “You are where you live.” “She was somebody.” “Home is where the heart is.” “Homes have stopped being homes. Now they are real estate.” “ It has been customary to take people’s pain and lessen our own participation in it by turning it into an issue, not a collection of human beings. We turn an adjective into a noun…” (consider the title and it’s part of speech in your response) “Sometimes I think we would be better off if we forgot about the broad strokes and concentrated on the details.” “No window to look out upon the world. My God. That is everything.” Extension opportunity: An author makes assumptions about the audience (reader). What basic assumptions does the author appear to make about her audience? (Reader has a home and feels that having a home is important) Are the assumptions reasonable? Why? (Consider source of article—New York Times; who would be reading an essay of this type; the fact that author is speaking as an equal to the reader) Close Read "Homeless" with a partner or independently. Annotate on paper or using the Scrible extension. Here's what to annotate: 1. Highlight, underline, or sticky note phrases that demonstrate tone. 2. Take notes in the margin or on a sticky note that will help you determine the author's attitude toward "home." 3. Choose three of the quotes below to analyze. Do this as part of your annotations OR respond on lined paper. “You are where you live.” “She was somebody.” “Home is where the heart is.” “Homes have stopped being homes. Now they are real estate.” “ It has been customary to take people’s pain and lessen our own participation in it by turning it into an issue, not a collection of human beings. We turn an adjective into a noun…” (consider the title and it’s part of speech in your response) “Sometimes I think we would be better off if we forgot about the broad strokes and concentrated on the details.” “No window to look out upon the world. My God. That is everything.” Finished Early? The author makes assumptions about the audience (reader...that's you). What basic assumptions does the author appear to make about her audience? Are the assumptions reasonable? Why? (Consider source of article—New York Times; who would be reading an essay of this type?; is the author speaking as an equal to the reader?) Class Wrap-Up of "Homeless" Discuss in small groups/pairs; share out to large group. Quindlen could have approached the problem of homelessness by using statistics and facts. How would the tone have changed if she had done so? Would it have been more or less effective? Why? What is the difference between “the homeless” (a collective noun) and “homeless” (an adjective) according to Quindlan? (Direct students to the next-to-last paragraph. Teacher note: Students sometimes are confused by the last two paragraphs, and believe that Quindlen is saying that people should not care about the homeless. Make sure that students understand that she is advocating a different approach—one of attention to individuals/people who are homeless, rather than anonymous group of faceless people, the homeless.) Think-Pair-Share: Chat with a partner or your group. Be prepared to share out to the class! 1. Quindlen could have approached the problem of homelessness by using statistics and facts. How would the tone have changed if she had done so? Would it have been more or less effective? Why? 2. What is the difference between “the homeless” (a collective noun) and “homeless” (an adjective) according to Quindlan? Close Reading of “The First”/”Eviction” First Read with the Teacher Distribute copies of “The First”/”Eviction” Read the poem aloud Visualize the scene presented in the poem. What mood is presented in the beginning? Is it colorful? Quiet? Noisy? Listen and visualize as your teacher reads the poem, "The 1st" by Lucille Clifton, aloud. Think about the mood and tone. Close Read the Poem Students should reread and annotate using TPCASST organizer (If TPCASST has not been modeled, T may want to pull a small group or do direct instruction/think aloud with students) OR complete the following questions: Who is the speaker? (a young child in a neighborhood) What is going on? Reread the title—why is it important (The 1st of the month is when people are evicted for not paying their rent.) Is “Eviction” or “The 1st” a better title? Elicit opinions based on the text. What conflict is presented between the first stanza and the last stanza? How does the mood change? What does the situation appear to be in the first stanza? Students should find text based evidence to support their answers. Summarize the story being told in the first stanza. Who? What? When? Where? Why? What do you notice about the punctuation? The capitalization (check out the letter i…)? What does this tell you about what the poet is trying to say? What is the effect of the repetition in the last two lines? What has been emptied? What does the word “emptied” mean? What has probably happened between the first stanza and the second? What has changed about the speaker in the second stanza Read the poem independently and annotate. Annotation Choices: 1. Use the attached TPCASTT organizer and fill in each box. 2. Complete the following questions on a document or lined paper: - Who is the speaker? What is going on? - Reread the title—why is it important Is “Eviction” or “The 1st” a better title? - What conflict is presented between the first stanza and the last stanza? How does the mood change? What does the situation appear to be in the first stanza? - Summarize the story being told in the first stanza. Who? What? When? Where? Why? - What do you notice about the punctuation? The capitalization (check out the letter i…)? What does this tell you about what the poet is trying to say? - What is the effect of the repetition in the last two lines? What has been emptied? What does the word “emptied” mean? - What has probably happened between the first stanza and the second? What has changed about the speaker in the second stanza? Final Assessment Written Assessment: How do Anna Quindlen and Lucille Clifton use language to convince the reader that their arguments have value? Teacher discretion on rubric requirements. Independently (unless you are pulled into a small group with the teacher) answer the following question: How do Anna Quindlen and Lucille Clifton use language to convince the reader that their arguments have value? Things to consider: - author's word choices/phrases - author's message or theme - what was each author arguing for or against? What was the point of view or opinion? - what does it mean to be homeless? Answer on a document or on lined paper.	oercommons	2025-03-18T00:37:34.435546	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79856/overview", "title": "War of Words lesson 3 Remix", "author": "Literature" }
https://oercommons.org/courseware/lesson/75069/overview	Figurative Language Overview This is a quick resource to introduce students to the concept of figurative language. Students will be introduced to five of the most common examples of figurative language and look at an example of each. Figurative Language Figurative Language Figurative Language is not meant to be taken literally. If someone told you to jump off a clip, would leap to your demise? NO! And neither would they want you to. They simply want you to know that they are not happy with you and would like for you to leave them alone. This is an example of figurative language. Here a five terms to familiarize yourself with. - Simile: a comparison between two things using the words "like" or "as" - example: My mother is like a saint. She is happy to help anyone in need. - Metaphor: comparing two things by calling something something else without using "like" or "as" - example: My mother is a saint. He happily helps anyone in need. - Hyperbole: using extreme exageration to get your point across - I am so tired, I could sleep for 10,000 days! - Personification: giving human qualities to something that is not human - The chair screamed as put all of my weight on it! - Idiom: a commonly used expression that has a totally different meaning from what it says. - When I met the girl's mother, I soon realized that the apple doesn'f fall far from the tree.	oercommons	2025-03-18T00:37:34.450530	11/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75069/overview", "title": "Figurative Language", "author": "Makeisha Butler" }
https://oercommons.org/courseware/lesson/90903/overview	how long does alcohol stays on your body Overview It can be helpful to know how long will alcohol remain in your system. It depends on age, gender, genetics, and body mass. Alcohol stays on women's bodies longer than men. Also, the more fat you have, the longer alcohol spends time in your system. And because your liver works more slowly as you get older, alcohol stays in the old peoples' system for longer. Nothing you do will speed up taking alcohol out of your system. how long does alcohol stays on your body oer It can be helpful to know how long will alcohol remain in your system. It depends on age, gender, genetics, and body mass. Alcohol stays on women's bodies longer than men. Also, the more fat you have, the longer alcohol spends time in your system. And because your liver works more slowly as you get older, alcohol stays in the old peoples' system for longer. Nothing you do will speed up taking alcohol out of your system.	oercommons	2025-03-18T00:37:34.462297	03/11/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90903/overview", "title": "how long does alcohol stays on your body", "author": "Eymen Yıldız" }
https://oercommons.org/courseware/lesson/65746/overview	Understanding Life Through Music Overview This is my Humanities Moment for the humanitiesmoments.org website. My Humanities Moment is about music and realization. By Sydney Downard When my Humanities moment struck me, I was dumbfounded. Being at the young age of fourteen, I don’t think I fully understood the power of music. I knew that I loved music. I knew that I could connect with music. I knew that music had some power over the world, as everyone around me loved music and connected with it also. I just don’t think that I fully knew the profound power of music until this moment. I was fourteen, and riding as a front seat passenger in my guardian's van. We didn’t have a destination, we were simply just driving around and listening to music through the aux. I had just chosen the song “Wake Me Up” by Avicii and turned to gaze out the window while we were driving. I was relaxed and enjoying the music. It was then, while I was listening to that song, that I was struck with an overwhelming and paralyzing feeling. I’m not entirely sure what this feeling was, but it was peaceful. I realized that life did not last forever. My breath caught in my throat, and I felt that I was fully in the moment. Up until this point, I guess I could say that I was slightly spaced out. Not just spaced out in the moment, but spaced out to life in general. It was surreal. Time felt frozen. It was like the world stood still. In this moment I had come to understand something bigger than myself and the rest of the world. It was like I was let in on a secret about the known universe. This feeling was fleeting, and only lasted maybe three or four seconds. However, within these three or four seconds my understanding of life and the universe had changed. Then, time unpaused, and the world continued to move. I sat there, enjoying the peace, with a greater understanding. A greater understanding that life moves on and death is a part of life. Then I turned away from the window and started a conversation with my guardian. I continued to be in the moment. I felt rejuvenated. I felt like I was where I was supposed to be. This moment helped to change the way I look at life and death. I don’t fear death. I just live my life one day at a time. I don’t let time creep up on me as much as I let it before. This moment put a lot of things into perspective for me. I know that the song helped me to realize this, and added to my moment of realization. This moment was surreal. The song, “Wake Me Up” by Avicii holds a special place in my heart. It helped me to have one of the biggest revelations in my life so far. I feel at peace when I listen to the song. I love this song. Looking back, it’s also one of the reasons that helped me realize the power of music. Music has a way of being relatable in so many ways, and can influence a person to do so many things. It helped me to see the power of music in a way I hadn’t before. This moment helped me have an understanding of life through music. Works Cited Avicii. “Wake Me Up.” True, Universal Music AB, 2013. Amazon Music, https://www.amazon.com/Wake-Me-Up/dp/B00F0AIBJC/ref=pd_rhf_se_p_img_1?_encoding=UTF8&psc=1&refRID=0F22ZSVMCQV3TEKK7E1V	oercommons	2025-03-18T00:37:34.480206	04/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65746/overview", "title": "Understanding Life Through Music", "author": "Sydney Downard" }
https://oercommons.org/courseware/lesson/80206/overview	Citing Sources Game Nearpod Citing Sources Nearpod Citing Sources Review Doc Final Book Report Example MLA Formatting Google Slides MLA google slides outline google slides outlines brainpop Outline Student Example review h5p Book Reports & Outlines Overview This is a unit given after the Google Doc units as taught in Word Processing. I. Book Reports Book Report (BrainPOP) Watch this BrainPOP video on writing a Book Report. Afterward, click on this Quiz to review what you just learned. Book Reports Review For this activity, you will be interacting with the quiz set activity below which contains questions from the previous lesson. You have unlimited attempts to answer the questions correctly. You do not earn credit for this activity, but it will increase your understanding. CLICK HERE for the activity. II. Outlines Outlines (BrainPOP) Watch this BrainPOP video on outlines. Afterward, click on Quiz to review what you just learned. Outline Tool in Google Docs Watch the presentation below on using the Outline Tool in Google Docs. Be sure to especially watch the video on slide 4 which shows you exactly how you will set up your book report outline this week. ASSIGNMENT: Book Report Outline Book Report Outline (10 points) Learning Objective: I can create an outline for the book report that I will be writing next week. Creating an outline before going through a writing process will make organizing your thoughts a lot easier. You can create outlines for essays, book reports, notes, and much more. Please watch this assignment overview video before attempting this assignment (and make sure you watch this Outline Tool Lesson if you haven't done so already): For this assignment, you will be creating an outline for the book report you will be writing next week on a book of your choosing. You must use the Outline Tool and Heading Styles in Google Docs in order to complete this assignment correctly. Click here if you would like to see a fantastic outline done by Zak that received full credit! You can ask yourself the following questions to help you write your book report outline in the introduction, body and conclusion paragraphs: Introduction paragraph: - What is the title of the book? - Who is the author of the book? - What is the genre of the book? Body paragraphs: - What is the theme of the book? - When and where does this story take place? - What is the plot of the book? - Who are the characters? Give a brief description of each of them. Conclusion paragraph: - What do you think of the book? - What do you like/dislike about the book? - What are some quotes and examples from the book to support your opinion? Instructions: Step 1. Choose the book that you are going to write your book report on. Step 2. Go to your Google Drive, create a new Google Doc and save it as "LastName, FirstName Outline". Step 3. Go to View > Show document outline so you can see the outline panel on the left. You will be using headings in your document outline which will then show up on the outline panel (normal text will not appear). Step 4. Write your outline for your book report using the sections and questions listed above to guide you. You will be graded based on the following: - Outline of notes must be at least 1 page in length and has all 4 of the heading sizes - Heading 1 is used for main topics - Heading 2 is used for sub-topics - Heading 3 is used for supporting details - Heading 4 is used for specific details - Choose different font types and colors to have some fun with it Step 5. Get organized by moving your document into your “Word Processing Assignments” folder (File > Move > Word Processing Assignments > Move > Move). Attribution: BrainPOP III. MLA Formatting MLA Formatting Read this presentation thoroughly so you will know how to set up your book report using MLA formatting this week. IV. Citing Sources Citing Sources (Nearpod) Carefully work through the Nearpod lesson below using your real first and last name when you join the session. Be sure to pay attention to the different interactive prompts on the slides! Plan for about 20 minutes to complete this lesson. Your responses will not be graded but may be reviewed by your instructor. Citing Sources Gamified Quiz (Nearpod) Carefully work through the Nearpod gamified quiz below using your real first and last name when you join the session. You will be racing to the top of a mountain by answering questions quickly and accurately. On the slide where you choose a character, be sure to press Start at the bottom of the slide and not the next arrow. Your responses will not be graded. ASSIGNMENT: Final Book Report Final Book Report (15 points) Learning Objective: I can write a book report after creating an outline. For this assignment, you will be using the outline that you wrote last week to help you write your final book report about a book that you really enjoyed reading in the past. Your paper must be at least 1 page long (not including the "Works Cited" page) and use MLA formatting. Click here to see what your final book report will look like. Watch this assignment overview video before beginning: Instructions: Step 1. Make sure you have completed the Book Report Outline assignment from last week. Step 2. Create a new Google Doc and save it as "LastName, FirstName Final Book Report". Step 3. Write your book report based on your outline that you wrote last week. Make sure you meet the following criteria: - Use MLA formatting for the page setup: - Margins are 1 inch (File > Page setup > 1 inch margins > OK) - The whole paper (including the header and heading) uses Times New Roman and 12 point font - Insert a header (Insert > headers & footer), Right-align, type your last name, add page numbers (Options > Page numbers > Header > Start at 1 > Apply) - Double spaced (Format > Line Space > Double) - Add a heading (this is different than the header with the page numbers) at the top left of your paper. Type your name, teacher's name, class name, and today's date on different lines (make sure this is double-spaced as well) - The title of your book report goes next and is centered - Indent (Tab key) the first line in each paragraph - Type an introduction paragraph that includes the title, author of the book, genre - Type body paragraphs that include a description of the book's theme, setting, plot, and characters - Type a conclusion paragraph that includes your opinions about the story - Use at least one quote from your book - Proofread for grammar and spelling Step 4. Use the Citations Tool in Google Docs to help you complete the following: - Add a "Works Cited" page on a NEW PAGE at the end (it should have at least one citation using your book) - Insert an in-text citation next to all of your quotes with the author's last name and page number in parentheses. For example: "Quote has quotations around it then the in-text citation comes next" (Lee 112). Step 5. Get organized by moving your document into your “Word Processing Assignments” folder (File > Move > Word Processing Assignments > Move > Move).	oercommons	2025-03-18T00:37:34.519182	05/11/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80206/overview", "title": "Book Reports & Outlines", "author": "Laura Bishop" }

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