id
stringlengths 54
56
| text
stringlengths 0
1.34M
| source
stringclasses 1
value | added
stringdate 2025-03-18 00:34:10
2025-03-18 00:39:48
| created
stringlengths 3
51
⌀ | metadata
dict |
|---|---|---|---|---|---|
https://oercommons.org/courseware/lesson/98143/overview
|
Indian Boarding Schools and the Wind River Reservation
Overview
This resource will provide multiple primary source documents of photographs for an initial activity and extension activities as well as secondary source article and teacher resource documents. Students will conduct inquiry into the federal policies of assimilation of Native Americans in the late 1800s and early 1900s and the imipact of these policies on Native American communities, in particular the people of the Wind River Reservation in Wyoming.
Indian Boarding Schools and the Wind River Reservation
Crossroads of History
Activity Plan Template- Educator
| Program Title | Indian Boarding Schools and the Wyoming Wind River Reservation | Instructional Level | Grades 6-12 | Target Audience | Secondary Students/Pre-service teachers |
| TPS Western Region Location | Wyoming |
| Resources UsedSocial Justice Standards | Diversity Anchor standards will be addressed. Focus will be particularly on standards 9 and 10:8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.9. Students will respond to diversity by building empathy, respect, understanding and connection.10. Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. |
| Facing History and Ourselves | S-I-T: Surprising, Interesting, Troubling | Facing History and OurselvesS-I-T Strategy for exit ticket for each student individually after the discussion ends. |
| Library of Congress Teacher Resources C3 Teachers: Inquiry Design ModelCommon Core StandardsAdditional sources: | Helpful notes for teachers prior to the activity: Teacher's Guide: Analyzing Photographs & Prints | Teacher Resources - Library of Congress (loc.gov) Notes for extension or alternate activity: Teacher's Guide: Analyzing Political Cartoons | Teacher Resources - Library of Congress (loc.gov)C3 StandardsD2.Civ.13.6-8. Analyze the purposes, implementation, and consequences of public policies in multiple settings. D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes and related consequences. Stripling Model of Inquiry used with the Student Inquiry Notes pdf.CCSS.ELA-LITERACY.RH.6-8.9 Speaking and listening standards: CCSS.ELA-LITERACY.SL.6,7,89-10,11-12.1.B From Wind River to Carlisle: Indian Boarding Schools in Wyoming and the Nation | WyoHistory.org Additional Optional ResourcesNative American Boarding Schools | Classroom Materials at the Library of Congress | Library of Congress (loc.gov) |
| Introductory Text/ Program justification | The strain between Native American communities and the federal government continues to impact our lives in Wyoming and across the nation. Additionally, Native American students are statistically the least likely to graduate high school and attend post-secondary education of all marginalized groups in the nation. The foundations and historical issues that have contributed to these issues in the United States must be fully understood to move toward workable solutions. The history of “Indian Schools/Boarding Schools,” and federally funded reservation schools and policies are rarely discussed and little known. This lesson will attempt to shed some light on the subject and attempt to provide some historical context for the current educational difficulties of and distrust by many Native American communities. |
| Materials needed: | |
| Technology | Digital platform for students to view photographs. Devices for digital inquiry notes if not using paper copies(Optional) Drawing/Graphics program used to create a political cartoon extension |
| Consumables & Copies | 1 copy each per group of 3-4 students (Print or digital form)
|
| LOC Primary Source links |
|
| Entry Activity/Task | Hook question/Activating schema: What is a boarding school? As a class, brainstorm your background knowledge of boarding schools. Guided Questions for Whole Group Discussion:
|
| Focused Activity/Task |
|
| Conclusion Activity/Task |
|
| Assessment of Student Learning |
|
| Student Learning Accommodations & Modifications | Scaffolded support:
|
| Additional Links for Further Study: |
| Multicultural Considerations | Native Americans may be likely to have some personal family history with this lesson, potentially causing upset or anger. Non-Native American students may lack knowledge of Native American culture and the differences between it and the Western/European culture of the United States, particularly in the late 1800s and early 1900s. Students new to the country may have little understanding of the historical issues Native Americans have experienced in the United States. They may be able to make connections to marginalized people groups from their own cultural backgrounds that are similar to those addressed in this activity. Encourage them to share these valuable connections with the class. An additional extension for SEL would have students reflect on the following questions:
|
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
|
2025-03-18T00:37:34.549844
|
Ethnic Studies
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98143/overview",
"title": "Indian Boarding Schools and the Wind River Reservation",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/93629/overview
|
Education Standards
Good Vibrations (K-2)
Overview
This sequence of instruction was developed in the Growing Elementary Science Project to help elementary teachers who were working remotely. We developed a short storyline that ties together a few sessions to help explore a specific concept. We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
Unlike other units in our series, this was not developed as a complete stand-alone unit. Our intent, in this case, was to provide a set of options for the teacher, as well as some materials for consideration of opportunities to integrate reading in science.
It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.
Storyline
( pdf version)
The unit of instruction is centered on answering the question:
Why can our bodies feel music?
| - Growing Elementary Science Learning Storyline - | |||
| Asking Questions & Defining Problems Introduce Phenomena or Problem | Explore Investigation – discussion questions- support student use of three-dimensions | Read/Model Ideas & Write Interactive read-aloud to introduce ideas -model ideas to organize thinking and support literacy connections | Professional Development |
Explore the Phenomena Video of Music Options: Suggestions:
Ask: Think and Write (partner talk): | Investigate Idea: Build guitars for home activity and then share during face-to-face with partners Model how homemade guitars produce sounds Notes: Pros and Cons of different instruments or drums or guitars Alternative Ideas: Sharing your homemade drum sets with partners. Segue to the book: Read: Pokko and the Drum (YouTube read-aloud) Dancing Rice activity to demonstrate sound making things move. | Data Analysis Where have you felt sound before? (Or saw sound move something.) How is this relevant to your lives? List the times. Tuning Forks/chime (Reading) Make a Model of Tuning Fork: (Jamboard) | Teachers Read and discuss “Opportunities for Integration.” |
Home Investigation Create your own homemade drum set
| |||
| Storyline Launch → → → Investigating → → → → Sensemaking ⇢ → → → |
Materials
- Pokko and the Drum by Matthew Forsythe
- Publisher's Infro: https://bit.ly/3H3rAGQ
- YouTube Readaloud: https://bit.ly/3NyKCqN
- Scientists Make Models (Reading)
- Modeling Jamboard (Activity and Reflection)
- Build a Musical Instrument (Directions - pdf)
- Opportunities for Integrating Reading (Reading - pdf)
- Dancing Rice (Activity- pdf)
- Setting up a Bluetooth Speaker (Directions - pdf)
- Optional: Tuning Forks (Activity - pdf)
- Optional: Build a Telephone (Activity - pdf)
Standards Alignment
This document lists the Science AND ELA standards that are/can be addressed with these materials - at the Kindergarten, First Grade and Second Grade levels.
|
oercommons
|
2025-03-18T00:37:34.582638
|
Jeff Ryan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93629/overview",
"title": "Good Vibrations (K-2)",
"author": "Clancy Wolf"
}
|
https://oercommons.org/courseware/lesson/104237/overview
|
Share the Love: OER and Peer Mentoring
Overview
On Tuesday, February 14, 2023, #GoOpen held a public webinar titled, "Share the Love: OER and Peer Mentoring." This session featured Gina Loveless, Educational Technology Consultant with the Michigan Department of Education, and Yvette McMahon-Arnold, Director of Instructional Development, State Office of Curriculum & Instruction, at the Virgin Islands Department of Education, in conversation about how their collaboration offers high-value supports to their ongoing development of OER strategies and implementation.
February Webinar Resources
On February 14, 2023, the #GoOpen National Network hosted the professional learning webinar "Share the Love: OER and Peer Mentoring," featuring:
- Gina Loveless, Educational Technology Consultant, Michigan Department of Education
- Yvette McMahon-Arnold, State Director of Instructional Development, US Virgin Islands Department of Education
- Amee Evans Godwin, Senior Advisor, ISKME
Links to the slides and recording of the webinar are below:
And, you can visit the #GoOpen Michigan and #GoOpen USVI microsites to view their featured collections and hubs from the webinar at the links below:
|
oercommons
|
2025-03-18T00:37:34.596225
|
Amee Godwin
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104237/overview",
"title": "Share the Love: OER and Peer Mentoring",
"author": "Rebecca Henderson"
}
|
https://oercommons.org/courseware/lesson/18272/overview
|
Developing and Using Models - A Snippet from the NRC Framework
Reasoning Triangle
Survey 5
NGSS Module #1 - Phenomena & Equity Topic 6 - Making Thinking Visible through Productive Discourse in the NGSS Classroom
Overview
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS.
Making Thinking Visible through Productive Discourse in the NGSS Classroom
Making Thinking Visible
"Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins
Approximate time:45 minutes Tips for Success: Print out Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Print out Developing and Using Models - A Snippet from the NRC Framework Print out or become familiar with the Reasoning Triangle
Reasoning: While we are trying very hard to be conscious of the amount of paper we produce, we have found that it is easier to have rich discussion and reflect on the work prior to the sessions. If you have 2 computers and can open the appendix on another screen that is also a great option.
Components: Watch two videos (both Part 1 & 2), discussion, survey response
INDIVIDUAL WORK PRIOR TO PLC SESSION on 12/6
1. Each participant opens and reads: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS".
2. Each participant opens and reads: "Developing and Using Models - A Snippet from the NRC Framework"
GROUP WORK DONE IN BREAKOUT SESSION on 12/6
As a group: decide which two-part video set you will watch (choose elementary or high school).
Watch Part 1 AND Part 2 of either the high school OR elementary video cases below.
Listen and watch for:
- What phenomena the students are trying to figure out
- How it seems that this phenomenon was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement,etc.)
- The sets of ideas, or models, that the students are using to make sense of the phenomena
- How the classroom culture provides a safe space for students to:
- Engage in productive discourse
- Make their ideas public and visible
- Revise their ideas
- Ask questions
- Develop and use models
ELEMENTARY VIDEOS
HIGH SCHOOL VIDEOS
One person opens "Survey #5" and leads the group in filling out one survey.
Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion.
- Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena.
- Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling.
|
oercommons
|
2025-03-18T00:37:34.619848
|
Kathy Clunes
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/18272/overview",
"title": "NGSS Module #1 - Phenomena & Equity Topic 6 - Making Thinking Visible through Productive Discourse in the NGSS Classroom",
"author": "Nicole Duncan"
}
|
https://oercommons.org/courseware/lesson/100154/overview
|
Learning Activity Sheets in Mathematics 10
Overview
This learning activity sheet is about generating patterns where learners can identify terms and nth terms in a sequence as well as it helps them formulate general terms of a sequence.
This learning activity sheet is about generating patterns where learners can identify terms and nth terms in a sequence as well as it helps them formulate general terms of a sequence.
|
oercommons
|
2025-03-18T00:37:34.635224
|
01/24/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100154/overview",
"title": "Learning Activity Sheets in Mathematics 10",
"author": "JOSIE SHENA LAZAGA"
}
|
https://oercommons.org/courseware/lesson/81669/overview
|
Survive on Mars - Options Explosion
Overview
This lesson uses the strategy "Options Explosion" to guide students through a problem solving exercise. In this example, students have a new mission: to visit and colonize Mars.
Objective
Standards: Iowa Agriculture
CRP.01.02.02.c. Make and defend professional decisions after evaluating their near- and long-term impacts on employers and community.
CRP.04.03.02.c. Model active listening strategies in formal and informal settings.
CRP.04. Communicate clearly, effectively and with reason.
-Students will generate possible solutions to guiding questions about survival on Mars.
-Students will work in groups to communicate effectively.
Introduction
I am designing this with the intention that this component will be projected for the groups of students to see. This activity could be completed individually and virtually if needed.
I would recommend that groups write their questions in a column on their paper so they have space to categorize their questions and potentially answer some of them before the end of the activity. I use this activity to start a Problem Solving unit. Eventually, many of the questions are researched and answered. It may help the group to know from the beginning of this activity that they will be using the question list for multiple days. Another option would be to create a GoogleDoc or other virtual question list.
Imagine that you and your team will be travling to Mars and building a colony there. There are so many things to think about! Take 2 minutes with your team and write down all the initial questions that you have about your new task.
After the two minutes are up, review the questions with your group. Can these questions be answered through quick research or will they require more problem solving? Categorize your questions into two groups: Research (R) and Problem Solving (PS).
Problem Solving Strategy - Options Explosion
I model this process using the question "Where will we live on Mars?". As a class we come up with basic solutions (the space ship, we will build a house) then we start to break those options apart and talk about how we would build a structure on Mars (will the soil support it? what materials should we use?)
Now we are going to try a problem solving method on a few of your more complex questions. As a group, choose 3 of the questions that you marked for Problem Solving (PS) that you want to focus on.
Use the "Options Explosions" Strategy to begin generating solutions to these problems. You will want a seperate sheet of paper for each question that you chose to help keep your group organized.
Options Explosion
1. List the obvious solutions.
2. List the hidden options. (Be imaginative, combine obvious solutions to create a more complex, better solution.)
3. Reflect by discussing in your group - what can we learn from this collection of options? Has our problem changed? Is the problem more or less complex than we originally thought?
Reflection
These questions could be used for a large group discussion, small group discussions or as an exit ticket reflection.
Did you find this problem solving strategy useful? Do you feel like it helped you analyze the questions in a different way? What is another situation where you could use this strategy?
|
oercommons
|
2025-03-18T00:37:34.655863
|
06/03/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/81669/overview",
"title": "Survive on Mars - Options Explosion",
"author": "Samantha Godwin"
}
|
https://oercommons.org/courseware/lesson/93134/overview
|
Accounting Cycle
Concepts test
CPJ
CRJ
EFT payments and receipts Exercises to try
Gr8_EMS_Test_2_Cash_Journal
Introduction to Accounting
Posting to the CPJ
Posting to the CRJ
Source Documents
Source Documents notes
Source documents poster Activity
Source document test
Step by step recording
Tets - Concept and accounting equation
The history of EFT payments
Theory [Accounting Cycle & Transactions]
Grade 8 - Accounting
Overview
A tool with additional resources for learners studying Accounting in Grade 8
Introduction
Hello Grade 8s
Welcome to our Accounting learning tool where you will find activities and additional resouces for you to refer to for a better understanding of the concepts and practical accoutning work.
Please watch my introductory video before using the platform.
The Accounting Cycle
This is an overview of the accouting cycle, once learners have learnt the steps the next lessons need to focus on each step and remind learners of the steps as we move onto the next.
As you have probably noticed by now, Accounting is a very systematic subject. Everything is done in a step-by-step manner. Therefore we have rules and processed that we follow so that we can double check that everything we do is done correctly, this can be double-checked and corrected as many times as is required.
The accouting cycle helps us ensure that we have followed each process.There are 7 steps of the accouting cycle and each step must be completed in the same order each time:
- Transaction
- Source documents
- Journals
- General Ledgers
- Trial Balance
- Fianancial Statements
- Anslysis and interpretaion of financial staements
The resources attached will provide a more detailed description of each step.
It is important to remember that in Grade 8 we are concerned with cash transactions- this means that money will either be received into the bank or money will leave the bank. There are NO credit transcations for Grade 8
Transactions and source documents
Emphasize that cheques are no longer used.
Source document test memo:
On 23 February 2022, Pumba Matata purchased stationery of R250 from Hakuna Stores. Receipt number 123 must be issued to him.
Complete the receipt below for Mr Pumba Matata:
RECEIPT
RECEIVED FROM: _____Pumba Matata__P_____ NO: ____123 P_____
DATE: ____23/02/2022 P___________________
THE SUM OF: _______Two Hundred and fifty rand Only__ P
CASH IN PAYMENT OF ____Stationery P_____________
FOR: ______Hakuna Stores P___________________________ |
Step 1 and 2 of the accounting cycle.
1. Transactions - the proceess or act of buying or selling something. The transfer of money from one persone to another for a good or service
2. Source documents - the proof that a transaction has taken place. Evidence that you have bought or sold.
Types of source doucments:
- Receipt
- Cash register roll/tape
- Bank Statement (EFT)
- Cash invoice
- Cash deposit slip
Refer to the resource provided in section 3.
Due to the advancement of technology, cheques have been discontinued. Electronic Funds Transfers have become a much easier, faster and accessible option to send and receive money. SOme videos and resources still have cheques as an example of source documents to show you what they looked like.
Find at least 5 examples of source documents to analyse and refer to the activity attached.
Cash Journals the CRJ and CPJ
Learners need quite a bit of time to grasp this concept, therefore many questions will be asked.
The first few activities will not be perfect therefor additional videos were uploaded. Allow learners three weeks or before expecting them to move on with the content.
In Grade 8 we learn two journals:
The CRJ and CPJ.
The Journals keep a record of the money coming into the business and the money leaving the business. The journal keeps a record of how much has come in or left the business, who we are paying or receiving money from and what did we pay or receice the money for, the day and source document number must also be recorded in the journals.
The Cash Receipts Journal (CRJ) is used to record the money coming into the business because the business has sold goods, provided a service or the owner has decided to increase the capital of the business. ALL MONEY COMING INTO THE BUSINESS. Money RECEIVED.
The Cash Payments Journal (CPJ) keeps a record of all the money leaving and being paid to other businesses or people. When the business has to pay employees, buy new equipment, trading stock, materials, stationery etc. ALL MONEY LEAVING THE BUSINESS. Money PAID.
The videos will show you how to post the transactions into the journals.
Posting to the CRJ and CPj respectively:
Provided in your resouce section are activites for you to try. Once you have matstered the CRJ and CPJ individually you will be able to complete activites that have a combination of CRJ and CPJ transactions, you will need to analyse transactions before posting to the correct journal. This will be explain in the next section.
Combined CRJ and CPJ transactions
As mentioned in the previous section, CPJ and CRJ exercises can also be mixed into one activity. Therefore you need to be able to tell the difference bewteen the two types of transactions and know the difference between the journals.
Here is a video to explain how you would do an activity
All answers must be posted for the instructor to mark and provide effective feedback.
All answers must be posted for the instructor to mark and provide effective feedback.
Complete the concepts test to test how well you know the theory of accounting, while completing the CPJ and CRJ activities. Click on the link once to answer and submit.
|
oercommons
|
2025-03-18T00:37:34.702009
|
05/29/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93134/overview",
"title": "Grade 8 - Accounting",
"author": "Bianca Padayachee"
}
|
https://oercommons.org/courseware/lesson/82680/overview
|
Stating purposes
Overview
This activity will allow students to use "to+v1" structure to give purposes.
Lesson Objectives
Students will be able to use “to+V1” to give purposes.
Activity
- Show students some pictures of public places and asks them why they go there.
- As students give answers, modify their sentences by using “to+V1” structures. For example, if one student says “I go to pharmacy because I buy medicine.”, changes it into “I go to pharmacy to buy medicine.”
- Write the sentences on the board.
- Then, open this link on the smart board: https://wordwall.net/resource/17490423
- Choose students to come to the board and match the sentences with their other halves.
|
oercommons
|
2025-03-18T00:37:34.716683
|
Büşra Seyhan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82680/overview",
"title": "Stating purposes",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/82917/overview
|
Graphene and Nanotechnology
Overview
This lesson focuses on graphene including its structure and possible uses and is designed to be used with an Integrated Chemistry and Physics Lesson.
Standards
Indiana; ICP.6.2 Explain that, when the charge is transferred from one object to another, the amount lost by one object equals the amount gained by the other, which is consistent with the principle of conservation of charge.
Learning Objectives
Explain that, when the charge is transferred from one object to another, the amount lost by one object equals the amount gained by the other, which is consistent with the principle of conservation of charge.
Materials
Scotch Tape
Procedure
Engage:
1. Students will draw a small picture on the smooth side of a piece of scotch tape using a graphite pencil. They will then describe their observations as they use Scotch tape to remove each layer of their drawing.
2. Teacher will describe how graphene was discovered.
Study:
3.. Show diagram of graphene.
- How many bonds does each carbon atom make here?
- How many bonds should carbon be able to make?
- What does this mean for electrons? (they are able to move freely)
4. Describe our purpose for using graphene in sensors in my research with gases (to make them very sensitive).
5. SciShow: Graphene: The Next Big (but Thin) Thing - https://www.youtube.com/watch?v=Mcg9_ML2mXY
Students take notes on what can graphene do (conductive, strong)
Activate:
6. Students can use molecular model kits to put together graphene and show the movement of electrons over the sheet – they need to explain to their partner how this works
7. Students can use their imagination to design a use for graphene.
|
oercommons
|
2025-03-18T00:37:34.732186
|
06/29/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82917/overview",
"title": "Graphene and Nanotechnology",
"author": "Integrated Nanosystems Development Institute (INDI)"
}
|
https://oercommons.org/courseware/lesson/86325/overview
|
Chapter 8 The State We’re In: Washington Tribal Governments Today
Overview
TBD
Chapter 8 The State We’re In: Washington Tribal Governments Today
TBD
|
oercommons
|
2025-03-18T00:37:34.748063
|
Jerry Price
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86325/overview",
"title": "Chapter 8 The State We’re In: Washington Tribal Governments Today",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/91657/overview
|
Straight To The Source!
Overview
Grade Level: 4th-5th Grades
Subject Area: English/Language Arts
Objective/Purpose: By the end of the lesson, students will be able to differentiate between primary and secondary sources, in order to select sources appropriate for their information need/assignment.
Standards Addressed- South Carolina College/Career Ready---7.1 Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources.
Compare & Contrast Primary and Secondary Sources Information about a Single Topic: Thomas Alva Edison
A Flipped Classroom Model Lesson
Straight to the Source!
Grade Level: 4th-5th Grades
Subject Area: English/Language Arts
Objective/Purpose: By the end of the lesson, students will be able to differentiate between primary and secondary sources, in order to select sources appropriate for their information need/assignment.
Standards Addressed- South Carolina College/Career Ready---7.1 Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources.
Materials/Technology/Attachments/Links:
- Lesson plan/resources
- Using Primary & Secondary Resources Video
- Primary & Secondary Video Quiz
- Using Primary & Secondary Sources Flipped Classroom Model Skill Introduction Online Interactive Homework Activity
- Customizable/editable T-Chart-Modeling Instructional Activity
- Flocabulary Enrichment Primary & Secondary Research Activity
- Flocabulary Primary & Secondary Sources Rap Lyrics
- Flocabulary Primary vs Secondary Read and Respond
- Flocabulary Primary & Secondary Source Quiz
Key Terms:
- Source
- Primary Source
- Secondary Source
Introduction/Anticipatory Set:
- Begin lesson by displaying T-Chart diagram on Smart board or available classroom document viewing device.
- Ask students to tell you the purpose of a T-Chart (You can use it to compare & contrast 2 things….).
- Tell students that if they completed last night’s homework assignment, they should be able to help teacher compare & contrast primary & secondary sources.
- Tell students that today they will be comparing a primary source and a secondary source on the same topic.
- Pick a nearby partner to quietly discuss what you already know about primary & secondary sources. (Allow students approximately 2 minutes partner discussion time.)
- Label the 2 sections of the customizable/editable T-Chart (Primary & Secondary).
- Let’s begin by reviewing examples of primary sources….. (List answers shared by students on chart)
- Primary Source-first-hand account of something/event.
- A primary source is something that is written by a person who witnessed or experienced the event themself (typically created at the time the event took place).
- A source-something that gives information
- Primary-first or first-hand
- Secondary- means 2nd or through the eyes of someone other than 1st person.
Primary Source Examples:
Letters, diaries, autobiographies, oral history, manuscripts; speeches, personal narratives, interviews; newspaper articles written at the time of the event; photographs; government documents, hearings, reports, statistical data, trial transcripts; original research (academic journals); works of art, literature, music; and artifacts, tools, clothing, furniture , coins, etc.
- What are some examples of secondary sources….. (List answers shared by students on chart)
- Secondary Source-An account of something that is not first-hand (“hear-say”)
- A secondary source- Someone who did not witness or personally experienced the thing they are writing about.
- A Secondary Source may reference or cite primary sources but it is not always written in the same time period or location where the event took place.
- Secondary sources are documents written after an event has occurred, providing secondhand accounts of events, people, or topics.
- Secondary Sources- interpret or analyze events and are usually written by people who didn’t actually participate or witness event first-hand.
- Secondary Sources Examples: Scholarly or popular books, reference books, textbooks, news reports, encyclopedia, and journal articles
Guided Practice/Review:
- Now that; we have discussed the terms source, primary, and secondary, we are at this point going to take time to compare information from a primary and secondary source about a famous person that we have all heard of, Thomas Alva Edison.
- Teacher and students will read and discuss questions in the Thomas A. Edison PowerPoint.
- Following PowerPoint activity, teacher and students will use another T-Chart on class Smart board (whole-class viewing device) to compare and contrast information presented in Census data and Encyclopedia.
Instructional Differentiation:
Prior Night Skill Introduction Homework Assignment: Online primary & secondary source skill introduction activities (self-paced online homework assignment)
In-Class Remedial Assistant: Students still needing practice comparing/contrasting primary & secondary sources information will view video below and complete video quiz.
Assessment/Independent Practice/Closure:
- Students will demonstrate mastery of targeted skill: Comparing & Contrasting Primary/Secondary Sources by completing the following activities.
- Flocabulary Primary & Secondary Source Quiz
- Primary & Secondary Quiz, Part 2
Enrichment/Advance Exercises:
- Students completing in-class assessment activity early may participate and complete the below activities for extra credit.
- Flocabulary Enrichment Primary & Secondary Research Activity
- Flocabulary Primary vs Secondary Read and Respond
- Flocabularycom Online Activity
|
oercommons
|
2025-03-18T00:37:34.789504
|
04/09/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91657/overview",
"title": "Straight To The Source!",
"author": "clay white"
}
|
https://oercommons.org/courseware/lesson/107799/overview
|
https://www.youtube.com/watch?v=Ynnqao7qQ6Q
undecagon20
Untitled
WaterPoisoning20230609_b_p1
WaterPoisoning20230609_b_p2
WaterPoisoning20230609_b_p3
Space Force
Overview
Space Force: Civic Activities that promote Wellness
Space Force: Health Collage & Data Logs
All personal information removed except medicine, is medicine and is importaint for reliability of information to be collected.
please also include reference to https://oercommons.org/courseware/lesson/107797
Health Logs:
example: for each rounded ¼h, format: date-format YYYYMMDDHHmmssnnn 202308162028ssnnn_ <---(as a key) to the database. there can be multiple entries within the same time-stamp. Time, location -- like this: EARTH_NorthAmerica_UnitedStates_FL_Brevard_SpaceCoast_CITY_nearestIntersectionOrGPSaddress. (3.)what: awake, eat, sleep, work, play...
Example:
...
202308162030ssnnn;EARTH_NorthAmerica_UnitedStates_FL_Brevard_SpaceCoast_HIPPA_censor;study
202308162045ssnnn;EARTH_NorthAmerica_UnitedStates_FL_Brevard_SpaceCoast_HIPPA_censor;study
202308162100ssnnn;EARTH_NorthAmerica_UnitedStates_FL_Brevard_SpaceCoast_HIPPA_censor;bed-routine
...
copy food log as image "Food Label" in collage style reference to Alpha-Numeric references for format style, record urine and bowel movements and measure portions whenever feasible to dicern nature and science.
Collage guidelines:
Use the grocer's list when digitizing images to text for ease of re-ordering stock.
Space Force: Environmental Protection
Please see required read of: Code of Federal Regulations (CFR) 40 §20.9 Published by Office of the Federal Registrar National Archives and Records Administration.
Community Service:
When allocating a scheduled roadway Debris Maintenance consult the local Fire Department for further informations. Remember to note that when someone is picking up litter, safety training requirements should be enforced, for the safety of civil duty. Include response informational resources to all personnel as required by law. Especially in cataloging 1. Artifacts, 2. Animal & Biological Waste, 3. medicines and medical delivery tools, 4. Other small quantity Hazardous Material(s), 5. personal Information destruction procedure & Identity protection (especially with un-opened U.S. Mail, 6. Sensitive wastes (such as ammunition casings & concern) to begin certain findings of possible crime scene and investigations discovery 7. Homelessness awareness and Permit "well"-checking reports via the non-emergency Local Police Department. Mostly, however; we will focus on relocating non-biodegradable litter near the heavy traffic areas: like roadways, walkways, and sub-commercial avoid residential areas inbetween no-trespassing and protected land areas.
Litter removal guide-lines:
(a.) Assess potential hazards first. Never approach moving vehicles, avoid eye-contact and body gestures that may attempt to (avoid) communication that is distracting to motor-vehicle operators. Be prepared for inclement weather, and prepare to have at hand: Personal Protective Equipment (PPE) appropriate. Also, include high-visibility and first-aid; as may be necessary. Never disturb Animal remains -- or, food wastes without consulting Animal Control and having the proper training to do so. Be aware of (broken transparent glass fragments) and Wildlife, including insects and Dangerous or Venomous insects and the like.
(b.) Know the area and assert an estimation of the duration of location cleaning. Bring, but do not store, the appropriate tools (broom, or rake), never leave tools un-attended. (PPE suggestions:) security vest, sun care products, long pants, gloves, safety glasses or safety goggles (anti-fog, and UV protective when necessary), sanitized shoes and apparel before spreading potential disease, a hat and mask may be optional. (Tool suggestions:) including grabbers, bucket, rake, broom, golf-cart or other vehicle should have Secondary Priority to Landscape Activity. Always remember, we-the-people are a team and use all of your resources available to stay in communication; However, technology may be sensitive to extrems (heat, sweat, rain etc...)
Plastic Bags:
Mem or Letter
Adapters and artifacts found in future generations requireing photo dump and evedance forensic data.
X-ray statistics of evolution type human
D.
Omochron20 cell virus
YouTube video claiming "Omochron20" computer virus allowing FBI monotoring [set] red flag = false;
Polar Caps:
\(L [= \sqrt{Q^2-U^2}]\)
Air Force Resilience -- Barriers to Mental Health, Wellness & Resilience Cross-Functional Team Initiative Submission Form
26+zero English Alphabet
======================================================
we admit that 8 colors is too few. 2,2,2 {r,g,b} [0||1] = 2 * 2 * 2 (\(2^2\)) is 8
next, 3 is \(3^3=27\) - 1 {the English Alphabet}:
@ABCDEFGHIJKLMNOPQRSTUVWXYZ Darkness > then > light
@= [000,000,000] "blackness"
Z= [255,255,255] "white"
Polar omit all "bcdefghijklmnopqrstuvwxy" << establishing a standard https://www.youtube.com/watch?v=Ynnqao7qQ6Q
RED,GREEN,BLUE seprate from eachother is alphabeticlly reversed
@ A-alpha (opaqueness) B-BLUE 3 C, D, E, F, G-GREEN 02 H, I, J, K, L, M, N, O, P, Q, R-RED wavelength -- 1 S, T, U, V, W, X, Y, Z;
| arriving | _ | departing | |||||||||
Red 000
| Green 000
| Blue 000
|
dental:
UNICODE NAMING CONVENTION OF STANDARDS pending...
in ternary: red,green,blue =
| @ | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z |
DARKEST TO LIGHNESS:
000 < 24BITNATURAL ,list (left to right) |
| 100 |
| 200 |
| 010 |
| 110 |
| 210 |
| 020 |
| 120 |
| 220 |
| 001 |
| 101 |
| 201 |
| 011 |
| 111 -- GREY, (\(1\over2\)); GRAY |
| 211 |
| 021 |
| 121 |
| 221 |
| 002 |
| 102 |
| 202 |
| 012 |
| 112 |
| 212 |
| 022 |
| 122 |
| 222 << SATURATED |
^^ - UNFORTUNATELY - this list is not ordered.
| THIS LIST IS: (Machine Number Format = Right to Left) "as a number is" | |
| 000 | #000000 |
| 001 | #000080 |
| 002 | #0000FF |
| 100 | #800000 |
| 101 | #800080 |
| 102 | #8000FF |
| 010 | #008000 |
| 200 | #FF0000 |
| 011 | #008080 |
| 201 | #FF0080 |
| 012 | #0080FF |
| 202 | #FF00FF |
| 110 | #808000 |
| 111 | #808080 |
| 112 | #8080FF |
| 020 | #00FF00 |
| 210 | #FF8000 |
| 211 | #FF8080 |
| 021 | #00FF80 |
| 022 | #00FFFF |
| 212 | #FF80FF |
| 120 | #80FF00 |
| 121 | #80FF80 |
| 122 | #80FFFF |
| 220 | #FFFF00 |
| 221 | #FFFF80 |
| 222 | #FFFFFF |
|
oercommons
|
2025-03-18T00:37:34.830272
|
Module
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107799/overview",
"title": "Space Force",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/105345/overview
|
PORTFOLIO - BASED AUTHENTIC ASSESSMENT
PROCESS - BASED AUTHENTIC ASSESSMENT
PRODUCT - BASED AUTHENTIC ASSESSMENT
Research Technology
Overview
Assessment
Assessment
Assessment for learning purposes
|
oercommons
|
2025-03-18T00:37:34.849223
|
Diether Navarro
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105345/overview",
"title": "Research Technology",
"author": "Student Guide"
}
|
https://oercommons.org/courseware/lesson/106220/overview
|
Critically Appraised Topic: Treatment of Individuals with Childhood Apraxia of Speech Overview Critically Appraised Topic: Treatment of Individuals with Childhood Apraxia of Speech Critically Appraised Topic: Treatment of Individuals with Childhood Apraxia of Speech DOCX Critically Appraised Topic: Treatment of Individuals with Childhood Apraxia of Speech Download
Critically Appraised Topic: Treatment of Individuals with Childhood Apraxia of Speech DOCX Critically Appraised Topic: Treatment of Individuals with Childhood Apraxia of Speech Download
Critically Appraised Topic: Treatment of Individuals with Childhood Apraxia of Speech DOCX Critically Appraised Topic: Treatment of Individuals with Childhood Apraxia of Speech Download
|
oercommons
|
2025-03-18T00:37:34.875769
|
07/03/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106220/overview",
"title": "Critically Appraised Topic: Treatment of Individuals with Childhood Apraxia of Speech",
"author": "Reagan Little"
}
|
https://oercommons.org/courseware/lesson/14431/overview
|
Upper Elementary: Why is Science Talk Important? Individual Work
Overview
c
Upper Elementary: Why is Science Talk Important? Individual Work
c
On Your Own:
Components: Videos, survey response. Preparation: The readings, videos, and survey give you time to reflect as both a learner and educator before your group discussion in Task #2.
Please click on the image below to go to the Inquiry Project: Why is Talk Important?
Starting with Introduction (as highlighted below), watch each of the 7 Case Videos by simply clicking on the link to the right of the video once you are on that page. All seven videos add up to about 25 minutes in total.
Listen for the importance of talk in the elementary science classroom and how these teachers and researchers talk about talk.
|
oercommons
|
2025-03-18T00:37:34.888665
|
05/30/2017
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/14431/overview",
"title": "Upper Elementary: Why is Science Talk Important? Individual Work",
"author": "Cristina Trecha"
}
|
https://oercommons.org/courseware/lesson/110537/overview
|
The Timeline That Describes You
Overview
This OER is for students to notice events in their lives and just putting them on a graphic organizer to just get a general understanding of how timelines work and how they are framed.
Introduction
Adam Gerber
Student at the University of St. Francis
Adam Gerber, a junior at the University of St. Francis studying Elementary Education. He is a person who is excited to get out in a school to teach students all different kinds of content. His love for others and teaching is shown in his everyday life of being in a classroom for his courses.
Lesson Objectives and Information
Standard: 1.H.5 Develop a simple timeline of important events in the student’s life. (E)
Grade: First Grade
Subject: Social Studies
Goal of Lesson: The goal of the lesson is for the students to know how to develop and create a timeline of ten specific events in their lives. This will also help with understanding how to read timelines for when they grow older.
Prerequisite skills and knowledge: The students will have a brief understanding on what a timeline is and what they look like. They will also know K.H.3 Identify events and place events in a sequence. (E)
Objective: SWBAT develops a timeline about their lives on a worksheet with 100% accuracy.
https://media.doe.in.gov/standards/indiana-academic-standards-grade-1-social-studies.pdf
Length: 1 week of class periods
Compelling Question
1st class period.
To post this question I will read a book called Dreamers. I will talk about what goes on in the book and then I will show them a PowerPoint of ten important events that happened in my life. The students do not need the date that the event happened. They just need to be events in their life.
What times in your life are the most memorable?
Supporting Question #1
2nd Class Period.
Have the students, with a partner, get on the website for the online field trip and explore how they did the timeline. Walk around while the students are on the website. After the field trip is done Stage the supporting question. Then with their partner they will share what their answer was to the question. Then when they are done sharing pass out the graphic organizer and have the students complete the first three boxes including that supporting question.
Have you won an award that is important to you?
Go through this field trip of an example timeline with a partner and discuss what you see.
After the field trip, discuss with your partner the supporting question that the teacher asked.
When you are done discussing fill out the first three boxes of the graphic organizer handed to you, including the supporting question that was asked.
Supporting question #2
Third class period.
Have the students pair up and talk about what they already have written down. Set a timer for five minutes for the discussion.
After the discussion stage the supporting question for the students to discuss with each other.
After they discuss the supporting question, have the students fill in the second three boxes of their timeline
Have you recently become an older sibling?
Find a partner and share with each other the first three boxes of your timeline and why those events are important to you.
With the same partner, the teacher will ask the supporting question and you will discuss it with your partner and then share out loud to the class.
After the class discussion you will fill out the second three boxes of your timeline, including the supporting question.
Supporting Question #3
4th class period.
Have the students get with a partner and discuss the second three boxes of their timeline. Set a timer for five minutes.
After the discussion stage the supporting question and have the students discuss that question together.
After the question is discussed have the students finish their organizer. After that explain to the students that the next class period they will work all period on their final project which is copying the organizer to a poster.
Did you play in a championship game for a sport?
Find a partner, and discuss the second three events you added to your timeline.
After you discuss, the teacher will stage the supporting question and you will think-pair-share the question with your partner.
After the discussion, you will add the remaining events to your timeline, including the supporting question.
The teacher will then explain the final assessment, and that is putting your timeline on a poster for a final project.
Summative assessment
5th Class Period
The teacher will have posters and markers at the front of the room and the students will start to work on their final project.
Set a timer for thirty minutes to let the students work. When all of the students are done have them do a whole group share-out of their favorite event.
When the share-out is done, explain to the students that the next timeline will be with adding the dates and putting the events in order.
You will grab a poster and markers for your timeline.
On the poster, you will copy the organizer and write down the ten events that are important in your life. You will work on this project for the first 30 minutes of the class period.
After the project is done, each of you students will share out loud the event that is the most important to you.
After the share-out is done the teacher will explain how next time we will add the dates to the events and put them in order.
Additional Resources
there are additional websites for the students to look at for reference.
Here are additional resources to help with how to do timelines.
https://journals.sagepub.com/doi/full/10.1177/1609406920948978
https://www.readingrockets.org/topics/content-area-literacy/articles/creating-timelines
|
oercommons
|
2025-03-18T00:37:34.916905
|
11/27/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110537/overview",
"title": "The Timeline That Describes You",
"author": "adam gerber"
}
|
https://oercommons.org/courseware/lesson/77977/overview
|
Illustrative Mathematics Tasks - Website Guidance
Overview
This collection includes a variety of content and practice math tasks for grades K-12 that are aligned to the Common Core Mathematics Learning Standards.
Math Tasks | Illustrative Mathematics
Mathematics Task Collection for K-12
Purpose of Website
Illustrative Mathematics provides resources and support for teachers giving their students an enduring understanding of mathematics. Their math tasks use knowledge of students' understandings, interests, and experiences to engage their curiosity and promotecollaboration.
Tips for Effective Implementation or Differentiation
Comments
Illustrative Mathematics Tasks are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike License. They also provide openly licensed mathematics core instructional material and host a Community Hub.
Attribution and License
Attribution
- Cover image by Illustrative Mathematics from Grade 7 Designs task | CC BY NC SA
License
Except where otherwise noted, this website guidance document by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.
This resource 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
|
2025-03-18T00:37:34.938478
|
Barbara Soots
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77977/overview",
"title": "Illustrative Mathematics Tasks - Website Guidance",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/77696/overview
|
Video Discussion Worksheet
What's in your Digital Footprint?
Shaping our Digital Footprint
Overview
What kind of Digital Footprint will you leave online? Students will learn what kind of message are they leaving online and how to make it positive.
Digital Footprint Activity
Task: You are to complete each activity throughly, and with detailed notes and discussion questions you will build your learning on what your Digital Footprint will be. You will then create infographic to summerize your learning.
Step 1: Read through Digital Footprint slides and take notes that you will set up in your Google Classroom and name the My Digital Footprint Notes.
- This information will be used to put into your infographic.
Step 2: Watch video What's in Your Digital Footprint? and then you will complete the discussion questions.
- Reflect
Step 3: Assessment
- Create infograhic on Google Drawings to demonstrate your learning.
|
oercommons
|
2025-03-18T00:37:34.958838
|
Wanda Greig
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77696/overview",
"title": "Shaping our Digital Footprint",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/79864/overview
|
Education Standards
01. Chapter 1: First People
02. Chapter 2: Design of Today's Democracy
03. Chapter 3: Creating Washington's Government
04. Chapter 4: Century of Change
05. Chapter 5: Governing Today
06. Chapter 6: Tribal Governments
07. Chapter 7: Local Governments
08. Chapter 8: Civics and the Natural World
09. Chapter 9: What's Next
10. Chapter 10: What Does It Take To Be A Good Citizen
Overview of Textbook & Teacher Guide (video)
State We're In: Washington - Teacher Guide
Overview
These Teacher Guides were created by Washington educators to accompany the League of Women Voters of Washington's book The State We're In: Washington - Your guide to state, tribal and local government.
Each chapter guide is aligned with Washington Social Studies Learning Standards and includes a launch activity, focused notes, text-dependent questions, and an inquiry lesson developed using the C3 Framework.
Teacher Guide Menu
Download the all the guides in one document or click on an individual chapter below.
Overview of Textbook and Teacher Guide
Watch the State We're In: Overview of
Textbook and Teacher Guide by Leslie
Heffernan, Central Valley School District
Attribution and License
Attribution
Teacher’s Guides for The State We’re In Washington were developed by expert social studies educators from across the state. This resource would not be possible without their efforts.
Callie Birklid, Nisqually Middle School, North Thurston Public Schools, Lacey
Leslie Heffernan, High School History Teacher, Central Valley School District; Spokane area
Amy Ripley, Lincoln Middle School, Pullman School District
Nicole Snyder, Student Teacher, Lincoln Middle School, Pullman School District
Ryan Theodoriches, Social Studies and World Languages Specialist; EvergreenPublic Schools, Vancouver
Melissa Webster, AP Government and Politics, American Government, CascadeHigh School, Everett
The downloadable digital version of The State We're In: Washington. Your guide to state, tribal and local government by Jill Severn for the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-Noncommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website.
Images:
- Chapter 1: Resource image cover courtesy Governor’s Mansion Foundation. Indians Fishing at The Dalles,” 1854, from a report published with the results of a railroad survey for the Northern Pacific Railroad
- Chapter 2: Branches of government by USA.gov in public domain
- Chapter 3: Telegram announcing Washington’s statehood from Washington State Archives used pursuant to fair use
- Chapter 4: Plane image by WikimediaImages from Pixabay
- Chapter 5 image: Olympia capitol building by David Mark from Pixabay
- Chapter 6 image: Map of federally recognized tribes in Washington State courtesy of Washington Tribes.
- Chapter 7:
- Chapter 8: Leavenworth, WA area cover image by Don White from Pixabay
- Chapter 9: Questions by Gerd Altmann from Pixabay
- Chapter 10: Passports by PublicDomainPictures from Pixabay
License
Except where otherwise noted, Teacher Guides for The State We’re In Washington copyright Office of Superintendent of Public Instruction, are available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.
|
oercommons
|
2025-03-18T00:37:34.999161
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79864/overview",
"title": "State We're In: Washington - Teacher Guide",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/111943/overview
|
Teaching and Learning Strategy: A Perspective from Curaçao
Overview
This resource provides a Dutch-Caribbean perspective on teaching World History and offers a critique of the Dutch history curriculum's Eurocentric perspective.
A Perspective on the Dutch History Curriculum
The Dutch history curriculum is divided into ten different time periods and it is a mixture of world, European and Dutch history. Often the Dutch perspective is embedded within the larger narrative. Within the ten periods there are forty-nine “characteristic aspects”. Time period five (1500-1600) is called the “time of explorers and reformers” and one of the characteristic aspects is called “Start of the European oversea expansion”. The Aspect starts with the exploration of Africa by the Portuguese and the Spaniards and continues with the colonization of parts of Asia and America by the English, French and of course the Dutch. The focus is on the establishments of the trade posts, the Columbian Exchange and how it was the foundation of the Dutch Golden Age.
In time period 6, “Regents and Monarchs” (1600-1700) one of the characteristic aspects is called “Worldwide trade contacts, trade capitalism and the start of the world economy”. The focus is on the blooming of trade capitalism and the roles that Dutch companies like the VOC and the WIC played. In period 7 “Wigs and Revolutions” (1700-1800) there is an aspect called “The expansion of the European domination through plantation colonies and the transatlantic slave trade” and the rise of Abolitionism
The dominant perspective within the Dutch syllabus is a Eurocentric perspective. I would like to develop an intercultural lesson series based on multiple perspectives instead of teaching the dominant Eurocentric perspective.
About This Resource
The sample teaching and learning strategy included here was submitted by a participant in a one-day virtual workshop entitled, "Teaching the Global African Diaspora" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event.
This resource was contributed by Jirri Eijssink, an educator in Curaçao.
|
oercommons
|
2025-03-18T00:37:35.013369
|
Alliance for Learning in World History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111943/overview",
"title": "Teaching and Learning Strategy: A Perspective from Curaçao",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/108219/overview
|
Animals for 2nd Grades
Overview
2nd Grades Unit 10 Animals
One can use EDPUZZLE to prepare some interactive activities for students.
You can click the link below for an example;
https://edpuzzle.com/media/64f6ca560712ca401d1d89ee
English for 2nd Grades
2nd Grades Unit 10 Animals
|
oercommons
|
2025-03-18T00:37:35.030379
|
Duran AYKAN
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/108219/overview",
"title": "Animals for 2nd Grades",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/112511/overview
|
Bunch of MUNSCH-Robert Munsch Author Study Resource
Overview
This resource is an open-ended activity book that complements an author study on children's author Robert Munsch. It works with any of Robert Munsch's books that are illustrated by Michael Marchenko but can be changed so it can work with a different illustrator. It can tweaked or remixed to fit your students' educational needs and lesson objectives.
Bunch of Munsch Author Study
This resource is an activity book that can complement an author study on children's author Robert Munsch.
|
oercommons
|
2025-03-18T00:37:35.046227
|
02/11/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112511/overview",
"title": "Bunch of MUNSCH-Robert Munsch Author Study Resource",
"author": "Kathleen Gearhart"
}
|
https://oercommons.org/courseware/lesson/112308/overview
|
INDIANA DOE PHYSICS 1
HS-PS2-4 Lesson Plan (PHYSICS)
Overview
The Indiana Department of Education's physics HS-PPS2-4 lesson plan is an excellent resource to help you structure your physics lessons. This lesson plan covers a wide range of topics and can be tailored to meet the needs of your students.
Main Lesson plan HS-PS2-4
HS-PS2-4 - Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s
Law to describe and predict the gravitational and electrostatic forces between objects.
II. Lesson Goals or Objectives (Remember the ABCD method for writing objectives):
1. The 11th grade student will be able to use mathematical representations with an accuracy of 9/10 (90%).
2. The 11th-grade physics student will be able to interpret given scenarios involving gravitational and electrostatic forces with an accuracy of 10/10 (100%).
3. The 11th-grade physics student will be able to solve related problems involving representations of Newton’s Law of Gravitation and Coulomb’s Law with an accuracy of 8/10 (80%).
|
oercommons
|
2025-03-18T00:37:35.070921
|
02/07/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112308/overview",
"title": "HS-PS2-4 Lesson Plan (PHYSICS)",
"author": "Rabuor Tindi"
}
|
https://oercommons.org/courseware/lesson/82189/overview
|
E-Learning Process
Overview
In comparison with e-learning content, e-learning processes evolve over time, and are essentially performed in such as way that they structure human activity using designs such as schedules, rules and protocols. Common e-learning activities include participating in online discussion, chat and other forms of conferencing (Salmon 2000), accessing specific e-learning content, taking tests and assessments, working through short exercises to stimulate thinking (Salmon 2002), or completing web forms such as those used in e-portfolios or course evaluation. While some elearning activities are direct analogues of offline activities, the majority (such as asynchronous communication) are significantly transformed by being in the online domain, and others, (such as interactive simulations and animation) are difficult to provide in any context other than an online environment.
OERs supporting E-Learning Process
In comparison with e-learning content, e-learning processes evolve over time, and are essentially performed in such as way that they structure human activity using designs such as schedules, rules and protocols. Common e-learning activities include participating in online discussion, chat and other forms of conferencing (Salmon 2000), accessing specific e-learning content, taking tests and assessments, working through short exercises to stimulate thinking (Salmon 2002), or completing web forms such as those used in e-portfolios or course evaluation. While some elearning activities are direct analogues of offline activities, the majority (such as asynchronous communication) are significantly transformed by being in the online domain, and others, (such as interactive simulations and animation) are difficult to provide in any context other than an online environment.
|
oercommons
|
2025-03-18T00:37:35.092685
|
06/09/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82189/overview",
"title": "E-Learning Process",
"author": "Charmaine Kristabel de Vera"
}
|
https://oercommons.org/courseware/lesson/94162/overview
|
The Sound Chain
Overview
This is an auditory memory activity, based mainly on listening and which is big on concentration powers. Gets a bit noisy but double the fun!
Memory
ACTIVITY OBJECTIVE: This is an auditory memory activity, based mainly on listening and which is big on concentration powers. Gets a bit noisy but double the fun!
ACTIVITY DESCRIPTION:
The activity starts with a child starting a pattern of finger snaps or claps (for example, two snaps and a clap).
The next child must do the same pattern and add a pattern of his or her own.
The activity goes on with each child repeating the entire pattern along with adding a new one each time.
The child who forgets or makes a mistake in between is ‘out’ and the last one remaining wins.
|
oercommons
|
2025-03-18T00:37:35.105663
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94162/overview",
"title": "The Sound Chain",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/111505/overview
|
Rhythm and Movement
Overview
1st or 2nd grade students will review the basic rhythms using quarter notes, eighth notes, and a quarter rest. They will clap and speak the rhythms and then perform the rhythms with their feet and unpitched instruments.
General Music Rhythm Lesson
Grade Level: 1st or 2nd students
Learning Goals:
- Students will be able to identify quarter notes, eighth notes, and quarter rests in a four beat pattern.
- Students will be able to clap and speak four beat patterns with accuracy. (Ta, ti-ti)
- Students will be able to walk to a steady beat throughout the room.
- Students will be able to stomp four beat patterns with their feet.
- Students will be able to play four beat patterns using rhythm sticks.
Steps:
- Students will sit on the floor in front of the teacher.
- Students will be shown individual rhythm cards and will be asked to identify them. They will be asked the name, nickname, how many beats, and how many sounds.
- Students will be shown a four beat rhythm card. They will be told to clap and speak the rhythm once the teacher says, "One, two, clap and speak." The teacher will point along with each beat.
- If the majority speaks the rhythm, card correct, they will be shown another card and asked to perform it.
- Students will then be asked to stand and walk their feet to the beat of the drum the teacher is playing without talking. If students can do this successfully, they will move to the next step.
- Students will be asked to face the teacher who will show them a rhythm card. First they will clap the rhythm, then they will stomp it.
- Students will be told to stomp the rhythm around the room while speaking it as a class. They will repeat the rhythm until the teacher has the, stop and the game repeats with a new card.
- Students will then be given a set of rhythm sticks. They will play the rhythms on the sticks as they walk around the room.
- Students will carefully put away the rhythm sticks and return to their circle spots after the activity.
Sound example of rhythm sticks: Rhythm Sticks
Video example of rhythm and four beat patterns: Rhythm Practice with Quarter Notes and Eighth Notes
Assessments:
- The teacher will observe the students for understanding by watching their feet for steady
|
oercommons
|
2025-03-18T00:37:35.120257
|
01/07/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111505/overview",
"title": "Rhythm and Movement",
"author": "Anne Anderson"
}
|
https://oercommons.org/courseware/lesson/55151/overview
|
Thomas Paine's The Crisis
Today's Crisis Essay
You were to read Thomas Paine’s The Crisis I. He begins this work by simply stating that “These are the times that try men’s souls.” By this statement, he recognizes that the problems and situations that the soldiers and the colonists of that day were experiencing were very trying to them. We know that when things are “trying,” they really cause us to re-evaluate our lives, and they often truly show what we are “made of.” Trying times often reveal how strong or weak we are. They may bring out the best or worst in us. Trying times will often make or break a person.
Ask yourself: What trying times are we experiencing today? Is this country in a state of chaos where we are “tried”?
Assignment: You are to write five paragraphs using the following topic: These are the times that try men’s souls. This topic will act as the first sentence in your essay!!!!!
Paragraph 1: Introductory paragraph beginning with “These are the times that try men’s souls.” End with a thesis statement that outlines 3 trying issues that we have today or three reasons why today’s times are“trying”. (at least 5 sentences)
Paragraph 2: Discuss your first “trying” issue or reason. (at least 8-10 sentences)
Paragraph 3: Discuss your second “trying” issue or reason. (at least 8-10 sentences)
Paragraph 4: Discuss your third “trying” issue or reason. (at least 8-10 sentences)
Paragraph 5: Provide closing statements and restate your thesis. (at least 5 sentences)
|
oercommons
|
2025-03-18T00:37:35.138791
|
06/06/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/55151/overview",
"title": "Thomas Paine's The Crisis",
"author": "Julie King"
}
|
https://oercommons.org/courseware/lesson/88246/overview
|
THE HISTORY OF ADVERTISING AISD
Overview
THE HISTORY OF ADVERTISING AISD
economics
THE HISTORY OF ADVERTISING AISD
This is a short history of advertising from the Stone Age to the present.
|
oercommons
|
2025-03-18T00:37:35.155668
|
11/23/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88246/overview",
"title": "THE HISTORY OF ADVERTISING AISD",
"author": "Robert Majure"
}
|
https://oercommons.org/courseware/lesson/83570/overview
|
Hurricane Risk Reduction - STEM Lesson
Overview
Students will gain an understanding of warning systems used for natural disaster awareness and learn about the causes of flooding as related to hurricanes. They will need to develop innovative solutions to better prevent damages and loss of life brought on by hurricanes. They will design prototypes using Strawbees, SAM Labs, and Micro:bit resources.
Design Challenge Title: Hurricane Risk Reduction
Author(s): Mark Wojdyla (adopted from SAM Labs and Strawbees)
Background and Question/Challenge:
How can we better prepare for hurricanes and prevent some of the possible negative effects afterward?
Students will gain an understanding of warning systems used for natural disaster awareness and learn about the causes of flooding as related to hurricanes. They will need to develop innovative solutions to better prevent damages and loss of life brought on by hurricanes. | |
SDG Goal:
11 – Sustainable cities and communities | Why is this challenge relevant to students?
The number of hurricanes and the intensity of them have been increasing in recent decades. These storms result in loss of life, as well as significant economic losses. To help ensure a more sustainable social and economic future, we must focus on disaster risk reduction. Through this challenge, students will be able to take a hands-on approach in developing possible solutions to hurricane and coastal flooding damage. |
Constraints/Criteria:
Alert system
Infrastructure
| Materials:
|
Science & CS Standards:
Science (NGSS):
CS Standards
| |
Problem Solving Practice(s)/Process(s):
| Coding Activities/Lessons:
Coding the Buzzer in SAM Studio
Creating a Flood Barrier - Strawbees
|
STEM Career Connections:
| Literature Connections:
Hurricanes https://www.ready.gov/kids/disaster-facts/hurricanes
Floods https://www.ready.gov/kids/disaster-facts/floods
What is a levee? Exploring the Possibilities https://www.thoughtco.com/what-is-a-levee-exploring-possibilities-177697
Severe Weather Preparedness |
Attachments/Student Handouts:
Hurricane Risk Reduction - Design Thinking Handout
| |
Additional Resources/Notes:
|
|
oercommons
|
2025-03-18T00:37:35.197862
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83570/overview",
"title": "Hurricane Risk Reduction - STEM Lesson",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/83594/overview
|
Pollution Sensors...
Overview
The following is a lesson to help my students develop a plan or ways to find pollution in the ocean to help the environment.
Design Challenge Title: Ocean Health Monitor
Author(s): Bill Traphagen
| Background and Question/Challenge: Ocean Health Monitor I micro:bitMicrobit Increase scientific knowledge,develop research capacity and transfer marine technology, taking into account the Intergovernmental Oceanographic Commission Criteria and Guidelines on the Transfer of Marine Technology, in order to improve ocean health and to enhance the contribution of marine biodiversity to the development of developing countries, in particular small island developing states and least-developed countries. Make working prototypes of wireless sensors which could be used to monitor the environment at sea, including waves and weather and learn about how real-world sensors are connected through gateways to the internet. | |
| SDG Goal: Ensure availability and sustainable management of water and sanitation for all. | Why is this challenge relevant to students? One in three people live without sanitation. This is causing unnecessary disease and death. Although huge strides have been made with access to clean drinking water, lack of sanitation is undermining these advances. If we provide affordable equipment and education in hygiene practices, we can stop this senseless suffering and loss of life. |
Constraints/Criteria: Design and create a floating sensor node using a micro:bitThe beacon must transmit sensor data to a gateway micro:bit every 10 secondsThe beacon must also transmit its unique ID number (there will be lots of nodes!)The gateway micro:bit must be able to show the data on its LED screen
| Materials:Microbit:
|
| Math, Science, T&E, CS Standards:3.1.12.A1.Relate changes in the environment to various organisms’ ability to compensate using homeostatic mechanisms3.4.10.C1. Apply the components of the technological design process.3.4.10.C2. Analyze a prototype and/or create a working model to test a design concept by making actual observations and necessary adjustments.3.4.10.C2. Analyze a prototype and/or create a working model to test a design concept by making actual observations and necessary adjustments.CC.2.2.HS.D.7 Create and graph equations or inequalities to describe numbers or relationships.CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable.CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.4.5.3 C Identify different types of pollution and their sources4.5.4.C Describe how human activities affect the environment4.5.5.C Explain the difference between point and nonpoint source pollution4.5.7.C Explain how human actions affect the health of the environment.4.5.8.C Describe how humans can reduce pollution | |
| Problem Solving Practice(s)/Process(s): Design Thinking● Discovery● Interpretation● Ideation● Experimentation● EvolutionThe engineering design process● Define the problem● Generate/Brainstorm Ideas● Select a solution● Testing and evaluation● Present the solution | Coding Activities/Lessons:
|
| Literature Connections:-The best books on pollutionhttps://fivebooks.com/best-books/pollution/ |
| Attachments/Student Handouts: Ocean Health Monitor PowerPointStudent Activity SheetStudent Handout | |
| Additional Resources/Notes: |
|
oercommons
|
2025-03-18T00:37:35.220781
|
Assessment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83594/overview",
"title": "Pollution Sensors...",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/69441/overview
|
Education Standards
Ground Rules for Philosophical Chairs by Julie Thoms
POWER Library
Pro/Con Graphic Organizer
Pro / Con Website
Pros and Cons Meaning Video
Research Project Rubric
Rubric for Student Reflection
Pros and Cons
Overview
Students will formulate pro or con arguments on an important topic by using the Power Library resources. Students will present a written summary of their arguments and identify which side of the argument they are learning toward. The Philosophical Chairs strategy will then be used to debate the issue. Once the debate has concluded, students will reflect on how their viewpoint was strengthened, weakened, or changed altogether.
Lesson Objectives
Students will be able to:
- Define pros and cons
- Research the advantages and disadvantages of a topic / issue.
- Debate using arguments their stance on an issue / topic.
Warm Up / Introduction
Instructor Notes:
If the group is having difficulty coming up with topics, a suggested list of conversation starters are below:
- Alternative Engery vs. Fossil Fuels
- Animal Testing
- Banned Books
- Body Cameras for Police
- Cell Phone Radiation
- Climate Change
- Coronavirus
- Datlight Saving Time
- Drinking Age
- Economy / Jobs
- Elections
- Free College
- Free Speech
- Gun Control
- Healthcare
- Homework
- Illegal Immigration
- Is Milk Healty?
- Media Bias
- Medical Marijuana
- Minimum Wage
- Obesity
- School Uniforms
- School Vouchers
- Standardized Tests
- Student Loan Debt
- Tablets vs. Textbooks
- Taxes
- Vaccines for Kids
- Vaping E-Cigarettes
- Vegetarianism
Pros and cons are persuasive arguments where you research both sides of a debatable issue or topic. There must be a balanced structure between both sides so you can formulate your own opinion and analysis on the issue/topic. In order to be fair, you will need to describe advantages and disadvantes with clear, specific research and then be able to summarize where you stand on the issue / topic.
Pros / Con issues are normally controversial. Think about issues you face or hear about daily.
Activity Directions:
|
Research / Explore Activity
Instructor Notes:
Resources in the POWER Library that will work for this includes:
- POWER Library - EBSCO eBooks
- POWER Library - Gale General OneFile
- POWER Library - GreenFILE
- POWER Library - Gale Health & Wellness
- POWER Library - Gale News
- POWER Library - Gale OneFile: High School
- POWER Library - Gale In Context: Elementary
- POWER Library - Gale In Context: Middle School
- POWER Library - Science Reference Center
- POWER Library - Science Reference eBook Collection
Assessment: The instructor will access students as they are researching their topic and be available to answer any questions they may have.
Activity Directions:
|
Reinforcement / Creation Activity
Instructor Notes:
The Philosophical Chairs strategy is a simple debate in which students select sides and physically move to the space in the classroom that has been designated as pro or con. The students will then debate from their physical positions while being given the flexiblity to change sides.
Remember to remind students that they should be polite when debating.
To encourage a wide range of speakers, speaking limits may be initiated.
BEFORE the activity, instructors should remind students of the rules.
- Actively listen to the person who is speaking.
- Wait for the facilitator to recognize you before you speak.
- Only one person should speak at a time.
- Seek to understand the opposing speaker's point of view, even if it is not your own.
- Briefly summarize the previous speaker's argument before you make your response.
- Contribute your own thoughts whenever possible.
- Respond to statements and ideas only!
- You do have the opportunity to change your mind as the arguments are being presented.
- Refrain from side conversations during the debate.
- Support the discussion by maintaining order and contributing constructive comments.
AFTER THE ACTIVITY, summarize the arguments using a T-chart. This should demonstrate to students how much was honestly said that may have been beyond their own beliefs and opinion.
Activity Directions:
|
Reflection
Instructor Reflection:
Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson.
Directions:Please reflect on the lesson by answering the following questions:
|
|
oercommons
|
2025-03-18T00:37:35.270034
|
Career and Technical Education
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69441/overview",
"title": "Pros and Cons",
"author": "Business and Communication"
}
|
https://oercommons.org/courseware/lesson/91750/overview
|
TEACHER TUTORIAL_ Weekly Schedules within Google Slides
Ed Tech OER: Creating a Weekly Schedule Label in Google Slides
Overview
Mountain Heights Academy Ed Tech OER; Presented by Sarah Weston
Ed Tech OER: Creating a Weekly Schedule Label in Google Slides
|
oercommons
|
2025-03-18T00:37:35.286256
|
04/12/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91750/overview",
"title": "Ed Tech OER: Creating a Weekly Schedule Label in Google Slides",
"author": "Sarah Weston"
}
|
https://oercommons.org/courseware/lesson/114113/overview
|
Coaching Support: Guide teams to identify and articulate goals
Overview
Guide teachers and teams to identify and articulate team goals to keep everyone working toward a common vision.
Identify and articulate team goals
Goals drive our attention and support our learning and collaboration to be strategic. As you set up grade level or content area teams, begin with instructional goals.
Learning should be meaningful and strive for goals that all teachers care about.
What do the team members want to learn, work on, or what are areas they see growth in? Tie the work you are doing in your coaching to support teachers to meet their personal goals in the teacher evaluation system. Like students creating authentic products for assessment of their learning, how can the work of the instructional team stay relevant to their classrooms, be used to support their learning and growth in the teacher evaluation system, and be shared with other groups in the school?
When you find the team wandering in conversation or even gaining energy in a direction that you are unclear about, ask, "What’s our goal? How will what we are doing help us to achieve this goal?" With Universal Design for Learning, the Practices of Expert Learners (linked below) can help teams to design to support all learners.
If our goal is to support students to improve scores on open response science inquiry questions, we might identify practices of expert learners that would help students to develop these skills. By focusing on students accessing tools and resources and monitoring their own progress, we can impact their problem solving process and promote sensemaking skills. When a goal is clear, we can identify UDL Guidelines and best practices in inquiry science to leverage. The clear goal helps us to set the direction and support reflection of the team.
[This resource was adapted from Project COOL by CAST]
|
oercommons
|
2025-03-18T00:37:35.304182
|
03/11/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114113/overview",
"title": "Coaching Support: Guide teams to identify and articulate goals",
"author": "Kristin Robinson"
}
|
https://oercommons.org/courseware/lesson/106232/overview
|
Expository Nonfiction Lessons
Overview
Visual of the definitionExpository Nonfiction.
A Week of Expository Nonfiction Lessons
For use with 4th grade.
|
oercommons
|
2025-03-18T00:37:35.320126
|
07/03/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106232/overview",
"title": "Expository Nonfiction Lessons",
"author": "Christina Bauman"
}
|
https://oercommons.org/courseware/lesson/90649/overview
|
How To Teach Possessive Adjectives In A Fun Way - ESL Lesson Plan
Overview
This lesson plan includes useful tables with information on subjects and possessive adjectives. It also includes examples of how to correctly and incorrectly use possessive adjectives and nouns in sentences. Additionally, it contains several pictures that help to support student comprehension.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
This lesson is chock full of activities to help students understand how to use possessive adjectives. Most students enjoy the gap-fill exercises, particularly ones where they talk about themselves. It is really important that you get students to use possessive adjectives repetitively and in useful contexts so that they retain information. Essentially, this lesson plan includes activities that encourage students to do exactly that.
You can download the lesson plan below:
https://www.off2class.com/lesson-plan-downloads/how-to-teach-possessive-adjectives-in-a-fun-way/
|
oercommons
|
2025-03-18T00:37:35.337490
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90649/overview",
"title": "How To Teach Possessive Adjectives In A Fun Way - ESL Lesson Plan",
"author": "Student Guide"
}
|
https://oercommons.org/courseware/lesson/63681/overview
|
Finding Nemo Video
Comparing and Contrasting 3rd Grade
Overview
This lesson introduces comparing and contrasting.
Introducing Comparing and Contrasting
-To introduce the subject of comparing and contrasting, I will bring in an apple and a banana. We will talk about what makes the apple and banana the same and what makes them different. I will will write down all of the information given by the students onto the board in two different columns. There will be a same and a different column.
-After all of the comparing and contrasting of the fruits is done, I will introduce the new words of comparing and contrasting. I will explain that comparing is a synonym of same and contrasting means the same as different.
-Next, we will talk about Venn Digrams. We will put this information given about the fruits into a even diagram on the board with my guidance.
- I will show the Comparing and Contrasting video to the students to introduce comparing and contrasting of stories.
-I will read The Three Little Pigs by Paul Galdone and The True Story of the Three Little Pigs by Jon Scieszka. The first task of the students will be that they will be placed in pairs. They will have to compare one thing and contrast one thing about the two stories. They will write down their findings. Then we will share and all put it on a Venn diagram on the board.
- The students’ next task will be to compare and contrast Dory and Marlin from Finding Nemo. They will be given a Venn diagram worksheet. They must watch the Venn Diagram video on their IPads and compare and contrast at least six things.
|
oercommons
|
2025-03-18T00:37:35.355455
|
03/04/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63681/overview",
"title": "Comparing and Contrasting 3rd Grade",
"author": "Tristyn Genn"
}
|
https://oercommons.org/courseware/lesson/64694/overview
|
Improving Attention Skills of Preschool Students
Overview
It is a project designed to improve the attention skills of pre-school students.
The project was implemented on the eTwinning Platform. Turkey and Poland is a project partner.(Be Careful Project)
https://spark.adobe.com/page/bdjdnu8UNr7Zz/
Improving Attention Skills of Preschool Students
Improving Attention Skills of Preschool Students (Be Careful eTwinning Project)
Project Video
Summary: This study covers the studies applied to improve the attention skills of preschool students. The study started by 13 pre-school schools in November 2019 and ended in April 2020. materials were designed and worked with students. A lesson plan was prepared to raise awareness of secure Internet and the partners applied this lesson plan. In order to evaluate the students within the plan, questions were created together and a general evaluation was made by providing the students with small plates with green tick marks and red cross marks prepared to answer the questions. At the end of the evaluation, the item analysis of the scale was done by the partners. In the development of students' attention skills, a material was digitally prepared by the project partners and applied to students by giving links. Each project partner received a report for students in their class. The project partners designed the written material that developed the students' attention skills with their students and shared them in pdf form. These pdf files were extracted from the color printer and brought together and a project poster was created. It is the 1st Final product of this project. In order to improve memorization skills, a poem called “fruits” was memorized to students, one student from each school read a continent from poetry and a sound recording was taken. These sound recordings are combined as rep music. A clip was shot for this music, the partners were given a google slide link. Project partners uploaded visuals describing their activities in the classroom. Thus, the second final product of the project was created. Blogger site has been opened for project dissemination. The project works were shared on social media, paying attention to student safety.
Keywords: preschool, attention building, material design, drama, fairy tale
Login:
Preschool period is the period when brain development is the most intense and fastest.
Children have natural inclinations to discover and learn. Learning is too early starts at ages and continues for life (Ministry of Education [MEB], 2013)
Fairy tales have many important and valuable contributions to child development. During the storytelling, while communicating between the narrator and the child, all the mental activities of the child are activated. The child, who dreams about the characters in the tales he reads or listens, learns to distinguish between good and bad, right and wrong according to the development of events (Küçükyazıcı, 2010). Looking at the messages given in the fairy tales, they are mostly focused on human relations (friendship, friendship, humility, help, etc.), that is, psychosocial development. It is seen that the messages in the second place are on the family, and the third ones are cognitive and psychological messages such as “intelligence, common sense, attention” (Arıcı, 2009: 36).
With the fairy tale, it can be concluded that preschool teachers use this method in order to realize many achievements such as developing children's imagination, thus their creativity, predictive power, verbal expression skills, interpretation power, and gathering attention (Şahin, M.2011). It is seen that they are transferred through animation and they use drama technique. as known
Drama is one of the teaching techniques used in all educational levels starting from pre-school education to university and postgraduate education. (Şahin, M.2011)
Individuals participating in drama studies learn about situations, events and relationships in the drama process. For this reason, drama supports the development of children's creativity, improves their imagination, and allows them to develop multidimensional development by acquiring skills related to their developmental characteristics (Akyol, 2010: p: 4).
In the study, the students were told fairy tales by the practitioners, materials were designed according to the tale content, and the opportunity was given to students to dramatize the tale. It was observed that the students enjoyed these activities with the evaluation based on teacher observation.
Teaching materials are tools used to make teaching more efficient, permanent and enjoyable (Çepni, Ayvacı & Bacanak, 2004; Demirel, 2004). According to Bozkurt (2008), the use of materials in education supports education and training activities, thus making education and training more permanent and meaningful. Various education and training materials are used to better understand and comprehend the subjects in education and training, to keep the student's interest, attention and desire to learn high. That's why every technology
In this age when it makes its importance in the field, it is necessary to take advantage of them by including teaching technologies and the tools and equipment developed accordingly in order to make the curriculum more effective and efficient (Çepni et al., 2004; Bozkurt, 2008).
In this study, a lesson plan was prepared for the students to gain secure internet and it was applied to the students in the classroom by the partners. Lesson plan application was evaluated jointly and made together in the evaluation.
Materials intended for attention development were designed by the project managers, and individual and group studies were conducted with students. Practitioners observed the effect of the material they developed using the semi-experimental method.
Technology plays a vital role in determining the future orientation or trend of education and training (Banaszewski, 2005). Especially in recent years, developments in information technologies have made technology support compulsory in the learning and teaching process and information and learning and teaching environments have started to integrate (Ekici, Ekici & Kara, 2012). Because developments in technology add new ones to the tools that can be used in the education and training process (Çepni et al., 1997) and bring new learning and teaching environments with them (Yakar, 2005). As a result, education
technologies have quickly become an important part of our classes (Banaszewski,
And the development of technology use in education continues rapidly (Kaya, 2005).
In the project, information technology elements are included and video and presentation are used as a presentation in lesson plan application. In addition, a digital game prepared jointly by the project practitioners was designed and applied to students with distance education. Students' personal reports have been reached. With this digital game prepared and implemented with the aim of developing this attention, it was possible to see how long the students made and / or how accurately they made a series of games designed.
Although language teaching is an ongoing teaching process within the framework of lifelong learning, the most important circuits of the child's linguistic acquisition and development are preschool and school period circuits. Since the phrases are easy to memorize and memorable in language education, they should be included in the language teaching texts (Nadir, İ.
Research, poetry pathway for students who have difficulties in learning or students who do not want to learn
They offer learning as an alternative. In poetry teaching, encouragement to think rather than reading comprehension should be supported and poetry techniques should be seen as a tool for emotions and thoughts rather than teaching (Shapiro, 1985). The child who chooses the poem he wants and reads and memorizes it many times and takes it to himself
his ear runs both his tongue and his memory.
In the study, poetry was memorized to students and a student was selected from each school and a common product was obtained.
Method:
The fairy tale was told to the students by presentation, and the tales that were read in dramatization were prepared by preparing various materials. Lesson plan has been applied for secure internet acquisition. The evaluation was made jointly. Materials to keep in mind were designed and applied by making individual and group studies with students. The development of students has been observed. Students' personal scorecards were reached with the material prepared in digital environment. Poetry was taught by using memorization method.
REFERENCES
1- Arıcı, Ali Fuat. “Use of Fairy Tales in Children's Literature”, Çoluk-Cocuk Dergisi, Issue: 87
2- Akyol, Ayşe Köksal. “Drama and the Importance of Drama”, http://www.tebd.gazi.edu.tr/arsiv/2003_cilt1/sayi_2/179-192.PDF, Access Date: 12 April 2010.
3- Banaszewski, T. M. (2005). Digital Storytelling: Supporting Digital Literacy in Grades 12. Master Thesis, Georgia Institute of Technology.
4- Ekici, E., Ekici, F. T. and Kara, İ. (2012). Information Technologies for Teachers Self
Validity and Reliability Study of the Competency Perception Scale. Pamukkale University Journal of Education, Issue 31. 53-65.
5- Kaya, Z. (2005). Educational Technologies. (Ed Z. Kaya), Guide to preparation for specialist Teaching Head teacher exams in accordance with self-learning principles KBYS teacher career promotion exam, Ankara: Pegem A Publishing,
6- Küçükyazıcı, Gökçe. “Fairy Tales and Their Effects on Child Development”, http // www. e-dadi.com/makale-136- fairy tales and their effects on child development.html. Access Date, 20 May 2010.7-MEB (2013). Ministry of National Education Board of Education and Discipline Preschool education program. Ankara: Ministry of National Education.
8- The importance / effect of stereotypes and poetry in I. Rare Language Teaching.
9- Shapiro, S. (1985). An analysis of poetry teaching procedures in sixth grade. Reading Research Quarterly, 20, 368-381.
10- Şahin, Mustafa. 'The Investigation of the Effects of Tales on Child Development in Terms of Teacher Views', Milli Folklor, 2011, number 89.
11- Yakar, H. (2005). The Effects of Computer Assisted Instruction on Student Achievement in Teaching Newton's Laws of Motion. Master Thesis, Pamukkale University Institute of Science, Department of Science Education, Denizli.
Project studies
Attention Enhancement and Material Design
A material was designed by the practitioner. Stationery materials were used to make this material. A cardboard made of squares. Various geometric shapes, created in various colors. The aim was for the students to do what they saw first. The second goal was to do what was in mind. A slide was prepared in advance to do the study with the students. First, the slide was shown and asked to do the same slide. Then the slide was shown for a short time and they were asked to do the same.
Safer Internet / Technology / Right Decision Making
Objective: To gain the ability to use technology consciously
Topic: Safe technology
Tools and materials to be used:
*Find the different event (Uploaded to the materials)
*Find the different photocopy
Education Status:
'Where and how do you feel safe when you are? The question is asked to the students. Each willing student is given the right to answer.
The teacher explains the rules about being safe by the teacher. Should we consult our elders to be safe? "Teddy Bear Story' is read by asking.
Find the different event is done.
The videos are watched and the videos are watched with the students. The questions are asked and the answers are listened.
Assessment: The questions prepared in common are asked to the students.
Digital Material
Blogger
|
oercommons
|
2025-03-18T00:37:35.378350
|
03/30/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64694/overview",
"title": "Improving Attention Skills of Preschool Students",
"author": "Şule Eşgi"
}
|
https://oercommons.org/courseware/lesson/107553/overview
|
“Can We Chat(bot)” A Short Overview of AI Use in Systematic Reviews
Overview
Presented in August 9th 2023 in SR Caucus Meeting by Gary Atwood of Dana Health Science Library UVM
“Can We Chat(bot)” A Short Overview of AI Use in Systematic Reviews
Presented at SR Caucus Meeting August 9, 2023 by Gary Atwood of dan Health Science Library UVM
|
oercommons
|
2025-03-18T00:37:35.395414
|
Mary Katherine Haver
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107553/overview",
"title": "“Can We Chat(bot)” A Short Overview of AI Use in Systematic Reviews",
"author": "Leila Ledbetter"
}
|
https://oercommons.org/courseware/lesson/90181/overview
|
Idioms - Describing People - Off2Class ESL Lesson Plan
Overview
Idioms describing people: This lesson plan focuses on common idioms we use to describe people, including black sheep and gold digger.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Idioms describing people: This lesson plan focuses on common idioms we use to describe people, including black sheep and gold digger.
Download the lesson plan here: https://www.off2class.com/lesson-plan-downloads/lesson-plans-to-teach-idioms-five-fun-and-free-lesson-plans/
|
oercommons
|
2025-03-18T00:37:35.412997
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90181/overview",
"title": "Idioms - Describing People - Off2Class ESL Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/102360/overview
|
Asthma & Wildfires: Human Story + Scientific Story (an integrated adaptation)
Overview
This module is adapted from the original Department of Health module, which you can find here.
We were inspired by the original and heartened at the opportunity to integrate across content areas.
Our iteration includes direct connections with secondary ELA and showcases content integration across science and social studies with a strong social justice component. Furthermore, our adaptation highlights Washington state policy that addresses wildfire awareness, prevention, and preventive measures.
Please note the work of the Department of Health Epidemiologists in using data science to understand medical trends and the opportunity to plan health interventions. This is a strong career connection for our students.
An Overview
This module is adapted from the original Department of Health module, which you can find here.
We were inspired by the original and heartened at the opportunity to integrate across content areas.
Our iteration includes direct connections with secondary ELA and showcases content integration across science and social studies with a strong social justice component. Furthermore, our adaptation highlights Washington state policy that addresses wildfire awareness, prevention, and preventive measures.
Please note the work of the Department of Health Epidemiologists in using data science to understand medical trends and the opportunity to plan health interventions. This is a strong career connection for our students.
|
oercommons
|
2025-03-18T00:37:35.431643
|
Education
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102360/overview",
"title": "Asthma & Wildfires: Human Story + Scientific Story (an integrated adaptation)",
"author": "Ecology"
}
|
https://oercommons.org/courseware/lesson/98518/overview
|
My Plate Webquest
Overview
Assignment guiding students throught the my plate website and teaching them the different requirements for each
My Plate
My Plate Nutrition and Wellness
Nutrition Webquest Lesson Plan
Course: Family and Consumer Sciences
Audience/age group: Middle school
Unit: Nutrition
Lesson topic: My Plate
Lesson description: Research and answer questions over the different food groups and the recommendations
Time Frame: One 50 minute class period
Objective: Identify serving size and nutritional importance of the different food groups.
Prior Knowledge: Students will have a basic understanding of the different food groups. They will have a walk through of the website they are using to have a better understanding of how to navigate it.
Material required:
- Computer with internet
- Power point over food groups
- Web quest worksheet
Indiana Standards:
- FCS-MS 3.1 Nutrition: Evaluate nutrition choices and practices in a variety of settings, using reliable guidelines and sources of information, including;
- FCS-MS 3.1.1 • Dietary guidelines/MyPlate
- FCS-MS 3.1.2 • Comparing food intake to recommendations/ Serving/Portion Sizes
Lesson:
- Introduction (10 min)
- Teacher can pick question of choice for bell ringer
- teacher will go over slide show of the different food groups and what nutrition and benefits they each provide
- Activity:
- Students will complete the WebQuest by following the directions
- Questions:
- Why is fruit important?
- How many vegetables do you need?
- How many grains are needed daily?
- Why is it important to choose a variety of choices from the Protein Foods Group?
- Name a non dairy source
Reference list:
https://drive.google.com/file/d/1xlPbMRm_n0Qw8pB4ZWYSDmUACIVF8yTv/view
|
oercommons
|
2025-03-18T00:37:35.464084
|
11/05/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98518/overview",
"title": "My Plate Webquest",
"author": "Erica Krebs"
}
|
https://oercommons.org/courseware/lesson/106578/overview
|
OREGON MATH STANDARDS (2021): [7.AEE]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: 7.AEE.A.1
Cluster: 7.AEE.A - Use properties of operations to generate equivalent expressions.
STANDARD: 7.AEE.A.1
Standards Statement (2021):
Identify and write equivalent expressions with rational numbers by applying associative, commutative, and distributive properties.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
5.OA.A.2, 6.AEE.A.3 | 7.AEE.A.2, 8.AEE.C.7, HS.AEE.A.1, HS.AEE.A.2 | 6.NS.B.4 | 7.EE.A.1 7.AEE.A Crosswalk |
Standards Guidance:
Teaching Strategies
- Identify like terms and combine like terms to create equivalent expressions.
- Apply the distributive property to factor and expand linear expressions.
- Use numerical substitution to identify equivalent expressions.
Progressions
- In Grade 7 students start to simplify general linear expressions with rational coefficients. Building on work in Grade 6, where students used conventions about the order of operations to parse, and properties of operations to transform, simple expressions such as 2(3 + 8x) or 10 - 2p, students now encounter linear expressions with more operations and whose transformation may require an understanding of the rules for multiplying negative numbers, such as 7 - 2(3 - 8x).
- In simplifying this expression students might come up with answers such as
- 5(3 - 8x), mistakenly detaching the 2 from the indicated multiplication
- 7 - 2(-5x), through a determination to perform the computation in parentheses first, even though no simplification is possible
- 7 - 6 - 16x, through an imperfect understanding of the way the distributive law works or of the rules for multiplying negative numbers.
- Please reference page 8 in the Progression document for additional information.
Examples
- 4𝑥+2=2(2𝑥+1) and −3(𝑥−5/3)=−3𝑥+5
- If Massey and Brenda both get paid a wage of $11 per hour, but Massey was paid an additional $55 for overtime, the expression 11(M+B) + 55 may be more clearly interpreted as 11M+55+11B for purposes of understanding Brenda’s pay separated from Massey’s pay.
- Student Achievement Partners:
2021 Oregon Math Guidance: 7.AEE.A.2
Cluster: 7.AEE.A - Use properties of operations to generate equivalent expressions.
STANDARD: 7.AEE.A.2
Standards Statement (2021):
Understand that rewriting an expression in different forms in a contextual problem can show how quantities are related.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.AEE.A.1 | HS.AEE.A.1, HS.AEE.A.2 | N/A | 7.EE.A.2 7.AEE.A Crosswalk |
Standards Guidance:
Clarifications
- Building on work in Grade 6, where students used conventions about the order of operations to rewrite simple expressions such as 2(3 + 8x) as 6 +16x and 10p-2 as 2(5p-1), students now encounter linear expressions with more operations that require an understanding of integers, such as 7 - 2(3 - 8x)
Progressions
- In the example [below], the connection between the expressions and the figure emphasize that they all represent the same number.
- The connection between the structure of each expression and a method of calculation emphasize the fact that expressions are built up from operations on numbers. (Please reference page 8 in the Progression document).
Examples
- For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”
- For example, 3 friends each buy a drink for x dollars and popcorn for y dollars. The total cost could be expressed by “x + x + x +y + y + y”, “3x +3y” and “3(x+y)”
- A shirt at a clothing store is on sale for 20% off the regular price, 𝑝. The discount can be expressed as 0.2𝑝. The new price for the shirt can be expressed as 𝑝−0.2𝑝 or 0.8𝑝.
- A rectangle is twice as long as it is wide. One way to write an expression to find the perimeter would be w + w + 2w + 2w. Write the expression in two other ways.
- Write an equivalent expression for 9 – 7(2x + 4).
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 7.AEE.B.3
Cluster: 7.AEE.B - Solve mathematical problems in authentic contexts using numerical and algebraic expressions and equations.
STANDARD: 7.AEE.B.3
Standards Statement (2021):
Write and solve problems in authentic contexts using expressions and equations with positive and negative rational numbers in any form. Contexts can be limited to those that can be solved with one or two-step linear equations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.AEE.A.1 | 8.AEE.A.4 | 7.NS.A.2, 7.NS.A.3 | 7.EE.B.3 7.AEE.B Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to fluently solve equations of the specified forms presented.
- Students should use the properties of equality to solve for the value of a variable.
Boundaries
- Continue to build on 6th grade objectives of writing and solving one-step equations from a problem situation to multi-step problem situations. This is also another context for students to practice using rational numbers including: integers, and positive and negative fractions and decimal numbers.
Teaching Strategies
- Students should be able to represent relationships in various contextual, mathematical situations with equations involving variables and positive and negative rational numbers and explain the meaning of the solution based on the context.
- Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
Progressions
- As they build a systematic approach to solving equations in one variable, students continue to compare arithmetical and algebraic solutions to word problems. For example they solve the problem
- The perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
- by subtracting 2 * 6 from 54 and dividing by 2, and also by setting up the equation
- 2w + 2 * 6 = 54.
- The perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
- Please reference page 9 in the Progression document for additional information.
Examples
- Vicky and Bob went to a store to buy school supplies. Vicky spent a total of $22 on school supplies. She spent $13 on a book and spent the rest of the money on notebooks. The store sells notebooks for $1.50 each. Without using a variable, determine the number of notebooks Vicky bought.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 7.AEE.B.4
Cluster: 7.AEE.B - Solve mathematical problems in authentic contexts using numerical and algebraic expressions and equations.
STANDARD: 7.AEE.B.4
Standards Statement (2021):
Use variables to represent quantities and construct one- and two-step linear inequalities with positive rational numbers to solve authentic problems by reasoning about the quantities.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.AEE.B.5, 6.AEE.B.6, 6.AEE.B.7, 6.AEE.C.8 | 8.AEE.C.7, 8.AEE.C.8, 8.AFN.A.2, HS.AEE.A.1, HS.AEE.D.11, HS.AEE.B.5 | 7.RP.A.2 | 7.EE.B.4 7.AEE.B Crosswalk |
Standards Guidance:
Clarification
- Solve word problems leading to equations of the form 𝑝𝑥+𝑞=𝑟 and (𝑥+𝑞)=𝑟, where 𝑝, 𝑞, and 𝑟 are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
- Solve word problems leading to inequalities of the form 𝑝𝑥+𝑞>𝑟 or 𝑝𝑥+𝑞<𝑟, where 𝑝, 𝑞, and 𝑟 are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.
Teaching Strategies
- Students should be able to represent relationships in various contextual, mathematical situations with inequalities involving variables and positive and negative rational numbers.
- Students should be able to fluently solve inequalities of the specified forms. To achieve fluency, students should be able to choose flexibly among methods and strategies to solve mathematical problems accurately and efficiently.
- Students should use the properties of inequality to solve for the value of a variable.
- When identifying a specific value for p, q, and r, any rational number can be used.
- Students should be able to graph and interpret the solution of an inequality used as a model to explain real-life phenomena.
Examples
- For example, as a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.
- As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make and describe the solutions.
- Illustrative Mathematics:
- Student Achievement Partners:
|
oercommons
|
2025-03-18T00:37:35.535236
|
07/10/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106578/overview",
"title": "OREGON MATH STANDARDS (2021): [7.AEE]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/113195/overview
|
Strategy: Reflect as a class
Overview
Research shows that reflection and connecting with real-life situations are powerful and effective ways to build science sensemaking skills.
Reflect as a class
Research shows that reflection and connecting with real-life situations are powerful and effective ways to build science sensemaking skills.
Be flexible in how you encourage student reflection, and support students to share, hear, and learn from peer reflections.
- Return to and discuss pre-investigation predictions, or repeat class polls or brainstorms. Engage students in a conversation about how their ideas as a class have changed and why.
- Choose a few groups and show their data to the class. Have a spokesperson explain their data, what their group inferred from the data, and what they decided to claim.
- Use a whole-class discussion to talk about differences and/or similarities in the claims and any big differences in the data. Have students talk about which evidence seems reliable, and which claim seems strongest based on evidence.
- Pushing further: consider mapping or representing these different explanations visually for students to compare and contrast.
- Pushing further: Have students talk about how the different claims could be combined to create a more complete, whole-class explanation.
|
oercommons
|
2025-03-18T00:37:35.548952
|
Kristin Robinson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113195/overview",
"title": "Strategy: Reflect as a class",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/82883/overview
|
Finding Energy Sources on Earth
Overview
MS-ESS2-1 Earth's Systems
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
MS-ESS2-2 Earth's Systems
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
MS-ESS3-1 Earth and Human Activity
Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
Finding Energy Sources On Earth
Independent homework assignment to develop text-based scientific literacy and written communication skills.
Directions:
Please use the reading to answer the 8 questions posed throughout the text (questions are in bold). Due Thursday, November 5th by midnight.
1. Name 2 substances classified as ‘fossil fuels’.
| 1.2. |
2. Explain why we say that fossil fuels are “non renewable”.
3. Explain the process by which sedimentary rock forms and relate it to the process by which fossil fuels form.
4. What are ‘hydrocarbons’?
5. Name 3 types of fossil fuels and briefly describe the characteristics of each
| 1.2.3. |
6. Name the specific sedimentary rock where hydrocarbons first form.
7. Identify 2 characteristics of reservoir rock, and explain how these characteristics enable reservoir rock to “hold oil and gas like a sponge.”
8. Why do you think that oil and gas don’t just keep moving throughout sedimentary rock until they all end up seeping out onto Earth’s surface?
|
oercommons
|
2025-03-18T00:37:35.568035
|
06/28/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82883/overview",
"title": "Finding Energy Sources on Earth",
"author": "Sara Catanese"
}
|
https://oercommons.org/courseware/lesson/76045/overview
|
Writing K-2
Overview
These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.
These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.
|
oercommons
|
2025-03-18T00:37:35.583775
|
Language Education (ESL)
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76045/overview",
"title": "Writing K-2",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/79207/overview
|
Popplet in the Classroom
Overview
Hey everyone! Popplet is a great new Edtech tool that can be implemented into any classroom for students starting in the third grade up until their senior year of high school. Popplet makes it easier for educators to present information, lessons and assignments in a fun and interactive way. In addition, it allows students to demonstrate their learning in creative and unique ways as well!
Popplet Tutorial © 2021 by Reed Keller is licensed under CC BY 4.0
Popplet Tutorial
Poppet is a great new Edtech tool that allows educators to present information and lessons in fun and interactive ways while allowing students to outline their ideas, complete assignments and present their understandings in creative and unique ways!
|
oercommons
|
2025-03-18T00:37:35.600614
|
Mathematics
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79207/overview",
"title": "Popplet in the Classroom",
"author": "Languages"
}
|
https://oercommons.org/courseware/lesson/80244/overview
|
Unit 4: More Functions, More Features
Overview
This resource is geared for teacher use.
It is loosely linked to the Secondary Math II, Mathematics Vision Project curriculum.
Unit 4: More Functions, More Features
Each of the Units in our Secondary Math II course is loosely tied to the corresponding unit of the Mathematics Vision Project curriculum.
Unit 4 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
|
2025-03-18T00:37:35.615834
|
05/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80244/overview",
"title": "Unit 4: More Functions, More Features",
"author": "Mindy Branson"
}
|
https://oercommons.org/courseware/lesson/69767/overview
|
Education Standards
Remote Learning Plan: Response to Pearl Harbor High School
Overview
This Remote Learning Plan was created by Ashley Richmond in collaboration with Lori Broady as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.
The attached Remote Learning Plan is designed for High School American History students. Students will analyze and determine President Roosevelt's response to Pearl Harbor. This Remote Learning Plan addresses the following NDE Standards: SS HS.4.4 (US) and SS HS.4.5 (US).
It is expected that this Remote Learning Plan will take students 120 minutes to complete.
Remote Learning Plan: Response to Pearl Harbor High School
This Remote Learning Plan was created by Ashley Richmond in collaboration with Lori Broady as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.
The attached Remote Learning Plan is designed for High School American History students. Students will analyze and determine President Roosevelt's response to Pearl Harbor. This Remote Learning Plan addresses the following NDE Standards: SS HS.4.4 (US) and SS HS.4.5 (US).
It is expected that this Remote Learning Plan will take students 120 minutes to complete.
Here is the direct link to the Google Doc:
https://docs.google.com/document/d/1_nOJxbaEDzHS53RnVkGxE56E_W204Xo_JN2HBNNJfBo/edit?usp=sharing
|
oercommons
|
2025-03-18T00:37:35.637633
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69767/overview",
"title": "Remote Learning Plan: Response to Pearl Harbor High School",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/73308/overview
|
8490707954_ed12e9f0e9_b
John_Brown's_Tombstone
quindaro ks statue
'The_Last_Moments_of_John_Brown'_by_Thomas_Hovenden,_De_Young_Museum
John Brown: Hero or Terrorist?
Overview
Description of John Brown's raid, debate of his standing as hero or terrorist, and student activity from both sides of the argument.
Debate Brown's cause, methods, and legacy.
In the 1850s, conflicting notions between pro-slavery Southerners and Anti-slavery Northerners became increasingly heated and sometimes violent. One fiery abolitionist (anti-slavery activist) was John Brown. In 1859, he led a raid on the Federal Arsenal at Harper’s Ferry, Virginia with 18 armed men, both black and white. His goal was to capture weapons and prompt a radical, armed uprising of slaves.
However, after the Marines broke down the door where they had hunkered down, Brown and his followers were caught or killed, and Brown was convicted of treason and hung.
Since Brown had attacked Federal government arsenal, many Southern slaveholders were shocked to learn that Northerners who were opposed to slavery supported Brown’s actions and mourned his death.
1.) In your view, was John Brown a hero or a terrorist? Let's discuss both points as a class.
2.) Now imagine you are a Southerner calling for his arrest and conviction. Create a wanted poster detailing his crimes. Do research in your text and online resources to find details.
3.) Then imagine you are a Northern abolitionist. Create a poster calling for his release on the basis of his just cause.
|
oercommons
|
2025-03-18T00:37:35.657335
|
Jordan Heatly
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73308/overview",
"title": "John Brown: Hero or Terrorist?",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/83176/overview
|
CareVue Overview video
CareVue Set Up video
Clarification for CPRS
EHR Chart User Guide
EHR Competancy Test
EHR Training Scenarios
HIPAA Compliance Tips Video
How to DC patient
MDTP Addeum tip sheet Skin infection
Medication Administration Cheat Sheet
PRN Effectiveness
Safe Medication Administration video
SR Charting Clarification
Usability/Safety Issues Video
Arkansas State Hospital CareVue EHR Training
Overview
This resource is a comphrensive education plan for teaching healthcare works how to use the CareVue electronic health record (EHR), BCMA medication administration, and CPRS Stat medication administration programs; created by Medsphere.
Some of the resources are customized to facilitate better understanding of these systems implemented at the Arkansas State Hospital, however, these resources could modified to accomidate other versions of the Medsphere OpenVista systems used in other facilities.
Introduction
Welcome to ASH New Hire CareVue EHR Training!
In this course, you will learn to navigate and operate the CareVue system used for patient documentation and for medication administration. Each section includes helpful videos, handouts, and "cheat sheets" to assist in better understanding of the system's functionality.
It is strongly recommended you print and/or save all educational materials to your own desktop for future reference.
This section contains videos about HIPAA compliance with ePHI and unintended safety issues when in an EHR system.
1. Review videos.
2. Log on to DHSShare to complete your IT Security test (link will be sent from IT Department to your email).
3. Email screenshot of e-certificate of IT Security test completion to the Education Department.
Security test must be completed BEFORE access to Medsphere will be granted by IT. Email with your username and temporary password to Medsphere will be sent to your email after submission of passed test.
CareVue EHR Training
This section will cover instruction to navigate through the functionality of the EHR system.
1. Review the EHR User Guide, How to DC a Patient, MTDP addendum cheat sheet, and SR Clarification.
2. Watch CareVue Overview and CareVue Set up videos.
3. Complete EHR Training Scenarios in the TRAIN CareVue located on your Medsphere desktop.
4. Print and complete EHR Competency test.
5. Submit your completed test to the Education Department (Drop box in Nursing Administration office).
Staff are encourage to print/save all educational materials for future reference.
Competency test must be recieved by Education Department BEFORE staff will be allowed to begin hands on training.
Medication Administration
In this section, you will learn to operate the BCMA and CPRS systems in CareVue for medication administration.
1. Watch video on Safe Medication Administration.
2. Review Clarification for CPRS, Medication Administration cheat sheet and PRN Effectiveness handouts.
Nurses are encouraged to print/save these handouts for future reference.
3. Complete BCMA training scenarios in TRAIN BCMA located on your Medsphere desktop.
4. Print and complete the BCMA Competency test.
5. Submit completed test to the Education Department (drop box located in Nursing Administration office).
|
oercommons
|
2025-03-18T00:37:35.688107
|
Module
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83176/overview",
"title": "Arkansas State Hospital CareVue EHR Training",
"author": "Lecture"
}
|
https://oercommons.org/courseware/lesson/76024/overview
|
Plate Tectonics
Overview
This lab uses graham crackers and whipped cream to illustrate divergent, convergent, and transform boundaries.
This lab requires materials from home.
| MATERIALS |
|
| PROCEDURE PART I | |
| 1. | Spread enough whipped cream on the plate to make a layer at least a centimeter thick. |
| 2. | Place the two graham crackers side by side on the whipped cream, making sure the edges of the two are touching. |
| 3. | Gently press down on the graham crackers and move them slowly away from each other. Take note of what happens. |
| PROCEDURE PART II | |
| 1. | On a clean plate, spread enough whipped cream on the plate to make a layer at least a centimeter thick. |
| 2. | Take 2 graham crackers, dip 1 edge of each cracker in water, and quickly place them on the plate. |
| 3. | Gently push them together. Take note of what happens. |
| PROCEDURE PART III | |
| 1. | On a clean plate, spread enough whipped cream on the plate to make a layer at least a centimeter thick. |
| 2. | Place 2 graham crackers side by side, with edges touching, on the whipped cream. |
| 3. | Push them together firmly while pulling one towards you and pushing the other away from you. Take note of what happens. |
Answer the following questions using complete sentences.
| 1. | What do the graham crackers and whipped cream represent? Be sure to specify which is the graham cracker and which is the whipped cream! |
| 2. | What type of boundary was represented by Part 1? Explain how you determined this. |
| 3. | What type of boundary was represented by Part 2? Explain how you determined this. |
| 4. | What type of boundary was represented by Part 3? Explain how you determined this. |
| 5. | There are 3 types of convergent boundaries. Did the experiment illustrate what happens at all 3 types of convergent boundaries? Explain. |
| 6. | Why do transform boundaries create earthquakes instead of mountain ranges or trenches? |
| 7. | In Part 2, why did we have to wet the edges of the graham crackers? |
| 8. | Follow this link to see real time data for earthquakes in the last 7 days with a magnitude of at least 4.5. What do the red lines on the map represent? What do you notice about the location of most earthquakes? |
| 9. | Although Utah is not on a plate boundary, we do have earthquakes. Explain why this happens. Hint: if you are not sure, follow this link and scroll. |
No photo of lab set-up required for this lab.
|
oercommons
|
2025-03-18T00:37:35.710003
|
Aminda Glass
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76024/overview",
"title": "Plate Tectonics",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/102571/overview
|
Understanding Shakespearean Sonnets and Iambic Pentameter
Overview
In the lesson, students will read about Shakespearean sonnets, explore the poetic elements (specifically meter and rhyme) of Shakespearean sonnets, read and analyze a Shakespearean sonnet for meaning, and write their own Shakespearean sonnet.
Shakespearen Sonnets
What is a Sonnet?
In this section, students will gather information about the Shakespearean Sonnet.
- Read the article entitled, "What is a Sonnet?"
What is Iambic Pentameter?
In this section, students will gather information about Iambic Pentameter.
- Read the article entitled "An Introduction to Iambic Pentameter" to clarify your understanding of iambic pentameter.
- Watch this video produced by the Royal Shakespeare Company about the use of Iambic Pentameter in Shakespeare's Sonnets.
What is a Shakesperean Sonnet?
- Sonnet 18 is a well-known example of the Shakespearean Sonnet. As you read Sonnet 18, look for the elements of a sonnet that are discussed in this section.
- Practice reading Sonnet 18 aloud.
- As you read aloud, focus on overemphasizing the stressed and unstressed syllables. *
- If you need assistance, this image shows the syllable breakdown for the first several lines.
Reading For Meaning
Practicing With A Shakesperean Sonnet
In this section, you will look more closely at the meaning of several sonnets using a video review, then practice the translation and analysis of Sonnet 18. The video provides some assistance in the interpretation of Sonnet 18, and may be referred back to as a resource for the completion of this assignment.
- Watch the attached video entitled, Shakespeare's Sonnets - Crash Course.
- Practice translating and reflecting on Shakespeare's Sonnet 18 by completing the Sonnet 18 Practice worksheet.
- Submit your worksheet to your course when finished.
Writing Your Own Sonnet
Writing Your Own Shakesperean Sonnet
Now that you have more experience with sonnets, write your own Shakespearean Sonnet following the rhyme scheme and iambetic pentameter that the Shakespearean Sonnet is famous for.
- If you're still a beginner, consider trying this Sonnet Generator to help you brainstorm. Remember to follow the rhyme scheme and to use iambic pentameter. The topic of your sonnet can be of your own choosing.
Your sonnet must include:
- 14 lines
- Iambic Pentameter – ten syllables per line
- Shakespearean rhyme scheme – three quatrains and a couplet (abab cdcd efef gg)
- A minimum of two figures of speech: simile, metaphor, personification, and imagery
- Must have a unifying theme and a creative title for the sonnet
See attached Sonnet Grading Rubric.
|
oercommons
|
2025-03-18T00:37:35.732842
|
04/03/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102571/overview",
"title": "Understanding Shakespearean Sonnets and Iambic Pentameter",
"author": "Charles Horton"
}
|
https://oercommons.org/courseware/lesson/26190/overview
|
Appendix E: Progressions Within the NGSS
Appendix F: NGSS Practices
Asking Questions - Appendix F: Science and Engineering Practices in the NGSS
Chapter 11: NRC Framework
Developing and Using Models - A Snippet from the NRC Framework
Google Map Instructions
Matrix of NGSS Crosscutting Concepts
Reasoning Triangle
Science Flowchart (Dynamic)
Science Flowchart (Static)
Science in Our Community
Survey #1: Why Teach Science ?
Survey #2: How Science Works
Survey #3: NGSS Shifts - What More Do We Want To Know?
Survey #4A: Phenomena Sort
Survey #4B: Phenomena Sort
Survey #5: Making Thinking Visible through Productive Discourse in the NGSS Classroom
Survey #6: Equity in the Framework & NGSS-Inspired Classroom
Survey #7: Equity in the Framework & NGSS-Inspired Classroom (Connecting to Our Practice)
Tool for generating Anchoring Phenomena
OSP NGSS4Oregon Module #1 - Phenomena & Equity (Kathryn & Jennie)
Overview
The Oregon Science Project (OSP) NGSS4Oregon Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. This is part one of a larger equity-focused professional development program designed for leaders in science education working across Oregon. This Module brings together many already developed resources in new ways, and is designed to provide 3-4 hours of work and provides opportunities for thoughtful engagement and collaboration as it invites learners to create something new to contribute to this important work.
Why Teach Science?
Why Teach Science?
"A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research:
- that science learning involves the integration of knowing and doing
- that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts
- that science learning is best supported when learning experiences are designed to build and revise understanding over time"
- Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015)
Estimated time: 10 minutes Components: small group discussion, survey response to statements about teaching science
Breakout Room Instructions (Each person submits their own survey.):
Every Participant: Open "Survey #1" (below)
Reading for Understanding - Processing the statements:
- Starting with the statement at the top left and going down one by one:
- One person reads the statement out loud.
- Each person shares a thought about why the statement is important. (An opportunity to engage in discussion will follow, so simply sharing a thought that contributes to our dialogue is appropriate.)
Reading to Rank - Ranking the statements:
- Each person shares which statement is the most important to them and why.
- Optional frames:
- "In my opinion _______ is the most important because________."
- "It is my experience that ________ should receive the most attention because ________."
- "______ is the most compelling reason due to the fact that ____."
- Optional frames:
- All members of the group may question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind.
- As you engage in discussion about your rankings, each team member completes and submits their own survey.
Discussing the results
- Once you have all submitted and see the collective results of those who completed it before you, share surprises or wonderings you have about how your individual and small group ranking compares to the collective team responses. Note: You may need to click the pencil icon ("edit this form") in the upper right corner of the survey to see the graphs of survey results. Names that you do not recognize from our team are local science teachers, many from the Gresham Barlow School District, who have participated in this learning as well.
Why Teach Science in Our Community?
Why Teach Science in Our Community?
"In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms
Approximate time: 5-10 minutes Components: Google Map activity
Every Participant Open: "Science in Our Community"
- Create a green marker (the orange and blue markers represent teachers, most from Gresham and from Salem, who engaged in this learning earlier this year).
- Place yourself on the Google Map at the location indicated by your picture (see below for more detail).
Include the following information in the description accompanying your marker:
- First Name
- Last Name
- Picture of yourself "experiencing science" in our community (at school, at home, or anywhere in Oregon)
- Grade(s) you teach
- School
- Role(s) or Affiliations (i.e. teacher, coach, club advisor, PD provider)
- One reason that a high quality science education for ALL students is important for our community.
If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video.
How Science Works
How Science Works
"Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School
Approximate time: 25-30 minutes Components: video, small group discussions, survey response
Breakout Room Instructions
Video
One participant shares their screen choosing the option to show their internet browser. Scroll down to the video below so that all participants can watch the video below together. Before your start, be sure to prepare to listen for:
- The nature of "how science works", according to the scientists and science educators
- Ways that scientists use evidence to craft arguments
- How scientists reason with evidence
One participant opens the "Science Flowchart (Dynamic)" and shares their screen so that everyone can see.
- The person sharing their screen slowly mouses over the different parts of the flowchart.
- The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres.
- Once you have done that, stop screen sharing and gather together again.
Each participant opens "Appendix F: NGSS Practices"
- It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion.
- As a small group, discuss where each practice could fit on the flowchart and why, or why not.
- Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap.
Each participant opens "Matrix of NGSS Crosscutting Concepts"
- As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not.
- Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap.
You may find the "one-pager" resource below helpful. It shows all "3 Dimensions" of the NGSS (Disciplinary Core Ideas, or DCIs, Cross Cutting Concepts, or CCCs, and Science and Engineering Practices, or SEPs) on one handy page!
Each participant opens "Survey #2" on their own device
- In your small group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works.
- Include material from the video (quotes, ideas, stories, claims, etc.) in your responses.
- Each participant completes and submits their own survey.
Science as Process
Task 4: Science as Process
"Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments."
Approximate time: 20-25 minutes Components: reading, small group discussion, survey response
Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning.
As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS.
Breakout Room Instructions
Each participant open "Appendix A: Conceptual Shifts in the NGSS"
- Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements (they appear in bold) on the list that they would like to explore further (i.e. shift #2 and shift #5). These will be read more closely in step 3 below.
- One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts.
- Each participant then silently reads the text below each of the shift statements chosen by themselves and their group members.
Each participant opens "Survey #3" on their own device
- Each participant fills out the survey based upon what they shared with the group.
- As a group, discuss each of the specific group prompts on the survey before each of you complete your survey.
Discussing the results
- Once you submit your individual responses, select the link to see all previous responses.
- Read the collective responses and share surprises or wonderings you have about how your individual and small group ranking compares to the collective team responses.
- Share ideas about resources you could seek out to find out more.
The Process of Science in the Classroom
The Process of Science in the Classroom
"...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School
Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response
Breakout Room Instructions
One participant shares their screen and everyone watches the video below. The group actively listens for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, stop screen sharing and gather together as a group to engage in discussion.
Each member of the group silently reads the brief statements below.
Each participant opens "Appendix E: Progressions within NGSS"
- Read the first page.
- On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision.
- Discuss with your team how phenomena differ from NGSS Disciplinary Core Ideas. What are some key differences?
- Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomenon that relates to that core idea. Share your idea with your small group.
One participant opens the "Reasoning Triangle" and shares their screen.
- As a small group, discuss the three parts of the tool and the role you see them playing in the science classroom.
- Each person shares an example of when you have started an activity, exploration, or unit with a question.
- Each person shares an example of when you have started with a phenomenon.
- How do you think this tool changes your approach or thinking about phenomena, questions, and modeling?
- Stop screen sharing.
A new person in your small group opens Survey #4A and shares their screen. Each small group answers as a team and submits one survey.
- As a team, select if you think the statement represents an example of a phenomenon or an NGSS Disciplinary Core Idea.
- Utilize the language of the Reasoning Triangle to justify your ideas.
- Once your small group submits your response, select the link to see all previous responses from the other small groups.
- Does your small group agree or disagree with the previous responses?
- Find a response that is different than your small group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's?
- If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed!
Repeat for Survey #4B and rotate the responsibility of sharing the screen during your discussion.
Making Thinking Visible through Productive Discourse in the NGSS Classroom
Making Thinking Visible
"Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins
Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response
Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS"
Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework"
As a group: decide which two-part video set you will watch (choose elementary or high school).
Watch Part 1 AND Part 2 of either the high school OR elementary video cases below.
Listen and watch for:
- What phenomena the students are trying to figure out
- How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.)
- The sets of ideas, or models, that the students are using to make sense of the phenomena
- How the classroom culture provides a safe space for students to:
- Engage in productive discourse
- Make their ideas public and visible
- Revise their ideas
- Ask questions
- Develop and use models
ELEMENTARY VIDEOS
HIGH SCHOOL VIDEOS
One person opens "Survey #5" and leads the group in filling out one survey.
Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion.
- Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena.
- Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling.
Equity in the Framework & NGSS-Inspired Classroom
Equity in the Framework & NGSS-Inspired Classroom
"..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity
Approximate time: 20-30 minutes Components: reading, survey response
Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online.
Every member of the small group selects different parts of the chapter that they are interested in reading and find relevant for their practice or their context.
As you read:
- Find three things you have learned (keep reading and exploring the text until you find three things new to you).
- Look for two things you found very interesting and would like to discuss with your small group.
- Come up with one question you have about equity in the NGSS classroom.
Breakout Room Instructions
Each participant opens Survey #6.
Each participant shares their individual responses as the small group goes through each prompt.
Once you hit submit, choose to see the previous responses from the other small groups and discuss how they were similar or different than your own responses.
One person shares their screen and the group watches the video below.
As a member of the Oregon Science Project NGSS Teacher Leadership Team you are an advocate for science, especially an advocate for science in elementary. It's important that all secondary teachers get a glimpse of what NGSS can look like in the elementary classroom. Science in elementary is a large equity issue in Oregon where we are 50th in the nation for time spent teaching science K-5.
In your small group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students.
Each participant opens Survey #7 and reflects on the prompt in a small group discussion, and then submits their own response. You may find the "one-pager" below, that shows the "three dimensions" of the NGSS (DCIs, SEPs, and CCCs) all on one page, helpful!
Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.
|
oercommons
|
2025-03-18T00:37:35.791606
|
Kathryn Davis
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/26190/overview",
"title": "OSP NGSS4Oregon Module #1 - Phenomena & Equity (Kathryn & Jennie)",
"author": "Jennie Richard"
}
|
https://oercommons.org/courseware/lesson/113847/overview
|
Reading Comprehension
Overview
Reading Comprehension is to fully understand the content read By analyzing, interpreting and summarizing information appearing in the content. This is important in developing a person's reading and learning skills. Reading materials can be books, documents, articles, or other resources.
Understanding reading content occurs through analytical thinking, prediction, and knowledge linking. and awareness and control of one's own learning while reading. It is an important skill that humans must develop in order to learn and succeed in daily life.
Lesson plan
Lesson plan : Reading Comprehension
1.Learning standards/indicators
T 1.2 Grade 3/1 Speak and respond with short, simple words in interpersonal communication according to the listening method.
T 1.2 Prathom 3/3 State your own simple needs as you listen.
2. main point
The location of various places is something that should be studied in order to provide clear information in daily life.
3. Learning objectives
Knowledge
1. Students can tell the meaning, read aloud, spell, and write words used to communicate about various places and the location of those places.
2. Students can tell Write down the location of your own home. and various places around their own home
3. Students can interact to request and give information about where various places are, where to go.
How?
4. Students can interact to request and give information about who is going where. Or who is going to a certain place? Including inviting them to come along in the same way as they sounded.
Process
5. Students can work together in groups.
6. Students can apply the given information in conversation.
7. Students can create conversations from their experiences and learning in class.
Attribute (Attribute)
8. Students are disciplined and committed to their work.
9. Students are eager to learn and can find additional knowledge from various sources.
|
oercommons
|
2025-03-18T00:37:35.808285
|
03/05/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113847/overview",
"title": "Reading Comprehension",
"author": "Nipitpon Bunthep"
}
|
https://oercommons.org/courseware/lesson/86217/overview
|
DBQ: U.S.-Cuba Relations
Overview
This set of primary source documents is compiled as a DBQ (document based question) assignment. DBQs are used in all AP history courses to get students to group and analyze documents and authors' points of view into an essay. Students should be able to use the provided documents and prompt to group similar documents together and then write a 5 paragraph essay.
Background
The documents provided could be used in a U.S. History, World History, Government or International Relations class. Students could write a full 5 paragraph DBQ essay or analyze some or all of the documents with a partner or in small groups. Based on the provided documents, it would be best if students had some background knowledge of The Cold War and American foreign policy. The documents to be analyzed should allow students to see both Cuban and American perspectives of their relations and struggles that intensified when Fidel Castro came into power with the Cuban Revolution in 1959.
DBQ
Prompt:
Analyze relations between the United States of America and the Republic of Cuba, 1959-2015.
Student Directions:
This question is designed to test your ability to work with and understand historical documents;
Write an essay that:
- Provides an appropriate, explicitly stated thesis that directly addresses all parts of the questions and does NOT simply restate the question.
- Demonstrates understanding of the basic meaning of a majority of the documents.
- Supports the thesis with appropriate interpretations of a majority of the documents.
- Takes into account both the sources of the documents and the various authors’ points of view.
Historical Background:
The United States was heavily involved in Cuba since the end of the Spanish American War through controlling 90 percent of Cuban mines, 40 percent of its sugar production, leasing the Guantanamo Bay naval base and financial support of the regime of Fulgencio Batista, a brutal dictator. In 1959, Batista was overthrown in a revolution led by Fidel Castro. After the U.S. government tried to unsuccessfully overthrow Castro in the Bay of Pigs invasion in April 1961, he declared that Cuba was a socialist country, alarming the United States that a country so close to its borders was communist and allied with the Soviet Union. Starting in 1961, the United States ended relations with Cuba and imposed a trade embargo. In 1962, the U.S. discovered that the Soviet Union was shipping and storing nuclear missiles on Cuba, leading to the Cuban Missile Crisis, which ended with a blockade and removal of the missiles. In December 2014, President Barack Obama announced plans for the United States government to restore diplomatic relations with the Republic of Cuba.
|
oercommons
|
2025-03-18T00:37:35.827799
|
Assessment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86217/overview",
"title": "DBQ: U.S.-Cuba Relations",
"author": "World History"
}
|
https://oercommons.org/courseware/lesson/59810/overview
|
8th Grade Plagiarism Lesson
Overview
This lesson was used with 8th graders. It was used to teach proper research techniques and how to avoid plagiarism. It culminated in a multimedia walk through to which parents were invited.
Harlem Renaissance Exhibit
Harlem Renaissance Virtual Exhibit
We have studied the Harlem Renaissance briefly in class. Now is your chance to find out more about this cultural movement. As a class, you are making a virtual exhibit of the Harlem Renaissance on Power Point with each of you responsible for one branch. Although some may be covering the same topic, I expect everyone to work individually.
Branch A: Music/ Branch B: Art/ Branch C: Literature/
Branch D: Poetry/ Branch E: Theater and Dance
Specific Requirements
A written summary of the branch, including main characteristics and prominent people associated with the branch . (1-2 paragraphs)
A focus on at least 3 artists with:
a paragraph biography written on each
a photograph of each
at least 3 representations of their work
an interesting anecdote about at least one of the artists (from an interview, biography, etc.)-A Quote
Sound:
music or talking
This may be a link.
Pictures- aside from the artists, representations of your theme (a picture of a trumpet for jazz)
Grading Criteria
Information is presented in a neat and logical way
All required elements are included
Information is accurate and in your own words, except for the anecdote
Sources are cited on a credits page
|
oercommons
|
2025-03-18T00:37:35.843381
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/59810/overview",
"title": "8th Grade Plagiarism Lesson",
"author": "U.S. History"
}
|
https://oercommons.org/courseware/lesson/82445/overview
|
-
- ClimeTime
- Engineering
- High Schoool Science
- Sea Level Rise
- Solutions
- Weather and Climate
- climetime
- wa-ela
- License:
- Creative Commons Attribution
- Language:
- English
Education Standards
Learning Domain: Earth and Human Activity
Standard: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Learning Domain: Engineering, Technology, & Applications of Science
Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently
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 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Learning Domain: Speaking and Listening
Standard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Learning Domain: Speaking and Listening
Standard: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
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: Speaking and Listening
Standard: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Learning Domain: Speaking and Listening
Standard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning 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 11���12 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Speaking and Listening
Standard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Speaking and Listening
Standard: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning 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.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Science Domain: Earth and Space Sciences
Topic: Human Sustainability
Standard: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
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.
Cluster: Comprehension and Collaboration.
Standard: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Cluster: Presentation of Knowledge and Ideas.
Standard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
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: 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 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Cluster: Comprehension and Collaboration.
Standard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Cluster: Presentation of Knowledge and Ideas.
Standard: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Cluster: Integration of Knowledge and Ideas.
Standard: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Cluster: Integration of Knowledge and Ideas.
Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
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.
PEI SOLS High School Coastal Hazards: Sea Level Rise
Overview
As the climate is changing, one of the many consequences is sea level rise, which is not a standalone factor, but is closely related to erosion and extreme weather/storm conditions. The majority of coastal houses, recreational parks, and other coastal buildings were built as sturdy but stagnant structures that do not adjust well to the changing elements. Coastal homes have been collapsing into the ocean and restaurants have been destroyed by storm waves. The economic damage has been accumulating. In this storyline, students will explore the reasons behind sea level rise looking at thermal expansion, glacial ice melt, and sea ice melt. Students will examine real scenarios of coastal damage in Washington state and evaluate current city and tribal resilience plans. Finally, students will evaluate the constraints of existing challenges and propose strategies for solving these challenges.
|
oercommons
|
2025-03-18T00:37:35.932868
|
Pacific Education Institute
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82445/overview",
"title": "PEI SOLS High School Coastal Hazards: Sea Level Rise",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/94154/overview
|
Hide and Seek
Overview
ACTIVITY OBJECTIVE: hide-and-seek can be a great decision-making game.
thinking and reasoning
ACTIVITY OBJECTIVE: hide-and-seek can be a great decision-making game.
ACTIVITY DESCRIPTION:
The rule is that you cannot hide in the same place twice and the child will have to continuously be thinking of new places to hide.
The wrong choice will result in them being found too easily!
|
oercommons
|
2025-03-18T00:37:35.945685
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94154/overview",
"title": "Hide and Seek",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/73531/overview
|
Book Critic Worksheet
Lesson Reflection Worksheet
Power Library
POWER Library
Rubric for Student Reflection
Classroom Book Critic
Overview
Students will read books / ebooks and then act as a critic by evaluating and expressing their opinion.
Lesson Objectives
Students will know / be able to...
- Evaluate and reflect on books they read.
- Write reviews about the books they read.
- Create an audio file of their review for others to use.
Warm Up / Introduction
Instructor Notes:
A critic is a person who expresses or judges the merits of a literary, artistic or musical work. Discuss with the students what a critic is.
Look at some famous critics. These can be James Wood, Harold Bloom, Michiko Kakutani, and Andrew Lang. You can also add additional.
Have students look at some book reviews using the following websites:
Book Reviews can also be found in the Gale General OneFile and Gale OneFILE News resources on the POWER Library.
Activity Directions:
|
Research / Explore Activity
Instructor Notes:
- Have the students read a book. This can be an ebook from the POWER Library or a physical book that you or the student may have.
- Once the students have finished reading the book, they should complete the Book Critic Worksheet.
POWER Library resources:
- POWER Library resources that contain ebooks:
POWER Library BookFlix
POWER Library CyberSmarts
POWER Library E-Books (EBSCO)
POWER Library Science Reference EBook Collection
POWER Library TrueFLIX
Public Domain:
- Public Domain ebooks can be found at:
Assessments:
- Students will be assessed on their Book Critic Worksheet based on the Book Critic Review Rubric.
Notes:
- This activity can be completed each month as a way of evaluating the progression of the students writing.
- News articles or informational texts can be used instead of a book.
Activity Directions:
|
Reinforcement / Creation Activity
Instructor Notes:
- Take turns having each student record an audio file of their book review for others to use in determining if they want to read the book.
Extended Activities:
- If the book happens to be a physical book, create a QR Code that directs the person to the audio review. This QR Code can then be attached to the book cover so others can use it to determine if they want to read the book.
Activity Directions:
|
Reflection
Instructor Reflection:
Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson.
Directions:Using the Lesson Reflection Worksheet, reflect on the following questions:
|
|
oercommons
|
2025-03-18T00:37:35.978153
|
Erin Halovanic
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73531/overview",
"title": "Classroom Book Critic",
"author": "Lynn Ann Wiscount"
}
|
https://oercommons.org/courseware/lesson/82650/overview
|
Puzzle Game: Natural Forces
Overview
Teachers can make use of the puzzle game on natural forces as an in class activitiy or homework.
LESSON PLAN
COURSE: | English |
TOPIC: | Natural Forces |
SCHOOL: | Public |
GRADE: | 8th |
AGE: | 14-15 |
TIME: | 20 Minutes |
OBJECTIVE:
| The students will be able to identify natural forces. |
REFERENCES: | ------- |
APPENDIX: | Natural Forces Puzzle
|
|
oercommons
|
2025-03-18T00:37:36.002948
|
06/22/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82650/overview",
"title": "Puzzle Game: Natural Forces",
"author": "Emine Karaduman"
}
|
https://oercommons.org/courseware/lesson/93249/overview
|
Real or Make-Believe?
Overview
Differentiating make-believe from reality as a prerequisite to understanding what “honesty” is.
Honesty
Age of Child: 3-6 years old
Area of Challenge: Differentiating make-believe from reality as a prerequisite to understanding what “honesty” is.
Type of Resource: Activity
ACTIVITY NAME: Real or Make-Believe?
ACTIVITY OBJECTIVE: To teach young children and pre-schoolers the difference between reality and make-believe as a prerequisite to teaching them about honesty.
ACTIVITY DESCRIPTION:
Three-year-olds have difficulty distinguishing between make-believe and reality, so find opportunities to reinforce the distinction. For example, when you are watching television together, point out which characters are not real such as dragons and witches or fairies. Make a memory game out of it by collecting pictures of these characters and pasting them onto cards. Make another set of cards from old family photographs. Shuffle the cards and turn them all face-down. Ask your child to guess whether the next card is a real person or a make-believe character. Then turn over the card and see if she can correctly identify it. Alternatively, make silly statements such as, "We live in a castle," and have her tell you whether the statement is true or not. Reward correct answers with points, stickers, or a chocolate chip.
|
oercommons
|
2025-03-18T00:37:36.016031
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93249/overview",
"title": "Real or Make-Believe?",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/92487/overview
|
Weather 2
Overview
This lesson is to help students understand weather, how it changes, and how weather influences what we wear as it changes.
Day 1 - Six Types of Weather
| Learning Goal | We will learn about weather. |
| Focus Question | What do you know about the weather? |
| Vocabulary | meteorologist, weather, seasons, rain, sunny, snowy, icy, cloudy, windy |
| Direct Instruction | The teacher will ask the focus question to introduce the lesson. Then she will review the vocabulary words. The students will watch a video about the weather at (https://www.youtube.com/watch?v=dLQ0lHpyZd8&t=69s). |
| Guided Practice | The teacher and students will practice how to log in CurrikiStudio website, (https://www.currikistudio.org/org/currikistudio/project/15924) to review and complete activities on the weather. This is the time the teacher will observe students to make sure they understand the activities and to clear up any misconceptions. |
| Independent Practice | The students will continue working in CurrikiStudio and draw a picture in their Science Journal about a rainy day. |
| Assessment | Observation of Mastery |
| Materials | Science Journal, pencil, videos, Promethean Board |
| Differentiation | Tier 1 - Draw a picture of a meteorologist. Tier 2 - Write a sentence about a meteorologist. Tier 3 - Reflect on what you learned about weather. |
Day 2 - All About Weather
| Focus Question | Can you predict the weather? | |
| Vocabulary | temperature, snowy, icy, windy | |
| Direct Instruction | The teacher will ask the focus question. She will review the vocabulary words and introduce some different weather conditions that the students may experience in their community. The students will watch a video on All About Weather - More Way Cool Science on the Learning Videos Channel - YouTube. The video will be discussed with the students to make sure they understand the learning goal for the unit on weather. | |
| Guided Instruction | The teacher and students will continue to discuss the various types of weather, weather words, and why the weather changes daily. They will also listen to some of the students as they share their journal entry reflections on the weather. The students will practice logging into Khan Academy so that they can start practicing the weather activities. | |
| Independent Practice |
| |
| Differentiation | Tier 1 - Group will be doubled-dosed by the teacher at the Kidney Shaped Table. Tiers 2 and 3 - Will be shown how to create a Weather Graph. | |
| Activity | Khan Academy - Weather | |
| Materials | Ipads, Videos |
Day 3 - Clothes
South Carolina Standards:
2.E.2A.1 - Analyze and interpret data from observations and measurements to describe local weather conditions (including temperature, wind, and forms of precipitation). 2.E.2: The student will demonstrate an understanding of the daily and seasonal weather patterns. |
| Focus Question | Is the weather the same every day? |
| Vocabulary | condensation, water cycle, evaporation, winter clothes, summer clothes |
| Direct Instruction | The teacher will discuss temperature, weather patterns, and seasons. He or she will illustrate on the board the different types of weather patterns and have students think about what they wear in different seasons. |
| Guided Instruction | The students and teacher will sort pictures of different clothing to wear during the different weather types. The teacher will have the students predict the afternoon weather before going outside for recess. The teacher will make reference back to what has been taught in the previous lessons. |
| Independent Practice | The teacher will review the lesson and ask important questions to see if the students understand what they will be tested on. The teacher will check for understanding, answer questions about activities that the students are not clear about, and provide feedback on some of their journal entries. |
| Differentiation | Tiers 1 and 2 - Continue working with activities in Curriki and Khan Academy. Tier 3 - Finalize the journal entry on the Weather Graph for the week. |
| Assessment | Khan Academy Quiz, Weather Chapter Quiz, Journal Entry |
| Materials | iPad, video, Science Journal, pencil, markers |
Timeline
This lesson is projected to use four days with the students depending on how well they grasp the concepts of weather. If the students are struggling with the understanding of the weather, the teacher can extend the lesson to five days and assess the students on the sixth day instead of the fifth day as projected.
|
oercommons
|
2025-03-18T00:37:36.043106
|
Kathleen Johnson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92487/overview",
"title": "Weather 2",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/108257/overview
|
voki
Voki in English Classes
Overview
We can use Voki in English classes in speaking classes. They can choose a charcter and record their voices
Voki in English Classes
We can use Voki in English classes. Students can choose the characters and record their voices.
Voki in English Classes
We can use Voki in English classes. Students can choose the characters and record their voices.
|
oercommons
|
2025-03-18T00:37:36.061582
|
09/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/108257/overview",
"title": "Voki in English Classes",
"author": "Ozge Bayat"
}
|
https://oercommons.org/courseware/lesson/112802/overview
|
Strategy: Discussion Stoplight
Overview
Link to a simple graphic to support group discussion. This simple graphic points out three common ways children participate in discussions (repeating ideas, adding on to ideas, or proposing a new idea).
Stoplight Discussion
Support students to build on the ideas of others with Discussion Stoplight . This simple graphic from Ambitious Science Teaching points out three common ways learners participate in discussions (repeating ideas, adding on to ideas, or proposing a new idea). Teachers can use this to point out how students are contributing, or ask students to identify it themselves. It builds awareness about how to usefully participate in a discussion.
|
oercommons
|
2025-03-18T00:37:36.078310
|
Kristin Robinson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112802/overview",
"title": "Strategy: Discussion Stoplight",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/100612/overview
|
GOOGLE WORKSPACE FOR EDUCATION
Overview
This presentation gives you a list of tools under Google workspce
GOOGLE TOOLS FOR EDUCATION
THIS PRESENTATION LISTS THE TOOLS UNDER GOOGLE WORKSPACE WHICH COULD USED FOR EDUCATION
|
oercommons
|
2025-03-18T00:37:36.094276
|
02/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100612/overview",
"title": "GOOGLE WORKSPACE FOR EDUCATION",
"author": "Vimal Jerald"
}
|
https://oercommons.org/courseware/lesson/92403/overview
|
Schoology in Higher Ed
Schoology Stories
Schoology: The Right Choice for a LMS
Overview
Schoology is a web-based learning management system geared towards K-12 education, but can also be applied in higher education and the corporate world. Schoology allows its users to organize their courses, post content, and track student progress all in one place rather than using a number of different platforms. This OER highlights some of the key uses of Schoology and provides insight on its application.
Overview
Schoology is a web-based learning management system geared towards K-12 education, but can also be applied in higher education and the corporate world. Schoology allows its users to organize their courses, post content, and track student progress all in one place rather than using a number of different platforms.
Key Features and Educational Purposes of Schoology
Assignments and Events - Schoology allows the teacher to create a variety of different assignments that include content from a hard-drive or the web.
Online Homework Submissions - Schoology offers a grading system that allows the teacher to comment, annotate, and grade an assignment without having to download and then upload the graded version.
Tests and Quizzes - It also allows instructors to create a variety of different types of questions for quizzes and tests. These tests and quizzes can include a wide variety of media as well, making it easy to personalize and differentiate tests.
Online Gradebook and Attendance - Further, it allows the teacher to keep grades easily accessible for students and parents. With the in-program grading features, graded assignments and tests are automatically input into the gradebook. This saves teachers a ton of time, by not having to transfer grades into a separate student information system.
Badges - Schoology allows the teacher to create customized badges for incentives and motivation. Badges are similar to trophies they might earn on video games or other social media games.
Discussions - It also allows the teachers to set up threaded discussion which promotes well thought out responses and collaboration. Posts can include a variety of files as well.
Standards and Outcomes Alignments - It allows teachers to easily align content, assessments, and rubrics to Common Core, State Standards, or custom learning outcomes.
User Connections to Professional Networks - Schoology allows a teacher to expand their professional networks and engage in professional development. Which leads to new, improved, or different materials they can bring back and apply to their classrooms immediately.
Check out this introductory video on Schoology and its features!
Sources:
Schoology. (2012). Schoology introduction . YouTube. https://www.youtube.com/watch?v=uqc1xE2H9Wg
How does Schoology work
At the top of the screen, you will see three main areas — Courses, Groups, and Resources—and some icons and your name on the upper right. This top navigation is always available, no matter where you are on the site.
Your Home Page is where you will start every time you log into Schoology. There are two main tabs on your Home Page: Recent Activity and Course Dashboard.
The Course Dashboard is where you will navigate to your active courses (Another useful factor of Schoology, once courses are completed, they can be archived for as long as you wish).
Your courses are your “online classrooms”. This is where you will put learning content, grade materials, and communicate with your students. Your courses contain all your instructional items, such as files, assignments, and assessments. Further, you can access communication and organizational tools strictly associated with the course.
You can set up and organize your courses in many different ways. Your course materials can be set up by week, section, topic, whatever. (Example shown, folders created for different topics and organized into weeks, based on folder color, and specific days/dates).
Sources:
Jaffer, S. (2020, March 31). A Beginner's Guide to Using Schoology. Schoology. https://www.schoology.com/blog/a-beginners-guide-to-using-schoology
Who is using Schoology
There are hundreds of schools and companies that are using Schoology. Although it is mostly used in K-12 Education, several other fields have begun implementing Schoology, including health care and government administration. See the following chart for more detailed statistics.
A real life example of the use of Schoology is Mr. Robert Sarneckis of Midlakes Middle/High School. Mr. Sarneckis uses Schoology to supplement his high school social studies courses, such as World History and U.S. History. Mr. Sarneckis uploads all the learning material to his online classroom to help students stay organized, especially in case of an unexpected absence. Schoology is also useful for Mr. Sarneckis as a communication tool. He is able to send out reminders, upcoming due dates, and answer any questions even outside of school hours.
Sources:
Companies using Schoology. (n.d.). Enlyft https://enlyft.com/tech/products/schoology
Why Schoology
I chose Schoology as it has been the Learning Management System I have gotten to be comfortable with over the past few years. I enjoy the flexibility of organizing my classes the way I seem fit and being able to post content in just a few clicks. I think, especially in the past two years, Schoology has helped me advance educational activities in the classroom and remote learning situations. It has allowed me to increase student engagement by incorporating more technology into my daily lessons. Being able to access all their materials/content has led to my students taking more ownership of their learning. Further, anyone that is looking to participate in collaborative learning, can benefit from Schoology, students and teachers included. It has helped me collaborate with other teachers and administration during summer for curriculum development and different training. As for my students, they have been able to create groups and share documents that can be collaboratively worked on outside of the classroom.
Challenges of Schoology
Challenges:
First time users may become overwhelmed.
Some integrated tools do not work properly or as advertised.
Assignments with upcoming due dates will still show up in the student’s ‘Upcoming’ column even if they had already submitted it.
Solutions:
If students are going to be new to Schoology at the start of your course. Make sure you provide ample time for them to become more acquainted. Further, you may create a tutorial video or presentation for students to watch as a warm up or homework assignment.
Test and trial the integrated tools you want to use. You may choose to prompt your students to access the app or tool separately rather than through Schoology.
Have students double check their submission or display the instructor view of the ‘Submission Box” at the beginning or end of class so that students can be reassured or reminded of the completion of the assignment.
Future uses of Schoology
In an ever growing field, Schoology has been slowly but steadily increasing as a LMS provider. Schoology markets their products to higher education and corporations. However, their main clients are K-12 districts. They have partnered with 1,600 of them in the U.S.
Check out the following blogs to learn more about Schoology success stories and future uses!
Views on OER
Open educational resources (OERs) are materials for teaching and learning that are allowed to be reused, changed, or freely shared with others. OERs can include anything from a case study to a step by step lesson plan.
In my opinion OERs are a tremendous tool for anyone that is trying to learn. I think OERs break down barriers of accessibility to certain sources and allow individuals to build on each other's ideas in a creative and collaborative way. Further, I feel that OERs could be used as a great supplement to textbooks and/or lectures. This is beneficial, as individuals can filter the information to their liking for clear and concise understanding. Lastl, a great factor of OERs is that they are continually revised, improved, and/or updated.
|
oercommons
|
2025-03-18T00:37:36.124637
|
Robert Sarneckis
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92403/overview",
"title": "Schoology: The Right Choice for a LMS",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/64298/overview
|
Education Standards
Animal Habitat Project
Overview
In this lesson, students will use teacher provided materials to create an animal habitat. They will work in groups and be assigned a habitat. Each group will need to include plants and animals found in their habitat. Students will present their finished project to the class and each member will give a fact about their habitat. The teacher will assess student understanding based on the models and presentations.
Lesson Plan
In this lesson, students will work in a group to create a model of an animal habitat. They will use meterials provided by the teacher and include examples of plants and animals that live in the habitat. They will then present the models to the class and each student in the group will give one fact about their habitat.
|
oercommons
|
2025-03-18T00:37:36.142039
|
Marianne Player
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64298/overview",
"title": "Animal Habitat Project",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/64381/overview
|
Space Theme Kindergarten Lesson Plan
Overview
Cosmic Cubs' kindergarten lesson plans help children grow to be effective learners as they explore space and learn practical skills that assist with reading, writing, and mathematics.
Kindergarten Lesson Plan
Cosmic Cubs' kindergarten lesson plans help children grow to be effective learners as they explore space and learn practical skills that assist with reading, writing, and mathematics.
|
oercommons
|
2025-03-18T00:37:36.159198
|
Cosmic Cubs
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64381/overview",
"title": "Space Theme Kindergarten Lesson Plan",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/86893/overview
|
Learning Domain: Operations and Algebraic Thinking
Standard: Represent the concept of multiplication of whole numbers using models including, but not limited to, equal-sized groups ("groups of"), arrays, area models, repeated addition, and equal "jumps" on a number line.
Learning Domain: Operations and Algebraic Thinking
Standard: Solve multiplication and division word problems within 100 using appropriate modeling strategies and equations.
Learning Domain: Operations and Algebraic Thinking
Standard: Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient. (Students need not know formal terms.)
Learning Domain: Operations and Algebraic Thinking
Standard: Apply properties of multiplication as strategies to multiply and divide. (Students need not use formal terms for these properties.)
Learning Domain: Number and Operations in Base Ten
Standard: Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. (A range of algorithms may be used.)
Learning Domain: Operations and Algebraic Thinking
Standard: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
Learning Domain: Operations and Algebraic Thinking
Standard: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Learning Domain: Operations and Algebraic Thinking
Standard: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = __Ö 3, 6 x 6 = ?.
Learning Domain: Operations and Algebraic Thinking
Standard: Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15 then 15 x 2 = 30, or by 5 x 2 = 10 then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms for these properties.)
Learning Domain: Operations and Algebraic Thinking
Standard: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 Ö 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers.
Cluster: Represent and solve problems involving multiplication and division
Standard: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Cluster: Represent and solve problems involving multiplication and division
Standard: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Cluster: Represent and solve problems involving multiplication and division
Standard: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.
Cluster: Understand properties of multiplication and the relationship between multiplication and division
Standard: Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15 then 15 × 2 = 30, or by 5 × 2 = 10 then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms for these properties.)
Cluster: Multiply and divide within 100
Standard: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers.
Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic
Standard: Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. (A range of algorithms may be used.)
|
oercommons
|
2025-03-18T00:37:36.187490
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86893/overview",
"title": "MATH MULTIPLICATION PRACTICE",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/42669/overview
|
Patterns & Addition Application
Overview
Objectives
At the end of the lesson, students will be able to:
Produce colour patterns using given codes after creating patterns in a whole group activity with 90% accuracy.
Create data for and read a pictograph after taking a class survey with 90% accuracy.
Construct and solve word problems.
Section 1
Objectives
At the end of the lesson, students will be able to:
Produce colour patterns using given codes after creating patterns in a whole group activity with 90% accuracy.
Create data for and read a pictograph after taking a class survey with 90% accuracy.
Construct and solve word problems.
|
oercommons
|
2025-03-18T00:37:36.205384
|
12/27/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/42669/overview",
"title": "Patterns & Addition Application",
"author": "Samantha Wilson"
}
|
https://oercommons.org/courseware/lesson/88831/overview
|
ART IN LIFE
Overview
In this lesson plan you will find an attempt to make students understand the important of art in their life.
Description
This lesson is centered on the explanation of some of the most famous artworks in the world. The idea is to contextualize the audience with the different types of art there are in the world and make use of it as a way to reflect and share their feelings and thoughts on it.
The main objective of this lesson is to understand the importance of art in the personal development of students taking into account their feelings and emotions. Also, relate art with the control of stress and other common emotions. As well as explain the importance of arts as a way to express our thoughts and ideas.
Skill Focus:
- Reading
- Listening
- Speaking
- Writing
Our foreseeable problems are: Distractions - Misunderstanding - Lack of culture - Lack of cooperation.
And our solutions for those problems are: Interactive activities - Attractive games - Contextualization - Accessible and understandable topics
According to the solutions, there are a variety of activities to explain the whole topic and engage the students. In the end, what we all expect from this is that students exchange opinions on situations of personal interest; has spontaneous and easy conversations about the topics, and answer questions and concerns after making the presentations.
Ice Breaker
With this activity, the idea is to make students participate actively and respectfully, organizing the letters to find the hidden word and evaluate beforehand, how much they know about famous artworks around the world. In other words, to make a contextualization and a brief opening about the lesson topic.
Art
In this section, students will be able to know more about the different types of art that exist. The topic will be explained by a short but meaningful presentation shown next:
Activity 1
Activity with Genially using the vocabulary and information explained previously in order to make a review and make students participate.
Activity 2
This activity consists of a reflective exercise using different media from Youtube. The idea is to show some parts of the most recognized symphonies made by different authors like Beethoven, Mozart, Bach, and Chopin. Then, using Padlet, students are going to make a reflection of what they listened to, expressing the feelings they thought the author wanted to express, and the way that the song made them feel. The reflection is free, so students can use many things to express themself. For instance, using pictures, sentences, emoticons, and even paintings.
Video Resource: https://youtu.be/FbUlFrQA-zM
Padlet link: https://padlet.com/u20191171940/pdlyt7zcpzl0y25u
QUIZ
To finalize the explanation of the whole topic, we will need students to fill a short and easy quiz to evaluate their knowledge. In this activity, they are going to be ranked according to the correct answer, this will make the game a little competitive and interesting.
Forum
At the end of the class, there will be a discussion about their experiences, using a course in Schoology, with the topic and the class, as well as with the activities. The idea is that students are going to comment between them which were the moments of the class that called more their attention and then, share with us, teachers, what are their suggestions for the next class.
Schoology Code : PBBX-XN9Q-789G3
Authors
GROUP 3
Cesar Luis Hernández 20191176679
Heber Antonio Zabaleta 20191180835
Sebastián Rodríguez Suarez 20191178951
Kevin Jardel Ardila 20191177708
Valentina Rodríguez 20191171940
|
oercommons
|
2025-03-18T00:37:36.227188
|
Valentina Rrodríguez Angulo
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88831/overview",
"title": "ART IN LIFE",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/70089/overview
|
Education Standards
Graphic Organizer
Are Child Actors Exploited By the Film and TV Industry?
Overview
Consider are the pros and cons of children performing for TV and in other competitive performing environments.
Learning Objectives:
Students will read articles with opposing view points and find main ideas and details from each text.
Students will take a stance on an arguementive issue and produce a piece of writing to include evidence from the text.
Video
Watch first 1:35 before reading the main article to provide background knowledge for students to understand the point of view of the author.
Exemplar Article
In August 2012, seven-year old Alana Thompson debuted in her own reality TV show called "Here Comes Honey Boo Boo." Alana, or Honey Boo Boo, emerged as an audience favorite in the hit show "Toddlers & Tiaras," a reality TV show about beauty pageants for young girls. She is a little heavier than many of the other girls and did not win the beauty pageant, but her funny lines and overly-confident personality won the hearts of TV viewers. During the first few weeks of the program, 2.3 million viewers watched Here Comes Honey Boo Boo.
Some people argue that shows like "Here Comes Honey Boo Boo" and "Toddlers & Tiaras" exploit young children for the purposes of entertainment. They say that people are not watching these shows because they are interested in learning more about pageants or the people who participate. They say that people watch because they like to make fun of these girls and their parents. Furthermore, they claim that the children are not able to make a decision as to whether or not they want to have their lives recorded and broadcast to the world. They worry that these children will be confronted by viewers throughout their lives and reminded of embarrassing childhood behavior that they would rather forget. They point to the tragic lives of many child TV stars from the past that struggle with addiction and other emotional problems.
Background: Child Labor
Young children have worked throughout history to help their families have more money to live. Historically, in America, many children worked on farms from early morning hours until late at night. When America became more industrialized with factories and businesses, children worked all sorts of jobs. Some states passed laws to protect children under the ages of 14 or 15, but it was not until 1938 that a federal regulation (or law) was passed requiring all states to have a minimum age for workers and limited hours of work for young children.
Advocates of kids participating in reality TV shows argue that kids have an opportunity to be discovered doing something that they loved to do. For instance, the hit TV show Dance Moms features a dancing class of talented young dancers and their mothers who make tremendous sacrifices while pursuing a dream. They argue that these kids have an opportunity to share their determination and talent with the world so that other children may be inspired to work hard at something they love to do. Just like Alana Thompson was discovered, other children on these shows may find themselves starring in a Broadway musical or a Hollywood movie.
Some people also argue that participating in a reality TV show does not interfere with a child’s ability to be a happy and productive adult. They say that this experience makes them more confident and not afraid to take risks. They say it develops leadership qualities in these young people. For example, many childhood movie stars, such as Emma Watson from the Harry Potter movies, have been able to lead very successful lives. Emma Watson chose to attend Brown and Oxford Universities and is a successful model. If childhood movie stars can go on to lead successful and happy lives, why can’t childhood reality TV stars?
Do you think children should be allowed to star in reality TV shows? Do you think there is a certain age where a child should be able to participate? Do you think children who participate in reality TV are more or less likely to have problems due to their fame?
Credits:
Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Image credit: "Are beauty pageants good or bad for the child? Should they be banned?" by netivist is licensed under CC BY-NC-SA 2.0
Pros/Cons
Read the next to articles to understand the pros and cons to being a child actor. After reading the two articles, take a stance on child stars in reality television to use in your arguement.
Pro: https://www.backstage.com/magazine/article/huge-benefits-child-actor-6726/
Con: https://www.insider.com/child-stars-quit-hollywood-2018-8
Graphic Organizer
Use the following graphic organizer to discuss your stance on child actors in reality television using evidence from the articles to support your thinking.
Argumentative Writing
Submit a paragraph using the information from the graphic organizer. Use complete sentences, puncutation, and appropriate grammar.
Use the rubric to guide expectations with students.
|
oercommons
|
2025-03-18T00:37:36.257502
|
Elizabeth Loehr
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70089/overview",
"title": "Are Child Actors Exploited By the Film and TV Industry?",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/74950/overview
|
Example Lesson: Leadership and Team Development in a post-COVID-19 world
Overview
Example of an introductory lesson for Case 3 "Our Communities after COVID-19," created by Claire Bruncke, CTE Teacher at Ilwaco High School, Ocean Beach School District. This lesson is uses the Challenge to help students learn about Tuckman's model of team development, and encourages them to create innovative solutions for team development in a post-COVID-19 world
Example Lesson: Leadership and Team Development in a post-COVID-19 world
Example of an introductory lesson for Case 3 "Our Communities after COVID-19," created by Claire Bruncke, CTE Teacher at Ilwaco High School, Ocean Beach School District. This lesson is uses the Challenge to help students learn about Tuckman's model of team development, and encourages them to create innovative solutions for team development in a post-COVID-19 world.
|
oercommons
|
2025-03-18T00:37:36.274313
|
Julia Reed
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74950/overview",
"title": "Example Lesson: Leadership and Team Development in a post-COVID-19 world",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/107720/overview
|
Education Standards
Flour Protein Content
Overview
What role does protein content have in the selection of the flour used in different baked products? In this lesson, students will determine the protein content in various flours by performing a stretch test and interpreting their data.
Overview
Essential Question
How does the protein content of flour influence the sensory characteristics of bread?
Learning Objectives
Identify commonly used flours in the food industry.
Examine the role of protein in providing structure.
Justify the use of specific flours in baked products.
Equipment and Materials
Per Class
- Suggested Flour Samples
- All-Purpose Flour
- Whole-Wheat Flour
- Corn Flour
- Soy Flour
- Electronic Balance
- Distilled Water
Per Student
- Safety Glasses
- Hairnet
- Pencil
Per Student Pair
- Cup (9 oz)
- Graduated Cup (30 mL)
- Metric Ruler
Lesson Plan
Background Information
Twenty-one different grain types make up the bulk of the human diet wordwide. These grains contain essential nutrients needed to nourish your body such as carbohydrates, fats and oils, vitamins and minerals, and protein. Protein in flour gives food strength and structure; you can observe the protein content in flour by stretching bread dough - stronger doughs will have more protein. Bakers select flour based on which protein content is best for what they are baking.
Interest Approach
Facilitate a discussion with students about if any of them or their parents enjoy baking at home; ask them what they enjoy baking. Transition into asking them about the recipes they use while baking and some of the ingredients in the recipe. Explain that flour is an important ingredient in many baked products because the protein (gluten) in it provides structure to the dough.
Students may make a connection that some people are gluten intolerant - use this to introduce the concept that some grains processed to make flour are naturally gluten-free. The different protein contents in those flours will influence the types of products they are used in while baking.
Career Connections
- Dietician
- Food Meal Supervisor
- Food Processer
Experimental Procedure
- Place a 9oz cup on an electronic balance and press Zero or Tare.
- Obtain a labeled flour sample from your teacher.
- Mix a bread dough.
- Use a 30mL graduated cup to add 50g of the flour sample into the cup on the balance.
- Pour the flour into a quart-sized bag.
- Measure 30mL of warm distilled water in the graduated cup.
- Mix the flour and water in a quart-sized bag.
- Knead the dough in the bag for one minute, as demonstrated by your teacher.
- Do not overwork the dough ball.
- Test the strength of the dough ball.
- Remove the dough from the bag and form it into a ball.
- Pinch the dough with your thumb and pointer finger.
- Your thumbs should not be touching.
- Line your thumb up with zero on the ruler.
- Slowly and gently stretch the dough while your right thumb stays at zero.
- Stop moving your hands as soon as the dough breaks.
- Have your partner measure the distance in centimeters between your right and left thumb with a ruler when the dough breaks.
- Record the length in Table 1.
- Knead the dough five times with your hands and reform the dough into a ball.
- Repeat the strength test in Step 5 with the same dough, and record it in Table 1.
- Repeat Steps 2-7 with each flour sample provided by your teacher.
- Dispose of the dough ball once each measurement has been collected.
- Calculate each flour's average length by using the equation below.
Average Length = (Test 1 Length + Test 2 Length) / 2
Conclusion/Check for Understanding
After the conclusion of student data collection and cleaning up of materials, bring the class back together and have students discuss their results in small groups. Discussion should be focused on which flour samples had the highest average length when the dough ball was stretched. Have students share their results with the whole class and identify if there were any varying results.
- Which dough was the most elastic? Which dough was the least elestic?
- Cakes require flour with a lower protein content. Which flour is best suited for cakes?
- When might a baker use an alternative flour that does not contain gluten?
Extension Activity
Students should research grains that are commonly used to produce flours and identify which grains do and do not contain gluten. Study the anatomy of the seed and identify structural differences between grains that may reveal where protein is stored.
|
oercommons
|
2025-03-18T00:37:36.300941
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107720/overview",
"title": "Flour Protein Content",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/106621/overview
|
OREGON MATH STANDARDS (2021): [HS.NQ]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: HS.NQ.A.1
Cluster: HS.NQ.A - Understand and apply the real number system.
STANDARD: HS.NQ.A.1
Standards Statement (2021):
Use reasoning to establish properties of positive integer exponents. Extend the definition of exponentiation to include negative and rational exponents so as to be consistent with these properties. Utilize exponentiation to model authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.NS.A.1, HS.NQ.A.2 | N/A | 8.AEE.A.2 | HSN.RN.A.1 HS.NQ.A Crosswalk |
Standards Guidance:
Connections
- Students should be able to use the operations of addition, subtraction, and multiplication, with radicals within expressions limited to square roots and cube roots.
- MP8: generalizing patterns
Catalyzing Change Connection
- Determine precise calculations using rational and irrational numbers to make comparisons and solve problems.
- Use estimation and approximation of calculations to make comparisons and solve problems.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.NQ.A.2
Cluster: HS.NQ.A - Understand and apply the real number system.
STANDARD: HS.NQ.A.2
Standards Statement (2021):
Compare real numbers presented through different representations, including both rational and irrational numbers. Apply comparisons in authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.NS.A.1 | HS.NQ.A.1 | N/A | HSN.Q.A.1 HSN.Q.A.2 HS.NQ.A Crosswalk |
Standards Guidance:
Examples
2021 Oregon Math Guidance: HS.NQ.B.3
Cluster: HS.NQ.B - Attend to units of measurement needed to solve problems through quantitative reasoning and mathematical modeling.
STANDARD: HS.NQ.B.3
Standards Statement (2021):
Use reasoning to choose and interpret measurement units consistently in formulas, graphs, and data displays, as a way to understand problems and to guide the solution of multi-step problems.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
5.GM.C.4 | N/A | 8.AEE.A.4, 6.RP.A.3, 7.RP.A.1, HS.GM.C.10 | HSN.Q.A.1 HS.NQ.B Crosswalk |
Standards Guidance:
Clarification
- Identify, use, and record appropriate units of measure within context, within data displays, and on graphs.
- Convert units and rates using proportional reasoning given a conversion factor;
- Use units within multi-step problems and formulas and interpret units of input and resulting units of output
Boundaries
- This standard applies universally in modeling situations.
- Use units of measure (linear, area, capacity, rates, and time) as a way to make sense of conceptual problems
- This includes authentic applications that require changing units to understand a given context.
Teaching Strategies
- Dimensional analysis may be used when converting units and rates.
Examples
- Units of measure may include linear, area, capacity, rates, and time.
- MP2: quantitative and abstract reasoning
- MP4: mathematical modeling
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.NQ.B.4
Cluster: HS.NQ.B - Attend to units of measurement needed to solve problems through quantitative reasoning and mathematical modeling.
STANDARD: HS.NQ.B.4
Standards Statement (2021):
Define, manipulate, and interpret appropriate quantities using rational and irrational numbers to authentically model situations and use reasoning to justify these choices.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | N/A | HS.GM.C.10, HS.GM.C.11 | HSN.Q.A.2 HS.NQ.B Crosswalk |
Standards Guidance:
Clarifications
- Given a situation, context, or problem, students should be able to determine, identify, and use appropriate quantities for representing the situation.
- In some cases, students should be translating between different real number representations (for example, if something is to be cut to square root of 31 inches, what is that on a standard ruler, in sixteenths?). Students should draw on fluency with real arithmetic and estimation.
Boundaries
- This standard applies universally in modeling situations.
- Quantities are real number quantities
Progressions
- Use length, area, and volume measurements to solve applied problems.
- Use properties of congruence and similarity to solve applied problems.
- Use graphs and coordinates to solve applied problems.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.NQ.B.5
Cluster: HS.NQ.B - Attend to units of measurement needed to solve problems through quantitative reasoning and mathematical modeling.
STANDARD: HS.NQ.B.5
Standards Statement (2021):
Use reasoning to choose a level of accuracy appropriate to limitations on measurement when reporting quantities in modeling situations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | N/A | HS.GM.C.10, HS.GM.C.11 | HSN.Q.A.3 HS.NQ.B Crosswalk |
Standards Guidance:
Boundaries
- Note: This standard applies universally in modeling situations.
- MP4: mathematical modeling
Teaching Strategies
- Instruction should include appropriate use of different measurement systems (e.g. feet/inches/yards and meters/centimeters/millimeters).
- Instructional support to convert between measurement units both within a given system (e.g. customary to customary or metric to metric), or across measurement systems (e.g. customary and metric conversions)
Examples
- Illustrative Mathematics:
|
oercommons
|
2025-03-18T00:37:36.367054
|
07/11/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106621/overview",
"title": "OREGON MATH STANDARDS (2021): [HS.NQ]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/64327/overview
|
Projectile Motion Investigation
Overview
This is a virtual exploration into how launch angle affects the distance a projectile will travel. It utilizes an html5 PhET simulation: Projectile Motion.
Directions
- This is used as an exploration for physics class when investigating projectile motion. The goal is that students understand the relationship between the launch angle of a projectile and the distance with which the projectile travels.
- It utilizes the html5 PhET simulation: Projectile Motion. Students will be using the Lab tab the entire time. We use this in place of a physical exploration, because it does a nice job of generating data and providing consistent visuals for all students.
- Make sure to have a follow-up conversation with all students either in small or large-group (or a digital forum) to ensure that they can explain the relationships between the different variables they investigated (to provide some individual accountability).
Today we will look at the relationship that launch angle plays with projectile motion. In this experiment, we will change the angle of a cannon and see how it affects the distance a cannonball will travel.
Directions:
1. Open the Projectile Investigation lab handout by clicking here.
2. Once you've opened it, you will go to a PhET simulation by clicking here. You then need to click on the Lab option on the far right.
3. You will then start at STEP 2 of the document, following the remainder of the directions as you complete the lab.
4. When you are finished, be prepared to share your findings with another person in class and then with the whole-class in a large group discussion.
Exit Ticket
Once you finish, complete the exit ticket by clicking here.
|
oercommons
|
2025-03-18T00:37:36.381837
|
03/23/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64327/overview",
"title": "Projectile Motion Investigation",
"author": "Lauren Winter"
}
|
https://oercommons.org/courseware/lesson/97245/overview
|
Pacing Guide Option 1 - 8 weeks
Sample Pacing Guide Option 2
Sample Pacing Guide Option 3 - 10 weeks
Sample Pacing Guide Option 3 - 8 weeks
SAMPLE WaKIDS Pacing Guides
Overview
Here are a variety of SAMPLE pacing guides (for 8 and 10 weeks depending on your school start date).
Use these SAMPLE pacing guides to outline how you pace out your WaKIDS Whole-child Assessment.
|
oercommons
|
2025-03-18T00:37:36.401315
|
09/15/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97245/overview",
"title": "SAMPLE WaKIDS Pacing Guides",
"author": "Whitney White"
}
|
https://oercommons.org/courseware/lesson/79306/overview
|
Education Standards
Fossil Dig Lab
Fossil DIg Labels - original
Geological Time Table
In One Year Conversion factors and answer key
In One Year p.1
In One Year p.2
In One Year p.3
MS ESS DCI combined 6.13.13
Oil Drilling Lab
Our Dynamic Earth
Plate Tectonics Webquest
Rocks and Minerals Webquest
Earth's Time Capsule
Overview
This unit is an introduction to Geological Time and Plate Tectonics for 7th graders
Overview
This unit is a 7th-grade introduction to the concepts of geological time and plate tectonics that takes me about 3 weeks.
The following standards are addressed:
MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Geological Time Calendar - In One Year
The conversion factors and answer key are attached
Students will gain an understanding of Geological Time by completing this activity This activity is teacher led and takes about 1 day.
Our Dynamic Earth
Students will view the video and then move on to the interactive. I ussually have them screen shot their work at the end of each section. This activity usually takes about 2-3 days
Fossil Dig - Who Did It?
You will need to prepare at least one tub of sand for each era. I have included the labels and at what depths the fossils should be at.
This activity usually takes about 4-5 days as students need to rotate through each era bucket. The more buckets of each era you have the less time it takes. This lab is messy as sand tends to get on the floor. The labels and at what depth fossils need to be palced is attached.
As you know fossils are clues that allow us to see all the changes that happened
throughout earth’s history, such as climate, weather, foods, etc. Index fossils
are clues for a specific era of time, such as the Pre-Cambrian period. In this
lab, there is a strange twist worthy of the great Sherlock Holmes (well,
assuming you know who he is).
Apparently, Ms. Trilobite, a geology professor from Purdue University, was found with a shell in her lab coat, during a random search for empty Skittle bags. (Those administrators have nothing better to do
than be on candy patrol). What is odd is that the particular mollusk found in
her pocket is an index fossil, and the species is from an archeological dig
site that is off-limits to the public, ever since a strange metallic fin was
found buried one foot below the surface. No evidence is allowed to be removed
from this site.
Ms. Trilobite (AKA “Queen of the participle”) has accused four of her fellow
professors of professional jealousy, stating that they have acted in an
unprofessional manner, by re-arranging evidence. Each colleague has stated
under oath that they were digging on the same day, but at different geologic
depths were seen by each other, emptied their pockets before they left, and
could not have done what Ms. Trilobite has said.
Here is was the detectives have discovered. For each Era (Cenozoic, Mesozoic, and Paleozoic) the following professors were
digging at the following depths:
1. Professor Shark was digging at a
depth of 2 centimeters.
2. Assistant Professor Braille Dot was
digging at a depth of 4 centimeters.
3. Dr. I.M. So Good was digging at a
depth of 6 centimeters.
4. Professor Emeritus My Find was
working at a depth of 8 centimeters.
5. Professor Trilobite was digging at a
depth of 10 centimeters.
Rocks and Minerals Webquest
Students will answer the following questions using the websites provided for each question (the titles are hotlinks so students must open the worksheet digitally).
Drilling for Oil
I use tubs of cat litter for this lab. I then put used motor oil in styrofoam cups, which are cut in half, and using the bottom half, I place the cups in the cat litter in a random pattern. I put aluminum foil over the top of the tub so the students cannot see where the oil is located. I use bamboo skewers that have .25 inch marks on them for drilling and push pins taped on the end of the skewer to simulate the drill bit. After each student uses the tub, I replace the aluminum foil so students have a fresh start.
Students will participate in a simulation of how oil companies find oil. Students will perform the lab and upload the lab report for grading
|
oercommons
|
2025-03-18T00:37:36.438528
|
Geology
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79306/overview",
"title": "Earth's Time Capsule",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/97609/overview
|
Interviewing & Counseling Syllabus
Overview
This syllabus may used in an interviewing & counseling course.
Interviewing & Counseling Syllabus
Interviewing & Counseling Syllabus (Daniel Ellman)
|
oercommons
|
2025-03-18T00:37:36.455272
|
09/30/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97609/overview",
"title": "Interviewing & Counseling Syllabus",
"author": "Daniel Ellman"
}
|
https://oercommons.org/courseware/lesson/88228/overview
|
Education Standards
The Fundamentals of Sound - Part 1 (PDF)
The Fundamentals of Sound - Part 1 (PPT)
The Fundamentals of Sound Part 2 (PDF)
The Fundamentals of Sound Part 2 (PPT)
The Fundamentals of Sound
Overview
This project will take you and your music technology students through a journey into the fundamentals of sound waves, their various properties, . Students will be able to identify and describe these characteristics on a graded formative exam. this content can be delivered in any variety of learning formats. All content here is retained and only requires attribution.
The Fundamentals of Sound - Part 1 (What is sound?)
This section of the project will take you and your music technology students through a journey into the fundamentals of sound waves and their various properties. Students will be able to identify and describe these characteristics on a graded formative exam. this content can be delivered in any variety of learning formats. All content here is retained and only requires attribution.
The Fundamentals of Sound - Part 2 (Signal Flow and Other Terminology)
This project will take you and your music technology students through a journey into understanding various important terminology in audio engineering, and how the path of signal flow within an audio source works. Students will be able to identify and describe these characteristics on a graded formative exam. this content can be delivered in any variety of learning formats. All content here is retained and only requires attribution.
Assessment
Students will complete an assessment on the knowledge gained within this unit of study.
|
oercommons
|
2025-03-18T00:37:36.479183
|
Assessment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88228/overview",
"title": "The Fundamentals of Sound",
"author": "Film and Music Production"
}
|
https://oercommons.org/courseware/lesson/76173/overview
|
Internet Safety Worksheet
Overview
Students will be reminded of the dangers of sharing too much information about themselves and learn the importance of being vigilant when they are using the internet. This will help them learn to stay safe from online predators, cyberbullying and cyberharassment, using social networks and file-sharing networks safely.
The attached resource is a worksheet with links to 5 GCFLearnFree.org tutorials on Internet Safety. Students will summarize what they have read in the tutorials on their copy of the Google document.
|
oercommons
|
2025-03-18T00:37:36.496505
|
Linlea West
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76173/overview",
"title": "Internet Safety Worksheet",
"author": "Becky Ball"
}
|
https://oercommons.org/courseware/lesson/64288/overview
|
Continuous Learning Resource Suggestions (pdf)
Continuous Learning Resources (xls)
OSPI Continuous Learning Resource Suggestions
Overview
In response to school closures due to COVID-19, OSPI content experts have curated a selection of links to external organizations providing high-quality online educational materials – courses, lessons, videos, physical and outdoor activity suggestions, etc. Please note that in many cases, these resources are free to use online but are not openly licensed for wide scale reuse and adaptation.
Continuous Learning Resources
In response to school closures due to COVID-19, OSPI content experts have curated a selection of links to external organizations providing high-quality online educational materials – courses, lessons, videos, physical and outdoor activity suggestions, etc. Please note that in many cases, these resources are free to use online but are not openly licensed for wide scale reuse and adaptation. These resource suggestions fit into the larger framework below that should guide district strategies as we sort through his unprecedented situation together.
- Keep Students at the Center
Intentional outreach to continue building relationships and maintain connections. Help students feel safe and valued. At minimum, plan to do the following:
- Plan for Student Learning: Build on each student’s strengths, interests and needs and use this knowledge to positively impact learning.
- Develop a Weekly Plan and Schedule: Offer routines and structures for consistency and to balance think time, work time and play time for health and well-being.
- Contact Families: Partner to support student learning through ongoing communication and collaboration. This will not look the same for every student and family—safety remains the priority.
- Design Learning for Equity and Access
Plan and deliver content in multiple ways, so all students can access learning.
- Teach Content: Set goals using knowledge of each student, and Washington state student learning standards.
- Deliver Flexible Instruction: Consider how to deliver content depending on tools and resources accessible to each student. Delivery of instruction may include paper, pencil and phone contact, email, technology-based virtual instruction or a combination to meet diverse student needs.
- Engage Families: Communicate with families about engagement strategies to support students as they access the learning. Families are critical partners.
- Assess Student Learning
Manage and monitor student learning and plan what’s next for learning.
- Check Student Learning: Use a variety of strategies to monitor, assess and to provide feedback to students about their learning.
- Make Instructional Adjustments: Use formative assessment results to guide their reflection on effectiveness of instruction and to determine next steps for student learning.
- Engage families: Communicate with and seek input from families about assessment results in order to inform next steps.
Except where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners.
This resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.
Image by Free-Photos from Pixabay
|
oercommons
|
2025-03-18T00:37:36.523226
|
Barbara Soots
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64288/overview",
"title": "OSPI Continuous Learning Resource Suggestions",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/38897/overview
|
All about Time
Overview
This lesson will help children relate the concepts of past, present and future to their own lives. This lesson will be 45 minutes and include discussions, book reading and coloring. The children will learn the vocabulary words: time, yesterday, today and tomorrow. They will be able to relate this to personal experiences in their own lives.
Materials:
- Calendar
- White board, white board markers
- Houghton Mifflin Social Studies Teacher Edition Level K My World
- Worksheets for all 15 students
- Pencils and crayons
Big Ideas / Essential Questions:
- What is the difference between last year, this year and next year?
- Can you describe some of these differences using examples from your own life?
Content Objectives:
By the end of the lesson, students will understand the difference between yesterday, today and tomorrow and will be able to draw a picture of something that will happen tomorrow when asked about a girl named Jill on a worksheet. Students will be able to use examples from their own life to further understand these concepts (i.e. I went to the store with my mom yesterday, today I rode my bike and tomorrow I will go to my friend’s house).
Academic Language Objectives:
Content Specific:
- Time: how long it takes for something to happen
- Yesterday: the day before today
- Today: this day
- Tomorrow: the day after today.
Instructional:
- Explain
- Discuss
- Draw
Standards:
- RI.K.1. With prompting and support, ask and answer questions about key details in a text.
- SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
· Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
· Continue a conversation through multiple exchanges.
Introduction
I will introduce this lesson by having the Big Book open to the page we will be reading. I will also have the students sit around the calendar so they can all clearly see. I will remind students that we sit “criss- cross applesauce” and we raise a quiet hand if we want to speak because we do not want to shout out. I will begin with saying “1, 2, 3 eyes on me” and the students will say back, “1, 2 eyes on you.” Students know that this means it is time to listen.
I will tell the children that today we are going to be discussing what time means and what the difference between yesterday, today and tomorrow is. I will tell them that we will be drawing a picture at the end but if they do not listen they will not understand what they are supposed to draw and will miss out on important things.
Procedure:
(10 minutes) The opening routine will include a calendar activity. I will point out yesterday, today and tomorrow on a calendar. I will allow a few kids (who are sitting quietly) to tell me something they did yesterday, something they will do today and something they plan to do tomorrow. For instance Leila might raise her hand and tell me that she went shopping with her aunt yesterday. Then Hollis might say he is going to the movies tomorrow. I will allow 4 children the chance to share and tell the other kids they will have a turn later. Then as a class we will review the vocabulary we will be using. I will write on the board:
Time includes days. Today is this day. Yesterday is the day before today. Tomorrow is the day after today.
I will read these aloud to the class and then we will say them all together.
(20 minutes) I will then read from the Big Book (this is provided with the curriculum for Social Studies) that has three pictures. The first is a young girl and underneath in big letters it says “Sally was five years old yesterday. The next photograph is the same girl with birthday balloons and it says, “Sally turns 6 years old today.” The last photo is the same girl looking at a calendar, underneath it says, “Sally will still be 6 years old tomorrow. Next year she will be seven.”
I will read the sentences first and then as a class we will read all together out loud. After we read this short story I will ask the children some questions: How old was Sally yesterday? How old is she today? How old will she be next year? How do people change over time?
The students will get the chance to think-pair-share about these questions for one minute. Then as a class I will call on students and ask them to tell me what their partner said. I will call on 3- 5 students depending on time.
With the students I will then make a chart on the board divided into three sections: yesterday, today and tomorrow. We can connect back to what we discussed in the opening routine about things they did and put them in the correct boxes. For instance Lily might say she played soccer yesterday and Kace might say he is going to play basketball today and then Jaden might say he will go to the library tomorrow with his grandmother. I will write down some of the student’s answers so they can see the difference between yesterday, today and tomorrow.
(15 minutes) How I will assess the students on what they have learned is by a worksheet they can draw a picture on. The worksheet will say this at the top: “Yesterday Jill played soccer. Today Jill plays baseball. Tomorrow Jill will play basketball.” I will read this out loud to the students and show the worksheet on the smartboard. I will then ask the students: “What will Jill do tomorrow?” The kids will then do another think-pair-share with the person next to them and discuss their thoughts for one minute. Next I will hand the paper to the kids and allow them to work individually at their desks. I will walk around and help the students who may be struggling. The drawing should be a girl playing basketball or holding a basketball in some way. If the students seem confused I will ask them to talk quietly with their table partners to help them. If a student is still confused I will go over what the worksheet says again and we will look at the definitions we wrote on the board and why Jill is playing basketball and not baseball or soccer.
Clean-up:
I will give the students a 5 minute warning and then a two minute warning as our time for this lesson comes to an end. At the 2 minute warning I will tell the students they need to bring their papers to my desk when they are finished. Then their job is to put their crayons and pencils away. Once they are all finished cleaning I want them to meet me back on the mat sitting criss- cross and show me how kindergarteners sit quietly.
At the one minute mark I will tell students that even if they are not finished they still must bring me their papers and clean up their areas.
Assessment/Evaluation:
The worksheets the children draw on will be what helps me know if they understand the concept of yesterday. However, the discussions throughout the lesson will help me know who is still struggling and might need more time with this subject.
Closure:
The students and I will meet back at the mat for a quick overview of what we discussed and read in the lesson. I will pick 3 more students to tell me things they did yesterday, today and plan to do tomorrow to reinforce the vocabulary we discussed earlier.
|
oercommons
|
2025-03-18T00:37:36.542629
|
12/11/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/38897/overview",
"title": "All about Time",
"author": "Alisa Cook"
}
|
https://oercommons.org/courseware/lesson/65782/overview
|
Talented and Gifted (TAG) Student Learning Resources
Overview
Resource suggestions to explore and consider as a way to support talented and gifted students.
Resource suggestions to explore and consider as a way to support talented and gifted students.
All audiences (families, educators, students):
Oregon Association for Talented and Gifted A list of hyperlinked resources to various organizations and learning opportunities on a national and state level.
National Association for Gifted Children (NAGC) Links to national and international resources, research, and topics of interest (instruction, social-emotional, academic, families, etc.).
Texas Association for the Gifted and Talented A list of hyperlinked resources (enrichment, research, learning opportunities) from vetted partners and organizations.
Kentucky Association For Gifted Education A hyperdoc of comprehensive K-12 resources specific to grade level, and area of specialization (critical thinking, creativity, leadership, visual arts, drama, dance, music, language arts, math, science, and social studies).
Curriculum Compacting (NAGC) A written description based on research (audience: all educators and families).
Hillsboro School District curated resources A hyperdoc of digital K-12 learning opportunities.
GT Discover K-12 Gifted and talented resources and online courses curated in partnership with Maryland State Department of Education, Johns Hopkins University School of Education, and IDEALS Institute.
Mensa for Kids At Home Learning Resources A list of links to online resources, organized by content area, to continue learning and engagement opportunities at home.
Teachers K-12
Curriculum Compacting (NAGC) A written description based on research.
Curriculum Compacting (video) A short video describing the practice.
Mensa for Kids Lessons and activities organized by elementary, upper elementary, middle and high school for students to independently navigate. Links to TEDTalks and opportunities to connect.
Mensa for Kids At Home Learning Resources A list of links to online resources, organized by content area, to continue learning and engagement opportunities at home.
Khan Academy - Online courses organized by grade and content area. Courses offered PreK-12 are math with limited ELA. Courses offered for 6-12/9-12 include: science and engineering economics and finance, ACT/SAT prep, computing, arts and humanities.
Extension Menus Provides a description of what extension menus are and how to use them in the classroom (often used as “in lieu of” core instruction, extends learning, and provides depth. Several examples are included in the link.
Hillsboro School District curated resources A hyperdoc of digital K-12 learning.
Kentucky Association For Gifted Education A hyperdoc of comprehensive K-12 resources specific to grade level, and area of specialization (critical thinking, creativity, leadership, visual arts, drama, dance, music, language arts, math, science, and social studies).
Renzulli Learning - An online project based, personalized learning program. This program is free for the remainder of the school year. The initial design was to meet the academic needs of talented and gifted students; however, research shows benefits for all students including special education and English learners.
GT Discover K-12 Gifted and talented resources and online courses curated in partnership with Maryland State Department of Education, Johns Hopkins University School of Education, and IDEALS Institute.
Imagineering in a Box (Disney and Khan Academy) ‘Imagineering in a Box - K-12 free online program that offers 32 videos that address story development, design, math, physics and engineering.
Epic! K-12 Free online books through June 30, 2020.
Secondary (Grades 6-12)
Newsela Recommended for grades 3-12 Online content-based (science, social students, ELA) and current events from vetted published sources.
Scholastic Recommended for grades K-12.
Online reading and projects to engage reading (and thinking)
Harvardx or edX Recommended for grades 6-12 (most often, 9-12) Free online classes through Harvard and other universities worldwide.
Social-Emotional Resources
NAGC Article “Supporting You Gifted Child During Covid-19”
NAGC Article “Helping Your Child Manage Stress through Mindfulness”
NAGC Article “Management of Anxiety Begins at Home”
“Teacher, Interrupted: Leaning into Social-Emotional Learning Amid the COVID-19 Crisis” Psychologists from the Yale Center for Emotional Intelligence provide social and emotional learning evidence-based practices.
SENG - Supporting Emotional Needs of the Gifted) Articles, blogs, webinars, and continued learning opportunities.
|
oercommons
|
2025-03-18T00:37:36.560586
|
Jamie Rumage
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65782/overview",
"title": "Talented and Gifted (TAG) Student Learning Resources",
"author": "Case Study"
}
|
https://oercommons.org/courseware/lesson/64386/overview
|
Space Theme Math Worksheets
Overview
Designed for children from preschool and up. Space theme math worksheets that make learning in the classroom or at home fun.
Space Theme Math Worksheets
Designed for children from preschool and up. Space theme math worksheets that make learning in the classroom or at home fun.
|
oercommons
|
2025-03-18T00:37:36.578585
|
03/25/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64386/overview",
"title": "Space Theme Math Worksheets",
"author": "Cosmic Cubs"
}
|
https://oercommons.org/courseware/lesson/112716/overview
|
Geography and History Assignment
Overview
For this assignment, students will use a graphic organizer to think about how the geography and environment of a place have shaped the economy, culture, society, and politics of Mesopotamia, Mesoamerican, Andean societies as well as a society of their choice.
Attachments
The attachment for this resource is a graphic organizer for students to use in an assignment comparing different global civilizations.
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 Stacey King.
|
oercommons
|
2025-03-18T00:37:36.596321
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112716/overview",
"title": "Geography and History Assignment",
"author": "World History"
}
|
https://oercommons.org/courseware/lesson/79211/overview
|
Education Standards
College and Career Compass Washington Student Achievement Council
Department of Labor's Apprenticeship Finder Page
DreamAhead FAQ
Federal School Code Search
GET FAQ
https://centsprogram.org/debt-slapped-for-parents/
https://www.youtube.com/watch?v=0bd31VRZdWs&t=2s
IRS Publication 970
Planning for Higher Education for Families ACTIVITY
Planning for Higher Education for Families RESOURCE
School Savings
WA529 Part 2
WA529 Part 3
WA529 Part 4
WA529 Part 5
Washington Student Achievement Council
WA State 529 Plans
What is DreamAhead?
What is GET?
WSAC YouTube Channel
WA529 Plans - GET Program and DreamAhead College Investment Plan
Overview
These resources were orginally shared at the FEPPP WA529 Plans Overview Workshop held on April 21, 2021. You will find resources that will help familes learn about and set up college savings plans.
Introduction
Washington’s 529 College Savings Plans (WA529) help families save for a child’s future college and career training expenses. You will learn about the GET Prepaid Tuition Program and DreamAhead College Investment Plan, including the benefits and opportunities a savings account has on a student’s success. These resources can be shared with families to help them take steps toward reducing or preventing future student loan debt.
529 Plans Nationwide
This website offers overviews of:
- How to Prepare Your Child for College
- How tax Benefits Help Boost the Value of Your College Savings
- Media Resources
- Questions to Answer Before Selecting Your 529 Plan
- Saving Stragegies for Higher Education
- College Savings Accounts and Financial Aid
- And Much More
Permitted Use
All rights reserved. Information available for personal viewing.
Qualified Educational Expenses
Parents and guardians of college bound students need to understand the tax benefits for savings accounts for higher education. Chapter 8 of the Internal Revenue Service's Publication 970 goes through the questions that you might have. This publication also includes chapters covering:
- Scholarships, Fellowship Grants, Grants, and Tuition Reductions
- American Opportunity Credit
- Lifetime Learning Credit
- Student Loan Cancellations and Repayment Assistance
- Tuition and Fees Deduction
- Coverdell Education Savings Account (ESA)
- Qualified Tuition Program (QTP)
- Education Exception to Additional Tax on Early IRA Distribtions
- Education Savings Bond Program
- Employer-Provided Educational Assistance
- How to Get Tax Help
Permitted Use
All rights reserved. Information available for personal viewing.
Registered Apprenticeship Programs
Search open apprenticeship job opportunities from employers across the country and directly apply with the employer of the apprenticeship program. Can’t find an open apprenticeship job to match your preferred location or occupation? Try connecting with an apprenticeship program to learn more about when they are accepting new apprentice applications by searching on the "Apprenticeship Programs" tab.
Permitted Use
All rights reserved. Information available for personal viewing.
WA529
College is one of the biggest expenses people face in their lifetime. 529 plans were created to help parents, future students, friends, and family save money tax-free for eligible expenses, like tuition, fees, room & board, books, and supplies.
There are two kinds of 529 plans, Savings and Prepaid. Families can choose to save in one type of plan or the other, or both to diversify their college savings:
529 Prepaid Plans, like GET, allow you to purchase tuition units at a set price today and use them in the future to avoid long-term tuition inflation and stock market risk.
529 Savings Plans, like the DreamAhead College Investment Plan, allow you to pick an investment option and save money based on the market’s performance.
What ifs? The questions parents and guardians need answered.
- What is a 529 Plan?
- Who can open an account?
- Do I have to live in the state of WA to open an acount?
- What if my student decides not to go to college?
- What if I want a refund?
- What if my family circumstances change?
- How does this impact my taxes?
Find your answers here:
WA529 GET - Guaranteed Education Tuition FAQ
DreamAhead - College Investment Plan
Permitted Use
All rights reserved. Information available for personal viewing.
Washington Student Achievement Council
The Washington Student Achievement Council (WSAC) is a nine-member council supported by a cabinet-level state agency. By statute, the Council provides strategic planning, oversight, advocacy, and program administration to support increased student success and higher levels of educational attainment in Washington.
College & Career Compass will help them navigate educational pathways and get back on the path to completion. The online tool is designed to help adults return to school and finish their education. Users will:
- Learn critical information, tips and resources for returning adult learners
- Search for Washington educational programs and pathways
- Connect with campuses committed to supporting adult learners’ progress.
Permitted Use
All rights reserved. Information available for personal viewing.
Consumer Education and Training Services
CENTS has created the free Planning for Higher Education for Families Activity and Resource section to empower parents to plan for their student’s higher education costs. There are steps you can take to minimize the debt your child and you take on and these materials walk you through the process to help you come up with an achievable action plan. The earlier you start, the better, but this Activity will still help those who feel they are getting a late start. You will see every bit helps!
Permitted Use
All rights reserved. Information available for personal viewing.
School Savings
School Savings is a savings program that volunteers can run at your school. The hope is that students bring money to deposit. School Savings offers a savings curriculum and an app for students to track their deposits, learn good budgeting skills, and see how they are achieving the financial goals that they've set for themselves.
Our School Savings services are targeted to under-served communities and Title I Disadvantaged schools in urban and rural areas and reservations. More than 7 million households are still without banking services. We partner with financial institutions and organizations with similar goals. School Savings is FDIC and OCC compliant.
Permitted Use
We hereby grant you the right to view and use the Sites only for the purpose of accessing information and conducting transactions on the Sites. You agree not to reproduce, duplicate, copy, sell, resell or exploit for any commercial purposes, any portion of the Sites, use of the Sites or access to the Sites. We also grant you a personal, non-transferable, non-exclusive and non-assignable right and license to use the Software, including all files and images contained in or generated by the Software and accompanying data, only for the purpose of accessing information, as well as conducting and/or facilitating transactions on the Sites; provided that you do not (and do not allow any third party to) copy, modify, create a derivative work of, reverse engineer, reverse assemble or otherwise attempt to discover any source code, sell, assign, sublicense, grant a security interest in or otherwise transfer any right in the Software. You agree not to modify the Software in any manner or form, or to use modified versions of the Software. We reserve the right to suspend or deny, in our sole discretion, your access to all or any portion of the Sites or the Software.
FAFSA
You can use the Federal School Code Search to search for colleges you're interested in including on your FAFSA. You can also find detailed college information, like tuition and fee amounts and graduation rates, and compare that information for up to 10 colleges at a time.
Permitted Use
All Rights Reserved
WA529 Part 1
WA529 Part 1
In Part 1 of our series you'll find an overview of Washington's WA529 plans. Jacquelyne Ferrado delivers this information as she has been with the program for over 20 years.
Permitted Use
Creative Commons Attribution Non-Commercial No Derivatives
WA529 Part 2
Every state in the US offers a 529 plan. Jackie explains the rules for investing in 529 plans and what qualified college expenses are and how the funds from a 529 plan can be used to cover them.
Permitted Use
Creative Commons Attribution Non-Commercial No Derivatives
WA529 Part 3
Jackie talks about the difference between the Guaranteed Education Tuition (GET) Program and the DreamAhead College Investment Plan. Investing in both plans are a good idea.
Permitted Use
Creative Commons Attribution Non-Commercial No Derivatives
WA529 Part 4
In Part 4 Jackie opens up to answer questions. She goes into detail about what exactly happened in the late 90's and how adding the DreadAhead plan helped families save for college in a different fashion.
Permitted Use
Creative Commons Attribution Non-Commercial No Derivatives
WA529 Part 5
In the final portion of this series Jackie lists resources that families can use, how to use these resources, and who to reach out to for more information on the WA529 plans that Washington state offers.
Permitted Use
Creative Commons Attribution Non-Commercial No Derivatives
Attribution and License
Attribution
529 Plans Nationwide | 529 College Savings Plans
Qualified Educational Expenses | Department of the Treasury Internal Revenue Service
Registered Apprenticeship Programs | Department of Labor Apprenticeship Job Finder
WA529 | WA529 Washington College Savings Plans
Washington Student Achievement Council | Washington Student Achievement Council
Consumer Education and Training Services | CENTS Consumer Education and Training Services
School Savings | School Savings
FAFSA | Federal Student Aid -U.S. Department of Education
WA529 Part 1 | YouTube
WA529 Part 2 | YouTube
WA529 Part 3 | YouTube
WA529 Part 4 | YouTube
WA529 Part 5 | YouTube
Logos from each of the organizations listed above are used under fair use.
Permitted use of resources from each of the sites above is outlined in their respective sections.
License
Except where otherwise noted, this presentation by the Financial Education Public Private Partnership is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by FEPPP.
|
oercommons
|
2025-03-18T00:37:36.656030
|
Data Set
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79211/overview",
"title": "WA529 Plans - GET Program and DreamAhead College Investment Plan",
"author": "Higher Education"
}
|
https://oercommons.org/courseware/lesson/97206/overview
|
Island Simulation-Finding the Consensus
Overview
This activity is written to adopt the concepts of civil discourse in the leadership skill. Students practice persuading others to follow their ideas, and finally they must choose only one idea to solve the problem. In short, they learn to disagree and agree productively to find common ground in their group consisting of several members who have different ideas related to the scenario and facts of each people trapped on the island.
CIVIL COMMUNICATION LESSON PLAN
CIVIL COMMUNICATION LESSON PLAN
Written by: | Reaksa MOEUN |
Activity Title: | Island Simulation-Finding the consensus |
City and Country: | Battambang, Cambodia |
Type of School: | COERR Language Skills Center (English School) |
Number of students: | 15-20 |
Ages: | 18-24 |
English Level: | Proficiency |
Objective: | At the end of the activity, students adopt leadership skill and the concepts of civil communication to get the common consensus for their group regarding scenario and facts about each people given by the teacher. |
Resource(s): | I got this activity when I was with the Asia Pacific Leadership Program in Chennai, India in 2019. This activity was used to promote Leadership Skills among participants from Asia Pacific Region. The link below is sent to students so that they can watch it in advance to gain some ideas related to how to disagree productively and find common group over the controversial topic. |
Activity Details/Instructions
|
|
Procedures
|
|
A. Scenario | In an uncharted part of the vast Pacific Ocean there is a beautiful uninhabited island. Six people are stranded on the island after a plane crash. Miraculously, another plane has stumbled across the survivors but can only rescue one person. The chances of a second trip are remote (though not impossible) as the island is uncharted and the plane’s radio and radar are broken. The people on the island will starve, but survival will be extremely difficult. |
B. The people | Sally Smith: a pregnant woman, close to term; has a history of very difficult childbirths Amir Naidoo: Famous Afghan diplomat and possible next UN Secretary General on verge of brokering peace in Syria Barbara Bundy: Vice-president of the United States. The President is critically ill in Washington following an assassination attempt and is not expected to live Lhek Kogkaew: a 78-year old fisherman, badly injured at sea from the approaching storm requires immediate hospital treatment. Kazu Kisaka: a nuclear scientist who is urgently needed in Japan to help defuse a potential reactor crisis at the national lab he directs Taka Kisaka: Kazu’s 2-year old daughter |
Contact Information |
|
oercommons
|
2025-03-18T00:37:36.688474
|
09/14/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97206/overview",
"title": "Island Simulation-Finding the Consensus",
"author": "Reaksa Moeun"
}
|
https://oercommons.org/courseware/lesson/63454/overview
|
Product Packaging and Why is It Important?
Overview
Packaging is not just about protection though. There are several reasons why businesses need to pay close attention to how they package a product.
Why Product Packaging is So Important?
The most important purpose for product packaging is to protect the product itself. Without this protection, products would fail to sell and the profits of a business would fall. Packaging protects products throughout the transportation and sales process.
Let's take a closer look at why product packaging is so important.
Protection of the Product
Protecting the product should always be a vital consideration when designing packaging. The packaging needs to help preserve the product and protect it from damage.
The preservation and protection that is provided by packaging needs to last throughout the transfer of the product from the manufacturer to the retailer. It also needs to remain in place while the product is on the shelf in store and while it's being stored after purchase.
The preservation aspect of packaging is especially important when food products are involved. If they are not preserved in the right way, their quality may be adversely affected and they may become unsafe to eat.
Attracting Potential Customers and Increasing Sales
Packaging design can be what first attracts a potential buyer to a product. This is what makes it such an important factor in the marketing of a product. Businesses conduct research into what colours and shapes of packaging are more likely to make their products stand out from the crowd.
Packaging also contains information about the product such as ingredients or materials that are included. This information is useful to people when they are making a buying decision. It means they are often able to make their decision without looking for any information elsewhere or asking a store assistant.
Providing Information about the Product
Looking at the listing of useful information in more detail, makes it obvious why this aspect of product packaging is so important. This information often includes details such as:
● The size of the product.
● Ingredients and materials that are present.
● The method of manufacture.
● Where the product was made or grown.
● When the product was made.
It's important that manufacturers and suppliers include only truthful information on packaging.
Giving a Competitive Advantage
The choice of packaging that a business makes can give it an enormous competitive advantage. For instance, if packaging does not protect a product and it becomes damaged in transit, the purchaser is not likely to buy anything from that business again.
Businesses can invest in custom designed packaging which is created specifically for their products. This helps to optimise the competitive advantage that is gained.
Enabling Brand Differentiation
Brand differentiation is important in helping a business to be successful. Packaging is an excellent way of enabling brand differentiation. For instance, a manufacturer or seller can include their brand logo and colour scheme on the packaging. This helps potential buyers to differentiate one brand from another when they are making purchasing decisions.
When choosing packaging that helps to differentiate them from others, a business takes many different factors into account. These factors include:
● The size and shape of packaging.
● The materials that should be used for packaging.
● Hallmarks and logos that should be included in the packaging.
Using these factors in the right way helps businesses to create automatic brand recognition of their products which is vital in the optimization of sales and profits.
In Summary
Packaging is an integral part of the manufacturing and sales process of any product. Its most vital role is to protect and preserve the product that it covers.
However, it's not sufficient for a business to simply consider the protective properties of the packaging that it uses. This is because well-designed packaging can help to attract new customers for a product and provide them with the vital information that they need to make a purchasing decision.
Packaging is also a useful tool in helping a business to develop brand differentiation. This helps them to stand out from others and develop a following of loyal customers as they can always pick out their products by the recognisable packaging.
It's clear that packaging is essential when it comes to protecting and marketing a product, to make it more appealing to potential purchasers.
|
oercommons
|
2025-03-18T00:37:36.704874
|
02/28/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63454/overview",
"title": "Product Packaging and Why is It Important?",
"author": "Ana-Maria Sanders"
}
|
https://oercommons.org/courseware/lesson/79643/overview
|
Third Conditional Task
Overview
In this third conditional activity, students practice using conditional sentences about imaginary or unlikely situations in the past. Students complete third conditional sentences with the correct form of the verbs in brackets.
Assessment for ESL classroom
In this third conditional activity, students practice using conditional sentences about imaginary or unlikely situations in the past. Students complete third conditional sentences with the correct form of the verbs in brackets.
|
oercommons
|
2025-03-18T00:37:36.722370
|
Languages
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79643/overview",
"title": "Third Conditional Task",
"author": "Language, Grammar and Vocabulary"
}
|
https://oercommons.org/courseware/lesson/62477/overview
|
Should there be a grade requirement to participate in sports?
Overview
Should grades always come before sports?
Should there be a grade requirement to participate in sports?
Svenka worked hard on her soccer skills. She made the school team. But then she got an F on her report card. The coach told her she was not eligible to play. Her grades needed to get better. Svenka’s school has a rule: If you don’t pass a class, you don’t get to play. Other schools have this rule too. Svenka thinks it’s not fair. One bad grade should affect her place on the team.
Some people say middle and high school students should maintain certain grade point averages to play sports. Many schools use grades as a prerequisite for joining after-school activities. They say students should work as hard in the classroom as on the field. If students really want to play, they should work extra hard in school.
Some people say that this rule gets student-athletes to keep up with their schoolwork. It also gives coaches a good reason to teach players how to balance their time. Coaches don’t want their star athletes to fall behind in school. They don’t want athletes to be dropped from the team.
Other people do not think grade requirements are a good idea. They think that forcing students to get a certain grade keeps too many from participating. In previous years, some students took easier classes just so they could play sports. This was unfair to the athletes who worked to keep up their grades in hard classes.
What do you think about this? Does the “no pass, no play” rule seem fair to you? Should middle and high school students have to meet a grade requirement to participate in sports?
Credits:
Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Image credit: By Sandro Halank, Wikimedia Commons, CC BY-SA 4.0.
|
oercommons
|
2025-03-18T00:37:36.740859
|
02/12/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/62477/overview",
"title": "Should there be a grade requirement to participate in sports?",
"author": "Kristin Robinson"
}
|
https://oercommons.org/courseware/lesson/85018/overview
|
Environmental Plastic
Overview
A lesson for learners to understand and take action on the plastic issue in our envrionments.
Design Challenge Title: Guardians of the Earth
Author(s): SAMSLab@Strawbees Education
| Background and Question/Challenge:The United Nations has identified sustainable consumption and conservation and sustainable use of oceans as key goals to creating a sustainable environment here on Earth. Currently there is a threat to oceans due to plastic pollution, most of which comes from freshwater rivers, which then flow into oceans. 80% of the plastic that flows into rivers, flows into the ocean. The plastic has gathered into 5 big “dumpster” areas in the oceans, the largest of which is the Pacific Ocean. These plastic dumpsters are significantly impacting wildlife in the ocean and how the ocean supports people living on Earth. The Ocean Cleanup is an organization that has been researching the problem of plastic in oceans for years. They have come up with several proposals as to how to take plastic/trash out of the ocean. But since the origin of the plastic/trash dumpster is freshwater rivers on land, maybe we should look at how we can stop the plastic from entering the ocean.Your challenge should you decide to accept it is to create a system to model a river clearing barge cleaning up trash from a local river. | |
| SDG Goal:Goal 6: Ensure availability and sustainable management of water and sanitation for all.Goal 14: Conserve and sustainably use the oceans, seas and marine resources for sustainable development. | Why is this challenge relevant to students? This challenge takes something students use everyday, plastics, and helps them understand the impact of using plastics on the environment and their future. Students are then given the opportunity to be a part of the solution, which empowers them as individuals now and in the future. |
| Constraints/Criteria: TimeMaterials: access to and amount for different classesRegular Ed. teachers providing background lessons | Materials: SAM Labs Creators STEAM KitTapeColored PencilsScrap PaperHole Puncher Colored Paper |
| Math, Science, T&E, CS Standards:NGSS Earth Science 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.PA Math Standards 2.4: Measurement, Data, and ProbabilityPA Computer Science Standard 1B.AP.10: Create programs that include sequences, events, loops, and conditionals. | |
| Problem Solving Practice(s)/Process(s): Work collaborative with team members to create a system to represent a real-life ocean plastic cleanup apparatus and a river barge system to clean plastic/trash from a river.Using the Engineer Design Process; Ask what the problem(s) could be. Research and imagine and brainstorm a solution. Plan a good solution and a back-up solution. Create a prototype using the available materials. Test your prototype using a model of a real life situation. Improve and modify as needed. | Coding Activities/Lessons: EDP an apparatus using Strawbees and micro:bit.Code the necessary movements to retrieve plastic from the river and place it into the river barge. |
| STEM Career Connections:Environmental Engineer - apply engineering principles to solve problems that impact the environment.Computer and Information Research Scientist - conducts and applies research on how to use technology to solve real-world problems.Environmental Science and Protection Technicians - use knowledge of natural sciences to protect the environment and human health.Environmental Engineering Technologists and Technicians - implement the plans that environmental engineers develop. | Literature Connections:A Planet Full of Plastic by Neal LaytonLet’s Investigate Plastic Pollution On Land and in the Oceans by Ruth OwensWhat a Waste: Trash, Recycling, and Protecting our Planet by Jess FrenchSaving Tally: An Adventure into the Great Pacific Plastic Patch by Serena Lane FerrariPlastic, Ahoy!: Investigating the Great Pacific Garbage Patch by Patricia NewmanAll the Way to the Ocean by Joel HarperPesky Plastic: An Environmental Story by Leticia Colon De Mejias |
| Attachments/Student Handouts: Online Resources:https://theoceancleanup.com/oceans/https://theoceancleanup.com/sources/https://theoceancleanup.com/rivers/https//www.youtube.com/watch?v=EkQLwcYhBu4&feature=emb_rel_end | |
| Additional Resources/Notes:Grades 4&5: Lesson 5 - Guardians of the Earthhttps://learning.strawbees.com/product/samlabs |
|
oercommons
|
2025-03-18T00:37:36.756122
|
08/13/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85018/overview",
"title": "Environmental Plastic",
"author": "Thomas Larkin"
}
|
https://oercommons.org/courseware/lesson/70901/overview
|
Education Standards
Red or Black Fitness
Overview
Designed for lower elementary, but can be used at any age for a warm up or station activity. Can be done in a regular classroom, physical education class or at home. Great fitness activity done with using only a deck of cards
Red or Black Fitness Game
Lesson Topic: Red or Black Fitness
Lesson Description: Using a deck of cards students in small groups 3-4 will try and guess if the next card is going to be red or black
Learning Goals/Outcomes: Students will work with peers to engage in a fitness warmup activity.
Nebraska Standards:
PE.K.4.1.a Follows directions in group settings
PE.1.4.1.b Follows the rules and procedures of the learning environment
PE.2.3.3.a Recognizes the use of own body weight as resistance (e.g., plank, animal walks) for developing strength
PE.2.4.1.a Practices skills with minimal teacher prompting
Equipment/Materials Needed: Deck of Cards
Time Required for Lesson: 10 minuets
Diagram/Setup: See attached
Technology Use:
_____ YES __X___NO
Teacher Planning: Explain the card value to the students.
Instructional Plan:
1. Remove all jokers
2. Shuffle the deck
3. Divide the students into groups and give each group a set of cards (10-15)
4. Select 1 student to start as the dealer for each group
5. The dealer will turn over the top card of the cards the group was given
6. 1st person in line choose if the next card will be red or black. After making a choice the dealer turns over the next card.
7. If the student gets the card correct he or she becomes the dealer and the dealer moves to the end of the line
8. If the student gets the card wrong or the color is the same, he or she must do an activity pre-selected by the teacher (jumping jacks, push-ups, sit ups, burpees) Number of reps is the card value.
Card Values:
Ace=1
2-10=Same value of card
Jack=11
Queen=12
King=13
9. Groups can re-shuffle the cards when needed
Modifications: Can be used with addition (both students add up the cards and do the exercise together), multiplication (multiply the cards and do the exercise), can be done with a large class rather than small groups.
Safety Precautions: Design the exercises for the students to be able to safely complete.
|
oercommons
|
2025-03-18T00:37:36.783786
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70901/overview",
"title": "Red or Black Fitness",
"author": "Game"
}
|
https://oercommons.org/courseware/lesson/92416/overview
|
Jam Board
Overview
Jamboard is one smart display. Quickly pull in images from a Google search, save work to the cloud automatically, use the easy-to-read handwriting and shape recognition tool, and draw with a stylus but erase with your finger – just like a whiteboard.
Overview of Jam Board
Jamboard is whiteboard-style while benefiting from the access and connectivity of an interactive canvas, on mobile, or right from your web browser.
Drop images, add notes, and pull assets directly from the web while collaborating with team members from anywhere.
-Jam Board
Key Features
Simple as a whiteboard, but smarter
Jamboard is one smart display. Quickly pull in images from a Google search, save work to the cloud automatically, use the easy-to-read handwriting and shape recognition tool, and draw with a stylus but erase with your finger – just like a whiteboard.
Share ideas in brainstorms or lectures
Jamboard makes learning visible and accessible to all collaborators on the jam session. Plus, It’s easy to present your jams in real time through Meet, allowing for easy sharing or making real-world connections.
Students can jam from anywhere
Educators can engage all students in the learning process, whether working together in a traditional classroom, a group seminar setting, or through distance learning. The Jamboard app makes it easy for students and educators to join in on the creativity from their phone, tablet, or Chromebook
How does it work?
Student collaboration and engagement with the Jamboard app — powered by Google Cloud. Student tablet users can access a suite of rich editing tools to collaborate with students or educators. You can even access it from a web browser too.
How does it work for educational purposes?
Jam Board is a white board which a teacher use it in inperson class room, use it for remote learning environmnet or in both.
- Teacher can uxe this Jam Board to present as a virtual sticky note.
- Students can take part collabrative task to put thier ideas and points using this platform instead of writing note on physical paper note.
- All the discussion points from the lesson for the task will discussed and corrected, sorted, or remove and add points or contents as needed.
Sample of sticky Note.
Both the teacher and students can use the interactive tools of the Jam Board to write a note and draw shapes using virtual pen or just selecting the shapes from the tool bar.
Virtual Pens with many color options of the choice.
Virtual shapes selection as needed.
Plain tex/text box selection as needed.
A video tutorial how Jam Board is useful in teaching learning system.
Use of Jam Board in Real Life
Few in millions users of Jam Board .
Why did I select this technology for this project?
I selected this technology tool for my project because I was made a use this tool in my online Cultural Orentiation Training a month ago.
The traning was on zoom and the facilator introduced the Jam Board to the participiants . There were 500 participants in the training and the participants were put into group session when there were twenty trainees in a group, and each group were given different scenerio. All the participants had to come up with three points of overservation, ideas , and sulution. It was with the help of Jam Board all of the participants brought their points and place on jam board, later in the whole group session all the points were diplays and discussed and sorted the best.
The live and interactive tool was so impressive to me during the training.
What are the challenges/downsides to using it and what tips can you give users to deal with these?
Some of the challenges, issues using and thier solution as provided by the Jam Board support page are as follows.
Issues:
Jamboard responds very slowly and sometimes quits unexpectedly. This may be caused by jams with very large models (large number of objects, images, or strokes) negatively affecting performance.
Solutions/Tips
- on't copy frames to use them as templates. Use an image capture as a template to create additional frames.
- Split large jams into multiple jams. Copy the jam and delete duplicate frames from the original and the copy.
Issues:
After you install the Jamboard app on your phone, you can add yourself as an owner to a jam using the Jamboard NFC reader. In some cases, when trying to take ownership of a jam, the Jamboard NFC reader may become unresponsive.
Solutions/Tips
- Make sure you have installed the Jamboard app and have enabled the NFC chip on your phone.
- Hold your phone flat against the NFC reader on the Jamboard left frame. Look for the letters NFC on the left side near the bottom of the frame.
References:
https://support.google.com/jamboard/answer/7384357?
What is the future uses and implications of this technology in the context of three education levels: K-12, Higher Ed, Corporate?
The live and interactive feature of Jam board is already become popular use for collaborative creativity, bringing the same real-time collaboration. This is one of the best platform for team’s brainstorms and meetings, work with teammates from across the world on other Jamboards or remotely. Thses usefulness of jamboard is a signal light for future outgrowth.
Future of Jam Board.
A Briefly Description of my views on OERs.
A Basic Guide to Open Educational Resources (OER) by (Butcher, 1945) stated that, “Open educational resources(OER) any educational resources (including curriculum maps, course materials, textbooks, streaming videos, multimedia applications, podcasts, and any other materials that have been designed for use in teaching and learning) that are openly available for use by educators and students, without an accompanying need to pay royalties or licence fees”.
And in my opinion, OER is a free but great resource for the students, instructor, educators, organizations, and institutions to provide educations materials to the learners. It is also a platform which provide a user to create useful learning contents and share among the learners.
As a conclusion point, I would like to say, OER helps instructors to include textbooks, course materials, modules, videos, and even exams and quizzes to manage learning environment. OER provide a technical guidance to support learning management system. OER a great tool for school management, teachers, and learners in this modern age.
Reference:
Butcher, N. (1945). A Basic Guide to Open Educational Resources. 142.
|
oercommons
|
2025-03-18T00:37:36.808055
|
05/01/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92416/overview",
"title": "Jam Board",
"author": "Yam Lamgadey"
}
|
https://oercommons.org/courseware/lesson/91103/overview
|
LEARNING ACTIVITY SHEET IN-@HANDICRAFT-WEEK-3-4
LEARNING ACTIVITY SHEET HANDICRAFT WEEK 3-4
Overview
Different embroidery stitches
LEARNING ACTIVITY SHEET HANDICRAFT WEEK 3-4
Embroidery stitches
Embroidery stitches
Embroidery stitches
Embroidery stitches
|
oercommons
|
2025-03-18T00:37:36.826556
|
03/21/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91103/overview",
"title": "LEARNING ACTIVITY SHEET HANDICRAFT WEEK 3-4",
"author": "Ginalyn Pallorina"
}
|
https://oercommons.org/courseware/lesson/60622/overview
|
2019 North Dakota Art Content Standards
Overview
Media Art Content and Achievement Standards for the state of North Dakota. Updated 2019.
Media Art Content and Achievement Standards for the state of North Dakota. Updated 2019.
|
oercommons
|
2025-03-18T00:37:36.843777
|
12/11/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60622/overview",
"title": "2019 North Dakota Art Content Standards",
"author": "Brandon Lemer"
}
|
https://oercommons.org/courseware/lesson/73950/overview
|
Interviewing for a Job
Overview
Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year.
Title of Lesson: Interviewing for a Job
Course Name: Family Consumer Science
Grade Level: 10th
Author’s Name: Kathaleen Lilley
Author’s School District: Cornwall Lebanon
| PA Academic Standards for Family Consumer Science | |
| 11.2: Balancing Family, Work, and Community Responsibility | |
11.2.9.A - Solve dilemmas using a practical reasoning approach
| |
| PA Academic Standards for Career Education and Work | |
13.2: Career Acquisition (Getting a Job) 13.2.11.A - Apply effective speaking and listening skills used in a job interview. | |
| Learning Objectives | |
Student will be able to:
| |
| Conceptual Background | |
Teachers would need to be familiar with
| |
| Instructional Procedure | |
| Pacing | Instructional Procedure |
| DAY 1 | |
| 5 minutes | Activator – Brainstorm answers to “What things do I need to know about interviewing for a job?” |
| 15 minutes | Share PowerPoint on Interviewing Skills |
| 10 minutes | Discuss important issues associated with a job interview: appropriate dress, things to bring along to, first impressions, and what not to do in an interview. |
| DAY 2 | |
| 5 minutes | Review important issues associated with a job interview from yesterday. |
| 15 minutes | Observe a mock interview (video options in materials section). Take notes as the interview is happening to determine what the interviewee is doing correctly and incorrectly. |
| 10 minutes | Complete the Mock Interview Evaluation Form. These forms will be collected and graded. |
| Formative Assessment | |
| Teacher will review the student responses on the Mock Interview Evaluation and evaluate responses to determine if students have understood the important Dos and Don’ts of job interviewing. | |
| Materials Needed | |
Mock Interview Evaluation Form Teen job interviews – no work experience – Tell me about yourself. (2:33) https://youtu.be/z40_xz20h5w Teen job Interviews with no work experience – 1st job interview. Why should we hire you? (2:06) https://youtu.be/UeOIb6s0pVM Job Interview – Millennial https://www.youtube.com/watch?v=Uo0KjdDJr1c Kahoot~Interview/Resume questions (18) https://create.kahoot.it/details/duplicate-of-career/82cc6f8d-8f0c-43b5-8570-857506dcdaee | |
| References | |
|
oercommons
|
2025-03-18T00:37:36.866278
|
Kathaleen Lilley
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73950/overview",
"title": "Interviewing for a Job",
"author": "Rachael Haverstick"
}
|
https://oercommons.org/courseware/lesson/100718/overview
|
SEED
Overview
this chapter deals with difference between dicot and monocot seed
Difference between a Monocot Seed and Dicot Seed
Seed
The fertilized and mature ovule containing the embryo is called the seed. The seed coat is derived from the integuments of the the ovule
|
|
oercommons
|
2025-03-18T00:37:36.879065
|
02/09/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100718/overview",
"title": "SEED",
"author": "Dr. R. Sowbaraniga ."
}
|
https://oercommons.org/courseware/lesson/87572/overview
|
Education Standards
K-6th scope & sequence
Internet Safety and Media Balance- grade 3
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: Internet Safety & Media Balance.
Internet Safety & Media Balance-Grade 3
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: Internet Safety & Media Balance.
Grade
Third Grade
Duration
Two lessons, 20-30 minutes each
Standards and Learning Objectives
Washington State Ed Tech Standards:
- 2.a. Students demonstrate an understanding of the role an online identity plays in the digital world and learn the permanence of their decisions when interacting online.
- 2.b. Students practice and encourage others in safe, legal and ethical behavior when using technology and interacting online, with guidance from an educator.
- 2.d. Students demonstrate an understanding of what personal data is, how to keep it private and how it might be shared online.
Washington State SEL Standards:
- BENCHMARK 4A - Demonstrates awareness of other people’s emotions, perspectives, cultures, languages, histories, identities, and abilities.
- BENCHMARK 4B - Demonstrates an awareness and respect for similarities and differences among community, cultural and social groups.
- BENCHMARK 4C - Demonstrates an understanding of the variation within and across cultures.
- BENCHMARK 5A - Demonstrates a range of communication and social skills to interact effectively with others.
- BENCHMARK 5B - Demonstrates the ability to identify and take steps to resolve interpersonal conflicts in constructive ways.
- BENCHMARK 5C - Demonstrates the ability to engage in respectful and healthy relationships with individuals of diverse perspectives, cultures, language, history, identity, and ability.
Washington State Computer Science Standards
- 1A-01: Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
- 1A-03: Describe basic hardware and software problems using accurate terminology.
Lesson One: Media Balance (20-30 minutes)
Materials
- Media balance video link below
- Chairs or carpet squares for Musical Chairs
Formative Assessment
Student responses during discussion times will serve as formative assessment and guide the remainder of the lesson, including the possible need for more clarification or continued practice to gain understanding of concepts. Exit Tickets will be used for the same purpose.
Procedure:
Media Balance Video (5 minutes) Show the following video for the students.
- DQ Citizenship Skill 1: Screen Time Management, DQ Institute, August 2017 (Length: 3:06 minutes)
Discussion Questions (5-10 minutes) Lead a discussion using the following questions as a guide and allowing for student comments and participation. You may want to create a place to write student answers.
- Can someone explain multi-tasking?
- What happened when the character tried to multitask?
- What happens inside your brain when you try to multi-task too much?
- What is one thing you can do to help yourself switch off from technology more often?
Musical Chairs & Simon Says Active Game (5-10 minutes)
- Set up the room for Musical Chairs. (This could be musical carpet squares, too.)
- Get music ready to play.
- Tell students that you are going to try some real multitasking. You will be playing musical chairs and Simon Says at the same time. (If you want to have students “get out” you may want to appoint a judge for both games separately. Otherwise, just play for fun and don’t remove students for mistakes.
- Proceed with both games in the usual manner, just simultaneously. Start the music for musical chairs at the same time that you begin giving Simon Says directions. The idea is for this to be a fun and silly example of how difficult it can be to force your brain to split its attention.
Lesson Two: Online Safety & Citizenship (20-30 minutes)
Materials
- Links to the four videos below
- Printed cards to use for Exit Tickets
Formative Assessment
Student responses during discussion times will serve as formative assessment and guide the remainder of the lesson, including the possible need for more clarification or continued practice to gain understanding of concepts. Exit Tickets will be used for the same purpose.
Procedure:
Videos (8-10 minutes)
- Creating Strong Passwords, DQ Institute, August 2018, (Length 1:49)
- How To Be An Upstander to CyberBullying, CyberWise, April 2018, (Length 1:41)
- Emma’s Story: Cyberbullied by a Best Friend, Common Sense Education, June 2013, (Length: 2:21)
- Eva’s Story: When Messages Spread, Common Sense Education, October 2017, (Length: 1:57)
Discussion Questions (5-10 minutes) Lead a discussion using the following questions as a guide and allowing for student comments and participation. You may want to create a place to write student answers.
- QUESTIONS TO ASK AFTER THE PASSWORD VIDEO:
- What are some examples of sites you have passwords for?
- Who created the passwords: your parents, or yourself?
- Did anyone talk to you about how to create strong passwords?
- Do you ever share your passwords? Why, or why not?
- QUESTIONS TO ASK THROUGHOUT AND AFTER THE CYBERBULLYING VIDEOS:
- Has anyone ever experienced cyberbullying? What did you do about it?
- Has anyone ever helped a friend who was being cyberbullied? What did you do?
- Has anyone ever realized that you, or a friend, was becoming a cyberbully? What did you do?
Activity & Exit Ticket (5-10 minutes)
- As a group, go through the set of cards below and brainstorm what the student could do in each situation.
- As an exit ticket, students will each get one of the cards. (Multiple students will get the same card depending on how many are in each class. They will need to write what action they would take in response if this happened to them.
Someone you don’t know in an online game sends you a mean message. You ignore the first message, but they keep doing it. What could you do?
| Someone you don’t know sends you an email. You open it and it is full of rude words. You delete it, but the next day they send more. What could you do? | Someone you don’t know online sends you a message that makes you feel weird and uncomfortable. What could you do? |
A friend from school is playing an online game with you and starts sending you mean messages. What could you do?
| A friend from school sends you an email with mean words in it. What could you do? | An adult you know in real life sends you an email and it makes you feel weird and uncomfortable. What could you do? |
Table to print for making discussion cards, by Jenny Banker
|
oercommons
|
2025-03-18T00:37:36.930224
|
shaelynn charvet bates
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87572/overview",
"title": "Internet Safety and Media Balance- grade 3",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/98762/overview
|
Education Standards
Match the pictures
role play rubric
Share Space
Video 1
Global issues related to human regulation
Overview
This project will work as a guide for a micro-teaching session.
It's only a draft.
Description
This interactive lesson plan will be use as a guide for students who wants to know or to explore a bit more on the Global Issues, specifically on Health.
In this activity, students will be able to write a clear and coherent reflection on issues and problems Health.
Learning Objectives
- To produce clear and coherent writing.
- To share with classmates their own opinions, thoughts and ideas on the reflection writing.
- To synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Outcome
- To compare how healthcare services are provided in different countries based on their economic status.
- To describe current health issues in developing countries and their impact on the lives of their citizens.
Details
- Estimated Time: Two hours class
- Vocabulary:
Epidemic: very high rates of infection across a large geographic area.
Pandemic: an epidemic that has become global.
Malnourishment: not having access to enough nutritious food.
Maternal mortality: a cause of death from pregnancy, child birth, or after birth complications.
Family planning: when a couple decides how many children they want, and when.
ICT National Competences
- Technological Competence
- Communicative Competence
- Pedagogical Competence
- Management Competence
- Investigative Competence
Basic Standards of Competence in Foreign Languages: English
Listening
- I identify the purpose of an oral text.
- I identify the main idea of an oral text when I have prior knowledge of the topic.
- I show a respectful and tolerant attitude when listening to others.
- I use the images and information from the context of speech to better understand what I hear.
Reading
- I identify key words within the text that allow me to understand its general meaning.
- I assume a critical position against the author's point of view.
- I value reading as a means to acquire information from different disciplines that broaden my knowledge.
- I make inferences from information in a text from different sources.
- I can understand a variety of informational texts from different sources.
Writing
- I structure my texts taking into account formal elements of language such as punctuation, spelling, syntax, coherence and cohesion.
- I express values of my culture through the texts I write.
- I value writing as a means of expressing my ideas and thoughts, who I am and what I know about the world.
- I write texts through which I explain my preferences, decisions or actions.
Speaking
- I spontaneously participate in conversations about topics of interest to me using clear and simple language.
- I use my prior knowledge to participate in a conversation.
- I use functional language to discuss alternatives, make recommendations, and negotiate agreements in pre-prepared discussions.
Resources and materials
- Canva
- Educaplay.
- Video beam.
- Youtube.
- Map game.
Skills Focus
- Writing
- Speaking
- Reading
- Listening (When STs share their opinions with others)
Language Focus
English
Procedure
- Ice-breaker activity
- Pre-activity
- While activity
- Post-activity
Ice-Breaker activity
The STs will be asked to write on the board names of diseases they know, related to their own real-life experiences. Then, We will randomly select some of the diseases and we will ask them; why they have decided to write them down and how they can take care of them.
Pre-activity
STs are going to start with an activity to know about some diseases around the world.
First, STs will do an icebreaker activity called “match the pictures”, the purpose of this exercise is to give them the opportunity to select the right image according to the description of each disease and to review the ones they already know but also to learn some new ones.
While activity
Then, STs will watch some videos about how diseases can affect the world population. Which are these diseases, and in what continents are more common to people die from having a disease?
Post-activity
Finally, students will write a synthesized reflection based on their previous knowledge about multiple diseases around the world and how these diseases may affect the world population.
The STs will talk about their short reflections with classmates and they will compare the different perspectives they have about the same disease according to their own context.
Assessment
In group of 5 students.
One student will select 1 disease and the other students will select possible solutions or treatments for this disease.
The group will have to elaborate a dialogue to identify the characteristics of the selected disease and how it can be avoided. Then, the students who selected the possible solutions or treatments will do a role play against the disease to eliminate it and cure the human body.
Finally, all STs are gonna deliver a short reflection about the disease selected and how human beings can avoid it.
Take into account the following criteria to perform a good role play.
|
oercommons
|
2025-03-18T00:37:36.982638
|
11/16/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98762/overview",
"title": "Global issues related to human regulation",
"author": "LUIS MIGUEL ROMERO ARCOS"
}
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.