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https://oercommons.org/courseware/lesson/103163/overview	Urban Gardening Overview This resource seeks to equalize access to learning materials that address the subject of human impact on the environment. The design of this resource is structured in a manner that will allow it to be adapted and further destributed. This particular module examines urban gardening, specifically identifying the conditions and vegetation associated with urban gardens in the Southern part of the United States. Specific topics include: Urban Gardening, Identifying Vegetation, Planting, Soil, Sun Exposure, Watering, and Optimal Season Planting. Getting Started Module Learning Objectives - The learner will be able to identify three types of trees that grow in an urban context within the South of the United States. - The learner will be able to list the steps of planting trees and the skills necessary to help them grow. - The learner will be able to distinguish between optimal and non-viable seasons for particular vegetation growth in an urban setting within the South of the United States. - The learner will be able to articulate two ways that they can impact their local environment through climate awareness. Needed Materials The learner will need the following materials: - Tablet, laptop, or other similar device - Ability to open PDFs, PPTs, and YouTube videos (with audio) - Writing utensil - Small sapling - Soil - Shovel - Watering can - pH testing kit (optional) - Sunlight meter (optional) Estimated Completion Time This module will take learners approximately 45 minutes to complete. Glossary of Terms - Acidic Soil: Soil that ranks below a 7 on a PH scale of 1 to 14. Usually referred to as “sour soil” by gardeners. - Alkaline Soil: Soil that ranks above a 7 on a PH scale of 1 to 14. Usually referred to as “sweet soil” by gardeners. - Apartment Gardening: The usage of space in an apartment to grow your own food, typically on a windowsill, hanging basket, or shelf. - Balcony Gardening: A garden consisting of fruits and vegetables grown on balconies or roofs. - Bare-Rooted: Dormant plants sold without a pot, typically only available during the winter season. Bare-rooted plants should be soaked before potting and never left out to dry. The most commonly found bare-rooted plants are fruit trees, strawberries, roses, raspberries, and asparagus. - Beneficial Insect: Insects that provide beneficial services to your garden by pollinating or acting as a natural pesticide. - Biodegradable: The ability of organic matter or material made with organic matter to naturally break down through bacteria or fungi. - Bokashi Composting: A composting system where inoculated bran is used to ferment food waste into soil and nutrient-rich tea for plants. - Bolting: When a plant goes to seed, usually indicating the end of new leaf growth. Growing vegetables quickly and efficiently will help reduce the chances of the plant bolting before they produce a sufficient amount of vegetables. - Clay Soil: Soil is comprised of many grains in a powdered-like consistency that turns sticky when wet. Clay soil helps anchor plant roots in the soil, which is best for many plants that can’t get a firm grip with their roots alone. - Community Garden: The shared area where community members can come together to grow and harvest plants. - Compost: A mix of decayed organic matter used as a fertilizer for plants. Anything that grows naturally can be composted. Composting is great to reduce food waste while providing your plants with beneficial nutrients that help them grow. - Compost Bin: A bin designated for garden and organic waste to form compost. - Compost Tea: A nutrient-rich liquid formed from soaking compost in water and extracting the liquid. - Compost Tumbler: A container that can be spun to mix composting ingredients. In the right temperature, season, and right balance between carbon and nitrogen, waste can take up to 3 weeks to fully turn into compost in a tumbler. If the weather is cold or wet, however, it could take much longer. - Container Gardening: The usage of containers to grow plants instead of the ground. Container gardens are best for their mobility if you can’t start a garden in the ground. Many different plants can be grown in a container garden like blueberries, sunflowers, and winterberries. - Crop Rotation: The action of growing a range of crops in a sequence on the same soil to prevent soil depletion. - Cultivar: Types of plants that have been bred, or artificially modified, for certain qualities. There are many types of cultivars including apples, cucumber, onion, pears, olives, and more. - Direct Seeding: The direct planting of pre-germinated seeds onto the soil surface. Root crops such as parsnips, carrots, and radishes should be directly sewn for better quality, however, most plants don’t need to be. - Disease Resistance: The ability of a plant to mitigate the damage by a pathogen. - Espalier: A plant, usually a fruit tree or shrub, that’s trained to grow on a support such as a trellis or a wall. - Fertilizer: A natural or artificial substance used to increase plant growth and productivity. The fertilizer you use is dependent on the type of crop you’re growing and what nutrients it needs. - Flower: The part of a plant that possesses the reproductive structures necessary to pollinate. - Foliar Feed: A nutrient-containing material sprayed to a plant’s leaves. This can help nutrients stick to the leaves and then be absorbed by the leaves. - Frugal Gardening: The concept of using innovative ways to spend less money when gardening. This can be done by using items that you already have, like containers, and DIY. - Garden: A small plot of land where fruits, vegetables, herbs, or flowers are grown. - Garden Bed: A type of gardening in which soil is enclosed between a confining structure. - Garden Soil Preparation: The preparation of the soil before sowing the seeds. Done by loosening or tilling the soil. - Gardener: Someone who cultivates and maintains a garden, either by employment or for leisure. - Gardening: The action of planting, growing and tending to a garden. - Grafting: A technique used to connect the tissue of two plants so they can grow together. This can be done by making cutting a hole in one plant and placing another into it. This can’t be done with every plant. - Grass Clippings: The chopped grass left behind (or collected by grass catcher) by a mower. - Green Manure: Crops that are turned into soil to supply it with nutrients and enhance its quality. Different kinds of legumes, grasses, and wheat can be used. - Growing Medium: A substance that plant roots use to develop and collect water and minerals. Growing mediums have a few different requirements for best use including holding enough nutrients, providing air space for the roots, and being free of pests and weeds. - Growing Season: The time of the year that best suits plant growth based on rainfall and temperature. Before growing plants, it’s important to know what season they grow in best, otherwise, your crops may not grow to their best ability. - Heirloom Plants: Plants grown in remote areas or by ethnic groups. These plants were more common in earlier times and are now only used by ethnic groups. - Heirloom Vegetables: An ancient cultivar that preexisted before modern farming. - Herb Gardening: A garden devoted entirely to the cultivation of herbs. - Homemade Organic Fertilizer: Fertilizer made from organic materials found near the home such as grass clippings, weeds, kitchen scraps, etc. - Hybrid Plant: The outcome of cross-pollinating two distinct plant types and nurturing the seed produced by the mix. Commonly known hybrid plants include coconut, mandarin, coffee, and much more. - Hydroponics: The method of growing plants without the use of soil in other mediums such as perlite, rock wool, expanded clay pebbles, or liquid with the required nutrients. - Indoor Gardening: The practice of cultivating food in your own house. - Integrated Pest Management (Ipm): A method for dealing with pest concerns while posing the least amount of risk to human health and the environment. - Intercropping: A technique of cultivating multiple crops in close vicinity. Used for increased crop yields and more easily controlling weeds. - Lawn Grass: Grass planted over land covered in soil for personal aesthetic and enjoyment. - Leaf Mould: Produced once the gradual activity of fungus decomposes leaves into soil conditioner. Is most often used as potting mix, mulch, seed compost, and soil conditioner. - Liquid Fertilizers: A liquid that contains the proper nutrients for plants to enhance growth. It also aids in preventing disease and insect infestations in plants. - Microgreens: Young vegetable greens produced from vegetables or herbs. They can be harvested within 1 to 2 weeks. Common vegetables include kale, broccoli, and red cabbage. - Mulch: Used to coat the soil’s surface to minimize frost during winter, maintain soil moisture, and control weeds. - Native Plant: A plant that has formed naturally in a certain location, environment, or habitat. - Nutrients: Minerals that give sustenance for development and survival. When a plant takes up water, it absorbs nutrients from the soil through its roots. - Open-Pollination: When natural occurrences such as wind, insects, people, or birds pollinate flowers. Open-pollination can lead to more variety among plant populations, allowing plants to gradually adapt to local growth circumstances and environment every year. - Organic Gardening: The action of growing plants without the use of pesticides and artificial fertilizers. Instead of using chemical fertilizer as conventional gardening does, organic gardening use manure and compost to nourish the soil. - Organic Material: Everything that was once living and then buried in or on the ground. Adding organic material to your garden can help retain water in the soil, allowing you to water less frequently. - Organic Matter: Substances derived from the remnants of living organisms. - Organic Soil: A nutrient-rich soil created by the breakdown of plant and animal components. The extra nutrients can aid in reducing pests and disease from affecting your plant, reducing the requirement for pesticides or chemicals. - Parent Plant: A plant that has pollinated and grew more plants with the same characteristics. - Perennial Plant: A plant with a lifespan of over two years. Perennial plants usually require low maintenance and are great if you’re looking for long-lasting plants. - pH: A metric for determining how acidic or basic water is. The soil’s pH is important in determining which fertilizers and nutrients the plant will absorb. - Plant: A living organism with roots, leaves, and a stem that grows in the ground. - Plant Growth: The development of a plant in volume and/or mass. Plants growth is best supported by nitrogen, phosphorous, and potassium with the right amount of water and sunlight. - Potting Soil: A mixture of ingredients used to grow plants in pots. Potting soil is different from a potting mix in that it has some dirt in it. It’s beneficial to plants in that it provides them oxygen and extra nutrients. - Propagation: The procedure for developing new plants from the parent plant. It involves cutting a piece of a plant and potting it. The plant can be grown in either water or soil, but most plants grow best in soil. - Root Crops: Crops that grow underground from their roots. This includes carrots, beets, parsnips, sweet potato, ginger, yams, and much more. - Seaweed Extract: Used in fertilizers for extra nutrients for plant growth. Seaweed extract can be found as a liquid or even made at home by grinding dried seaweed and placing it around the plant. - Seed: Mature ovules used for sowing to develop another plant. - Seed Planting: When a plant reproduces by the germination of seeds. - Seedling: A new plant that has been grown from seed rather than a clipping. The seedling is the shoot with a few leaves that have grown after planting a seed. - Soil: Organic substance traced with minerals that act as a natural substrate for the development of plants. - Soil Amendment: Any substance used to enhance the physical characteristics of soil. Compost and manure are most commonly used as soil amendment and provide beneficial nutrients. - Soil Structure: The manner in how particular clay and sand particles are put together. - Soil Test: The examination of soil to assess certain properties like pH level and nutrient level. Soil tests are important for many reasons including increasing crop yields and reducing contamination from excess fertilizer. - Sprouts: The germination and development of a plant. Sprouts can be harvested within 3 to 5 days, don’t require any, and are grown in water. - Transplanting: To import and grow a plant in a different location. Transplanting can be beneficial for quite a few reasons including when you want to start a new garden, when you’re not growing the best tasting fruits anymore, and when your plants stop producing. - Urban Gardening: The practice of cultivating a variety of plants in an urban setting. They are most commonly grown in containers, so they can be moved and placed around your rooftop or balcony. - Vegetable: A food-producing plant or component of a plant. Learning Activities Warm-up Activity Before we dive into studying urban gardening, open your Climate Chronicle. This Chronicle will serve as sort of journal for you as you progress through these activities. You will periodically be asked to follow along in or answer prompts in your Chronicle, so keep it nearby. Urban gardeninig is an important topic, becuase is helps create a more sustainable environment and can help in the fight against climate change. Urban gardening is the practice of growing plant and tress in urban areas, like cities and towns. It's important because it can help reduc air pollution, provide fresh fruits and vegetables, and create a more pleasant and beautiful environment. Planting trees, in particular, can help reduce the amount of carbon dioxide in the air and provide shade to cool urban settings. Warm-up activity: Open your Climate Chronicle and find the Name That Tree activity. Think of a tree that you know, and draw a picture of it in your Chronicle. Write down any special characteristics that it has, such as its leaves, bark, or fruits. When you're done, turn to your neighbor and show them the picture. Have them guess your tree by your drawing and verbal description. Then switch, and you guess their tree. Repeat the process for a total of three rounds, or six trees. What is Urban Gardening? You may have heard about urban gardening in the Climate Change module. It's a strange term that may sound counter intuitive. Gardening- in the city? For most people, when they hear the word gardening, they picture rural, farm settings. But that's not the only place that gardening and argiculture can make a big impact. Watch this brief video for a quick introduction to Urban Gardening Trees Native to the Southern United States In this module, the focus is on urban gardening. More specifically, concentrating on elements of successful urban gardens in the Southern part of the United States. Successful gardening begins with an understanding of the vegetation that is native and thrives in your area (again, the Southern region of the United States). This includes comprehension of the vegetation that has adapted well to the climate and soil conditions in the South. At the link below, you will find interactive maps as well as a list of different types of trees commonly found in the various regions of the United States. Look specifically at the names of trees that are associated with the Southern part of the United States. The Diversity of Trees in the US Accompanying activity: In your Climate Chronicle, write down the name of 4 trees that you found connected to the South. Then head to The Arbor Day Foundation's What Tree is That? (Tree Identification Field Guide). See if you can locate your 4 trees using the online field guide map. Steps for Successful Urban Planting: Identifing Vegetation Understanding the steps of planting trees and the skills necessary to help them grow is also an important piece of the urban gardening. This includes understanding the soil quality, sunlight, drainage, and proper watering techniques to support the vegetation. You've identified trees that are often seen in the Southern region of the United States. Now, it's important to explore how to support the successful planting and growth of that vegetation. Accompanying activity: Follow along and respond to the prompts in your Climate Chronicle. Steps for Successful Urban Planting: Soil Quality soil is a vital piece of any successful urban garden. Having the right soil is necessary for ensuring the growth of your vegetation. The soil needs to have the right nutrients and texture to allow for proper growth. It's important to note the pH level of the soil, to determine if any amendment are necessary to create a healthy and growing environment for the vegetation. Click here to read Five Tips for Choosing the Right Soil for Your Urban Garden Steps for Successful Urban Planting: Sunlight All vegetation needs a certain amount of sublight to photosynthesize and grow. The amount of sunlight required varies depending on the type of vegetation and the region in which it's planted. Too much or too little sun can put vegetation at risk and make the chance of survival less. It's important to align what is planted in an urban garden with the average sunlight conditions in that area. For instance, if you live in Alaska but plant vegetation that needs direct sun, it's unlikely to be successful. Check out A Gardener's Guide to Sun Exposure in the South. Accompanying activity: Find the Sunlight Matching Activity in your Climate Chronicle. Match each of the various degrees of sun exposure to its correct definition. Steps for Successful Urban Planting: Water A final element to consider when planting an urban garden is the amount of and access to water that your vegetation will need. Trees, in particular, need just the right amount of water to grow. Too much or too little can have serious negative effects on their overall health. Watering techniques are also important to consider. Treeds need to be watered deeply, but infrequently. This means that watering a tree once a week, for a longer duration will ensure the water reaches deep enough to hit the roots. Other vegetation, like food, flowers, and herbs also have their own unique water requirements. It's important to make sure that the vegetation planted in a urban space will have access to the quantity of water that it needs to thrive. Accompanying activity: Plant a Tree Materials: - Small sapling - Soil - Shovel - Watering can - pH testing kit (optional) - Sunlight meter (optional) Instructions: - Identify a location in your yard, neighborhood, or town where you could plant a tree. Be sure you have permission. - Research the types of trees that are likely to thrive in that region. Select the one that is best suited for the space you have available. - When you're ready, use the shovel to dig a hole that is twice as wide as the sappling's root ball and deep enough so that the top of the root ball is level with the soil surface. - Remove the tree sappling from its container and loosen the roots a bit. - Place the tree sappling in the hole and backfill it with soil. - Water the three thoroughly after planting. - Check the pH level of the soil using the testing kit and determine if any amendments are necessary in order to create a healthy growing environment for the tree (optional). - Use the sunlight meter to determine if the tree is receiving the appropriate amount of sunlight for its growth (optional). - Ensure proper drainage by monitoring the amount of water the tree receives, and adjusting as necessary. - Water the tree deeply (a long duration), but infrequently, once per week. This will ensure the water reaches the roots. Bonus: Keep track of the tree's growth over time and share its progress in your Climate Chronicle. Steps for Successful Urban Planting: Seasons For all gardeners, not just those in an urban setting, is important to understand the best time of year to plant and grow specific vegetation. This is a critical concept, because it can make or break the success of your garden. So what is an optimal season for vegetation growth? It depends on the vegetation. An optimal season is when the conditions are ideal for the plants to grow and thrive. Contributing factors include the temperature, amount and intensity of sunlight, and average rainfall conditions. Non-viable seasons, on the other hand, are times of the year where these basic living conditions are not ideal for a particular plant. In the Southern part of the United States, the optimal season for planting trees and other vegetation tends to be the Spring and Fall. These seasons usually provide the right amount of sunlight and rainfall, along with moderate temperatures, which help the vegetation to grow strong and healthy. Winter is generally considered to be a non-viable season because of its cold temperatures. The summer also tends to be non-viable because it's often too hot and dry. Accompanying activity: Remembering that planting in an optimal season is key for successful vegetation growth, in your Climate Chronicle, make a list of 4 types of trees, plants, food, herbs, or other vegetation that you might like to plant in an urban garden in your hometown. Then, head to the Planting Calendar. Search for your region and the 4 items you've decided to plant. Use the Planting Calendar to identify the best season for you to plant your urban garden. Benefits of Urban Gardening Still on the fence about starting an urban garden? It can be a big project to take on, but never fear- the benefits can far outweigh the costs. From suporting the environment, to fostering community, to growing the economy, the benefits of gardening in urban spaces are plentiful. Check out the infographic below to learn more about just some of the benefits of urban gardening. Assessment Assessment It's time to show what you learned and earn an Urban Gardener Badge! Directions: Access the Urban Gardening Module Quiz and answer the six questions that follow. If you receive a passing score of 85% or higher, you'll receive the Urban Gardener Badge to add to your digital badge collection! Be sure to submit your name at the end of the quiz in order to receive credit. References and Additional Resources A Gardener's Guide to Sun Exposure Mini Urban Farm: Urban Gardening Tips The Arbor Day Foundation: What Tree is That? The Diveristy of Trees in the US (Mapped)	oercommons	2025-03-18T00:37:37.014078	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103163/overview", "title": "Urban Gardening", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/108908/overview	Promotional Video Yes Club Overview Solidarity Tracks had previously created an e-learning platform, the Youth Entrepreneurship Club, or YES Club for short. This is a platform for young entrepreneurs, where they can find online learning courses for those interested in improving their knowledge in the field of social entrepreneurship. https://e-learning.youtheclub.eu/ Thanks to Digitool, the Yes Club now features a promotional video for the platform : https://www.youtube.com/watch?app=desktop&v=bdS3GfTV-sM&feature=share Solidarity Tracks had previously created an e-learning platform, the Youth Entrepreneurship Club, or YES Club for short. This is a platform for young entrepreneurs, where they can find online learning courses for those interested in improving their knowledge in the field of social entrepreneurship. https://e-learning.youtheclub.eu/ Thanks to Digitool, the Yes Club now features a promotional video for the platform: https://www.youtube.com/watch?app=desktop&v=bdS3GfTV-sM&feature=share	oercommons	2025-03-18T00:37:37.032115	09/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108908/overview", "title": "Promotional Video Yes Club", "author": "Ruth MORALES COSANO" }
https://oercommons.org/courseware/lesson/109259/overview	Education Standards Assignment: Designing a Classroom Activity with Machine Translation - Submissions Best Paractices and Limitations Case Study: The School Announcement Designing a Classroom Activity with Machine Translation Discussion Padlet Google Translate Chrome Extension Google Translate Full Site Google Translate Mobile Microsoft Immersive Reader Microsoft Translator Quiz Translating using Generative AI Learning How to Use Translation Software Overview This beginner-level training course allows staff to learn how to use Machine Translation Software. This course is designed to introduce staff to what machine translation is and what it does and give the training to get started using it with students! About this course About this Course This beginner-level training course allows staff to learn how to use Machine Translation Software. This course is designed to introduce staff to what machine translation is and what it does and give the training to be able to get started using it with students! Course Goals - Build skills to begin using machine translation in your school - Increase confidence in using translation software in a variety of applications Expectations for course completion - Learners need to view and watch all videos in this course. - Unless otherwise noted, learners will need to complete all assignments by uploading a screenshot. Important: How to Upload a Screenshot for this Course Course Outline Course Outline Module 1: Introduction to Machine Translation - Content: - History and evolution of machine translation. - Overview of popular machine translation tools (e.g., Google Translate, DeepL, Microsoft Translator). - Benefits and limitations of machine translation in education. - Assessment: - Quiz on the history and basic principles of machine translation. - Discussion: - How have you or your colleagues used machine translation in the past? What were the outcomes? Module 2: Ethical and Cultural Considerations - Content: - The importance of cultural sensitivity and awareness. - Potential pitfalls and biases in machine translation. - Strategies for addressing and mitigating biases. - Assessment: - Case study analysis: Review a translated text and identify potential cultural or ethical issues. - Discussion: - Share an experience where cultural sensitivity was crucial in your teaching. How can machine translation impact this? - Share an experience where cultural sensitivity was crucial in your teaching. How can machine translation impact this? Module 3: Practical Applications in the Classroom - Content: - Using machine translation for communication with non-English speaking parents. - Assisting English Language Learners (ELLs) in understanding content. - Encouraging bilingualism and multilingualism among students. - Assessment: - Create a lesson plan incorporating machine translation tools to support ELLs. - Discussion: - What are some potential challenges when using machine translation with ELLs? How can these be overcome? - What are some potential challenges when using machine translation with ELLs? How can these be overcome? Module 4: Best Practices and Limitations - Content: - When to use and when not to use machine translation. - Strategies for verifying the accuracy of translations. - Combining human judgment with machine translation. - Assessment: - Scenario-based questions: Decide whether to use machine translation in various classroom situations and justify your decision. - Discussion: - Discuss a time when a translation tool made an error. How did you handle it? What did you learn? - Discuss a time when a translation tool made an error. How did you handle it? What did you learn? Module 5: Translating Languages with Generative AI - Content: - Understanding Generative AI (ChatGPT) - Generative AI in Language Translation - Challenges & Considerations - Practical Applications in the Classroom - Assessment: - Use a generative AI-based translation tool (e.g., DeepL, Google's Neural Machine Translation, etc.) to translate your chosen material into at least three different languages. - Reflection: - Write a reflection on your experience. Module 6: Integrating Technology and Pedagogy - Content: - Aligning machine translation use with curriculum goals. - Incorporating machine translation in project-based learning. - Evaluating student progress and understanding when using translation tools. - Assessment: - Design a classroom activity that integrates machine translation and aligns with specific curriculum standards. - Discussion: - How can machine translation tools be used to promote collaborative learning among students? Module 1: Introduction to Machine Translation 0 Image source: Hutchins W.J. (2004) The Georgetown-IBM Experiment Demonstrated in January 1954. In: Frederking R.E., Taylor K.B. (eds) Machine Translation: From Real Users to Research. AMTA 2004. Lecture Notes in Computer Science, vol 3265. Springer, Berlin, Heidelberg Introduction Machine translation (MT) uses software to translate text or speech from one language to another. While it might seem like a recent phenomenon, the journey of MT dates back several decades. A brief and untold history of machine translation Early Beginnings: 1940s - 1960s The idea of using machines for translation was born in the 1940s. The earliest attempts were rule-based, meaning they followed a set of manually crafted rules. These systems were limited, often translating word-for-word, which led to inaccurate and sometimes comical results. In the 1950s, the Georgetown-IBM experiment marked a significant milestone. The experiment successfully translated over 60 Russian sentences into English, sparking considerable interest in MT. Statistical Models: Late 1980s - 2000s By the late 1980s and into the 2000s, the focus shifted to statistical models. These models used large amounts of bilingual text (like English-French or English-Spanish pairs) to predict translations. The more data they had, the better they became. This approach was revolutionary and powered many early versions of online translation tools. Neural Machine Translation: 2010s The 2010s saw another significant shift with the introduction of neural machine translation (NMT). Instead of relying solely on statistics, NMT uses neural networks, a type of artificial intelligence, to understand and generate translations. This method, introduced around 2015, improved the fluency and accuracy of translations, making them more context-aware. Benefits and Limitations Benefits: - Accessibility: MT breaks down language barriers, aiding communication across different languages. - Education: It assists in understanding content, especially for English Language Learners. - Speed: MT can provide instant translations faster than human translators. Limitations: - Cultural Nuances: MT may not always perfectly capture cultural references or idiomatic expressions. - Homonyms: Words with multiple meanings can be a challenge. - Context: While NMT has improved context understanding, it's not always perfect. Popular Machine Translation Tools - Google Translate: Launched in 2006, it's one of the most widely used MT tools today, supporting over 100 languages. - DeepL: Known for its high-quality translations, DeepL uses deep learning, a subset of AI, to improve its results. - Microsoft Translator: Integrated into various Microsoft products, this tool supports text and speech translations. Conclusion Machine translation has come a long way from its early rule-based systems to the advanced neural networks of today. While it's a powerful tool, it's essential to be aware of its limitations. As technology continues to evolve, we can expect even more accurate and context-aware translations in the future. Benefits of Machine Translation Machine translation (MT) is a powerful tool that uses software to translate text or speech from one language to another. As with any technology, MT comes with its own set of advantages and challenges. Benefits of Machine Translation Accessibility and Communication: - Overview: MT breaks down language barriers, allowing people from different linguistic backgrounds to communicate. - In Education: Teachers can use MT to communicate with non-English speaking parents, ensuring everyone stays informed about a student's progress. Instantaneous Results: - Overview: MT provides almost immediate translations, which is especially useful in real-time communication scenarios. - In Education: Students can quickly understand content in foreign languages, aiding their learning process. Cost-Effective: - Overview: While professional human translators are invaluable, MT offers a more economical solution for large-scale or less critical translations. - In Education: Schools with limited resources can still provide multilingual content to students and parents. Support for Multiple Languages: - Overview: Tools like Google Translate support over 100 languages, from widely spoken ones to regional dialects. - In Education: This broad language support ensures inclusivity, catering to students from diverse linguistic backgrounds. Limitations of Machine Translation Lack of Cultural Nuances: - Overview: MT might not always capture cultural references, idiomatic expressions, or the emotional tone of the original text. - In Education: This can lead to misunderstandings or misinterpretations, especially in literature or social studies classes. Homonyms and Ambiguity: - Overview: Words with multiple meanings can pose a challenge. For instance, the word "bat" can refer to an animal or sports equipment. - In Education: Students might receive a translation that doesn't fit the context, leading to confusion. Dependence on Data: - Overview: Statistical MT models rely heavily on existing bilingual text. The translation quality might suffer if there's limited data for a language pair. - In Education: Rare languages or dialects might not be translated as accurately. Lack of Context Awareness: - Overview: While neural machine translation has improved context understanding, it's not infallible. MT might not always grasp the broader context or intent behind a text. - In Education: This can be problematic in subjects where context is crucial, like history or literature. Conclusion Machine translation is undeniably transformative, bridging linguistic gaps and making global communication more accessible. However, while it's a valuable aid, it's essential to approach it with an understanding of its limitations. As MT evolves, we can anticipate improvements that further reduce these challenges. Module 2: Ethical and Cultural Considerations Introduction Machine translation (MT) is a transformative tool that bridges linguistic divides and fosters global communication. However, its capabilities come with challenges, especially when navigating the intricate landscape of cultural nuances and ethical implications. - Depth of Meaning: Every culture has idioms, proverbs, and phrases steeped in its history and experiences. These references carry deep meanings, often tied to historical events, cultural practices, or shared community experiences. - Challenges in MT: Direct translations of these references can lead to misunderstandings. For instance, an idiom like "kick the bucket" might be translated literally in another language, losing its actual meaning of "to die." - Implications in Education: Misunderstandings can lead to confusion or even offense. Educators need to be aware of these nuances to ensure that content remains relevant and respectful to all students. The Importance of Cultural Sensitivity Cultural References: Potential Biases: - Origin of Biases: MT tools are trained on vast amounts of data. If this data contains biases, the MT tool can inadvertently perpetuate them. - Challenges in MT: A translation might unintentionally favor a particular gender, stereotype, or cultural perspective, leading to skewed or offensive outputs. - Implications in Education: Biased translations can perpetuate stereotypes, misinform students, or alienate certain groups, undermining the inclusive environment schools aim to create. Loss of Nuance: - The Subtleties of Language: Beyond words, languages convey emotions, tones, and subtleties. A statement can be polite in one culture and neutral in another, or a gesture can be complimentary in one context and rude in another. - Challenges in MT: These nuances might get lost or misinterpreted in translation. For instance, a polite request in Japanese might sound overly formal or distant when translated directly into English. - Implications in Education: Loss of nuance can lead to content that feels sterile, misrepresents original intent, or fails to engage students at an emotional level. Strategies for Educators - Supplement MT with Human Review: Whenever possible, have translations reviewed by someone familiar with the target culture to ensure accuracy and cultural sensitivity. - Stay Updated: Machine translation tools are continually evolving. Regularly update your knowledge to leverage the latest advancements and best practices. - Encourage Feedback: Create an environment where students and parents feel comfortable providing feedback on translated materials. Their insights can be invaluable in refining content. Three Key Unlearnings for Translanguaging Conclusion Machine translation, while powerful, requires careful navigation when it comes to cultural and ethical considerations. Educators can harness MT's benefits while fostering a respectful and inclusive learning environment by understanding its limitations and proactively addressing potential pitfalls. Module 3: Practical Applications in the Classroom Introduction Machine translation (MT) isn't just a tool for global businesses or travelers. In today's diverse classrooms, MT can bridge languages, cultures, and experiences, enhancing the learning environment for both students and educators. Communication with Non-English Speaking Parents Building Bridges: - Many parents might not be fluent in English, which can create barriers to understanding their child's academic progress, school events, or requirements. - MT tools can help translate newsletters, report cards, and other essential communication, ensuring all parents are informed and engaged. Parent-Teacher Meetings: - Real-time translation tools can assist in parent-teacher conferences, ensuring clear communication and understanding. Challenges & Solutions: - While MT can be a great aid, it's essential to be aware of potential inaccuracies. Schools should encourage bilingual staff or community volunteers to assist in crucial communications whenever possible. Assisting English Language Learners (ELLs) Supporting Comprehension: - ELLs can use MT tools to translate unfamiliar words or phrases, aiding their understanding of lessons, assignments, or readings. Encouraging Independence: - Instead of relying solely on teachers or peers, ELLs can use MT to navigate and understand content, fostering confidence and self-reliance independently. Challenges & Solutions: - Over-reliance on MT can hinder genuine language acquisition. Teachers should encourage ELLs to use MT as a supplementary tool, not a primary crutch. Promoting Bilingualism and Multilingualism How teachers can promote bilingualism in the classroom Language Exploration: - Students can use MT to explore new languages, understand foreign texts, or practice language skills. Cultural Appreciation: - By translating and understanding content from various cultures, students can gain a broader perspective and appreciation for global diversity. Challenges & Solutions: - MT isn't a replacement for structured language learning. While it's a great tool for exploration, traditional teaching methods are essential for genuine language proficiency. Best Practices for Educators - Set Clear Guidelines: Educate students on the benefits and limitations of MT, ensuring they use it responsibly. - Stay Updated: With the rapid advancements in MT, educators must stay updated on the latest tools and best practices. - Feedback Loop: Encourage students to share their experiences with MT, providing insights that can shape future teaching strategies. Conclusion Machine translation can be a valuable asset in the modern classroom when used effectively. Educators can create a more inclusive, engaging, and dynamic learning environment by understanding its potential applications and being aware of its limitations. Module 4: Best Practices and Limitations Introduction Machine translation (MT) has revolutionized the way we communicate across languages. However, while it offers numerous advantages, it's essential to be aware of its limitations, especially in educational settings. Best Practices for Using Machine Translation Supplementary, Not Primary: - MT should be a supplementary tool, not the primary translation. Especially in educational settings, human judgment is crucial to ensure accuracy and context. Review and Edit: - Always review machine-translated content. If possible, have someone familiar with the source and target languages check it. Stay Updated: - Machine translation tools are continually evolving. Regularly update your knowledge and the tools you use to benefit from the latest advancements. Set Clear Guidelines for Students: - If students are using MT for assignments or projects, set clear guidelines. This ensures they use the tool responsibly and understand its limitations. Limitations of Machine Translation Loss of Nuance: - MT might not capture the original content's emotional tone, cultural nuances, or subtleties. This is especially evident in literature, poetry, or content rich in cultural references. Potential for Misinterpretation: - Direct translations can sometimes lead to technically correct content but contextually inappropriate or misleading. Dependence on Source Quality: - The accuracy of MT largely depends on the quality of the source content. Poorly written or overly complex content can result in inaccurate translations. Cultural Sensitivity: - MT might not always be culturally sensitive. Direct translations can sometimes miss or misinterpret cultural references, leading to potential misunderstandings or offense. Scenarios to Consider Translating Literature: - While MT can provide a general understanding, it might not capture literary works' depth, emotion, or cultural context. Communicating with Diverse Populations: - In schools with diverse student and parent populations, relying solely on MT for communications can lead to misunderstandings. It's essential to combine MT with human review. Student Assignments: - Students might be tempted to use MT extensively for language assignments. Educators should set clear guidelines and encourage genuine language learning. Conclusion Machine translation is a powerful tool, but it's not infallible. Educators can harness its benefits by understanding its best practices and limitations while ensuring effective communication and learning. As technology advances, we can anticipate improvements in MT, but human judgment and intervention will always remain invaluable. Module 5: Translating Languages with Generative AI (ChatGPT) Introduction Generative AI, a subset of artificial intelligence, can generate content, whether text, images or even music. In language translation, generative AI models can produce translations that are not just based on direct mapping but can understand and generate contextually appropriate content. Understanding Generative AI Basics of Generative AI: - Generative AI models, like GANs (Generative Adversarial Networks), are designed to create new, original content. For instance, they can generate images, music, or text that wasn't previously existent, mimicking the style and pattern of their training data. Neural Networks & Deep Learning: - These AI models are built on neural networks, especially deep learning networks, inspired by the human brain's structure and function. For example, Convolutional Neural Networks (CNNs) are excellent for image-related tasks, while Recurrent Neural Networks (RNNs) are often used for sequential data like text. From GPT to BERT: - GPT-3 and GPT-4, developed by OpenAI, can generate human-like text, making it useful for creating content, answering questions, and even translating text. On the other hand, BERT, by Google, reads text bidirectionally (considering both the left and the right context in all layers), enabling the model to understand the context and meaning of words. Generative AI in Language Translation Beyond Direct Mapping: - Traditional machine translation systems, like phrase-based models, often translate text by mapping words or phrases from the source to the target language. In contrast, generative AI, such as Neural Machine Translation (NMT), considers the entire sentence's context, leading to more fluent and accurate translations. For instance, Google Translate now employs NMT for more natural translations. Handling Nuances: - Generative AI can interpret and translate idiomatic expressions, slang, and cultural references more effectively. For example, while a direct translation might render nonsensical or overly literal translations of idioms, generative AI can provide equivalents that convey the intended meaning in the target language. Real-time & Dynamic Translations: - With advancements in processing speed and efficiency, generative AI can offer real-time translations, essential for live events or international communications. For instance, tools like DeepL can provide instant translations considering context and idiomatic expressions. Challenges & Considerations Navigating The Biases In LLM Generative AI: A Guide To Responsible Implementation Training Data is Crucial: - The quality and diversity of the training data significantly impact the AI's performance. For instance, if the AI is trained predominantly in formal text, it might struggle with slang or colloquial expressions. Ethical Implications: - The ability of generative AI to create content raises ethical issues, including the potential for misuse in generating misleading or harmful content. In translation, there’s a risk of misrepresentation if the AI doesn’t accurately convey the original text’s meaning. Over-reliance: - Relying too heavily on AI for translation can lead to a loss of language learning opportunities for students. Balancing AI with traditional language learning methods is essential to holistically develop students' language skills. Practical Applications in the Classroom Interactive Language Learning: - Imagine a classroom where students can write a sentence in their native language, and a generative AI tool instantly translates it, allowing peers and teachers to understand and respond. It fosters an interactive and inclusive learning environment. Cultural Exploration: - Generative AI can translate foreign books, articles, and websites, giving students access to knowledge and perspectives. For example, a class studying global cultures could read articles written by people from those cultures translated into the student’s native language. Assisting ELLs: - For English Language Learners, generative AI can be a game-changer. Tools like Google's Neural Machine Translation can provide real-time translation, helping ELLs understand lessons, instructions, and assignments, thus bridging the language gap in real time. Conclusion Generative AI is reshaping the landscape of machine translation, offering dynamic, context-aware translations. As educators, understanding its capabilities, benefits, and challenges ensures that it's used effectively to enrich the learning experience while maintaining ethical and educational standards. Module 6: Integrating Technology and Pedagogy Introduction Machine translation (MT) is more than just a tool for global communication; it's a potential asset in the classroom. By aligning MT with curriculum goals, incorporating it into project-based learning, and evaluating its impact on student progress, educators can harness its benefits for a dynamic learning experience. Aligning Machine Translation Use with Curriculum Goals Understanding the Synergy: - MT isn't just about translating languages; it's about bridging cultural gaps, fostering global understanding, and enhancing linguistic skills. Integration in Language Learning: - While MT shouldn't replace traditional language learning, it can be a supplementary tool. For instance, in advanced language classes, students can compare MT results with human translations to understand nuances. Promoting Cultural Awareness: - Use MT to translate articles, stories, or news from various cultures. This not only improves language skills but also broadens students' horizons, aligning with global citizenship goals. Tech-Savviness: - Familiarity with MT tools aligns with curriculum goals of technological proficiency, preparing students for a globalized digital world. Incorporating Machine Translation in Project-Based Learning Global Collaborative Projects: - Students can collaborate on projects with peers from other countries. MT can aid in communication, allowing students to focus on collaborative problem-solving. Research Across Borders: - Students can access sources in different languages for research projects, using MT to translate and gather diverse perspectives. Cultural Exchange Projects: - Students can create content about their local culture, translate it, and share it with partner schools abroad, fostering a mutual knowledge exchange. Challenges & Solutions: - While MT offers many advantages, guiding students on its limitations is essential. Encourage them to cross-check critical information and be aware of potential cultural misinterpretations. Evaluating Student Progress and Understanding When Using Translation Tools Setting Clear Metrics: - Define what you aim to achieve with MT. Is it improved communication, better understanding of foreign content, or enhanced cultural awareness? Regular Check-ins: - Periodically assess students' comprehension. Just because they're using MT doesn't mean they're fully grasping the content. Feedback Mechanism: - Encourage students to share their experiences with MT. What challenges did they face? What did they find most beneficial? Assessing Beyond Translation: - When evaluating projects or assignments, look beyond the translation. Assess students' analytical skills, their ability to gather diverse perspectives, and their understanding of the content. Ethical Use of MT: - Ensure students understand the importance of original work. Using MT to understand is one thing; using it to bypass learning is another. Set clear guidelines on ethical use. Conclusion When integrated thoughtfully, machine translation can be a significant asset in modern education. It's not just about translating words but about fostering a global mindset, promoting cultural understanding, and equipping students with tools for a connected world. By aligning MT with curriculum goals, weaving it into project-based learning, and evaluating its impact, educators can create a rich, dynamic, and inclusive learning environment. Reference: Location of translation settings in popular software ElevenLabs AI - Create voiceovers in a variety of languages and then download the clip. Learn more Lexia Core5 & PowerUp - The Language Support Button in PowerUp provides additional support for English language learners and allows them to hear task directions in their native language.Learn more Newsela - Click on the browse button and select "En Espanol." Note: Newsela's materials are translated by native Spanish speakers, not machine voices. Outlook - Translator for Outlook is an add-in that translates email text on the fly. The immediate translation is displayed next to the reading pane in your mailbox.Learn more Zoom Users that would like to include interpreters in their meetings or webinars now have the ability to enable Language Interpretation. This allows the host to designate up to 20 participants as interpreters on the web portal or during a Zoom session. More information Videos on how to use Machine Translation Products References Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals 51: pp. 225–232. Davison, K. (2022, April 27). “It can create a lot of happiness”: FCPS students send cards to Ukrainian refugees. WJLA; WJLA. Fabio Nascimbeni, Alonso, J., Sanz, O., & Burgos, D. (2019, September 18). Read, Watch, Do: Developing Digital Competence for University Educators. ResearchGate; unknown. Freemire, L. (2021, October 15). How States Allocate Funding for English Language Learners. Ecs.org. Ghenghea, V. A., PhD. (2020). Machine Translation In The Foreign Language Class. Bucharest: "Carol I" National Defence University. Klekovkina, V., & Denié-Higney, L. (2022). Machine Translation: Friend or Foe in the Language Classroom? L2 Journal, 14(1). Language learning. Language Learning & Technology, 26(1), 1–19. Lochner K, Kawachi I, Kennedy BP. Social capital: a guide to its measurement. Health Place. 1999 Dec;5(4):259-70. DOI: 10.1016/s1353-8292(99)00016–7. PMID: 10984580. Mitchell, C. (2018, January 17). Rising Number of ESL Students Poses Challenges for U.S. Schools. Education Week. Najarro, I. (2023, February 21). The English Learner Population Is Growing. Is Teacher Training Keeping Pace? Education Week. Neumann, M., The Advantages of Existing English-Medium Models in Meeting the Linguistic Needs of Elementary ELL Students (2021). School of Education and Leadership Student Capstone Projects. 641. Number of English Language Learner students in U.S. public schools 2019 \| Statista. (2019). Statista; Statista. Quinn, S. (2020, June 15). Online Translators in Language Classes: Pedagogical and Practical Considerations - The FLTMAG. The FLAG. Pardo‐Ballester, C. (2022). A case study: A technological insight on teaching translation. Foreign Language Annals, 55(3), 894–913. Raji Ayinla. (2020, June 6). The Linguistic Segregation of Racial and Ethnic Groups. Medium; Medium. Ross, K. (2014). Professional development for practicing mathematics teachers: a critical connection to English Language learner students in mainstream U.S.A classrooms. Journal of Mathematics Teacher Education, 17(1), 85–100. Sun YC, Yang FY, Liu HJ. Exploring Google Translate-friendly strategies for optimizing the quality of Google Translate in academic writing contexts. SN Soc Sci. 2022;2(8):147. doi: 10.1007/s43545-022-00455-z. Epub 2022 August 1. PMID: 35936920; PMCID: PMC9341150. van Lieshout, C., & Cardoso, W. (2022). Google Translate as a tool for self-directed Wiggers, K. (2020, June 3). How Google is using emerging AI techniques to improve language translation quality. VentureBeat; VentureBeat. Wu, Y., Schuster, M., Chen, Z., Le, Q. V., Norouzi, M., Macherey, W., Krikun, M., Cao, Y., Gao, Q., Macherey, K., Klingner, J., Shah, A., Johnson, M., Liu, X., Kaiser, Ł., Gouws, S., Kato, Y., Kudo, T., Kazawa, H., & Stevens, K. (2016). Google’s Neural Machine Translation System: Bridging the Gap between Human and Machine Translation. ArXiv.org. Articles for further reading How Working Memory Powers English Learning Writers - Neuroscience News Ukrainian Refugees Receive Messages Of Hope From Vienna Students The manifold costs of being a non-native English speaker in science AI writing tools will not fix academia’s language discrimination problem Idaho Students fluent in English put in ESL Classes Supporting Intermediate English Learners in Every Subject Un dispositivo ayuda a los estudiantes que no hablan inglés con traducciones simultáneas Groundbreaking AI project translates 5,000-year-old cuneiform at push of a button What Is Translanguaging and How Is It Used in the Classroom? Translanguaging to Support Students’ Bilingual and Multilingual Development Evidence-Based, Culturally Affirming Spanish AAC	oercommons	2025-03-18T00:37:37.124200	10/12/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109259/overview", "title": "Learning How to Use Translation Software", "author": "Pam Doran" }
https://oercommons.org/courseware/lesson/112788/overview	Strategy: Jigsaw Overview To build collaboration and science expertise, try doing a jigsaw activity with students. The jigsaw strategy has been shown to improve social interactions in learning and support diversity. Jigsaw To build collaboration and science expertise, try doing a jigsaw activity with students. The jigsaw strategy has been shown to improve social interactions in learning and support diversity. (Other collaborative turn taking strategies include: clusters, buzz groups, round robin, leaning cells, or fish bowl discussions.)	oercommons	2025-03-18T00:37:37.143110	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112788/overview", "title": "Strategy: Jigsaw", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/84155/overview	Climate Change Data Analysis Overview Students research climate data and play the role of a scientist trying to interpret the condition of Earth's atmosphere. Name: Period: Date: Climate Change Data Analysis Activity Introduction There is worldwide concern over climate change. You have probably heard about the changing climate from multiple sources: scientists and politicians in the news, family members, teachers, and friends. Today, we are investigating the questions: What scientific evidence supports the argument that climate change is occurring? What evidence measures the effect? As you may know, much of the concern for our climate is due to science which studies the Earth's atmosphere. You will analyze real scientific measurements of carbon dioxide (CO2), the most important greenhouse gases (GHGs) which influence climate. By investigating the recent trends in CO2, you will be playing the role of a scientist trying to interpret the condition of Earth's atmosphere. You will then look at other measurements of climate change evidence to determine whether or not humans should be concerned over the climate. Procedure You will look at data from: https://www.climate.gov/maps-data Scroll down to find the “Global Climate Dashboard.” Part 1: 1) Select “Sun’s energy.” 2) Describe the trend of solar energy from 1960 to present: (How to describe a trend: The Sun’s energy increases/decreases over this period.) _________________________________________________________________________________________________________ 3) Quote from the “Learn More” link: “Evidence suggests that the period of global cooling, known as the "Little Ice Age" (circa 1600-1850), may have been caused in part by a decrease in the Sun's energy output. During one 30-year stretch in the 1600s - the coldest period of the Little Ice Age when winter temperatures in Europe were from 1 to 1.5°C (1.8-2.7°F) colder than average. In contrast, scientists believe that the Sun's energy output increased slightly between 1900 and 2000.” 4) Is the data from 1960 to present enough to understand the impact of the Sun’s energy on our current Climate Change problem? _________________________________________________________________________________________________________ 5) Stretch the “Amber Bar” below the graph to expand the years of data back to 1880. 6) Describe the trend of solar energy from 1880 to present. _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 7) How would you predict solar energy to change over the next 100 years based on the data from the last 100 years? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ Why? _________________________________________________________________________________________________ _________________________________________________________________________________________________________ Part 2: 1) Select “Temperature.” 2) Stretch the “Amber Bar” below the graph to expand the years of data back to 1880. 3) Describe the trend of average global temperature from 1880 to present: (How to describe a trend: The average global temperature increases/decreases over this period.) _________________________________________________________________________________________________________ 4) Quote from the “Learn More” link: “The concept of an average temperature for the entire globe may seem odd. After all, at this very moment, the highest and lowest temperatures on Earth are likely more than 100°F (55°C) apart. Temperatures vary from night to day and between seasonal extremes in the Northern and Southern Hemispheres. This means that some parts of Earth are quite cold while other parts are downright hot. To speak of the "average" temperature then may seem like nonsense. However, the concept of a global average temperature is convenient for detecting and tracking changes in Earth's condition over time. Though warming has not been uniform across the planet, the upward trend in the globally averaged temperature shows that more areas are warming than cooling. Since 1976, every year including 2014 has had an average global temperature warmer than the long-term average. Over this 37-year period, temperature warmed at an average of 0.50 °F (0.28 °C) per decade over land and 0.20 °F (0.11 °C) per decade over the ocean.” 5) How does global average temperature give us a more useful measurement than local temperature? _________________________________________________________________________________________________________ 6) Highlight the portion of the above quote that supports your answer to question number 4. 7) How would you predict average global temperature to change over the next 100 years based on the data from the last 100 years? _________________________________________________________________________________________________________ Why? ___________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ Part 3: 1) Select “Sea Level.” 2) Stretch the “Amber Bar” below the graph to expand the years of data back to 1880. 3) Describe the trend of sea level from 1880 to present: (How to describe a trend: The average sea level increases/decreases over this period.) _________________________________________________________________________________________________________ 4) Quote from the “Learn More” link: Sea level has been rising over the past century, and the rate has increased in recent decades. In 2014, global sea level was 2.6 inches (67 mm) above the 1993 average—the highest annual average in the satellite record (1993-present). Sea level continues to rise at a rate of about one-eighth of an inch (3.2 mm) per year, due to a combination of melting glaciers and ice sheets, and thermal expansion of seawater as it warms.” 4) Define thermal expansion. (Use an internet search to do so. Paraphrase into your own words.) _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 5) What places on Earth would be most affected by rising sea levels? _________________________________________________________________________________________________________ Why? ___________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ Part 4: 1) Choose either “snow” or “glaciers” on the climate data dashboard. 2) Describe the trend of the data set you chose: (How to describe a trend: The _______________ increases/decreases over this period.) _________________________________________________________________________________________________________ 3) How is this trend connected to the trends you observed in average global temperature, CO2, and sea levels? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Conclusion: 1) Now that you have examined global climate data from the past 100 years, do you think that people should make plans for decreasing greenhouse gas emissions? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2) Provide three ways that individuals can decrease their emissions. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3) Suggest three ways that governments can act to decrease emissions on a larger scale. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Assessment: Crit. C: I can interpret data & describe results using scientific reasoning. \| 7/8: accurately/correct scientific reasoning \| 5/6: accurately / using scientific reasoning \| 3/4 : accurately / describe results \| 1/2 : accurately interpret, but do not describe results. \|	oercommons	2025-03-18T00:37:37.168458	07/23/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84155/overview", "title": "Climate Change Data Analysis", "author": "Annie Nguyen" }
https://oercommons.org/courseware/lesson/27484/overview	Education Standards CommonLit.org Link Accessible text-dependent questions adapted from acheivethecore.org Text-dependent questions adapted from acheivethecore.org "The Monkey's Paw" by W.W. Jacobs The Monkey's Paw video "The Veldt" by Ray Bradbury War of Words Lesson 5 Remix Overview This lesson focuses on a close reading of "The Monkey's Paw" by W.W. Jacobs. Advanced learners (who are skilled with theme) will also be reading "The Veldt" by Ray Bradbury. Introduction Teachers- to complete this lesson, students will need access to CommonLit.org for the close reading of the text. Accounts are free for teachers. You will need to create an account and search for "The Monkey's Paw." You will also need to do the following: 1. Assign "The Monkey's Paw" by W.W. Jacobs to your classes. 2. Assign the paired text, "The Veldt" by Ray Bradbury to advanced students who have fully grasped the concept of theme in a single text. These students will be completing the advanced writing prompt while the teacher does a more comprehensive close read with struggling students, focusing only on "The Monkey's Paw." 3. Access related media within "The Monkey's Paw. PDFs of each text are also linked as resources in this lesson. This week, you will be reading one or more texts that include suspense, the idea of "fate," and what motivates human beings to make decisions. As your first task, please watch the video above. As you read this week, think about how the author (s) build suspense and keep the plot interesting! Reading Pathways Teachers may give students a choice of pathways here or they may be assigned (recommended). All pathways do not need to be utilized for every class- take into account individual student need based on pre-assessment, previous assignments, or standardized reading tests. Group students based on their understanding of theme on an 8th grade level. Here is one option in assigning the close reading(s): Learning Path 1 (most suited for struggling learners who have not yet grasped the concept of theme): Pull these students in a small group. Either use the printed PDF of "The Monkey's Paw" or guide them through using CommonLit.org (if using the printed PDF, be sure to determine theme as a group), which also features audio and text accessibility options. Consider assigning the text in chunks and discussing as you go. Learning Path 2 (most suited for on-grade learners who have mostly grasped the concept of theme and are ready to work in pairs or independently): Assign these learners the CommonLit.org assignment and guided reading questions (theme question included in CommonLit assessment). Allow for work independently or in pairs. Answer text-dependent questions. Learning Path 3 (most suited for advanced learners who have mastered theme and are typically reading above grade level): Students will work independently, in pairs, or in a small group to read and annotate "The Monkey's Paw," AND "The Veldt," determining theme of both. Students will be answering one focused question instead of multiple text-dependent questions and a short response; the workload is equal to the above options. For this assignment, you will be taking one of three Reading Pathways. Please listen as your teacher gives instructions. Reading Pathway 1: Please meet with your teacher for a close reading of "The Monkey's Paw." You will also be completing the attached text-dependent questions. Reading Pathway 2: As partners or independently, please read and annotate "The Monkey's Paw," focusing on theme. Your teacher may assign you the text on CommonLit.org. You will also be completing the text-dependent questions. Reading Pathway 3: As partners, independently, or in a small group, please read "The Monkey's Paw." Determine theme. Then, read "The Veldt" by Ray Bradbury. Determine theme. You do not need to complete the attached text-dependent questions. How you annotate, and how much, is up to you as you determine the theme of each text. Video break! Students will watch 2:28 minutes of a video to help them understand the concept of fate vs. free will. Please watch the video below until 2:28. Keep the text(s) in mind as you watch. This will help you with your final writing prompt. Writing Task For the writing task, students will be assigned different versions depending on their original pathway. For this writing task, you will be assigned a prompt based on your Reading Pathway from Task 2. Write your response on a document or on lined paper- please refer to your teacher for directions. Reading Pathway 1: With your group, write a brief summary of "The Monkey's Paw by W.W. Jacobs. Also, state the theme of the text and provide textual evidence. Reading Pathway 2: Write a summary of "The Monkey's Paw by W.W. Jacobs and provide an explanation of the theme using direct and indirect textual evidence. Refer to CommonLit as well as your text-dependent questions as a guide. Reading Pathway 3: What temptations do the characters face in "The Monkey's Paw" by W.W. Jacobs and in "The Veldt" by Ray Bradbury? Are these temptations considered natural or unnatural? What would each author say about how humans interact with technology and/or the supernatural? Considering the theme of each text, what motivates humans to give in to temptations? Done Early? As students finish, they may watch "The Monkey's Paw" video, at least until 3:00. Students may focus on the creative choices of the director, comparing and contrasting with the text. Is the mood different? How does this affect meaning? As you finish, please watch at least the first three minutes of "The Monkey's Paw." Think about the creative choices of the director, comparing and contrasting with the text. Is the mood different? How does this affect meaning? Video Linked Below	oercommons	2025-03-18T00:37:37.210121	Jessica Wlotzka	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/27484/overview", "title": "War of Words Lesson 5 Remix", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/96769/overview	Learning Our Names! Overview Students will practice the alphabet through a read aloud and practice spelling their name. Subject: ELA Grade: 5K/First Grade Objective: Students will practice letter sounds and spelling patterns by studying their names. Materials: A, My Name is Alice by Jane Bayer, colorful construction paper and white crayons. South Carolina State Standards: RL 1.1: Demonstrate understanding of the organization and basic features of print. RL 2. 2: Demonstrate understanding of spoken words, syllables, and sounds. RL 3. 3: Know and apply grade-level phonics and word analysis skills in decoding words. Instruction: Gather students on the carpet for a read aloud of A, My Name is Alice by Jane Bayer. The purpose of this read aloud is to demonstrate for students beginning letters/sounds in words. The story structure also follows a sequence. Each page is a different character with a name that starts with the each letter of the alphabet. EX: S, my name is Savanna and I like snakes! After the read aloud give students a black piece of construction paper. Depending on the age, you can pre-write their name in white crayon or have students write their own name in white crayon on the black construction paper. Once students have written their name, give them colorful construction paper. Students will tear small pieces and glue the pieces down on their name, outlining their name with construction paper. Students will most likely need a demonstration of this activity before they begin. This activity is great for strengthening fine motor skills by using pincer grasp. After completing the activity, students can share their name and when they share, they can say S my name is Savanna while showing their name art! Assessment: Teacher can make observations of students ability to: Spell their name Identify the beginning letter of their name Handwriting/grasping skills by observing their ability to write their name and tear construction paper	oercommons	2025-03-18T00:37:37.231291	08/25/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96769/overview", "title": "Learning Our Names!", "author": "Savanna Blackwell" }
https://oercommons.org/courseware/lesson/106214/overview	Does Autism Affect the use of Minimal Contrast Pairs Intervention to treat Phonological Disorders in Young Children? Overview This research aims to identify if minimal contrast paris intervention is best suited for children with autism who have an encompanying phonological disorder. Does Autism Affect the use of Minimal Contrast Pairs Intervention to treat Phonological Disorders in Young Children?	oercommons	2025-03-18T00:37:37.247129	07/03/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106214/overview", "title": "Does Autism Affect the use of Minimal Contrast Pairs Intervention to treat Phonological Disorders in Young Children?", "author": "Sierra Mortimer" }
https://oercommons.org/courseware/lesson/104142/overview	Education Standards Adapted Orienteering Adapted Orienteering Overview These lessons are adapted and modified for an inclusive classroom Adapted Orienteering These lessons show adaptations and modificiations to Orienteering.	oercommons	2025-03-18T00:37:37.267514	Barbara Soots	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104142/overview", "title": "Adapted Orienteering", "author": "gayle see" }
https://oercommons.org/courseware/lesson/106590/overview	OREGON MATH STANDARDS (2021): [8.NS] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: 8.NS.A.1 Cluster: 8.NS.A - Know that there are numbers that are not rational, and approximate them by rational numbers. STANDARD: 8.NS.A.1 Standards Statement (2021): Know that real numbers that are not rational are called irrational. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.NS.A.2, 7.NS.A.3 \| 8.NS.A.2, HS.NQ.A.1, HS.NQ.A.2 \| N/A \| 8.NS.A.1 8.NS.A Crosswalk \| Standards Guidance: Terminology - Rational numbers are numbers that can be represented by a ratio where “a” is an integer, and “b” is a non-zero whole number (e.g. natural number set). - Rational numbers have decimal expansions that terminate in zeros or eventually repeat. - Irrational numbers cannot be represented by a ratio and would include non-terminating, non- repeating decimals. Teaching Strategies - Students should be provided with experiences to use numerical reasoning when describing decimal expansions. - Students should be able to classify real numbers as rational or irrational. - Students should know that when a square root of a positive integer is not an integer, then it is irrational. - Students should use prior knowledge about converting fractions to decimals learned in 6th and 7th grade to connect changing decimal expansion of a repeating decimal into a fraction and a fraction into a repeating decimal. - Emphasis is placed on how all rational numbers can be written as an equivalent decimal. The end behavior of the decimal determines the classification of the number. Examples - Understand that every number has a decimal expansion. - For rational numbers show that the decimal expansion terminates or repeats eventually. - Convert a decimal expansion which terminates or repeats eventually into a rational number expressed as a fraction. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 8.NS.A.2 Cluster: 8.NS.A - Know that there are numbers that are not rational, and approximate them by rational numbers. STANDARD: 8.NS.A.2 Standards Statement (2021): Use rational approximations of irrational numbers to compare size and locate on a number line. 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 \| 8.AEE.A.2 \| 8.NS.A.2 8.NS.A Crosswalk \| Standards Guidance: Teaching Strategies - Students should use visual models and numerical reasoning to approximate irrational numbers. Boundaries - Locate the approximate location of irrational numbers on a number line and estimate the value of expressions. - For decimal approximations, the concept for this grade level extends to comparing irrational numbers to at least the hundredths place on a number line. Examples - Compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of square roots. For example, - Start with locating the nearest perfect squares and obtain closer and closer successive decimal approximations. - Using successive approximations, estimate the decimal expansion of , such as by showing that is between 4 and 5, then closer to 4 (between 4.0 and 4.5) on a number line. - Estimate the value of . - By truncating the decimal expansion of , show that is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:37:37.309696	07/10/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106590/overview", "title": "OREGON MATH STANDARDS (2021): [8.NS]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/91372/overview	Secret Signal Overview An intervention that can be used by SITs, tutors, or parents to reduce excessive talking in children. Secret Signal IMPORTANT NOTES FOR PRACTITIONER 1. It has to be agreed upon with the child previously and privately. 2. Make sure it’s done in a manner that doesn’t grab the attention of the child’s peers that he is doing something wrong. Activity Objective: Kids with ADHD need constant reminders to stay on track but reminding them verbally may trigger their self-esteem issues. Activity Description: Decide on a secret signal with the child to remind them to get back on track. (a hand gesture)	oercommons	2025-03-18T00:37:37.322179	03/26/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91372/overview", "title": "Secret Signal", "author": "Fareeda Taha" }
https://oercommons.org/courseware/lesson/94942/overview	Cross-Cultural Interactions in New England Overview This lesson introduces students to early New England and the Puritan settlement of the region. Introduction This resource provides lesson materials for exploring Native American and Puritan/Separatist interactions in colonial New England Did the Puritans have fun? The first part of this lesson revolves around challenging our expectations of who the Puritans were. Begin by asking students what they know about the Puritans and what they think of them. Students will probably say that they were serious, stern, or did not like to have fun. Next, use this resource to watch the video on Puritan furniture from the period: https://www.oercommons.org/courses/thought-the-puritans-were-dour-think-again Were the Puritans ethical? The next part of the lesson involves analyzing primary sources produced by John Winthrop and John Cotton. Students will look at the provided powerpoint with this lesson and analyze the primary sources in small groups to answer this question: was the puritan colonization of the "New World" ethical? https://www.oercommons.org/courses/reading-like-a-historian-puritans	oercommons	2025-03-18T00:37:37.335663	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94942/overview", "title": "Cross-Cultural Interactions in New England", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/67966/overview	BlendEd Best Practices: Jenny Christensen BlendEd Unit Template 6th Grade Overview This resource was created by Jenny Christensen in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for Grade 6 math. Unit Plan BlendEd Learning Best Practices Unit Title: 3 Dimensional Figures Content Area Skills: 6th Grade Math - MA 6.3.1 Characteristics: Students will identify and describe geometric characteristics and create two and three-dimensional shapes. - MA 6.3.1.a Identify and create nets to represent two-dimensional drawings of prisms, pyramids, cylinders, and cones. - MA 6.3.3.c Apply volume formulas for rectangular prisms. - MA 6.3.3.b Determine the surface area of rectangular prisms and triangular prisms using nets Digital Age Skills: - ISTE 1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. - Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. - ISTE 3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. - ISTE 6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Duration of Unit: 8-10 Days Unit Author: Jenny Christensen BlendEd Coach: Karen Dux Overview of Unit: In this unit students will learn about identifying three dimensional figures, nets, surface area, and volume. Empower Learners \| \| \| Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning. \| \| Learning Objectives \| \| \| Content Area Skills: \| Student Friendly Learning Objectives: \| \| MA 6.3.1 Characteristics: Students will identify and describe geometric characteristics and create two and three-dimensional shapes. \| I can identify and describe 2D and 3D shapes. \| \| MA 6.3.1.a Identify and create nets to represent two-dimensional drawings of prisms, pyramids, cylinders, and cones. \| I can identify and create nets of 3D shapes including prisms, pyramids, cylinders, and cones. \| \| MA 6.3.3.c Apply volume formulas for rectangular prisms. \| I can use a formula to find the volume of a rectangular prism. \| \| MA 6.3.3.b Determine the surface area of rectangular prisms and triangular prisms using nets \| I can find the surface area of rectangular and triangular prisms using nets. \| \| Empower Learner Activity \| \| \| Detailed Description (self-assessment, goal sheet, action plan)Pre-test and self assessment on Three Dimensional Figures, Nets, Surface Area, and Volume \| \| \| Pre-test and Self Assessment Template (make a copy of google form) \| Knowledge Application \| \| \| The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know. \| \| Artifact Profile \| \|\| \| Title of the Artifact: Mystery Box \| \|\| \| Detailed Description: Design a rectangular mystery box for a mystery item. Fill out the mystery clues to help us identify which box is yours! In the process, you’ll identify your box’s shape, make a net, find its volume, and find its surface area. Need Seesaw Account \| \|\| \| Content Area Skills Addressed:MA 6.3.1MA 6.3.1.aMA 6.3.3.cMA 6.3.3.b \| Digital Age Skills Addressed:ISTE 3ISTE 6 \| Link to Rubric: \| Knowledge Deepening \| \| \| During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills. \| \| Task 1: MA 6.3.1 Characteristics: Students will identify and describe geometric characteristics and create two and three-dimensional shapes. \| \|\| \| Description: Students use the Menu choice list to craft their own lesson. The choice board contains lots of links for teacher’s prep purposes. \| \|\| Link to Choice Board: \| \| Task 2: MA 6.3.1.a Identify and create nets to represent two-dimensional drawings of prisms, pyramids, cylinders, and cones. \| \|\| \| Description: Students choose their own adventure via a choice board. Print a choice board for each student and have them trace their path. Whichever route they choose, they will have an exploration, practice, and application activity. There are links embedded for teacher planning purposes. \| \|\| Link to Choice Board: \| \| Task 3: MA 6.3.3.c Apply volume formulas for rectangular prisms. \| \|\| \| Description: Students can take agency of their learning by choosing review, extra practice, or extension activities. Make your own copy and assign on google classrooms or other online interface so that students can click on links. Notes and homework links are embedded for teacher planning purposes only. \| \|\| Link to Choice Board: \| \| Task 4: MA 6.3.3.b Determine the surface area of rectangular prisms and triangular prisms using nets. \| \|\| \| Description: Students use a tic-tac-toe layout to choose which process, practice, and product they would like to explore. \| \|\| Link to Choice Board: \| Direct Instruction \| \| \| Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning. \| \| Learning Path \| \|\|\| \| Day # \| Description \| BlendEd Model \| Resources \| \| 1 \| Pre-assessment \| See empower learner activity \| \| \| 1-2 \| Obj: I can identify and describe 2D and 3D shapes. \| flex \| See task 1 \| \| 3 \| Obj: I can identify and create nets of 3D shapes including prisms, pyramids, cylinders, and cones. \| flex \| See task 2 \| \| 4 \| Volume of PrismsObj: I can use a formula to find the volume of a rectangular prism. \| Whole group/ flex \| See task 3 \| \| 5 \| Surface AreaObj: I can find the surface area of rectangular and triangular prisms using nets. \| Whole group/ flex \| See task 4 \| \| 6 \| Mystery Box Work Day \| Whole group/flex \| See artifact profile \| \| 7 \| Catch-up Day \| flex \| \| \| 8 \| Mystery Box Activity Day \| flex \|	oercommons	2025-03-18T00:37:37.361466	06/02/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67966/overview", "title": "BlendEd Best Practices: Jenny Christensen BlendEd Unit Template 6th Grade", "author": "Karen Dux" }
https://oercommons.org/courseware/lesson/81262/overview	Lewis Discovers the Source of the Missouri River Making Sea Salt Map of Hudson's Explorations Missouri River Map USA-50-Rivers-2 World Map 1800 World Map Today We Proceeded On: A History of the Lewis and Clark Expedtion Overview This document was originally intended to be a short textbook describing the famous Lewis and Clark Expedition which took place from 1803 to 1806. It has been modified to include hyperlinks, maps, and individual and group activities. Many other resources are available to teachers, including excerpts from primary journal entries, developed in conunction with the bicentennial journey from 2003 to 2005. Introduction You may want to complete the MIssouri River activity as a whole class. Meriwether Lewis On the afternoon of August 12, 1805 Meriwether Lewis and his companion Hugh MacNeil approached a small rivulet on the border of present day Montana and Idaho that gushed from the base of a small hill. As noted in his journal entry for that day: “The road took us to the most distant fountain of waters of the mighty Missouri in surch of which we have spent so many toilsome days and wristless nights. Thus far I had accomplished one of those great objects of my mind has been unalterably fixed for some many years, judge then the pleasure I felt in allying my thirst with this pure and ice cold water which issues from the based of a low mountain or hill of a gentle ascent for ½ mile.” Lewis had attained the goal that President of the United States Thomas Jefferson had charged him with three years earlier “explore the Missouri river& such principal stream of it, as, by it's course & communication with the waters of the Pacific Ocean, whether the Columbia, Oregan, Colorado or and other river may offer the most direct & practicable water communication across this continent, for the purposes of commerce” Little did he know in fulfilling this mission, he would alter the landscape and the history of the United States forever. Activity Open the attached map and identify how many current states the Missouri River flows through. Northwest Passage Have students download the attached map and have them describe on or more of Henry Hudson's voyages to the new world. Extra Credit What hapened to Hudson and his son on the explorer's last voyage? The story of the 19th century Lewis and Clark Expedition began 400 years earlier when rich European merchants sought to expand their wealth by trading with Asian countries such as China and India. The traditional overland trade routes through Europe and Asia were blocked by the Ottoman Empire so these merchants looked westward to find an all water route from the Atlantic to the Pacific oceans known as the Northwest Passage. Many people are familiar with Christopher Columbus’s three journeys in the 1490’s that failed to find such a route through the southern Atlantic. Other countries, particularly England, looked north towards the arctic waters sponsoring expeditions by Martin Frobisher and Henry Hudson. The perils of huge ice sheets and frigid weather again ended in failure, and in the case of Hudson, cost him his life. Acttivity Open the Northwest Passage link found in this paragraph and answer the following question: - Why was the discovery of the Northwest Passage so important to European countries? The World in 1800 Project the attached two maps and have studetnts locate various continents and countries. How are they similar; how do they differ? The world in 1800 was in the middle of a great economic transformation. While farming was still the occupation of most of the 900 million people of the Earth’s inhabitants, revolutions in science, technology, agriculture and transportation were about to bring Europe and North America into a new age. In the United States, the political landscape was changing as well. The old order Federalists, led by George Washington and Alexander Hamilton, were fading from the scene replaced by so-called “Republican-Democrats” led by Thomas Jefferson of Virginia. Jefferson, president from 1801 to 1809, was unlike any individual who served in that office before or since. In addition to being the author of the Declaration of Independence, he had varied interests, which included farming, botany, geography, land surveying and cartography. He believed that the future of the United States lay in the west and he dreamed of a country that filled the map from the Atlantic to the Pacific oceans. He was familiar with the tales of the Northwest Passage and was determined to find out if there was indeed an all water route across the continent using vast interior rivers, particularly the Missouri, as a kind of superhighway for boats laden with goods for trade. At that time, there was little in the way of maps or narratives that supported his vision. With the exception of fur trappers, very few explorers had been able to penetrate an American interior that was virtually unknown to the white man. Some scholars wrote of boiling hot springs, volcanoes, wild Indians and even mastodons but no one really knew for sure. Jefferson was anxious to learn more about these unexplored lands and their vast riches. In 1801 as President of the United States, he convinced a reluctant Congress to fund an expedition under the command of his Virginia neighbor Meriwether Lewis and associate William Clark in the famous 2-½ year expedition, which now bears their names. Activity Open the Thomas Jefferson link and answer complete lthe following activity: - In a a paragraph of at least 75 words, explain why President Thomas Jefferson was so important for the success of the Lewis and Clark Exepedition. Planning the Trip Have students research the Louisiana Purchase and answer the following questions: - Why did Napoleon agree to sell the Louisiana Territory for such a relatively small price? - Wny did Jefferson agree to purchase the Louisiana Territory from Napoleon? Meriwether Lewis was born in Virginia in 1774 and served in the United States Army from 1795 to 1801; when Jefferson became President in 1801 he hired Lewis to be his personal White House secretary and shared with him his plans of exploring the Missouri River from the Mississippi River at St. Louis to its source. The President was also interested in learning more about the geology, animals and plant life in the American west. Prior to embarking on the voyage, Jefferson sent Lewis to Philadelphia Pennsylvania to gain more knowledge about botany, zoology, navigation and medicine from the brightest men of the age to help insure the success of the expedition. These included Dr. Benjamin Rush who provided Lewis with basic information about health and medicine and Andrew Elicottt who taught him about map making and surveying. After completing his training, Lewis invited his old friend and former army colleague William Clark to join him as the co-leader of the expedition; Clark gladly agreed and they made plans to meet in the fall of 1803. After stocking up on provisions including rifles and ammunition from the federal arsenal of Harper’s Ferry Virginia, Lewis and a small party[traveled overland to Pittsburgh where his keelboat a ship large enough to carry the company’s men, provisions, journals and samples of plants and animals was built. Once the keelboat was completed, Lewis and his small crew floated down the Ohio River and joined Clark in Indiana territory. There they completed the important task of choosing a crew including the Newfoundland dog Seaman and Clark’s slave York; they then continued southwest on the Ohio to the Mississippi River at St. Louis. After a short stay, they sailed down the Mississippi to the point where it joined the Missouri at a site we know today as Camp Dubois. The men wintered there in the winter of 1803-1804 until they were ready to begin the next part of their expedition. During that time period, a momentous event in the nation’s history occurred when the United States acquired the Louisiana Territory from France and its leader Napoleon. This acquisition, known as the Louisiana Purchase, included all lands drained by the Mississippi River doubled the size of the United States at a cost of $15 million, or three cents per acre. The St. Louis ceremony formally transferring this land took place in St. Louis in March 10, 2004 was witnessed by Lewis and Clark. Activity Open the Louisiana Purchase and Napoleon links found in this paragraph and answer the following questions: - Why did Thomas Jefferson wish to purchase the Louisiana Territory from the French? - Why did France agree to sell the Louisiana Territory to the United States? Westward Bound Have students download the attached website which contains, among other things, journal entries made by Meriwether Lewis and other members of his party during their journey along the Missour River. Instruct students to search entries from the winter of 1804-05 to find descriptions of conditions at Fort Mandan. Describe these conditions from the journal entries of at least three members of the party. Note: You might need to do begin this as a teacher directed activity before making the student assignment. This could also be a good cooperative learning activity with each group member assigned one sprecific explorer diarist. Extension Activity After viewing the various journal entries, have each student make his or her own entry describing life at Fort Mandan during this time period. In May 1804, the nearly four-dozen men of the Lewis and Clark Expedition continued their journey from Camp Dubois traveling northwest on the Missouri River. Fortunately, Lewis and Clark and several of their men kept detailed written journals as they traveled, recording not only their scientific discoveries but also their thoughts and feelings as they traveled into the unknown. Here is an excerpt from Clark’s journal as the Corps began their trip on May 14, 1804 (original spelling and grammar maintained) I set out at 4 oClock P.M. in the presence of many of the Neighbouring inhabitents, and proceeded on under a jentle brease up the Missourie to the upper point of the 1st Island 4 miles. That first day they had traveled only four miles, testament to the strong currents running against them for most of the 4,000 mile westward trip, making it all the more important that they chose strong young men who were up to the physical challenge of propelling a two ton vessel upstream. The corps left the heavily wooded terrain of the Midwest and entered a region we now call the Great Plains. Primarily treeless and relatively flat, they traveled through the current day states of Missouri, Iowa, Nebraska, South Dakota and finally North Dakota. During this time Lewis distributed Peace Medals created especially to befriend the Indians they met, primarily the powerful Sioux tribe, and encountered the tremendous herds of American Bison that roamed the plains at that time. The captains also began collecting animal and plant specimens which they were to send back to Jefferson. They also experienced the first fatality of a corps member, Sergeant Charles Floyd who died of a burst appendix, remarkably the only casualty of the entire trip. On October 24 1804, the men made their first winter camp at Fort Mandan, north of the current day capital of Bismarck North Dakota. They endured temperatures that reached as low as 45 degrees below zero. This first winter of exploration was made easier by access to animals they could hunt and the relative friendliness of their Hidasta Indian hosts. Activity Complete the activity assigned by your teacher . Clatsop Winter Have students view the attached web resource and answer the following questions: - Why was it important for Lewis and Clark to make sea salt before their return home.. - What difficulties did L&C encounter making salt? Extension Activity - Dowload the attached journal resources and have students research entries made during the 1804-1805 winter at Fort Clatsop. Describe these conditions from the journal entries of at least three members of the party. Note: You might need to do begin this as a teacher directed activity before making the student assignment. This could also be a good cooperative learning activity with each group member assigned one sprecific explorer diarist. Extension Activity After viewing the various journal entries, have each student make his or her own entry describing life at Fort Clatsop during this time period. Have students write a 200 word essay describing the similarities and differences between the winter at Fort Mandan 1803-1804 and Fort Clatsop during the winter of 1804-1805. Clatsop Winter The Fort Clatsop winter camp of 1805-1806 on the Pacific Coast proved to be much different than the one they experienced the previous year at Fort Mandan. For one, the weather was much milder and extremely wet, raining according to Lewis’s journal for all but 12 days they camped there. Perhaps more important, the relations with the native Clatsop were much different with an atmosphere of mistrust replacing one of cooperation, so much so that the captains felt the need to post 24 hour guards at the entrance to their fort. Camp life was leisurely, even boring as the men passed the time hunting, fishing and preparing for the Spring return trip. One important task was to make salt from the nearby ocean for preserving food. Activity Complete the activities assigned by your teacher. Into the Rockies Have students download the attached excerpt from Lewis's journal which describes the day and time he discovered the source of the Missouri River; ask these probling questions: - What did Lewis discover when he reached the source of the MIssouri River? - How do you think he felt upon making this discovery? - Imagine you were there when this discovrery was made; what would you say to Lewis? Extra Credit - What are camas roots? How did eating them affect members of the party? As the frigid winter of 1804-1805 came to a close, Lewis and Clark were ready to push on to the Pacific. They identified the best of their crew, 31 men known as the “Permanent Party”, to continue the journey and sent the rest back down the Missouri along with the keelboat and specimens they had collected the previous summer and fall. Before setting out, they made several important additions to the crew including the French-American fur trapper Toussaint Charbonneau and his 16-year-old wife Sacagawea and her baby Jean Baptiste, whom they nicknamed “Pomp”. Both Charbonneau and his wife would serve as important guides and language interpreters during the second half of the trip. Now traveling westward through current day Montana, the river became shallower, requiring the men to use self-made vessels known as pirogues and smaller dugout canoes in order to move forward. They were again moving into a new region of the continent, this time a region known as the “Stoney Mountains” which we today call the Rockies. This is where Jefferson’s knowledge of the continent came into question- he thought that these mountains were similar in size and range to the more familiar Appalachians, relatively low peaks with numerous gaps, or passes- something which could be easily traversed by strong men in strong boats. As they traveled on that summer, the river’s width shrunk and depth narrowed, forcing the men to leave their vessels and carry their supplies overland for over 18 miles near what we call today the “Great Falls of the Missouri”. The river also began to branch off into tributaries making it difficult to determine which was the Missouri and which were its branches. Successfully portaging their heavy boats and cargo over land and through the narrowing river, the corps found itself approaching a vast mountain expanse, one they were anxious to cross over to reach their Pacific Ocean destination before the terrible cold and snow set in. Their maps and boats were useless now and they had a desperate need for horses to in order to continue; their only hope was to obtain them from the native Indians who lived in that region. Lewis traveled ahead with a small party of men in order to obtain these animals from these unknown Indians who lived in the mountains. Prior to making contact, he reached the source of the Missouri River on August 12, 1805 where he saw nothing but a vast expanse of mountains we now call the Bitterroots; there was no gentle decline to the Pacific as he was led to believe from Jefferson but 160 miles of jagged peaks and narrow passes. There would be no easy water pathway through them to the Pacific as he and President Jefferson had hoped. Turning aside his disappointment Lewis continued his horse hunting expedition. He discovered a Shoshone village but was unable to negotiate a purchase with its chief, Camehawait. He then experienced one of the most fortunate coincidences in history of exploration when Clark and the rest of his party arrived several days later. Following closely with the rest of the expedition was Sacagawea who was very familiar with this part of the mountains where she had lived as a girl; it turned out that Cameawhait was her long lost brother. With her intervention and her brother’s help, Lewis managed to obtain 29 horses, one mule and a guide they needed to continue on. With winter rapidly approaching, the corps managed to traverse the rugged mountains as deep snow began to fall; the nearly starved expedition staggered out of the Bitterroots after 11 days into an area known as Weippe Prairie in present day Idaho. There they rested in the land of the Nez Perce Indians who were undecided what to do with their visitors; deciding to help, not kill the men, Lewis and Clark’s men were fed salmon and camas root which made them violently ill. Recovering, they continued westward, this time traveling with the current through the Columbia River Gorge and the dense forests of current day Oregon. Finally on November 7th, 1805 the reached the mouth of the Columbia where it met the Pacific Ocean; Clark expressed his joy at reaching the end of this 4,000 mile journey westward when his wrote in his journal “Ocian in view! O! the joy.” It was November now and time to make winter camp but the question was where; after days of exploring, the crucial decision was made by a vote of the entire party including Sacagawea and York. On December 25, 1805, members of the Expedition celebrated Christmas day in a fortified camp they named Fort Clatsop near present day Astoria Oregon. Activity - Click on the "Sacagawea" llink found in the text and answer the following question: - Why was such an important member of the Corps of Discovery? - Complete the activity assigned by your teacher . Returning Home On the return voyage, Lewis and Clark divided their explorations of the inter-mountain west. While Clark's journey was relatively uneventful, Lewis's was quite dramtic and violent, resulting in the death of several native Indians. Have students research these difficulties, identify them, and reach a conclusion as to whether or not Lewis was justified in the killing of the native Indians. Eager for the return home, the corps broke camp on March 23, 1806, prematurely as it turns out as deep snow still covered the mountain passes. They returned to their starting point and set out for good in late June. While the expedition had accomplished all of the goals that President Jefferson set before them, there was still more exploring to do. Once the men re-crossed the Bitterroots, the party split into separate parties and agreed to meet later in the summer at the confluence of the Missouri and Yellowstone rivers, the border of present day Montana and North Dakota. Clark led the Yellowstone exploration which was relatively uneventful; on July 25th near present day Billings Montana he carved his name and date into a small hill we know today as Pompey’s tower, named after Sacagawea’s child. Lewis’s party, on the other hand, experienced perhaps the most painful part of the entire expedition when they came into contact with a hostile group of Blackfeet Indians near present day Cut Bank Montana. In late July this confrontation became lethal as Lewis killed two members of the tribe he caught them trying to steal horses. Riding their own mounts for 24 straight hours, they reached the confluence of the Yellowstone and Missouri rivers where they were finally reunited with Clark’s men on August 12th. They were sailing with the river current now and made excellent time, sometimes traveling over 70 miles per day; after stopping briefly at Fort Mandan and bidding farewell to Sacagawea and her family, they resumed their downstream journey arriving safely in St. Louis on September 23, 1806. Lewis and Clark, long thought dead, became national heroes. Lewis returned to Washington in the fall of 1806 and excitedly described his findings to his sponsor, Thomas Jefferson. While the dream of the Northwest Passage died atop Lemhi pass on August 12, 1805, their discoveries opened riches of an entirely new land that others would exploit in the years to come. Activity Complete the activity assigned by your teacher. Aftermath Some historians believe that Lewis did not take his own life but was killed by a person or person's unknown. While this theory has been mainly discounted, clearly he was a broken man when he met his fate at Grinder's Tavern. Conclude these lessons by debating the following question: Resolved: That the Lewis and Clark Expedition of 1803-1805 was a success because it opened up the Lousiana Purchase for future American settlement. As part of this debate, consider dividing the class in half, with on part taking the affirmative and one the negative of the relative success of the Lewis and Clark Exploration. William Clark and Meriwether Lewis suffered much different fates after the completion of their journey. Clark was appointed as a Governor of the Missouri Territory as well as Superintendent of Indian Affairs until his death in 1838. He created a detailed map of the west based on the detailed observations he made on the exploration. Lewis, on the other hand, was not as fortunate. He was under heavy pressure from President Jefferson to publish his journals but was unable to do so. After being appointed the Governor of the Louisiana Territory, he began to drink heavily and ran up considerable debt. Recalled to Washington to explain these expenditures, he died by his own hand in 1809. It was not until 1814, five years after the great explorer’s death, that his magnificent journals appeared in print for the first time. Activity Complete the discussion activity assigned by your teacher. Activities- - For younger studens, have them make a Lewis and Clark Exploration poster which incorporates graphics and text found in this extended reading. - For older students, assign a brief essay answering the same questions. - For any age students locate one or more videos developed for the bicentennial of the Lewis and Clark Exploration and share the best with members of the class. Reading Comprehsion - What is the “Northwest Passage” and how was it related to the Lewis and Clark expedition? - Why did Thomas Jefferson authorize the expedition? - Why did Lewis select Clark to be his companion on the trip? - What was the name of Lewis’s dog? - Describe how the Rocky Mountains were different than the Appalachians. - How did York and Sacagawea contribute to the completion of the Expedition? - Explain how the winter camps at Fort Mandan and Fort Clatsop were both alike and different? Essay - Was the Lewis and Clark Expedition a success or failure? Explain. - Were the Native Americans Lewis and Clark encountered a help or a hindrance to them? Explain. Extension Download the attached map, print it out and trace the Expedition from St. Louis to the Pacific Ocean and back again. Highlight five important locations and explain why you chose them. ”	oercommons	2025-03-18T00:37:37.419459	Textbook	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/81262/overview", "title": "We Proceeded On: A History of the Lewis and Clark Expedtion", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/103888/overview	Jump Rope for Heart Overview This is a physical education lesson plan that teaches jump rope skills and some of its health benefits. Hook This is a physical education lesson plan where students learn how to jump rope and how it benefits their health. \| I will show my students a video of professional jump rope athletes to get their attention. The athletes do several tricks. The students will enjoy watching the performance, which should motivate them to learn. \| Opening Many kids play with a jump rope for fun, which is great because it is a physical activity that is good for their health! Standard 5: The physically literate individual recognized the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction traditional three learning environments- the teacher candidate works with others to create environments that support individual and collaborative learning and encourage positive social interaction, active engagement in education, and self-motivation. Individual jump rope practice, group jump rope, students helping other students, end competition for self-motivation. Learning Objectives: Students will jump rope using proper technique. Students will collaborate and demonstrate good social behavior. Students will learn how to keep their heart rate up by jumping rope and why it's essential; to get their heart rate up, build bone density, balance, daily cardio, social interaction, etc. Instructional Agenda: Have students sit down together and face the teacher for instruction. Show the students a jump rope and find out what they know about it. Once the discussion is over, play a video for the students showing them Jump Rope for Heart. Once the video is over, demonstrate how to jump rope, i.e., hand placement, feet placement, arm and wrist motion, and timing. Ask for a volunteer to show the class how to jump rope so that students feel more comfortable and capable. After instruction, discuss how jumping rope can benefit our health. (10 minutes) Spread students across the gymnasium and instruct them to jump rope- taking breaks when needed. Play music in the background and observe each student. (15 minutes) After observing each student, separate them into groups of 3 to attempt group jump roping. Have one student holding each end of the rope and the 3rd student between them, ready to jump. Play music in the background as they practice. (15 minutes) Closing event is a group competition to see who can jump rope the longest without stopping. (5 minutes) For the assessment, have each student write on paper how jumping rope can benefit their help. To physically assess each student, have them jump rope four times while observing hand placement, feet placement, and arm and wrist motion. Essential Questions It's essential that the students understand what the point of all of this is. Students should understand the benefits of jump rope and physical activity. 1. How is jump rope beneficial to our health? 2. What is “Jump Rope for Heart”? 3. In what ways can people jump rope? 4. Why is exercise good for us? \| Vocabulary Students should know what all of these words mean. - rope - jump - cardio - heart - balance - timing - health Materials and Resources Instructional Materials: jump ropes, “Jump Rope for Heart” educational video. https://youtu.be/DCzhrVmowQ0 Professional jump rope athletes video: https://youtu.be/TUUhF-R4V5M Resources: 1 jump rope per student, long jump ropes for group practice, and a speaker for music. Assessments Formative: During the learning process, ask each student to jump rope and monitor their performance. Summative: After the students have learned how to jump rope, each student must jump rope three times in a row. After the physical assessment, each student must write down why jump rope benefits their health. Scaffolding SPED: Place circle markers in a straight line on the floor, leaving about a foot in between. Have the student attempt to jump from each title to the next. Have the students swing the jump rope over their heads and then step over it on the ground. ELL: Have the student watch the same videos as the rest of the class. Spend separate time with the student showing them visual tutorials on how to jump rope. Use hand signals whenever possible to help the student understand. High Ability: For the high-ability students, have them attempt different jumping techniques, like jumping on one foot. High-ability students can try double Dutch with other students.	oercommons	2025-03-18T00:37:37.443268	05/14/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103888/overview", "title": "Jump Rope for Heart", "author": "Haylee Haas" }
https://oercommons.org/courseware/lesson/102978/overview	Second activity Third activity What is Ecosystem? and Different Types of Ecosystem Who Wants to be a Millionaire ECOSYSTEM CLASS Overview By the end of this lesson, students should be clear on the concept, types of ecosystems and how to conserve them. BASIC CONCEPTS Basic Concepts What is an ecosystem? An ecosystem is a system formed by a set of organisms, the physical environment in which they live (habitat), and the biotic (living beings) and abiotic (non-living elements, such as the soil or air) relationships established between them. The species of living beings that inhabit a given ecosystem interact with each other and with the environment, determining the flow of energy and matter that occurs in that environment. Types of ecosystems Aquatic Ecosystem: They are characteried by the presence of water as the main component and are the most abundant type of ecosystem. They constitute almost 75% of all known ecosystems. This group includes the ecosystems of the oceans and those of fresh or salty inland waters, such a rivers, lakes and lagoons. Terrestrial ecosystems: They take place on the earth's crust and out of water in various types of relief: mountains, plains, valleys, and deserts. There are important differences between them in temperature, oxygen concentration, and climate, so the biodiversity of these ecosystems is large and varied. Some examples of this type of ecosystem are forests, scrublands, steppe, and deserts. Five activities you can do to care for and conserve ecosystems: Take care of the water Reduces energy consumption Recycle Consume responsibly Create green areas ACTIVITIES According to the explanation and the video, do the following activities This activity will be solved individually or in pairs, as you prefer. First activity Based on the video you will do the following activity. The activity consists of putting the correct types of ecosystems in the group to which they belong (aquatic ecosystem or terrestrial ecosystem). Second activity This activity consists of choosing which animals live in each ecosystem shown in the images, so that the frog can advance and reach the goal. Remember, the more correct guesses you get, the faster you will get there. Third activity Taking into account what has been explained, you must complete the following crossword puzzle with the corresponding word to which the concept described in each point belongs. LET'S PRACTICE TOGETHER LAST ACTIVTY The activity will be solved together with all the classmates in order to make clear the knowledge seen in class. Answer the 5 questions indicating if it is true or false taking into account the video seen above. Remember that you have one help, you can phone a friend and ask him to help you with a question you don't know.	oercommons	2025-03-18T00:37:37.472177	04/18/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102978/overview", "title": "ECOSYSTEM CLASS", "author": "Mara de los Angeles Aguilar Fonseca" }
https://oercommons.org/courseware/lesson/88924/overview	Negotiating Publishing Contracts Overview This PowerPoint presentation provides learners with the ability to actively participate in learning about negotiating author's agreements by engaging with the material using their own experiences. The lesson provides helpful information about Sherpa/Romeo as well as the SPARC Author's Addendum. After going through the PowerPoint, try using Ana Enriquez's Negotiation Exercises, available here https://deepblue.lib.umich.edu/handle/2027.42/143861 Negotiating Publishing Contracts This is a PowerPoint lesson about how to negotiate publishing contracts. It asks participants to engage in the lesson by answering quesitons about their own publishing experiences. It also has helpful information about Sherpa/Romeo and the SPARC Author's Addendum. After going through the PowerPoint, try using Ana Enriquez's Negotiation Exercises, available at https://deepblue.lib.umich.edu/handle/2027.42/143861	oercommons	2025-03-18T00:37:37.489229	Sara Benson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88924/overview", "title": "Negotiating Publishing Contracts", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/89201/overview	Teacher's Instructions Describing foods activity Overview This is an English as a foreign language resource which can be used for learners who have a pre-intermediate level of English.The resource is a task based language activity on the topic of food. A2 English language level task based activity on the topic of food. This activity is designed for A2 English language learners. It helps learners practice and learn new language related to food. The student's watch a short video which teaches adjectives and some verbs related to food. Student's then need to complete a worksheet with questions about the video and some extra questions about their own likes/dislikes.	oercommons	2025-03-18T00:37:37.507113	01/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89201/overview", "title": "Describing foods activity", "author": "John Tynan" }
https://oercommons.org/courseware/lesson/77643/overview	Clouds Pre-Assessment Overview This is a very simple pre-assessment that assesses students' knowledge based on a very short video at the beginning of the form. The questions are all multiple choice and all answers are in the video. The Attached link will force a copy to the presentation where there is another force copy Google Form Pre Assessment. All pictures and video in the form are licensed and attributed accordingly according to Creative Commons Rules and Regulations. Clouds Pre-Assessment This is a very simple pre-assessment that assesses students' knowledge based on a very short video at the beginning of the form. The questions are all multiple choice and all answers are in the video. The link will force yu to make a copy of the google Slides Pressentation that has the pre assessment that is als a forced copy link. All pictures and video in the form are licensed and attributed accordingly according to Creative Commons Rules and Regulations.	oercommons	2025-03-18T00:37:37.524763	Taylor Gates	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77643/overview", "title": "Clouds Pre-Assessment", "author": "Assessment" }
https://oercommons.org/courseware/lesson/79075/overview	Education Standards 1. The Teaching Channel 2. First Grade My Favorite No \| Kari Maurer \| Standard YouTube License 3. My Favorite No: Learning From Mistakes \| Teaching Channel MPIR - My Favorite Know Overview My Favortie kNOw is one of many Mathematically Productive Instructional Routines (MPIR). They are short (10ish minutes), daily exercises aimed at building number sense. This is one of six different MPIR covered in the Mathematically Productive Instructional Routines collection from the Washington Office of Public Instruction and the Washington Association of Educational Service Districts. Why My Favorite kNOw? My Favorite kNOw (also known as My Favorite No) can provide formative assessment opportunities. My Favorite kNOw is a great way to look at student mistakes anonymously, without shame, and turn them into learning opportunities. Student mistakes are an important tool when it comes to helping students learn. We write it kNOw rather than just NO, because in addition to analyzing the mistake, we look at what the student has done well. My Favorite kNOw can be done with any math topic or content. It takes very little time, so it can be done often and is easily weaved into a class' daily routine. The specific task used may expand the Mathematical Practice possibilities, but in general, this routine will encourage students to use: SMP 3: Construct viable arguments and critique the reasoning of others SMP 6: Attend to precision What is My Favorite kNOw? In this routine, inspired by Ms. Alcala on The Teaching Channel, students will answer a question and then analyze a wrong answer given by a classmate. This routine allows for the teacher to quickly assess how many students are grasping the concept and for those who are not, what in particular is causing their misunderstanding. It also allows student to engage in Mathematical practice 3 around critiquing the reasoning of others. It is a form of formative assessment that works particularly well as a warm-up to start a class, or as an exit ticket that is then discussed the next day. It is imperative that enough time be allotted for the analysis of the wrong answer, but keeping the routine to around 5-10 mins is the recommendation. How Do I Implement My Favorite kNOw? Share the purpose with students and stress that analyzing the wrong answer is a great opportunity for learning and not about punishing students publicly for wrong answers. Ask students to solve a math problem on an index card or scrape paper, then turn it in to you. This shouldn't take more than a couple of minutes, set a timer if necessary. You would then sort the cards into piles for correct and incorrect answers. Take a moment to find an especially good mistake – one that lots of students make or one that highlights an important math concept. One way to help in this process is to prepare for this when writing the question. Have specific things in mind that you are looking for in the right answers and anticipate where students may show misunderstandings. It's important that you recopy the incorrect answer to a new card, so that student handwriting can’t be recognized. This helps create a safe environment for students. Ask students to identify what was done well. Some possible questions include; What in this problem am I happy to see? What is right? What do you think I like about this answer? Then ask them to find where the mistake occurred. Have them explain and justify their thinking. The video above from Ms. Alcala classroom is a good middle school example. The video below is from a 1st grade classroom. Additional Resources Mathematically Productive Instructional Routines My Favorite kNOw is one of many Mathematically Productive Instructional Routines (MPIR). Click on one of the images below to see other examples: Clothesline My Favorite kNOw Notice and Wonder Number Talks Ten Minute Talk Which One Doesn't Belong Attribution and License Attribution - Clothesline photo by Erik-Jan Leusink on Unsplash - Shape image by OSPI - Children and teacher photos by Allison Shelley for American Education: Images of Teachers and Students in Action \| CC BY NC License Except where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is available under a Creative Commons Attribution license. All logos and trademarks are property of their respective owners. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI.	oercommons	2025-03-18T00:37:37.557799	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79075/overview", "title": "MPIR - My Favorite Know", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/90445/overview	An Intermediate ESL Lesson Plan On Natural Disasters Overview The purpose of this lesson is to introduce vocabulary around natural disasters. This natural disasters lesson plan contains controlled and free tasks to promote fluency in speaking. This lesson does not include a reading activity. It is an intermediate-level lesson plan that contains matching activities, speaking prompts, quote analysis, data analysis, and opinion questions. With all that said, this lesson plan will allow you to learn a lot about your student and their opinions on different topics. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class The purpose of this lesson is to introduce vocabulary around natural disasters. This natural disasters lesson plan contains controlled and free tasks to promote fluency in speaking. This lesson does not include a reading activity. It is an intermediate-level lesson plan that contains matching activities, speaking prompts, quote analysis, data analysis and opinion questions. With all that said, this lesson plan will allow you to learn a lot about your student and their opinions on different topics. You can download the lesson plan here: https://www.off2class.com/lesson-plan-downloads/an-intermediate-lesson-plan-on-natural-disasters/	oercommons	2025-03-18T00:37:37.576169	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90445/overview", "title": "An Intermediate ESL Lesson Plan On Natural Disasters", "author": "Speaking and Listening" }
https://oercommons.org/courseware/lesson/90207/overview	Idioms Describing Food and Eating - Off2Class Lesson Plan Overview Idioms describing food and eating: This lesson teaches idioms like eat like a bird and dig in. Most students love food, so they’ll love this lesson on idioms describing food and eating. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class This lesson teaches idioms like eat like a bird and dig in. Most students love food, so they’ll love this lesson on idioms describing food and eating. Download the lesson plan here: https://www.off2class.com/lesson-plan-downloads/lesson-plans-to-teach-idioms-five-fun-and-free-lesson-plans/	oercommons	2025-03-18T00:37:37.593189	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90207/overview", "title": "Idioms Describing Food and Eating - Off2Class Lesson Plan", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/103883/overview	guided EBP Student Ownership of Learning Overview Engagement to Ownership Student ownership is evident when students can articulate what they are learning, why they are learning, strategies that support their learning, and how they will use these strategies in the future. The table below outlines what students are doing at each part of the progression from doing to owning. Any phonics based learning will work-not necessarily Orton Gillingham Mrs. “O”-Modified Reading Workshop/Guided Readers/OG Lessons While I would welcome a 90-minute reading block to work with all my 3rd, 4th, and 5th graders, I only get 45 minutes. I am looking forward to the future and the change of working once again with two grades, I would get close to an 80-minute reading block, but since moving to three grades, I get less. We make the best of it. The typical reading workshop includes the mini-lesson, work time (word work), comprehension, and share time. Week one: Monday’s whole group intro to new sounds. The vocabulary words with the taught sounds are embedded with their assigned high-interest reading activities throughout the following two weeks. A pretest is given on their newly assigned book after one reading. The sounds are determined from Orton Gillingham's scope and sequence. Tuesday thru Friday for two weeks: Three stations are run to maintain high interest and repeat learning with multi-sensory techniques. - Word work: Each group is given up to 6-8 words. Words are taken from their book and/or their OG Scope and Sequence framework and assigned. Using playdough for letter formation and other high-interest activities to learn new vocab words are used during their 20-minute station. Small group discussion takes place about each word and repeat writing and reading occurs. EBP activities are utilized. - Mrs. O station: Depends on previous data to determine what is worked with. Sometimes sounds, comprehension strategies, and oral reading are rehearsed. - Computer-based: The digital program, Guided Readers presents the student with engaging activities to support their assigned book and sounds. They may be identifying the setting or problem within the story, inferences, look-backs, syllables, and basic reading/spelling monitoring via self-recording of the book. Mrs. O has access to monitor all the student’s reading abilities for diagnostics. On the second Friday of the two-week lesson, students will take a vocab/spelling test, and their second comprehension test. This serves multi-purposes. - Increase and learn to spell new vocab words! - Check-in on comprehension strategies-make sure students are using their look-backs and scanning words to search for information. (Data collected also for their IEP goals) - Graph their own progress (student ownership), which is posted outside under their own privately chosen alias names. Sometimes it becomes a healthy competition. Traditional 20-minute OG lessons are given twice a week. For students with more severe cognitive impairments, a longer time is needed with additional multi-sensory activities and repeated learning. Everything in an OG lesson is given during this two-week cycle. Rules to establish with Reading Workshop (RW) https://www.youtube.com/watch?v=iGnVPIZnW6o	oercommons	2025-03-18T00:37:37.618965	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103883/overview", "title": "EBP Student Ownership of Learning", "author": "Reading" }
https://oercommons.org/courseware/lesson/100556/overview	Bravery Mini-lessons Series Overview In this lesson, students will learn about their classmates and teacher in a way that builds community and cohesiveness in the learning environment. Using the book, Playing for Change, students will discuss differences in the characters who were accepted and those who were not. In pulling these elements out of the plot, students will then identify differences in themselves that possibly relate to others in the classroom. Lesson Overview Please adapt the lesson activity to fit your students' abilities and interests. Introduction In this set of mini-lessons, students will discuss, collaborate, and complete activities based on Carl Erskine’s Core Value of Bravery. Each mini-lesson will consist of a 10-minute instruction and a 20-minute student-centered activity. Times can be adjusted or extended as needed. Lessons build upon each other and should be completed in order. Lessons are based on excerpts of the documentary, The Best We’ve Got: The Carl Erskine Story (Educational Version). Watch all or part of the film with the class Grades 3 – 5 Themes - Bravery - Inclusion - Perseverance - Integrity Objectives During this lesson, students will: - Create a poster that describes something they are passionate about. - Discuss how Jackie Robinson and the Erskines showed bravery, and how they can be brave too. - Determine the best decisions in role-play scenarios and explain their reasoning. Essential Questioning Students should be able to answer these questions by the end of this lesson: - Why is it important to stand up for what you believe in? - What is something you strongly believe in and why is that important to you? - How are you, Jackie, and Jimmy similar? How are you different? - In a difficult situation, how do you know what decision is best? - How is bravery connected to decision making? Indiana Academic Standards - INSS.ELA – (3)(4)(5) RN.2.2 - INSS.ELA – (3)(4)(5) RN.2.3 - INSS.ELA – (3)(4)(5) RN.4.2 - INSS.ELA – (3)(4)(5) SL.3.1 - INSS.ELA – (3)(4)(5) SL.4.1 Download the attached PDF document for complete lesson materials. Download the attached Word version for fully accessible document. (Coming Soon)	oercommons	2025-03-18T00:37:37.643748	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100556/overview", "title": "Bravery Mini-lessons Series", "author": "Sociology" }
https://oercommons.org/courseware/lesson/102498/overview	Professional ethics for teachers Overview The core of teaching consists of four basic values: dignity, truthfulness, fairness and responsibility & freedom. All teaching is founded on ethics – whether it be the teacher-student relationship, pluralism or a teacher's relationship with their work. Dignity means respect for humanity. Teacher The core of teaching consists of four basic values: dignity, truthfulness, fairness and responsibility & freedom. All teaching is founded on ethics – whether it be the teacher-student relationship, pluralism or a teacher's relationship with their work. Dignity means respect for humanity.	oercommons	2025-03-18T00:37:37.656381	04/02/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102498/overview", "title": "Professional ethics for teachers", "author": "Indumathy G" }
https://oercommons.org/courseware/lesson/71695/overview	Intro to Looping or Repeat in Computer Science Overview This is a lesson to be used by teachers in the PreK-2nd grades. It involves students learning a computer science concept without a device and with lots of physical movement. All of the needed resources are linked or included. Looping or Repeat in Computer Science Lower primary students need lots of practice using computer science concepts. This resource includeds full body movement as well as work with code to reinforce the concept of a loop or repeat. It integrates into math and literature units when teaching patterns and sequencing. This resource is written for teachers. Most students in the lower primary grades would find the reading of the directions too overwhelming. Getting Started Resources needed: - Access to Go Noodle and other links in the lesson on the web - Access to songs that have repeating lines/verses - For example: "The Ants Go Marching" - Unit where students are learning about patterns and/or sequencing - Vocabulary - Loop - somthing that is done more than once in a row - Repeat - somthing that is done more than once in a row - Effiecient - quickest and simplest The Lesson Activity One (In this activity students will be introduced to vocabulary): - Play the video/song "Banana, Banana, Meatball" from Go Noodle while students sing and dance along. You may want to play it more than once. - Review what a pattern looks like - something that repeats - and play the video/song again while students look for those patterns/repeats and how many times the pattern repeats. - They should notice the "Banana, Banana, Meatball" right away and it repeats six times. - The other repeats are: - "Nod, clap, shake your hips" - "Loud, loud, quiet, quiet" - "Elbow, stomach, stomach, elbow" - Some students may also not that the verse "Make a pattern, make a patterm, Let's make a pattern" repeats twice several times in the song - The other repeats are: - Give the directions for "banana, banana, meatball" six times and have students follow those directions six times. Show them what that would look like if you wrote down the words: - banana, banana, meatball - banana, banana, meatball - banana, banana, meatball - banana, banana, meatball - banana, banana, meatball - banana, banana, meatball - Talk about how this could be made more efficient if you had to write those directions. Students should come up with something like, "Do banana, banana, meatball" six times. - Next, students work with a partner and give the partner directions to do something more than once and then come up with a more efficient way. They can use the other patterns from the song "Banana, banana, meatball" or come up with their own. - For example: Turn around, turn around, turn around, turn around or more efficiently Turn around four times. - They should notice the "Banana, Banana, Meatball" right away and it repeats six times. Activity Two (In this activity students will be introduced to using written numbers to the take place of saying the number of times to loop or repeat): - Play and sing "Baby Shark" - Project the lyrics for "Baby Shark" - Students take turns finding the repeats and circle them and put a number to show how many times it is repeated/looped. - For example: 4. Now have the students tell you how to rewrite the song more efficiently. "3 times sing Baby shark with 6 doos". Continue this with the rest of the song. (The Baby Shark original and more efficent lyrics are attached to this section.) Activity Three (In this activity students will use a new song and work independently or with a partner to find the repeats) - Play and sing "Fred the Moose" - Pass out "Fred the Moose" lyrics and students work indepentdenly or with a partner to find and circle the repeats with the number of times they are repeated. - As a class share work and discuss what they have learned about repeats, loops, and effiecincy. Follow Up After completing this lesson have students watch for repeats or loops that can be made more efficient. It can be in directions, in other songs, in books, and even in shapes. Use the vocabulary words often and include them on your word wall. When students begin coding the concept of looping or repeating will more easily understood and transferred to code. Using code efficently will make sense as well.	oercommons	2025-03-18T00:37:37.680894	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71695/overview", "title": "Intro to Looping or Repeat in Computer Science", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/107432/overview	Mid Year Meeting minutes 2022_10_19 2022 October MLA SR Caucus-Mid Year Meeting Minutes Overview MLA SR Caucus-Mid Year Meeting Minutes October 2022 MLA SR Caucus-Mid Year Meeting Minutes October 2022 MLA SR Caucus-Mid Year Meeting Minutes October 2022 MLA SR Caucus-Mid Year Meeting Minutes October 2022 MLA SR Caucus-Mid Year Meeting Minutes October 2022	oercommons	2025-03-18T00:37:37.698281	Stephanie Roth	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107432/overview", "title": "2022 October MLA SR Caucus-Mid Year Meeting Minutes", "author": "Leila Ledbetter" }
https://oercommons.org/courseware/lesson/64096/overview	I Care eTwinning Project Overview This study is a project where the effect of SAMR Model, which is a new method used at primary level to integrate technology into the educational environment, is applied on the books read on selected topics and the effect of it is tested 'Application of SAMR Model on Primary School Book Reading Study' Application of SAMR Model on Primary School Book Reading Study Guide Teacher Şule EŞGİ Şehit Ahmet AKYOL Primary School Sakarya /Adapazarı/Turkey esgisule@gmail.com Abstract: This study is a project where the effect of SAMR Model, which is a new method used at primary level to integrate technology into the educational environment, is applied on the books read on selected topics and the effect of it is tested. Work Turkey, Romania and Italy, of a total of 498 students participated from 20 schools. In order for teachers to receive training on the SAMR Model, the online course of 'Technology Integration in Education SAMR Model' was taken from the ebatwinning platform and the certificates received by teachers at the end of the training were also shared in the project. By sharing the ideas and opinions on the model with the webinars made, the teachers gave a google document link and a common work plan was created. At the beginning of the study, a questionnaire was applied to the teachers, and the topics of the book were determined as love of nature, thinking skills and healthy nutrition. Partners from each school have chosen books on the same topics that are suitable for grade levels. The selected books were read together in the classroom digitally and activities were carried out using various digital tools related to the book and digital tools were used for book reviews. For the general evaluation of the project, a 8-point triple Likert scale was prepared and the students made self-evaluation. At the end of the project, it was determined that the students reported positive attitudes and opinions for the studies. It is concluded that the SAMR Model, which is applied as a book reading study, can be used as a method that attracts students' attention and participates in the studies voluntarily. Keywords: Guidance, new methods in education, SAMR Model, book reading studies, Login In the age we live in, technological tools are increasingly taking place in our lives. In today's technology and communication era, additional skills, strategies and trends are needed to be literate. (Hutchison & Colwell, 2015; Lankshear & Knobel, 2011) Institutions and teachers have a big duty in this regard. When schools teach literacy based on printed texts, children communicate with literacy only in printed texts. However, literacy is becoming more and more digital. More research is needed for the integration of information and communication technologies in reading and writing education. (Yamaç A. 2019) The rapid development of information and communication technologies and consequently, the opportunities it provides to education provided easier and faster implementation opportunities in the learning and teaching process. In this context, ICTs have started to take their place in education. These classes, in which ICT facilities can be used, have started to be called digital class. (Özerbaş M.A.2015) SAMR Model is considered as one of the methods that can be used to integrate technology into our education. The method was named by the American school researcher Ruben R. Puentedura. The model includes the benefits of planning and applying technology to the student as a learning tool, how technology is used as a learning tool, enabling students to think and learn by themselves. This model is deemed necessary for teachers to recognize the tools that they can use to innovate in their lessons.( http://etwinningonline.eba.gov.tr/) In the project, 3 different subjects (love of nature, thinking ability, healthy nutrition) books were read together in jpg and / or pdf format by the students in the classroom environment, using the word document and evernote tool to write their thoughts about the book, the places they want to change in the book and their own slogans. The google classrom tool was also used for studies conducted in collaboration with partner schools. The students made their own research and prepared a ppt presentation on the given topics and presented it to their friends. These studies coincided with the 'Collects the information it needs from various sources', which is included in the primary school guidance program, with the 'Uses time effectively' completion of the given task on time. These studies are also aimed to develop the guidance acquisition 'Realize your own learning style' skill. A cross-curriculum has been studied together with the love of nature book studies, guidance and Life Science Lesson to 'Gain sensitivity to nature and the environment'. With the book read in order to gain thinking ability, it expresses its requests, which is the guidance gains, / It realizes the importance of sharing. Three different book studies read for the project, Turkish Lesson Achievements 'Reading attention with punctuation marks / Reading with emphasis, intonation and pronunciation / Answering questions about the text / Applying listening strategies / Determining the appropriate titles for the content of the text / Determining the subject of the text' covers. In the project process, studies such as using quiver, voki, chatterkind tools, playing digitally prepared games, participating in digitally prepared evaluation tools (kahoot) are included. He also took part in activities such as interviewing, panel editing, and small group work using different learning methods. In this sense, the project also enables students to benefit from this technology by reading a book, achieving positive behavior and related course outcomes, using information technologies. In addition, SAMR Model, which uses information technologies, is a research in this field by working with students in different schools and evaluating the results at primary school level. Method The study was done on sharing an application. At the end of the application, a three-question self-assessment questionnaire was filled with a three-point Likert scale (agree, undecided, disagree). Results Figure 1 shows the numerical data of the answers given by the student who participated in the research to the 8-item question list. Figure 1 Numerical values of students' responses to the items Materials \| Yes \| partly \| No \| I am pleased to read a book digitally. \| 452 \| 25 \| 21 \| I was interested in the books and subjects we read. \| 432 \| 5 \| 61 \| I learned the web2.0 tools we use in the classroom. \| 421 \| 42 \| 35 \| I liked using computers in classes. \| 478 \| 16 \| 4 \| I know my responsibilities towards the environment. \| 438 \| 33 \| 27 \| I learned about healthy eating. \| 456 \| 27 \| 15 \| I learned the values I should have against my family and friends. \| 467 \| 15 \| 16 \| I am happy to be in this project. \| 479 \| 10 \| 9 \| When numerical values are analyzed, it is seen that students' application is successful. Therefore, the training provided has been successful. Conclusion and Suggestions This project is a study in which elementary school students selected books that are suitable for the topics of the selected books, and the application of the SAMR Model is tried, and in addition to this model, different classroom activities are also included. During the project process, the colleagues designed new applications in the project, taking inspiration from each other's work. Teachers followed these practical examples of how different web2 tools can be used in education and included these activities in their classrooms. In this context, it will give an opportunity to reach these projects and activities to a wider audience, to be implemented in different classes and even to create new ideas. REFERENCES 1- EbaeTwinning Online Trainings. Technology Integration in Education SAMR Model. 2- Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning. Berkshire, England: Open University Press. 3- Hutchison, A. & Colwell, J. (2016). Preservice teachers' use of the technology integration planning cycle to integrate ipads into literacy instruction, Journal of Research on Technology in Education, 4- Özerbaş M.A. (2015). Student Opinions About Digital Classroom Practice. 5- T.C. Ministry of National Education 2019-2023 Strategic Plan. 6- Yamaç, A. (2019). Perceptions of elementary teacher candidates for the use of digital literacy applications at primary school level. Manas Social Research Journal, Ahi Evran University Kırşehir Faculty of Education Journal (KEFAD) https://drive.google.com/file/d/1lcbUzcpDmlKPIF6H_a5nB3hWdom96qjX/view?usp=sharing https://icareprojeckt.blogspot.com/	oercommons	2025-03-18T00:37:37.739140	03/17/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64096/overview", "title": "I Care eTwinning Project", "author": "Şule Eşgi" }
https://oercommons.org/courseware/lesson/106465/overview	OREGON MATH STANDARDS (2021): [4.DR] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: 4.DR.A.1 Cluster: 4.DR.A - Pose investigative questions and collect/consider data. STANDARD: 4.DR.A.1 Standards Statement (2021): Generate questions to investigate situations within the classroom, school or community. Determine strategies for collecting or considering data involving addition and subtraction of fractions that can naturally answer questions by using information presented in line plots. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 3.DR.A.1 \| 5.DR.A.1 \| N/A \| [new content] 4.DR Crosswalk \| Standards Guidance: Clarification - Expectations in this domain should be taught throughout the year and applied contextually to the current expectation and real-life events. - Students should be given opportunities to generate questions about things they notice and wonder from a real-life situation. Terminology - A statistical investigative question is one that requires data that will vary. Teaching Strategies - Students should be able to use rulers to measure to the nearest 1/8. - By measuring repeatedly students learn that measurements can vary. - Based on the posed question, create a plan that determines the appropriate population to survey and how to collect that data. Progressions - Students should be able to measure objects found in everyday life to collect data. - Developing strategies for collecting data include students collaborating to determine ways to collect data. - Data can be gathered from a variety of sources to answer the statistical investigative question posed. Examples - “How tall are the tomato plants in the class garden?” is a statistical investigative question because it anticipates variability in the lengths of the tomato plants. - “How tall is the tomato plant right here?” is a question used to collect data to answer the investigative question. 2021 Oregon Math Guidance: 4.DR.B.2 Cluster: 4.DR.B - Analyze, represent, and interpret data. STANDARD: 4.DR.B.2 Standards Statement (2021): Analyze line plots to display a distribution of numerical measurement data, which include displays of data sets of fractional measurements with the same denominator. Interpret information presented to answer investigative questions. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 3.DR.B.2 \| 5.DR.B.2 \| N/A \| 4.MD.B.4 4.DR Crosswalk \| Standards Guidance: Clarifications - Students should be able to determine the appropriate representation for the type of data to be collected based on the statistical investigative question. - Students should have opportunities to determine the difference between representations for categorical data and numerical data presented. - Representations for data should include bar graphs, pictographs, and dot plots (line plots). Terminology - Dot plots and line plots can be used interchangeably. - Numerical data: A data type expressed in numbers rather than natural language descriptions. This is sometimes called quantitative data. Boundaries - Fractional measurements can include 1/2, 1/4, 1/8 units. - Students should record observations they notice about the shape of the distribution using informal language such as spread out and/or grouped. Progressions - Grade 4 students learn elements of fraction equivalence and arithmetic, including multiplying a fraction by a whole number and adding and subtracting fractions with like denominators. Students can use these skills to solve problems, including problems that arise from analyzing line plots. For example, with reference to the line plot above, students might find the difference between the greatest and least values in the data. (In solving such problems, students may need to label the measurement scale in eighths so as to produce like denominators. Decimal data can also be used in this grade.) (Please reference page 11 in the Progression document). Examples - Based on a class survey, the students determined each student’s favorite flavor of ice cream. The student is able to determine that the best representation for the data would be a bar graph since the data are categorical. - How long are the specimens in an insect collection? From a dot plot, find and interpret the difference in length between the longest and shortest specimens in an insect collection. - Illustrative Mathematics:	oercommons	2025-03-18T00:37:37.777331	07/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106465/overview", "title": "OREGON MATH STANDARDS (2021): [4.DR]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/97455/overview	Probability and Discrete Mathematics in Middle School Overview This supplemental resource provides problems and activities related to Probability and Discrete Mathematics in Middle School. Probability and Discrete Mathematics in Middle School This supplemental resource provides problems and activities related to Probability and Discrete Mathematics in Middle School.	oercommons	2025-03-18T00:37:37.795613	09/25/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97455/overview", "title": "Probability and Discrete Mathematics in Middle School", "author": "Twianie Roberts Ed.D" }
https://oercommons.org/courseware/lesson/99699/overview	Resource to Lesson Plan - Curation Template Overview This resource is developed as a template for Library Media Specialist and dual enrollment teacher to collaboratively choose, evaluate and develop a resource set. Identifying and Evaluating a Resource For this iteration of the template, please choose a Resource Set from the Digital Public Library of America's Primary Source Set. This section of the template supports Library Media Specialists and Classroom teachers in aligning and evaluating curated resources. 1. Notes on alignment of the resource: - When you aligned the resource, was it fully aligned to the standard or partially? - What additional notes do you have about alignment to the standard? 2. Notes on evaluation criteria: - When you evaluated the resource using the Achieve OER Rubric, why did you choose the indicator that you chose? - What other evaluation criteria did you mentally note when you reviewed the resource that is not included on this rubric? Supporting and Expanding the Resource(s) for Teachers This section of the template supports Library Media Specialists and Classroom teachers in supporting and expanding the curated resources. The resources below should help teachers prepare for the lesson. 1. What additional background knowledge and resources might be needed to support the teacher? - Please share 1-2 additional teacher-facing resources that will help the teacher better understand and use this resource set. These might be videos, readings or pedagogical strategies. Supporting and Expanding the Resource(s) for Students This section of the template supports Library Media Specialists and Classroom teachers in supporting and expanding the curated resources. The resources below should help teachers develop resources for students to sucessfully explore the resources and meet learning targets. 1. What additional resources might be needed to support students? - Please share 1-2 additional student-facing resources that will help the student better understand and use this resource set. These might be student handouts, rubrics or supporting videos/readings.	oercommons	2025-03-18T00:37:37.855117	Anastasia Karaglani	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99699/overview", "title": "Resource to Lesson Plan - Curation Template", "author": "Joanna Schimizzi" }
https://oercommons.org/courseware/lesson/97450/overview	Learning Domain: Geometry Standard: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Learning Domain: Geometry Standard: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Learning Domain: Geometry Standard: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Learning Domain: Geometry Standard: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Learning Domain: Geometry Standard: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Learning Domain: Geometry Standard: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Cluster: Draw, construct, and describe geometrical figures and describe the relationships between them. Standard: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Cluster: Draw, construct, and describe geometrical figures and describe the relationships between them. Standard: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Cluster: Draw, construct, and describe geometrical figures and describe the relationships between them. Standard: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Cluster: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume Standard: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Cluster: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume Standard: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Cluster: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume Standard: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.	oercommons	2025-03-18T00:37:37.887362	09/25/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97450/overview", "title": "Geometry and Measurement in Middle School Mathematics", "author": "Twianie Roberts Ed.D" }
https://oercommons.org/courseware/lesson/70778/overview	Groups of the Periodic Table Overview In this activity, students will learn the location of the following categories on the periodic table while creating their own version including a key. Categories Included: - Alkali Metals - Alkaline Earth Metals - Halogens - Noble Gases - Metals - Nonmetals - Metalloids - Transition Metals - Inner Transition Metals The Soft Chalk Activity includes interactive checks throughout and includes information on valence electrons and determining groups and periods for elements. Groups of the Periodic Table This activity helps students learn the location of certain categories of the periodic table. Students will need a blank periodic table and colored pencils or markers to help them label the specific categories. The categories mentioned are alkali metals, alkaline earth metals, noble gases, halogens, transition metals, inner transition metals, metals, nonmetals and metalloids. The activity is a Soft Chalk activity with interactive review elements embedded into it. The periodic table is organized into categories based on similar properties and number of valence electrons. Complete the following activity to learn about these categories. Periodic Table Categories Soft Chalk Lesson	oercommons	2025-03-18T00:37:37.902049	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70778/overview", "title": "Groups of the Periodic Table", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/98353/overview	Internet safety? Overview This lesson demontrates three golden rules to safely navagating the internet! The internet? The Internet is a worldwide system of computer networks It is currently a network of networks in which users at any one computer can, if they have permission, get information from any other computer It holds the conetent of the world and is at the hands of anyone who wants it intentionaly or not Examples of safety risks. Using the internet also comes at a cost no matter who you are or your background. The idealism around the risks are somewhat not talked about, however are still relevant to the anyone using it. 1. Internet scammers: These are people who want to use you and your information for their benefit even if it means doing something to hurt you or your image. 2. Cyber bullying: With the content of the world at anyones hands it can be very easy to judge someone based off a little clip or article that the media or internet picks up. Comments, photos, and information, can easily make people feel down or less human like with words that may not seem mean, however they are in fact very harsh and cruel. Safety practices. When using the internet you can easily practice using the internet safely with these three golden rules! 1. Make sure the site is verified and does not have risky text in the title 2. Don't say yes to everything, meaning strangers and people you don't know 3. Make sure you use the correct wording when searching soemthing new, you may get more than what you asked for. Now that you have seen the three golden rules in action, lets see what mom and dad have to say about them! let's talk! Sit down with a parent and discuss the three golden rules and see what they have to add to each! 1. Are you applying yourself like this currently? 2. Can you do anything currently to implement these three strategies? 3. Safety is never easy, but how do the golden rules help make work?	oercommons	2025-03-18T00:37:37.917766	10/30/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98353/overview", "title": "Internet safety?", "author": "william Mccloud" }
https://oercommons.org/courseware/lesson/112434/overview	Recommended Classroom Norms and Moral Principles Activity: Establish group norms... as a group! Overview Collaborative learning is influenced by the quality of interactions, both among students and between teacher and students. Use this activity with students to co-create norms that foster a safe, welcoming, and productive environment for science inquiry learning. Establish group norms... as a group! Collaborative learning is influenced by the quality of interactions, both among students and between teacher and students. Use this activity with students to co-create norms that foster a safe, welcoming, and productive environment for science inquiry learning. - Establish group norms right from the start, and revisit them periodically and flexibly to grow with student and group needs. - Invite students into the process of creating group norms. Start with a single, non-negotiable rule (e.g., “No one has the right to interfere with the learning, safety, or wellbeing of others.”) and then have students brainstorm and select 5-6 more “rules” for the class for the year. - Post the “rules” prominently in the classroom. Plan to revisit group norms periodically and ensure that they are flexible to grow with student and group needs.	oercommons	2025-03-18T00:37:37.936261	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112434/overview", "title": "Activity: Establish group norms... as a group!", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/75998/overview	https://ucla.app.box.com/v/elpa21-enrichment-activities/file/731899360202 Listening Comprehension Listening K-2 Overview These are enrichment materials created by ELPA that align with the ELP standards and are organized by grade band and domain.	oercommons	2025-03-18T00:37:37.952990	Language, Grammar and Vocabulary	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75998/overview", "title": "Listening K-2", "author": "Language Education (ESL)" }
https://oercommons.org/courseware/lesson/83155/overview	Nanooze Energy Edition Molecules: Lots of Shapes and Sizes Overview This lesson combines a powerpoint lecture with the use of a reading activity to teach students about the theory and structure of molecules. Standards ICP.3.1 Describe how we use macroscopic properties of matter to model microscopic processes. ICP.3.2 Study the characteristics of solids, liquids and gases and their changes of state. Interpret them in terms of a molecular model which describes their energies and motions. ICP.5.1 Recognize and describe physical properties of matter and use them to differentiate between pure substances and mixtures. ICP.5.4 Use the concept of the mole to relate number of moles and the mass of a sample of a pure substance of known chemical composition. ICP.5.5 Using conservation principles, write and balance chemical equations. Learning Objectives Students will be able to understand and describe where nanotechnology, and nanoscience can and are being used understand the theory and structure of molecules. Materials Nanooze Issue #4 Reading Guide 4 molecules Atoms, Elements, and Bonds 2 PowerPoint (copyrights may apply to some materials) Procedure Work through the Atoms, Elements, and Bonds 2 PowerPoint to gain further understanding of the types of bonding, molecular structure and naming conventions. Students will close read assigned Nanooze Issue. Students will discuss the assigned article in groups. Students will collaborate on a summary of the assigned article. Students will individually read and write a summary of at least one additional article of their choice from the assigned Nanooze Issue. Extra credit will be awarded to students that choose to read and summarize a third article from the assigned Nanooze. Credits This learning module was created by Robert Vittoe, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:37:37.974736	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83155/overview", "title": "Molecules: Lots of Shapes and Sizes", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/65255/overview	Gifted Parents Overview This website is exclusively for parents of gifted children and intended to provide a network of families with shared dynamics become better connected and informed. The mission of the Gifted Parents is to establish, maintain and utilize a global network of member parents to be better connected and informed to increase the chances of providing a strong foundation for a happy and successful future for our children. Home. (n.d.). Retrieved April 19, 2020, from https://www.giftedparents.org/ Gifted Parents This website is exclusively for parents of gifted children and intended to provide a network of families with shared dynamics become better connected and informed. The mission of the Gifted Parents is to establish, maintain and utilize a global network of member parents to be better connected and informed to increase the chances of providing a strong foundation for a happy and successful future for our children. Home. (n.d.). Retrieved April 19, 2020, from https://www.giftedparents.org/	oercommons	2025-03-18T00:37:37.986593	04/14/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65255/overview", "title": "Gifted Parents", "author": "Julie Cronin" }
https://oercommons.org/courseware/lesson/114575/overview	What’s RIGHT, What’s WRONG PowerPoint PDF Child Safety At Home Overview This is an activity that can be used for Child Development 1. The activity is followed by two helpful supplimental materials: an article and a helpful youtube video. Child At Home Safety Activity Lesson Topic: Child At Home Safety Activity SC Child Development Standard: D1. Analyze health and safety practices. Learning Outcomes/Objectives: 1. Engage: Demonstrate health, hygiene, and safety practices. 2. Evaluate: Assess safety hazards in different childcare environments. Lesson Description: Opening Question/Discussion, Ask students how many of them remember some ways their parents child-proofed their homes. Ask students to share some of the examples they remember. Let’s see how good your observation and child safety skills are! Place students into small groups and have them work together to complete the “What’s RIGHT? What’s WRONG? Spot It activity”. NOTE: This activity can be done digitally or you can add movement by printing off the slides and turning them into stations for students to circulate through. Whichever way you choose have students closely observe the picture and brainstorm in their groups their predictions/answers to the prompts by filling in their charts.	oercommons	2025-03-18T00:37:38.005896	03/26/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114575/overview", "title": "Child Safety At Home", "author": "Melissa Tackett" }
https://oercommons.org/courseware/lesson/90439/overview	Modal Verbs - Expectations - Be supposed to - Off2Class ESL Lesson Plan Overview Expectations – Be Supposed to In this lesson designed for intermediate-level learners, students are taught ways to use be supposed to so that they can communicate expectations. In addition, students will practice using be supposed to in the present and past tenses. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class Expectations – Be Supposed to In this lesson designed for intermediate-level learners, students are taught ways to use be supposed to so that they can communicate expectations. In addition, students will practice using be supposed to in the present and past tenses. Download the lesson plan Expectations – Be Supposed to here: https://www.off2class.com/lesson-plan-downloads/seven-esl-lesson-plans-to-teach-modal-verbs/	oercommons	2025-03-18T00:37:38.024190	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90439/overview", "title": "Modal Verbs - Expectations - Be supposed to - Off2Class ESL Lesson Plan", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/92911/overview	Billie Jean King Dwayne "The Rock" Johnson Eroseanna Robinson Jack Trice Jazmine Smith Katelyn Ohashi Leonard Bates Maya Moore Michael Phelps Sedona Prince Simone Biles The Norwegian Women's Handball Team Victoria Garrick Athletes and Activism: An Exploration of Civic Engagement Through Sports Overview A project developed by Cornell College’s KIN-200, Athletes and Activism class. Authored by Caitlin Babcock, Alec Boldt, Cristian Dixon, Megan Gandrup, Olivia Henkel, MacKenzie Macam, Caitlyne Mar, Kali March, Alexis Partida, Ilah Perez-Johnson, Mary Puffett, Kara Rivard, Julissa Rivera, and Delaney Thomas; edited by Professor Christi Johnson. Because of the power that sports have to shape our understandings of everyday life, we explore the stories of athletes who became activists related to social justice causes. These athletes used their platforms to advocate for positive social change. We summarize and share their stories here. In addition to describing their athletic pursuits, our summaries of their stories include key terms, concepts, and definitions related to socially just causes. We also include short video overviews of the athletes' sporting lives and social activism. Editor's Note A project developed by Cornell College’s KIN-200, Athletes and Activism class. Authored by Caitlin Babcock, Alec Boldt, Cristian Dixon, Megan Gandrup, Olivia Henkel, MacKenzie Macam, Caitlyne Mar, Kali March, Alexis Partida, Ilah Perez-Johnson, Mary Puffett, Kara Rivard, Julissa Rivera, and Delaney Thomas; edited by Professor Christi Johnson. Sports are a significant part of American life. Athletes and sporting events provide people with entertainment, excitement, emotional engagement, even ways to identify ourselves. Increasingly, sports are recognized as a platform for political engagement (Rosenberg, 2022) and as an arena for activism for social change (Kluch, 2020). Sports are even playing a role in educational curricula. This resource was authored by members of a sophomore-level Kinesiology class entitled “Athletes and Activism” offered at Cornell College. The class was designed to meet the college’s core curricular requirement about “citizenship in practice”, exploring intersections between an academic discipline and practical, citizenship-oriented applications of that discipline. Each section is authored by a sophomore student author as their final project. The members of the class negotiated and discussed how to craft the project. Ultimately, we decided that readers in middle school to early high school may find stories about athlete-activists to be interesting and compelling. As such, the sections that follow are intended for teen readers who may be honing their perspectives on social justice and equity while building their love for sports. This project demonstrates “citizenship in practice” in several ways. First, the content explores activist athletes who engage in a type of citizenship. Each of the stories presented reflects an athlete who has used their voice and presence on a very public stage to promote ideals related to a more just, fair, or equitable world. Topics range from racial justice to gender equity to mental health advocacy and span several historical periods. Each chapter profiles a separate athlete’s experience, and each athlete demonstrates a unique approach to citizenship or activism. But, most importantly, each chapter demonstrates various ways in which “activist” voices can function. Another aspect of “citizenship in practice” is linked with the creation of this open educational resource (OER). As a free, open educational resource, this work is an example of public scholarship (What is public scholarship? 2021). The creation of this resource itself was intended to be a demonstration of citizenship through the free sharing of intellectual ideas and resources with the intention of supporting a set of broader public ideals. The text addresses critical social issues with the goal of raising awareness and empowering people to speak out about injustices. As an OER, this text invites the reader to participate in its creation and interpretation. This open, public resource can serve as a foundation for learning about athlete-activists, as grounds for critique, or as an infrastructure for developing more content. Finally, the open pedagogical approach used in the creation of this resource is another demonstration of “citizenship in practice.” As young adult learners, sophomore undergraduate students have had limited opportunities to reflect on their own learning process or to participate in designing their own learning contexts to best suit their needs. In the spirit of open pedagogy (Introduction to Open Pedagogy, 2021), the students enrolled in “Athletes and Activism” became co-creators of their own educational experiences. The students suggested course readings, negotiated learning assignments, used class time to explore and reflect on the process of learning, and ultimately agreed on the construction of this final project as a demonstration of their learning about citizenship in practice. As this project reflects the ideals of OER publishing, we encourage remixing, any variety of uses, and building upon this resource by incorporating other pedagogical aids like worksheets, classroom guides, or mapping to curricular standards. Please credit each section author appropriately. The authors and editor offer thanks for support provided by various members of the Cornell College community including the Kinesiology Department, the Dungy Writing Studio’s Writing and Teaching Specialist, Dr. Jennifer Ferrell, the Associate Director for Intercultural Life, Dr. Tiyah Western, Cole Library’s Consulting Librarians Meghan Yamanishi and Amy Gullen, copy editor Mariel Johnson, and Grants and Compliance Manager, Julia Andrews. This project was supported by a grant from Iowa Private Academic Libraries Open Educational Resources Project and the Iowa Governor’s Emergency Educational Relief Fund. Works Cited Introduction to Open Pedagogy. (2021). University of Texas, Arlington: UTA Libraries. Retrieved on August 19, 2021 from https://libguides.uta.edu/openped#:~:text=Open%20pedagogy%20is%20the%20practice,through%20the%20act%20of%20creation Kluch, Y. (2020). “My Story Is My Activism!”: (Re-)Definitions of Social Justice Activism Among Collegiate Athlete Activists. Communication & Sport, 8(4–5), 566–590. https://doi.org/10.1177/2167479519897288 Rosenberg, M. (2022, April 11). Sportswashing is everywhere, but it's not new. Sports Illustrated. Retrieved May 22, 2022 from https://www.si.com/olympics/2022/04/11/sportswashing-olympics-world-cup-daily-cover What is Public Scholarship? (2021). Center for Community and Civic Engagement. Carleton College. Retrieved August 19, 2022 from What is Public Scholarship? – Center for Community and Civic Engagement – Carleton College Jack Trice: Racial Violence and Collegiate Football by Alec Boldt Three quarters into the game against the University of Minnesota, Jack Trice had already faced an onslaught of hate and violence. Early on in the game, he broke his collarbone, yet he continued to play (Schultz, 2008). Throughout the game, the opposing team used racial slurs and gave cheap shots (Foxworth, 2020). Down 14-7, Trice felt a real sense of responsibility to keep Minnesota from scoring for his team, himself, and his race. Seeing an opportunity to stop the ball carrier, he gave it his all and tried to trip the runner by diving toward his legs which resulted in him on his back with a stampede of Minnesota players on top of him. Trice, badly hurt, was then taken to the sidelines as the fans chanted mockingly, “We’re so sorry Ames!...” (Schultz, 2008). Trice, the first African-American student-athlete at Iowa State, participated in football and track, and had faced racism throughout his life. All four of Trice’s grandparents were former slaves. Trice grew up in the northern city of Hiram, Ohio, where he was raised by his mother. His father passed away early in Trice’s life, and once Trice was of high school age, his mother sent him to live with his uncle to attend East Technical High School in Cleveland, Ohio. His mother reportedly did this to expose him to the problems he would face as a Black man and to be around other Black students like him, something that his small town of Hiram sheltered him from (Schultz, 2008). At East Tech, Trice excelled at football. Yet, he was still the only Black player on the team. His high school team was one of the best in the nation and went undefeated, causing many of his teammates to get recruited by colleges. However, colleges overlooked Trice due to the color of his skin. Trice was even called by one of his own teammates “one of the best lineman that ever graduated from the school” (Schultz, 2008). Trice got his opportunity to play college football when his head coach from East Tech, Sam Williamson, took the head coaching job at Iowa State University and took Trice and a few of his other teammates along with him (Schultz, 2008). Trice planned to take full advantage of this opportunity to get an education, and he worked to realize it. Although Trice’s high school education did not prepare him for entry into the university, he quickly reversed this and excelled his freshman year. He planned to get his degree in animal husbandry so that after school he could go to the South to advise and help Black farmers. In addition to playing football, he worked as a custodian both for the school gymnasium and for a local office building to pay for tuition and to support himself since he couldn’t live on campus as a Black student (Longman, 2020). As his sophomore year rolled around, it was clear that Trice was going to play and make a big impact in his first year of playing varsity football. After their first game against Simpson College, the paper called him “by far the most outstanding performer and gave evidence of being one of the best tacklers in the Missouri Valley [their conference] this year” (Schultz, 2008). The next game against Minnesota would not go as smoothly, however. There, in his second ever varsity game, he sustained the injuries told in the story at the beginning. Whether or not this was explicitly due to Trice’s race, we will never know. Some reports tell of the Minnesota players intentionally stomping him (Longman, 2020), while some only contribute it to being a very violent sport at the time. Deaths weren’t uncommon and the tackling style he used in the play was very dangerous (Longman, 2020). Trice was most likely the victim of racial violence. This is when people are hurt or killed just because of their race. Trice had done nothing to anger these people other than to play the game he loved, and yet they hated him for it. Even if he wasn’t killed because of racial violence, he was still mistreated and discriminated against due to the color of his skin. Discrimination is when people are treated unjustly just based on some part of their identity (“Discrimination”, n.d.). This discrimination happened throughout Trice’s playing career, even dating back to his high school days when other teams would say no to playing his team just because they had a Black player on the team. Discrimination happened to Trice even at Iowa State, the very place that came to support him and then his family after his death. Part of this discrimination that he faced was due to Jim Crow laws being in place in almost every part of the country at the time. This meant that there were actual laws and practices that prevented people of color from the same rights, opportunities, and even amenities that only White people had at the time (“Jim Crow”, n.d.). Jack Trice was doing something very, very rare for his time in not only going to school, but also by breaking the color barrier of sport. Schooling and sports in some people’s eyes at the time were strictly for White people. Trice never made a vocal stand, but his actions were as bold as could be in his quest for racial justice. While Jim Crow laws may not exist today, discrimination and racial violence still do occur, and the battle that Jack Trice fought back then still goes on. The fight for equality is more widespread than in Trice’s time, and sports has been a platform to do that, just like Trice did 100 years ago. After being helped off the field the doctors in Minnesota said that Trice’s injuries were not serious, and he could travel (Schultz, 2008). However, the Minnesota doctors missed how serious his injuries were, and this became apparent when he got to the hospital in Ames. Just two days after the game, he died due to internal bleeding. Despite his death, Trice has still had an impact on breaking barriers and changing people’s minds about race relations. Directly after his death, Iowa State stopped classes for a day to have a memorial service, and the city of Ames rallied together to collect money to cover funeral expenses. It also paid for the mortgage his mother had taken out to help pay for Trice’s school, and it provided Trice’s widow with some money left over (Schultz, 2008). This was all very progressive for an all-White school in the 1920’s. Trice’s impact still lives on today at Iowa State and even the whole country. Jack Trice is the only Black person to have a major collegiate football stadium named after him to this day (Longman, 2020), and there are two different statues commemorating him on campus. His story even got picked up last year on ESPN’s college game day. Trice may have died a tragic death, but his memory lives on. Works Cited Merriam-Webster. (n.d.). Discrimination. In Merriam-Webster.com dictionary. Retrieved September 12, 2021 from https://www.merriam-webster.com/dictionary/discrimination Foxworth, K. (2020, February 14).U of M gopher football sports some ugly racial history - Part 2. Minnesota Spokesman Recorder. https://spokesman-recorder.com/2020/02/14/u-of-m-gopher-football-sports-some-ugly-racial-history-part-2/ Merriam-Webster. (n.d.). Jim Crow. In Merriam-Webster.com dictionary. Retrieved September 12, 2021 from https://www.merriam-webster.com/dictionary/Jim%20Crow Longman, J. (2020, July 20). A stadium at Iowa State says his name: Jack Trice. New York Times.https://www.nytimes.com/2020/07/20/sports/ncaafootball/Iowa-State-Jack-Trice-Stadium html Schultz, J. (2008). The legend of Jack Trice and the campaign for Jack Trice Stadium, 1973-1984. Journal of Social History 41(4), 997–1029. Wright, B. (2017, October 30). “Jack Trice’s life and football career were tragically cut short”. The Undefeated. https://theundefeated.com/features/jack-trice-life-and-football-career-were-tragically-cut-short/ Leonard Bates: The Fight for Social Justice by Kara Rivard Standing in an open grassy field was a little boy fighting for his balance against the strong wind. In the distance, he saw a football and ran to it,reaching out with open arms, hoping to grab it and run. Even though his path seemed clear when he began sprinting, it was bumpier than expected. He slipped in the mud, stumbled over sticks and rocks, and was pushed to the ground over and over again by the wind. Somewhere along the way, a hand appeared, reaching down to help him back up to his feet. He was astonished to receive any type of assistance, but this motivated him to keep pushing forward. When he finally reached the football, he sheltered it in his arms as if his life depended on it and ran until he couldn’t continue on. The support he received inspired him to reach far for his goals, and the impact he made on the sports society was immeasurable. His name was Leonard Bates. College sports became more and more complex in the 1930s and 40s due to racial tensions between schools in the North and South. This caused a lot of controversy surrounding Leanord Bates because he was the only Black player on the NYU football team from 1939-1941(Rothschild, n.d.). Southern universities such as Missouri, Georgia, and Clemson often participated in racial segregation and claimed they would not play against another team that had a Black player (Clayton, 2020). Northern universities such as NYU, Harvard, and Michigan usually accepted their opponent’s request. They called this the Gentleman’s Agreement: a very polite name for a horribly discriminatory rule. Bates quickly became a star fullback and led his team to multiple victories. That was, until late October 1940. A few football players attended a student council meeting on October 21, 1940 to spread the news that Leonard Bates was not going to be allowed to play in the upcoming game against Missouri (Clayton, 2020). NYU was scheduled to play Missouri on October 31, and Bates’ coaches informed him that Missouri had personally asked them to leave Bates behind. They accepted. To many of the council members, the coaches’ decision and this “Gentlemen’s Agreement” were infuriating because they had watched their classmate perform wonderfully for months and could not understand why any coach would remove one of their best players. Not only would the team be at a huge disadvantage, but many more students would soon receive news that did not sit well with them. For the duration of the month, the group arranged protests with thousands of students and received signatures from them in support of Bates. They marched around campus, rallied outside the administration building, and made buttons and signs that read “Bates Must Play!” Seven of these students who regularly spoke out with Bates about the racism he faced became known as the “Bates Seven” (Rothschild, n.d.). In modern times, it may seem as though Bates and his supporters were fighting for a good cause. However, society in the 1940s generally opposed their viewpoint. Maisel Witkin, Anita Keieger Appleby, Jean Borstein Azulay, Mervyn Jones, Naomi Bloom Rothschild, Robert Schoenfeld, and Argyle Stoute were suspended for three months in March 1941 for “protesting the university’s complicity in discrimination against Black athletes” (Wong, 2001). It was not until many years later that these brave, young students were honored for their commitment to social justice: 60 years later, to be precise. In 2001, NYU recognized the university’s previous mistake and wanted to publicly make an assurance that while change was progressing, it was not yet finished. John Beckman, an NYU spokesperson, arranged an honorary dinner for the activists who were still alive. He described this event as “an acknowledgment of good work and courage shown by members of our community” (Wong, 2001). This not only gave former students a chance to finally have their voices heard, but also made a statement that encouraged many athletes to stand up for what they believed was right. Although he was not present at the dinner, Leonard Bates left an impact on all of those who attended. Before he passed away, Bates left a message for his classmates who helped him make this social change possible. “If whenever you do find them, tell them, ‘Thank you.’” (Wong, 2001). Leonard Bates’ situation was frustratingly complicated because of the time period he lived through. For the entirety of his life, he experienced unprovoked discrimination beacuse he lived in a predominantly White city. Systemic racismA plagued Bates’ childhood, tearing apart his life and causing him issues such as not being allowed to play; this still happens to many young individuals today. We may like to believe that things have changed since the 1940s, but systemic racism still exists within athletics. TIDES, the University of Central Florida's Institute for Diversity and Ethics in Sport, has gathered data about acts of racism in American sports in recent years. In 2018 alone, there were 52 documented acts of racism in sports (Lapchick, 2020.) 52 is too many. Any act of racism is too many. October of 2020 proved to be a difficult month for the sport of soccer after multiple reports were made involving racism from both fans and players. It was not until star players such as Paul Pogba and Mario Balotelli “publicly cited individual acts of racism committed against them” that the president of the Union of European Football Associations (UEFA), Aleksander Ceferin, stepped up (ESPN, 2019). Ceferin communicated his frustration to The Associated Press, making the statement that if Europe does not stop “fueling racism at matches”, the UEFA would not hold back on punishments (ESPN, 2019). The courage he had to speak out about Pogba and Balotelli’s concerns allowed Ceferin to create a positive social reform by opening the eyes of many sports fans throughout Europe. How can activists come together to continue to prevent the spread of negative social norms?B Taking a closer look at the Bates’ Seven, it is clear that they took a risky stance and practiced allyshipC to make a difference at their school. Strength is in numbers; when enough people come together to express their opinion, they are more likely to be listened to. Bates and the Seven, similar to the soccer players and the UEFA President, were able to work together to bring awareness to the importance of equal opportunity and fair play. ASystemic racism is discrimination built into the legal system that is based on race and ethnicity. BSocial norms are general standards that society makes to create an expected behavior. CAllyship is when someone with privelege works with a person that faces discrimination surrounding equal rights. Works Cited Clayton, E.R. (2020, March 15). “Archivist angle: The ‘Bates Seven’ stood against racial discrimination in college athletics.” NYU Alumni and Friends Connect. https://www.nyu.edu/alumni/news-publications/nyu-connect-newsletter/march-2020/archivist-bates-seven.html Lapchick, R. (2019, February 19). “Racism reported in sports decreasing but still prevalent.” ESPN.https://www.espn.com/espn/story/_/id/28738336/racism-reported-sports-decreasing-prevalent Rothschild, M. (n.d.). “Naomi Rothschild” Activism: The Bates Seven. Naomi Rothschild. http://naomirothschild.com/activism/bates/index.html ESPN. (2019, October 15). “UEFA president wants ‘war on racists’ after Bulgaria abuse”. ESPN.https://www.espn.com/soccer/england-eng/story/3965445/uefa-president-wants-war-on-racists-after-bulgaria-abuse Wong, E. (2001, May 4). “N.Y.U. honors protesters it punished in '41.” The New York Times. https://www.nytimes.com/2001/05/04/sports/college-football-nyu-honors-protesters-it-punished-in-41.html Eroseanna Robinson: Athletes and Anthem Protests by Alexis Partida Eroseanna Robinson was born in 1924 and was known for her talent as a runner in track and field. Eroseanna, also known as ‘Rose,’ was very active when it came to social issues and injustice. She was a social worker who advocated for nonviolent strategies when protesting for things that she believed in. Not only was she an exceptional athlete who competed in well-known track events, she was also an activist who helped make tremendous changes within her community. Before Robinson’s actions with activism, she was a skater. In 1952, which was a time of racial segregation in the United States, Robinson ended her skating career with a broken arm. She then went on to do things involving activism. There were periods where she was arrested multiple times for larger crimes like tax evasion and for little things like disturbing the peace during political protests. Even when Robinson was in prison, she continued to be an activist. While in jail, she went on hunger strikes and risked engaging in violence to do her part in fighting for justice. Erosseanna Robinson is considered to be the first Colin Kaepernick by many news articles. Not many people would know that Robinson was one of the first to refuse to stand for the national anthem as a way of protesting. One of Robinson's first acts of protest was a desegregation protest at a skate rink in Cleveland. Robinson took part in an organization called the Peacekeepers in which she helped organize things like protests to help with desegregation. Additionally, between the 1950s and 1960s, Robinson did not agree with the mission of the U.S. military. She stood against the U.S. in regard to the military because she did not agree with violence. She used nonviolent, peaceful forms of activism and protest. Eroseanna Robinson was a powerful Black female athlete. She used her voice and her athleticism to take part in activism throughout her lifetime. Her act of protest by not standing up for the national anthem went unnoticed as time passed until Colin Kaepernick, a male athlete, took a similar act of protest by kneeling during the national anthem to bring more recognition to police brutality (norajunkin, 2018). In 1958, during the height of the Cold War, Robinson was invited to run in the 1960 Olympic track competition. This track event was to take place in the Soviet Union. This created some conflict for Robinson, who felt the level of intensity of the war at that time was wrong. Robinson refused the offer to go to the Olympics, even though she was an elite athlete. She was quoted in an article with BINNews (Shepard, 2021) saying that she did not want to be used as a political pawn. She realized that she was invited to compete with other White athletes and believed that in some way the United States was just trying to make it seem like White and Black people were treated equally. To her, this gave a false image. Robinson did not want it to appear as though her athletic talent could be used for political purposes. Her refusal to attend the Olympics was her way of taking an activist stance to show how she felt about the war. Robinson did not want her athleticism to cross with politics, but she recognized that with the platform she had, she should be willing to take the risk even if it would cost her her career as a runner. Robinson refused to stand up for the flag at a 1959 track event. She did not stand for the National Anthem because she stated that “The anthem and the flag represented war, injustice, and hypocrisy” (Poole, 2021). Robinson did not have the fame and support that Colin Kaepernick did when he did the same act 57 years after she did (Poole, 2021). She faced a lot of backlash, including being charged for tax evasion when she refused to pay money to a government that she believed did not represent her, half a year later. Even during her year and one day prison sentence, she continued her activism by refusing to eat and going on a hunger strike which led to her being force-fed. After her brave act of protesting by not standing up for the national anthem, Robinson became more well known in her community and was making a difference by giving people more hope that change would come. People, specifically White men, were not happy with her actions (Poole, 2021) nor the fact that her protest represented empowerment for Black and African American women (Blackstone, 2021). The resulting news coverage brought attention to that form of protest in the sports world. Robinson lived during a time in which the intersection of her race and gender left her particularly silenced. Even after she passed away in 1976, Robinson’s story went unnoticed even though it was a significant part of history in regard to protest and sports (norajunkin, 2018). What were the odds that Eroseanna Robinson’s refusal to stand for the national anthem would be overshadowed by a male athlete who did the same thing nearly 60 years later? Such an act was seen as something very brave for a young Black woman to do during her time (Poole, 2021). Women should be given more recognition for their actions when it comes to making a difference in the world of racial injustice. Women, specifically women of color, are given even less validation in terms of how much their actions really mean in the eyes of the public. They are not always given the platform to make change. Robinson did not let White men put her down when she went out of her way to stand against descrimination and segregation. Robinson took action and used her platform for something for which she felt so strongly. She advocated for issues that would not only help those around her at the time, but would continue to help those in the future, to give more opportunities and rights for Black men and women. Other Athletes Who Have Refused to Stand for the National Anthem Recently, athletes have used the national anthem at sporting events as a way to peacefully protest police brutality, racial injustice, and many other inequalities in the United States. Athletes have knelt, sat, or turned away from the flag during the playing of the national anthem. There can be pros and cons to using the national anthem as a form of peaceful protest (Procon, 2022). Is kneeling during the anthem disrespectful? The fact is that it is legal to kneel, sit, or look away during the anthem, and people have the right to do so. The First Amendment of the United States Constitution allows people to exercise their right to make a statement through freedom of speech and expression (Cornell Law School, n.d.). In some situations, athletes’ anthem protests are taken out of context, causing a false image of an athlete and their action of protest. For example, the US women's soccer team was accused of turning away from a war veteran as he played the national anthem (Thiessen, 2021). Many people found this act of protest to be disrespectful. Similarly, Gwen Berry, an Olympic track and field hammer thrower, turned away from the flag during the playing of the national anthem while she was on the medal stand (ESPN, 2021). She did not know the anthem would be played during her medal ceremony, and she was put in a position where her act of protest and activism was taken out of her hands. Berry was made to feel like she was “set up” to look like a bad person when, in reality, she was trying to bring awareness to systemic racism. Although Berry was surprised that the national anthem played while she was on the medal stand, she turned away as an “activist athlete.” Some people believed she was being disrespectful, and her intentions were not recognized for what they really were. "I never said that I hated the country,” Berry was quoted in USA Today saying, “All I said was I respect my people enough to not stand or acknowledge something that disrespects them. I love my people point blank, period” (Adams, 2021). There is a connection between athletes and teams that protest during the national anthem. As athletes and teams continue to use the flag and the national anthem as a way of protest, it becomes more controversial because so many people have a negative view of the action. Many find it to be disrespectful to the country and to those who fight in the military (Procon, 2022). Although everyone has different opinions on kneeling, refusing to stand, or turning away from the flag during the national anthem, the only way to really understand what someone’s true intentions are is to listen and hear their side of the story. Colin Kapernick, an NFL player for the 49ers, was the first to really bring this type of activism to public attention, even though many other athletes used anthem protests before him. Kapernick’s anthem protest was to support those who did not have a big, public platform like he did. Kapernick felt that the flag represented a country that oppressed black people and people of color. He wanted to bring awareness to racial discrimination and stated that the police brutality that was taking place at the time was bigger than football (Wyche, 2016). He felt that if he did not do something, he would be turning his back on the problem, so he took action in a peaceful way but was still criticized for doing so. Some protest actions are viewed by a society that does not understand the real meaning of the protest and views them as disrespectful rather than a way to bring awareness to a societal problem. So many popular athletes feel as though they can use their platforms to their advantage and help bring awareness to things like police brutality, racism, sexism, and all types of social inequalities. Works Cited Adams, E. (2021, June 30). Gwen Berry responds to critics of her flag protest: ‘I never said I hated the country’. USA Today. www.usatoday.com/story/sports/olympics/2021/06/30/gwen-berry-critics-protest-i-never-said-hated-country/7811325002/ Blackstone, A. (2021, April 28). Long before Colin Kaepernick knelt, forgotten Black female athlete defied the U.S. national anthem. Black Enterprise. www.blackenterprise.com/long-before-colin-kaepernick-knelt-forgotten-black-female-athlete-defied-the-u-s-national-anthem/ Cornell Law School. (n.d.). First Amendment. Legal Information Institute. www.law.cornell.edu/constitution/first_amendment . Procon.org. (2021, July 6). Kneeling during the national anthem: Top 3 pros and cons. ProCon.org. www.procon.org/headlines/kneeling-during-the-national-anthem-top-3-pros-and-cons/. Norajunkin. (2018, Nov 8). Eroseanna Robinson. KNPE 397. knpe397.wordpress.com/2018/11/08/eroseanna-robinson Poole, S. (2021, April 6). Long before Colin Kaepernick knelt, a Black female athlete defied the US national anthem, but she's been largely forgotten. CNN. www.cnn.com/2021/04/26/sport/rose-robinson-forgotten-heroine-athlete-activism-cmd-spt-intl/index.html. Shepard, R. (2021, April 26). Remember the name: Rose Robinson paved the way for athlete activists. Black Information Network. https://www.binnews.com/content/2021-04-26-remember-the-name-rose-robinson-paved-the-way-for-athlete-activists/ Thiessen, Marc. (2021, July 8). U.S. athletes who protest their country's flag are playing right into China's hands.” The Washington Post. www.washingtonpost.com/opinions/2021/07/08/us-athletes-who-protest-their-countrys-flag-are-playing-right-into-chinas-hands/. Wyche, Steve. (2020, August 26). Colin Kaepernick explains why he sat during national anthem. NFL. www.nfl.com/news/colin-kaepernick-explains-why-he-sat-during-national-anthem-0ap3000000691077. Jazmine Smith: Community Building by Caitlin Babcock Jazmine Smith, an African American girl, grew up in Radnor, Pennsylvania, where she played field hockey, lacrosse, and basketball all throughout her youth (WOPAT, 2019). She played in middle school and high school and continued on to Kutztown University with a basketball scholarship where she also continued her lacrosse career. Growing up, she realized the immense amount of opportunities that were available to her because of the sports she was involved in. This made her realize that she needed to make a difference within the sport. Because of her passion for helping young children, she realized that more children of color needed to be involved in sports. With these two key factors in mind, Jazmine Smith founded and became the CEO of Eyekonz, a unique nonprofit organization geared toward supporting African American and Latina girls’ participation in field hockey and lacrosse. The organization later opened up to helping African American and Latino boys, as well. Eyekonz is located in Philadelphia, where Smith’s goal is to use sports to play a role in community engagement by giving all her energy to the children in the community and showing them what sports can do in one’s life. Smith was able to shape a great life for herself through playing sports; she was able to earn scholarships and amazing job opportunities through her very successful sports career (WOPAT, 2019). Because of her accomplishments through sports, Smith wanted to be able to help out the younger generations of children going through the early stages of their sports careers. She was, and still is, determined to lead them in the right direction for great success. Eyekonz also helps teach the children what culture and community really means and how important it is to be a part of something bigger than just themselves. Eyekonz is much more than just a field hockey and lacrosse club. They strive to teach the children in their program to excel in all aspects of life. Eyekonz allows for the children to further life-skills, academics, and of course, sports performance all while being together. The club teaches the children skills like hard work, sportsmanship, self-discipline, healthy self-esteem, and coping skills, which can help them in life and sports at the same time. Eyekonz also provides a curriculum that is designed to prepare them for life, such as classes on African, Kemetic, and African American histories, Hispanic history, etiquette, meditation/yoga, self love, daily affirmations, financial literacy, visualization exercises, healthy eating and lifestyle choices (Eyekonz, 2022). Eyekonz also provides children who grew up in poverty with so many opportunities that aid them in finding ways out of poverty and into a better life for themselves. Nadirah McRae, one of the many players that was coached by Jazmine Smith, was able to find success in lacrosse after growing up in one of the poorest parts of Philadelphia: “Nadirah was a top scorer on the Strawberry Mansion High School team and had landed the holy grail for any high school athlete: An athletic scholarship at a Division I school, the University of Hartford” (Van Ott & Huntington, 2018). Jazmine Smith and her very successful organization stand for so much, and one of the biggest roles they play in the community is to bring the children together through sports and to provide them with so many tools and opportunities to lead to a better future. Another outstanding achievement of the organization is to help benefit the children by providing many tools for them to succeed in school. The organization has partnered with Drexel University’s Engineering Department to create more opportunities for the children to gain access into this field of study. This partnership between the engineering program is helpful for the girls involved in the organization, especially because of the lack of women in engineering majors. This provides women with more opportunities into the major, makes it less intimidating, and eliminates some of the stereotypes when everyone is doing it together. When everyone has access to this resource, it helps the girls and young women to feel more comfortable and allows for help to encourage continuing on in the career path (AAUW, n.d.). Along with these tools and resources, the students are also monitored in school with their grades and report cards so the coaches can make sure that they are still thriving in the classroom as well as on the field. Coupled with all this amazing support, Eyekonz also has the children complete community service hours. This ensures that they are creating success, not only for themselves, but also within the community. Social Capital- involves the potential of individuals to secure benefits and invent solutions to problems through membership in social networks (Poteyeva, n.d.). Community Capacity- the interaction of human, organizational, and social capital existing within a given community that can be leveraged to solve collective problems and improve or maintain the well-being of a given community (Chaskin, 1999). Community Building- a field of practices directed toward the creation or enhancement of community among individuals within a regional area or with a common need or interest (Community Building, n.d.). Jazmine Smith embodies these three concepts within her organization, Eyekonz. To demonstrate social capital, Smith brings together children from the community to one place that creates new relationships and works together in their sports. Community capacity goes hand in hand with social capital, where bringing the children together creates new interactions and solves different problems of racial injustice that take place in the community. Lastly, Smith and her organization really focus on bringing the children of the community together to create bonds and to reach their goals of eliminating racial injustice that takes place in their community, all while playing sports and having fun together. All of the standards that Smith and her organization hold their athletes to are designed to boost them and point them toward success no matter what they are doing in life. The idea of bringing people together within the community really emphasizes to the young athletes the importance of social capital, community capacity, and community building. Building social capital shows them how much of a difference they can truly make. Jazmine Smith strives to make an impact on anyone that she can and does this through her unique nonprofit organization, Eyekonz. Eyekonz has already made a huge impact on the communities in Philadelphia and will continue to make big strides in helping so many more that are in need. Works Cited AAUW. (n.d.) The STEM gap: women and girls in science, technology, engineering, and mathematics. AAUW. https://www.aauw.org/resources/research/the-stem-gap/ Chaskin, R. (1999). Defining community capacity: A framework and implications from a comprehensive community initiative. The Chaplin Hall Center for Children at the University of Chicago.https://www.lisc.org/media/filer_public/27/0f/270f0aa3-a66d-4f57-ad8c f733584dca64/08102018_resource_defining_community_capacity.pdf Community Building. (n.d). Community building. In Definitions. https://www.definitions.net/definition/community+building Eyekonz. (2022). Home. Eyekonz. https://www.eyekonzsports.com/ Huntington, T. & Van Oot, J. (2018, April 2). A scholarship was supposed to change her life - here’s why it got derailed. Refinery 21. https://www.refinery29.com/en-us/2018/04/191567/womens-lacrosse-field-hockey-diversity-stereotypes-eyekonz Poteyeva, Marguerita. (n.d.) Social Capital. In Britannica. https://www.britannica.com/topic/social-capital WOPAT. (2019). Jazmine A. Smith. Women of Power and Transformation. https://wopat.org/blog/jazmine-a-smith/ Maya Moore: Activism after Sports by Ilah Perez-Johnson Maya April Moore was born in Jefferson City, Missouri (About, n.d.). Her passion and love of the game of basketball started at the young age of three when her mother put a mini basketball hoop on the back of their apartment door. In high school, she won the Naismith Prep Player of the Year award after leading Collins Hill High School girls’ basketball team to three state titles and one runner-up finish. With all of that hard work and determination, she found herself with a spot on the roster for the Connecticut Huskies. During her time at UConn, she led the team to winning two NCAA championships, was a four-time First Team All-American, and was the most prolific winner in NCAA history with an overall record of 150-4. She also had 2500 points, 500 assists, 1000 rebounds, 150 blocked shots, and 250 steals during her time at UConn, something no other athlete at UConn has done (Harkin, 2021). Moore was then claimed as the number one draft to the Minnesota Lynx in 2011. Only five months out of college, she had already helped the Lynx capture their first WNBA Championship in 2011 and three more in 2013, 2015, and 2017. She had a huge role not only on the court but off the court as well. She has been an ambassador of Kid Power Champion which is an organization that pairs up with multiple well-known athletes doing mission trips to places such as Haiti (Unicef Kid Power, n.d.). They work with underprivileged kids and adolescents to make their lives a little bit easier by helping them with any educational needs and through health promotion. Moore also has a huge role in social activism and focuses her work on racial and social injustices. Racial Justice is the systematic fair treatment of people of all races, resulting in equitable opportunities and outcomes for all (Annie E. Casey Foundation, 2021). However, many people experience Racial Injustice which is anytime a person is denied their constitutional rights based upon the color of their skin (Crump, n.d.). Criminal Justice Reform means efforts to end mass incarceration, which is a ‘unique’ way the US prison system fills up their jails (Equal Justice Initiative, 2022). “Innocent Black people are about seven times more likely to be convicted of murder than innocent White people, and Black people who are convicted of murder are about 50% more likely to be innocent than non-Black people convicted of murder” (Equal Justice Initiative, 2022). Social Activism is about doing, acting, mobilizing the resources and supporting leadership to bring change in society, which was exactly what Moore is doing by helping Jonathan Irons with his case. With social media now playing a huge role in activism today, Moore has expressed through tweets her support for certain situations (Gregory, 2021). In 2007, Moore met Jonathan Irons who changed her life completely. She met him through her uncle's involvement with Irons’ case (ESPN, 2020). Irons was convicted in 1998 for battery and assault with very little evidence. Although there was no DNA evidence, fingerprints, witnesses, or any weapons used tied back to Irons, as a Black 16-year-old teenager living in poverty, he was tried as an adult by an all-White jury (Smith, 2019). After hearing about his situation, Moore immediately grew an interest in Irons. During this period of time, it was encouraged by the government to give harsh penalties to young offenders; however, this penalty may have been a little too harsh. The courts came to a decision and charged him with 50 years in prison. The inequities of mass incarceration in the US targeting mainly Black people was highlighted by Irons’ case. It is only one of too many. Currently, per 100,000 people imprisoned, 1,408 people incarcerated are Black, 378 are Hispanic, and 275 are White (Nellis, 2021). Those racial disparities will continue to be a huge problem until something is done. In 2016, Moore shared with the public that she had a friendship with Irons. When she was not on the basketball court, she would talk about his story through interviews for games, talk-shows, and through her social media pages. Moore chose to have a role in his case through telling others about it and actually using her platform to let others know about this issue. In 2019, Moore announced that she would not be returning to the following WNBA season because she had felt a different purpose in the world (Hernandez, 2021). She loved basketball; however, in her heart, she felt that it was right to focus her attention and platform on Irons and situations just like his. Moore received some criticism from fans who didn’t agree with her choice. However, she received a lot of praise from fellow coaches and teammates. Minnesota coach Cheryl Reeve expressed how proud she was of Moore: “we are proud of the ways that Maya is advocating for justice and using her platform to impact social change” (Gregory, 2021). While raising awareness for his case, Moore helped Irons hire an attorney, Kent Gipson, who would ultimately help Irons’ case. Gipson claimed that the “fingerprints were being withheld from the state and would have demonstrated that someone else committed the crime” (MSR News Online, 2020). Irons was released in 2020 after almost 23 years in prison. Moore gave up her huge passion for basketball for her even bigger passion for social justice to help in Jonathan Irons’ case. By doing so, she showed all the women, especially Black women, that they have a voice. They can make a change in this world. Ultimately, it is unfortunate that Moore had to give up such a significant part of her life for her activism, but that just shows her strength and passion for wanting change in this world. Moore stated, “I’m pumped that people are understanding where the real change lies as far as giving something up” (Hurd, 2020). Works Cited About – Maya Moore. (n.d.) Mayamoore. Retrieved September 14, 2021, from https://mayamoore.com/about/ Annie E. Casey Foundation. (2021, April 14). Equity vs Equality and Other Racial Justice Definitions. The Annie E. Casey Foundation. https://www.aecf.org/blog/racial-justice-definitions#:~:text=Racial%20justice%2 Crump, B. (n.d). Racial Justice in America. Ben Crump: Trial Lawyer for Justice. https://bencrump.com/blog/racial-injustice-in-america/ Equal Justice Initiative. (2022). Criminal Justice Reform. Equal Justice Initiative. https://eji.org/criminal-justice-reform/ Equal Justice Initiative. (2022). Wrongful Convictions. Equal Justice Initiative. https://eji.org/issues/wrongful-convictions/ ESPN. (2020, July 1). Inmate backed by WNBA star Maya Moore released from Missouri prison. ESPN. https://www.espn.com/wnba/story/_/id/29396542/inmate-backed-wnba-st Gregory, S. (2020, March 5). Maya Moore was one of the WBNA’s biggest stars. Then she stepped away to fight for justice. Time. https://time.com/5793243/maya-moore-basketball-justice/ Harkin, Sofia. (2021, July 20). Maya Moore Biography for Kids. Lottie. https://www.lottie.com/blogs/strong-women/maya-moore-biography-for-kids Hernandez, V. (2021, March 10). Maya Moore has clear path, but not as far as returning to WNBA. LA Times. https://www.latimes.com/sports/story/2021-03-10/maya-moore-2021-wnba-season-social-justice#:~:text=Former%20Connecticut%20player%20and%20Minnesota,2020%20game%20in%20Hartford%2C%20Conn.&text=Maya%20Moore%20surprised%20many%20in,time%20to%20social%20justice%20work Hurd, S. (2020, July 2). Maya Moore, the game-changer: ‘This is the epitome of using your platform’. Andscape. https://andscape.com/features/maya-moore-game-changer-jonathan-irons-epitome-of-using-your-platform/ MSR News Online. (2020, March 9). Minnesota Lynx’s Maya Moore helps to overturn the conviction of Missouri man. Minnesota Spokesman Recorder. https://spokesman-recorder.com/2020/03/09/maya-moore-helps-to-win-the-release-of-wrongly-convicted-st-louis-man/ Nellis, A. (2021, October 13). The color of justice: Racial and ethnic disparity in state prisons. The Sentencing Project. https://www.sentencingproject.org/publications/color-of-justice-racial-and-ethnic-disparity-in-state-prisons/ Shaull, L. (2018). Maya Moore (23) takes a shot in the Minnesota Lynx vs Atlanta Dream game at Target Center on August 5; the Dream won the game 86-66 [Photograph]. Flickr. https://www.flickr.com/photos/number7cloud/28951317877 Smith, L. (2019, August 8). Maya Moore puts career on hold to focus on social justice. Global Sport Matters. https://globalsportmatters.com/culture/2019/08/08/maya-moore-puts-career-on-hold-to-focus-on-social-justice/#:~:text=For%20years%2C%20some%20athletes%20have,spoken%20out%20against%20social%20injustice Unicef Kid Power. (n.d.) About Us. Unicef Kid Power. https://unicefkidpower.org/about-us/ Billie Jean King: Equal Pay for Women by Kali March Athletes show determination and grit in their sports. This can be the starting point that inspires them to fight for what they deserve while doing the thing they love. In the 1970s, one woman said “everyone thinks women should be thrilled when we get crumbs, and I want women to have cake, the icing, and the cherry on top too.” This woman was Billie Jean King, one of the most famous female athletes who used her platform to practice activism through her drive to fight for gender rights, and more specifically, for equal pay between the prize money of women and male tennis players. Her activism shocked the world and paved the way for women’s success in sport (Billie Jean King, n.d.). Billie Jean King was a female tennis player, who shocked many people with how amazing she was at tennis at a young age. Billie was born in Long Beach, California in the early 1940s, but her talent wasn’t noticed until 1962 when she competed and won her first women’s double title at Wimbledon (the oldest and most famous tennis courts located in London) and was ranked the number one female tennis player in the world. During this time, there were many civil rights movements taking place in California regarding social justice and the post-Vietnam war era. Issues involving equal rights between different groups affected by the US involvement in the war were questioned and challenged. While all of this was happening, King also experienced personal discrimination for the first time when she wasn’t allowed to be in a picture with the rest of the tennis girls because she was wearing shorts instead of a tennis skirt. This was only the start of her fire when it came to equal rights for women, and being in the middle of the civil rights movement only fueled that fire. During her time succeeding in tennis, between 1961 and 1979, Billie Jean won 20 Wimbledon titles including many singles within that time. She noticed she was more successful in singles and took her talent across the world, winning one Australian title, one French title, and four US titles. This doesn’t even include eleven other wins which were in doubles tennis. But during her time astonishing the world with her love and talent for tennis, she noticed men were receiving more prize money and the opportunity to win money than women were. In 1970, the pay gap between men and women winners was $2,900 with men receiving $3,500 and women receiving $600 (Chang, 2021) . Being as successful as Billie Jean King was, she wasn’t the one who would sit quietly and let men earn more recognition and money for fewer title wins and successes than women. So her response was to become allies with other female tennis players who were experiencing the same discrimination as she and help her on the fight for equal rights for women athletes. King formed a group called The Original 9. These women were the top tennis players in the country, and they were not going to throw away their racquets to men who had less skill and less success. In September 1970, they started their tournament famously signing a contract on to the Virginia Slims Invitational in Houston earning $1 each (Chang, 2021).2 This movement, led by Billie Jean King and The Original 9, opened the way to the creation of the Women’s Tennis Association in 1973. While this movement was bold and stood out to many people across the globe, the unequal pay distribution continued. In 1971, King celebrated becoming the first women athlete of any kind to make more than $100,000, but this was still less significant than what men were making for the same or even fewer lines of work. Two years later, her fight continued as she accepted the taunt by a male tennis player, Bobby Riggs. He once said, “Women belong in the bedroom and kitchen, in that order” (Greenspan, 2021). As he had been known for challenging women tennis players, King decided it was time to shut him up. This “Battle of the Sexes” showed who was the true king of the court; King dominated Riggs in a three out of five set rule. She did not just prove equality by defeating a man like Riggs, but she took home the money that she had been long deserving: $100,000. Billie Jean King, after all of her accomplishments and activism pushing for gender equality, was inducted into the International Tennis Hall of Fame in 1987. Three years later she retired due to her age and not being able to perform in the same way as she did in the 60s and 70s. She was inducted into the National Women’s Hall of Fame the year she retired. Even though King retired from the competitive sport of tennis, she began coaching the women’s Olympics tennis team throughout the 2000s. She continued to stay active in the tennis world by coaching young girls in her hometown, mentoring, commentating, and advising on a range of projects for social justice (New York Historical Society, 2021). With all of her contributions after her tennis career, she continued to astonish the world by being the first woman athlete to receive the Presidential Medal of Freedom from Barack Obama in 2009 (New York Historical Society, 2021). Years later, King continues to follow today's generation of female athletes and is the face of how they can approach activism the right way. Her impact has been so inspirational to female athletes in any sport that in the year 2020, the Fed Cup, also known as the Global World Cup for women’s tennis, was renamed the Billie Jean King Cup. The impact she had on many female athletes, in particular Serena Williams who is today’s the top woman athlete in the sport of tennis, is shaping the way for future women tennis players and creating a better world for women when it comes to equal rights and being able to do the things they love for equal pay. Women played a major role during the time of the Civil Rights movement, fighting for equal rights, equal pay, and more specifically the legislation to end segregation. This movement was intense in California where Billie Jean King grew up, but since she was so young, she didn’t grasp the true understanding of why certain situations had different outcomes. With men earning twice as much money compared to women in the ’70s, women weren’t able to make a living unless they were with a man. The Civil Rights movement brought a focus on equal rights. This allowed women to protest, inspired athletes and nonathletes to form an allyship together and fight for the social justice movement. Rallying together in the streets or on the tennis courts brought much attention and allowed women to have the opportunities towards what they deserve at the same price as men. Today, the pay gap is still present and, although the Civil Rights movement occurred fifty years ago, African American athletes and women face much more discrimination than White male athletes. Overall, the Civil Rights movement might have passed, giving women more opportunities, but as time goes on, these issues are still present in today's society. One of the main questions that could be asked is “what will the future look like?” Works Cited Battle of the sexes. (1973). Billie Jean King and Bobby Riggs arm-wrestle (Photograph). Skysports.https://www.skysports.com/tennis/news/12110/11998655/billie-jean-king-the-battle-of-the-sexes-documentary-on-match-vs-bobby-riggs Billie Jean King. (n.d.). Equality. Billie Jean King. https://www.billiejeanking.com/equality/ Chang, R. (2021, June 3). How Billie Jean King led the equal pay for play battle. History. https://www.history.com/news/billie-jean-king-equal-pay-for-play Gilbert, L. (1979). Billie Jean King [Photograph]. Wikipedia. https://en.wikipedia.org/wiki/Billie_Jean_King Greenspan, J. (2021, February 22). Battle of the sexes: When Billie beat Bobby. History. https://www.history.com/news/billie-jean-king-wins-the-battle-of-the-sexes-40-years-ago New York Historical Society. (n.d.) Life story: Billie Jean King. Women and the American Story. https://wams.nyhistory.org/growth-and-turmoil/feminism-and-the-backlash/billie-jean-king/ Norwegian Women's Handball Team: Sexist Uniform Rules by Caitlyne Mar The Norwegian Women’s Handball Team plays competitive beach handball, a game that can be played indoors or outdoors. It is referred to in the United States as “Team Handball” or “Olympic Handball” (Team USA Handball, n.d.). The Norwegian team has been a skilled competitor over the years and will most likely continue to be. However, athletes are likely to be more successful when playing in the apparel they are comfortable in. When the team went to the European Beach Handball Championships in Bulgaria, they felt they should be able to wear what they wanted in order to feel comfortable when playing, like they did back home. Unlike the men who are able to wear regular shorts and tank tops, the women are required by the International Handball Federation (IHF) regulations to wear sports bras and bikini bottoms with a maximum leg length of 10 centimeters (International Handball Federation, 2014). The Norwegian women’s team wore clothing similar to their male counterparts when practicing and competing in Norway but were required to wear the IHF-regulated sports tops and bikini bottoms when competing abroad. The women felt it was inappropriate and uncomfortable to play in the sand while wearing bikini bottoms. One player even shared with a media outlet that, in her opinion, “should be an inclusive sport, not an exclusive one” because the uniform rules created an environment that was unfair and uncomfortable for female athletes (Christriansen & Hoel, 2021). In these views and opinions, president of the Norwegian Handball Federation Kåre Geir Lio supported the women’s team (Radnofsky, 2021). The women’s team did not want to play in a uniform that might draw attention to their appearance rather than to their performance, so they petitioned the European Handball Federation (EHF) to be allowed to wear the shorts they wore back home during practices. In response, the EHF threatened to fine the team or even to go as far as to disqualify them completely. The team decided they would rather play in the bikini bottoms than leave the tournament completely. They played through most of the tournament in the regulation-mandated bikini bottoms while their male counterparts wore nearly knee-length shorts. By the time the bronze medal match against Spain came around on July 18, 2021, the Norwegian handball team had made the decision to risk the consequences and to play in what they felt was fair and made them comfortable; they arrived at the game in sports bras and thigh-length athletic shorts (Radnofsky, 2021). The Norwegian team knew that shorts were against the rules of the EHF, but by wearing shorts instead of bikini bottoms, the team embarrassed the EHF by drawing national attention to the sexist uniform policies. For their act of activism against the uniform regulations, the Norwegian Women’s Handball Team was fined €150 per player, for a total of €1500 (European Handball Federation, 2021). That was approximately $178 per player, for a total of $1780. While this was a relatively small amount of money, the fine itself was the problem in this situation. The fine supported sexist uniform regulations that have no reason to exist athletically speaking; for many of the female competitors, it was simply uncomfortable and restricting to play in bikini bottoms rather than shorts. The team’s actions were in protest of sexism and the value placed on women's bodies and appearances in sports. Many people in society recognized this, as well, from everyday people to famous athletes like Billie Jean King, who fought for equal pay in men’s and women’s tennis, to general celebrities like music star Pink. The Norwegian Handball Federation was completely supportive of their women’s team, in both their message and their action. The Federation had no problem paying the fine given out for the team’s act of activism. In sports, women and men are often portrayed and valued differently, creating a sexist environment. Uniforms are an example that can be seen easily throughout all sports. When looking at men’s uniforms in sports, they are often very simple and functional for their sport. However, when looking at women’s uniforms, some of them can be unnecessarily revealing. It often appears that women’s uniforms serve the function of making the athletes visually appealing rather than being functional for their sport. In 2012, there were multiple issues in the world of female sports. Before the London Olympics, the Amateur International Boxing Association attempted to implement a rule requiring female boxers to wear skirts in the ring. A petition opposing the decision gained over 57,000 signatures. The same year, there was another success for female sports when the International Volleyball Federation amended their dress code, allowing for women to wear shorts and sleeved shirts rather than bikinis and bodysuits (Bullens, 2021). According to Jones and Greer, men are more interested in female athletics when a more feminine-appearing woman is pictured playing a sport than a more masculine-appearing woman (2011). While it is understandable that adhering to what the audience wants to see is important for viewing ratings, those intentions must not compromise the integrity of female athletes by allowing, if not persuading, people to value women for their appearance rather than for their skill and talent. In addition, there is no benefit to these revealing uniforms for female athletes; in fact, for some women, the uniforms impede their athletic performance. It is sexist that uniforms for female athletes restrict their athletic performance while male athletes freely move with no concern for audiences’ leering gazes. Sexist - a bias against one gender on the basis of sex The team’s actions were so well received by the public that social media blew up the story and put pressure on the IHF to reevaluate their uniform regulations for the women’s teams. Many people helped do this by tweeting and retweeting the story of the Norwegian women’s team and adding their thoughts. Some of those included in the list of supporters are Billie Jean King (King, 2021), multiple Norwegian sports officials, and P!nk (P!nk, 2021), who made a particularly interesting offer to pay the team’s fine. Everyday people openly and freely shared their support all over social media saying things like, “WHAT A****** MAN fines those Norwegian women for what they wore?” (Ahonen, 2021); “I fully support the #norwegianwomensbeachhandballteam and their stand to be able to compete wearing more appropriate clothing, to their comfort level”(tiamini0234, 2021); and “It is embarrassing, disgraceful and sexist. You are ruining both the sport and your own reputation” (Westgaard-Halle, 2021). News of the women’s handball team’s actions spread like wildfire, catching the attention of everyday people all the way up to popular celebrities, and ultimately the story of their activism got covered by almost all popular news outlets, including CNN, NBC, The New York Times, NPR, CBS, and many more. All of the attention on the team and their fine put pressure on the IHF. The Federation was being attacked on multiple sides, being told how unfair and sexist their uniform policy was. Ultimately, the IHF has since then indicated that there is a “likely” change of uniform regulations (Gross, 2021). Works Cited Ahonen, T.T. (2021, September 13). On the Pink story cc @Pink - our hero. This is what the Norwegian women's beach handball team was supposed to [Tweet]. Twitter. https://twitter.com/tomiahonen/status/1419801321104986118 Bullens, L. (2021, July 22.) Tokyo olympics: Female athletes face double standards over uniforms. France 24. https://www.france24.com/en/sport/20210722-tokyo-olympics-female-athletes-face-double-standards-over-uniforms Christiansen, S.S. & Yasmin S.H. (2021, July 18). Demonstrerte mot truseregler i EMs sistekamp: – Vi følte oss truet. NRK.https://www.nrk.no/sport/ble-tvunget-til-a-spille-i-truser_-na-demonstrerer-kvinnene-mot-regelen-1.15579528 CreaDeporte, R. (2015, June 27. Beach Handball [Photo]. Flikr. https://www.flickr.com/photos/redcreadeporte/18707144414/ European Handball Federation. (2021, September 14). Disciplinary commission imposes a fine for improper clothing. European Handball Federation. https://beacheuro.eurohandball.com/news/en/disciplinary-commission-imposes-a-fine-for-improper-clothing/ Gross, J. (2021, August 12). Facing outrage over bikini rule, handball federation signals ‘likely’ change. The New York Times. https://www.nytimes.com/2021/08/12/sports/norway-beach-handball-team.html Jones, A., & Greer, J. (2011). You don’t look like an athlete: The effects of feminine appearance on audience perceptions of female athletes and women’s sports.” Journal of Sports Behavior, 34(4), 358–77. King, Billie Jean. (2021, July 20). The Norwegian Women’s Beach Handball team is facing fines for wanting to wear shorts instead of bikini bottoms. The bottoms [Tweet]. Twitter. https://twitter.com/BillieJeanKing/status/1417628052134187008 International Handball Federation. (2014, July 8). Rules of the game, beach handball. International Handball Federation. https://www.ihf.info/sites/default/files/2019-05/0_09%20%20Rules%20of%20the%20Game%20%28Beach%20Handball%29_GB.pdf P!nk. (2021, July 24). I’m VERY proud of the Norwegian female beach handball team FOR PROTESTING THE VERY SEXIST RULES ABOUT THEIR “uniform”. The [Tweet]. Twitter. https://twitter.com/Pink/status/1419127641068630016 Radnofsky, C. (2021 July 20). Norwegian women’s beach handball team fined for not playing in bikinis. NBC News.https://www.nbcnews.com/news/sports/norwegian-women-s-beach-handball-team-fine not-playing-bikinis-n127445 Team USA. (n.d.) What Is handball?. Team USA. https://www.teamusa.org:443/USA-Team-Handball/About/What-is-Handball Tiamini0324. (2021, July 20). I fully support the #norwegianwomensbeachhandballteam and their stand to be able to compete wearing more appropriate clothing, to their comfort [Photo]. Instagram. https://www.instagram.com/p/CRj7JYbJNx4/?utm_source=ig_web_button_share_sheet Westgaard-Halle, L. (2021, July 14). Dear @ihf_info. Can you please stop the forced bikini nonsense at your beach handball games? It is embarrassing, disgraceful and [Tweet]. Twitter. https://twitter.com/LeneWestgaard/status/1415427355410108421 Sedona Prince: Title IX by MacKenzie Macam Sedona Prince, a 21 year-old female basketball player, rose to fame after exposing the inequalities for female athletes at the National Collegiate Athletic Association’s women’s basketball championship tournament in 2021. Although she recently became famous, her life had not always been easy. The toughness that Prince developed throughout her early life helped to propel her resilience and allowed her to become an avid activist. Prince was born in California but raised in Texas. Her mother was a college athlete, playing both basketball and volleyball at St. John’s College in Kansas. Her father was in the United States Marine Corps (Go Ducks, n.d.). She stands at an impressive 6’ 7” which resulted in significant bullying while growing up. Because of this, she transferred to three different high schools. She was also looked at as a star basketball player, committing to play at University of Texas during her 8th grade year. Prince’s basketball career came to a halt after she suffered a broken right leg at the FIBA Americas U18 Championship games. Because of this injury, she had to redshirt during her freshman year. This meant that she sat out of athletic competition and was not able to further her skills. She was pushed by the Texas athletic trainers to be ready by the start of the season. Prince was over-worked and suffered an infection that almost took her life (Murphy, 2021). After this horrific episode, she decided to transfer to the University of Oregon (Armour, 2021). During the 2021/22 school year, Prince was a redshirt junior on the Oregon Ducks team and the tallest player on the team. During her sophomore season, she averaged 10.4 points, 3.9 rebounds and 1.3 assists per game and had a shooting percentage of almost 55% (Go Ducks, n.d.). She led the team with 29 blocked shots and helped propel the team to their fourth Sweet Sixteen appearance in a row. During the 2021 NCAA women’s basketball tournament, Sedona Prince became an activist for equal treatment for women in the NCAA. Although the NCAA has tolerated inequitable conditions between women and men for a long time (Garber, 1992), Prince decided to bring the issues to light. She decided to make a TikTok video exposing the men’s and women’s weight rooms and the difference in their respective exercise equipment. In the video, the women’s weight room had one rack of low-weight dumbbells and a few yoga mats while the men’s weight room had multiple high quality pieces of equipment and training staff. When the NCAA was confronted on the issue, they blamed spacing. However, in Prince’s video there is ample space for workout equipment to be set up. The NCAA also stated that the actual weight room for the women was going to be set up after the first two rounds of competition. This statement was false as the NCAA never actually set up a nicer weight room for the female teams (Mikanen, 2021). Although Prince knew that she had a big following on TikTok, she did not expect her video to get as much attention as it did. In a phone interview with a local news station, she said that even though she was not “as big as most of the other women’s players,” she wanted to “stick up for [herself] and do the best thing [she could]” (Brassil, 2021). As a former college athlete herself, Prince’s mother knew the struggle and anger that her daughter was feeling. She encouraged Prince to use her voice, even if it meant taking a leap of faith. Soon, Prince’s TikTok account had 2.7 million followers and the viral video had over 12 million views. After millions of people saw her video, Prince began to receive outpouring support from other people and female athletes that felt the inequalities of women in sports. A female reporter, Sarah Spain, also took to her Twitter account to criticize the food options that the NCAA had provided for the athletes. In her post, she compared the women’s food portion to the men’s portions. The women were given a small container of food that did not look very appetizing, nor was it filling enough for the athletes. On the other hand, the men were given multiple pans of food and plenty to fill the athletes (McCluskey, 2021). Kelly Graves, the Ducks head coach, also supported Prince. In a post-game interview, she said “I couldn’t be more proud of that young lady” because she “made change” which is a powerful thing (Armour, 2021). By having the support of her coach, Prince knew that she had just started a positive campaign for equality (Murphy, 2021). Just like any person who speaks out about an issue, Prince did receive some backlash as well. In the comment section on her video, some people stated that women’s basketball is a losing investment, and the NCAA should not put their money into the tournament. Another person commented that the men’s basketball teams get more fans and attraction, therefore they deserve to have more equipment and better treatment. From looking at the profiles of the individuals that commented on the video, it is a fair statement to say that most of the negative comments came from males who did not see an issue with the inequality. The supportive comments came from other women who agreed that the inequality had occurred. Inequality between two groups of people occurs when one group believes that their difference actually means that they are “better than the other.” Overall, gender inequality for women in sports is very apparent (Messner et al., 1993). For women, equal resources and opportunities are not always given at the youth, NCAA, or professional level (Women’s Sports Foundation, n.d.). This inequality leads to anger and discontentment among women, like Sedona Prince, who often make their feelings known. Growing social awareness about unequal treatment between women and men has made it easier for female athletes to raise awareness about inequalities in sport. This added pressure to be accountable for gender equity will support growth in women’s sports and press the NCAA for change. As for Prince, she is now using her TikTok platform to show the daily life of a Division I collegiate student-athlete and the responsibilities that she has to fulfill. She can continue to raise awareness on her social media so that more fans can see the disparities in amenities that are often ignored. The problem of inequality between men and women exists not only in the sports world; it is a problem that exists in the workforce, political world, and educational system. When both men and women apply for the same job and are equally qualified, it is more likely that the man will be hired just because of his gender. Men are still paid significantly more which puts women at a disadvantage. According to the Center for American Progress, a woman earns 82 cents compared to every one dollar that a man earns (Bleiwies, 2020). In the political system, women are often given smaller roles because they are deemed “unfit” to work in the larger roles. In February 2021, Kamala Harris made history by being the first female Vice President sworn into office. In the education system, there is a stereotype that men excel more in science, technology, engineering and math (STEM) fields, while women excel better in English, arts, and humanities. This also puts women at a disadvantage because they feel as though they cannot compete in STEM classes without feeling discriminated against. Equality issues, like the ones listed above, were the reason that Title IX was created. According to the United States Department of Education and the Office of Civil Rights (OCR, 2021), Title IX states that “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance” (OCR, 2021). This means that no person will be denied access to an opportunity based on their gender or sexual orientation. Most workplaces, schools, and organizations have a Title IX coordinator that is in charge of making sure that every person is given fair and equal opportunities. Works Cited Armour, N. (2021). Opinion: Sedona Prince has left her mark on NCAA tournament, Women’s Sports. USA TODAY. Retrieved September 9, 2021. https://www.usatoday.com/story/sports/columnist/nancy-armour/2021/03/29/ncaa-tournament-sedona-prince-impact-women-goes-beyond-oregon/7042248002/ Bleiweis, R. (2020, March 24) Quick facts about the gender wage gap. Center for American Progress. Accessed September 9, 2021. https://www.americanprogress.org/article/quick-facts-gender-wage-gap/ Brassil, G.R. (2021, May 29). Sedona Prince has a message for you. New York Times Online. https://www.nytimes.com/2021/05/29/sports/ncaabasketball/sedona-prince-ncaa-basketball-video.html Garber, G. (1992, March 11). NCAA study shows gender inequity exists: Hartford Courant. https://www.courant.com/news/connecticut/hc-xpm-1992-03-12-0000204715-story.html Go Ducks (2021). Sedona Prince–Women’s Basketball. University of Oregon Athletics, Retrieved September 9, 2021 from https://goducks.com/sports/womens-basketball/roster/sedona-prince/10656 McCluskey, M. (2021, March 19). NCAA accused by Women’s March Madness players of unequal treatment.” Time. https://time.com/5948127/sedona-prince-womens-basketball-march-madness/ Messner, M.A., Duncan, M.C., & Jensen, K. (1993). Separating the men from the girls: The gendered language of televised sports.” Gender and Society, 7(1), 121–137. https://www.jstor.org/stable/190027?seq=1 Mickanen, D. (2021, March 19). Sedona Prince’s viral TikTok shows the NCAA had enough space for an equal weight room. NBC Sports. Sedona Prince's viral TikTok shows the NCAA had enough space for an equal weight room \| RSN. Murphy, D. (2021, February 15). How Oregon’s Sedona Prince rebounded and became a crusader for NCAA change. ESPN.com. https://www.espn.com/womens-college-basketball/story/_/id/30894626/how-oregon-sedona-prince-rebounded-became-crusader-ncaa-change Office of Civil Rights. (2021, August 20). Title IX and Sex Discrimination Policy Guidance. US Department of Education. https://www2.ed.gov/about/offices/list/ocr/docs/tix_dis.html Women’s Sports Foundation. (n.d.) Women’s Sports Foundation. https://www.womenssportsfoundation.org/ Simone Biles: Performance Anxiety and Athletes' Mental Health by Julissa Rivera The world knows Simon Biles as the gymnast who rocked how we see athletics. Upon her major showing in the 2016 Olympics in Rio de Janeiro, she has only continued to astonish her audience with her skill and demeanor (Peszek, 2022). She has been a major role model for many young women and has shown them what perseverance and hard work can do. Countless athletes have looked at her journey and have been inspired to continue in their own pursuits. She has a massive following of young adults looking to be successful and who look to her for inspiration (Peszek, 2022). However, in the 2020 Tokyo Olympics, she was thrust into a world she was not nearly as familiar with. Taking a step down from American Olympic team events for her own mental and physical well-being had repercussions she was not anticipating. She received backlash from the same group who showed her so much love and appreciation, and she faced challenges she did not foresee (Hackney, 2021). Biles became an unknowing activist and advocate for mental health, being thrown into a world where the flips and turns were not always planned. Biles and her siblings were adopted by her grandparents when she was six years old. However, before that, she and her siblings spent three years in the foster care system. Her parents struggled with alcoholism and drug addiction, making them unable to take care of themselves - let alone Biles and her siblings (Benitz, 2021). Her birth father abandoned them earlier, and her mother gave them to the foster system in the hope of a better life. Although Biles seems as though she has coasted through life with her natural ability and sense of hard work, she has struggled since a very early age. Biles is very close with her grandparents in interviews, oftentimes mentioning them as her base and strong support system. Biles grew up in Spring, Texas, a metropolitan area of Houston and first saw gymnastics when she was on a field trip with her kindergarten class. She watched the complex stunts the teenage girls were practicing. Soon, the coaches suggested she enroll in gymnastics classes (Peszek, 2022). So, she began her gymnastic training when she was six years old. She trained under Amy Boorman for over eleven years. Biles had major showings in the 2010 Junior National Olympics, being acclaimed for her charisma, consistency, and level of difficulty across all four of her events. She entered more junior events and continued to succeed. She was 14 when she made the decision to leave formal education and began to train for six to eight hours a day in order to keep up with her ambitious goals. In her first senior level event in 2013, she won the all-around title, becoming the first African-American woman to do so. In 2014, she won four gold medals and earned a silver in vault. She was too young to enter the 2012 London Olympics; however, she was a favorite in the 2016 Rio de Janeiro Olympic Games. With her four-foot eight stature, and low center of gravity, Biles was quite literally built to be a gymnast superstar. Her body’s natural form and her work ethic has made a great combination. Biles was already highly decorated and a fan favorite going into the 2016 Olympic games, and she did not disappoint. In 2016, Biles became the first woman to win five medals in a single game, four of which were gold. She became the first woman to win three consecutive all-around World Titles in 2013-2015 as well (Peszek, 2022). With such brilliant showings for the past six years, many were hopeful to see what she would accomplish in the next Olympic games. In 2020, when the coronavirus pandemic began, it forced the world into isolation for over eighteen months. Many were not aware of the repercussions it would have. Mental health, particularly young people’s mental health, has been a casualty of that isolation. Many still regard mental health as something negligible. If one is physically capable, there should be no limitations. The pandemic highlighted how much people rely on their day-to-day life and jobs to define themselves and keep their mental health in check. Athletics is a job, and athletes struggled just as everyone else did. Just as some were removed from office jobs, some were taken from the courts, others conference rooms or fields alike. As the pandemic became more controlled, the Olympics were able to get underway. Throughout the Olympic Games, there was a mental health consultant that a great number of the athletes used (Fryer, 2021). These mental health professionals found that the athletes were struggling more than during a typical year. These athletes were suffering from anxiety, performance anxiety, and depression. The Olympic games generate an immense amount of stress and pressure. Some of these athletes will compete in these events once in their lives, and they have spent years of their lives training for them. For Simone Biles, who had been competing with pressure like this for all her life, competition should have been easy. It seems as though Biles’ performance would be natural for her, as easy as breathing. In an interview with ESPN Biles admitted to having the “twisties,” a situation where the body and mind of a gymnast are not aligned (Kumar, 2021). This can be extremely dangerous at any level of gymnastics, let alone with the incredible stunts that Biles is known for. She figured out she had the “twisties” early in the week, and there are actually videos of her trying to land a one and a half turn flip and landing on her back. The “twisties” are something that all gymnasts will encounter throughout their careers; however, for Biles, this was not an opportune moment. For gymnasts, having this mindset is devastating and frustrating. One knows they are physically able to complete the stunts; however, their mind cannot get over the hurdle of completing the actual action. A large part of gymnastics is mental and involves trusting one’s body to do stunts that are uncomfortable and take a lot of nerve (Hackney, 2021). The “Twisties” are a form of performance anxiety. On the world stage, there is nowhere to hide and no room for errors. Simone Biles was a very famous athlete and the only American gymnast to qualify for all the events. She had become a household name, and her events were always heavily televised and were highly anticipated. The pressure she must have felt every time she took that stage was immense. When Biles withdrew from team events during the Olympics, citing concerns for her mental health, it opened the door to more conversations about mental health and its importance. Time Magazine released an article about athletes’ mental health (Park, 2021). Although the conversation of mental health has been gaining more ground, it is still new to many. One major issue with mental health within athletics is the stigma that surrounds it. Athletes are held to a different standard than those who do not participate. Young student-athletes in middle school and high school are expected to complete the same workload as their peers. They are expected to uphold a certain standard of academic success in order to participate in these sports. Athletes are often overworked and will push the boundaries of their bodies and minds in order to do what they love. Countless athletes will ignore physical injuries like pulled muscles or twisted joints to participate. These physical pains are tangible, but still are ignored. For some athletes, there is a sense of shame in not going out every day, no matter the circumstances and performing for oneself and one’s team. Mental health, unfortunately, is often ignored. It's not something that can be physically assessed; therefore, it's easy to ignore (Armour & Axon, 2021). It feels easier to push emotions aside rather than seek help. That is why it is so important for athletes with a high stature to speak on these issues, someone like Simone Biles. After her withdrawal from the Olympic events, Biles spoke in dozens of interviews regarding mental health and the pressures young athletes face. Taking care of one’s mental health is crucial to developing and furthering one’s skill within the sport. Hearing the stories and struggles of some of the greatest athletes to ever compete is inspiring. Simone Biles came from humble beginnings. She trained and made some difficult decisions to get to where she is. She gave up a traditional high school experience in order to fully commit herself to gymnastics. She spent countless hours in the gym, perfecting her craft. All the death defying stunts she trained her whole life for were nothing compared to the trick of reaching out for help. This is not a simple task, no matter who you are. Biles reached out to the world in order to help better herself and to help better her team. The first step in helping athletes who struggle with mental health is to open the door to honest and sometimes difficult conversations. Biles is a gymnastics icon, but she won the hearts of so many with her honesty and sincerity about her own mental health. Mental Health- “Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood” (What is mental health? 2021). Understanding one’s mental health is crucial to development and performing at one’s peak ability no matter what task is being completed Anxiety- Anxiety is “an emotion characterized by feelings of tension, worried thoughts and physical changes like increased blood pressure” (American Psychological Association, n.d.). Often, athletes will encounter anxiety when tasked with too many challenges. Performance Anxiety- Performance anxiety “is fear about one’s ability to perform a specific task. People experiencing performance anxiety may worry about failing a task before it has even begun. They might believe failure will result in humiliation or rejection” (Performance Anxiety, 2019). Whenever someone is expected to perform a high risk task or tasks in general a certain emotion and feeling can take over and hinder their ability to actually perform the task. Works Cited American Psychological Association (n.d.). Anxiety. APA.org. https://www.apa.org/topics/anxiety. Armour, N. & Axon, R. (2021, July 28). Gymnasts know that mental health issues can lead to catastrophe.” USA Today. Retrieved September 7, 2021. https://www.usatoday.com/story/sports/olympics/2021/07/28/2021-olympics-unfit-simone-biles could-danger-serious-injury/5397572001/?gnt-cfr=1 Benitz, S. (2021, June 28) Simone Biles’ family: Everything you need to know about her relatives. InTouch Weekly. Retrieved September 9, 2021. https://www.intouchweekly.com/posts/simone-biles-family-everything-you-need-to-know-about-her-relatives/. Fryer, J. (2021). ‘OK not to be OK:’ Mental health takes a top role at the Olympics. ESPN. Retrieved May 21, 2022. https://espnharrisonburg.com/news/030030-ok-not-to-be-ok-mental-health-takes-top-role-at-olympics/ Hackney, S. (2021, July 30). Simone Biles wins by prioritizing her health. USA Today. Retrieved September 7 2021. https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=J0E158337493021&site=ehst-live. Kumar, A. (2021, July 30). Simone Biles, plagued by ‘twisties,’ says mind and body not in sync at Olympics. ESPN. Retrieved September 15, 2021.https://www.espn.com/olympics/story/_/id/31916771/simone-biles-plagued-twisties-says-mind-body-not-sync. Park, A. (2021, August 8). The Tokyo Olympics changed the conversation about mental health. Time. Retrieved September 20, 2021. https://time.com/6088078/mental-health-olympics-simone-biles/. Performance Anxiety (2019). GoodTherapy. Retrieved September 16, 2021. https://www.goodtherapy.org/blog/psychpedia/performance-anxiety. Peszek, L. (2022, March 10). Simone Biles. Encyclopedia Britannica. https://www.britannica.com/biography/Simone-Biles What is mental health? (2021). MentalHealth.Gov. Retrieved September 17, 2021 from https://www.mentalhealth.gov/basics/what-is-mental-health. Katelyn Ohashi: Body Positivity by Delaney Thomas Many kids play sports. It is good to try them out, and many play more than one sport until high school. For Katelyn Ohashi, that was not the case. For as long as she could remember, she had been a gymnast and a promising one at that. Elite college gymnasts compete at what USA Gymnastics considers a Level 10. By age 12, Ohashi was competing at Level 11. At age 13, Ohashi competed in her first and last elite level competition: The World Cup (Randall, 2021). She went on to win the World Cup and beat fellow American gymnast Simone Biles, who is now known as the greatest gymnast of all time. However, the emotions she experienced after the win were anything but happy; she was sad and felt miserable. Ohashi was the best in the world for her age, but the only thing she could think was that because she was great, she was destined to be miserable, that it just came with the territory (Neal, 2019). She should have felt on top of the world, but the only thing she felt was sadness. Eventually, Ohashi decided if that was inevitable, she no longer wanted to be great. In her mind, being great also meant taking verbal and mental abuse, believing that she was fat because people body shamed her, and having to hide her injuries. Before Ohashi was a teenager, she was fat shamed on a public level and later went on to develop an eating disorder. An eating disorder can mean many things, but for Ohashi, it was not eating in order to become smaller. This disorder has remained part of her entire life, even after she overcame it in college (Ohashi, 2018). She also struggled emotionally when her coaches silenced her when she was injured. This would lead to a career-ending back injury. Mental health problems, including depression, anxiety, and an eating disorder eventually led to her leaving the world of gymnastics due to burnout. Ohashi stated, “...the elite atmosphere kicks in and soon takes away the thing that we had once seen as the greatest time of our life” (Ohashi, 2018). Burnout is a state of emotional and physical exhaustion caused by an excessive amount of stress (Burnout, 2020). Ohashi’s burnout was not just physical. She mentally could no longer compete and finally decided to not be silent. She decided to affirm that she was not okay. Katelyn Ohashi, a strong and promising gymnast, left the world of elite gymnastics and did not know if she would ever return. In fact, she never did return to elite competition, but she did return to gymnastics on a different level. Ohashi decided to come back to gymnastics at the collegiate level at UCLA. It was here that Ohashi found her voice through her teammates and her coach, Coach Valorie Kondos Field, who was affectionately called Miss Val (Ohashi, 2019). In her college experience, Ohashi came to the realization that being great is not what made her miserable. The toxic gym environment and being taught that she was never enough, no matter how much she won, was what made her miserable. At UCLA, Katelyn Ohashi found herself and found her joy in gymnastics again; a joy that she had not felt since she was 11 years old was finally back (Ohashi, 2019). Miss Val helped Ohashi see that gymnastics could be fun again and that she did not have to stay silent when things would bother her. Ohashi went on to be the number one Division I gymnast in the country on the floor event, earning multiple perfect scores for her Michael Jackson routine. She was back in the spotlight, but this time it was on her own terms, and she was competing for herself. In finding herself and her voice, she decided to share her story in the hope of helping others. She shared her experiences in elite level gymnastics telling why she ultimately left that world behind even though she was so promising. She has spoken out on social media, started a blog, and has done an ESPN cover about her eating disorder. Her public speaking and ad campaigns are intended to help other people. At just 16 years old, Ohashi unintentionally became an activist for all athletes that were struggling with eating disorders and burnout. Becoming an activist at 16 years old is not easy, especially when it was not on purpose. Although Ohashi did not ask to be an activist, she took on the job and has gone beyond what she was called to do. She advanced her role while at UCLA, where she started to speak out about her mental health and the damage that was done to her body both physically and mentally (Neal, 2019). When Ohashi left elite gymnastics, she sent the message that it was okay to walk away from something if it is physically or mentally damaging. During college, she spoke out about the physical and mental abuse that she endured in elite gymnastics. One of the biggest platforms that she uses is her personal blog, where she talks about issues that have affected her and some issues that are just relevant in today's society. Ohashi struggled with her body image and still does today, but she has taken the steps to overcome and to show people that everyone is perfect. She did this by talking about how being abnormal in our bodies is normal, and we need to love our bodies. She posed for the cover of ESPN showing off her imperfect body that she has come to love since leaving elite gymnastics (Romero, 2019). Not only does Ohashi have a blog, but she has a huge following on social media, racking in 1.1 million followers on Instagram and 162.8K on Twitter. On these platforms, she uses her reach to talk about problems, her realities, the good things in her life, and even her work, Beautifully Molded. Ohashi also has partnered with Gatorade for the Beat the Heat campaign where she has shared her story with millions of people. With such a big audience, Ohashi knows people look to her when they are struggling. Instead of backing down, she has shown others how to cope. She continues to be an activist to help young athletes know they are not alone in difficult situations. She believes that no athlete should have to play a sport until they are physically and mentally burnt out (Ohashi, 2018). What Ohashi went through is tragic, but it has allowed her to use her platform for good, and through the darkness, she found light in her situation. Gymnastics was once the reason for her being miserable, but now it gives her a reason to smile and put her in a position to be able to help young athletes. Katelyn Ohashi is an enthusiastic supporter of mental health education and body positivity, both within and outside of sports. Mental health is a person’s condition related to tehri emotional well-being. Body positivity encourages people to love their own bodies and feel good about their physical selves (About Mental Health, 2021). Gymnastics is known for being physically demanding and sometimes abusive. Athletes are told to keep quiet about their injuries and are also told to look a certain way. This leads to mental health problems and physical injuries, in a sport in which athletes are encouraged not to speak up. While non-athletes deal with these challenges, too, athletes like Ohashi can use their fame and position to advocate for better support for social, mental, and emotional health, and body positivity. Works Cited About Mental Health, (2021, June 18). Centers for Disease Control. Retrieved August 5, 2021. https://www.cdc.gov/mentalhealth/learn/index.htm. Neal, K. (2019, August 6). Katelyn Ohashi body shaming: Why the gymnast quit elite gymnastics. Parade. Retrieved September 9, 2021. https://parade.com/907716/kneal-2/katelyn-ohashi-body-positivity/. Ohashi, K. (2018, February 14). Demanding Change and Moving Forward… – Katelyn Ohashi. Retrieved September 13, 2021. https://katelyn-ohashi.com/demanding-change-and-moving-forward/. Ohashi, K. (2019, September 4). Katelyn Ohashi: ‘I Wanted to bring the joy back to gymnastics.’ ESPN. https://www.espn.com/olympics/story/_/id/27498992/katelyn-ohashi-wanted-bring-joy-back-gymnastics-body-issue-2019. Randall (2021, July 31). Before Simone Biles, Katelyn Ohashi also faced mental health issues. AsAmNews. https://asamnews.com/2021/07/31/katelyn-ohashi-suffered-from-body-image-and-an-eating-disorder-today-she-is-an-advocate-for-mental-health/. Romero, I.L.. (2019, September 5). Pictures: 2019 ESPN Body Issue features Katelyn Ohashi, Chris Paul, Myles Garrett and more. Orlando Sentinel. Retrieved September 13, 2021. https://www.orlandosentinel.com/sports/os-sp-espn-magazine-2019-body-0906-20190905-vztw2ihccbgojjlximnauqcefm-story.html. Victoria Garrick: Eating Disorders and Binge Eating by Olivia Henkel An athlete activist is someone who “uses sport or their role as athletes to promote social and political change” (Kluch, 2020) much like Victoria Garrick does. Garrick uses her powerful voice to advocate for athletes everywhere who struggle with mental health challenges. Garrick was a walk-on volleyball player at the University of Southern California who helped lead her team to win a Pac-12 championship. Garrick had been an athlete her whole life, but she was not physically or mentally prepared for what playing at the collegiate level would entail. Garrick started to struggle with her mental health as she discovered that playing at a Division I school meant putting athletics before academics. School became more challenging the more she was required to be in the gym, weight room, and training room. She had to make a decision about whether she should go to practice or to study for her chemistry exam, but missing practice was never an option. The high standards she held for herself to be the best in everything she did started to slip through her fingers as her grades started to fall. She was more worried about her performance on the court than in the classroom. As her academic success took second priority, her athletic performance flourished. She made two Elite Eight appearances, earned the Pac-12 Defensive Player of the Week award, and finished off her career first in the Pac-12 conference with the most digs, all while struggling with self-acceptance and her mental health (Garrick, n.d.). Garrick now spends her time speaking to young athletes and people across the world who are struggling with body positivity and self-acceptance. Garrick uses her social media platform on Instagram, TikTok, and Facebook to show support for those who don't always receive it. She opens up about her body image issues, and she shares her story about how she overcame her struggles and learned to accept herself. Garrick reminds people that it is ok to talk about their emotions, struggles, and hardships because she knows that no one should suffer alone. Throughout high school, Garrick always cared about her appearance and how she looked to others. She was counting her calories, going on diets, weighing herself frequently, and measuring her waist and other body parts to compare with people that she saw as perfect, skinny, and beautiful. She was obsessed with Victoria’s Secret models and the way they looked, so much so that she would look up their measurements and compare herself to them to see if she was physically like them. If she wasn’t close enough to their size, she would critique each of her body parts and make notes of what she needed to fix in order to be more like them. She constantly overanalyzed her physical appearance which led to a completely new relationship with food. She adjusted her eating habits in order to achieve the body that she desired; however, this initiated the start of her binge eating disorder. Binge-eating disorder is a mental health disorder in which an individual will consume unusually large amounts of food and feel unable to stop. Binges are often accompanied by feelings of shame, embarrassment, or disgust (Mayo Clinic, 2018). Garrick would get home from practice and eat far too much food from her pantry in one sitting which put her into a cycle of regret and shaming herself for this behavior. Garrick pointed out the fact that “...80% of women are disordered eaters, and what categorizes disordered eating is what they think is normal” (Garrick, 2020a). Women are held to many different standards in their lifetimes. They are judged by how they are supposed to look like, wear, weigh, how they act, and even on their academic, emotional, or behavioral success. These can be stressors that cause concern about body shape or weight. Harvard’s McLean Hospital for Mental Health states that “binge eating disorder is found in about 1% to 2% of the general population and is seen more often in women than men” (Everything You Need to Know About Eating Disorders, 2022). Women are told by society that they should be skinny, weak, unathletic, and emotional and men should be tall, muscular, confident, and dominant. Garrick held herself to these standards, and when she started to lose sight of who she was, she would fill her empty void with food. As an athlete, Garrick was susceptible to eating disorders due to the performance anxiety and pressure, as well as the high levels of competition. “Sports participation emphasizes competitive success. There are often social expectations and pressure to achieve and to win. Likewise, those with eating disorders and body image disturbances are often subject to external pressures to achieve as well as pressures to appear a certain way” (Stiles, n.d.). When she started her first year of college, Garrick had heard many different stories from teammates, friends, and family members about how they gained their “Freshman 15” weight and how it was bound to happen to her. This remark intimidated her, and she was afraid to eat and gain weight. This is where her unhealthy restrictions started. During preseason, she was working out for at least 5-6 hours a day and burning more calories than when she was back home. Her body was craving more food to help replenish her, but she was still hesitant to eat more because she knew it would alter her physique. She was not getting proper nutrition; therefore, she was not able to perform at her best, and she began to feel stressed about losing her spot on the court. She gave in to what her body was saying, and she started to eat more until she was full. This streak lasted for a few weeks until she noticed that she was gaining weight. She looked in the mirror and was disgusted with who was looking back at her, and she immediately started to restrict herself again. She began dieting, counting her calories, and measuring herself because she was so unhappy with what she did to her body. As volleyball season started, she fell under a tremendous amount of stress playing on a team full of the best volleyball players from across the country. As a first-year college athlete, she had stress from school, living with people she barely knew, and the competition ahead, all while restricting her eating. As a fulltime student-athlete, it was very hard to put life on pause, so she continued to practice and lift every day which only left her body hungry. One evening when she got home from practice, she completely gave in. She opened up her pantry and ate everything she saw. After her binge, she was so upset with herself so she restricted herself once again and told herself that because she ate so much at night she could not eat as much during the day tomorrow. This restriction did not last long because the same thing happened the next day when she came home: another binge. Garrick was consumed by thoughts about the food around her, and always knew how many calories were in the foods in her pantry so she would know what she could and could not eat. Her mental health suffered, and she found herself stuck and left not knowing who to go to, so she turned to social media. She did not want to reach out to anybody because she did not want to believe that she has a binge eating disorder. Garrick put thousands of screenshots of models and girls' stomachs in her camera roll and she would look at them daily to remind herself of what she was supposed to look like. She would look at pictures of herself from when she was 35 pounds lighter and set it as her lock screen, so every time she would open her phone she would be reminded of what she used to look like when she was thin and beautiful (Garrick, 2020b). After months of not being satisfied with who she was becoming, she decided to reach out and look for answers. She made this decision one night when she found herself Googling “athletes with depression,” and she couldn't find anything. She went on to argue that, “[m]ental health is not something we need to be ashamed about. Everyone at some point in their life is going to go through something hard or challenging that really tests them. What defines you is not that you've been through it, it's how you are going to get through it” (Garrick, 2020b). With the help of the school nutritionist, she was able to attack her illness head on. She learned to accept herself, and she wanted to make the same impact on other athletes who might be struggling with their mental health and self acceptance as well. This is when she made the decision to take her story public and spoke on the stage of TedTalks and at many schools across the country. Garrick wanted to speak out about the mental trauma she was experiencing because she knew that she was not the only one. With support from her nutritionist, her family, and friends she was able to find herself again. Garrick would practice positive self talk, meditation, and writing out lists of personal achievements. This helped her find emotional balance, which in turn helped her learn to accept her body the way it is (TEDxTalks, Garrick, 2017). Works Cited Everything you need to know about eating disorders (2022, February 25). McLean Hospital. https://www.mcleanhospital.org/essential/eating-disorders Garrick, V. (n.d.). About. Retrieved on May 19, 2022 from https://www.victoriagarrick.com/about Garrick, V. (n.d.) Home [Facebook page]. Facebook. Retrieved September 13, 2021 from https://www.facebook.com/VictoriaGarrickMotivation Garrick, V. (2020a) My Eating Disorder Story: Binge Eating. [Video] YouTube. https://www.youtube.com/watch?v=ZslATXU5ejI Garrick, V. (2020b). VICTORIA GARRICK 2020 SPEAKING TOUR \| Student-Athlete Mental Health Advocate. [Video] YouTube. https://www.youtube.com/watch?v=MdGihyiyZLM . Kluch, Y. (2020). “My Story Is My Activism!”: (Re-)definitions of social justice activism among collegiate athlete activists. Communication & Sport, 8(4–5), 566–590. https://doi.org/10.1177/2167479519897288 Mayo Clinic. (2018, May 5). Binge Eating Disorders. https://www.mayoclinic.org/diseases-conditions/binge-eating-disorder/symptoms-causes/syc-20353627 Stiles, B. (n.d.). Eating disorders in athletics: Pressure from parents, coaches, and appearance expectations play role. mom’sTeam. https://www.momsteam.com/nutrition/eating-disorders-in-athletics-external-pressures-and-societal-expectations-play-large-role TEDx Talks. (2017, April). TEDxUSC - Victoria Garrick - Athletes and Mental Health: The Hidden Opponent. https://www.youtube.com/watch?v=Sdk7pLpbIls . “Victoria Garrick (@victoriagarrick) Is on Instagram.” Accessed September 13, 2021. https://www.instagram.com/victoriagarrick/. TikTok. “Victoria Garrick (@victoriagarrick4) Official TikTok \| Watch Victoria Garrick’s Newest TikTok Videos.” Accessed September 13, 2021. https://www.tiktok.com/@victoriagarrick4?lang=eng Dwayne "The Rock" Johnson: Masculinity and Mental Health by Cristian Dixon Dwayne Johnson, also known as The Rock, had to face many hardships growing up in Hawaii. Johnson and his father had a very complicated relationship which he said was “tough love.” For example, when Johnson was five years old, his dad would beat him by taking him up to the rooftop to punch him like a punching bag. In his father’s eyes, this helped show the boy what being “a man” is truly about. By the age of 10, his father would wake him up at 4:30/5:00 every morning for no reason, except “If I have to be up. You have to be up, too” his father said (Goalcast, 2020). Part of the reason that Johnson’s father was like this was because he was one of the first African-Americans to fight in the WWF. His father had absolutely nothing handed to him. When Johnson was only 14, he was kicked out of his home in Hawaii. He also had to leave the island because his parents were not able to pay rent. At this point, he and his mother had nowhere to live. When Johnson was 15 years old, he watched his mom attempt suicide by walking toward oncoming traffic on Interstate 65 in Nashville, Tennessee. He had no other choice but to run out, grab her, and bring her back to the shoulder of the interstate. He said "What's crazy about that suicide attempt is that to this day, she has no recollection of it whatsoever. Probably best she doesn't" (Blackburn, 2018). By the age of 17, he was arrested several times because he was in a “theft ring” that would target tourists and steal jewelry and clothes. He was also arrested multiple times for fighting in the streets. Even at a young age, Johnson’s mental health was very unstable. After rescuing his mother from suicide, he began to suffer from serious episodes of depression on his own. Johnson said, “I reached a point where I didn't want to do a thing or go anywhere, I was crying constantly” (Goalcast, 2020). It felt like his whole life was crashing down and he was stuck not knowing where to go or who to talk to. He coped by going to the gym every day to hit the punching bags and to lift weights, but that couldn't hide everything he was feeling. After being kicked out of his home in Hawaii, he began to take football more seriously. He would train hard every day in high school to stand out. And that he did. Division I colleges and universities across the country called to recruit him. Johnson decided to play football for the University of Miami where he had a fantastic first three years of Division I football. During his senior year, he did not get to play because someone took the starting spot from him. He stuck with the team that year even though he did not get any playing time. This led to him not being able to further his football career in the NFL. Johnson settled by going to the Canadian Football League (CFL) which was only bringing him $250 (Canadian) a week. He was later cut from the team and came home with only $7 in his pocket. He was broke. He had nothing. After being cut from the team and home for about a month, he received a phone call from the same team in the CFL who cut him. They invited him to return, but Johnson had other plans. Johnson’s father asked him after that phone call “You’re gonna do it. Right?” He responded, “No…” “What are you going to do?” his father asked. “I’d like to get in the business,” Johnson replied (Kedem, 2021). “The business” meant joining professional wrestling, just like his father. However, his dad did not agree. He said “You are throwing it all away. It is the worst mistake you will ever make… You are ruining your career” (Goalcast, 2020). Johnson defied his father and pursued professional wrestling. He had great success performing in the ring, but off the mat, his dad’s negative remarks echoed in his head which only made his mental health decline even more. Johnson didn't have anybody to look to for advice or help, and he didn't want to show weakness by talking about his struggles with mental health. Talking about mental health for men is very important. Some men and boys feel that it is hard to open up about feelings and be vulnerable because of the stereotypes that society holds about men. Stereotypes are set ideas that people have about what someone or something is like, and often those ideas are wrong (Cambridge Dictionary, n.d.). For example, stereotypes say being masculine means being strong, brave, independent, assertive, and insensitive. If someone is less than that, they might be labeled as weak or not masculine enough. Johnson struggled with his own masculinity, depression, and his “tough-love” relationship with his father. Johnson would hide his feelings because of the stereotypes about masculinity that had been placed on him since he was born, and the fear he had of losing his father’s acceptance. Depression is a mood disorder that involves feelings of constant sadness and a loss of interest in things that had previously been fun or exciting (Mayo Clinic, 2018). Depression can make it hard to think or even do normal daily activities. Sometimes depression can cause people to want to die by suicide. At a point in his life, he was forced to watch his mom go through extreme depressive episodes which impacted the way he looked at life. Constantly being surrounded by the negative look on life contributed to his own depression. Johnson would not dwell on the thought of being depressed but he would focus on hiding his emotions and use them to push himself harder. Tough love is often thought of as affection or concern expressed in a stern or unsentimental manner especially to promote masculine behavior (Miriam-Webster, 2022). Sometimes people call abusive behaviors like hitting children “tough love” to make an excuse for child abuse. This was a problem in Johnson’s relationship with his father. Johnson would not receive affection from his father because he saw his role as a father to train his son to be the stereotypical man. So, Johnson’s father hit him. This abusive behavior led Johnson to push his feelings and emotions to the side. Johnson was never able to express himself in a vulnerable way, which pushed him to want to advocate more for men and explain why there is no need to hide genuine emotions. Johnson continued to hide his emotions during his failures and successes in both athletics and acting. He is not alone; there are many professional male athletes that suffer from depression, stereotyped masculinity, and consequences of ‘tough love.’ This influenced Johnson’s decision to take action and speak out about why men’s mental health needs to be talked about more, and share his story about his own personal mental health struggles. One thing he considered every day was the thought of himself with his back up against a wall. Johnson used that image in a speech to the Los Angeles Lakers. He physically put his back to the wall to show that when something blocks the way back, the only way to go is forward. Nothing can stop someone if it is behind them. This allows many athletes to take action when times get hard because they are allowing themselves to only look forward. Johnson said “Remember the hard times…” This takes people a long way to help stay focused on the fact that the future can look better than the past (Payan, 2021). Works Cited Blackburn, P. (2018, April 2). Dwayne ‘The Rock’ Johnson discusses his battle with depression, mental-health issues. CBSSports.com. Accessed September 9, 2021. https://www.cbssports.com/wwe/news/dwayne-the-rock-johnson-discusses-his-battle-with-depression-mental-health-issues/ Cambridge Dictionary. (n.d.). Stereotype. In Cambridge Dictionary. Retrieved May 19, 2022 from https://dictionary.cambridge.org/us/dictionary/english/stereotype Goalcast. (2020, January 29). Dwayne The Rock Johnson’s Biggest Regret. [Video]. YouTube. https://www.youtube.com/watch?v=61YEdGZrqSc Kedem, M. (2018, March 18). Dwayne Johnson Talks Mental Health during ‘Young Rock.’” Audacy. Accessed September 9, 2021. https://www.audacy.com/im-listening/dwayne-johnson-talks-mental-health-during-young-rock Mayo Clinic. (2018, February 3). Depression (major depressive disorder). https://www.mayoclinic.org/diseases-conditions/depression/symptoms-causes/syc-20356007 Miriam-Webster. (2022). Tough love. In Miriam-Webster.com. Retrieved May 19, 2022 from https://www.merriam-webster.com/dictionary/tough%20love Payan, A. (2021). The Rock’s Speech: LA Lakers, 2021. [Video] YouTube. https://www.youtube.com/watch?v=HeD-8YJ7NFw Abby Wambach: Athletic Identity, Retirement and Mental Health by Megan Gandrup It is every athlete's dream to really pull through when their team needs them. Abby Wambach did just that almost every time she played soccer. Once, when she was only 24 years old, she had a clutch moment on the biggest stage. It was August 24, 2004, and the United States Women’s Soccer Team was playing in the gold medal match game at the Olympics in Athens. The game went into overtime after 90 minutes of regulation play against a very good Brazil team. In the 112th minute, Wambach scored the game winning goal with a header off of a corner kick (Wagner, 2015). In this moment, not only did she win the game for her team, but she also won her first gold medal. This was the start of her amazing career. This was not the only time that Wambach had come up clutch for the team. Wambach and the US National Team had moved onto the Women’s World Cup, which is the world’s biggest soccer tournament and only happens every four years. The United States was playing Brazil in the quarterfinal game, and they were down two goals to one. It got to the 122nd minute of overtime, and the U.S. was desperate for a goal. Carli Lloyd sparked a push from midfield. Lloyd passed the ball out to Megan Rapinoe near the sideline who then kicked the ball in the air back to the middle of the field in front of the goal. Who was there to head the ball in? Wambach was. This goal evened the score, and the team went on to win the game through penalty kicks. After the tournament was over, the header that Wambach scored was voted as the greatest goal in FIFA women’s World Cup history (Wagner, 2015). Abby Wambach was born in Rochester, New York on June 2, 1980. She is the youngest of eight children. Her love for soccer started at a very young age after seeing her older sister play. When Abby was four, she decided to be like her sister and started to play soccer. Ever since then, she never looked back. During high school, she scored 142 goals and started working on her headers, which would become her signature way of scoring. At a young age, she joined the Olympic Development Program for soccer. This is how athletes train to have a chance at making the National Team. Wambach then became a part of the U-16 National Team and became a part of the National U-20 player pool. She was also on the first youth team to travel to Beijing, China, to compete (Abby Wambach: Biography, n.d.). After all of her hard work and development, Wambach became a top recruit for many colleges. As a result of being a top recruit, soccer remained an important part of Wambach’s life and identity. If she was not in school then she had a soccer ball at her feet. Many top universities and programs wanted Wambach to play for them. She eventually accepted a full athletic scholarship to the University of Florida and attended school from 1998 to 2001. As a first-year student-athlete, she led the Florida Gators to their school’s first ever NCAA Championship in women’s soccer. They beat the North Carolina Tar Heels who had already won 15 national championships (Abby Wambach: Biography, n.d.). Along the way, Wambach set multiple school records. She did not stop after college. After college, Abby Wambach went on to become a very well known athlete who played for the United States Women’s National Soccer Team. When it comes to soccer, she is an icon. Wambach is a two time Olympic Gold Medalist and a two time FIFA World Cup winner. She also led the United States Soccer team in goals scored in 2007 and 2011 (Wambach, 2021). To this day, Wambach still owns the title of the top goal scorer with 184 and is 26 goals ahead of the next person in line (Becherano, 2021). The player she beat out for the top spot is the legendary Mia Hamm. In 2003, 2004, 2007, 2010, 2011, and 2013, Wambach was named U.S. soccer female athlete of the year. In 2012, Wambach won the FIFA Ballon d’Or (golden ball) award (Wambach, 2021) which is given to the best player in the world. After winning her second World Cup in 2015, Wambach decided that it was time to retire. Wambach was used to being in the spotlight because she always had been throughout her career. During her whole life, she had also been an elite athlete, and this was her whole identity. Towards the end of her career, Wambach struggled with depression and substance abuse. All of this was due to retiring from soccer and having an identity crisis. She would have to figure out who she was outside of soccer. After being charged with driving under the influence of alcohol and seeing her police photo in the media, Wambach decided to get help (Bahadur, 2016). She was in the middle of writing a book when she decided to write about her struggles. Wambach said she did not plan to write about identity, depression, and substance abuse in her book but decided it was something that needed to be told. After reflecting, she came to the conclusion that a big factor for her abusing painkillers and alcohol was to counterbalance the emotional pain she was feeling. She said “I didn’t know what I would be without soccer as my main identity” (Borden, 2016). This is an issue that not only Wambach has faced. Many people face these challenges, but they do not bring it out in the open because of the stigma around mental health. Athletes are much less likely to seek help and treatment when it comes to mental health. Athletes receive and treat physical injuries, but most are hesitant to seek help for mental illness because it is perceived as a weakness (Reardon & Creado, 2014). When Wambach opened up about her mental health struggles, she let people know that it is okay to have these feelings and to get help when help is needed. Mental Health and Identity in Sports - Mental Health and Retirement: After doing something or being defined by something for so long, such as being an elite athlete, the athlete has to re-identify themselves in retirement. This is true for anyone after being in the same routine and knowing how to fit into the world. Stopping a routine is a big change. Retirement may cause a lot of thinking that someone may not have had to do before. It is a major life adjustment and can be stressful. - Retirement can cause athletes to experience depression and identity loss, especially among those that were elite athletes. “It is often said that a sports star will die twice, the first time at retirement” (Vickers, 2021). After dedicating their whole life and all of their time to training, what’s next? That is the question that many elite athletes struggle with. Most of their time and days were filled with rigorous training and a lot of time traveling. They were also so used to being viewed as an athlete in the public eye. They acknowledged and embraced the athletic identity (Vickers, 2021). - Athletes have to become mentally tough people to successfully compete. They are perceived as tough to the public because they are fitter, healthier and happier than others. This kind of stereotyping can make it difficult for athletes to ask for help especially when it comes to retirement. The retiring athlete may feel weak, embarrassed, or ashamed to ask for help. That is why when an athlete is going through a big life change, such as retirement, it is important for them to have a social support system and communicate with them (Vickers, 2021). - Substance Abuse and Help-Seeking Stigmas: When it comes to substance abuse, athletes often get blamed. People only hear about what the athlete did, but they do not understand the stress and pressure the athlete is experiencing to drive them to abuse alcohol, pain killers, prescription medicine, or other drugs. Athletes are also held to a higher standard than the rest of the public because they are perceived as role models. - Most elite athletes are coached to be tough, both physically and mentally. This helps athletes get through workouts and their complicated lives. This is why a lot of athletes do not seek help. In an elite athlete’s world, mental health and the vulnerability that comes with accepting emotional struggles and the mental toughness demanded in sports are contradictory concepts (Gucciardi, et al., 2017). This is part of the reason why athletes do not seek help when they need to because they have been told to stand up and shake it off, or that they simply need to be mentally tougher. Works Cited Becherano, L. (2021). The All-Time Leading Goal Scorers in USWNT History. 90min.com. Accessed September 14, 2021. https://www.90min.com/posts/uswnt-all-time-leading-goal-scorers. Bahadur, N. (2016). Soccer Player Abby Wambach Reveals She’s Battled Drug And Alcohol Addiction For Years. SELF, September 13, 2016. https://www.self.com/story/abby-wambach-drug-and-alcohol-addiction. Borden, S. (2016, October 11). Abby Wambach, Retired U.S. Soccer Star, Reflects on Her Addiction. The New York Times, sec. Sports. https://www.nytimes.com/2016/10/11/sports/soccer/abby-wambach-addiction-alcohol-painkillers.html. Gucciardi, D.F.., Hanton, S., & Fleming, S. (2017). Are mental toughness and mental health contradictory concepts in elite sport? A narrative review of theory and evidence.” Journal of Science and Medicine in Sport, 20(3), 307–311. https://doi.org/10.1016/j.jsams.2016.08.006 joshjdss. (2015, February 13). Karen Bardsley of England Women’s Punches the Ball Away from Abby Wambach of USA Women’s [Photograph]. Creative Commons Wikimedia. https://commons.wikimedia.org/wiki/File:England_Women%27s_Vs_USA_(16365797348).jpg Reardon, C.L., & Creado, S. (2014). Drug abuse in athletes. Substance Abuse and Rehabilitation, 5. 95–105. https://doi.org/10.2147/SAR.S53784. Salzman, Noah. (2015, May 10). English: Abby Wambach Playing for the US Women’s National Team in San Jose, California on 10 May 2015 [Photograph]. Creative Commons Wikimedia. https://commons.wikimedia.org/wiki/File:Abby_Wambach_in_San_Jose.jpg Vickers, E. (2021). Life after sport: Depression in the retired athlete. BelievePerform https://believeperform.com/life-after-sport-depression-in-retired-athletes/. Wagner, L. (2015, December 15). Abby Wambach’s soccer career in 8 iconic moments. NPR, sec. America. https://www.npr.org/sections/thetwo-way/2015/12/15/457117175/abby-wambachs-soccer-career-in-8-iconic-moments. Abby Wambach: Biography. (n.d.). The Famous People. Accessed September 14, 2021. https://www.thefamouspeople.com/profiles/abby-wambach-33262.php. Wambach, Abby. (2021). About. Accessed September 13, 2021. https://abbywambach.com/about/. Michael Phelps: Mental Health Stigma and Substance Abuse by Mary Puffett It’s the year 2008 in Beijing, China. Michael Phelps is getting ready to swim in the 200-meter freestyle Olympic finals. All the men get up on their blocks and prepare for the whistle to blow. At the sound, they all dive into the clear blue water, barely making a splash. Most fans expected Phelps to come in from behind to win this race, just like he had done so many times before. To everyone’s surprise, he already had a whole body’s length lead by the 50-meter mark, and each stroke would pull him away farther and farther from his competition. Phelps finished the race in world record fashion, with the first ever sub-1:43 performance in the history of swimming. This gold medal would put him on track to win a record breaking eight gold medals at these Beijing Olympics. He would collect an astounding twenty-eight medals throughout his Olympic career. Michael Phelps is seen to many as one of the best, if not the best swimmer to ever enter the pool. It only makes sense that he is off living the best, most luxurious retired swimmer’s life there is, right? In fact, Michael Phelps has lived anything but an easy and luxurious life. His parents divorced when he was young, and his father was not present for most of Phelps’ life. He found a father-like figure in his swimming coach Bob Bowman. At the age of nine, Phelps was diagnosed with ADHD. Swimming was the one thing in the world that helped young Phelps escape the troubles of the world. Bowman describes Michael as “complex…stubborn, hardheaded, isolated, unforgiving and ruthless” (Drehs, 2016). These qualities helped him become one of the most decorated Olympians of all time, but they have also created very dark times in his life. In 2004, he was arrested for driving under the influence and was sentenced to 18 months of probation (Sanchez & Watts, 2014). Then later in 2009, a photo was sent around of Phelps smoking illegal substances at a party. This image forced some of his sponsors to not renew his contracts. In the year 2012, after the London Olympics, Michael suddenly decided to retire. Coach Bowman recalls Michael not caring at all in the year 2012 (Finan, 2021). Phelps reflects on his training in 2012 and recalls that he “had no desire to go to work out” (“Michael Phelps Talks about ‘downward Spiral’ Leading to His DUI Arrest,” 2016). Yet Michael still decided that he would stage a major comeback in the year 2014. Sadly, that September, he was pulled over in Baltimore for driving 84 mph in a 45-mph zone (Sanchez & Watts, 2014). Even though he was cooperative throughout the whole process, he failed the field sobriety test and received his second charge of driving under the influence of alcohol. This event sparked a “media firestorm” (Finan, 2021). He became a national punchline, and “USA Swimming suspended him for six months,” which was double his suspension for the image sent around in 2009 (Finan, 2021). Phelps looks back on these events and remembers locking himself in his bedroom “not wanting to be alive, not knowing what to do, who to turn to. Being lost” (Finan, 2021). Luckily, with the support of his wife, he finally decided to attend rehabilitation. He went through six full weeks of treatment, staying in his room the first whole week not knowing if he was going to get through it (Ruane, 2016). In therapy, he was able to confront his depression and cope with his parent’s divorce (Finan, 2021). It wasn’t until 2016, right before the Rio de Janeiro Olympics, that he finally decided to come out to the world with his struggles of anxiety and depression and how he now felt healthier both physically and mentally. At the Rio Olympics, the last of his career, Phelps earned six medals, four of which were gold. After Rio, Phelps was asked to reflect on the year 2012. Phelps stated, “I want to be here. That’s the difference. I had no desire to go to work out before. And I want to retire how I want to retire. And I have a great opportunity to do that. I haven’t trained like this in a decade” (“Michael Phelps Talks about ‘downward Spiral’ Leading to His DUI Arrest,” 2016). Michael Phelps is one of the most decorated Olympians of all time, yet he has struggled with depression, substance abuse, and thoughts of suicide. He has once said “There are times where I feel absolutely worthless, where I completely shut down but have this bubbling anger that is through the roof. If I’m being honest, more than once I’ve just screamed out loud, ‘I wish I wasn't me!’” (Phelps, 2020). There have been times where he wants to be some “random Joe” out on the street that no one knows. Luckily, he is able to cope with these darkening thoughts by going to a quiet place alone or working out. He goes to the gym every day, whether he feels like it or not. Phelps says, “If I miss a day, it’s a disaster” (Phelps, 2020). Working out is something he has known his whole life, so he is able to use this love for sport to channel happy thoughts. Even though he is now better both mentally and physically, he expresses that his depression “is something that will always be part of my life” (Finan, 2021). Today, mental health and mental illness are more prevalent in public conversation. Sadly, the topic, especially in professional athletics, comes with a large stigma. Many believe that it is seen as “weak” to talk about mental health and that one should simply just “get over it.” Even though mental illness may have physical aspects, it isn’t totally a physical illness, thus harder to detect and see. “Athletes receive comprehensive treatment and rehabilitation for physical injuries, but this may be less often the case for mental illness, because [it is] sometimes viewed as a sign of weakness” (Reardon & Creado, 2014). If mental illness was a physical injury, like a broken foot, it would be physically noticeable and harder for people to pretend it does not exist. Phelps understood how hard it can be to talk about mental health, especially for males. When reflecting on his own difficulty speaking out, he thinks that “the biggest thing is, we all need to ask for help sometimes too. I can say personally, it was something that was very challenging. It was hard for me to ask for help” (Hanson, 2021). Simply put, it is okay to not be okay. Sadly, “men are less likely to seek help for mental health problems compared to women across races, ethnicities, ages, and other sociocultural backgrounds” (Mahalik & Di Bianca, 2021). This means that men are less likely to ask for or receive help for their mental health struggles no matter their race, age, or history. By rejecting help and keeping their mental health issues to themselves, they gain privilege and power as a way to assert masculinity (Mahalik & Di Bianca, 2021). Phelps states that he could sense a few years ago that mental health in athletes would become a very important topic, but he didn’t realize how big of an issue it would grow into (Hanson, 2021). Even though mental health issues have blown up over the last couple of years, many (especially men) are still scared to talk about their struggles. Phelps has used his platform to help promote mental health on a global scale. He joined the board of “Talkspace, an online mobile therapy company that provides access to therapists whenever needed” (Phelps, 2020). He also founded the Michael Phelps Foundation, which strives for everyone to have quality access to water safety, healthy living (both physical and emotional) and the pursuit of dreams. Along with starting these two amazing mental health resources, Phelps advocates for people struggling with their mental health, especially athletes. At the 2020 Olympics after gymnast Simone Biles withdrew from competition, Phelps said that he understands her decision. He stated, “It can be overwhelming, especially in competition” (Hanson, 2021). He went on to say that “This is an opportunity for all of us to really learn more about mental health, to all help each other out” (Hanson, 2021). The mental health stigma is something that can be overcome, but only if people are willing to get on board and advocate like Michael Phelps. The mental health stigma in America is alarmingly large. There are three different types of stigmas related to mental health. There are public, self, and institutional stigmas (American Psychiatric Association). - Public Stigma: Negative attitudes that others have about mental illness (Pescosolido, 2015). - Self-Stigma: Negative attitudes, including internalized shame, that people who possess a mental illness have about themselves (Pescosolido, 2015). - Institutional Stigma: Policies of government and private organizations that purposely or unintentionally limit opportunities for people with a mental illness (Pescosolido, 2015). These stigmas get even worse when taking a closer look at men specifically. This idea that having mental health issues is considered “weak” starts at a young age. These belief systems are passed down from generation to generation. Researchers showed that “adolescents use an extensive vocabulary of 270 different words and phrases, mostly derogatory terms, to describe people with mental health problems” (Clark, Hudson, & Haider, 2020). In America, men are supposed to be seen as strong, courageous, and someone who doesn’t back down from a fight. Our society thrives off the idea that men cannot cry without being seen as weak even though depression is something that can appear at a very young age. “Between 2-9% of children are diagnosed with major depressive disorder, while 5-10% of children and up to 25% of teenagers suffer from anxiety” (Pluhar, et al., 2019). Even though depression rates of diagnosis are considerably high, men still feel the need to keep their mental health issues to themselves as a way to “fit in.” They do this because society has pushed most to believe that by keeping their mental issues to themselves, they will gain power and privilege (Mahalik & Di Bianca, 2021). Sport-related depression, substance abuse, and suicide are three factors that are generally seen as connected. When it comes to mental health and substance abuse, it is a two-way street. Substance abuse is a way to cope with mental illness, but it can also be a cause of it. Athletes often turn to substances to cope with pressures to perform, pain and injury, and sometimes retirement from a lifetime of sport. “Athletes may be significantly less likely to receive treatment for underlying mental illnesses such as depression” (Reardon & Creado, 2014). Athletes receive treatment for physical injuries all the time, but are less likely to receive treatment for their mental health needs. Consequently, untreated mental illnesses can often be related to substance abuse (Reardon & Creado, 2014). After these troubles have been present in a person’s life for a long time, thoughts of suicide often appear. Suicide ranks as the 4th leading cause of death among college athletes (Rao & Hong, 2016). Once again, this is a much larger issue when looking at male athletes. Death caused by suicide has increased 2 to 4 times among former athletes during ages 30 to 50 years old (Lindqvist, et al., 2014). All these issues often stem from untreated mental health. If American society can help get rid of this large mental health stigma, we can start to work together to erase these issues. Works Cited Agencia Brasil Fotographias. (2016). Phelps and Bowman at the Rio Olympics [Photograph]. Creative Commons Wikimedia. https://commons.wikimedia.org/wiki/File:Bowman_and_Phelps_Rio_2016.jpg Booth, N.R., McDermott, R.C., Cheng, H-L., & Borgogna, N.C. (2019). Masculine gender rolestress and self-stigma of seeking help: The moderating roles of self-compassion and self-coldness. Journal of Counseling Psychology, 66, (6), 755–762. https://doi.org/10.1037/cou0000350 Borges, Danilo. (2016). Michael Phelps kissing his gold medal [Photograph]. Flickr. https://www.flickr.com/photos/ministeriodoesporte/28306654374 Clark, L.H., Hudson, J.L., & Haider, T. (2020). Anxiety-specific mental health stigma and help-seeking in adolescent males. Journal of Child & Family Studies, 29, (7), 1970–1981. https://doi.org/10.1007/s10826-019-01686-0. Drehs, W. (2016, June 23). ‘Michael Phelps’ Final Turn. ESPN Accessed September 10, 2021.https://www.espn.com/espn/feature/story/_/id/16425548/michael-phelps-prepares-life-2016-rio-olympics. Finan, E. (2021). Michael Phelps: Greater than Gold. People, 96(3), 64-67.https://search-ebscohost-com.colelibrary.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=151296359&site=ehost-live Hanson, K. (2021, July 27). Michael Phelps on Simone Biles and Mental Health: ‘Can’t Brush It under the Rug Anymore.’” TODAY.com. Accessed September 10, 2021. https://www.today.com/news/michael-phelps-shares-emotional-reaction-simone-biles-withdrawal-team-event-t226677 Lindqvist, A. S., Moberg, T., Ehrnborg, C., Eriksson, B. O., Fahlke, C., & Rosén, T. (2014). Increased mortality rate and suicide in Swedish former elite male athletes in power sports. Scandinavian Journal of Medicine & Science in Sports, 24(6), 1000–1005. https://doi.org/10.1111/sms.12122 Mahalik, J. R. & Di Bianca, M. (2021). Help-seeking for depression as a stigmatized threat tomasculinity. Professional Psychology: Research & Practice, 52(2) 146–55. https://doi.org/10.1037/pro0000365. Michael Phelps Talks about ‘downward Spiral’ Leading to His DUI Arrest. (2016, April 24). USA Today. Accessed September 13, 2021. https://www.usatoday.com/story/sports/olympics/rio-2016/2016/04/27/michael-phelps-rehab-downward-spiral-today-interview/83585116/ . Pescosolido B. A. (2013). The public stigma of mental illness: What do we think; What do we know; What can we prove?. Journal of Health and Social Behavior, 54(1), 1–21. https://doi.org/10.1177/0022146512471197 Phelps, M. (2020, May 18). Michael Phelps: ‘This Is the Most Overwhelmed I’ve Ever Felt.’ ESPN.https://www.espn.com/olympics/story/_/id/29186389/michael-phelps-most-overwhelmed-ever-felt Pluhar, E., McCracken, C., Griffith, K. L., Christino, M. A., Sugimoto, D., & Meehan, W. P. (2019). Team sport athletes may be less likely to suffer anxiety or depression than individual sport athletes. Journal of Sports Science & Medicine, 18(3), 490–496. Rao, A. L., & Hong, E. S. (2016). Understanding depression and suicide in college athletes: emerging concepts and future directions. British Journal of Sports Medicine, 50(3), 136–137. https://doi.org/10.1136/bjsports-2015-095658 Reardon, C.L., & Creado, S. (2014). Drug abuse in athletes. Substance Abuse and Rehabilitation, 5. 95–105. https://doi.org/10.2147/SAR.S53784. Ruane, M.E. (2016, June 9). Testing The Limits, The Washington Post. Accessed on May 18. 2022, https://www.washingtonpost.com/sf/sports/wp/2016/06/09/testing-the-limits/ Sanchez R., & Watts, A. (2014, September 30). Olympic Swimmer Michael Phelps Arrested on DUI Charge. CNN. https://www.cnn.com/2014/09/30/justice/michael-phelps-dui/index.html Washington Post. “The Rise (and Fall, and Rise) of Michael Phelps.” Accessed September 10, 2021. http://www.washingtonpost.com/sf/sports/wp/2016/06/09/testing-the-limits/.	oercommons	2025-03-18T00:37:38.213245	Case Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92911/overview", "title": "Athletes and Activism: An Exploration of Civic Engagement Through Sports", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/90426/overview	Vocabulary For ESL Students – Food Introduction - Off2Class Lesson Plan Overview Vocabulary – Food Introduction This lesson plan introduces common food items like fruits, vegetables, and other staples. I’ve said this before and I’ll say it again, most students love to talk about food, so use your creativity and turn this lesson into a communicative activity. This vocabulary lesson plan also pairs well with the unit Are you Hungry, which is part of Off2Class’s Step-by-Step curriculum. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class This lesson plan introduces common food items like fruits, vegetables, and other staples. I’ve said this before and I’ll say it again, most students love to talk about food, so use your creativity and turn this lesson into a communicative activity. This vocabulary lesson plan also pairs well with the unit Are you Hungry, which is part of Off2Class’s Step-by-Step curriculum. Download the lesson plan Vocabulary – Food Introduction here: https://www.off2class.com/lesson-plan-downloads/vocabulary-for-esl-students-six-lesson-plans-to-get-started/	oercommons	2025-03-18T00:37:38.243915	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90426/overview", "title": "Vocabulary For ESL Students – Food Introduction - Off2Class Lesson Plan", "author": "Nutrition" }
https://oercommons.org/courseware/lesson/63338/overview	5 Easy Ways to Improve Your Marketing Project Management Overview Marketing and project management should always go hand in hand. If you are thinking of different ways to market your products and services, you also need to find methods to improve your marketing project management. Here are simple ways to help improve your marketing project management. Simple Ways to Help Improve Your Marketing Project Management. 1. Project Overview and Transparency Although not everything in a project should be shared with your team members, you should still be transparent in all the things that are happening in the project. Transparency might have its disadvantages, but it is completely overshadowed by its benefits. Transparency on the project can provide three important benefits: - Accountability and Better Performance: This will enable the team members to be accountable for their actions and to fully understand their role in the project. Transparency can show exactly what the team needs to do and how to resolve the problems associated with the project. - Prevent Project Derailment: Transparency can help prevent the project from going off course. If the team members don’t have any idea about the flow of the project, it will be difficult to report and identify the problems. - Improved Teamwork: Transparency on the projects would allow the team members and managers to understand the work of the team as well as the tasks that should be accomplished. Because of this, the communication and accountability of the whole team will be improved. 2. Involvement of Internal and External Stakeholders Whether you like it or not, internal and external project stakeholders will always be there to mess things up, especially if you don’t know how to handle them. However, they are vital for the success of your project so you cannot simply ignore them. So what are the things that you can do to improve your marketing project management when the stakeholders are trying to butt in? - Identify all of the internal and external stakeholders in the project since they are easier to manage if you have all of their basic information. - Effective communication is very important and you have to see to it that your stakeholders would be updated on a regular basis. You need to ask them their preferred mode of communication where you can inform them. - Try to keep the stakeholders in the loop and they have to be engaged in the project development. They need to have responsibilities and it should be based on their influence, power, and interests. If you plan to opt for an all-in-one marketing platform like Adrack, they will have to be informed about it. - Get to know them as a human being as it helps you know their attitudes, motivations and the things that would annoy them. This information can help you properly communicate with them and it will also allow you to get what you want from them. 3. Customized Workflows You cannot start a project without a proper and customized workflow. You cannot let your team members go around doing tasks even if they are not meant to be done yet. You cannot skip tasks just because you don’t want to do some of them. There should always be a customized workflow that everyone on the team will follow. As the project manager, it is your responsibility to create a customized workflow for your project. You have to see to it that your team members are following the workflow as well. 4. Marketing Reporting This is the process of measuring your progress, value and identifying the steps that would help improve your marketing campaigns. If you want to improve your marketing project management, you should start measuring your progress and check if there are parts of the project that are not doing well. The most essential benefit of marketing reporting is the ability to pinpoint all of the things that need to be improved. It is great that the project is doing great and it is on the right track, but what are the things that you can still improve? Marketing reporting will show everything to you. In turn, you and your team can improve and make changes in the tasks. 5. Simple Review and Approval Processes To improve your marketing project management, you have to speed up the review and approval process, but you have to keep it simple. You just have to make sure that the tasks would be sent to the right people for review and it will be approved in a timely manner. Due dates must be placed so the tasks won’t have to stay in the queue for a very long time. Marketing Project Management Tools Your marketing project management will not be completed without the right tools. You have to use the best possible tools available so you can speed up the process and make it more efficient. 1. Basecamp Basecamp is one of the best project management platforms right now as it is also a communication tool that would allow all the team members to see what they need to accomplish. It has a to-do list, file sharing, calendar, due dates and more. This is a good way for the team to track their priorities and the tasks that they need to do. 2. Asana Asana is a mobile and web application created to help teams organize, manage and track their tasks. You can organize all of the tasks for the project and assign them to the team members along with the due date. 3. Brightpod Brightpod is also a popular project management tool that is made for different marketing enterprises. It will allow you to track and assign tasks to the team members. There is also an automated workflow, cross-project prioritization, editorial calendar, and many more. 4. Proofhub Proofhub is a project management tool that would allow you to plan, organize, collaborate and deliver various projects on time and with efficiency. It is an all-in-one project management tool that contains all of the needed features to handle your projects. 5. Workfront Workfront is a platform that you can use for task management. Like many other project management tools, it also has features that would allow you to track, organize and assign tasks to your team members with ease. It has different tools for reports, dashboards, approval, document management, and more. Conclusion It is not easy to handle a huge project as the project manager; it is your responsibility to handle everything efficiently. By using the right tools for project management and understanding how to improve your marketing project management, it will not be too difficult to handle your team members and complete the projects successfully.	oercommons	2025-03-18T00:37:38.260871	02/25/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63338/overview", "title": "5 Easy Ways to Improve Your Marketing Project Management", "author": "Ana-Maria Sanders" }
https://oercommons.org/courseware/lesson/93690/overview	Education Standards Oh! The Places You Will Go Career Lesson Overview This lesson is the first of three career presentations for 9th-10th graders. It includes an interest inventory, skills assessment, and values inventory to help students choose three possible careers. The results of these inventories are to be placed in an ePortfolio and shared with classmates. Each student is to comment on three of their classmates' ePortfolio. Lesson Plan Oh! The Places You Will Go Lesson Plan STANDARDS: 9-10.M.1 Seek and participate in challenging learning activities related to career goals. 9-10.LS.5 Able to acquire knowledge of various career clusters through exploration (field trips, job site tours, job shadows, mentors, etc.). THEME: Careers LESSON TOPIC: Careers OBJECTIVES: Language: Students will be able to explain the difference between a career and a job. Content: Students will be able to identify three careers that relate to the students' area of interest. LEARNING STRATEGIES: Videos Song PowerPoint Discussion Lab Activity with online assessments Project-Base Learning REQUISITE KNOWLEDGE: Students need a third-grade reading level. Also need to know how to use a computer, access the web, and have Wi-Fi access. KEY VOCABULARY: Career – an occupation undertaken for a significant period of a person's life and with opportunities for progress. Job – a paid position of regular employment. Value – the regard that something is held to deserve; the importance, worth, or usefulness of something. Skill – ability to do something. MATERIALS: Computers Brief Case made of a file folder with paper in it Pen Video Frayer's Square Virtual Card Sort MOTIVATION: (Building background) Song: https://www.youtube.com/watch?v=0aKw2qdtNWA Bruce Springsteen: "Dream Baby Dream" Video: https://www.youtube.com/watch?v=Wcxw2pt_E3E Job vs. Career – Difference between job and career https://www.youtube.com/watch?v=LXbb-QGigwA Overview of CareerOneStop.org for Workforce Professionals PRESENTATION: (Language and content objectives, comprehensible input, strategies, interaction, feedback) Oh! The Places You'll Go Career Presentation. PRACTICE AND APPLICATION: (Meaningful activities, interaction, practice, application, feedback) CareerOneStop Assessments https://www.careeronestop.org/ExploreCareers/Assessments/interests.aspx REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning) Portfolio Presentation – Google Website Creation Comment on three peers' portfolios on Padlet. EXTENSION: Apply to college or career program. DIFFERENTIATION: Enrichment – Have students explore the economic outlook for the careers they like. Also, have them explore the impact of a career in the same area with more education and with less education. Remediate – Have students explore one career or job using a virtual card sort. ELL – Have students complete a Frayer's Square for the vocabulary and access the Spanish version of CareerOneStop if applicable.	oercommons	2025-03-18T00:37:38.304117	06/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93690/overview", "title": "Oh! The Places You Will Go Career Lesson", "author": "Terri Trepanier" }
https://oercommons.org/courseware/lesson/75255/overview	22219914_1396464410464737_1230493020986580063_o ace_pyramid_lrg ACE Questionnaire aces-1_custom ACE Video Every kid needs A champion Trauma and the Incredible Hulk Trauma Informed Teaching TraumaPPT Understanding Trauma Teaching with a Trauma Informed Perspective Overview This module provides a overview of the power of teaching with a trauma-informed lens. The content was created by the faculty members at the following institutions: Chicago State University, Olive-Harvey Community College, South Subrurban College and Prairie State College. The module was designed to be added to the child development course or other introdcutory educationals course that are taken by education majors. The module was developed by Dr. Ty Jiles, Chicago State University, Professor Mario Wright Olive Harvey, Dr. Donna Walker, South Suburban Collge and Dr. LaTia Collins, Prairie State College. The module is designed to enhance the instructional skills and confidence for pre-service teachers and teacher candidates at minority-serving institutions. The module offers a multicultural narrative as it relates to trauma-informed teaching practices and includes the following: 1) Engaging all students in the learning process, 2) Classroom environment, 3) Planning instruction and learning design for all students, 4) Developing as a professional. Welcome A widely accepted goal of teacher education is to prepare culturally competent practitioners who are ready to serve diverse student populations (Guyton & Wesche, 2005). This module covers the influence of student demographics, cultural diversity, language barriers, and trauma exposed and at-risk factors on student learning. Instructional strategies supporting all students including student diversity and equity, unique learning needs, and motivation techniques to keep students engaged are introduced. Engaging students is an essential component of teaching. You need to keep students interested and engaged while supporting their learning. In order to do so, it is essential to know who your students are. Making the lessons relevant to the students’ lives and background is crucial to learning. Your students come to you with a wide variety of experiences and backgrounds. Embrace that diversity as you get to know your students, and remember that you’re teaching students, not just content. They may not show it, but most students care about others’ opinions of them, and when they feel that their teacher is interested in their achievement, they often rise to meet the challenge. Hand in hand with celebrating differences is making sure that all students feel they are a part of the classroom community and that you ensure equity for all these students. Equity encompasses how you treat students, how you ensure that all students can access the curriculum, and how you promote fairness and respect in your classes. Before beginning the modules students should watch the ACE Video and take the ACE Questionnaire and keep their scores for review at the end of the course in the Final professional development activity. https://youtu.be/8gm-lNpzU4g - ACE Video https://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean - Ace Questionnairre What is Trauma? Learning Objectives: Students will be able to identify the most common types of trauma Students will be able to discuss a variety of ways that students are impacted by trauma 1. Trauma Circles (Group activity) Students will break into groups and will be provided a different color to stand on or hold. Each color will represent a different topic. Each studen will have an opportunity to speak on the different colors and share out. Facilitator instructions: Once the students share out the facilitator will help connect the conversations to show the various connections to trauma. Introduction to trauma: Research from the National Child Traumatic Stress Network reports that approximately 25% of American children will experience at least one traumatic event by the age of 16. Location: http://nctsn.org/products/child-welfare-trauma-training-toolkit-2008 Access: You will need to register toa ccess the materials, then you can download all of the resources What is trauma? SAMHSA Experts 2012 includes three elements Individual trauma results from an event, series of events, or circumstances that is experienced by an individual as overwhelming or life-changing and that has profound effects on the individual’s psychological development or well-being, often involving a physiological, social, and or spiritual impact. Types of Trauma: Intergenerational (Historical) Trauma: “Cumulative emotional and psychological wounding, over the lifespan and across generations, emanating from massive group trauma experiences.” Historical trauma is not just about what happened in the past. It's about what's still happening. Genocides Slavery -Pandemics Massacres Prohibition or destruction of cultural practices Discrimination/Systematic prejudice Forced relocation Identity Trauma: Religion Spiritual Child Abuse Domestic Abuse Alcoholism Trauma has a long term impact and can begin displaying signs early in a child's life. Most of the behavior occurs in schools. Review the chart in the PPT (p. 10) What does trauma look like? \| Anger/Accident proneness \| Hitting, Tattling \| \| Anxiety \| Kicking \| \| Appetite Loss \| Insominia, Excessive laziness \| \| Baby Talk \| Stuttering \| \| Bed-wetting \| Indegestion \| \| Crying Spells \| Thumb sucking, Grinding teeth \| \| Detachment \| Fingernail bitting \| \| Excessive Aggressiveness \| Respiratory Tract Illness \| Let's take a closer look at Trauma: Toxic Stress Derails Healthy Development https://youtu.be/rVwFkcOZHJw Scenarios: Students will discuss the various types of trauma or stress that the student maybe experiencing and also talk about fright, flight or fight. 1. Danielle’s parents have recently gone through a divorce; her father has primary custody. She often sucks her thumb and carries around a teddy bear that was given to her by her mother. Since she is at a new school, many of the students make fun of her and this causes her to feel more isolated. Is she exhibiting fight, fright or flight? How can we assist her? 2. John always gets nervous when he has to take math tests. He will often acts out before the tests and constantly states that he is “no good at math”. After the test, he usually has a meltdown. When working in groups, he is often very anxious, and this causes his peers to feel very uncomfortable. Is he exhibiting fight, fright or flight? 3. Danielle’s parents have recently gone through a divorce; her father has primary custody. She often sucks her thumb and carries around a teddy bear that was given to her by her mother. Since she is at a new school, many of the students make fun of her and this causes her to feel more isolated. Is she exhibiting fight, fright or flight? How can we assist her? Classroom Environment In this section, the student will understand the effect of trauma on development and learning. Students will also learn strategies to foster a classroom environment where every student is safe, engaged and supported. Learning Objectives: 1) The student will identify indicators of student trauma in the classroom. 2) The student will demonstrate an understanding of practices and strategies that build academic and social-emotional competencies. 3) The student will demonstrate an understanding of trauma and utilize management skills as daily practice in the classroom. Pre Reflective - Learners each take a moment to think about a “feel good” experience that happened recently. Then do the same for a bad or negative experience. Ask: What changed for them physically (breath, muscles, temperature) by just thinking about the experiences? Trauma Informed Classroom Environment Self Check 1) What was one thing that you learned about the trauma informed classroom environment in this module that stood out to you; perhaps something new, or different, or surprising? 2) What trauma informed based strategies did you learn that would be helpful for you, and you’d be interested in trying? 3) Think of one additional way to help prepare students for transitions. 4) List two specific ways to help students feel a sense of belonging in classroom interactions. 5) Think of experiences you have had with students who have overwhelming reactions? How did/does it affect you? What has worked to help them and you to settle and feel better? What hasn’t worked, or made things worse? 6) If you were going to create a quiet place / calming corner in your classroom – what would you put in it? Describe your space: - refer to Ideas for Creating a Classroom Calming Corner Handout. 7) Summarize the benefits of mindfulness exercises. In what ways can you incorporate them into daily practice in the classroom? 8) What are some things that you do to settle yourself, as a teacher when you get overwhelmed or things just get too hectic? This is human! Write ideas and strategies that work for you. Adapted from https://ciscentraltexas.org/wp-content/uploads/2017/06/Trauma-Training-Toolkit-8-29-2016.pdf Example of classroom strategy for working with students of trauma Please review pages 12-34 of this guide: https://ciscentraltexas.org/wp-content/uploads/2017/06/Trauma-Training-Toolkit-8-29-2016.pdf Planning Instruction and Designing Learning Experiences for All Students Summary of this Section: In this section participants will gain skills and strategies for sustaining trauma-informed practices, including monitoring for personal bias, and working with trauma exposed students. Learning Objectives: Students will be able to understand the basic steps in instructional design and planning. Students will be able to identify skills and strategies to implemet in the classroom Reflective Activity: I. Understand and Reducing Personal Bias Activity Title: The Ladder of Inference: Understanding Personal Bias Modality: Individual Reflective Journal Activity, small group activity Learner Level: All levels Duration: 30-60min Materials: Ladder of Inference on-line video, Confirmation Bias Supplemental Reading, reflective journals or blank pieces of paper and pens. Facilitator Instructions: - Trainer can show the video (3-4min): https://www.youtube.com/watch?v=K9nFhs5W8o8&app=desktop - Following the video, Trainer can ask for general reactions from the large audience before asking the following reflection questions to for each small group to discuss: - How does hyper-vigilance as an arousal state involve the Ladder of Inference? - How do the Hippocampus and Amygdala regions of the brain connect to the Ladder of Inference? - How might early childhood experience impact how people make meaning along the Ladder of Inference? - How does repeated exposure to trauma related material in a work setting impact how people make meaning along the Ladder of Inference? - Trainer should mention that Confirmation Bias means looking for evidence to support a pre-existing belief, prejudice or bias. Co-Facilitators can then ask the large group: “How does the Ladder of Influence relate to Confirmation Bias in various types of trauma-related investigations and assessments?” (Confirmation Bias Supplemental Reading can be used as pre-reading or homework from this module) - Trainer then asks each participant to write down in their reflective journals or on a blank piece of paper the stages of the Ladder of Inference with 1-3 reflective questions that they can ask themselves in order to slow themselves down when they are moving up the Ladder of Inference - Observation - Select Data - Add Meaning - Make Assumptions - Draw Conclusions - Adopt Beliefs - Take Actions Skills and Strategies Emotional Keyboard Children of poverty are more likely to experience trauma, and they are more likely to have experienced the same number of social experiences as their peers who don’t come from poverty. They may have also experienced or witnessed more negative social experiences when compared to their peers who do not come from poverty. These students will need more opportunities to practice dealing with appropriate emotional responses. It can be much harder for them if these are not emphasized in the homes as well. Example-Morning meetings Self- Management \| Examples \| Strategies \| \| Regulating Emotions \| Visulization \| \| Managing stress \| Name that Emotion \| \| Self-control \| Circle Sharing \| \| Self-motiviation \| Mindfulness \| \| Stress management \| Create a Peace Place in your Classroom \| \| Setting and achieveing goals \| Structured Daily Routine with options of self-selected activties \| \| Examples \| Strategies \| Considering the well-being of self and others \| Role Playing/ Social Skill Stories \| Recognizing one’s responsibility to behave ethically \| Allow students to make a video of the classroom rules. \| Basing decisions on safety, social and ethical considerations \| Allow students to participate in creating classroom rules \| Evaluating realistic consequences and various actions \| Explicitly teach conflict resolution skills . \| Making constructive safe choices for self relationships and school \| Incorporate conflict resolution activities. \| Self-Awareness \| Examples \| Strategies \| \| \| Relating feelings and thoughts to behavior \| Morning Meetings \| \| \| Accurate assessment of strengths and challenges \| What I Say to Myself vs. What I Could Say to Myself? \| \| \| Self-efficacy \| Self-reflection - Fixed mindset vs. Growth mindset \| \| \| Optimism \| Journaling \| \| \| Relationships \| Examples \| Strategies \| \| Communicting clearly \| Foster an inviting classroom community. \| \| Working cooperatively \| Pair students with an accountability buddy/partner. \| \| Resolving conflicts \| Implement the Gratitude “check in”. \| \| Seeking help \| Assign roles for collaborative activities and have frequent check ins. \| Building relationships with diverse individuals and groups \| Teach students how to provide constructive feedback. \| Social Awareness \| Examples \| Strategies \| \| Perspective Taking \| Encourage students to put themselves in another’s shoes. \| \| Empathy \| Incorporate service learning activities. \| \| Respecting Diversity \| Discuss and role play how to act in various social situations. \| Understanding social and ethical norms of behavior \| Discuss personal space and boundaries. \| Recognizing family, school and community \| Provide a safe space for making amends. \| Scenarios Students will discuss the scenarios and find strategies above to help the the students in planning instruction. 1. Johnny has an emotional behavior disorder and often has outbursts when he becomes frustrated. During recess, Johnny often initiates conversations with his peers but has difficulty with turn taking. When his peers express frustration with this, he often blames them and beings to tattle. What strategies can we implement in the classroom to assist Johnny? 2. Joel is a new student from another country. Many of the girls often complain that he hits and pushes them during recess. They complain that he make comments like, “boys should control girls” and “girls should talk less because boys are stronger and make more important decisions.” What strategies can we implement in the classroom to assist Joel? Developing as a Professional Summary of this section: In this section participants will develop professional coping skills to support successful educational outcomes based on ACE’s scores of themselves and their student population. Participants will ensure professional development opportunities include aspects of the five supports to Adverse Childhood Experiences. Learning Objectives: Participants will identify Adverse Childhood Experiences (ACE’s) scores answered with a ‘Yes” and create strategies for non-bias supportive instruction Participants will be able to identify the benefits of Positive Childhood Experiences (PCE’s) Participants will design learning experiences based on overcoming Adverse Childhood Experiences with a focus on implementing Positive Childhood Experience (PCE’s) for student populations they intend to educate Most of us are aware of the negative effect of adverse childhood experiences (ACEs) on the health and welfare of a child. ACEs are harmful interpersonal exposures in the home that include physical, sexual, and emotional abuse and exposure to violence, crime, maternal depression, and substance abuse. But what many educators don't realize is that ACEs can have a negative effect on a child's educational achievement and cognitive skills as well. But there is emerging research that suggests that when students have access to positive relationships with adults, the benefits outweigh the adversity. For years now, we have all been hearing about Adverse Childhood Experiences (ACE’s) and the detrimental effects they can have for the rest of a person’s life. Have you heard about Positive Childhood Experiences (PCE)? Research comparing adults who reported high numbers of PCEs with those who reported low or no PCEs found that adults reporting more PCEs showed 72 percent lower levels of adult depression and/or poor mental health and were 3.5 times more likely to get the social and emotional support they need as an adult (Bethell, et al, 2019). Other research has found that, when their parents were able to share ideas and talk about things that matter with their child, the child had a 1,200 percent greater chance of flourishing compared to those who did not have this type of communication (Bethell, Gombojav & Whitaker, 2019). Positive childhood experiences are defined as “feeling safe in our families to talk about emotions and things that are hard and feeling supported during hard times.” Examples of PCEs include: Being able to talk openly to a family member or as a family about feelings and feel heard, accepted and supported Belief that family stood by them during difficult times Feeling safe and protected by an adult in the home Preventing ACEs could reduce a large number of health conditions Professional development opportunities which evidence success in insulating children from ACE’s include: Teachers mitigating stress for students. The three types of stress being: positive, tolerable, and toxic stress. When adults encourage and enable students to make adaptive responses to stressful situations, the students exhibit coping skills in handling stress. Positive Stress- Informing students in advance of tests and daily required academic tasks assigned and evaluated Tolerable Stress- Providing access to protective relationships, as with caring teachers, those relationships enable the body's stress-response system to return to a balanced state and the brain to recover This approach enables students to benefit from classroom instruction and maintain positive, constructive relationships with their teachers. Toxic Stress-Engaging in neuroscience-designed activities can be used to reinforce cognitive skills, like attention and memory, that are affected by ACEs. Educators can also protect and promote good outcomes for students facing adversities by increasing their ability to anticipate and circumvent threats. Professional development opportunities which evidence success in providing children with Positive Childhood Experiences (PCE’s) include: Providing early childhood experiences such as a secure attachment during the first years of life, access to safe and stable, and nurturing relationships; these bonds are naturally facilitated in the classroom. Providing a safe haven for students of adversity. Extracurricular activities, school-based child care, and after-school academic programs offer even more opportunity to provide positive interactions with students. Ensure classroom competencies include tips for nurturing PCEs: Not assuming a child is doing fine just because he or she is not showing obvious signs of distress. Check in. Ask the child to share their thoughts, feelings and concerns about what is going on. If the child gives a superficial response like “I’m fine” share some of your own thoughts, feelings and concerns to show that it is acceptable to talk openly about these things. Listen carefully. Put the electronics down. Give your full attention. Some children and most teenagers aren’t comfortable maintaining eye contact when talking about their innermost fears and hurts. They’re more likely to bring these things up at times when they don’t have to look directly at you, like when riding in the car. Don’t dismiss the topic because it is not a good time. Make time, even if it means you have to drive extra laps around the block while you do. Offer compassionate empathy rather than solutions. Many of us are uncomfortable hearing another person’s fears, especially if we don’t know how to fix the situation that is causing them. Showing that the child’s emotions aren’t too frightening for you to handle helps the child to feel safer, less out of control and genuinely connected. Breathing in the same room is not the same as connecting. Do something together – play a game, do a craft or look at pictures and share memories. Let the child’s questions guide you. Children will let you know what is on their mind and what concerns them most through the questions they ask. A great way to start a conversation with the child is to ask, “What questions do you have about what is happening?” As much as possible, keep your traditions and rituals going. This can be elaborate and formal as decorating for and making traditional foods for a holiday. It can be as simple and informal as greeting each other with a certain phrase or making up a secret handshake. Say the words. Don’t assume they know you care. Every human being needs to hear that he or she is loved. Everyone deserves to hear it when they do a good job. It helps them feel connected and appreciated. Potential reduction of negative outcomes in adulthood Reflection Activity: Participants will reflect on how ACE’s/PCE’s impact classroom instruction Getting an education is important to me. I have people I look up to. I feel I belong at my school. I have opportunities to develop skills that will be useful later in life. Participants will determine ways to improve classroom instruction based on ACE scores Students will view the CDC Online Training Module on Adverse Childhood Experiences Content Support:	oercommons	2025-03-18T00:37:38.374106	Ty Jiles	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75255/overview", "title": "Teaching with a Trauma Informed Perspective", "author": "Education" }
https://oercommons.org/courseware/lesson/90215/overview	Teaching The Present Simple Tense To ESL Students Overview In English, we use the present simple tense to talk about general truths, habits and unchanging situations. As you can imagine, it is used several times throughout an English speaker’s day. With this being said, it’s important to provide a solid foundational lesson so your students can use it correctly in the real world. If you want to take your teaching even further, help your students create notes for reference. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class Teaching the present simple tense is one of the first things that ESL teachers should aim to do. Chances are, your beginner students are already a little bit familiar with this tense or at least some phrases using the present simple. If not, don’t worry because after this lesson, your students will have the tools to start forming simple sentences on their own. Download your ready-to-teach free lesson plan here: https://www.off2class.com/lesson-plan-downloads/teaching-the-present-simple-tense-to-esl-students/	oercommons	2025-03-18T00:37:38.393310	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90215/overview", "title": "Teaching The Present Simple Tense To ESL Students", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/96412/overview	EPIC: Year-long Map (Sample 1) Overview This is a sample year-long map that incorporates the EPIC classroom materials into Social Studies, Writing, and Reading lessons. This is a sample year-long map that incorporates the EPIC classroom materials into Social Studies, Writing, and Reading lessons. This is a sample year-long map that incorporates the EPIC classroom materials into Social Studies, Writing, and Reading lessons.	oercommons	2025-03-18T00:37:38.410045	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96412/overview", "title": "EPIC: Year-long Map (Sample 1)", "author": "Sociology" }
https://oercommons.org/courseware/lesson/96371/overview	Alkenes: Preparations and Reactions Overview Alkenes: Preparations and Reactions Incorporates Preparations and Reactions of Alkenes. Alkenes: Preparations and Reactions Includes: 1)Preparation of Alkenes from a)Alkyl Halides, b)Vicinal Halides, c)Alcohols, and d)Alkynes. 2)Reactions - a)Addition reactions, b) Markovnikov's and Anti-Markovnikov's reactions, c) Oxidation reaction and d)Polymerization.	oercommons	2025-03-18T00:37:38.422065	08/14/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96371/overview", "title": "Alkenes: Preparations and Reactions", "author": "Afnan F Somani" }
https://oercommons.org/courseware/lesson/94169/overview	Name Game Overview ACTIVITY OBJECTIVE: making new friends Relationship Skills ACTIVITY OBJECTIVE: making new friends ACTIVITY DESCRIPTION: many children need help with the fundamentals of getting someone else’s attention. They don’t yet understand that it’s important to speak the person’s name. Seat children in a circle, and give one of them a ball. Ask this child to choose another person in the circle and speak his or her name. Then the child rolls the ball to the named individual. Once the ball has been received, the next child follows the same procedure — naming an intended recipient and passing the ball along. ACTIVITY MATERIALS 1 \| Ball \|	oercommons	2025-03-18T00:37:38.435392	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94169/overview", "title": "Name Game", "author": "Special Education" }
https://oercommons.org/courseware/lesson/63919/overview	Why do we have to study grammar? Overview An overview of why it is important to study grammar along with a link to helpful grammar lessons from Khan Academy. Parts of Speech Students often ask why they need to study grammar. While it seems that you will not use grammatical concepts, you actually use them every day. If we do not understand the basics of grammar, we can not communicate effectively with anyone. All grammar begins with parts of speech. If you do not understand the basic parts of speech, it is impossible to understand more complex concepts as grammar builds upon itself. Therefore, you will be completing grammar assignments on Khan Academy that will help you understand these concepts. Click on the link below to go to our class page and begin completing the assignments.	oercommons	2025-03-18T00:37:38.452115	03/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63919/overview", "title": "Why do we have to study grammar?", "author": "Heather Ray" }
https://oercommons.org/courseware/lesson/117314/overview	CAT Clinical Question Overview This paper is helping to find out the best strategies to use with a child that has difficulty following directions and is completing the LiPS program. What strategies can be used with the LiPS program with a child that has difficulty following directions?	oercommons	2025-03-18T00:37:38.467821	Celia Bolich	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117314/overview", "title": "CAT Clinical Question", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/62679/overview	1.1.1 Introduction to mineral resources Overview The content is a lesson plan for Nigerian OSP, it is to be used for teaching and learning. Introduction Learners are expected to be attentive In this lesson we are going to explore the meaning, types and examples of mineral resources By the end of lesson, the learner should be able to: Define mineral resources -List the types of mineral resources in their communities and Nigeria - Identify different examples of mineral resources in their communities and Nigeria. Time: 35minutes Activity 1. Purpose of the activity: This activity will help you to connect your current experience as a facilitator with your leaners Time: 10 minutes Instructional Materials- -Video, Chart, Pictures, Diagram and live objects. Task -Grouping and distribution of materials - Learners will be needed to identify materials displayed. - Separate the displayed materials according to the following features: colour, shape, small and hardness. - Ability to identify mineral resources such as crude oil, gold, tin, limestone, coal, alum, water, soil e.tc Feedback: All the items to be identified could be put in pictorial forms, pictures video, charts through various types of mineral resources SECTION 2A: Classroom to Learning Resources: - Introduction Phase: - What are common materials around your environment? Home and School. - What are the colors in the rainbow? ROYGBIV - What are the importance of some of the resources they have mentioned? - Developmental phase: Activity – Learners identify displayed materials - Learners to assemble materials based on colour, shape, size, smell and whether soft or hard. - What is the materials displayed? ………. Resource - Consolidating phase: List materials you can identify in the above.	oercommons	2025-03-18T00:37:38.496288	02/19/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62679/overview", "title": "1.1.1 Introduction to mineral resources", "author": "NAJMUDDDEEN ALHASSAN" }
https://oercommons.org/courseware/lesson/111710/overview	Guardians of the Block: Safe Communities By Design Overview How can we design communities that are safe for people? In this unit, students delve into urban design through a practical lens. The unit launches with students assessing pedestrian safety through a neighborhood walk, evaluating safety features and identifying potential enhancements, concluding with a calculated walk safety score for their routes. Students then utilize the engineering design cycle to draft solutions for pedestrian safety challenges they discover in their community through virtual walks using Google Earth and Street View. Student urban design teams prepare to showcase their proposals for safer community spaces by incorporating peer feedback into their designs and developing map models that clearly communicate how their solutions will increase pedestrian safety. This unit culminates in an Urban Planning Exhibition, where students present their safety recommendations, aiming to inspire real-world change in their communities. Educator Welcome Dear Educator, We understand the joy every teacher experiences when they discover what lights up a student, and how that breakthrough can make way for a powerful shift in student learning. We’re thrilled to partner with you in bringing project-based learning (PBL) to your classroom, and we think you’ll love these lessons, which were created in collaboration with educators, learning scientists, and experts in the field. Whether this is your first voyage into PBL or you’re a seasoned pro, we’re sure you’ll agree that this approach sparks interest, ignites possibility, fuels a love for learning in students, and brings wonder to the classroom. We believe Open Educational Resources (OER) promote equitable access to standards-aligned, high-quality instructional materials for all educators to adapt and use. Contact us at info@educurious.org to learn more about how Educurious can support district or school adoption of this curriculum and the development of PBL teaching practices. Explore Educurious.org to discover other PBL courses and order printed materials. \| As you join your students on this learning journey, we’d love to hear from you. We want to experience your students’ curiosity, celebrate their projects, and hear about your successes, as well as what we can do better. Click here to share your thoughts. Thank you for taking us along on your adventure. Onward! Your friends at Educurious Acknowledgements Unit Credits & Acknowledgments: Educurious would like to express sincere gratitude to our partners, especially The Boeing Company, which funded the production of two open-access, interdisciplinary elementary PBL units, including this one. Thanks to program officer Dawn Angus for her guidance over the years and for her support of this unique project. We are also grateful for the input of Kimberley Astle and Jerry Price, who respectively lead science and social studies instruction for the Office of Superintendent of Public Instruction (OSPI) in Washington; our conversation and your work helped us think through the possibilities and opportunities for interdisciplinary learning in elementary school classrooms. We would also like to thank our team of co-design teachers for their ideas and input on the topics, standards, and final products that would inspire fourth- and fifth-grade teachers to bring social studies, language arts, and science together for their students to effect change in their communities on issues of equity, safety, and sustainability. Co-design Teachers: Graham Hill Elementary School, Seattle WA Jacquelynn Medina Steffond Brown Roosevelt Elementary School, Tacoma, WA Rachael Sukola Tammy Bentley The Educurious Team: Unit Development Team: Writer: Hanna Jaramillo Reviewer: Sara Nachtigal Editor: Diana Dexter Production Team: Erik Robinson Project Manager: Sara Nachtigal Educurious Leadership: Jane Chadsey, CEO Unit Poster Image Credits: Poster created by Educurious with Canva License & Attribution Except where otherwise noted, Guardians of the Block: Safe Communities by Design by Educurious is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to share this material (by copying and redistributing it in any medium or format) and adapt it (by remixing, transforming, or building upon it). However, you must give appropriate credit, provide a link to the license, and indicate whether changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your adaptation. You may not use this material, or any adaptation of it, for commercial purposes. All logos and trademarks are the property of their respective owners. All art, illustrations, and photos in this work are used with permission and are not included in the open license. 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 Educurious. Please confirm the license status of any third-party resources and ensure that you understand their terms before use. If you adapt this work, please note the substantive changes, retitle the work, and provide the following attribution: “This resource was adapted from Guardians of the Block: Safe Communities by Design, which was produced and published by Educurious and is licensed under CC BY-NC 4.0.” Unit at a Glance and Teacher Edition Download Download full PDF Teacher's Edition Here Driving Question: How can we design communities that are safe for people? \| \|\| [Engagement with an authentic, local problem provides a need to know.] Module 1: What’s on the Block? DQ: How can we determine if our community is safe for people? Lesson 1.1: Pedestrian Protectors (45 min) Lesson 1.2: Observations Around the Block (60+ min) Lesson 1.3: Data Jigsaw (60 min) \| [Relevant knowledge is explored and applied to the problem.] Module 2: Analyzing Our Community DQ: What features can we add to make an area safer for pedestrians? Lesson 2.1: Crowdsourcing Data (60 min) Lesson 2.2: Pedestrian-Oriented Design (120 min) Lesson 2.3: Friendly Feedback (60 min) \| [Understanding deepens as students apply learning to new contexts.] Module 3: Designing Safer Communities DQ: What actions can we take to make our community safer? Lesson 3.1: Model Designs (60+ min) Lesson 3.2: Call to Action (120 min) Lesson 3.3: Urban Planning Exhibition (45+ min) \| [The PBL product is a complex performance task through which students illustrate their ability to apply the skills, concepts, and knowledge they learned in the unit.] After gathering data and analyzing walkability, student Urban Planning Teams will design and model a safety feature recommendation to improve pedestrian safety in the community. Then, teams will showcase their urban plan recommendations in a class exhibition for the school and its community. \| Module 1: What’s on the Block? Module Overview Module 1: What’s on the Block? Guardians of the Block: Safe Communities by Design Unit Driving Question How can we design communities that are safe for people? Module Driving Question How can we determine if our community is safe for people? Module Overview In Module 1 of this unit, students learn about pedestrian safety and how to assess their own surroundings. First, students review pedestrian safety practices and learn about the role of an urban planner in creating safe pedestrian environments. Next, students use their power of observation during a walk around the school neighborhood and identify features of the neighborhood that make the area safer for pedestrians. They use the data they gathered on the walk to make evidence-based claims to argue whether or not the neighborhood around the school is safe for pedestrians. Finally, students review and share their findings from the walk with each other and calculate a walk safety score for the route they took on the walk. Finally, they discuss possible improvements or redesigns of the route that they could make to improve pedestrian safety. \| Lesson 1.1: Pedestrian Protectors (45 minutes) \| \| Key Standards: CCSS.ELA-LITERACY.SL.5.1Learning Targets I can: \| In this lesson, students watch a video that highlights pedestrian safety practices to begin to understand the importance of pedestrian safety and how our community is designed to protect pedestrians. Students then learn about the role of an urban planner, someone who plays a vital part in creating safe pedestrian environments. Next, students are oriented to the project challenge ahead, and they consider how they can contribute to enhancing pedestrian safety in their community. \| \| Lesson 1.2: Observations Around the Block (60+ minutes) \| \| Key Standards: CCSS.ELA-LITERACY.W.5.1 Learning Targets I can: \| In this lesson, students hone their powers of observation during a walk around the school neighborhood and identify features of the neighborhood that make the area safer for pedestrians. Then, students use their data to make evidence-based claims to argue whether or not the neighborhood around the school is safe for pedestrians. \| \| Lesson 1.3: Data Jigsaw (60 minutes) \| \| Key Standards: CCSS.ELA-LITERACY.W.5.1CCSS.ELA-LITERACY.SL.5.1 Learning Targets I can: \| In this lesson, students review and share their observation walk findings from Lesson 1.2 in small groups. They discuss all the different categories of safety features from the walk to create an evidence-based claim for the route’s walk safety composite score. Then, students will co-construct class graphs with all of their scores to discuss similarities and differences in their analysis of the different data sets. Finally, each group considers what improvements or redesigns of the community could raise the composite walk safety score. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.1: Pedestrian Protectors Teacher Guide Lesson 1.1: Pedestrian Protectors Guardians of the Block: Safe Communities by Design Lesson 1.1: Pedestrian ProtectorsUnit Driving Question: How can we design communities that are safe for people? Module Driving Question: How can we determine if our community is safe for people? Learning Targets I can: Purpose In this lesson, your goal is to understand the importance of pedestrian safety and begin to think about how our community is designed to protect pedestrians. You will also discover the important role of an urban planner, who helps create safe places for people to walk. By the end of the lesson, you will be ready to take on our urban planning project challenge and make our community safer for pedestrians. Lesson Steps Explore More \| Teacher Preparation Notes Pacing \| \| \| Lesson Timing: \| 45 minutes \| \| Standards \| \|\| \| ✓ SEP \| Asking Questions and Defining Problems: Define a simple design problem that can be solved through the development of an object, tool, process, or system. \| \| \| ✓ CCSS \| CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics, building on others’ ideas and expressing their own clearly. \| \| Lesson Resources \| \|\| \| For Students \| For Teachers \| Materials \| \| \| Lesson Overview \| \| \| In this lesson, students watch a video that highlights pedestrian safety practices to begin to understand the importance of pedestrian safety and how our community is designed to protect pedestrians. Students then learn about the role of an urban planner, someone who plays a vital part in creating safe pedestrian environments. Next, students are oriented to the project challenge ahead, and they consider how they can contribute to enhancing pedestrian safety in their community. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Explore how we travel \| (5 min) \| Purpose: In this step, students establish a connection to the unit by exploring their current modes of transportation. You might say: The unit we’ll begin today is all about keeping our community safe when cars, trucks, bikes, and people are in the same spaces. You have all come to school today—but probably not in the same way. In order for us to think about how to keep everyone safe, we’ll need to know how everyone prefers to travel. Let’s begin with a quick poll to find that out! [Slide 2] Class poll: Ask students to do the action listed on the slide to share how they came to school that day. Record the data on the board or chart paper to show how many students came to school by bus, car, bike, or on foot. [Slides 3–4] Elicit student ideas: Ask students to consider the following questions using a Think-Pair-Share strategy. Show the slide with the questions written out and have students silently think about their answers. Why doesn’t everyone come to school the same way? What are some of the barriers that might prevent someone from walking or biking to school? Then, have students partner and share their thoughts with each other. Finally, have a brief whole-class share-out of potential reasons for, or barriers to, walking or biking to school. Possible student responses could include living too far away from school, busy streets, it’s not safe (ask students to elaborate if they can), can’t cross the street (too many cars), no sidewalks, takes too long, etc. \| Teacher Tip: Engaging All StudentsThink-Pair-Share is one way to encourage equitable participation in your classroom. Many students are more comfortable sharing with a partner than with the whole class. In addition, having students share their ideas with a partner before sharing with the class can lead to richer whole-class discussions.To ensure partners are actively listening to each other, one strategy is to tell students beforehand that you will be calling on students to summarize for the class what their partner shared with them. If students know they might be called upon to summarize their partner’s ideas, they will have a stronger incentive to actively listen. \| \| Step 2: Understand safety \| (15 min) \| Purpose: Students use prior knowledge, information from a video, and class discussion to consider ways pedestrians engage in safe behaviors and ways streets are designed to keep pedestrians safe; this prepares them to think about how they can change environments or behaviors to improve safety in their community. [Slide 5] Define pedestrian: Ask students what they think pedestrian means. Where have they heard this word before? Create a shared definition of pedestrian and add it to the Word Wall. pedestrian: a person who is moving on foot or who is using a manual wheelchair or a power wheelchair \| Teacher Tip: Develop Academic Language With a Word WallA word wall is a visual academic vocabulary tool that students can reference throughout the unit. Word walls support reading comprehension and writing skills with science texts, as well as communication and collaboration in science discussions. As the class adds vocabulary words to the wall, you can give students opportunities to interact with the words by grouping them into categories, placing them in opposition to one another, or adding pictures or realia next to words. To learn more, read "Classroom Strategies: Word Walls," Instructional Practices in NGSS: Word Walls," and "Word Walls in Social Studies: One Solution to the 'Vocabulary Conundrum.'" \| [Slide 6] Show the "Pedestrian Safer Journey" video [4:54]: Direct students to think about the questions as they watch the video. Note that captions should be turned on to support learners. There is also a Spanish version of the video. You might say: We are going to watch a video that helps people remember how to be safe pedestrians, or walkers. As you watch, I want you to think about what safety means for pedestrians and ways that people can keep themselves safe when walking in our community. You can write or draw notes if it helps you to remember. You’ll want to remember these ideas for your unit project. Turn and Talk: Invite students to turn to their elbow partner and share at least one way they saw that pedestrians can help themselves stay safe when walking. [Slide 6] Connecting to the local community: Ask students to reflect on the video and think about the following questions: What are things that might be dangerous for pedestrians in our community? [problems] What in our communities keeps pedestrians safe? [solutions] Record ideas: Have students work in groups of four to record their ideas on a T-chart. See the example below. Problems: Things that are dangerous for pedestrians \| Solutions: Things that keep pedestrians safe \| \| \| \| Step 3: Accept the project challenge \| (10 min) \| Purpose: In this step, students will be introduced to the project challenge, assume the role of urban planners, and learn about their task of designing solutions that promote pedestrian safety in their community. [Slide 7] Introduce the project role: Tell students that for this project, they will be taking on the role of urban planners looking to design solutions that promote pedestrian safety in our community. Students will not just be “acting” like urban planners but will authentically be learning about a specific site in their community and making recommendations to change that site to make pedestrians safer. There is an optional video from PBS LearningMedia that has an urban planner discussing what their role is (see the notes section of the slide). Please note that while urban planners can specialize in many types of projects, the focus for this unit will only be on transportation planning. Define urban planner: Share the definition of urban planner and add it to the Word Wall: urban planner: a person whose job is to develop detailed plans and designs for the use of space within cities, towns, developments, etc. [Slide 8] Introduce the project challenge: Pass out the Project Checklist and Rubric. Explain the challenge that students will be completing throughout the next few weeks and showcasing at the end of the unit. They will make real recommendations based on the data they collect, and they will share those recommendations with their community to advocate for changes that make the community safer. Go through each task, answering any questions or clarifying points as needed. Part 1: Investigate and define a pedestrian safety problem within our community and model it with a 2D or 3D map. Part 2: Design a safety feature solution to help make your location safer. Engage in feedback cycles to refine your design. Exhibition: Each team will showcase its urban plan recommendations in a class exhibition for the school and its community at the end of the unit! [Slide 9] Review expectations: Invite students to review the project challenge and actively read by circling unfamiliar words, underlining anything that doesn’t make sense yet, and recording questions they have on the side. Elicit student responses to the following questions: What questions do you have about the project? What do you find interesting about what you’ll be doing? What do you want to know more about? \| Step 4: Create a Know & Need to Know chart \| (15 min) \| Purpose: In this step, students will participate in a brainstorming session to share their existing knowledge and experiences about pedestrian safety, while also identifying areas where they need further understanding to design effective solutions for the project challenge. [Slide 10] Create a Know & Need to Know chart: After describing the project challenge to students, remind them that they know some things, but they probably want to know more before they start. Ask students to share out what they know about designing for pedestrian safety, what they know about features in their community for pedestrians, and what they may need to know more about to do well on the project and come up with good solutions. Draw a Know & Need to Know chart (on a piece of poster paper or digitally on the slide) to record responses from the class discussion. This tool will be revisited periodically to track student understanding and record their questions as they progress through the unit. Ask students to think with a partner about the following questions: What do you already know about keeping pedestrians in our community safe? What will your team need to know in order to design a safety feature to help make your location safer? Invite partners to share their thinking as you compile and record responses on the class chart. Post the chart in a visible location where students will be able to see it and revisit it throughout the unit. What do we already know about planning for pedestrian safety? \| What do we need to know to design solutions to share at the Urban Planning Exhibition? \| \| \| Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know Chart A Know & Need to Know chart is a way for students to track how their thinking changes over time at a whole-class level rather than via individual or small-group explanatory models. For project-based learning (PBL) units, the chart also helps students make connections between the content they are learning and their project work. To learn more about Know & Need to Know charts in PBL, read about different tactics and pedagogical considerations on the Opening Paths website and how to use students’ questions for planning and assessment on the PBLWorks website. \| Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.2: Observations Around the Block Teacher Guide Lesson 1.2: Observations Around the Block Guardians of the Block: Safe Communities by Design Lesson 1.2: Observations Around the BlockUnit Driving Question: How can we design communities that are safe for people? Module Driving Question: How can we determine if our community is safe for people? Learning Targets I can: Purpose In this lesson, you will utilize your powers of observation during a walk around the school neighborhood where you will identify features that make the area safer for pedestrians. Then, you will use your data to make an evidence-based claim to argue whether or not the neighborhood around the school is safe for pedestrians. Lesson Steps Explore More \| Teacher Preparation Notes Pacing \| \| \| Lesson Timing: \| 60+ minutes \| \| Standards \| \|\| \| ✓ SEP \| Planning and Carrying Out Investigations: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.Engaging in Argument from Evidence: Construct and/or support an argument with evidence, data, and/or a model. \| \| \| ✓ CCSS \| CCSS.ELA-LITERACY.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. \| \| Lesson Resources \| \|\| \| For Students \| For Teachers \| Materials \| \| \| \| Lesson Overview \| \| \| In this lesson, students hone their powers of observation during a walk around the school neighborhood and identify features of the neighborhood that make the area safer for pedestrians. Then, students use their data to make evidence-based claims to argue whether or not the neighborhood around the school is safe for pedestrians. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Prepare for the observation walk \| (15 min) \| Purpose: In this step, students share ideas about the features in a neighborhood that make walking safer for pedestrians, and they are assigned a feature category to make observations on during their neighborhood walk. [Slide 2] Ask students to think about the things they have seen before that make it more or less safe to walk in an area. You might say: In the last lesson, we took on the role of urban planners trying to make our community safer for pedestrians, but what makes a community safe or unsafe? [Slide 3] Pose the question “What features make walking safer?” to students and invite them to share their ideas. Record these ideas on the slide or in a document like the Observation Walk: Safety Look-fors handout. The handout has suggested look-fors already filled in that you can use, but it is recommended that you edit these to represent your students’ suggestions before providing them the handout. Alternatively, students can recreate the observation chart on the handout in their science notebook or on binder paper. Assign students to groups of four, each with a person who will focus their observations on a different feature category when on the walk. Person 1 will record observations of the sidewalk features they see on the route (handout page 1). Examples include: It is even and easy to walk with no cracks or broken parts. It is open and not blocked by overgrown plants/trees, poles, signs, cars, etc. It is wide enough for two people to walk together. The sidewalk and the street have some space between them. Person 2 will record observations of the street crossing features they see on the route (handout page 2). Examples include: Crosswalks were easy to find and use. Lighted signals were available to help pedestrians cross the street. A pedestrian can get off the street quickly when crossing. There is access for all people to get on and off the sidewalk. Person 3 will record observations of the traffic features they see on the route (handout page 3). Examples include: Drivers stop at stop signs and at crosswalks. Drivers follow the speed limit and keep a good distance from other cars. Drivers stop for pedestrians and other vehicles. Drivers pay attention to the road and aren’t distracted by their phones or passengers. Person 4 will record observations of the urban design features they see on the route (handout page 4). Examples include: There are plenty of streetlights in the community to allow pedestrians to see at night. There are benches or places to rest in the community. There are plenty of trees or structures to provide shade in the community. Animals and people keep safe distances unless invited to come over. [Slide 4] Review the purpose of the observation walk investigation and the type of data that will be collected during the walk. Ensure every student understands what their role is in their group \| Step 2: Take the observation walk \| (15+ min) \| Purpose: In this step, students are asked to identify and record observational data of the features that make streets safer for pedestrians within their specifically assigned category. [Slide 5] As you walk your predetermined route, check in with student groups about their observations and support them in recording their observations as needed. \| Teacher Tip: Students’ Engagement in Authentic Practices Promotes Their Science Identity Development Undertaking authentic professional practices in the science classroom (such as conducting an investigation and recording observational data in this lesson) is a crucial way in which students can develop a broadened sense of what it means to be a scientist. Explicitly highlighting how students’ classroom activities are the same as professional practices can foster their identification with the subjects, leading to students’ ability to “see themselves” as scientists and even increasing their desire to pursue STEM disciplines in college or career pathways. Further, encouraging students to bring in their ideas about how they use science in their everyday lives provides the final link to holistically expand their sense of these subjects as taking place in many different contexts, not just in the classroom. Read more at the STEM Teaching Tools website about why students should learn to plan and carry out investigations, watch a video from the National Science Foundation: STEM for All Showcase on the positive identity outcomes of leveraging an assets-based approach to science with English Language Learners, or read a chapter from A Framework for K-12 Science Education about why the NGSS science and engineering practices are grounded in the practices of scientists and engineers. \| \| Step 3: Make an argument \| (30 min) \| Purpose: In this step, students review and summarize their observations to construct a Claim-Evidence-Reasoning argument to answer the question “Is this walking route safe for pedestrians?” Return to the classroom and prompt students to review their data from the walk. You might say: We just collected a bunch of data on the features that make walking safer in our neighborhood. When urban planners collect data, they analyze and interpret that data to share with the community. However, people in the community may not know what some of these features are or have the time to review all of the data from the planner. How else do you think they could share this information? Invite a few students to respond, and facilitate a short discussion to help students think about interpreting their observations and creating a score or rank for how safe the route is. [Slide 6] Show this slide as a suggested ranking system and invite students to provide feedback. Encourage students to think about their observations and data collected during the walk to score the route for walk safety. [Slide 7] Share the definition of argument with students then add it to the Word Wall. Briefly review the three parts of a scientific argument. You will go into more detail on the following slide. Claim: an opinion or point of view that answers the question Evidence: relevant data that supports the claim Reasoning: the connection; how the evidence supports the claim [Slide 8] Prompt students to fill out the last part of the Observation Walk: Safety Look-fors handout to create a Claim-Evidence-Reasoning (CER) argument to support their walk safety score. Use the slide to walk them through the three parts of a scientific argument to support their writing. Walk students through an example CER with how to use their observations to make an argument. Use the example on [Slide 9] if needed. Students will need their arguments for the next lesson, but they can be collected at the end of the lesson and used as an assessment of the Science and Engineering Practice Engaging in Argument from Evidence. \| Teacher Tip: Engaging Students in Claim-Evidence-ReasoningThis may be your students’ first experience with Claim-Evidence-Reasoning, or they may be well-versed in this skill. Either way, it is vital to give students many opportunities to practice their skills in scientific argumentation. This exercise is given to students at this point in an effort to help them make sense of a variety of data and give them an opportunity to practice scientific argumentation together before creating their own arguments.Claim-Evidence-Reasoning is one structure for engaging students in scientific argumentation practices. Read a STEM Teaching Tool about how to facilitate students’ classroom argumentative talk, read an article from Edutopia about how Claim-Evidence-Reasoning supports scientific inquiry, or watch example classroom videos from the Lawrence Hall of Science’s Argumentation Toolkit for teachers. \| Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.3: Data Jigsaw Teacher Guide Lesson 1.3: Data Jigsaw Guardians of the Block: Safe Communities by Design Lesson 1.3: Data JigsawUnit Driving Question: How can we design communities that are safe for people? Module Driving Question: How can we determine if our community is safe for people? Learning Targets I can: Purpose In this lesson, you will review and share your observation walk findings from Lesson 1.2 with your small group. You will discuss all the different categories of safety features from the walk to create a composite score for the safety of the route, supported with evidence from all of your observations. You will then contribute to a class graph showing everyone’s scores and discuss similarities and differences in your analyses. Finally, your small group will consider what improvements or redesigns of the community could raise the walk safety score. Lesson Steps \| Teacher Preparation Notes Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \|\| \| ✓ SEP \| Analyzing and Interpreting Data: Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.Engaging in Argument from Evidence: Construct and/or support an argument with evidence, data, and/or a model. \| \| \| ✓ CCSS \| CCSS.ELA-LITERACY.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. \| \| Lesson Resources \| \|\| \| For Students \| For Teachers \| Materials \| \| \| \| Lesson Overview \| \| \| In this lesson, students review and share their observation walk findings from Lesson 1.2 in small groups. They discuss all the different categories of safety features from the walk to create an evidence-based claim for the route’s walk safety composite score. Then, students will co-construct class graphs with all of their scores to discuss similarities and differences in their analysis of the different data sets. Finally, each group considers what improvements or redesigns of the community could raise the composite walk safety score. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Build consensus \| (30 min) \| Purpose: In this step, students review and share their observation walk findings from Lesson 1.2. They discuss all the different categories of safety features from the walk to create an evidence-based claim for the route’s walk safety composite score. You might say: Last lesson, we gathered data and used that data to make a claim about how safe our walking route was for pedestrians based on the category we focused on: sidewalks, street crossings, traffic, or urban design. Do you think any one of these categories is the most important? [Slide 2] Pass out the Discussion Diamond Handout to the groups of four that were assigned last lesson. Groups should have one person who focused on and recorded data for each safety category during the walk. Direct students to use their Observation Walk: Safety Look-fors handout (from Lesson 1.2) to fill in their corner of the Discussion Diamond. Give students 3 minutes to fill in their corners. [Slide 3] Assign or ask students to determine the order in which they will share their findings with the rest of the group, in a jigsaw-like fashion. Inform students that as they listen to each other, they should pay attention to similarities between their findings, even though they looked at different categories. Students will share their corners for 2–3 minutes each while you circulate to listen in, press students for more information (if needed), and ensure everyone has equal airtime within their groups. [Slide 4] After everyone has shared, groups should discuss what they heard from each other’s findings and record the things they agreed on in the center diamond of their discussion handout. Finally, invite students to put all of their findings together into a single argument as to the walk safety of the route from Lesson 1.2, factoring in all of their individual arguments into an agreed-upon group argument with a composite score for all of the categories. There are two words that should be added to the Word Wall from this lesson step that are encountered on Slide 4: composite: made up of various parts or elements consensus: general agreement \| Step 2: Compare data \| (15 min) \| Purpose: In this step, students co-construct a class graph of all scores to discuss similarities and differences in their analysis of the different data sets, calibrating with each other for when they eventually review different areas in the community. [Slide 5] Give students access to markers and the prepared class graph paper. Invite students to come up to add to the graph of their assigned category. The bar they add will represent their walk safety score from their analysis of their own data. Additionally, have one student from each group also add a bar representing their composite score to the last graph. Note: this is a great place for students to get a reminder lesson on graphing and/or the traits of a good graph. Confirming for students that because we are comparing, we are using a bar graph, as well as where and how to draw their bar, would support all students in feeling comfortable with adding in their data. Example graphs: (You will need one for each category and one composite, so five graphs total.) Once the graph has been constructed, invite the students to turn and talk about the questions on [Slide 5]: What trends do you notice? What is similar or different in each category? Why do you think that is? Have student pairs share their noticings and wonderings with the class. You are not looking for specific answers here, you are giving students space to compare different people’s/group's findings and reason why there may be that variation in data, which is supportive of the Science and Engineering Practice Analyzing and Interpreting Data. \| Step 3: Share improvement ideas \| (15 min) \| Purpose: In this step, each student group considers what improvements or redesigns of the community could raise the composite walk safety score, preparing for their own route in Module 2. You might say: Remember, we are urban planners for this unit. What do you think urban planners would do if they found that there is a safety issue for pedestrians in their community? What types of solutions do you think they would pose to help pedestrians? [Slide 6] Think-Pair-Share: Ask students to brainstorm ways they think an urban planner might go about solving any safety issues in their community. Guide students to start by thinking about the areas that scored the lowest on the walk and consider how they could improve that category. Ask students What are two or three ideas you have to improve the walk safety score of our route? Students should record their ideas in their notebook or on binder paper and be prepared to share with a partner. Have students discuss their ideas with a partner or in their small groups, select one or two they think would be the most effective, and record how those ideas would make the area safer and what might be required by the school/neighborhood/etc. to make the improvement happen. Circulate and press student groups with questions as they discuss supporting evidence and requirements. The idea of criteria and constraints may be new for some students, but they are using this activity to be mindful of these considerations, which will play a role in Module 2. Invite students to share their top solutions with the class, along with the evidence that they feel best supports how their possible solution would improve the walk safety score of the area. Students could also explain their top solution on an Exit Ticket as an assessment opportunity. Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Module 2: Analyzing Our Community Module Overview Module 2: Analyzing Our Community Guardians of the Block: Safe Communities by Design Unit Driving Question How can we design communities that are safe for people? Module Driving Question What features can we add to make an area safer for pedestrians? Module Overview In Module 2 of this unit, students gather and analyze data on pedestrian safety in order to make recommendations of improvements that can be added to create a more walkable community. First, they use Google Earth to build a collective map of the school community and use Google Street View to “walk” different routes between the school and a specific community location, determining which routes are more walkable than others. Then, students learn about and apply the steps in the engineering design cycle by using the data they gathered from analyzing their route to define potential problems that impact pedestrians. After exploring how urban planners add improvements to streets to make them safer for pedestrians, students design a solution to their problem for pedestrians, considering their criteria as well as potential constraints. Finally, students refine their design plan recommendations through peer feedback with another Urban Planning Team and determine the next steps to improving their design plan. \| Lesson 2.1: Crowdsourcing Data (60 minutes) \| \| Key Standards: Learning Targets I can: \| In this lesson, students explore their school community virtually by using Google Earth to build a collective map of community locations. Then, in pairs, students use Google Street View to “walk” the different routes between the school and an assigned community location to determine which routes are more walkable than others. \| \| Lesson 2.2: Pedestrian-Oriented Design (120 minutes) \| \| Key Standards: Learning Targets I can: \| In this lesson, students learn about and apply the steps in the engineering design cycle to solve a problem for pedestrians traveling along their route to a community location. After analyzing the route, students use their data to determine potential problems and select one problem that impacts pedestrians the most. Then students explore how urban planners add improvements to streets with problems, and they learn how those improvements solve problems but also come with constraints. Finally, students apply their knowledge of solutions to their defined problem and propose their own solutions to make the route safer for pedestrians in their community. \| \| Lesson 2.3: Friendly Feedback (60 minutes) \| \| Key Standards: Learning Targets I can: \| In this lesson, students refine their Urban Planning Team’s design plan recommendations through peer feedback. First, students evaluate their team’s plan to identify areas they want more feedback on, then, in pairs, they switch papers with a pair from a different group and take turns providing feedback to each other as they each explain their team’s design plan. Finally, students will record their team’s next steps to improve their design plan. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.1: Crowdsourcing Data Teacher Guide Lesson 2.1: Crowdsourcing Data Guardians of the Block: Safe Communities by Design Lesson 2.1: Crowdsourcing DataUnit Driving Question: How can we design communities that are safe for people? Module Driving Question: What features can we add to make an area safer for pedestrians? Learning Targets I can: Purpose In this lesson, you will explore your school community virtually by using Google Earth to build a collective map with the class. Then, you and a partner will use Google Street View to “walk” the different routes between the school and a community location to determine which routes are more walkable than the others. Lesson Steps \| Teacher Preparation Notes Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \|\| \| ✓ SEP \| Engaging in Argument from Evidence: Construct and/or support an argument with evidence, data, and/or a model. \| \| \| ✓ WSSSS \| G1.5.3: Construct maps and other graphic representations of both familiar and unfamiliar places. \| \| Lesson Resources \| \|\| \| For Students \| For Teachers \| Materials \| \| \| Lesson Overview \| \| \| In this lesson, students explore their school community virtually by using Google Earth to build a collective map of community locations. Then, in pairs, students use Google Street View to “walk” the different routes between the school and an assigned community location to determine which routes are more walkable than others. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Locate our community \| (10 min) \| Purpose: In this step, students use the technology of Google Earth to find their school and look at the map of the neighborhood surrounding it, focusing on the streets and where people walk. You might say: In the last module, we took a walk around our school community to gather and analyze data so we could determine if our route was safe for pedestrians. While being able to walk our route made it easy to see what we were looking for, urban planners work with larger areas that may be spread out and where walking might take too long. To help them, they use technology and tools to be able to “see” the larger area they are interested in studying. In this lesson, we are going to use one of these tools, satellite imaging from Google Earth, to review some of our community locations and walking routes. Let’s start by seeing if we can re-create our observation walk route on the map. [Slide 2] Find our community on Google Earth: Project your school’s neighborhood on earth.google.com for the class and invite a student to point out the school. Using the web version of Google Earth, mark the school’s location on your saved project using the “Add placemark” button. (See the Teacher Preparation section for directions on how to create a project.) Ask students to use landmarks on the map to help you re-create and trace the route traveled in the observation walk using the “Draw line or shape” button. \| Step 2: Build our community \| (20 min) \| Purpose: In this step, students collaboratively build a map of their community on Google Earth to highlight features that are important to themselves and think about where people usually go and the walking routes they take. [Slide 3] Activate local knowledge: Facilitate students in sharing their knowledge of the community. Invite students to share their knowledge of the neighborhood and the important places they frequent in the community. Note: Students will most likely share the places they walk to first like their home, community parks, friends’ houses, after-school organizations, etc. Use guided questioning to get them to expand their thinking to places they can walk to, like local grocery stores, even if they don’t usually walk there. Refocus students on the Google Earth map of the school’s neighborhood and invite students to share locations and use landmarks or addresses to find them on the map, adding place markers with names. Try to keep the mapped locations within a 0.5- to 1-mile radius of the school so it’s still considered a walkable distance. Have students identify at least eight locations. The locations will be split between the student groups for analysis, which is why it is recommended that you have one community location that is walking distance to the school identified for each group. If you have fewer locations available, you can have student groups double up on a location. Alternative activity: Share the “can edit” project link with students and have them work in small teams or with partners to add their own markers on their own devices. Monitor the progress and markers being added on the projected screen. \| Step 3: Review walking routes \| (30 min) \| Purpose: In this step, students work with a partner to become familiar with walking routes between the school and a community location to determine which routes are the most walkable. [Slide 4] Define walkable: Share with students that their initial review of different routes between the school and a community location is going to look for walkability. Show the definition of walkable and add it to the Word Wall. walkable: easily traveled by pedestrians You might say: When we took our observation walk, we were looking for and gathering data about walk safety features specifically. However, there are other factors that might make someone decide to walk a specific route or not. Think-Pair-Share: Direct students to think about the following question, then do a pair-share to brainstorm the features of what makes something walkable. What makes a route more walkable? In addition to reminding students of the safety features highlighted in Lesson 1.2, encourage them to also talk about distance, steepness, weather (although this isn’t part of the route), and other things that may make them choose to walk a particular route. Regroup as a class, then invite partners to share which features make a route walkable. Record these features on the board or on chart paper for students to reference as they review different routes. [Slide 5] Select walkable routes: Organize students in their Urban Planning Teams and assign each group a different place from the mapped locations the class compiled in Step 2. Pass out the Selecting Walkable Routes handout and share the view link for your Google Earth project. Students will use this handout to record their notes and observations of the walkable routes they find in the community by using Google Earth. Have students record their assigned location on their handouts. Give students a few minutes to look at the bird’s-eye view of the map between the school and their assigned location and think about the following question: How many ways can you get there? Prompt groups to work together to respond to questions 2–4 on their handout using the bird’s-eye view of the community map on Google Earth. [Slide 6] Show students how to pull the little person icon into streets to switch to Google Street View. Engage students in “walking” the routes they found from the school to their location using Street View and record their observations under question 5 on their handout. [Slide 7] Pose this question to the students: Which route do you think is the most walkable? Why? Then have students complete question 6 on their handout. Students have practiced the CER strategy two times, so they should have an understanding of what they need to record as evidence and reasoning. This is another opportunity for formative assessment of the Science and Engineering Practice “Engaging in Argument from Evidence.” Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.2: Pedestrian-Oriented Design Teacher Guide Lesson 2.2: Pedestrian-Oriented Design Guardians of the Block: Safe Communities by Design Lesson 2.2: Pedestrian-Oriented DesignUnit Driving Question: How can we design communities that are safe for people? Module Driving Question: What features can we add to make an area safer for pedestrians? Learning Targets I can: Purpose In this lesson, you will learn about and apply the steps in the engineering design cycle to solve a problem for pedestrians traveling along your route to a community location. After analyzing the route, you will use your data to determine potential problems and select one that impacts pedestrians the most. You will then explore how urban planners redesign streets to solve problems, and you will learn about the constraints of different solutions. Finally, you will prepare for the Urban Planning Exhibition by applying your knowledge of solutions to your defined problem to propose your own solution that makes the community safer for pedestrians. Lesson Steps Explore More \| Teacher Preparation Notes Pacing \| \| \| Lesson Timing: \| 120 minutes \| \| Standards \| \|\| \| ✓ PE \| 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. \| \| \| ✓ DCI \| ETS1.A: Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.ETS1.B: Research on a problem should be carried out before beginning to design a solution. \| \| \| ✓ SEP \| Constructing Explanations and Designing Solutions: Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.Constructing Explanations and Designing Solutions: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.Engaging in Argument from Evidence: Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. \| \| \| ✓ CCSS \| CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. \| \| Lesson Resources \| \|\| \| For Students \| For Teachers \| Materials \| \| \| Lesson Overview \| \| \| In this lesson, students learn about and apply the steps in the engineering design cycle to solve a problem for pedestrians traveling along their route to a community location. After analyzing the route, students use their data to determine potential problems and select one problem that impacts pedestrians the most. Then students explore how urban planners add improvements to streets with problems, and they learn how those improvements solve problems but also come with constraints. Finally, students apply their knowledge of solutions to their defined problem and propose their own solutions to make the route safer for pedestrians in their community. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Refine walkability criteria \| (30 min) \| Purpose: In this step, students explore the engineering design cycle to refine the criteria from Lesson 1.2 for safe walking routes in order to apply it to their own route from Lesson 2.1. You might say: In the last lesson, you reviewed different routes to a community location and selected one as being the most walkable. Walkability can include other factors besides safety, but we know safety is a really important part of a walkable route. [Slide 2] Watch a video about the goal of zero traffic fatalities : Activate prior knowledge by asking the following questions to elicit a few ideas from students: Do you think most people consider safety when walking? What do you think pedestrians know about safe streets? Play the "Vision Zero People on the Street" video [1:59] from the Seattle Department of Transportation (SDOT). Debrief the video with the class: What do you think it will take to achieve the goal of zero traffic deaths and serious injuries? How does Vision Zero connect with safer streets for pedestrians? How does your work as an urban planner support Vision Zero? [Slide 3] Review data: Show the Traffic Fatalities on Seattle Streets graph and ask students to write down what they notice and wonder about the graph or the data it came from. Have students turn and talk about their noticings and wonderings about the graph, then call on a few students to share a notice or wonder they or their partner had. Listen for the following ideas in student responses (or highlight these ideas if necessary): In the graph, it is very noticeable that the highest number of traffic fatalities are pedestrians, and not anyone else. The purpose of the video and graph is to connect to the actual data used by urban planners and their goals when designing for pedestrian safety. Note: If you want to learn more about the data for this graph, review the Vision Zero 2019 Update from the SDOT. \| Teacher Tip: Supporting Students with TraumaIf you have students whose families have experienced significant injury or death due to a traffic accident, be mindful of the emotions that this topic may bring up. Checking in with students, allowing opportunities for them to share their experiences through writing or talking, and providing space and time for students to calm down if emotions are high are all trauma-informed practices that can be incorporated into the lesson. You can learn more about trauma-informed teaching at understood.org. \| [Slide 4] Brainstorm safety features: Lead a short discussion with the class on potential problems and solutions that pedestrians might face when traveling around a community. Use the following questions to guide students into thinking about the features that are intentionally added to streets or communities to keep people safe. What are things that might be dangerous for pedestrians in our community? What things in our communities help keep pedestrians safe? Note: The idea of intentionality is emphasized in a feature such as a marked crosswalk, which is an intentional design that helps pedestrians by showing where they can cross more safely because drivers recognize the marking and are more likely to anticipate someone crossing the street. You might say: When urban planners intentionally design for pedestrians, it’s called pedestrian-oriented design. Remember our project challenge is all about designing a safety feature that will make a route in our community safer for pedestrians. Knowing more about the engineering design process will help us in figuring out what to do next. [Slide 5] Introduce the engineering design process: Go through each of the three engineering design steps and briefly describe them. Highlight that the engineering design process specifically works to find and improve solutions to a specific problem. Talk about the parts of the process with the types of questions someone might ask during this step. Define the problem to be solved: In order to understand a problem, it’s helpful to ask questions like these: What is the problem? Why is it a problem? Who is the problem affecting? Are there any current solutions to this problem? What are the most important criteria/requirements needed to solve the problem? Develop a solution to solve the problem: Brainstorm many possible solutions for the problem. How well does each solution meet the criteria/requirements needed to solve the problem? Are there any other things that may change how well the solution works (e.g., cost, ease of use, accessibility, simplicity/clarity, etc.)? Narrow down your possible solutions to the one that best meets the criteria for solving the problem and model a prototype to test it. Optimize (improve) the solution to make it even better: Share the prototype and explain how it works to others. What feedback did you get from others? Are there ways to improve the design? Make revisions to refine the solution. \| Teacher Tip: Develop a Deeper Understanding of the Engineering Design ProcessThe engineering design process and project-based learning work particularly well together. Note that the NGSS framework has more broadly defined engineering to “emphasize engineering design practices that all citizens should learn. For example, students are expected to be able to define problems—situations that people wish to change—by specifying criteria and constraints for acceptable solutions; generating and evaluating multiple solutions; building and testing prototypes; and optimizing a solution.” Read more about engineering design in the NGSS: Framework Appendix I – Engineering Design in the NGSS. \| Refine the criteria: Direct students to recall reviewing the different routes in the last lesson and what factors led them to determine which was the most walkable. Students will likely share many of the same look-fors from the observation walk, as safety is a large part of what makes an area walkable, but they may also share other features, such as distance or slope, as those are also factors one would consider when walking. [Slide 6] Connect students from their factors back to the look-fors from the observation walk if they haven’t made that connection already when sharing. Pass out the Walkability Criteria Checklist and invite students to add other important features that would make a route more walkable. Record these features in the “Other” category on the checklist. Note: If you have access to printing on the fly, you can edit the criteria handout in real-time, then print and give it to your students, or you can print it as-is and have students write in the new features shared into the “Other” box as you discuss. Define and add criteria to the Word Wall: criteria: factors on which a decision will be based \| Step 2: Define the problem \| (30 min) \| Purpose: In this step, students analyze the route to their community location using the walkability criteria to determine the route’s walk safety score, then they use the data gathered to identify potential problems for pedestrians along the route. [Slide 7] Gather data: Break groups into pairs and direct them to “walk” their most walkable route from Lesson 2.1 again, but this time using the Walkability Criteria Checklist to analyze the walkability of the route. After students record their observations using the checklist, they should score the route in each category and create a composite score. If students are struggling with what to look for for each criterion, refer them back to the Observation Walk: Safety Look-fors handout from Lesson 1.2, as it has guiding questions for each criterion. Circulate to support students with filling out their checklist and making observations on Google Street View. Note: The criteria language for traffic has been adjusted because students will not see the route live and therefore can’t observe distracted drivers or cars going too fast. Instead, the criteria focus on designs (such as speed bumps and speed limit signs) that can help prevent those outcomes. [Slide 8] Compare data: Once pairs have completed their “walk” and scoring using the Walkability Criteria Checklist, have the pairs regroup back into their group of four to discuss their scores and observations. Use the question prompts on the slide to direct the conversation about their data from the virtual walk. How closely did each of your scores match the scores of the other pair in your group? What similarities and differences did you notice between your results? Were there any criteria that were marked as missing by everyone? [Slide 9] Interpret data: After students have compared their results from the virtual walk, direct groups to identify and record evidence (What I see) that they noticed led to a problem (What it means) on the page 2 of their Walkability Criteria Checklist. Groups should write down as many potential problems as they see from their data. You may need to model how to identify a potential problem and support it with evidence from data. There is an example on the checklist and on Slide 9 that can help you support your students with brainstorming. Note: You may notice that this is 2/3 of a Claim-Evidence-Reasoning process; since this is a brainstorm, you want to make sure the identified potential problems are evidence-based, but students will develop the reasoning when proposing their redesign recommendation at the end of the lesson to complete the CER. \| Step 3: Learn about pedestrian-oriented design \| (30 min) \| Purpose: In this step, students explore how urban planners redesign streets to improve pedestrian safety and how improvements come with potential constraints. You might say: We learned earlier that when urban planners intentionally design for pedestrians, it’s called pedestrian-oriented design. But not all cities or streets begin with pedestrian-oriented design. Sometimes they weren’t planned with pedestrians in mind at all. And since cities change over time as old buildings are torn down and new buildings go up, as more people and more traffic create new hazards, sometimes urban planners have to redesign streets to add safety features where they are needed. You have done exactly what urban planners do to identify potential problems, and now you are going to take it to the next step: designing a solution to the problem. Today, we are going to learn about how urban planners improve cities by adding different types of safety features, and how planners decide which features to add. [Slide 10] Review card structure: Pass out one set of Safety Improvement Cards to each group of four. Review the structure of the cards and highlight the pieces of information they have: Title: name of the feature What is it? description of the feature, with a picture of it on the right-hand side How does it keep pedestrians safe? breaks down what the feature does and how it works to keep pedestrians safe Cost: relative expense of the feature to add, goes from $ – not expensive to $$$$ – very expensive Time to install: estimated length of time from approved proposal to fully installed in the street Point out to students that cost and time are important parts of the design process, as they are design constraints or conditions that restrict or limit a design project. Cost and time are important to consider when planning a design because both are usually limited. Add this term to the Word Wall. design constraint: a condition that restricts or limits a design project [Slide 11] Review real-world safety infrastructure: Pass out one Safety Improvement Card Sort handout per group. Allow students a few minutes to review the different cards before giving them their sorting task. Challenge the students to sort the different safety features into categories for how they keep pedestrians safe. Students can have as many categories as they want, but they need to be able to justify why they sorted the cards into those categories. Have groups work on sorting their cards and completing the handout. Ask table groups to briefly share out their categories and their justifications. Debrief by prompting students to identify common categories across the class. Two categories you will most likely see multiple times are: Improvements to help slow traffic, such as speed bumps, speed limits, traffic circles, etc. Seattle DOT calls these traffic calming features. Improvements to help pedestrians safely cross the street, such as curb bulbs, crossing islands, marked crosswalks, etc. Seattle DOT calls these crossing treatment features. If either of these categories surfaces in the class, connect it to the Seattle DOT categories so students feel they are really assuming the role of an urban planner. Through these data analysis and interpretation activities, they are seeing and understanding what professional urban planners see and what they must understand when making decisions to redesign for safety. Students will need their Safety Improvement Card Sort handouts and the cards again, so ensure they keep them somewhere easy to access in the classroom. \| Step 4: Propose solutions \| (20 min) \| Purpose: In this step, students apply their understanding of the criteria and constraints of designing for pedestrian safety to propose solutions to their route’s defined problem for pedestrians. [Slide 12] Brainstorm solutions: Draw students’ attention back to their Walkability Criteria Checklist from Step 1. Have them review the list of brainstormed potential problems for pedestrians along their route. Ask students to work with their group to narrow down their list of potential problems to the top two that make the biggest impact on pedestrians and, if solved, would raise the walk safety score of their route the most. Students should mark these two problems with a star to clearly identify them. Bring students back to thinking about the Safety Improvement Cards and their categories. Have them review and identify which categories or specific features could be solutions to their top two problems. Students should mark these categories or solutions with a star on their Safety Improvement Card Sort handout. Example problem/solution combination could be: Problem: Crosswalks are not easy to find (street crossings). Solution(s): Add marked crosswalks and crossing beacons. [Slides 13] Prepare for group work: Pass out the Pedestrian-Oriented Design Planning handout and have students review Parts 1 and 2. Remind students that the engineering design process needs to have a defined problem and developed solution; this is what they are going to do in their groups today. Share with students that while everyone will be recording their own handout to reference when we share our designs with other teams in the next lesson, they will be working together to combine their ideas into a single design recommendation that solves a defined problem. You might say: The first part of your exhibition should be informing the audience about the problem you defined. If they know what the problem is and why it is important to solve the problem, they will be really interested in hearing your solution and how it works. Let’s figure out which problem on our route is the highest priority to fix to make it safer for pedestrians. [Slide 14] Consensus discussions: Walk students through Part 1 of the design planning handout: “Define the problem.” Explain to students that they will have to decide as a group which of the problems they have identified they want to design a solution for, and explain that they should only fill out the Claim-Evidence-Reasoning (CER) for that one problem. Give groups 10 minutes to decide which problem they would like to solve and fill in the CER on the Pedestrian-Oriented Design Planning handout. This is something that should, at this point, be very familiar to students, so they should be able to use the resources they have already completed, like the Walkability Criteria Checklist, to fill out their CER. [Slide 15] Next, walk students through Part 2 of the design planning handout: “Develop a solution.” They should use the Safety Improvement Card Sort handout and the Safety Improvement Cards to support them in developing the solution. They may also want to refer back to the location of their identified problem on Google Earth to remember what the street looked like. Reassure students that this is just their initial design solution; they will have the opportunity to get feedback on it and revise it in the next lesson. Give groups 10 minutes to decide on a solution they would like to propose and to fill in page 2 of their Pedestrian-Oriented Design Planning handout. \| Step 5: Revisit the Know & Need to Know chart \| (10 min) \| Purpose: In this step, students are refocused on the unit driving question and how what they learned can be applied to answering that question. You might say: Let’s revisit the Know & Need to Know chart to see how our knowledge has changed. What can we add to the “Know” part of our chart that would be helpful as we design solutions to keep pedestrians safe? What else do we need to know before sharing our designs at our Urban Planning Exhibition? [Slide 16] Reflect on progress: Invite students to discuss what they have learned and how their thinking has changed. Use the following prompts to elicit student ideas and update the Know & Need to Know chart using a different colored marker to indicate new thinking from what was recorded last time. What do we know now that we didn’t know before? What questions have we answered? What new questions do we have now? Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.3: Friendly Feedback Teacher Guide Lesson 2.3: Friendly Feedback Guardians of the Block: Safe Communities by Design Lesson 2.3: Friendly FeedbackUnit Driving Question: How can we design communities that are safe for people? Module Driving Question: What features can we add to make an area safer for pedestrians? Learning Targets I can: Purpose In this lesson, you refine your design plan recommendation in the same way as most scientists and engineers: through peer feedback. First, you will evaluate your Urban Planning Team’s plan to identify areas you want more feedback on, then you will switch papers with your peer review partners and take turns providing feedback to each other as you explain your team’s design plan. Finally, you will record your team’s next steps to improve your design plan. Lesson Steps \| Teacher Preparation Notes Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \|\| \| ✓ DCI \| ETS1.B: At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. \| \| \| ✓ SEP \| Engaging in Argument from Evidence: Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions.Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or technical information orally and/or in written formats, including various forms of media, and may include tables, diagrams, and charts. \| \| \| ✓ CCSS \| CCSS.ELA-LITERACY.W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. \| \| Lesson Resources \| \|\| \| For Students \| For Teachers \| Materials \| \| \| \| Lesson Overview \| \| \| In this lesson, students refine their Urban Planning Team’s design plan recommendations through peer feedback. First, students evaluate their team’s plan to identify areas they want more feedback on, then, in pairs, they switch papers with a pair from a different group and take turns providing feedback to each other as they each explain their team’s design plan. Finally, students will record their team’s next steps to improve their design plan. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Explore project goals \| (20 min) \| Purpose: In this step, students review the Project Checklist and Rubric to finalize their team’s design plan and prepare for peer feedback. You might say: Before you really finalize our Urban Planning Team’s design, you need to know what a great design plan recommendation has. Let’s review the checklist and rubric that we’ll use to determine if a design has everything it needs to be implemented in the community. [Slide 2] Review project challenge: Refer back to the Project Checklist and Rubric from Lesson 1.1 and prompt students to review the project challenge and expectations. If you have not yet distributed the project rubric, do so now. Invite students to read through the rubric for the project and consider the expectations for their design plan with a partner, considering the following questions: What questions do you still have about the project? What expectations do you think will be the most challenging? Least challenging? What expectations are unclear and you want to know more about? Have students share questions they have about the project’s expectations and clarify as needed. [Slide 3] Finalize designs: Prompt students to take out their Pedestrian-Oriented Design Planning handout from Lesson 2.2. Students will work with their Urban Planning Team to review their current plan—with the criteria of the project checklist and rubric in mind—and work together to finalize their designs. Inform students that they individually need their final designs as they will be splitting up for the peer feedback process. \| Step 2: Evaluate your plan \| (10 min) \| Purpose: In this step, students review their own team’s design plan using the Peer Feedback Rubric and identify where their group needs more feedback to effectively improve their designs. You might say: An important part of any urban planner’s process is sharing their ideas with their peers (other urban planners) and getting feedback on the design and how well it meets their criteria. In this lesson, we’re following the process used by urban planners as we share our plans with each other, our peers, to give and get feedback on our designs. [Slide 4] Self-evaluation: Pass out the Peer Feedback Rubric and share with students that they are going to get targeted feedback from their peers on the key goals of our project. Provide a minute or two for students to become familiar with the Peer Feedback Rubric. Prompt students to individually fill in the “self-feedback” column based on their knowledge of the group’s design. Invite students to put a question mark next to the criteria that they marked “not yet” and a star next to the criteria they want more specific feedback on. Prepare for peer feedback: Split each team into two pairs. Have each pair review their self-evaluation with each other and look for common marks. Prompt each pair to identify the criteria they want feedback on the most (starred criteria) when they pair up with another group to get feedback. \| Teacher Tip: Teaching Students How to Give Quality FeedbackPeer evaluation can be a difficult task for students. Some students can be sensitive to critical feedback or feel judged, and introverts may feel shy and nervous about the process. To combat these challenges, it is useful to create a culture of feedback that allows students to become familiar and comfortable with the process. Edutopia offers some suggestions to encourage “reflection not correction,” provide choice, and offer opportunities for specific feedback. As you develop this portion of the lesson, you may find it useful to explore Edutopia’s article "Teaching Kids to Give and Receive Quality Peer Feedback." You may also want to review "The Role of a Teacher in a Critique Lesson" article from EL Education or watch the "Austin’s Butterfly: Building Excellence in Student Work" video to learn how a teacher can facilitate quality feedback for students. \| \| Step 3: Participate in peer feedback \| (20 min) \| Purpose: In this step, students give and receive feedback on each other’s design plans to build a deeper understanding of the project criteria and develop experience evaluating and refining their design solution. Model feedback: Using a sample design plan you created in advance, model how students should listen or read and how they should mark up the rubric. You should also model providing specific and kind feedback, as that is what will support the feedback recipient in making improvements to their design. [Slide 5] Peer feedback: Organize the students into groups of four: each with a pair from a different Urban Planning Team. The team pairs will switch handouts with their partner pair and identify a “pair A” and a “pair B.” Explain the procedure for giving and receiving feedback to the groups: Share your design plan (8 minutes). Pair A explains the plan out loud using drawings or information from their Pedestrian-Oriented Design Planning handout. Pair B listens and records feedback on the rubric. Summarize feedback: (2 minutes) Pair B shares a summary of the feedback with pair A. Pairs switch roles and repeat the process. After both pairs have shared and given feedback, have them return their papers to their original owners. \| Step 4: Plan your next steps \| (10 min) \| Purpose: In this step, students plan their group’s next steps on how to improve their design plan. [Slide 6] Plan next steps: Have pairs give their papers back to the original owners and thank each other for the feedback. Prompt students to turn to their team partner to review the feedback they received and discuss: Are there any changes you want to make to your design? Is there something you want to share with your team? Are there questions you now have? Students will consider the feedback they received and use it to inform their team’s next steps, recording them on their Peer Feedback Rubric. Note: When students regroup with their team in Lesson 3.1, they will have two sets of feedback (one from each pair) that they will integrate into their final design. Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Module 3: Designing Safer Communities Module Overview Module 3: Designing Safer Communities Guardians of the Block: Safe Communities by Design Unit Driving Question How can we design communities that are safe for people? Module Driving Question What actions can we take to make our community safer? Module Overview In Module 3 of this unit, student Urban Planning Teams improve their designs based on the feedback they received, then prepare and showcase their work at their Urban Planning Exhibition. First, students regroup with their team to share the peer feedback they received and determine how it should be incorporated into their recommendation plans. They integrate the feedback to make changes to refine the problem for pedestrians and develop a map model of the area to visually demonstrate the problem they defined. Then, students reevaluate and integrate the feedback from their peer review to refine their solution to improve pedestrian safety, updating their map model of the area to visually demonstrate how the location would change with the implementation of their design. Students also review the expectations for the final exhibition and prepare for their Urban Planning Exhibition by creating visuals and practicing sharing their design arguments with each other. Finally, Urban Planning Teams showcase their understanding of urban planning and designing safe communities to students, teachers, parents, and community members. After the exhibition, students reflect on and celebrate all they have accomplished to redesign the community to make it safer for pedestrians. An optional extension of this unit is to work with community leaders to present pedestrian safety recommendations and get them enacted in the community. \| Lesson 3.1: Model Designs (60+ minutes) \| \| Key Standards: Learning Targets: I can: \| In this lesson, students regroup with their Urban Planning Team to share the peer feedback and determine how it should be incorporated into their recommendation plans. Then, they integrate the feedback to make changes to refine the problem for pedestrians and develop a model to help other people visualize the area and the problem they defined. \| \| Lesson 3.2: Call to Action (120 minutes) \| \| Key Standards: Learning Targets: I can: \| In this lesson, student groups review the exhibition structure and analyze a video example of a design plan recommendation from students at Arroyo High School. Then, they reevaluate and integrate the feedback changes or additions they identified in Lesson 3.1 to refine their solution design to improve pedestrian safety. Next, they add the feature they are proposing in their design recommendation to their map model using colors or 3D representations to visually demonstrate how the location would change with the design. Finally, students prepare for the final exhibition by creating visuals and practicing sharing their arguments and designs with each other. \| \| Lesson 3.3: Urban Planning Exhibition (45 minutes) \| \| Key Standards: Learning Targets: I can: \| In this lesson, student teams showcase their understanding of urban planning and designing safe communities to students, teachers, parents, and community members in our Urban Planning Exhibition. After the exhibition, students reflect on all they have accomplished to make the community safer for everyone. This lesson is a time to celebrate the accomplishments of the students! \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.1: Model Designs Teacher Guide Lesson 3.1: Model Designs Guardians of the Block: Safe Communities by Design Lesson 3.1: Model DesignsUnit Driving Question: How can we design communities that are safe for people? Module Driving Question: What actions can we take to make our community safer? Learning Targets I can: Purpose In this lesson, you will regroup with your Urban Planning Team to share your feedback and decide how you should change or add to your recommendation plan. Then, you will integrate the feedback changes to refine your problem for pedestrians. Finally, your Urban Planning Team will develop a model to help other people visualize the area and the problem you defined. Lesson Steps Explore More \| Teacher Preparation Notes Pacing \| \| \| Lesson Timing: \| 60+ minutes (dependent on map construction time) \| \| Standards \| \|\| \| ✓ PE \| 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. \| \| \| ✓ SEP \| Developing and Using Models: Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.Constructing Explanations and Designing Solutions: Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.Engaging in Argument from Evidence: Construct and/or support an argument with evidence, data, and/or a model.Analyzing and Interpreting Data: Analyze data to refine a problem statement or the design of a proposed object, tool, or process. \| \| \| ✓ WSSSS \| G1.5.3: Construct maps and other graphic representations of both familiar and unfamiliar places. \| \| Lesson Resources \| \|\| \| For Students \| For Teachers \| Materials \| \| \| Lesson Overview \| \| \| In this lesson, students regroup with their Urban Planning Team to share the peer feedback and determine how it should be incorporated into their recommendation plans. Then, they integrate the feedback to make changes to refine the problem for pedestrians and develop a model to help other people visualize the area and the problem they defined. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Share peer feedback \| (10 min) \| Purpose: In this step, student groups review the feedback they received from their peer evaluators and decide how to change or add to their design recommendations for the final exhibition. You might say: In the last lesson, we gathered feedback on our group’s design plan. Urban planners gather feedback because other people bring different perspectives, and their knowledge of the area can help make our ideas better. Today, your urban planning team is going to integrate the feedback you received and refine your problem for pedestrians. Then, you’ll prepare for your Urban Planning Exhibition by making a map to help others visualize the problem that we saw when we analyzed our data. [Slide 2] Orient to the exhibition: Explain the structure and inform students that they will not be formally presenting their projects in front of everyone at the exhibition but standing by their map model and visuals and presenting to the audience that comes by to learn about their project. Share that they are going to get to practice presenting and answering questions about their project with another group. Recommend that they have two people in charge of defining the problem and two in charge of explaining the solution. Allow students 5 minutes to briefly talk about who will present each section. [Slide 3] Direct students to regroup with their Urban Planning Team: Prompt students to each share the feedback that they got from their peer review partner in the last lesson. Use the questions on the slide to guide students to look for common feedback or trends they noticed and use that information to prioritize what should be addressed first in their refining of their design. Students should highlight or make a note of the things they want to change or add to their design recommendations. \| Step 2: Refine the problem \| (20 min) \| Purpose: In this step, students reevaluate their defined problem and integrate the feedback from Lesson Step 1 to refine their group’s argument on the Revised Design Plan handout. [Slide 4] Refining the problem: Pass out the Revised Design Plan handout and indicate to students that this is where they will put their final argument that defines the problem for pedestrians on their route. Remind students to consider the feedback they received when revising their arguments. Also, point out to students that the final exhibition will include students, teachers, parents, and/or community members (this will vary depending on who you have invited and when the exhibition is scheduled), so they should be mindful to write their plan to match their audience. Work time: Allow students time to finalize their argument that defines the problem. \| Step 3: Model the problem \| (30+ min) \| Purpose: In this step, students learn about the art of mapmaking from Danai Fadgyas, an urban planner in Melbourne, Australia, and then follow his process to make a map that highlights their defined problem. [Slide 5] Play the "Art of Mapmaking" video [3:57]: You may wish to pause the video and record the five essential ingredients of a map according to Danai Fadgyas. They are also listed on [Slide 6]. [Slide 6] Model the problem: Walk students through the steps of mapmaking and talk through the considerations they should have as they build their map. Purpose: To help people visualize where and what the problem is for pedestrians on our route Consider: What problem do you want to highlight? How big of an area do you need to map? Build: Identify the area and zoom into Google Earth to only show this area. Style: Illustrative (doesn’t have to be very precise, but should be roughly to scale) Consider: What size paper will you use? How will you scale your map? Build: Draw the outline of the major streets roughly to scale on your paper. If the paper and the screen are roughly the same size, you can hold the paper up to the screen and trace the outline of the major streets to set the scale of the map. Base considerations: What elements are important to show in your location? Which elements are important to the purpose? Consider: Not all details can be shown on your map - which ones are really important to show? How simple can you make them? Build: Draw in map details that are important to highlight the problem - buildings, street features, current safety features, etc. Context considerations: How will you emphasize the important areas? Consider: Are any elements important to show in 3D? Which and why? Are there specific features that should be styled differently to make them easier to see (like making them a different color)? Build: Draw in or highlight the important elements and features that outline the problem for pedestrians you are defining on your map. Personalize considerations: How will your group make it original? Consider: What will your team add to make the map representative of your style? What colors, pictures, writing style, etc. will you add to personalize your map? Build: Use your team’s style, colors, and design elements to finish the main part of your map (everything but the BOLTSS). BOLTSS considerations: Border, Orientation (compass), Legend, Title, Scale (approximate), and a Source (Google Earth) Build: Add in the BOLTSS details to finalize your map of the problem for pedestrians your Urban Planning Team has defined. Work time: Have a materials manager from each group gather the materials they will need to create the map. Allow students time to work together. It is recommended that students take on group roles while working, here are some example roles: Facilitator: keeps everyone on task and focused, ensures everyone has a voice in the group, supports the others where needed Cartographer: uses Google Earth to review the location they are mapping, keeps track of important elements to show, and displays them when needed to support the urban planner Urban planner: does big-picture thinking about the problem/design solution and how the base map should demonstrate the problem/solution Community communicator: thinks about how the community will read the map and works with both the urban planner and the cartographer to add the details to the map such as labels and smaller objects to support the presentation goals Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.2: Call to Action Teacher Guide Lesson 3.2: Call to Action Guardians of the Block: Safe Communities by Design Lesson 3.2: Call to ActionUnit Driving Question: How can we design communities that are safe for people? Module Driving Question: What actions can we take to make our community safer? Learning Targets I can: Purpose In this lesson, your Urban Planning Team will review the exhibition structure and analyze a video example of a student design plan recommendation, then reevaluate and integrate the feedback changes or additions you identified in Lesson 3.1 to refine your solution design to improve pedestrian safety. Next, your team will add the feature you are proposing in your design recommendation to your map model using colors or 3D representations to visually demonstrate how the location would change with your design. Finally, you will prepare for the final exhibition by creating visuals and practicing sharing your argument and design with an audience of your peers. Lesson Steps \| Teacher Preparation Notes Pacing \| \| \| Lesson Timing: \| 120 minutes \| \| Standards \| \|\| \| ✓ PE \| 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. \| \| \| ✓ DCI \| ETS1.A: Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.ETS1.B: At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. \| \| \| ✓ SEP \| Developing and Using Models: Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.Analyzing and Interpreting Data: Analyze data to refine a problem statement or the design of a proposed object, tool, or process.Constructing Explanations and Designing Solutions: Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.Constructing Explanations and Designing Solutions: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.Engaging in Argument from Evidence: Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. \| \| \| ✓ WSSSS \| G1.5.3: Construct maps and other graphic representations of both familiar and unfamiliar places. \| \| Lesson Resources \| \|\| \| For Students \| For Teachers \| Materials \| \| \| \| Lesson Overview \| \| \| In this lesson, student groups review the exhibition structure and analyze a video example of a design plan recommendation from students at Arroyo High School. Then, they reevaluate and integrate the feedback changes or additions they identified in Lesson 3.1 to refine their solution design to improve pedestrian safety. Next, they add the feature they are proposing in their design recommendation to their map model using colors or 3D representations to visually demonstrate how the location would change with the design. Finally, students prepare for the final exhibition by creating visuals and practicing sharing their arguments and designs with each other. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: View a design plan recommendation example \| (15 min) \| Purpose: In this step, students review the exhibition structure and analyze a video example of a design plan recommendation from students at Arroyo High School. [Slide 2] Review the exhibition structure and expectations: Direct students to retrieve their Project Checklist and Rubric handout from Lesson 2.3. Review the structure of the exhibition and the expectations for the project on the rubric. Invite students to share any questions they have about either the expectations or the rubric. [Slide 3] Analyze a video example: Play the "Diagonal Crosswalks" video [1:56] showing a design plan recommendation from students at Arroyo High School in San Lorenzo, California. Ask students to review and critique the Arroyo High School video using the project rubric, focusing on how the Arroyo students: define the problem, showing where it is and how it is unsafe for pedestrians explain the evidence (data) they analyzed and how it supports the claim that the problem is real and important to solve describe their design solution and where it would go / what it would look like explain how their solution would make the area safer for pedestrians You may choose to replay the video one or two more times for students to make notes on what they observe using their rubric. [Slide 4] Debrief the example: Invite students to debrief the example with the prompts below with a partner or small group, then initiate a whole-class discussion to share the highlights of their debrief discussion. Discuss the example with your partner, considering how the Arroyo High School team: made their claim used data supported their choice of a solution used visuals and data to make their case How do you think the Arroyo students could have improved their presentation? \| Step 2: Refine the solution \| (15 min) \| Purpose: In this step, students reevaluate their solution and integrate the feedback from Lesson 3.1 to refine their group’s design on the Revised Design Plan handout. You might say: We have already refined our problem and visualized it on a map model, but what about our solution? We want to make sure we show on our map how our design can solve the problem, so today let's revise our map to include our design recommendation and finalize our solution like we did our problem. [Slide 5] Refine the solution: Direct students to retrieve their Revised Design Plan handout and share that just as they put their final argument that defines the problem on this sheet, they will also put their final solution. Remind students to consider their peer feedback when revising their design solutions. Again, remind students that the final exhibition will include students, teachers, parents, and/or community members, so they should be mindful to write their plan to match their audience. Work time: Allow students time to finalize their solutions to the problem \| Step 3: Model the solution \| (30 min) \| Purpose: In this step, students use colors or 3D elements to add their design recommendation to their map model to show where it would go, what it would do, and what the street redesign would look like. [Slide 6] Revising the model: Direct students back to their map from Lesson 3.1 and encourage them to be creative to make their design recommendations stand out and showcase how they would benefit pedestrians on the map. Encourage students to use color (or materials to turn the 2D map into a 3D map) to increase the ease of reading the map and understanding what the solution is and what it does. Circulate as students work and press them with questions about their solutions as a formative assessment opportunity. Work time: Allow students time to revise their maps and add in their solutions. \| Step 4: Prepare for your exhibition \| (30 min) \| Purpose: In this step, students create visuals to support their map model that outlines the problem, and they explain how their design recommendation would solve it. You might say: The goal of our exhibition is to get people to learn about the problem we interpreted from our data and understand how our design recommendation can solve that problem, but our audience may need more than just us talking to them and our map to understand. When planners make proposal presentations, they have many visuals to help people understand their designs. [Slide 7] Review a planner’s exhibition from RMIT University’s School of Architecture in Australia: Invite students to share what they notice about the visuals this planner included. Look for the following responses: writing, pictures, maps, models. [Slides 8] Exhibition preparation: Share with students the visuals they will be making to support their presentation. They will be using large paper (either legal-size or chart paper, depending on the availability) to create a visual mini-poster to help define the problem and another to support the explanation of how the solution works. Students should include writing, but they can also include pictures or diagrams on their visuals. Encourage students to review the Safety Improvement Cards again for inspiration. Digital alternative: Instead of creating mini-poster visuals to support their presentations, students can also create slides explaining their urban design plan recommendation with the same information as the posters. Using laptops or tablets, students can incorporate these slides into the gallery-style Urban Planning Exhibition or show them in a more formal presentation. If adjusting to have a digital alternative, use [Slide 9] rather than [Slide 8]. Work time: Allow students time to construct their visuals. \| Step 5: Practice presenting to the audience \| (30 min) \| Purpose: In this step, students re-watch the video from the Arroyo High School student team, focusing on how they communicated to their audience. Then they role-play with another group to practice how to explain their design recommendation and answer questions from the audience in preparation for our exhibition. You might say: An important part of communicating our designs is presenting them to other people. Like you, the group of high school students in California also needed to communicate their defined pedestrian safety problem and solution to an audience of community members. Let’s re-watch their video, focusing on how they communicated their problem and solution to non–urban planners within their community. [Slide 10] Replay the "Diagonal Crosswalks" video [1:56]: Clarify that you recognize how they shared their information was a bit different as they were outside using the actual site as their visual, but what did students notice about how the high school students shared their information? Look for the following responses from students: They shared in simple language for everyone to understand. They shared why the problem was important to them. They were specific and clear about the data that supported the problem (numbers of people who crossed, observational data of those who they interviewed). They explained in detail how their solution would make the intersection safer for pedestrians. They used visuals and pictures (footage) to help explain their recommendation. [Slide 7] Presentation preparation: Pass out the Communicating Our Designs handout and inform students that they will not be formally presenting their projects in front of everyone at the exhibition but standing by their map model and visuals and presenting to the audience that comes by to learn about their project. Share that they are going to get to practice presenting and answering questions about their project with another group. Recommend that they have two people in charge of defining the problem and two in charge of explaining the solution. Allow students 5 minutes to briefly talk about who will present each section. Presentation practice: Walk students through the protocol for practicing: Group A will present first. They will describe their problem, why it is unsafe for pedestrians, their design recommendation, and how the recommendation would solve the problem (5 minutes). Group B will ask clarification questions about the design, and group A will respond (3 minutes). Optional question stems are available on the slide. Group B offers feedback on group A’s presentation (2 minutes). Switch roles and group B presents. Set a timer to ensure each group stays on task during the practice session. Practice: Allow students time to practice their presentations using the protocol. Circulate the room and listen in as you keep time to ensure students stay on task and practice. Wrap-up: In the last 5 minutes of the session, have the Urban Planning Teams meet back together to debrief their feedback and reflect on what adjustments they may want to make when they present at the exhibition. Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.3: Urban Planning Exhibition Teacher Guide Lesson 3.3: Urban Planning Exhibition Guardians of the Block: Safe Communities by Design Lesson 3.3: Urban Planning Exhibition Unit Driving Question: How can we design communities that are safe for people? Module Driving Questions: What actions can we take to make our community safer? Learning Targets I can: Purpose Let’s celebrate! In this lesson, you and your team will showcase your understanding of urban planning and designing safe communities to an audience of students, teachers, parents, and community members in our Urban Planning Exhibition. After the exhibition, you will reflect on all you have accomplished to make your community safer for everyone. Lesson Steps \| Teacher Preparation Notes Pacing \| \| \| Lesson Timing: \| 45 minutes (+ if continuing with optional extension) \| \| Standards \| \|\| \| ✓ PE \| 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. \| \| \| ✓ DCI \| ETS1.A: Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.ETS1.B: Research on a problem should be carried out before beginning to design a solution. \| \| \| ✓ SEP \| Constructing Explanations and Designing Solutions: Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.Constructing Explanations and Designing Solutions: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.Engaging in Argument from Evidence: Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or technical information orally and/or in written formats, including various forms of media, and may include tables, diagrams, and charts. \| \| \| ✓ WSSSS \| SSS4.5.4: Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary). \| \| \| ✓ CCSS \| CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. \| \| Lesson Overview \| \| \| In this lesson, student teams showcase their understanding of urban planning and designing safe communities to students, teachers, parents, and community members in our Urban Planning Exhibition. After the exhibition, students reflect on all they have accomplished to make the community safer for everyone. This lesson is a time to celebrate the accomplishments of the students! \| \| Lesson Resources \| \|\| \| For Students \| For Teachers \| Materials \| \| \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Present your designs at the Urban Planning Exhibition \| (35 min) \| Purpose: In this step, students celebrate the learning and hard work of their Urban Planning Team with the community by presenting their designs and showing how they have learned to make their community safer for people. [Slide 2] Welcome community guests to the exhibition! You might say: Our Urban Planning Teams have been hard at work studying walkable routes to different popular community locations. They have become urban planners: collecting data through observations, analyzing and interpreting that data, and designing solutions to problems they have identified for pedestrians. These amazing planners are now ready to share their findings and recommendations with the community. I would like to wholeheartedly welcome everyone to our Urban Planning Exhibition and celebration of their projects! Facilitate introductions: Introduce the student teams, as well as your exhibition guests. [Slide 3] Review the unit for guests: Explain the learning and collaboration that students have completed throughout the unit, which they are sharing and celebrating in their exhibition today. [Slide 4] Describe the exhibition structure (or adapt as needed to reflect your students’ exhibition): Urban Planning Teams will stay at their project displays while the guests circulate from project to project within the exhibition space. When guests approach a team’s exhibit, students should share the following, as they practiced in the previous lesson: Define the problem on the route to their community location. Explain why it is unsafe for pedestrians. Present the design solution they recommend. Explain how their solution will solve the problem. The audience’s role is very important, as they will be giving feedback at the end of the exhibition and will be asked to prioritize the project based on the information they hear from the presentations. Encourage community guests to ask the teams questions if they have them. Remind student teams that a big part of being an urban planner is to be able to communicate their arguments and solutions and answer questions the community may have about their designs. Being clear and specific about their design will help guests understand why their recommendation is so important to install in the community. Exhibition time: As community guests circulate and teams present their designs to them, you may choose to use the Project Checklist and Rubric to grade student projects. [Slide 5] Wrap up the exhibition: Invite guests to provide feedback to the urban planners through the Urban Planning Exhibition Guest Feedback Form (copy the template to create your own). Thank all of the guests for coming and attending all of the teams’ presentations. \| Step 2: Reflect on your experience \| (10 min) \| Purpose: In this step, students revisit the Know & Need to Know chart, then reflect on their work and what they have learned throughout this unit. Self-reflection is a powerful tool in learning, especially with skill development, so if this is new to some of your students, you may want to model the activity by sharing your personal reflections on the project as well. [Slide 6] Reflect on progress: Invite students to discuss what they have learned and how their thinking has changed. Use the following prompts to elicit student ideas and update the Know & Need to Know chart using a different colored marker to indicate new thinking from what was recorded last time. What do we know now that we didn’t know before? What questions have we answered? What new questions do we have now? Invite students to share what they would do next if they were to continue as an urban planner. [Slide 7] Student reflection: Pass out the Unit Self-Reflection handout. Share the reasons we reflect and the different types of things we can reflect on (content learned, process or skills developed, or what you learned about yourself along the way). Another important use of reflection is to provide feedback to the teacher to make the project even better for next year’s students. \| Step 3: OPTIONAL – Take action! \| (60+ min) \| Purpose: In this optional step, students vote along with the exhibition audience to determine which design is the highest priority to implement in the community. They then contact stakeholders and work to get the design implemented in the community if possible. Share designs: Have students share their design recommendations with the class and complete the same ranking question as the exhibition guests in their feedback form. Analyze the data with students to determine which one was ranked the highest priority (the one that is the most needed right now). Contact stakeholders: Depending on the nature of the identified problem and type of solution, you may need to reach out to district, city, county, or state officials to determine which organization would be responsible for designing, approving, or implementing safety changes in that area. Have students prepare a class presentation to argue for the importance of solving the problem as well as advocating for how the solution would work. Organize a presentation to the stakeholders. Take action! While there is no guarantee that the student design will be able to be implemented, the experience students will have in going through this process will be extremely relevant and will allow them to see the importance of civic action. Unless otherwise noted, Guardians of the Block: Safe Communities by Design ©2023 by Educurious is licensed under CC BY-NC 4.0.	oercommons	2025-03-18T00:37:38.770358	Engineering	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/111710/overview", "title": "Guardians of the Block: Safe Communities By Design", "author": "Cultural Geography" }
https://oercommons.org/courseware/lesson/89150/overview	Relationships Overview B1 level activity to revise past tenses and learn phrasal verbs connected to relationships. The activities include: speaking, reading, matching, rephrasing and inventing a story. Speaking Discuss What are these? What are they used for? Do you use them? Why? Why not? What about Meetic, eDarling…? What do you think about this kind of websites? What about more traditional ways to know people? Speaking: ordering a story KEY 8B 5C 9D 11E 3F 6G 2H 4I 12J 10K 7L In these comic strips we have Tim's love story, but they are in the wrong order. Taking into account that the first one is A, and J the last one, try to order the story. Reading Read the story and check your answers. ACROSS A CROWDED ROOM It was love at first sight. I saw her standing on the other side of a crowded room sipping a glass of wine. Our eyes met. I walked over to her and said, 'You seem to be on your own. Can I join you?' She smiled and said yes. At first she came across as rather shy, but as I got to know her better I found out she was an open and confident person who was easy to get on with. At the end of the party I said I would like to see her again and asked her out for a meal the following week. I took her out to a small ltalian restaurant in Soho. After talking for a while, we found out that we had a lot in common - in fact, we seemed to have the same interests and tastes in everything. She smiled at me when I spoke to her, and when our eyes met this time I knew that I was head over heels in love with her. I thought that she was falling in love with me, too. We started going out with each other, and after some time we got engaged and decided to live together. We were both very happy and made plans to settle down and get married the following year. However, it wasn't long before things started to go wrong. She seemed less affectionate and loving as the weeks passed, and I started to feel she was going off me. She criticized me all the time. 'Why are you always going on at me?' I asked. In the end I wondered if we were suited to one another. I was keen on hard rock and she was fond of classical music. I was interested in sport and she was interested in politics. We finalIy fell out over a TV programme. We had a terrible row, broke off our engagernent, and called off the wedding. A week later she moved out. I was heartbroken, and it took me a long time to get over it. A few months later I heard she was engaged to a man who worked in local government. They got married, but after two years their marriage broke up and they got divorced. I tell you this because last night I went to a party and I was drowning my sorows when I saw her standing on the other side of the room sipping a glass of wine. I saw a man walk over to her and l heard him say, 'You seem to be on your own. Can I join you? Vocabulary: Relationships Phrasal verbs There are some phrasal verbs along the text. Look at them in context in the text and match them with the deifinition. To ask someone out somewhere \| To cancel something (an arrangement or event) \| To break something off \| To come to an end \| To break up \| To discontinue something, to bring something to an abrupt end \| To call something off \| To give the impression of having a particular characteristic \| To come across as something \| To have an argument with someone and stop being friendly with them \| To fall out (with someone) (over something) \| To invite someone to go out somewhere (to a restaurant or theatre) \| To go off someone \| To keep complaining about something to someone (informal) \| To go on at someone \| To spend time with someone socially, often to have a romantic relationship \| To go out with someone \| To start to live a stable, regular life in one place (perhaps after buying a house or getting married) \| To settle down \| To stop liking someone (informal) \| Vocabulary: Relationships Phrasal verbs practice Rephrase the sentences using one of the previous phrasal verbs. - The concert has been cancelled. - Stop criticizing me all the time! - He's invited her to the theatre. - Julie is having a relationship with a man from China. - He gives the impression of being a determined person. - THeir marriage has ended. - My best friends have had an argument and aren't talking to each other. - She's starting to dislike him. - I have just ended my relationshi`with Peter. - I want to get married, buy a house and have a permanent job. Speaking Choose five of the phrasal verbs and invent a different story.	oercommons	2025-03-18T00:37:38.810721	01/10/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89150/overview", "title": "Relationships", "author": "MARÍA-JOSÉ MULET-VIÑALS" }
https://oercommons.org/courseware/lesson/80440/overview	grade 10 ad grade 11 ad Main Task TASK1 English First Additional Language (FAL) Overview This visual image represents English First Additional Language, a textbook used in schools. Subject Information Table of content. Lesson Objectives Analyzing An Advertisement Aim Of Print Text Task & Slides If you prefer, Click on the Above title to be redirected to the page directly. This part of the subject will expose you to the different techniques of analyzing visual literacy through critical thinking in order to improve English First Additional Language skills, such as reading and viewing as well as writing and presenting. For a detailed review on Visual literacy and critical thinking, watch the video below. Lesson Objectives By the end of the lesson learners should be able to: Identify the obvious idea of an advertisement? Analyze the advert for hidden ideas and motivation for their analysis with the relevant linguistic and visual clues? Adjust the advertisement to suit any life situation such as COVID-19? Skills. During the lesson learners will: Engage in some intensive reading of the short text (Advertisement) for comprehension, note-taking, summary, and critical language awareness. Mostly focusing on language and visual features for an integrated study of English at the first additional language level. Attitudes and values. Reading and viewing. Analyzing an advertisement Remember to download attachments for Task 1 and the recorded slide for this part of the lesson. Take 3 minutes to look at the picture. Advertisement titles (ARE YOU MAN ENOUGH…TO BE A NURSE?) it is from America, created by a nursing center in 2019. Download Task1 from the attachment below. Use Task 1 to study the advertisement, answer questions to this task in your exercise books carefully, be very critical of all aspects of that advertisement. Look at the linguistic clues and the visual clues, see how they complement each other in helping to get across explicit and implicit messages that the advertiser is trying to convince the reader or consumer. Task 1 (Analyzing an advertisement). - What is the advertisement about? [1] Hint: For question 2, refer to the headline ‘ARE YOU MAN…TO BE A NURSE ‘? - What idea about being a manly man is emphasized by the headline? motivate your answer, by elaborating on how this is motivated by the thick and bold font of the headline, as well as the red and black color. [3] Hint: For question 4, carefully study the linguistic clues, the way the man dressed, their posture and gaze. - In your opinion, how has the advertiser use the above linguistic and visual clues to persuade man into wanting to be male nurses? [4] - How does the atmosphere of the advert influence your feelings about the nursing profession for a man? Use visual and/or linguistic clues to support your answer? [4] - How has the advertiser used irony to influence your attitudes towards nursing as a profession? [4] - What adjustments or changes would you implement in order to make the advert suitable to the time of COVID-19? [3] TOTAL: [19] Marks. click to watch video below for more tachiniques and skills on How to analyze an advertisement. Aim of print text ´Aim: A purpose or intention; a desired outcome. The aim of the advertisement? Encouraging men to peruse the Nursing profession. ´Why? The nursing profession is mostly perceived as a profession for women, ´Gender imbalance? Foregrounding? ´The part of a representation that is nearest to and in front of the spectator Objects usually larger than those in the background. Foregrounding in the Advertisement. Atmosphere? The atmosphere in the advertisement? Positive and full of life as the red color suggests. Main Task and Slides Homework This is a controversial online advertisement that was posted by the South African pen manufacturer, BIC, on its Facebook page on Sunday August 9th, 2015. It shows a beautiful woman wearing a manly suit and looking straight at the camera with a wide smile. The slogan reads: Look like a girl Act like a lady Think like a man Work like a boss. The advert targets women and aims to reinforce BIC’s brand image as a champion for gender rights. Use skills you revised from this lesson and previous lessons to critically analyze the advertisement, then write a first to an analytical essay based on this advertisement. This will prepare you for our next lesson next week. Get writing writers, you got this! 50 marks. Sample Description This is a popular American advertising poster created by the Oregon Centre for Nursing in 2002. It aimed at encouraging men to join the profession of nursing which generally reserved for women. The advertisement portrays a group of tall and well-built male nurses who have managed to retain their masculine physical features and interests despite working in a feminine environment. Masculinity is emphasized in this advert as especially seen in the headline: ARE YOU MAN ENOUGH…TO BE A NURSE? The font is bold and thick, and it reinforces the idea of strength and courage. The colors of the text, red and black, connote power and vitality. The props that the men carry reveal their manly hobbies: surfing, scuba diving, rock climbing, etc. This is supported by the small text at the bottom: these men are not ‘sissies. For example, David works in Critical Care, but he loves playing the guitar. Mark works in the emergency room, but he is into rock climbing. The men stand against a red background that highlights their manful, straight and confident postures. Their gazes are direct, revealing assurance and certainty. They also seem to love their job because most of them are smiling and have relaxed faces. ‘Nursing’, contrary to its reputation, does not seem to be a stressful job. On the contrary, it is depicted positively as a career with ‘unlimited opportunities’ that appeals to men’s need to ‘challenge’ themselves both physically and intellectually. I think that the advert is successful because it immediately grabs our attention, but it is overly optimistic in painting a too bright picture of what can be a demanding and exhausting profession. The general atmosphere is positive and full of life as the red color suggests. The men might be working with sick people, but they look healthy and happy. The advert does not dwell on the negative aspects of nursing in order to seduce future recruits. The truth is that nurses, whatever their gender, work in shifts and have long hours, which barely leaves enough time for hobbies. Working in the emergency room can be quite nerve-wrecking too. Overall, the advert manages to render this noble profession attractive and puts it in a good light. - The aim of the advertisement is to encourage men to join the profession of nursing which is generally reserved for women. - The nursing profession is mostly perceived a profession for women, therefore it is highly possible that there a lack of gender balance, it is short of man, as in most cases there are very few nurses in hospital or clinics. 3. Masculinity is emphasized in this advert as especially seen in the headline: ARE YOU MAN ENOUGH…TO BE A NURSE? The font is bold and thick, and it reinforces the idea of strength and courage. The colors of the text, red and black, connote power and vitality. *** These are implicit ideas, they aren’t necessarily shown to you, you discover them on your own through critical thinking. 4. The props that the men carry reveal their manly hobbies: surfing, scuba diving, rock climbing, etc. This is supported by the small text at the bottom: these men are not ‘sissies. For example, David works in Critical Care, but he loves playing the guitar. Mark works in the emergency room, but he is into rock climbing. The men stand against a red background that highlights their manful, straight and confident postures. Their gazes are direct, revealing assurance and certainty. 5. The general atmosphere is positive and full of life as the red color suggests. The men might be working with sick people, but they look healthy and happy. They also seem to love their job because most of them are smiling and have relaxed faces. ‘Nursing’, contrary to its reputation, does not seem to be a stressful job. On the contrary, it is depicted positively as a career with ‘unlimited opportunities’ that appeals to men’s need to ‘challenge’ themselves both physically and intellectually. 6. it is overly optimistic in painting a too bright picture of what can be a demanding and exhausting profession. The advert does not dwell on the negative aspects of nursing in order to seduce future recruits. The truth is that nurses, whatever their gender, work in shifts and have long hours, which barely leaves enough time for hobbies. Working in the emergency room can be quite nerve-wrecking too. Download and listen to the recorded Lecture slides below. Here you will find answers to Task 1 and your new activity on Analyzing an advertisement. Click the attachments below to download all documents.	oercommons	2025-03-18T00:37:38.881495	05/16/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80440/overview", "title": "English First Additional Language (FAL)", "author": "Nothando Wadi" }
https://oercommons.org/courseware/lesson/82310/overview	Social Media Life Overview This unit will keep students engaged while learning to recognize when someone or something makes them feel uncomfortable on social media. It also allows for students to learn how to handle those situations in the best way. Social Media Life Topic ____________________________ Grade(s) _______ Designer(s) ___________________________ Alicia Gerbert STAGE 1 – DESIRED RESULTS \| \| \| Unit Title: ____Social Media Life_______________________________________________ Established Goals:Identify the role of social media on their lives Reflect on positive and negative effects on their relationshipsRecognize when you have someone or something that makes you feel uncomfortable and how to handle it. \| \| \| Essential Questions:• How does social media affect our relationships? \| \| \| Students will know:• Different types of social media sitesUnderstand positive and negatives while engaging on social media sites \| Students will be able to:• Identify how social media affects relationshipsRecognize when someone or something makes you feel uncomfortable and how to handle that situation \| STAGE 2 – ASSESSMENT EVIDENCE \| \| \| Performance Tasks:Noticing red flag feelings after watching a video students will fill out a worksheet that has a scenario similar to what they watched in the video. They have to explain whether the scenario is negative and if there are red flag feelings that are apparent and provide examples while citing evidence from the short passage. \| Other Evidence:Students will take an online quiz after the unit is complete to check for understanding. \| \| Key Criteria:To prove that students can identify the effect of social media on their lives, recognize positive and negative effects on relationships and be able to understand when someone or something makes them uncomfortable and how to handle those situations. \| STAGE 3 – LEARNING PLAN \| \| Summary of Learning Activities:Students will look at an infographic regarding social media and discuss the percentages of students who use social media. They will then discuss with the teacher that the legal age of registering on a social media site is at least 13, but some require you to be 17 or 18. Students will then watch a video about teen friendships and social media and discuss the negative part of social media. Provide them with the definitions of the words oversharing, and red flag feelings. Reflection activity to follow regarding their views on social media. Lastly we will discuss noticing red flag feelings and what that means. Students will watch a video and then analyze a short passage regarding noticing red flag feelings by identifying the people involved and how they perceive their feelings. \| \| Alignment to ISTE StandardsISTE standards 2a, 2b, 2d, and 3bDigital Citizens: Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.2.a. Students manage their digital identities and reputations within school policy, including demonstrating an understanding of how digital actions are never fully erasable. Samples of student performance (by the end of grade 8): • Students participate in class discussions about media literacy and online safety. • Students demonstrate knowledge of core concepts and key questions of media literacy. • Students demonstrate knowledge of when to share personal information. • Students identify the differences between ethical and unethical online and digital use behavior. • Students identify the consequences of unethical uses of technology. • Students are aware that what goes online is never completely erased, and can be easily replicated and reused for unintended purposes. 2.b. Students demonstrate and advocate for positive, safe, legal and ethical habits when using technology and when interacting with others online. Samples of student performance (by the end of grade 8): • Students lead or participate in class discussions about media literacy and online safety. • Students identify the differences between ethical and unethical online and digital use behavior. • Students identify the consequences of unethical uses of technology. • Students explain the positive and negative impact the use of technology can have on personal, professional and community relationships. Connected Standards: • Understand differences between reliable and unreliable sources of nutrition information. H3.N1.6 • Determine availability of valid and reliable nutrition information, products, and services. H3.N1.7 • Investigate valid and reliable nutrition information, products, and services. H3.N1.82.a. Students manage their digital identities and reputations within school policy, including demonstrating an understanding of how digital actions are never fully erasable. Samples of student performance (by the end of grade 8): • Students participate in class discussions about media literacy and online safety. • Students demonstrate knowledge of core concepts and key questions of media literacy. • Students demonstrate knowledge of when to share personal information. • Students identify the differences between ethical and unethical online and digital use behavior. • Students identify the consequences of unethical uses of technology. • Students are aware that what goes online is never completely erased, and can be easily replicated and reused for unintended purposes. 2.b. Students demonstrate and advocate for positive, safe, legal and ethical habits when using technology and when interacting with others online. Samples of student performance (by the end of grade 8): • Students lead or participate in class discussions about media literacy and online safety. • Students identify the differences between ethical and unethical online and digital use behavior. • Students identify the consequences of unethical uses of technology. • Students explain the positive and negative impact the use of technology can have on personal, professional and community relationships. Connected Standards: • Understand differences between reliable and unreliable sources of nutrition information. H3.N1.6 • Determine availability of valid and reliable nutrition information, products, and services. H3.N1.7 • Investigate valid and reliable nutrition information, products, and services. H3.N1.8Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.3.b. Students practice and demonstrate the ability to evaluate resources for accuracy, perspective, credibility and relevance. Samples of student performance (by the end of grade 8): • Students create and publish digital stories online for peer review. • Students use their knowledge of media literacy and multiple criteria to evaluate the validity of information found with digital learning tools and resources. • Students understand that media present value messages and have an inherent bias, and question who produced material and what they may have left out. • Students can cite relevant evidence and resources to support or validate accuracy and perspective. Connected Standards: • Analyze validity and reliability of health and wellness information and products. H3.W4.7 • Describe how values, media, and technology influence health decisions and behaviors. H2.W3.8 • Write arguments to support claims with clear reasons and relevant evidence. ELA W1 (6-8) • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ELA W2 (6 – 8) • Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. ELA W8 (6) • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ELA W8 (7-8) • Evaluate the credibility of a source by determining its relevance and intended use. C3 D3.2 \| \| \| ResourcesLesson slidesVideos Handouts Quiz \| Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)	oercommons	2025-03-18T00:37:38.899592	06/12/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82310/overview", "title": "Social Media Life", "author": "Alicia Gerbert" }
https://oercommons.org/courseware/lesson/87575/overview	Education Standards K-6th scope & sequence Internet Safety and Media Balance- grade 6 Overview This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: Internet Safety & Media Balance. Overview This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: Internet Safety & Media Balance. Grade Sixth Grade Duration Two lessons, 20-30 minutes each Standards and Learning Objectives Washington State Ed Tech Standards: - 2.a. Students manage their digital identities and reputations within school policy, including demonstrating an understanding of how digital actions are never fully erasable. - 2.b. Students demonstrate and advocate for positive, safe, legal and ethical habits when using technology and when interacting with others online. - 2.d. Students demonstrate an understanding of what personal data is and how to keep it private and secure, including the awareness of terms such as encryption, HTTPS, password, cookies and computer viruses; they also understand the limitations of data management and how data-collection technologies work. 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 - Links to two videos below - Premade example of a Big Rocks Word Cloud (if doing) - Vase, Rocks, Pebbles & Sand for Big Rocks Activity (if doing) Formative Assessment Student responses during discussion times will serve as formative assessment and guide the remainder of the lesson. Exit Tickets will be used for the same purpose. Procedure: Media Balance Video (5 minutes) Show the following video for the students. - FOMO: Our Relationship with Social Media, GCFLearnFree.org, February 2020 (Length: 2:18) 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. - Who can explain what FOMO stands for? - What are some ways that people make their lives look more exciting than the reality when they post online? - If you find that you are being affected by FOMO, what is something you could do (or encourage a friend to do) to help strengthen your mental health and make a positive choice? Media Balance Video (5 minutes) Show the following video for the students. - Wise Tech Choices: Finding Balance Part 2, iKeepSafe, February 2016 (Length 3:16 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. - We already know the “Sand” is the things you like to do, but that are not as important to your wellbeing and health. What are examples of some “Sand” that you have in your life? - What about examples of “Pebbles”? - And finally, what are examples of some “Big Rocks” that you need to fit into your life? “Big Rocks” Activity and Discussion Choice #1 (5-10 minutes) - Lead a “Big Rocks” activity with the students. You will need a see-through container (jar or vase,) several big rocks that fit inside, a handful of pebbles, and sand. Make sure before you do the activity that you can fit all the material inside the container by putting in the big rocks first, then the pebbles, and then the sand. - Have a volunteer come up and try to fit everything into the jar - Lead a discussion as you go. The ultimate take-away is that the big rocks need to be put in first, followed by the pebbles and then the sand, otherwise it doesn’t all fit in the jar and something is left out. - Finish-Up Centers (Optional) - If there’s time, you can put out centers such as: sand tables or zen gardens, plain paper brushes and water, materials for making glitter jars, or any other centers you have that might encourage a meditative experience. “Big Rocks” Activity and Discussion Option #2 (10 minutes with more time given later to complete the project) - Lead a “Big Rocks” activity with the students. Begin by brainstorming things that could be Big Rocks, Pebbles, and Sand. Write them down in a Word document for the students to see. - Show a premade example of a Word Cloud to demonstrate how they will make their “Big Rocks” artwork. (Example image below.) - Demonstrate how to use the Word Clouds website. www.wordclouds.com - Give students work time. - Final discussion: what are some ways that you can make sure when you wake up every morning, that you make time for the Big Rocks that you need in your life? - Students can save and email online word clouds to be printed. Image created by Jenny Banker using www.wordclouds.com, 01/2021 Example of brainstorm sheet created by Jenny Banker, 01/2021 Lesson Two: Online Safety & Citizenship (20-30 minutes) Additional Resources Digital Drama Unplugged by Common Sense Media \| CC BY NC ND Materials - Why Do People Troll? video - Teen Voices, Dealing with Digital Drama video - Sticky notes or printed sheets for exit tickets Formative Assessment Student responses during discussion times will serve as formative assessment and guide the remainder of the lesson. Exit Tickets will be used for the same purpose. Procedure: Videos (6-8 minutes) - Why Do People Troll?, GCFLearnFree.org, January 2020 (Length 2:20 minutes) - Teen Voices: Dealing with Digital Drama, Common Sense Education, January 2019, (Length: 4:14) Discussion Questions/Exit Ticket (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. You can also choose to have them write this on their own. - Can someone explain a little bit about why some people choose to troll? - Discuss briefly how students think they could deal with trolling or digital drama. They can use examples from the video, from real life, or things they think would work. - Point out that often, not responding is the best way to make someone who’s bothering you move on, but it’s tough. What could you do to help yourself not respond? - You can point out that this happens to adults too. Many authors have bad experiences of people trolling them on social media, being negative and hurtful about their work. - Brainstorm with students, what are some things that we can do to help outweigh the negative stuff out there? (For example, it can be important for everyone to see positive messages on social media whether they are your friends or an author you’ve never met.) - You may want to brainstorm as a class answers to the following questions below so students are prepared to complete the exit ticket. - EXIT TICKET: Have students use the following questions as an Exit Ticket. They can answer these questions on a sticky note, or you can use the table (below) and copy into a Word document to print out response sheets. My Name: \| What do you think is one reason people troll or cause digital drama? \| What would you encourage someone to do if they experienced trolling or digital drama? (You can think about a friend, someone in your family, or your favorite author.) \| What is one thing you can do to help? \|	oercommons	2025-03-18T00:37:38.955443	shaelynn charvet bates	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87575/overview", "title": "Internet Safety and Media Balance- grade 6", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/41559/overview	Master PBL Document Project Storyboard Let's Motor! Overview This is a PBL project that had students design, build, and explain an electrical device that would safely and accurately demonstrate their mastery of the principles of electricity and magnetism. It was specifically designed to help students increase their depth of knowledge of electrostatics, electrical circuits, and the fundamentals of electromagnetism and induction. The project required students to design an electrical prototype that (upon safety validation), could be built and used to authentically justify their level of mastery to local engineers, electricians, and other experts from the community. Note that the project was designed and delivered per the North Carolina honors Physics curriculum and it can be customized to meet your own specific curriculum needs and resources. Section 1 This is a PBL project that had students design, build, and explain an electrical device that would safely and accurately demonstrate their mastery of the principles of electricity and magnetism. It was specifically designed to help students increase their depth of knowledge of electrostatics, electrical circuits, and the fundamentals of electromagnetism and induction. The project required students to design an electrical prototype that (upon safety validation), could be built and used to authentically justify their level of mastery to local engineers, electricians, and other experts from the community. Note that the project was designed and delivered per the North Carolina honors Physics curriculum and it can be customized to meet your own specific curriculum needs and resources.	oercommons	2025-03-18T00:37:38.973320	12/21/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/41559/overview", "title": "Let's Motor!", "author": "Ben Owens" }
https://oercommons.org/courseware/lesson/64738/overview	4th Grade Social Distancing Learning Packet Overview This packet assists parents and teachers transition to distance learning. Turn your classroom into a distance learning environment!	oercommons	2025-03-18T00:37:38.990133	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64738/overview", "title": "4th Grade Social Distancing Learning Packet", "author": "Reading Foundation Skills" }
https://oercommons.org/courseware/lesson/37529/overview	Avatar Design Backup Avatar Backup Test BBC Article PBS Articles CNN Article QR Code Sheet Nearpod Gender Stereotypes Online Overview Grade: 6 – 8 Overall Goal: To explore how can gender stereotypes shape our experiences online Standards \| Learning Objectives \| Assessment \| Common Core: grade 6: RI.4, RI.7, RI.8, RI.10, W.4, W.10, SL.1a, SL.1b, SL.1c,SL.1d, SL.4, SL.6, L.6 grade 7: RI.4, RI.8, RI.10, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.2, SL.4, SL.6, L.6 grade 8: RI.4, RI.8, RI.10, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.4, SL.6, L.6 ISTE: 1a-d, 2a-b, 2d, 3a-c, 4a-b, 4d, 5a-d, 6a-b, 6c \| Students will be able to ... · Define gender stereotypes and their impact on people’s identities, both online and offline. · List different ways that genders are portrayed in the media · Compare how gender stereotypes can be hurtful, and affect the way people behave online between males and females. \| See Resources / Artifacts section. \| Warm Up TELL students that you have been invited to a birthday party for 3-year-old twins, Jasmine and Jayden. You need the students’ help in brainstorming a list of possible gifts for each child. INSTRUCT students to spend three minutes writing down some gift ideas. Meanwhile, draw the following Venn diagram on the board: INVITE students to share their gift ideas aloud. Write students’ suggestions in their chosen section of the Venn diagram, placing check marks next to any gift ideas that are mentioned multiple times. Alternatively, invite students to create and edit their own Venn diagrams with Lucid Chart (www.lucidchart.com). SELECT a stereotypical “boy gift” idea for Jayden, like a toy truck. Invite students to discuss whether or not they could give the same gift to Jasmine. Repeat the exercise with a typical “girl gift,” like a doll, and encourage students to talk about why they might or might not give this gift to Jayden. Main Lesson Instructor will lead the Nearpod and explain the slides and students will participate on the collaboration slides. 1: What Are Gender Stereotypes? (10 minutes) Slide 1: For this slide I will ask the students to use the collaborative space to write their own definition of gender. This will show what the students already know and what aspects I need to explain more thoroughly. This will also show the students what their peers think gender means. Slide 2: This slide will show the students the actual definition of gender. This way they can see how close or how far their own definition of gender was. I will use this definition to compare to the students’ definitions and let them know which aspects of their definitions were correct and which were incorrect. Slide 3: This slide the students will again use the collaborative space to write their own definition of the word stereotype. This will give an idea of what students think a stereotype is, as well as seeing what their peers think. Slide 4: I will use this slide to show the students the definition of stereotype and compare that to their definitions. I will also introduce the term gender stereotype and ask the students to define this term using the previous terms they have just learned. I will tell them that it is a popular belief about how a certain gender is supposed to behave. It is also important to address here that gender stereotypes are not ways in which people have to behave, but are ideas that some people have on the way people should behave, which can lead to sexism and hurtfulness. Slide 5: This slide explains the definition of sex which is important so that students can differentiate between sex and gender. In this slide we will discuss how your sex and gender often match, but do not have to. Slide 6: This slide will use the collaborative space so that students can list a gender stereotype. This slide is important because by now the students know the definition of gender stereotypes, and this slide will show if they can apply the definition and list an example of a gender stereotype they see in their daily lives. This will show that the students understand the difference between a stereotype and a gender stereotype. I will look at the responses and discuss with the students why or why not the examples they listed are examples of gender stereotypes. This will help students to identify stereotypes they see online. Slide 7: This slide connects gender stereotypes to the online world. I will explain how many students feel as if they have to conform to a certain gender on their online profiles. I will read off the statistics listed on the page and then ask the students why they think that the percentage for girls is always higher than the percentage for boys. Their responses should be along the line of because a gender stereotype of women is that they care more about their appearance, and how women are often judged based on appearance rather than personality. Slide 9: This is where I will pass out the QR code sheet and allow the students some independent time to read about an aspect of gender stereotypes online. During this time I’d like the students to explore other examples of ways gender stereotypes are present online. This will lead to a later discussion on how this affects people who view these articles. https://docs.google.com/document/d/1kmYLGixEn6VFPPEmPr7hCEHnrgH0I8VgLVW4JUXhyMQ/edit?usp=sharing Slide 10: This last slide is used for the students to share what they have learned from their independent search. During this slide we will read off what interesting facts the students learned from their articles about gender stereotypes and then I will pose the question of how these gender stereotypes could affect certain genders online. The response that I am looking for is somewhere along the lines of that people can be hurt by gender stereotypes and how by enforcing these gender stereotypes online, it can make people think that they have to conform to a certain gender rather than being themselves. DEFINE the Key Vocabulary terms gender, stereotype, and sex using Nearpod. EXPLAIN that gender stereotypes, for example, encourage people to think that little girls are sweet and like to dress up as princesses, while boys are rowdy and like to play with trucks. These are common assumptions, but they aren’t always true. During the Nearpod these questions and comments will come up and we will be encouraging students to think about these ideas during the Nearpod. “Have you ever noticed how sometimes people believe that some girls are super kind and like to dress up all the time, or that boys are messy and like playing with cars? This is the idea behind gender stereotypes.” “Do you see any problems that can come from these stereotypes outside of how someone dresses or what toys they play with?” We expect our students to respond with ideas involving jobs or possibly how men/women act. Some students might say things regarding another gender that might be seen as degrading and if this occurs we will change the subject of what we are talking about and continue on with the Nearpod. Some student might call the other gender stupid if they behave a certain way or use other terms that could be derogatory to other groups of individuals (ex: “The way that guy dresses is so gay.”) if this occurs please change the subject immediately and encourage students to please research more into a specific topic if they’re adamant about wanting to know more and providing the resources. INVITE volunteers to define what the words, gender, stereotype, and sex mean in their own words, and ask them to share examples of gender stereotypes they see in the world around them using the collaborative space in Nearpod. Discuss how these stereotypes may be harmful and we will create a safe environment for this discussion by allowing students to either share the information verbally or through anonymous notes within the note board in which they can share information without feeling judged by classmates. One thing we might start off by saying is, “Today’s discussion is going to be on an issue that might upset certain individuals; however, as a safe environment we encourage you to share your opinions and beliefs over these issues whether this is with the group or anonymously through discussion. Please do not be afraid to ask questions regarding topics or if you would like more information that involves our lesson today we will provide you with whatever sources we have.” ENCOURAGE students to explore the resources listed on the NearPod and list facts that were surprising or interesting about gender stereotypes online and in the media. These links will also be printed off as QR codes so that students can access them on their iPads. https://docs.google.com/document/d/1kmYLGixEn6VFPPEmPr7hCEHnrgH0I8VgLVW4JUXhyMQ/edit?usp=sharing ASK: Why might some people find gender stereotypes limiting? Gender stereotypes can encourage very specific ideas about how boys and girls should act. Some people’s personalities and interests might match up with gender stereotypes; others’ might not. In some cases, gender stereotypes may keep some people from feeling comfortable with who they are, or who they want to be. Gender Messages in the Virtual World IF STUDENTS SEEM TO BE BECOMING UPSET DURING THE DISCUSSION PART OF THE ACTIVITY EITHER CHANGE THE QUESTION, DEMONSTRATE THE EXAMPLE AVATAR AND DISCUSS THAT, OR SWITCH OVER TO THE ASSESSMENT. https://www.funko.com/pop-yourself/designer POINT OUT that the Internet is a source of media. We may see, and even take part in, communicating gender stereotypes online. Also we will discuss how sometimes media can change how our interpretation of gender appearance evolves over time. This will allow students to create and demonstrate figures which illustrate the problem with stereotypes within our society. DEFINE the Key Vocabulary term avatar. TELL students that they are going to create avatars for a virtual world. They should keep track of the gender stereotypes they notice along the way. The activity will encourage students instead of creating two different avatars to create one within the time we have within the lesson. Students should create an avatar that interest them and discuss why they chose certain aspects of the avatar’s appearance. Students should be told to pick whatever features they desire for the avatar and not to think of anyone else’s interest but their own. DISTRIBUTE the website link to all students so they can access the site on their device. (if this does not work allow students to use a backup device for the activity or provide papers and other utensils for students to draw their avatar. ALLOW students 5 minutes to complete the activity so that they can create one avatar the would be used to describe them. During these 5 minutes if students need assistance offer them help with deciding what their avatar should wear according to what the student believes they should wear. Note: The “Dress Up Your Avatar” feature of this activity allows for students to be online to create these avatars; however, make sure you observe student activity to make sure students are not going on other sites. If students can be seen using other websites give them the avatar drawing handout instead. HAVE students describe the avatars they created to a partner for the last two minutes of the activity and ask their partners questions regarding the appearance and the choices that students have made regarding the avatar. ASK: What kinds of stereotypes about your partner’s avatar did you notice? Encourage students to analyze their partner’s avatar to see if they can identify any stereotypes regarding the appearance of the avatar. Students will then discuss if this is a stereotype of if the way the avatar appears is breaking stereotypes in certain aspects. If students seem to appear to grow upset with this discussion either end the activity short or demonstrate the teacher’s example avatar. HAVE students describe the other student present their avatar to their partner. (If activity is on time and running smoothly, if not then skip this discussion and head to the assessment.) ASK: What kinds of stereotypes about your partner’s avatar did you notice? Students should again discuss the avatar that their other partner created and if it highlights any stereotypes about femininity/masculinity (ex. Long haired boy avatars or short haired girl avatars) discuss whether the students believe these to be stereotypes or if any gender can express these features. Encourage students to use vocabulary from previous lessons to discuss this idea. POINT OUT that people don’t have to create avatars that identify with their gender and can create whatever type of avatar they want to for the activity. ASK: How might virtual worlds allow you to challenge, or break free from, gender stereotypes? (partners) Encourage students to recognize that virtual worlds can allow people to push the boundaries of gender stereotypes. People can experiment with ideas about gender and appearance. For example, a female user could play with the avatar application and create a male avatar if they desire that dresses however the girl prefers. Avatars in games and movies can also behave a certain way that might disregard stereotypes and encourage students to discuss the idea of famous movies or video games where they have seen characters break out of stereotypes. Assessment https://quizizz.com/admin/quiz/5bb23ae39b9be5001a425212/gender-stereotyping-w200 (created by Brandon) Using the Quizizz, students will demonstrate their knowledge of gender stereotypes which they learned from the Nearpod. Assessment Rubric: \| Great \| Average \| Poor \| Indicator \| Score is greater than or equal to 13/15. \| Score ranges from 8/15-12/15. \| Score is less than 8/15. \|	oercommons	2025-03-18T00:37:39.022697	Brandon Kratz	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/37529/overview", "title": "Gender Stereotypes Online", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/82771/overview	Education Standards Quantum Dots Overview The purpose of this activity is to show that nanosize particles of a given substance often exhibit different properties and behavior than macro or micro size particles of the same material. The property studied in this activity is the absorption and reflection of light which is based on energy levels that are determined by the size and bonding arrangements of the materials. Standards HS‐PS1‐1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. HS‐PS2‐6. Communicate scientific and technical information about why the molecular‐level structure is important in the functioning of designed materials. HS‐PS4‐3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. HS‐PS4‐4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. Learning Objectives Students will be able to calculate the wavelength, frequency and energy of light. Materials Need classroom copies of Quantum dot lab.. Also need set of quantum dots. Procedure Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) BW-Vocabulary-Define quantum dot and what are they used for? \| Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?) Demonstration Warmup- Demonstrate Show resolution of TV pictures \| Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) Reading: Google Drive, Folder Nano 2016, file: Lesson 5, Nanolesson quantum dots \| Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process) Experiment: Google Drive, Folder Nano 2016, file: Lesson 5, Nanolesson Quantum Dots \| Independent Practice: (individual practice, discussion, writing process.) Pair and share lab results and answer the post lab question. Collect next day \| Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) Exit Question-What applications can be used for quantum dots. \| Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?) Video: Blendspace, Nano Scale Lesson, Tile 19, Quantum Dots TV \| Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) Video: Blendspace, Nano Scale Lesson, Tile 20, Quantum Dots Explained \| Credits This learning module was created by Linda Monroe, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:37:39.052214	06/24/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82771/overview", "title": "Quantum Dots", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/78666/overview	Instrument One: Music Gamification Overview This lesson teaches students about the ways music technology is heading and show off the aptitude to play several different instruments and what the different instruments timbral differens are like. This activity while sitll being developed as a technology can incorpórate other music softwares (listed on the critical thinking analysis) to radically change how music education is taught in primary and esecondary schools, and students from all walks of life and musical ability will get the opportunity to learn something new and give insgiht into how profesional musicians apply scales and timbres into their music. MUSIC GAMIFICATION AND IT'S ROLE IN EDUCATION: Instrument Sounds, Scales: Major Pentatonic, Learning Indstruments This lesson teaches students about the ways music technology can be used in the classroom, and is where it's going. The device shows the aptitude students can learn to play several different instruments and what the different instruments timbral differens are like. This activity while sitll being developed as a technology can incorpórate other music softwares to radically change how music education is taught in primary and esecondary schools. What’s the device we will be using? This is instrument is called "The Instrument One" made by the music company Artiphon. What is so interesting about this device is that It's the first MIDI controller that lets you strum, bow, tap, slide, and drum any sound on a single interface, allowing you to pick from over a thousand different instruments! Student Learning Outcomes - Students will be able to clap, hear pitch and understand the basic elements of music - Students will be able to demonstrate and understand how music technology can be gamified - Students will be able to hear the difference between a major scale, minor scale and a pentatonic scale	oercommons	2025-03-18T00:37:39.071548	03/25/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78666/overview", "title": "Instrument One: Music Gamification", "author": "Colin Campbell" }
https://oercommons.org/courseware/lesson/74383/overview	Washington State Social Emotional Learning Implementation Guide Overview This Implementation Guide is designed to be used with other documents that make up Washingtons SEl Resource Package and by anyone who works with children and youth and is concerned with their social emotional well-being. It includes perspectives for school leaders, educators, youth serving organizations, and parents/families and provides overarching concepts that are centered around the principles that are foundational for the development of SEL in Washington State: Equity, Cultural Responsiveness, Universal Design and Trauma- Informed Practices. This Implementation Guide is designed to be used with other documents that make up Washingtons SEl Resource Package and by anyone who works with children and youth and is concerned with their social emotional well-being. It includes perspectives for school leaders, educators, youth serving organizations, and parents/families and provides overarching concepts that are centered around the principles that are foundational for the development of SEL in Washington State: Equity, Cultural Responsiveness, Universal Design and Trauma- Informed Practices. This Guide aligns with other SEL resources in Washington State such as the Washington SEL Standards/Benchmarks/Indicators, SEL Briefs, and the SEL Module, which are all part of Washington State’s SEL Resource Package, and are intended to be a collective of tools that are mutually supportive toward SEL implementation. This Guide is designed to be used systemically where schools, communities, and families work together to understand and grow their respective roles in bolstering their students’ SEL development in a mutually supportive manner. The developers of this Guide recommend that anyone planning to implement SEL read the Guide in its entirety before beginning implementation. Prior reading can be beneficial to those individuals facilitating conversations with collaborators as they plan and coordinate efforts to set the stage for a successful and sustained application.	oercommons	2025-03-18T00:37:39.088185	11/06/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74383/overview", "title": "Washington State Social Emotional Learning Implementation Guide", "author": "Morgan Anderson" }
https://oercommons.org/courseware/lesson/98273/overview	OER QF Evaluation Tool PL 1.1.0 (ACCESSIBLE) OER QF Glossary General 1.1.0 (ACCESSIBLE) OER QF Submission Guidelines Tool OER Quality Framework Professional Learning 1.1.0 (ACCESSIBLE) OER Quality Framework - Professional Learning Version Overview The OER Quality Framework was developed by the Oregon Open Learning Team to describe indicators of high-quality OER for consideration in a variety of applications on the Oregon Open Learning Hub and in Oregon education settings. The OER Quality Framework consists of three tools and a glossary of terms to provide context for language used throughout the Framework. This "Professional Learning" version of the framework was created to support the curation, creation, and evaluation of a wide range of resources that are intended to support educator professional learning. While it is similar in structure to the versions of the framework designed to evaluate instructional resources for PK-12 students, the criteria are designed with adult learners in mind. OER Quality Framework - Professional Learning The OER Quality Framework was developed by the Oregon Open Learning Team to describe indicators of high-quality OER for consideration in a variety of applications on the Oregon Open Learning Hub and in Oregon education settings. There are different versions of the OER Quality Framework, each consisting of three tools and a glossary of terms that provides context for language used throughout the Framework. The Instructional Resource - General version is housed in a separate resource, and contains links to all additional versions of the framework. This "Professional Learning" version of the framework was created to support the curation, creation, and evaluation of a wide range of resources that are intended to support educator professional learning. While it is similar in structure to the versions of the framework designed to evaluate instructional resources for PK-12 students, the criteria are designed with adult learners in mind. The OER Quality Framework - Professional Learning document includes all three tools plus the glossary and is attached as a PDF below. The Submission Guidelines tool and the Glossary are unchanged from the original version. Use the Table of Contents below or click on the "next" button to get to additional sections where you can download the individual tools, and/or the glossary as separate documents. Table of Contents - OER Quality Framework - Professional Learning - Submission Guidelines Tool - Curation and Creation Tool - Professional Learning - Evaluation Tool - Professional Learning - Glossary Submission Guidelines Tool What is it? The Submission Guidelines Tool describes the requirements for resources to be published to OER Commons; it is adapted from the OER Commons Submission Guidelines. When should it be used? Use this tool when submitting resources to OER Commons using either the Open Author or the Submit from Web features. The guidelines will help you to determine if the resource is appropriate for inclusion on OER Commons. If you are curating a resource that is already published on OER Commons, you can assume that it meets the submission guidelines. If you are curating a resource from elsewhere on the Internet or that you’ve created, you will need to review the resource to ensure that it meets the submission guidelines. Table of Contents - OER Quality Framework - Professional Learning - Submission Guidelines Tool - Curation and Creation Tool - Professional Learning - Evaluation Tool - Professional Learning - Glossary Curation and Creation Tool - Professional Learning What is it? The Curation and Creation Tool describes indicators of high-quality OER. The quality standards described in this tool are intended as a guide for users when creating content or curating resources designed to support professional learning for educators. The following resources were used in the development of this tool: the Learning Forward Standards for Professional Learning and the University of Virginia’s Center for Advanced Study of Teaching and Learning Elements of Effective Professional Development Rubric. Three of the criteria were adapted from the Massachusetts Standards for Professional Development, as indicated in the footnotes. When should it be used? Use this tool when curating resources from OER Commons to add to groups on the Oregon Open Learning Hub or when submitting resources directly to a group on the Oregon Open Learning Hub using either the Open Author or Submit from Web features. (Note: When submitting resources directly to a group on the Oregon Open Learning Hub, resources must also meet the OER Commons Submission Guidelines.) Table of Contents - OER Quality Framework - Professional Learning - Submission Guidelines Tool - Curation and Creation Tool - Professional Learning - Evaluation Tool - Professional Learning - Glossary Evaluation Tool - Professional Learning What is it? The purpose of the Evaluation Tool is to: - Provide a thorough review of the resource to indicate that it is high quality and ready for use; - Ensure that resources moved to collections on the Oregon Open Learning Hub have been thoroughly vetted. Table of Contents - OER Quality Framework - Professional Learning - Submission Guidelines Tool - Curation and Creation Tool - Professional Learning - Evaluation Tool - Professional Learning - Glossary Glossary Terms that are italicized throughout the OER Quality Framework are defined in this glossary. Definitions and links to additional resources are provided in the glossary to offer context and support the use of the OER Quality Framework Tools. Definitions, quotes, and linked content in this glossary are not the intellectual property of the Oregon Open Learning Team and are excepted from the Creative Commons Attribution-NonCommercial-ShareAlike license. Table of Contents - OER Quality Framework - Professional Learning - Submission Guidelines Tool - Curation and Creation Tool - Professional Learning - Evaluation Tool - Professional Learning - Glossary	oercommons	2025-03-18T00:37:39.120569	Oregon Open Learning	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98273/overview", "title": "OER Quality Framework - Professional Learning Version", "author": "Susan Payne" }
https://oercommons.org/courseware/lesson/78415/overview	Understanding Compassion Overview The purpose of this mini-lesson is for students to gain a better understanding of compassion and how it applies to the world around them. It is intended to be completed before starting a unit centered around the theme of compassion; however, this is very flexible and can be done at any point during a unit. Brain-Based Mini Lesson Brian-Based Lesson Lesson Objectives: \| \|\|\| \| Grade: 10th GradeTime frame: 25 mins \| Lesson Title: Understanding Compassion \| \|\| Brain-based Strategies Used in the Lesson: \| Formative or Summative Assessments: \| \|\| \| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?This lesson will introduce the unit “Examining Human Compassion”. This lesson will allow students to develop their own understanding of what compassion means, as well as how it applies to their own life before we begin our unit. Prior to the lesson, students will need to have an understanding of searching for images on Google or other search engines. With this, they will need to be familiar with either Google Drawings, Canva, or Piktochart to create their visual representation of compassion. They will also need to know how to properly cite a source using MLA formatting. \| \|\|\| \| Materials: Technology materials: \| \|\|\| Content Core Standard: CCSS.ELA-LITERACY.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. \| \|\|\| Technology used: \| \|\|\| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| \| 5Mins \| Laptop, Google Classroom access. \| Question on Google Classroom - What does compassion mean to you? (5 minutes to answer) \| \| \| 5 Mins. \| Compassion Activity Outline \| Use the responses from the warm-up to develop a class definition for compassion. Once we have developed a definition, the teacher will walk through Google Drawings, Canva, and Piktochart to remind students how to log into these platforms. \| \| \| 10 Mins \| Access to Google Drawings, Canva, or Piktochart \| Students will then create a visual exploring their own thoughts on the term compassion. They will find images, as well as a story, that are all examples of what compassion means to them. \| \| \| 5 Mins. \| Access to Google Classroom Discussion Post \| Students will then post their visual to a discussion board on Google classroom. For homework, they will review at least two other visuals posted by their peers and provide feedback. In this feedback they will compare their own visual with the visuals created by their peers. \| \| \| Homework or in-class assignment \| Assessment(s): (assignments and/or activities) \| All materials for this lesson can be found on this document or on the Assignment Outline.	oercommons	2025-03-18T00:37:39.142758	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78415/overview", "title": "Understanding Compassion", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/82715/overview	Education Standards Hanukah Yiddish Worksheet for German Class Overview A Worksheet to talk about Hanukah and Yiddish in German class. This is a worksheet to be used during Hannukah in a German world language course.	oercommons	2025-03-18T00:37:39.168942	06/23/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82715/overview", "title": "Hanukah Yiddish Worksheet for German Class", "author": "Andrew Cambron" }
https://oercommons.org/courseware/lesson/112304/overview	Strategy: Use a hook! Overview Science is exciting and is always in action around us. Getting learners to realize that sometimes needs a dramatic or compelling story. Prime interest, connect science concepts with the real world, and build background knowledge with a hook. Try starting with a video, image or intriguing question to help students begin thinking about and making connections with a concept. Use a hook! Prime interest, connect science concepts with the real world, and build background knowledge with a hook.	oercommons	2025-03-18T00:37:39.185748	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112304/overview", "title": "Strategy: Use a hook!", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/98022/overview	Haiku Overview haiku lesson plan and technology integration plan. Stage 1 - Desired Results ESTABLISHED GOALS/ Standards \| 12.2.1.S4.A- Read prose and poetry aloud with attention to such features as metrical structure, meaningful phrase groupings, and appropriate voice inflections CC.1.3.9-10.F Analyze how words and phrases shape meaning and tone in texts. CC.1.3.11-12.F Evaluate how words and phrases shape meaning and tone in texts. CC.1.3.9-10.A- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.1.4.9-10.E Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. \| Transfer Students will be able to independently use their learning to… \| Students will expand upon their base knowledge of haikus. Look at examples of true haikus. Write their own haiku. Work with a peer, for peer review. \| Meaning UNDERSTANDINGS \| ESSENTIAL QUESTIONS \| \| Haikus have more depth than a simple 5, 7, 5. As well as that imagery and show do not tell play a role in creative writing. \| Why do we need to learn Haikus? How will this help us in the long run? Why are there only 5 and 7 syllables? Does it have to rhyme? Why did we not learn about them before? \| Acquisitionh Students will know… \| Students will be skilled at… \| The origins of haikus how to write them how to identify How imagery is used to invoke emotions in a haiku \| Counting syllables Identifying the shift within the Haiku and the importance of word choice \| Stage 2 - Assessment Evidence Evaluative Criteria- how do I know this lesson worked \| Assessment Evidence \| \| 60% of students turn in Haikus that follow the traditional haiku requirement \| PERFORMANCE TASK(S): Students will discuss and guess the difference between two haikus presented when the period starts Students will learn about the origin and history of haikus. Students will look at examples of haikus and identify the shift within them. Students will write in their haiku Students will peer-reviewed their haikus with a partner (2 or 3) Making comments/ suggestions Use comments to make edits finalize haiku class performance of all finalized haiku \| 90% turn in a paper \| OTHER EVIDENCE: engagement during the lesson \| Stage 3- Learning Plan Learning Activities: Summary of Key Learning Events and Instruction When students walk it they will be faced with 2 "haikus" one will be a true Haiku and the other will not it will only follow the 5.7,5 format, they will have to discuss and guess which is a haiku ( H) (T.I.P) Class Debate, the class will debate with each other about whether 1, 2 or both are haikus. For this, I will use padlet. It allows you to post and use a link for students to access it. padlet.com/cayden_tester21/ Students will learn about the origin, importance, and history of haikus. (W) (T.I.P) Presentation. I will put together a presentation on PowerPoint. Students will interact with the info by answering prompted questions. Students will take notes, I will provide guided notes via word doc. Students will look at examples of haikus and identify the shift within them. (E1) (T.I.P) Students will look at the haikus provided on the board (in the above-listed presentation) and discuss with the people around them their thoughts. Then I will have students discuss and justify their opinions with the notes they took on the previous slides. Students will write in their haiku (T) (T.I.P) On a word doc that is sharable students will write the haiku on the provided template. Students will peer-reviewed their haikus with a partner (2 or 3) to make comments/suggestions (R) (T.I.P) students will share their created doc with a partner, using a word doc. Use comments to make edits and finalize haikus (E2) (T.I.P) Students will make comments and or suggestions using the editing tool, which is usually called editor. class performance of all finalized haiku (O) (T.I.P) I will share out a new collaborative slide show and every student will put their finalized haiku and a correlating picture on it. Then I will present the slide show and have students read their own Haiku to the class.	oercommons	2025-03-18T00:37:39.212283	10/18/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98022/overview", "title": "Haiku", "author": "Cayden Tester" }
https://oercommons.org/courseware/lesson/73619/overview	excavations-site-catalhoyuk-was-huge-neolithic-chalcolithic-settlement-southern-anatolia-turkey-unesco-world-173710997 France Interdisciplinary ELT Activities for Gifted Overview This open resource is designed as an example of interdisciplinary activities on History, Geography and Arts to be used in ELT classes . Unit 1- Interdisciplinary ELT Activities for Geography,History and Arts THE ANCIENT TIMES Optimum time \| 40’ + 40’ + 40’ \| The objectives \| -To have an idea about the life in communities of various cultures of the world at various times in history. -To have an understanding in the important historical achievements of various cultures of the world. -Discovering the ways in which families express and convey their beliefs and values through oral traditions, literature, song, art, religion, community celebrations, food and language that families had long ago. \| Interdisciplinary subjects \| Geography,History and Arts \| Materials \| Internet access for media watching Paints and brushes of various colors, crayons or markers Long rolls of brown paper, cardboard or newsprint Tape \| Process \| \| Follow-up \| Mausoleum \|	oercommons	2025-03-18T00:37:39.239424	Language Education (ESL)	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73619/overview", "title": "Interdisciplinary ELT Activities for Gifted", "author": "English Language Arts" }
https://oercommons.org/courseware/lesson/109560/overview	Boo Bubbles Overview This is a great lab to do with students during October while most grocery stores stock dry ice for Halloween! Explore sublimation in action! SC State Science Standard: 6-PS1-4 Develop and use a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.	oercommons	2025-03-18T00:37:39.256140	10/23/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109560/overview", "title": "Boo Bubbles", "author": "Elaine Ready" }
https://oercommons.org/courseware/lesson/110212/overview	Progression in PE Overview This is an overview of the progression in PE. This can use in elementary, middle, high, or even college classes. It shows why it is important to progress with each level. PROGRESSING P.E. STARTING WITH THE BASICS RUNNING, HOPPING, SKIPPING The most important aspect of Physical Education is starting with the basics. By teaching the students how to properly jog, run, skip, hop, and shuffle, you are teaching them everything they need to know about how to move so that they can perform those aspects in activities and games. Almost every single activity or game in physical education consists of running, jogging, or walking. The students need to be able to master the concepts of those activities so that they can focus on the specific skills to learn later on. https://www.youtube.com/watch?v=TN9w0I3ZGkc This YouTube video shows an activity that can show kindergarten special awareness. NEXT STAGE Performing skills Once the students have the basics of running, jogging, and hopping down, they can start to work on working on their skill work. Skills in Physical Education consists of underhand throw, overhand throw, kicking, striking, volleying, and much more. To make mini activities and games out of these skills, the students must be able to walk, jog, and/or run proficiently. FINAL STAGE Team Sports 2 The final stage ends up being in middle and high school. This is where the students will focus more on sports-based activities. So again, to be able to compete in the sports, they must be proficient in the skills that they learn in elementary school. This is why progressing is so important throughout physical education. They each build off of each other and allow the students to take each step slowly so they can practice it.	oercommons	2025-03-18T00:37:39.277752	11/15/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110212/overview", "title": "Progression in PE", "author": "Kas Dunn" }
https://oercommons.org/courseware/lesson/13643/overview	3-2-1 Reflection Birth Control Timeline Overview This lesson is going to walk through the timeline of birth control. You will need to print out the birth control note guide for them to fill out while the read the SoftChalk. Birth Control Timeline SoftChalk + Noteguide Under Birth Control module, click on Birth Control Timeline SoftChalk. Read through the lesson while filling out the Birth Control Timeline noteguide. At the end when notes are filled out, students will be complete a crossword and be asked questions. The following is the steps on how to complete this assignment: - Click on the Birth Control Module. - Click on Birth Control Timeline SoftChalk. - Read through the lesson while filling out the Birth Control Timeline noteguide. - At the end when notes are filled out, complete the crossword puzzle and the end of lesson questions. - Make sure you click FINISH at the end to make sure a grade is submitted. 3-2-1 Reflection After they have finished their SoftChalk, have them fill out the 3-2-1 Reflection Worksheet. This will be uploaded to Canvas. After you have completed your SoftChalk lesson, you will be filling out the 3-2-1 Reflection. Once you have completed this completed this upload into Canvas.	oercommons	2025-03-18T00:37:39.297211	Paige Bolton	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/13643/overview", "title": "Birth Control Timeline", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/77222/overview	Ѕидот на плачот Overview Нова лекција Соломоновиот храм Цели на часот: Да се осознае историјата и значењето на Соломоновиот храм, Да се осознае текот на неговото градење и рушење, Кои личности с еповрзани со Ѕидот на плачот. Презнетација: Ѕидот на плачот Презентација	oercommons	2025-03-18T00:37:39.315769	Marija Todoroska	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77222/overview", "title": "Ѕидот на плачот", "author": "Assessment" }
https://oercommons.org/courseware/lesson/70826/overview	SEL Trust Overview This lesson is designed to build trust in your classroom. With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands. Sel Unit, Lesson 2 Trust Unit for SEL Lesson 2 Lesson Topic: Trust Lesson Description: This lesson is designed to build trust in your classroom. With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands. Learning Goals/Outcomes: - The student will have an understanding of what trust means and how to accomplish trust among their peers. Nebraska Standards: Standard 4: S4 M1 & H1, S4 M2 & H2, S4 M3 & H3, S4 M4 & H4, S4 M5, S4, M6, S4 M7 Standard 5: S5 M6 & H4 Teacher Planning: Equipment/Materials Needed: blindfolds, one per student, The Full Value Contract to refer to. 2 foot noodles for each student (during covid) Time Required for Lesson: 45 minutes Technology Use: _____ YES ____X_NO Instructional Plan: Anticipatory Set/Pre-Activity: Benefits/Explanation/Real-World Connection: Through games, the students will have an understanding of trust and why having trust in yourself and someone else is important. Activities (i.e. instructions, warm-up, lesson, cool-down): Warm-Up: Look Up, Look Down (5 minutes) Objective: To form a quick partnership through mutual eye contact. Set-Up: Make a circle (when in covid 2 feet apart) Framing: In this game you must commit to look at one person every round. You cannot search around for a new person. - You are going to be told to either look up or look down. On the command “look down” you are asked to cast your eyes downa t your feet. On the command “Look up” you must lift your gaze to eye level and look at one person. - If two people happen to look at eachother at the same time, the should exclaim “Aha” - Continue for a few rounds. After a few rounds, in addition to saying “aha” the person you locked eyes with will become your partner for the next activity. As pairings occur, students break away from their neighbors and depart from the circle. - Keep going until all are paired. Activity: Robot (10 minutes) Objective: To direct another group member to move around the room using limited commands. Setup: Partners from last game. Framing: “We have on loan today something that is very exciting. We have been asked to test out some very expensive robots! They are the first model of this kind, so they do not have many buttons or controls. We need your help to test them out. - Explain how the robot functions by describing the buttons that they come with: left turn, right turn, go forward, stop and two-part safety feature. - Demonstrate the following with a volunteer. Instead of tapping shoulders with hands use the noodles. To go right the button is on rt shoulder, left, left shoulder and forward the button is the center of the back. To stop the button is on their head. - The robot has two safety features. The first is always travel with bumpers up (hands bent 90 degrees in front of you) and second there is an alarm when the robot is coming to close to something. Demonstrate by saying Whoomp, Whoomp, Whoomp. - The robots can only travel at a wlking pace. - One student is the robot and one student is the operator. - Remind the students that the robots are very expensive and fragile. So it is very important that they follow the guidelines. After a few minutes, have the robot and operator switch roles. Debrief: What was it like to trust someone else to direct you? What made it easy for you to follow their directions? How did it feel to be responsible for someone else? Activity: Paired Trust Walk 10 Minutes) Objective: To have students lead each other blindfolded through the space. Setup: Pairs form last activity Framing: You just led your partner using nonverbal signals. In this activity, you will also be able to use your voice, but your partner will be blindfolded. Have your partner move through the space while you give verbal cues where to go. Use the same Whoomp alarm if there is potential danger. Do not touch your partner. Debrief: What did your guide do to gain your trust? Eb specific. Did you feel your guide took care of your safety? Why or why not? Were you more comfortable being led or leading? If we did this activity again, what would you do differently to help your partner trust you more? Activity: Sherpa Walk (10 minutes) Objective: To have students lead the entire group on part of a blind group walk. Setup: Be sure to have a route in mind for the walk. TO make it more challenging, you may want a series of twists and turns as well as objects that students will need to step over and under. Framing: This is another blindfold activity. There will be one leader guiding you while the others are blindfolded and holding onto their noodle. Choose the leader and line students up. Set up that if Whoomp Whoomp is called out everyone must freeze so leader can regain control. You can ask 2 students to be spotters and they can give the group input about their observations. Do this several times so people have the opportunity to be spotters, leaders and the blindfolded. Closure: Debrief: Full Value Contract (10 minutes) Objective: To have students reflect on the Being, the Full Value Contract and connect it to specific behaviors during the lesson. Setup: Have students form a circle Framing: The being, our full value contract, isn’t just a piece of paper, it’s something we can use to help us be a better community and team to achieve success. Review the Full Value Contract (Be here, be safe, Set goals, Care for Self and Others and Let. Go Move On). Ask students to think about which of the concepts the group did best today at today and a specific example of when they saw this happening. Ask a few individual students which FVC norm they picked and why. Repeat but this time asking what the group could most improve on. Assessment : The closure (Formative/Summative)	oercommons	2025-03-18T00:37:39.390932	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70826/overview", "title": "SEL Trust", "author": "Game" }
https://oercommons.org/courseware/lesson/69549/overview	Education Standards Writing an Autobiograpy Overview This lesson is a writing activity for students to write an autobiography. This is suitable for use with third through fifth grade students. Instructions The attached file is a writing activity for third through fifth grade students. Using the prompts the students will write a short autobiography. The first six pages are the Chapter prompts for prewriting notes and ideas. When you have finished the prewriting you may use the notes to write a first draft on plain paper. Exchange your first draft with a friend for proofreading and editing. When you have the edited first draft back, make corrections and use the lined portion of the handout for your final draft.On the page titled My Life, glue or tape a picture of yourself or you and your family.	oercommons	2025-03-18T00:37:39.410448	07/10/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69549/overview", "title": "Writing an Autobiograpy", "author": "Leisha McCoy" }
https://oercommons.org/courseware/lesson/37828/overview	Appendix E: Progressions Within the NGSS Appendix F: NGSS Practices Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Chapter 11: NRC Framework Developing and Using Models - A Snippet from the NRC Framework Google Map Instructions Matrix of NGSS Crosscutting Concepts Our Oregon Coast Science Project Community Map Reasoning Triangle Science Flowchart (Dynamic) Science Flowchart (Static) Survey 1: Why Teach Science ? Survey 2 Survey 3 Survey 4A Survey 4B Survey 5 Survey 6 Survey 7 Tool for generating Anchoring Phenomena Oregon Coast Science Project NGSS Module 1 - Phenomena & Equity Overview The Oregon Coast Science Project Module 1 is designed for K-12 and informal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Why Teach Science? Why Teach Science? Overview Video "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 Here is a link to the original OSP Facilitator results Work in groups of 2-4. Each person submits their own survey. Every Participant: Open Survey 1 Reading for Understanding - Discussing the statements: - Starting with the statement at the top left and going down one by one: - One person reads the statement out loud - Each person shares their thoughts about why the statement is important Reading to Rank - Ranking the statements: - Each person shares which statement is the most important to them and why - All members of the group can question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind. - As you discuss your rankings, each participants completes their own survey with their own answers and hits submit. Discussing the results - Once you have all submitted and see the collective results of those who completed it before you: share surprises or wonderings you have about how your individual and group ranking compares to the collective responses 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, whole & small group discussions, survey response Whole Group Instructions Video Before your start, be sure to prepare to listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence Small Group Instructions Each participant opens "Science Flowchart (Dynamic)". - With the dynamic chart, you can slowly mouse over the different parts of the flowchart. - In small groups, discuss the different parts of the flowchart ensuring that everyone has seen all of the different spheres. Each participant opens "Appendix F: NGSS Practices" - It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion. - As a group, discuss where each practice could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap. Each participant opens "Matrix of NGSS Crosscutting Concepts" - As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap. Each participant opens Survey 2 on their own device - In your group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works. - Include material from the video (quotes, ideas, stories, claims, etc.) in your responses. - Each participant completes and submits their own survey. Whole Group Together, review results of the survey to see if there are any surprises. Science as Process Science as Process "Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments." Approximate time: 20-25 minutes Components: reading, small group discussion, survey response Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning. As you can see from the screen shot of NGSS Appendix A below, the first shift on the list of the seven major shifts in science education is to engage students in the process of science. Each participant open "Appendix A: Conceptual Shifts in the NGSS" - Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements on the list that they would like to explore further. (i.e. shift #2 and shift #5) - One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts. - Each participant then silently reads the text below each of their chosen shifts statements. Each participant opens Survey 3 on their own device - Each participant fills out the survey based upon what they shared with the group. - As a group, discuss each of the specific group prompts on the survey before each of you complete your survey. Discussing the results - Once you submit your individual responses, select the link to see all previous responses. - Read the collective responses and share surprises or wonderings you have about how your individual and group ranking compares to the collective responses. - Share ideas about resources you could seek out to find out more. The Process of Science in the Classroom The Process of Science in the Classroom "...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response Group Instructions 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, small groups engage in discussion. Each member of the group silently reads the brief statements below. Assign a Reporter who will briefly explain the main points that your group discussed when we are back together as a whole group. Each participant opens "Appendix E: Progressions within NGSS" - Read the first page. - On your own, find your grade or grade band in the document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision. - Discuss with your group what you think the differences are between a phenomenon and an NGSS Disciplinary Core Idea. What are some key differences? - Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomenon that relates to that core idea. Share your idea with the group. Participants open the "Reasoning Triangle". - As a group, discuss the three parts of the tool and the role you see them playing the science classroom. - Each person shares an example of when you have started an activity, exploration, or unit with a question. - Each person shares an example of when you have started with a phenomenon. One person in the group opens Survey 4A, small groups discuss and submit one group survey. - As a group, select if you think the statement is a phenomenon or NGSS Disciplinary Core Idea. - If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas. - Once your group submits your response, select the link to see all previous responses. - Does your group agree or disagree with the previous responses? - Find a response that is different than your group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's? - If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed and you'd like to rethink it! Repeat for survey 4B with a different group member responsible for submitting the survey. 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 phenomenon 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 phenomenon. - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS One person opens Survey 5 and leads the group in filling out one survey. Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling. Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom "..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity Approximate time: 20-30 minutes Components: reading, survey response Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online. Every member of the group picks and chooses different parts of the chapter that they are interested in reading and find relevant for their practice or their context. As you read: - Find three things you have learned (keep reading and exploring the text until you find three things new to you) - Look for two things you found very interesting and would like to discuss with your group. - Come up with one question you have about equity in the NGSS classroom. Each participant opens Survey 6. As a small group each participant shares their responses as the group goes through each prompt. Once you hit submit, choose to see the previous responses and, as a group, discuss how they were similar or different than your own responses. One person shares their screen and the group watches the video below. As Oregon Science Project NGSS Learning Facilitators 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 group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students. Each participant opens Survey 7 and reflects on the prompt in a small group discussion, and then submits their own response. Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking. 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: "Our Community Map" - Create a purple marker - Place yourself on the Google Map Include the following information in the description accompanying your marker: - First Name - Last Name - Picture of yourself (that you like - could even be of you and your students) - Grade(s) you teach - School - District - Role (i.e. teacher, PD provider, or coach) - Institution - One reason that a high quality science education for ALL students is important for your community If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video.	oercommons	2025-03-18T00:37:39.467508	Ruth McDonald	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/37828/overview", "title": "Oregon Coast Science Project NGSS Module 1 - Phenomena & Equity", "author": "Kama Almasi" }
https://oercommons.org/courseware/lesson/90922/overview	Archimedes' Principle Overview Here is a paragraph about Archimedes' Principle. Reading One day, Archimedes was summoned by the King of Sicily to investigate if he had been cheated by a Goldsmith. The King said he had given a Goldsmith the exact amount of gold needed to make a crown. However, when the Crown was ready, the king suspected that the Goldsmith cheated and slipped some silver into the crown, keeping some of the gold for himself. The King asked Archimedes to solve the problem. . But there was a catch he couldn't do any damage to the crown. he found a way to solve the kings problem. Archimedes needed to check the crowns density to see if it was the same as the density of pure gold. Density is a measure of an object's mass divided by its volume. Pure gold is very dense, while silver is less dense. So if there was silver in the crown, it would be less dense than if it were made of pure gold. But no matter what it was made of, the Crown would be the same shape, which means the same volume. So if Archimedes could measure the mass of the Crown first and then measure its volume, he could find out how dense it was. But it is not easy to measure crowns volume. It has an irregular shape that's different from a simple box or ball. You can't measure its size and multiply like you might for other shapes. The solution Archimedes realized was to give the Crown a bath by placing it in water and seeing how much water was displaced, he could measure the volume. Then he'd calculate the density of the crown. If the crown was less dense than pure gold, then the Goldsmith most definitely cheated the king. When Archimedes went back to the king and did his test, the story says he found that the Goldsmith had indeed cheated the king and slipped some silver in. These days, using the way in object displaces water. To measure volume is called Archimedes principle. The next time you take a bath you can see Archimedes Principle in action and maybe you'll have a genius idea of your own.	oercommons	2025-03-18T00:37:39.481636	03/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90922/overview", "title": "Archimedes' Principle", "author": "enfal başak" }
https://oercommons.org/courseware/lesson/75203/overview	skärmklipp racism Racism in our schools Overview A lesson plan about making a survey about racism in our schools, se the resultat and make a plan for change. Overview A Lesson Plan about racism in our school. Making a survey and draw conclusions. Lesson Plan - Racism in our school	oercommons	2025-03-18T00:37:39.499445	11/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75203/overview", "title": "Racism in our schools", "author": "Anna Nylöw" }
https://oercommons.org/courseware/lesson/90870/overview	Roleplay Idea Overview Roleplay Idea for young learners Kemal Öztürk An idea for a roleplay session: LOST IN THE WOODS Age Level: 9-10 Characters: Fisherman, The Man, The Woman The Situation: The hungry man and the woman lose their way in the forest and find fisherman. They then ask for help and some food from the fisherman for survival. Scene: The story settles in a forest and a cabin near a lake. The man and the woman who have been camping in the forest gets lost after trekking. They then find the cabin of the fisherman and ask for his help.	oercommons	2025-03-18T00:37:39.512864	03/11/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90870/overview", "title": "Roleplay Idea", "author": "Kemal Öztürk" }
https://oercommons.org/courseware/lesson/110760/overview	Types of Hits in Volleyball Overview Outlining how to teach the three primary hits in Volleyball. Teaching the Three Common Hits in Volleyball Three Step Offense (Bump -> Set -> Spike) Step 1 – BUMP First contact when ball comes over the net – CONTROL Use as a pass to a teammate Cues: - Athletic position: knees bent ready to move - Hands: Hand on hand; thumbs on top - Platform: Arms straight, forearms facing up - Tilt your platform towards your target to aim - Allow the ball to bounce off your forearms: Don’t swing your arms Step 2 – SET Using 2 hands to snap the ball upward Cues: - Make a diamond shape window with your hands above your head: fingers spread - Snap ball upward with finger tips - High set makes it easier for your teammates Step 3 – SPIKE OR Over the net - Jump off two feet - Throw both arms in air with elbow of hitting arm high (similar to throwing action) - Contact is made with open hand over the ball. Standards: MS.I.1.3.SL1: Apply some of the proper techniques and positions to properly perform a variety of shots in a modified game with prompting (physical, visual, or verbal). MS.N.2.1.SL1: Describe some of the critical elements/learning cues of skills performed with prompting (physical, visual, or verbal).	oercommons	2025-03-18T00:37:39.530654	12/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110760/overview", "title": "Types of Hits in Volleyball", "author": "Ian McKenzie" }
https://oercommons.org/courseware/lesson/110819/overview	Adding and Subtracting Multi-Digit Whole Numbers Overview 3rd grade math problem trail lesson plan to practice accurately adding and subtracting multi-digit numbers incorporating physical activity. Student Activity 3.CA.1 Fluently add and subtract multi-digit whole numbers using strategies and algorithms based on place value, properties of operations, and relationships between addition and subtraction. Make sure to put the students in equal groups with a mix of students who may excel in the subject and some that may need extra support. This is in the hope that there will be some peer coaching and support. The formative assessment for this lesson will be completed by monitoring and observing the students as they complete the activity. I will be looking for active participation and usage of the learned math techniques. For the summative assessment, I will be taking a grade on the completed worksheet looking for at least 80% accuracy upon first attempt. Should students get problems incorrect, I would mark it and instruct them to reattempt the problem as a group. Essential Vocabulary Words and Phrases of Focus for this Lesson \| \| \|\|\|\| Materials & Resources \| \| SPED Scaffolding: In order to better support any SPED student that may have a mobility issue, I would reorganize the classroom specifically for this assignment so that it is easy/safe to maneuver around the room and get to each station. This includes being wheelchair friendly. ELL Scaffolding: In order to better support any ELL student, I would have them directly partner up with another student or an instructional assistant (if available) within their group so that they may get some extra help if necessary. For a high ability student, I would have them work directly with another student that may need some extra support and have them peer coach/teach. The task is to move around the room to the various stations where you will find different math problems on a piece of paper. Your job is to locate all of the stations and complete each problem AS A GROUP. Each student will have their own worksheet where they will show their work and write the answer. I will also be monitoring the room to make sure that every student is contributing. The first group to complete the worksheet with 100% accuracy wins a prize. All students in a group must turn in the worksheet at the same time and have all of the same answers. If no work is shown, then there is no credit. I will grade each paper and return it to you if corrections are needed.	oercommons	2025-03-18T00:37:39.546479	12/06/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110819/overview", "title": "Adding and Subtracting Multi-Digit Whole Numbers", "author": "Andrea Casillas" }
https://oercommons.org/courseware/lesson/112199/overview	"How do Maps Work?" A Podcast and Map Guide Overview The podcast and map gallery are intended to prompt listeners to think broadly about the kinds of documents that can be thought of as maps, and to help teachers think about how to use many kinds of maps critically in their classrooms. People all around the world create visual representations of spatial relationships and their worlds in ways that matter to them. This guide explores the diversity of these representations and the ways that spatial information travels between people, often in the context of imperialism and colonialism. Podcast and Map Gallery The podcast and gallery were created the World History Center at the University of Pittsburgh in Spring 2021 and edited by Alexandra Straub. The podcast is a conversation between Ruth Mostern and Kathy Hart and is facilitated by Molly Warsh. View the project page here: https://www.worldhistory.pitt.edu/how-do-maps-work-podcast-map-gallery-teachers Listen to the podcast here. View the gallery here. Additional readings and resources are attached in the section resources.	oercommons	2025-03-18T00:37:39.564207	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112199/overview", "title": "\"How do Maps Work?\" A Podcast and Map Guide", "author": "World History" }
https://oercommons.org/courseware/lesson/71697/overview	TPACK FRAMEWORK IN CLASS Overview a weak knowledge about the TPACK model can be evidenced in English teachers due to the little use of the digital tools they have. However, it can be assumed that the integration of technologies into the educational process in a model-based way is in progress. In this way, the TPACK model is undoubtedly a theme to promote in the Institution, due to its transformative and integrative nature of knowledge. It can be implemented to the methodologies and teaching strategies according to the Curricular guidelines established in the English curriculum of the Ministry of Education. Consequently, the TPACK model as a practice in the classroom takes on important nuances that need to be investigated in order to establish the relationship between the TPACK model and teaching in the context of English as a subject. BY:MAGALY VILCACUNDO TPACK TECHNOLOGY, PEDAGOGY AND CONTENT KNOWLEDGE A few years ago a model called TPCK appeared, difficult to pronounce, to which it was decided to add an A, so that it became TPACK (in English: Technology, Pedagogy And Content Knowledge), which is an extension of the expression Pedagogical Content Knowledge de Shulman (1986) (PCK). This author appreciated that the teacher's knowledge of the scientific field or specialty subject and his pedagogical knowledge were, or could be, separated and should be united. Thus, content knowledge refers to WHAT to teach and pedagogical knowledge to HOW to do it. Thus the expression: "pedagogical knowledge of the content" is different from the pedagogical knowledge about how to teach in general, while it is different from the knowledge of a finished area, of being an expert in a certain content, which does not ensure that it is known how to teach it. The expression tries to combine, or better to intersect, both dimensions, thus becoming a: Practical knowledge on how to teach what is supposed to be taught in a given area The core of the TPACK is made up of three forms of primary knowledge. Technology (TK), Pedagogy (PK) and Content (CK). These three forms of knowledge, or better, these three sectoral knowledge, are interrelated giving rise to specific knowledge as I explain below, following the guide itself that is given on the TPACK website. “An effective integration of technology with pedagogy, around a specific subject, requires the development of a certain sensitivity towards the dynamic, transactional relationship between these components of knowledge located in specific contexts. Individual teachers, course, school-specific factors, demographics, culture, and other factors ensure that each situation is unique, and there is a unique combination of content, technology, and pedagogy that each teacher will apply, in each course, to according to his vision of teaching ”. A translation of the model with the addition of very interesting contextual and process elements is the one made by the flipped classroom and which I reproduce below. The three primary elements and their intersections two by two, plus the intersection of the three elements give rise to seven dimensions that, briefly, I point out adapting the description of Koehler and Mishra, (2009), not without first adding that the ideal situation, trend It would be that the three rings totally overlap, something that, as it is understood, will not happen easily. I recommend reading this article by Punya Mishra and Matthew J. Koehler. If you want to see an author who has worked a lot on this model, Judi Harris, you can watch the video that I include here	oercommons	2025-03-18T00:37:39.583710	08/25/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71697/overview", "title": "TPACK FRAMEWORK IN CLASS", "author": "Erika Vilcacundo" }
https://oercommons.org/courseware/lesson/82841/overview	Grade 6 Angle Reference Graphic Overview A graphic for student reference. Math - Measurement Many students often need to remind themselves of the meanings of new words they are learning in math as they try to complete math questions that use this new vocabulary. This graphic was created so that students could have a visual reference alongside their work, to support understanding while completing assignments. This is a page you can use to help you remember the meanings of angles while you work through math questions on angles.	oercommons	2025-03-18T00:37:39.601172	06/26/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82841/overview", "title": "Grade 6 Angle Reference Graphic", "author": "Cynthia Mantel" }
https://oercommons.org/courseware/lesson/102796/overview	2Flowers & A Bee by Salwa M ElSayed Aly Overview 2Flowers & A Bee by Salwa M ElSayed Aly is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Flowers & A Bee by Salwa M ElSayed Aly is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Flowers & A Bee by Salwa M ElSayed Aly is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.	oercommons	2025-03-18T00:37:39.614070	04/11/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102796/overview", "title": "2Flowers & A Bee by Salwa M ElSayed Aly", "author": "Salwa Aly" }
https://oercommons.org/courseware/lesson/67997/overview	Digital Age Skills: Knowledge of Multiplication Overview This resource was created by MeLinda Cromer in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for 3-5th grade math. Lesson Participant Name: MeLinda Cromer Coach Name: Karen Dux Student Grade Level: 3, 4, 5 Content Area: Math List Content Area Standard (Link to NDE Standards): MA 3.1.2.c Use drawings, words, arrays, symbols, repeated addition, equal groups, and number lines to explain the meaning of multiplication. List Digital Age Skill (Link to ISTE Standards): Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Brief Description of what Students might do to show mastery of both Content & Digital Skills: Students will demonstrate their knowledge of multiplication by showing equal groups through a digital platform. While creating images to support their conclusions, students will communicate their thinking aloud. Investigate (Link to Toolkit): Compare / Contrast 2 Tools students could use to accomplish the goal: \| Criteria (Link) \| Educreations \| SeeSaw \| \| Engagement \| Students use the app as directed by the teacher (3) \| Student is highly motivated touse the app (4) \| \| Sharing \| Specific performance summary or student product is saved in app and can be exported to the teacher or for an audience (4) \| Specific performance summary or student product is saved in app and can be exported to the teacher or for an audience (4) \| \| Thinking Skills \| App encourages the use ofhigher order thinking skillsincluding creating, evaluating,and analyzing (4) \| App encourages the use ofhigher order thinking skillsincluding creating, evaluating,and analyzing (4) \| Which Tool have you selected? Why? While both tools have encouraged the use of higher order thinking skills and can easily communicate a specific performance to the teacher or audience, SeeSaw appears to provide a highly motivating experience for elementary students. The tools and formatting are student-friendly which provides an engaging atmosphere to share their knowledge. Description: What will students do? Students will demonstrate their knowledge of multiplication by showing equal groups through a digital platform. While creating images to support their conclusions, students will communicate their thinking aloud. Rubric Assessment: How will you grade student work? (Include link to rubric) Math Rubric: Multiplication-Equal Groups Link to Exemplary student work: SeeSaw Link Recommendations: What went well / What would you do differently? Students enjoyed being able to create their own equal groups pictures. They were able to have a deeper understanding of how multiplication can be shown using equal groups by vocalizing their ideas aloud while recording. Students were able to experiment with the different tools and personalize their equal groups pictures, adding to the student interest in the learning activity. When they were done, students were able to watch and listen to their equal groups recording in order to critique their own work: double checking that they had the correct amount of groups, that there were equal parts in each group, and that the total was correct (according to the multiplication problem). Next time I do this activity, I intend to have students watch their peers’ examples. I would also like to have some SeeSaw examples that include incorrect equal groups for students to analyze and correct.	oercommons	2025-03-18T00:37:39.631841	Karen Dux	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67997/overview", "title": "Digital Age Skills: Knowledge of Multiplication", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/87245/overview	Traditional Haiku: Poetry of Nature Overview In this module, students will learn a basic understanding of Traditional Haiku will be explored from definition to creation. Definition of Traditional Haiku In this module, Students will learn a basic understanding of Traditional Haiku will be explored from definition to creation. "Collected Haiku Poems" by Genki (Komai Ki) is marked with CC0 1.0 "Genki: Sparrow on a Vine of Morning Glories" "Sankei-en Gardens, Yokohama, Japan" by Mustang Joe is marked with CC0 1.0 What is a Traditional Haiku? Haiku is a form of poetry originating in Japan, which uses a 3 line and 17 syllables in a 5-7-5 format that typically focuses on nature. Many haiku poets draw from the natural world and their feelings while casting imagery in these small groupings of words. Imagery is caused by the use of descriptive language that helps words become visual within the mind. When creating haiku, your main focus is to capture the moment and even create thought-provoking insight. Structure of Haiku The Structure of Haiku Traditional Haiku follow a 5-7-5 syllable structure.* Syllables are the sounds that create words. For example, the word "paper" consists of 2 syllables: 1. Pa 2. Per There are a couple of ways to count syllables such as the following: You can touch the bottom of your chin and count how many times your jaw drops while saying a word. You can clap as you pronounce words. You can look in a dictionary. Words are broken down in syllables prior to the definition like so: pa·per Free Syllable Counter Here is a video that explains how syllables work in Haiku: *Note: In American English Haiku (non-traditional): Syllable count can be loosely used based on the vernacular or mouthfeel of the words being used. Examples of Haiku Search through the Haiku Registry to see different types of Haiku. Haiku Activity You are ready to create your own haiku! In this activity, do the following: 1. Create a Traditional Haiku using 3 lines and 17 syllable count with 5-7-5 form. Must relate to the natural world. (Seasons, animals, feelings, etc.) 2. Break down your Haiku in the definition version of each word, showing the syllable breakdown. Example: Cold rip·ple of air Sting·ing the un·cov·ered flesh Burn·ing flame with·in	oercommons	2025-03-18T00:37:39.658059	Elizabeth Knoop	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87245/overview", "title": "Traditional Haiku: Poetry of Nature", "author": "Lesson" }
https://oercommons.org/courseware/lesson/106263/overview	Text Structure Overview During this OER, students will be introduced to the five types of informational text structures. After doing so, they will be able to proficiently identify what structure is being used in a passage. 6th Grade This is a great resource for introducing text structures!	oercommons	2025-03-18T00:37:39.674196	07/03/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106263/overview", "title": "Text Structure", "author": "Blake Lamb" }
https://oercommons.org/courseware/lesson/110665/overview	Education Standards Identifying Fairy Tales Overview Google Slides presentation made to introduce students to the elements of a fairy tale and hand signals they will use during a read aloud as each element presents Description Use the slideshow to introduce students to the elements of a fairy tale and hand signals they will use during a read aloud as each element presents. Review character and setting parts of story as needed. After the read aloud, discuss how each element showed up. Assessment: Observation of students using hand signals. Have each student draw pictures and describe fairy tale elements from the story you just read or other stories they know. Preparation: Personalize your presentation by replacing the black and white photos with images of your own student models showing the hand signals.	oercommons	2025-03-18T00:37:39.693769	12/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110665/overview", "title": "Identifying Fairy Tales", "author": "Pamela Maggio" }
https://oercommons.org/courseware/lesson/99902/overview	Business and Community Law Syllabus Overview See Syllabus attached Business and Community Law Syllabus attached	oercommons	2025-03-18T00:37:39.708919	01/12/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99902/overview", "title": "Business and Community Law Syllabus", "author": "Maya Watson" }
https://oercommons.org/courseware/lesson/83266/overview	Energy and Chemical Change Overview This lab is designed to help students understand the nanoscale effect of various energy inputs on the crystal lattice of a smart material, Nitinol. Standards HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles HS-PS2-6. Communicate scientific and technical information about why the molecular level structure is important in the functioning of designed materials. HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system. Learning Objectives The students will use the heat equation, q=m c T for calorimetry problems. Materials Nitinol wire Procedure 3min \| Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) BW-Vocabulary-Alloy, Heat capacity, phase change, temperature, heat \| 5 pts \| 4min \| Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?) Demonstration Warmup- Demonstrate how Nitinol behaves differently from other alloys \| \| 5min \| Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) Video: Blendspace, Nano Scale Lessons, Tile 17, Nitinol-Metallic Muscles \| \| 20 min \| Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process) Student Lab: Number Nanotechnology Invention and Design: Phase Changes, Energy and Crystal- (Resource Google drive-Nano 2016-Lesson 4, File Name: Phase Changes SW modifies) \| \| 10 min \| Independent Practice: (individual practice, discussion, writing process.) Student Lab: Number Nanotechnology Invention and Design: Phase Changes, Energy and Crystal- Post Lab Questions \| \| 5 min \| Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) Whole class discussion of Results and post lab questions. Collect assignment next day. \| 30 pts \| 5 min \| Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?) Exit Quiz-Career search \| 5 pts \| \| Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) Video: Blendspace, Nano Scale Lessons, Tile 18, Scientific Tuesday-Nitinol \| \| Credits This learning module was created by Linda Monroe, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:37:39.733870	07/07/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83266/overview", "title": "Energy and Chemical Change", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/87674/overview	BOOK EDIBLE WILD PLANTS OF KURDISTAN Overview Many children’s nursery rhymes have interesting origins such as Here We Go Around the Mulberry Bush which originated in an exercise yard for female prisoners in Wakefield Prison in England or Ring Around the Rosie which refers to the Great Plague of 1665 ending with the line “Ashes, ashes, we all fall down” (supposedly everyone dies). ENGLISH,SIENCE,SOCIAL STUDIES, This is a collection of rhymes and activities for wild edible plants found in Kurdistan and in many other countries suitable for upper elementary, junior and high school students. It is of special interest to students of botony.	oercommons	2025-03-18T00:37:39.751672	Robert Majure	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87674/overview", "title": "BOOK EDIBLE WILD PLANTS OF KURDISTAN", "author": "Textbook" }
https://oercommons.org/courseware/lesson/88248/overview	Ex-McKinsey Presentation Specialist Overview Looking for a presentation designing company to improve your client's attraction? Mybusiness Visual is the leading PowerPoint Presentation company serves best presentation to attract your clients as they having Ex-McKinsey Presentation Specialist to design best presentation to deliver the Outsource Powerpoint Presentation Support. Ex-McKinsey Presentation Specialist Looking for a presentation designing company to improve your client's attraction? Mybusiness Visual is the leading PowerPoint Presentation company serves best presentation to attract your clients as they having Ex-McKinsey Presentation Specialist to design best presentation to deliver the Outsource Powerpoint Presentation Support. Looking for a presentation designing company to improve your client's attraction? Mybusiness Visual is the leading PowerPoint Presentation company serves best presentation to attract your clients as they having Ex-McKinsey Presentation Specialist to design best presentation to deliver the Outsource Powerpoint Presentation Support.	oercommons	2025-03-18T00:37:39.764053	11/23/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88248/overview", "title": "Ex-McKinsey Presentation Specialist", "author": "Henryil Rospin" }
https://oercommons.org/courseware/lesson/107342/overview	Avoid Systematic Review Pitfalls: Tips for Success Overview Experience MLA 2023 presentation - Sponsored by AAMLA & SR Caucuses Experience MLA 2023 - Sponsored by AAMLA & SR Caucuses Presented by: Sunny Chung, MLIS, Health Sciences Librarian, Stony Brook University Health Sciences Library and Leila Ledbetter, MLIS, AHIP Research and Education Librarian Duke University Medical Center Library	oercommons	2025-03-18T00:37:39.780432	Stephanie Roth	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107342/overview", "title": "Avoid Systematic Review Pitfalls: Tips for Success", "author": "Leila Ledbetter" }
https://oercommons.org/courseware/lesson/102874/overview	Rajaleña Rumba Opita Saint Peter's survey Who Wants to be a Millionaire-game Huilense's Culture Overview pedagogical intervention about Huilense's culture Lesson Plan Name of Student Teacher: Lina Ortigoza, Alonso Puyo \| \| School/Institution: Universidad Surcolombiana \| Class/grade: Eleventh \| Date: 13-04-2023 \| Time & Length of class: 50 Minutes \| Achievement: Contextualization of Huila’s culture \| English National Standard: - Identify key words in the text that allow me to comprehend its general sense. -Identify values from other cultures which allow me to construct my interpretation of their identity. \| Lesson objectives: At the end of the class Students will be able: To identify the most representative gastronomy, costumes, music of Huila’s culture. \| Resources and materials: Interactive webpage Huilense's Culture \| OER Commons Audiovisual content \| Skills Focus: Reading Writing Critical thinking \| Language Focus: Intermediate proficiency of Huila´s culture \| Foreseeable Problems: Lacking knowledge of vocabulary related to the topic \| Planned Solutions: Create a box with the meaning of the main vocabulary \| Time \| Stage of lesson \| Procedure Teacher and student activity \| Interaction \| University Supervisor’s comments \| 10 min \| PRE \| At the beginning of the class there will be a Video about Huilense’s culture. The intention of the video is to introduce the students to the topic and generate an adequate environment of confidence to be ready for the next activities section. \| ST – Ss Ss – ST ST – Ss Ss – ST \| \| 25 min \| WHILE \| Once the introductory video is done, there will be a general explanation of each of the subtopics of Huilense’s culture. Among them, there is gastronomy, costumes, music, and tourist places. After the general explanation, it will be placed a survey to students to check if the content was clear enough or not at all and take actions if there are weakness to be corrected. This survey will be show as who want to be millionaire format. Last but not least, there will be a space for students where they can define in their own words how important is the appropriation of the culture in their lives and the society as such and reflect how nowadays is being conducted in the local context. \| ST – Ss Ss – ST \| \| 15 min \| POST \| Finally, it will be required to students to look up on YouTube or video platforms some titles of your favourite Huilense traditional music and socialize in the classroom. Make a brief explanation about why they choose that song or video to get a reflective thinking and feel appropriate with the local culture that maybe is being endangered by new trending. \| ST – Ss Ss – Ss Ss - ST \| \| Introductory video Regional music History There are two well-recognized genres of music from Huila's department: - Rajaleñas - Bambuco Rajaleñas: This is an old genre that was raised in the countryside and is based on the rhythm of the couplet with humor messages. For instance, the following paragraph: “Esto dijo don Matías, Esto dijo don Matías arrancando sus arracachas, Arrancando sus arracachas, Oleloelolaila, arrancando sus arracachas Agua caliente pa`las viejas Agua caliente pa`las viejas Y besos pa`las muchachas Y besos pa´las muchachas, Olelo lelo laila y besos pa´las muchachas…” Bambuco: It is a genre influenced by Pacific rhythms and used to dance. The most famous song is called Sajuanero Costumes BAMBUCO The male and female costumes traditionally used in the regional Sanjuanero dance were inspired by the costumes of the ancestors, but substantially improved at the suggestion of the partners themselves to facilitate the movements of the dance. The typical costume of this dance was adopted by the organizing board of the first Folkloric Festival and National Reign of Bambuco, in 1961. The first costume was presented by Elvira and Elcira Ferro, and made by Raquel Castro de Vanegas, with the collaboration of her daughers Magola and Olga. The tradition was continued by Judith Vanegas de Martinez and Josefina ( Pina ) Vanegas de Torres in the Taller Trajes Tipicos Pina Vanegas. The women's costume consist of an ankle-length skirt adorned with flowers, lace and sequins, a tray neck blouse adorned with lace and sequins, and a flower headpiece. On the other hand, the man's clothing consists of dark-colored pants, a long- sleeved white shirt adorned with ribbons and sequins, a poncho for the waist, a handkerchief and a jipi japa hat. RAJALEÑA After the arrival of the Spaniards, the women began to modify their typical indigenous costume, called chircate, changing it for long, narrow skirts with a waistband, and as a blouse they adopted the Spanish "mantilla", which instead of bangs had a wide embroidered lace called "blonda". The skirt was modified over time until it became very colorful and wide. They were used flowered or of a single color, decorated with randas in bright colors and arabesques. The "enagua blanca" was used as an underskirt. The farmer wore braids adorned with flowers or red ribbons, chokers, necklaces, chains, bracelets and tendrils of bright colors that reflected the indigenous tradition and gave color to the white blouses. The female hat, called pastora, had a wide brim and brightly colored ribbons. The Spanish taught the Indians to use "chingas" or loincloths that later changed for wool ponchos and fur hats that were brought from Santa Fe, they generally use short pants or a type of long pants that reach the ankles, the shirt must be white cotton with a red scarf around the neck, the shoes are called alpargatas or cotizas, the first ones have fique soles and the second ones have leather soles. Gastronomy There are many delicious dishes that belong to Huila's department. For instance. Asado Huilense, Tamales, Quesillo, Bizcocho de Achira, Lechona... Here you have some pictures of some of the most representative food of Huila. Top 5 tourist places in huila 1. Desierto de la tatacoa 2. La Mano del Gigante 3. La Motilona 4. El Nevado del Huila 5. Parque Arqueológico de San Agustín Who Wants to Be Millionaire? To check your understanding of Huilense's culture, choose the correct option in the following document: Task Look up one of your favorite songs from the department of Huila on Youtube or any video platform, and explain in the classroom why you chose that song. Here you have an example of one song from Huila's department:	oercommons	2025-03-18T00:37:39.839153	04/12/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102874/overview", "title": "Huilense's Culture", "author": "Lina Sofia Ortigoza Lozada" }
https://oercommons.org/courseware/lesson/106919/overview	Education Standards Haiku Overview This is an overview of the orgin and construction of a haiku poem. The image was photographed by me. It is a sunset at Myrtle Beach. This picture is used to show the nature aspect of the haiku poem. Haiku Haiku Form of Poetry Japanese origin From the 17th century Traditionally reference nature (kigo) And use cutting words (Kireji) Consits of 3 lines that do not rhyme Form: First line : 5 Syllables Second line: 7 Syllables Third line: 5 Syllables	oercommons	2025-03-18T00:37:39.858009	07/19/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106919/overview", "title": "Haiku", "author": "Leigh barlowbarlow.leigh@gmail.com" }
https://oercommons.org/courseware/lesson/106938/overview	Education Standards NE Soybean Checkoff Lessons adapted from CASE Overview Food Science lessons adapted using soybeans from CASE. Food Science Nebraska Soybean Checkoff Lessons adapted from CASE. #NESoybean	oercommons	2025-03-18T00:37:39.875410	07/20/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106938/overview", "title": "NE Soybean Checkoff Lessons adapted from CASE", "author": "Evey Choat" }
https://oercommons.org/courseware/lesson/86384/overview	- - Interactive - Math - License: - Creative Commons Attribution - Language: - English - Media Formats: - Downloadable docs, Interactive, Text/HTML, Video Education Standards Learning Domain: Mathematical Practices Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Learning Domain: Mathematical Practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Learning Domain: Mathematical Practices Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and"Óif there is a flaw in an argument"Óexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Learning Domain: Mathematical Practices Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Learning Domain: Mathematical Practices Standard: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Common Core State Standards Math Cluster: Mathematical practices Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Common Core State Standards Math Cluster: Mathematical practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Common Core State Standards Math Cluster: Mathematical practices Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Common Core State Standards Math Cluster: Mathematical practices Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Common Core State Standards Math Cluster: Mathematical practices Standard: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Math Overview Daily math assignments. Please refer to attached documents in this resource or your 'To Print' folder for required supplement material. Math \| Monday \| \| \| Tuesday \| \| \| Wednesday \| \| \| Thursday \| \| \| Friday \| Start your Amusement Park Inquiry Project \|	oercommons	2025-03-18T00:37:39.919025	10/01/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86384/overview", "title": "Math", "author": "Maia Heggie" }
https://oercommons.org/courseware/lesson/75369/overview	Bee A Friend to Pollinators Factile Game Overview This interactive game is a great assessment tool for the Bee A Friend to Pollinators lesson. Easy for educators to use in the face-to-face and digital classroom. Bee A Friend to Pollinators Factile Game	oercommons	2025-03-18T00:37:39.937712	Environmental Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75369/overview", "title": "Bee A Friend to Pollinators Factile Game", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/80259/overview	STEM OF THE 5 LIFE ELEMENS AİR Overview to enable students to explore the air element using the stem and 5 E plan to guide them to create new products with engineering ELEMENT AİR:Bringing the air element to children with stem activities Coding, exploring, integrating the element of air according to the stem plan with art activities and bringing it to children.	oercommons	2025-03-18T00:37:39.954465	05/12/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80259/overview", "title": "STEM OF THE 5 LIFE ELEMENS AİR", "author": "Selver Aydım Ucur" }

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