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https://oercommons.org/courseware/lesson/87785/overview	ENGLISH Overview THE ORIENT EXPRESS RHYME AISD ENGLISH THE ORIENT EXPRESS RHYME AISD A poem about the history of the Orient Express.	oercommons	2025-03-18T00:37:39.970887	11/15/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87785/overview", "title": "ENGLISH", "author": "Robert Majure" }
https://oercommons.org/courseware/lesson/61423/overview	العضلات في جسم الانسان Overview جيد جدا الوحدة التعليمية الاولى جسم الانسان يتكون من مجموعة عضلات تمكنه من الحركة والعيش بشكل طبيعي جسم الانسان مجموعة صور تشرح جسم الانسان والعضلات المكونة له جيد جدا جسم الانسان يتكون من مجموعة عضلات تمكنه من الحركة والعيش بشكل طبيعي مجموعة صور تشرح جسم الانسان والعضلات المكونة له	oercommons	2025-03-18T00:37:39.986949	01/09/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61423/overview", "title": "العضلات في جسم الانسان", "author": "hayat alsumaiti" }
https://oercommons.org/courseware/lesson/91786/overview	DROUGHT Overview What is drought? DROUGHT Drought is an important climatic event that affects the entire environment all around the world. It is the second-most costly weather event after hurricanes. Drought is a lack of precipitation ( such as rain, snow, or sleet) in a place for a protracted period of time which results in a water shortage. The lack of adequate precipitation can cause reduced soil moisture or groundwater, diminished streamflow, and crop damage. The duration of droughts varies widely. It may last for weeks, months, or years and the beginning of drought is hard to pinpoint. The longer a drought lasts, the greater the harmful effects it has on people. Drought occurs naturally but some human activities such as excessive water use and improper management can exacerbate dry conditions. One of the worst droughts to hit the United States occurred during the 1930s. A severe drought occurred in the southern plains states, including parts of Oklahoma, Texas, Arkansas, New Mexico, and Nevada, which lasted for about 10 years. The drought was made worse by the fact that farmers had plowed up so much land that there was no grass to hold it together anymore, causing black dust to fly up anytime there was wind. As high winds and choking dust swept the region from Texas to Nebraska, people and livestock were killed and crops failed across the entire region. This was known as the 'Dust Bowl', and it forced thousands of people to flee their homes forever. Droughts affect people in several ways. Clean drinking water is essential for all life, and sources of water may diminish during a drought. Without water, humans are at risk for dehydration (not having enough water to drink and potentially fatal condition ), or hunger. Remember - no water means no crops, and this means a decrease in the food supply. Also, crops need water to grow, and during a drought, water sources (lakes, rivers, streams) are diminished and may even dry up, preventing crops from being irrigated and causing them to die off. Fruits and vegetables growing in the ground will stop growing, and entire crops can be destroyed because the ground is so dry. Also, drought affects the environment, dry conditions often lead to landslides or wildfires. Consequently, people may not drink clean water, eat fresh vegetables or fruits, take a shower, swim, animals may extinct, and people may not survive at all. To prevent drought here are some actions you should take: Take shorter showers. Turn the water on to get wet; turn it off to lather up; then turn the water back on to rinse. Don't let the water run while brushing your teeth, washing your face, or shaving. Operate dishwashers only when they are full. Don’t waste water waiting for it to get hot or cold. Capture it for other uses such as plant watering. Operate washing machines only when they are full or set the water level for the size of your load. Never pour water down the drain when there may be another use for it. Use it to water your indoor plants or garden. Repair dripping faucets by replacing washers. One drop per second wastes 2,700 gallons of water per year! Choose a water-efficient irrigation system such as drip irrigation for your trees, shrubs, and flowers. Consider using rainwater collection systems to water plants and gardens. SAVE WATER, SAVE THE PLANET.	oercommons	2025-03-18T00:37:40.001428	04/13/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91786/overview", "title": "DROUGHT", "author": "betül cakcak" }
https://oercommons.org/courseware/lesson/92757/overview	Education Standards OR Tribal History: Our 9 Native American Tribes Overview This was a presentation about Oregon's 9 Native Tribes that I created for my 2nd grade students amid distance learning from 2020-2022. This in no way shape or form is a completed resource, and in fact I welcome feedback, comments, and collaboration to make this document better! All of the information I have used within the presentation was gathered through each tribes website provided within the Oregon Blue Book (https://sos.oregon.gov/blue-book/Pages/national-tribes.aspx). As this is a working/living resource, my hope is that I will also have this translated into Spanish (my first language) to be used in Dual language or World Language classrooms! This was a presentation I created for my 2nd grade students amid distance learning from 2020-2022. This in no way shape or form is a completed resource, and in fact I welcome feedback, comments, and collaboration to make this document better! All of the information I used within the presentation was gathered through each tribes website provided within the Oregon Blue Book (https://sos.oregon.gov/blue-book/Pages/national-tribes.aspx). As this is a working/living resource, my hope is that I will also have this translated into Spanish (my first language) to be used in Dual language or World Language classrooms!	oercommons	2025-03-18T00:37:40.021031	05/16/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92757/overview", "title": "OR Tribal History: Our 9 Native American Tribes", "author": "Adriana Rosales" }
https://oercommons.org/courseware/lesson/73952/overview	Career Profile Research Overview Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year. Title of Lesson: Career Profile Research Course Name: General English 12 Grade Level: 12 Author’s Name: Jenna Reich Author’s School District: Lebanon School District \| PA Academic Standards for English Language Arts \| \| CC.1.2: Reading Informational Text CC. 1.2.11-12.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. CC.1.4: Writing CC.1.4.11-12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction CC.1.4.11–12.V - Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. \| \| \| PA Academic Standards for Career Education and Work \| \| 13.1: Career Awareness and Preparation 13.1.11.B - Analyze career options based on personal interests, abilities, aptitudes, achievements and goals. 13.1.11.E - Justify the selection of a career.13.1.11.F - Analyze the relationship between career choices and career preparation opportunities. 13.2: Career Acquisition (Getting a Job) 13.2.11.B - Apply research skills in searching for a job \| \| \| Learning Objectives \| \| \| \| \| Conceptual Background \| \| \| This unit begins with students learning how to set SMART goals. Students will take guided notes on what a SMART goal is and write a SMART goal for their future career. \| \| \| Instructional Procedure \| \| \| Pacing \| Instructional Procedure \| \| Day 1 \| \| \| 5 minutes \| Activating strategy: Begin class by having students share their SMART goal with a partner. (relates to the previous lesson on how to write SMART goals) \| \| 10 minutes \| Introduce the research assignment to the class and go over the expectations. \| \| 40 minutes \| Allow students the remaining class time to begin conducting research on their chosen career. \| \| Day 2 \| \| \| 62 minutes \| Students should continue their research and answer the guided research questions during the class period. Students should submit the answers to the guided research assignment by the end of the second day. \| \| Formative Assessment \| \| \| Students will submit their completed guided research assignment before they begin working on the Career Profile essay. \| \| \| Materials Needed \| \| \| Guided Research for Career Profile Occupational Outlook Handbook website \| \| \| References \| \|	oercommons	2025-03-18T00:37:40.044139	Jenna Reich	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73952/overview", "title": "Career Profile Research", "author": "Rachael Haverstick" }
https://oercommons.org/courseware/lesson/75002/overview	Air Pollution Overview The image is created from canva app and describes what is air pollution, causes, types, effects and control measures of air pollution. Pollution The image is created from canva app and describes what is air pollution, causes, types, effects and control measures of air pollution.	oercommons	2025-03-18T00:37:40.059032	11/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75002/overview", "title": "Air Pollution", "author": "Mariyah Khatri" }
https://oercommons.org/courseware/lesson/93653/overview	Mixed-Media Mania Overview This resource will give some ideas of projects for an art club at your school. Royall Art Club Mixed-Media Mania By: Krystal Fuentes-Royall Elementary School Planning: Name of Club: Royall Art Club Grade Level: 3rd -5th Number of Attendees: About 8-10 students Goal of the Club: The goal of the club is for students to explore different areas of art that include drawing, printmaking, painting, and experimentation with a variety of materials. I want students to learn about art history, elements and principles, and expand on knowledge of creativity while applying personal ideas and meaning behind their artwork. Monday #1 Drawing Glue and Chalk Pastel Landscapes Supplies: Black Construction Paper, 12x18 Glue Cray-Pas Junior Artist Oil Pastels (25 color set) Directions: - On the first day of the club, I will introduce students to several landscape artists and many ways to look at perspective, foreground, middle-ground, and background. - I will then allow students to create a landscape making sure to use the horizon line. - I will demonstrate and show an example of how to use clear glue on black paper to create landscape lines. This will need to be set aside to dry. - The last step to this process is to use chalk to add warm and cool colors inside of the lines to create a landscape. - We will discuss the final product together. Monday #2 Painting Warm/Cool Painted Paper Weaving Supplies: White Paper, 9x12, 80 lb. Scissors Tempera paint Directions: - I will introduce several different artists and cultures from around the world and discuss the process of weaving. - I will prepare two square sheets of paper and supplies. - The first paper will be painted with warm colors. - The second paper will be painted with cool colors. - I will demonstrate how to cut and weave paper together. - The final product will be taped and mounted with a final discussion of warm and cool colors. Monday #3 Printmaking Vegetable Printing with Celery and Peppers Supplies: Celery, Peppers Acrylic Paint Different color papers for printing Trays for paint Directions: - At first, we will discuss the importance of why we have an art club and why we are here. - I will then introduce several different printing techniques and artists who have used printmaking to create art. - Using this unconventional way of printmaking, I will show several different examples of ways of printing with vegetables and examples of different compositions that can be achieved. - I will have pre-cut vegetables, different colors of paint, and different colors of paper for students to experiment with printmaking. Monday #4 Make Your Own Paint Creating paint with household items Supplies: Baking Soda White vinegar Light Corn Syrup Cornstarch Food Coloring Ice Cube Tray Directions: - We will discuss how we can mix our own paint with ingredients you can find in your own kitchen or at the grocery store. - I will pre-measure ingredients for students to then mix. - I will demonstrate how to mix and add food coloring to ice cube trays. - These will dry and maybe use within the classroom for a future project. This will also be displayed at the art show at the end of the year for our art club. - Ingredients: 4 tbsps. Baking Soda (bicarbonate soda) 2 tbsps. White Vinegar 1/2 tsp. Light Corn Syrup 2 tbsp. Cornstarch Food Coloring or Icing gels Ice Cube Tray Implementation: Standards Addressed: - Artistic Processes: Creating- I can make artwork using a variety of materials, techniques, and processes. Anchor Standard 1: I can use the elements and principles of art to create artwork. Benchmark VA.CR.NH.1 I can select and arrange the elements to demonstrate principles of art. - Artistic Processes: Connecting - I can relate artistic ideas and work with personal meaning and external context. Anchor Standard 6: I can identify and examine the role of visual arts through history and world cultures. Benchmark VA.C NH.6-I can identify and use different artistic styles from various cultures and time periods. As students become settled, I want to talk about the Royall Art Club and why we are here. We will discuss projects we will be working on the showcase at the end of the year for engagement and motivation. I would like to have an arts night or an afterschool event as a showcase for students, parents, and the community. The location will be decided before invitations go out. At this time, members of the community will be able to see their children’s artwork, enjoy refreshments, and then take home their student’s artwork. The OER is there for us to reference and parents to connect to see what we are working on. I will have a google classroom set up so that I can gather information and have a forum for communication. This link to the OER will be added so that we can stay on track. Reflection: In reflecting on this whole process of becoming an author of my first OER, I look forward to adding more videos, music, and photos to the OER to connect with other information to expand to a broader audience. I understand that this will be a work in progress and hope to expand on the information further. Special Considerations: Sometimes when students are working on artwork, things could possibly not go as we want it to. Planning well can turn into not so planned. You have to plan for an activity to bot work out. I just like for my students to stay engaged on a project they have started. Once they have touched it, I feel like they should finish it. Sometimes more time could be added to finish as long as they are engaged and excited. Letting students explore instead of listening to lectures is awesome. They have a choice to be creative and add their own ideas of how to do something. The OER keeps us all together and organized.	oercommons	2025-03-18T00:37:40.092608	06/10/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93653/overview", "title": "Mixed-Media Mania", "author": "Krystal Fuentes" }
https://oercommons.org/courseware/lesson/83502/overview	Education Standards Jelly Marbles Overview Students will investigate the process of diffusion through a semi-permeable membrane. Standards B.2.2-Describe the structure of a cell membrane and explain how it regulates the transport of materials into and out of the cell and prevents harmful materials from entering the cell. Learning Objectives Students will investigate the process of diffusion through a semi-permeable membrane Students will observe and be able to describe osmosis Students will hypothesize what will happen when salt is added to the beaker Materials 10 Clear Jelly Marbles (can be ordered from stevespangler.com), Clear Orbeez, or DecobeadsWater(read directions from type of above ordered as some amounts of water vary) 4 beakers Food coloring Salt Student worksheet Extension options: Ice, Hotplate Procedure 1.Recommended for students to work in groups of 2-3 2.Put all necessary materials on each table (you can decide you add the food coloring or leave it on the tables depending on how much dye you have available) 3.Have students observe the jelly marbles(This will take some time) 4.Add all 10 jelly marbles to a beaker and add water (40mL) a.Watch a short clip about cell transport during this time 5.Afterjelly marbles have grown have students either hypothesize and/or describe what happened (this is dependent on whether it is an intro of follow up lesson to cell transport) 6.In a separate beaker add 40mL of water –add 2-5 drops of food coloring, add 5 of the jelly marbles from beaker 1 7.After jelly marbles have changed color have students either hypothesize and/or describe what happened (this is dependent on whether it is an intro of follow-up lesson to cell transport) 8.In a 3rdbeakerfill with 40mL of water add 5 of the jelly marbles from beaker 2 9.Have students hypothesize if they think the color will diffuse back out of the marble 10.In the 4thbeaker fill with 40mL of water and add salt until saturated –add 5 clear jelly marbles from beaker 1 11.Have students hypothesize what will happen when the marbles are added to a salt solution –what process does this describe 12.Extension –test different ways to make the diffusion happen faster –does the water temperature affect the rate of diffusion? 13.How could you make a hypotonic solution with the jelly marbles 14.Have students relate this to cells, cell membrane, osmosis, diffusion, hypotonic, hypertonic, isotonic etc Credits This learning module was created by Bridgette Drake, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:37:40.117619	07/13/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83502/overview", "title": "Jelly Marbles", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/95108/overview	Practicing Musician - Online Platform Guidance Overview This resource provides information about the Practicing Musician platform. The Practicing Musician site provides multi-media resources and methods that help K-12 educators flip their classrooms, personalize instruction within ensemble programs, and facilitate mastery learning for all students. Their mission is to empower and collaborate with music educators and artists to create a free world-class music education that meets the needs of all K-12 students. Overview Practicing Musician Platform for Online Concert Band and Strings Methods Purpose of Website K-12 music educators create content for Practicing Musician’s growing library of 3,500+ video tutorials, sheet music, assignments, and assessments. The content is organized along a similar scope and sequence to currently available method books. Each 1-3 minute tutorial covers a single topic with instrument-specific techniques modeled by instrument specialists. Individual tutorials are customized for each of the 16 primary concert band and string instruments so you can personalize each student’s learning. In addition, all tutorials are sequentially ordered into their Fundamentals of Music Mastery Online Methods so you can assign instrument-specific tutorials to entire ensembles. Professional Learning View sessions from Practicing Musician's 2021 Symposium for Concert Band and Orchestra Teachers Comments Though not openly licensed, content is available for free online access and many resources may be downloaded for offline use. Downloadable resources like sheeet music are either in the public domain or are original compositions by musician educators that are used with permission. In order to use the online platform, educators must create a free educator account. Educators then create student accounts and personalize assignments. The platform is supported in part by sales from their online store (shirts, mugs, other Practicing Musician branded swag, Attribution and License Attribution - Practicing Musician logo and Purpose of Website text by Practicing Musician. Used pursuant to fair use. License Except where otherwise noted, this online platform guidance document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms before use.	oercommons	2025-03-18T00:37:40.146975	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95108/overview", "title": "Practicing Musician - Online Platform Guidance", "author": "Performing Arts" }
https://oercommons.org/courseware/lesson/96167/overview	Education Standards Treaty Geography v2 Overview The attached lesson and supporting essay are a revised draft of a week long activity conducted in the spring of 2022. This lesson was originally created as a follow on to the Smithsonians American Indian Education Boldt Decision lesson for a high school US History class. Here I have rewritten for an 8th grade class as I felt after having completed it that in both rigor and content it was a better fit for an 8th grade class as a means for connecting a process that took place over 150 years ago to a modern issue. It does align with high school geography standards and if its summative activity were modified would fit well under HS.53. How do you find a usual and accustomed place? Essential Question \| How do you find a usual and accustomed place? \| \| Standards \| 8.20 Identify and describe patterns and networks of economic interdependence, migration, settlement, cultural diffusion, and modern technological development. \| \| Staging \| "The right of taking fish, at all usual and accustomed grounds and stations, is further secured to said Indians in common with the citizens of the territory…together with the privilege of hunting, gathering roots and berries, and pasturing their horses on open and unclaimed lands." - Palmer/Stevens Treaty of 1855 with the Confederated Bands of the Cayuse, Walla Walla, and Umatilla. \| \| \| \|\| Summative Task \| Students will write/create a project/presentation/paper arguing for how disputes about what constitutes a usual and accustomed place should be resolved. \|	oercommons	2025-03-18T00:37:40.168400	Nick Tayer	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96167/overview", "title": "Treaty Geography v2", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/96276/overview	EPIC Modified Field Day Cards EPIC Modified Field Day Schedule Modified Field Day Overview In this lesson, students will work together in a least restrictive environment to promote friendship and collaboration. Lesson Overview Introduction In this lesson, students will work together in a least restrictive environment to promote friendship and collaboration. Grades K – 5 Themes - Inclusion - Empathy - Leadership Objectives During this lesson, students will: - Promote inclusion within activities - Discuss what it means to be a good sport - Demonstrate gross and fine motor skills Essential Questioning Students should be able to answer these questions by the end of this lesson: - Refer to the book and discuss the importance of being nice. What does it mean to be nice and why is it important? - Discuss how you would feel if you were left out of a game. - How does it make you feel when you help others? - Why is it important to include others? Indiana Academic Standards *Based on kindergarten standards, but standards for K–5 are similar; vary in difficulty as students get older. 1.1.1.A - Performs mature patterns in locomotor skills (jog, run, jump, hop, gallop, and slide). 1.1.2.A - Demonstrates two of the five critical elements for jumping and landing in a horizontal and vertical plane using 2-foot take-offs and landings. 1.1.4.A - Performs mature patterns in non-locomotor skills (such as bend, twist, turn, sway, stretch) in an exploratory and stable environment. 1.1.5.A - Maintains stillness on different bases of support with different body shapes. 1.1.6.A - Transfers weight from one body part to another in personal space (such as in dance and gymnastics environments). 1.1.7.A - Throws underhand with different sizes and types of objects in a developing pattern. 1.1.9.A - Catches a soft object from a self-toss before it bounces. 1.1.11.A - Demonstrates an emerging pattern while approaching a stationary ball and passing or kicking it forward. 1.2.1.A - Moves in personal space and general space in response to designated beats/rhythms. Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. 1.4.1.A - Accepts personal responsibility by using equipment and space appropriately. 1.4.1.B - Follows the rules and protocols of the learning environment. Download the attached PDF document for complete lesson materials. There are also two additional PowerPoint files that include activity materials. Download the attached Word document for a fully accessible documents. Coming Soon	oercommons	2025-03-18T00:37:40.192678	Special Olympics Indiana	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96276/overview", "title": "Modified Field Day", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/97814/overview	Plural Noun Worksheet Plural /s/ Overview Students will be working on identifying pluralizations and deciding which of the three pluralization sounds are used for the words on the worksheet after watching the video. Plural Nouns Students will watch the videos and then fill out the worksheet. The two links are here to help you better understand what sound to use for pluralization. You will need to watch the video and then fill out the worksheet.	oercommons	2025-03-18T00:37:40.209954	10/09/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97814/overview", "title": "Plural /s/", "author": "Phoenyx Baker-Blount" }
https://oercommons.org/courseware/lesson/97449/overview	Learning Domain: Expressions and Equations Standard: Write and evaluate numerical expressions involving whole-number exponents. Learning Domain: Expressions and Equations Standard: Write, read, and evaluate expressions in which letters stand for numbers. Learning Domain: Expressions and Equations Standard: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5"ť as 5 - y. Learning Domain: Expressions and Equations Standard: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. Learning Domain: Expressions and Equations Standard: Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2. Learning Domain: Expressions and Equations Standard: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Learning Domain: Expressions and Equations Standard: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Write and evaluate numerical expressions involving whole-number exponents. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Write, read, and evaluate expressions in which letters stand for numbers. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2. Cluster: Reason about and solve one-variable equations and inequalities Standard: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Cluster: Reason about and solve one-variable equations and inequalities Standard: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.	oercommons	2025-03-18T00:37:40.244173	09/25/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97449/overview", "title": "Patterns, Relationships and Functions in Middle School Mathematics", "author": "Twianie Roberts Ed.D" }
https://oercommons.org/courseware/lesson/82126/overview	LOOSE PARTS PROJE ENTEGRASYON PLANI Overview Tasarla-Öğren Ka2 Erasmus Tasarla-Öğren eTwinning Projesi üzerindedir.Çalışmaların projesidir. LOOSE PARTS Ka2 Erasmus Projesi ayağı olan LOOSE PARTS eTwinning Proje Çalışmalarımızın müfredat entegrasyon planlarıdır.	oercommons	2025-03-18T00:37:40.261873	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82126/overview", "title": "LOOSE PARTS PROJE ENTEGRASYON PLANI", "author": "Welding" }
https://oercommons.org/courseware/lesson/63773/overview	Addition Overview This lesson is over addition for first graders. Addition After i teach a lesson on addition, students will watch a fun video about addition and then play a game over addition. Task 1: In this game the goal will be to get 5 addition problems correct in less than 2 minutes. Task 2: After they complete this, the students will make their own math problems. There will need to be 5 done, Example: 5 apples+3 apples= 8 apples 5 fingers+ 5 fingers= 10 fingers 3 oranges+ 4 oranges+ 7 oranges Here are the resources that will be used: Video: Start video at 2:25: https://youtu.be/pxUY29LpMZE Math game online: https://ok.mathgames.com/play/number-worms.html	oercommons	2025-03-18T00:37:40.275001	03/06/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63773/overview", "title": "Addition", "author": "Madison McDonald" }
https://oercommons.org/courseware/lesson/82688/overview	- - Climate Science - ClimeTime - Drawdown - Forests - High School Science - Solutions - Urban - climetime - wa-ela - wa-science - License: - Creative Commons Attribution - Language: - English Education Standards - 1 - 2 - 3 - 4 - 5 - ... - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 22 - 23 - 24 - 25 - 26 - 27 - 28 - 29 - 30 - 31 - 32 - 33 - 34 - 35 - 36 - 37 - 38 - 39 - 40 - 41 - 42 - 43 - 44 - 45 - 46 - 47 - 48 - 49 - 50 - 51 - 52 - 53 - 54 - 55 - 56 - 57 - 58 - 59 - 60 - 61 - 62 - 63 - 64 Learning Domain: Engineering, Technology, & Applications of Science Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Learning Domain: Ecosystems: Interactions, Energy, and Dynamics Standard: Evaluate and assess impacts on the environment and biodiversity in order to refine or design a solution for detrimental impacts or enhancement for positive impacts. Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing Standard: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write arguments focused on discipline-specific content. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write arguments focused on discipline-specific content. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems Standard: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.] Cluster: Key Ideas and Details. Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cluster: Text Types and Purposes. Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Cluster: Research to Build and Present Knowledge. Standard: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). Cluster: Key Ideas and Details. Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. Cluster: Key Ideas and Details. Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Cluster: Integration of Knowledge and Ideas. Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Cluster: Key Ideas and Details. Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Cluster: Integration of Knowledge and Ideas. Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Cluster: Integration of Knowledge and Ideas. Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Cluster: Text Types and Purposes. Standard: Write arguments focused on discipline-specific content. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. PEI SOLS High School Urban Forestry: Designing the Urban Forest for Ecosystem Benefits Overview This is a solutions-oriented storyline that leads students through a series of investigations to quantify and qualify the ecosystem and social benefits of an urban forest. At the end of the storyline, students will be able to design, evaluate and refine a chosen solution for urban forest ecosystem benefits.	oercommons	2025-03-18T00:37:40.379463	06/22/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82688/overview", "title": "PEI SOLS High School Urban Forestry: Designing the Urban Forest for Ecosystem Benefits", "author": "Pacific Education Institute" }
https://oercommons.org/courseware/lesson/103125/overview	I. Introduction (1 0f 5) Overview Performance Goal: At the end of this 45-minute course on urban gardening, learners will be able to successfully plant a tree in an urban setting and identify the optimal season for vegetation growth. Outline: I. Introduction (5 minutes) II. Identifying Trees (10 minutes) III. Planting Trees (20 minutes) IV. Optimal Seasons (5 minutes) V. Conclusion (5 minutes) I. Introduction (5 minutes) A. Greet learners and introduce the topic of urban gardening Good morning/afternoon, everyone! Today, we're going to be talking about urban gardening, which is an important topic because it helps us create a more sustainable environment. B. Define the term urban gardening. Explain the importance of urban gardening and the benefits of planting trees. Urban gardening is the practice of growing plants and trees in urban areas like cities and towns. It’s important because it can help reduce 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 environments. C. Introduce the learning objectives of the lesson Our learning objectives for today are to identify three types of trees that grow in the Memphis area, list the steps of planting trees and the skills necessary to help them grow, and distinguish between optimal and non-viable seasons for vegetation growth.	oercommons	2025-03-18T00:37:40.393183	04/25/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103125/overview", "title": "I. Introduction (1 0f 5)", "author": "Eddie Brasher" }
https://oercommons.org/courseware/lesson/67672/overview	research paper Overview research paper Effect of extracts of various plant parts on seed mycoflora and seed germination of Brinjal var. Hirwa kateri S.M. Telang Department of Botany, Yeshwant Mahavidyalaya, Nanded Abstract--- The common and dominant seed borne fungi were found to be inhibitory for seed germination and caused great loss in seedling vigor, seed and seedling rots of the Brinjal var. Hirwa kateri The root stems, leaf and bark extracts of some common and easily available plants were screened for the Bio-control of the seed mycoflora of the Brinjal. Root, stem and leaf extracts of all the test plants were found to be inhibitory in more or less degree for the incidence of seed mycoflora while with a few exceptions, they were found to be stimulatory for seed germination Key words: Solanum melongena, seed mycoflora, seed germination, seedling vigor, seedling emergence, leaf extract. Short running title- Bio control of seed mycoflora and seed germination. *Correspondence to: Suresh M Telang, Telang House, Rajendra nagar, Nanded (M.S.) 431602 Email: Suresht78@gmail.com phone. no.: 09822174684 Introduction- Solanaceae family includes a large number of annual or perennial herbs, shrubs, small trees and climbers. More than seventy species belonging to twenty-one genera are found in India. Economically the family is fairly important, as it comprises several crops of food value, medicinal value, vegetables and ornamentals. Several plants of this family are cultivated all over the world for their economic importance. Brinjal – Egg Plant (Solanum melongena) is grown commonly in almost all the parts of the country and fruits are liked by both the poor and the rich as vegetables. It is available more or less throughout the year. It also contains many medicinal properties in ayurvedic medicines. It has been found that due to hot and humid conditions in the region the fruits and their seeds of these crop plants may be covered with fungal mycelial mats, which are black orange or white in colour depending upon the specific fungus present. These fungal infections are known to cause heavy damages and impair the quality of fruits and seeds. In the present studies ten local and easily available plants in the near by area were selected for their root, stem, leaf and bark extracts and the effects of these extracts on seed mycoflora and seed germination was studied. Materials and methods: - Collection of seed samples The methods described by Paul Neergaard (1973) have been adopted for the collection of seed samples. Accordingly, seed samples of different var. of Brinjal (Half kg each) were collected from ripe dried fruits from field, storehouses, market places and research centers. A composite seed sample for each of the var. was prepared by mixing the individual seed samples together and preserved in gunny bags at room temperature during the studies. - Detection of seed mycoflora: The seed-borne fungi of different varieties of seeds of Brinjal were detected by moist blotter (B) and agar (A) plate methods as recommended by ISTA (1966), De Tempe (1970), Neergaard (1973) and Agarwal et al. (1976). The procedure of moist blotter (B) and agar (A) plate methods are described as below. - Identification of seed-borne fungi The seed-borne fungi were preliminary identified on the basis of sporulation characters like asexual or sexual spores or fruiting structures. Detailed examination of fungal characters was done under compound microscope and their identification was confirmed with the help of latest manuals [Subramanian (1971), Neergaard and Mathur (1980), Jha (1993) and Mukadam et al (2006)]. Pure cultures of the identified fungi were prepared and maintained on PDA (Potato Dextrose Agar) slants for further experiments. - Effect of culture filtrates on percent seed germination, root length, shoot length and seedling emergence. Production of toxin was studied by growing some common and dominant seed-borne fungi of plants like Alternaria tenuis, Aspergillus flavus, Curvularia lunata and Fusarium moniliforme on liquid GN medium of pH 5.6 for ten days. Twenty-five ml of the medium was poured in 100 ml borosil glass conical flasks, autoclaved and inoculated separately with 2 ml spore suspension of the test seed-borne fungus that was maintained on PDA slants for seven days. The flasks were incubated at room temperature (27±1oC) for ten days. After incubation, the culture filtrates were collected in pre-sterilized culture bottles from the flasks by filtering the contents through Whatman filter paper No.1 and treated it as crude toxin preparation. 5. Collection of plant material for extracts During the present studies, ten common and easily available plants in the vicinity like Acacia nilotica, Adhatoda zeylanica, Annona squamosa, Azadirachta indica, Curcuma longa, Lawsonia inermis, Murraya koenigii, Ocimum sanctum, Terminalia bellerica and Terminalia chebula were selected. Their identification was confirmed using the 'Flora of Marathwada' (Naik, 1998). The roots, stems, leaves and barks of the selected plants were collected separately, surface sterilized with 0.1 % HgCl2 and washed repeatedly with sterile distilled water for several times and kept for drying in hot air oven (Metalab) at 60°C temperature for 48 hours. After drying, the roots, stems, leaves and barks were preserved separately in polythene bags at room temperature (27± 1°C) during the studies. The dried roots, stems leaves and bark of selected plants were crushed separately in to fine powder with the help of blender (Remi). 5 gm powder each of the plant parts was dissolved separately in 100 ml sterilized hot distilled water in 250 ml borosil glass conical flasks. The flasks were kept in oven (Metalab) for 24 hours at 60°C and the content was filtered through Whatman filter paper No.1. The filtrates were used as 5% aqueous plant extracts. - Effect of extracts of various plant parts on seed mycoflora and seed germination During the present studies, the seeds of different varieties of Brinjal were placed on blotters in Petri plates as described earlier and irrigated just enough to keep blotters moist separately with the root, stem and leaf extracts (5%) of the selected plants. Percent seed germination and associated seed mycoflora were recorded on seventh day. Seed plates irrigated with sterile distilled water served as control. Result and discussion: In the present studies, the seeds of Brinjal var. Hirwa kateri were placed on blotters in Petri plates and irrigated with root, stem and leaf extracts of different plants (Total ten plants). The plates were incubated for seven days at room temperature and the incidence of seed mycoflora and seed germination was studied. The plates irrigated with sterile distilled water served as control. The results are presented in Table. From the results it is evident that, the root, stem and leaf extracts of all the test plants were found to be inhibitory in more or less degree for the incidence of seed mycoflora while with a few exceptions, they were found to be stimulatory for seed germination. The seeds treated with in leaf extracts of Azadirachta indica, leaf and root extracts of Ocimum sanctum and leaf extracts of Murraya koenigii showed very reduced incidence of seed mycoflora and maximum seed germination while, the seeds treated with the stem and root extracts of Lawsonia inermis and Acacia nilotica, leaf extract of Curcuma longa showed maximum incidence of seed mycoflora and reduced seed germination. Table: Effect of extracts of various plant parts on percent seed mycoflora and percent seed germination of Brinjal var. Hirwa kateri on blotter paper (after seven days) Sr.No. \| Source plant \| Part used for extracts \| % Seed mycoflora \| % Seed germination \| 1 \| Acacia nilotica \| Root \| 71 \| 38 \| Stem \| 80 \| 36 \| \|\| Leaf \| 65 \| 44 \| \|\| Bark \| 66 \| 53 \| \|\| 2 \| Adhatoda zeylanica \| Root \| 55 \| 29 \| Stem \| 59 \| 44 \| \|\| Leaf \| 39 \| 64 \| \|\| 3 \| Annona squamosa \| Root \| 49 \| 53 \| Stem \| 39 \| 61 \| \|\| Leaf \| 20 \| 74 \| \|\| 4 \| Azadirachta indica \| Bark \| 13 \| 88 \| Leaf \| 10 \| 89 \| \|\| Kernel \| 15 \| 91 \| \|\| 5 \| Curcuma longa \| Dried rhizome \| 25 \| 79 \| Leaf \| 55 \| 31 \| \|\| 6 \| Lawsonia inermis \| Root \| 54 \| 50 \| Stem \| 77 \| 32 \| \|\| Leaf \| 34 \| 67 \| \|\| 7 \| Murraya koenigii \| Root \| 15 \| 88 \| Stem \| 18 \| 75 \| \|\| Leaf \| 07 \| 90 \| \|\| 8 \| Ocimum sanctum \| Root \| 05 \| 91 \| Stem \| 10 \| 91 \| \|\| Leaf \| 05 \| 89 \| \|\| 9 \| Terminalia bellerica \| Root \| 52 \| 38 \| Bark \| 53 \| 46 \| \|\| Leaf \| 43 \| 19 \| \|\| 10 \| Terminalia chebula \| Root \| 36 \| 37 \| Bark \| 35 \| 51 \| \|\| Leaf \| 36 \| 28 \| \|\| \| Control (Sterile distilled water) \| -- \| 100 \| 25 \| References Agrawal, V.K., Mathur, S.B. and Neergaard P. (1976). Some aspects of health testing with respect to seed-borne fungi of Rice, Wheat, Blackgram, Greengram and Soyabean grown in India. Indian phytopath., 25:91-100. Amer Habib, S. T. Sahi, M. V. Ghazanafar and S. Ali (2007). Location of seed borne mycoflora of egg plant (Solanum melongena L.) in different seed components and impact on seed germinability; International Journal of agriculture and biology 09-3-514-516. Basandrai, A.K., Aulakh, K.S., Randhawa, H.S. (1990). Seed borne mycoflora of Brinjal (Solanum melongena L.) Ann. Boil 6 (2) 167-170. Bodke, S. S. (2000). Studies on seed-borne fungi of cereals. Ph.D.Thesis, S.R.T. Marathwada University, Nanded (M.S.) India. De Tempe, J. (1970). Testing cereal seeds for Fusarium infection in the Netherland. Proc. Int. Seed Test. Ass., 35:193-206. Gupta D.K. and Choudhary K.C.B. (1995). Seed borne fungi of Bhindi, Brinjal and Chillies grown in Sikkim. J. of Mycol. Pl.Pathol.. 25 (3); 282-283. ISTA. (1966). International Rules of Seed Testing,. Int. Seed Test. Ass. 31: 1-152 Jha, D. K. (1993). A text book on seed pathology. Vikas publishing house Pvt. Ltd. New Delhi, 132 pp. (Reprint 1995) Kandhare A.S. (2008). Studies on effect of some plant extracts on seed mycoflora and seed health of pulses. Ph.D. Thesis, S.R.T. Marathwada University, Nanded (M.S.) India. Khan, M.I. and Rishi Kumar (1990). Antifungal activity of leaf extract of neem on seed mycoflora of wheat. Indian J:Applied and Pure Biol., 5(1):13-14 Mukadam, D.S., M.S.Patil, A.M Chavan and A.R. Patil (2006). The illustration of fungi, Sarswati Printing Press, Aurangabad, India. Naik, V. N. (1998). Flora of Marathwada, vol. I and II, by Amrut prakashan, Aurangabad, India. 1182pp Neergaard, Paul (1973). Seed Pathology, Vol. I-II. The Mc Millan Press Ltd.., London, 1187 pp. Neergaard, Paul and S.B. Mathur (1980). University teaching of seed pathology, Published by Prasaranga, University of Mysore, India. Subramanian, C.V. (1971). Hypomycetes- an account of Indian species except Cercospora. ICAR, New Delhi. 930 pp.	oercommons	2025-03-18T00:37:40.495487	05/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67672/overview", "title": "research paper", "author": "Suresh Telang" }
https://oercommons.org/courseware/lesson/19182/overview	Oregon Science Project Hybrid Module #2 - Talk & Equity Topic: What does Science Talk Look Like? Individual & Group Tasks Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students What Does Science Talk in the Classroom Look Like? Individual Work c Module #2 Components: Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Tips for Success: Print Survey #3 or open on a different device. Do not sumbit the survey. Take notes and be prepared to share in a small group on January 10th. On Your Own: Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School. Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) Secondary Discourse Primer (read pages 5-14 paying attention to "discourse moves") There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3.	oercommons	2025-03-18T00:37:40.519791	Nicole Duncan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/19182/overview", "title": "Oregon Science Project Hybrid Module #2 - Talk & Equity Topic: What does Science Talk Look Like? Individual & Group Tasks", "author": "Module" }
https://oercommons.org/courseware/lesson/20124/overview	Middle School NGSS4Oregon OSP Module #2 - Talk & Equity Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students Why Is Science Talk Important? Individual Work C Module #2 Components: Task #1 - Why is Science Talk Important? Individual Work Task #2 - Why is Science Talk Important? Group Reflection and Discussion Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work Task #6 - How Do We Increase Science Talk? How Do We Show Others? Group Reflection and Discussion On Your Own: Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2 Questions driving our work together in this module: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that it is the teacher's framing of the classroom that is essentail for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public. "I can do science." "I want to do science." "I belong." Please click on the resources below that best relate to your practice and interests. As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. You will need to use these resources to complete Survey #1 at the end of this task below. Once you have completed that survey, you can proceed to Task #2. Primary Resources to Complete this Task Upper Elementary Resources to Complete this Task Secondary Resources to Complete this Task Survey #1 - complete after engaging with relevant resources Why is Science Talk Important? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Survey #2 Why is Science Talk Important? Group Reflection and Discussion What Does Science Talk in the Classroom Look Like? Individual Work c On Your Own: Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School. Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) Secondary Discourse Primer (read pages 5-14 paying attention to "discourse moves") There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3. Survey #3 Group Reflection and Individual Survey How Do We Increase Student Science Talk? How Do We Show Others? Individual Work c On Your Own: Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS. Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation. Please complete this task analysis survey below on your own by imagining a hypothetical group of students. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. Please read the first pages of a relevant grade and/or core idea storyline below in preparation to think about a relevant task to create and analyze that could provide opportunities for productive participation by students by engaging them in NGSS practices. Remember, the task should be very small requiring only 10-20 minutes of work by students. Any larger grain size of task and the task analysis is no longer a useful tool. We are having you use the storyline as a tool because it covers the core ideas of your grade(s) and lets us connect to our ideas of hands-on explorations. You are also welcome to go further into the documents and work from a performance expectation, but the task for this must be at a very small grain size in comparison to the gigantic performance expectations. You will be crafting the task with the support of your small group in Task #5. NGSS Storylines How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion c In a Small Group: Components: Two surveys to drive reflection and creation. Collaboratively complete Survey #4. Utilizing your experience learning more about framing, productive partcipation norms, and task analysis please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and you will be able to see others' tasks as well. Survey #4: Collaborative Survey for Task Creation Here is an image of the 3 dimensions to quickly reference as you create your tasks. Collaboratively complete Survey #5. Each person will have the group analyze their newly created task and then each person submits their survey for their task only. Directions on survey. Survey #5: Collaborative Survey for Analysis of Your Tasks Once everyone has completed the surveys and the discussion has wrapped up: Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.	oercommons	2025-03-18T00:37:40.546040	01/17/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20124/overview", "title": "Middle School NGSS4Oregon OSP Module #2 - Talk & Equity", "author": "Lisa Jacobs" }
https://oercommons.org/courseware/lesson/16071/overview	K-5 Storylines by Topic Primary Resource #1: Kindergarten Reasoning and Questioning Strategies (video) Primary Resource #2: Second Grade Rocks discussion (video) Primary Resource #3: Handling Children's Questions (chapter) Sample Task Analysis Survey 1 (complete after engaging with resources) Survey 2 Survey 3 Survey 4 Survey 5 Upper Elementary Resource: Why is Talk Important? (video set) Lane Science Project Hybrid NGSS Module #2 - Talk & Equity Overview The Lane Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students Why Is Science Talk Important? Individual Work C Module #2 Components: Task #1 - Why is Science Talk Important? Individual Work Task #2 - Why is Science Talk Important? Group Reflection and Discussion Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work Task #6 - How Do We Increase Science Talk? How Do We Show Others? Group Reflection and Discussion On Your Own: Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2 Questions driving our work together in this module: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that the teacher's framing of the classroom is essential for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public. "I can do science." "I want to do science." "I belong." Use the resources below that best relate to your practice and interests (choose either the set of three "primary" resources or "upper elementary" resource -- or you may look at all of them if you have time). As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. After reviewing one of the resource sets, complete Survey #1 below. You will use your responses from Task 1 to aid in the group discussion of Task 2. Additional information and context: Primary Resource #1 is a video of Kindergarten students talking about where the water went after it is dropped onto their wood. This is one of the teachers' first times teaching science and it is the first time she tried out some science talk moves. Her class is a K/1 community where all students are hard of hearing and have other special needs as well. Primary Resource #2 is a short video of a 2nd grader reading their notebook entry, a result of a lesson where students explored different types of rocks for the first time. This teacher traditionally teaches science in a lecture format and this was his first year trying out notebooks. The notebooks helped students prepare their ideas and questions to share with others. Primary Resource #3 is a chapter from W. Harlen, The Teaching of Science in Primary Schools (1996). The Upper Elementary resource is a set of videos capturing classroom discussions. The link opens up to the introductory video. Use the links to the left of the video to watch the remaining 7 videos in the series (around 25 minutes total). Survey #1 - complete after engaging with relevant resources Why is Science Talk Important? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. In our large group meeting in February, we will review your small group discussion responses and examine any significant differences. What Does Science Talk in the Classroom Look Like? Individual Work c On Your Own: Components: Grade-appropriate video examples and resources Relevance: Choose between primary and upper elementary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." -- Taking Science to School: Learning and Teaching Science in Grades K-8 (2007) Questions from prior work will continue to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3. In our large group meeting in February, we will review your small group discussion responses and examine any significant differences. How Do We Increase Student Science Talk? How Do We Show Others? Individual Work c On Your Own: Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." -- Resources, Framing, and Transfer 1) Please read this short blog post linked in the image below comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding as envisioned by the NGSS. 2) Look at the "Sample Norms and Expectations" below and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation. 3) Please complete the Sample Task Analysis below on your own by imagining a hypothetical group of students. Consider students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. 4) The "storyline" documents below contain narrative paragraphs for each grade level K-5 describing the progress in science topics and DCIs in that grade level. The narratives (which are identical in both documents) are followed by performance expectations, organized by either topic or DCI. Please read the narrative and skim the performance expectations for the grade level most relevant to you. The goal of this exercise is to set the stage for your group assignment: to create and analyze a relevant task that could provide opportunities for productive student participation by engaging them in NGSS practices. The task should be very small, requiring only 10-20 minutes of work by students. Any larger, and the task analysis is no longer a useful tool. Using the NGSS storylines as a tool covers the core ideas of your grade(s) and lets us connect to our ideas of hands-on explorations. You are also welcome to go further into the documents and work from a performance expectation, but the task for this must be small in comparison to the large performance expectations. You will be crafting the task with the support of your small group in Task #6. How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion c In a Small Group: Components: Two surveys to drive reflection and creation. 1) Collaboratively complete Survey #4. Utilizing your new knowledge of framing, productive partcipation norms, and task analysis, please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and discuss your task with your small group members. We will look at all tasks in our large group meeting in February. Here is an image of the 3 dimensions to quickly reference as you create your tasks. 2) Collaboratively complete Survey #5. Each person will have the group analyze their newly created task. Each person submits a survey for their task only. Directions on survey. We will review all of the tasks in our large group meeting in February and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.	oercommons	2025-03-18T00:37:40.586703	Dara Brennan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/16071/overview", "title": "Lane Science Project Hybrid NGSS Module #2 - Talk & Equity", "author": "Nick Spicher" }
https://oercommons.org/courseware/lesson/18625/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 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 Science Project Hybrid NGSS Module #1: Phenomena & Equity (Joan Swafford) Overview The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. 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? "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: 15-20 minutes Components: small group discussion, survey response to statements about teaching science Here is a link to the results in case you want to look back in your own response again. Group Instructions (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 Open Survey #1 Rank the five different reasons listed that argue for why we should teach science K-12. Once you have completed this survey you will see all of the other participants' responses who have completed it before you. 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: 10-15 minutes Components: Google Map activity Every Participant Open: "Our Community Map" - Create an red 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. How Science Works How Science Works "Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School Approximate time: 25-30 minutes Components: video, small group discussions, survey response Group Instructions Video One participant shares their screen choosing the option to show their internet browser. Scroll down to the video below so that all participants can watch the video below together. Before your start, be sure to prepare to listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence One participant opens "Science Flowchart (Dynamic)" and shares their screen so that everyone can see. - The person sharing their screen slowly mouses over the different parts of the flowchart. - The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres. - Once you have done that, stop screen sharing and gather together again. Each participant opens "Appendix F: NGSS Practices" - It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion. - As a 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" 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. Watch the video below at least once and 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 Open "Task 3 Survey" and respond to the prompts about the process of science as explored in this video. In your responses be sure to include: - Material from the video (quotes, ideas, stories, claims, etc.) - Language from the Science Flowchart - Open up "NGSS Practices" to help you compare and contrast professional science and classroom science. - Open up "Matrix of Crosscutting Concepts" to help you compare and contrast professional science and classroom science. - Submit your survey 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, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS. 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 your 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. Open "Survey #3" and respond to the prompts about the NGSS shifts you chose to read about. 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 One participant shares their screen and everyone watches the video below. The group actively listens for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, stop screen sharing and gather together as a group to engage in discussion. Each member of the group silently reads the brief statements below. Each participant opens "Appendix E: Progressions within NGSS" - Read the first page. - On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision. - Discuss with your what you think the difference between a phenomena 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 phenomena that relates to that core idea. Share your idea with the group. One participant opens the "Reasoning Triangle" and shares their screen. - 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. - How do you think this tool changes your approach or thinking about phenomena, questions, and modeling? - Stop screen sharing One person in the group open Survey #4A and shares the screen so all participants can see and answer as a group and submit one survey. - As a group, select if you think the statement is a phenomena or NGSS Disciplinary Core Idea. - If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas. - Once you submit 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 and rotate the responsibility to share the screen during your discussion. Making Thinking Visible through Productive Discourse in the NGSS Classroom Making Thinking Visible "Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework" As a group: decide which two-part video set you will watch (choose elementary or high school). Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS One person opens "Survey #5" and leads the group in filling out one survey. Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling. Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom "..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity Approximate time: 20-30 minutes Components: reading, survey response Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online. Every member of the 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 Teachers, you are advocates for science. 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.	oercommons	2025-03-18T00:37:40.645558	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/18625/overview", "title": "Oregon Science Project Hybrid NGSS Module #1: Phenomena & Equity (Joan Swafford)", "author": "Joan Swafford" }
https://oercommons.org/courseware/lesson/109431/overview	Geo over time Chart https://www.pexels.com/photo/world-map-illustration-592753/ Landforms Landforms Landforms Quiz #1 Landforms Quiz #2 Landforms Review Landforms TEST - Donnelly Landforms_ Worksheet Test Taking Strategies Topographic Maps Lesson Topographic Maps practice Exit Pass Where is your Geo_ What is Geography and Landforms Within It Overview Geography and Landforms Unit! What in the world? Prompting Questions: Geography - Where are you from? What is Geography? How does Geography affect where you live? The study of physical features of the earth, its atmosphere and human activity (land use, resources, industries) What is Geography? The study of physical features of the earth, its atmosphere and human activity (land use, resources, industries) Let’s get thinking! Use the checklist below to ask yourself the following questions. Record your answers in your notebook or a method of your choice. If you would like, you can use speech-to-text or audio recording tools. Where are you born? What city do you live in? What province do you live in? What coutry do you live in? Physical Changes over time! Prompting Question: What are certain things that can effect landforms when it comes to weather? 1. Weather Events: Short-term variations in weather patterns, such as storms, droughts, and heatwaves, can have immediate impacts on the physical environment. These events can result in flooding, erosion, landslides, and other changes to the landscape. 2. Tectonic Activity: Plate tectonics and associated geological processes, such as earthquakes, volcanic eruptions, and the formation of mountain ranges, can reshape the Earth's surface over millions of years. 3. Erosion and Sedimentation: The processes of erosion and sedimentation continually reshape the Earth's surface. Over time, rivers, glaciers, wind, and other forces wear down landforms and deposit sediments, creating new landscapes. 4. Sea-Level Rise: Rising sea levels, primarily driven by global warming, can lead to the inundation of coastlines and changes in coastal ecosystems. This is a long-term consequence of climate change. 5. Glacial and Permafrost Changes: In polar and mountainous regions, the extent and behavior of glaciers and permafrost can change due to climate fluctuations. This affects landforms, hydrology, and ecosystems. 6. Human Activities: Human activities like urbanization, deforestation, agriculture, mining, and construction can lead to significant changes in the physical environment. These activities can alter landscapes, disrupt ecosystems, and cause pollution. Natural Disasters: Events such as volcanic eruptions, tsunamis, and wildfires can cause rapid and dramatic changes to the physical environment. These changes may be destructive in the short term but can also contribute to long-term environmental adaptations. The physical environment in geography changes over time due to a variety of natural and human-induced factors. These changes can occur on various timescales, from short-term, rapid changes to long-term, gradual changes. Here are some of the key factors contributing to changes in the physical environment over time. Understanding such things as weather events, tectonic plate shift, sea level rise, human activity and natural disasters, and studying these changes in the physical environment is a central focus of the field of geography. Geographers and scientists use a variety of tools, techniques, and models to monitor, analyze, and predict these changes and their impacts on ecosystems, human societies, and the planet as a whole. Please fil out the chart and be prepared to discuss in class. My Place Map Prompting question: What are some of the symbols/traditions and representation of Canada such as: Maple syrup and Tim Hortons are two iconic symbols that hold a special place in Canadian culture and identity. Both maple syrup and Tim Hortons are symbolic elements of Canadian identity and culture, representing the country's natural abundance and culinary traditions, as well as its love for coffee and communal gatherings. These characteristics showcase the unique and diverse aspects of Canada's cultural landscape. Geography usually focuses on long-term changes. Geographers want to understand what causes the changes and the role humans have in bringing them about. Things to Consider: Space - location Place - space with meaning - emotions someone attaches to an area based on experiences. Using a Canadian Map, FIND 1 RESPRESNTATION OF EACH PROVINCE - See Example. Must include Example 10 pictures 12 words compass rose coloured neatly good use of space boundary stands out Different Landforms Landforms refer to the natural features and shapes of the Earth's surface, and they are the result of various geological and environmental processes. Canada, due to its vast size and diverse geography, exhibits a wide range of landforms. Here are some of the prominent landforms found in Canada: Such landforms include: Mountain \| Plateau \| Shield \| Plain \| Valley \| Fill out the esxit pass accordin to the numbered picture. Be prepared to discuss it in class Maps of Landforms Prompting Questions: Gather Reference Material: - Before you start sketching, gather reference materials such as maps, photographs, or diagrams of the landform you want to draw. These references will help you understand the shape, size, and details of the landform. Choose Your Perspective: - Decide on the perspective from which you want to depict the landform. Are you sketching it from an aerial view, a side view, or a three-dimensional perspective? The choice of perspective will affect how you approach the sketch. Use Basic Shapes: - Begin by breaking down the landform into basic geometric shapes. For example, mountains can be represented by triangles, hills by ovals, and rivers by wavy lines. This simplification makes it easier to start the sketch. Outline the Landform: - Start by lightly sketching the outline of the landform using the basic shapes as a guide. Pay attention to the contours and edges, as they are crucial in conveying the form of the landform. Add Details: - Gradually add details to your sketch. Include features like ridges, valleys, cliffs, vegetation, and water bodies if they are relevant to the landform. These details can provide a more accurate representation of the landform. Shading and Texture: - Use shading and texture to add depth and realism to your sketch. Lightly shade areas that are in shadow and use lines or stippling to depict texture, such as rock surfaces or forests. This adds dimension to your drawing. Label Key Features: - If your sketch is part of an educational project, label key features of the landform, such as its name, elevation, prominent landmarks, or any other relevant information. Scale and Proportions: - Pay attention to the scale and proportions in your sketch. Ensure that the relative sizes and distances of features are accurately represented. This is especially important in topographic maps and cross-sectional sketches. Choose Appropriate Tools: - Depending on your skill level and preferences, you can use a variety of tools such as pencils, pens, charcoal, or digital drawing software. Each has its unique advantages and can be used to create different effects. Practice and Observation: - Landform sketching, like any form of art, improves with practice. Spend time observing landforms in the field or through photographs, and practice sketching different types of landforms to hone your skills. . Landforms - A landform is a natural feature that makes up Earth's surface. There are five large landforms that make up most of Earth's surface: mountains, plateaus, shields, plains and valleys. Remember that sketching landforms is a valuable skill in geography, geology, and environmental sciences. It helps in understanding the Earth's surface features, their formation, and their impact on the environment. Whether you're a student, researcher, or simply interested in geography, sketching landforms can be a helpful tool for visualizing and communicating geographical concepts Please watch the video on Landforms. https://youtu.be/BsqKTJtK_vw?si=9f2_Mjw4_0vwGblr "Landforms" is in the Public Domain After Identifying the differnt types of landforms from the previous slides, pleaase take a look at the chart attached. Please print qa hard copy and sketch out the equired landforms. Once finished, please hand it in in the "IN" bin. Topographic Maps A topographic map is a detailed, accurate graphic representation of features that appear on the Earth's surface, including: - human-made (such as roads and railways, provincial and national parks, place names, municipal and township boundaries, lots and concessions) - natural (such as lakes and rivers, falls, rapids and rocks, wooded areas, wetlands) Read through the slide deck and answer the questions on slide deck #6 and submit it on google classroom. Based on the knowledge of your research and after you have completed, pull up the worksheet called Topographic Maps Worksheet and complete the sheet on slopes and peaks and submit it on gogole classroom. This is your exit pass for this assignment. Landforms Review Landforms are essential features of the Earth's surface, and they play a significant role in shaping our planet's physical, biological, and human environments. Here are some key reasons highlighting the importance of landforms: It important to note that human-induced changes to landforms can have both positive and negative consequences. While they can support human needs and economic development, they can also lead to environmental degradation, habitat loss, and disruption of natural processes. Sustainable land management and conservation efforts are essential to mitigate adverse human impacts on landforms and preserve their natural beauty and ecological functions. FINAL RECAP MOMENT - Please prepare to discuss Landforms and Geo review to prepare for your quiz! Why is it important? How are Human changes and Natural changes different when talking about landforms? Landforms Practice Quiz Please complete the pratcice open book quiz and submit through Google Classroom. FINAL TEST IS ON FRIDAY! LANDFORMS TEST Please make sure you review the qeustions first. If you need any extra time please. Please review the test taking tips clide deck first to get in the zone! GOOD LUCK!	oercommons	2025-03-18T00:37:40.692842	10/18/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109431/overview", "title": "What is Geography and Landforms Within It", "author": "Laura Donnelly" }
https://oercommons.org/courseware/lesson/118510/overview	Education Standards Salmon Life Cycle Activity Overview Students model the life cycle of a salmon by moving from station to station following directions they receive on the station cards. They experience the challenges, both natural and human-caused, that salmon face. Salmon Life Cycle Activity \| Grade \| 3 \| \| Number of Students \| 15-30 \| \| Lesson Duration \| 45-60 min \| \| Location \| Outside area or trail \| Adapted from the Salmon Life Cycle Game by the Campbell Creek Science Center. Retrieved from blm.gov/CCSC Summary Students model the life cycle of a salmon by moving from station to station following directions they receive on the station cards. They experience the challenges, both natural and human-caused, that salmon face. Subject Salmon life cycle and habitat needs / Environmental science / Climate change impacts / Human activity Objectives Students will: - Understand the stages of the salmon life cycle through modeling. - Examine the challenges that salmon face throughout their life cycle. - Explore what salmon need to survive in their varied habitats. - Identify and think critically about positive and negative human impacts on salmon. Materials - Printed game signs (attached) laminated or in sheet protectors (optional to put them on stakes) - Materials to represent things salmon interact with, which could include hula hoops, rope/string, dots, cones, small items for “food” (i.e., tokens, popsicle sticks, or natural materials such as pinecones or rocks), containers to put “food” in, jump ropes, pool noodles, etc. - Optional to use dice for the activity on cards 1, 8, and 14 Background Salmon Life Cycle - Egg – in a freshwater stream, a female salmon lays 2,000-5,000 eggs in a redd, which a male fertilizes. The eggs hatch after about a month. - Alevin – after hatching, the tiny salmon stay near their redd for a couple of months and get their nutrients from their yolk sac. - Fry – the salmon grow bigger and develop parr marks. They emerge from the gravel, traveling further from their redd and eating macroinvertebrates. The five salmon species remain in this stage for different amounts of time. - Smolt – the salmon migrate downstream toward the ocean and spend time in the estuary. Their bodies change to adjust to salt water in a process called smoltification. - Sea-run Adult – the full-grown salmon migrate to the ocean to find food (e.g., fish, shrimp, krill, octopus, and squid) where they spend 18 months to eight years, depending on the species, and can travel thousands of miles. - Spawning Adult – salmon use all their energy to journey back to the stream they hatched into spawn. On average, only two salmon from a redd make it back to spawn. - Death – after spawning, the salmon die, supplying the river habitat with nutrients for the next generation of salmon that will someday return to continue the cycle. Additional resources on the salmon life cycle: The Salmon Life Cycle - Olympic National Park (U.S. National Park Service) (nps.gov) 5 Types of Pacific Salmon Salmon Threats Predators: Salmon have different predators at each stage of their life cycle. - Eggs: Birds and fish - Alevin: Birds and fish - Fry: Racoons, snakes, otters, birds, and fish - Smolt: Racoons, seals, birds, and fish - Sea-run Adults: Whales, dolphins, seals, fish, and sea lions - Spawning Adults: Bears, seals, and birds such as Eagles Water Quality: Poor water quality typically results from human activity throughout the watershed that pollutes waterways. Pollutants and contaminants (such as garbage and chemicals) in the water affect salmon growth, health, and vulnerability as well as their habitat and food sources. Human impacts: - Direct disturbance by walking through streams can damage redds and the eggs in them. - Not picking up dog poop can result in bacteria and pollutants getting into the water and affecting salmon survival. - Polluting through fossil fuel burning (from transportation, housing, industrial and commercial sectors, etc.) resulting in harmful runoff in waterways and causes climate change impacts including extreme water flows from changing rainfall and melting glaciers, ocean acidification, temperature changes, changing vegetation cover, food chain impacts, etc. Additional resources on the impact climate change has on salmon: Pacific Salmon Climate Vulnerability \| NOAA Fisheries - Littering, which clogs waterways and leaches chemicals into the water. - Removing native plants that provide the 3 C’s (see term list definition), protection from predators, large woody debris for resting places, and leaves for macroinvertebrates that salmon fry eat. - Introducing invasive plant species that take over native plants and are harmful to salmon and the environment. Invasive animal species also compete with salmon. - Overfishing resulting in a decline of salmon populations. - Modifying waterways—which affects salmon habitat and food sources— as well as creating migration barriers such as dams, culverts, or narrow river sections that constrict water flow. Positive human impacts - Properly dispose of garbage and animal poop to prevent them from getting into waterways. Additionally, put in natural buffers such as native plants to prevent harmful runoff and keep pets and livestock away from water. - Restoration projects, such as planting native plants, removing invasive species, replacing culverts with bridges, and picking up garbage and dog poop. - Reduce fossil fuel emissions and chemical usage through sustainable choices to keep the air and water clean. Additionally, disposing of chemicals properly (never down storm drains). - Conserve water and energy. - Reduce, reuse, recycle, compost. - Be careful not to disturb wetlands and riparian zones. - Support systematic change to protect salmon, such as policies to reduce fossil fuel emissions and promote sustainable harvests of salmon. - Additional resources on positive human impacts: How to Help - State of Salmon (wa.gov) Terms list (the bolded terms on the signs are defined below for your reference): - Angler – a person who fishes with a fishing rod. - Climate change – long-term changes in climate, weather, and temperature patterns. This occurs naturally and is also driven by human activity (I.e. burning fossil fuels that increase the amount of heat-trapping greenhouse gases in the atmosphere). Human-caused climate change is disrupting the usual balance of nature by increasing temperatures, melting glaciers, reducing polar ice, raising sea levels, creating more extreme weather, and changing cloud and vegetation cover. - Commercial fishing – catching fish for commercial profit. - Dissolved oxygen – a measure of the amount of oxygen in water, or the amount of oxygen available for aquatic organisms. - Engineered log jam – man-made structures in waterways that replicate naturally occurring log jams, or the accumulation of large wood across a river or stream. Log jams help salmon by providing resting places, habitat and food diversity, shade for cold water, stabilized banks, and protection from predators. - Erosion – an area of the stream bank that has fallen or slid into the stream, or an area that has been cut away by the stream. - Estuary – the place where the ocean and river meet, causing saltwater and freshwater to mix. - Invasive plants – plants that aren’t originally from an area but were introduced by humans (intentionally or accidentally) or natural pathways (wind, currents, etc.). They don’t work harmoniously with the ecosystem but instead grow out of control because they have no natural competitors, causing harm to the local environment and economy. - Large woody debris – sticks and logs in the water that create calm pools and hiding places for salmon. - Macroinvertebrates – insects that are big enough to see without a microscope, don’t have backbones, and spend at least part of their time in water. Macroinvertebrates are the main food source for salmon at the fry life stage. • Migrate - moving from one region or habitat to another. - Native plants – plants that are indigenous to an area and co-exist well with the ecosystem. Native plants provide the 3 C’s for salmon: cold, clean, and clear water. They also provide leaves for macroinvertebrates, which fry eat, as well as large woody debris that creates resting places and protection for salmon. - Ocean acidification – when the ocean’s pH lowers due to increased carbon dioxide absorption. - Parr marks – dark bands on the side of salmon fry’s bodies that provide camouflage to hide from predators. - Pollutants – substances that harm the environment and organisms. • Redd – a salmon nest in the gravel of a steam created when a female salmon digs up gravel with their tail. - Restoration – to improve something to a previous condition. - Riparian zone – an area of land bordering a stream. - Spawn - to release eggs. Salmon spawning occurs when females deposit eggs in redds, which males then fertilize. - Turbidity – a measure of the amount of sediment in water, or how clear the water is. - Watershed – an area of land that drains to a common body of water. - Weir - a low river dam intended to raise water levels or regulate flow. - 3 C’s - cold, clean, and clear water that salmon need to survive. Native plants provide the 3 C’s by creating shade that keeps water cold, filtering out pollution with their roots to keep it clean, and preventing erosion by holding dirt in place with their roots to keep it clear. Cold water holds more oxygen for salmon to breathe and is vital at many stages of the life cycle. Salmon need clean water so that they don’t intake pollutants that make them sick. They also need water that is clear of dirt, which makes it hard to see and breathe. Set up - Print out the 22 game signs and cut them along the dotted lines. - Organize them in order from 1 to 22 and set them up chronologically. - Put the signs in sheet protectors or laminate them to be more durable. - Game cards can be put on stakes – if desired. - Set out the game cards in the area that will be used ahead of time to minimize distraction. Procedure Introduction: - Tell students that they will be salmon going through the salmon life cycle and trying to survive the challenges they will face along the way. - Ask students if they can identify any threats that salmon face during their life cycle. Examples are listed in the background section above. - Highlight the stages of the salmon life cycle and reinforce the concept that threats exist throughout. Activity: - Have students begin individually or as a group at sign 1 as if they are salmon. - Students will follow the signs according to the prompts on each sign through the entire life cycle. If the students get to a sign where they die, they must follow the directions by beginning again at the sign. - Once students complete their journey at sign 22, they can play again by returning to sign - Alternatively, students can gather at the end for the concluding discussion or complete a given activity (see Extensions). - There are three signs where students pick which card to go to next (signs 1, 8, and 14). The teacher can decide how students pick this: roll a dice, student choice, create a spinner, rock paper scissors, etc. - Optionally, the teacher can check in with students (individually or as a whole) at signs 8, 14, and 22 to check their progress, discuss how the population of salmon is doing, or look ahead to the next life cycle stage. Conclusion: 1. Ask students to tell a story of their journey in a class discussion. - What were the different types of threats you faced? - Did you die and have to start over? - What seemed to be the biggest threat you faced? - How did the threats change at the different life cycle stages? - What helped you survive? - How did you feel while on your salmon journey? 2. Think critically about positive and negative human impacts. - What human activities do you think are affecting our local salmon? - What are some ideas of things you think we can do to be better stewards of the salmon in our watershed—individually and collectively? - Can you identify a negative human impact and how it is a threat to salmon? - How do you think human activity has impacted salmon populations over time? - How did humans help you on your journey? How can we increase those actions that protect salmon? - How do you think salmon loss impacts the environment and people? - What would happen if average temperatures increased several degrees, there was an oil spill, a landfill’s chemicals leached into the groundwater, overfishing policies were lifted, invasive species outcompeted many of the native plants, etc.? 3. Optional activity: Have students write or draw their salmon journey. Prompt: You have been learning about the salmon life cycle and things that affect their survival. Write a story (or draw pictures) about your experience being a salmon in our activity, including where you went and what happened to you along the way. Use examples from the activity to help the reader understand the human and natural factors that affect salmon survival. Extensions/Modifications Ideas for modifying the lesson - For students grade K-3, the activity can be done in groups, facilitated and led by a teacher. Go over terms with students before beginning the activity and focus on the pictures on the signs and how they help or hurt salmon. - For students grade 4-12, the activity can be done individually or in pairs. Students can be given questions to think about as they move through the life cycle that they will answer at the end, such as coming up with a creative solution to one of the sign’s threats to salmon, comparing the life cycle to that of other animals, considering what would happen to salmon in different scenarios, or identifying the specific ways a human activity might impact salmon. - Scenarios to consider: average temperatures increase several degrees, an oil spill occurs, a landfill’s chemicals leach into the groundwater, overfishing policies are lifted, invasive species out-compete many of the native plants, etc. - Potential to adjust information for local watershed. Next Generation Science Standards \| Performance Expectation \| \|\| \| 3-LS1-1: Develop models to describe that some organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. 3-LS4-3: Construct an argument that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. \| \|\| \| Scientific and Engineering Practices \| Disciplinary Core Ideas \| Crosscutting Concepts \| \| ▪ Developing and Using Models ▪ Constucting Explanations and Designing Solutions ▪ Engaging in Argument from Evidence ▪ Analyzing and Interpreting Data \| ▪ LS1.A: Structure and Function ▪ LS1.B: Growth and Development of Organisms ▪ LS2.C: Ecosystem Dynamics, Functioning, and Resilience ▪ ESS3.C: Human Impacts on Earth Systems \| ▪ Patterns ▪ Systems and System Models ▪ Cause and Effect: Mechanism and Explanation \| Except where otherwise noted, this work by Nooksack Salmon Enhancement Association (www.n-sea.org) is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.	oercommons	2025-03-18T00:37:40.736177	Diagram/Illustration	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118510/overview", "title": "Salmon Life Cycle Activity", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/94707/overview	الواقع الإفتراضي Overview يهدف الى التعرف على الواقع الافتراضي واهم المكونات التكنولوجية للواقع الني تلزم الواقع الافتراضي الصفحة الرئيسية مرحبا بكـــــم في موقع الواقع الإفتراضي إعداد/ بسمة الدميني إشراف د/ أنور الوحش المواضيع \| خصائص الواقع الإفتراضي \| أهمية الواقع الإفتراضي \| تعريف الواقع الإفتراضي \| مكونات تكنولوجيا الواقع الإفتراضي \| أنواع الإفتراضي \| المراجع \| عناصر الواقع الإفتراضي \| من نحن نحن طلبة قسم تكنولوجيا التعليم والمعلومات الدفعة التاسعة شعبة المعلومات تعريف الواقع الإفتراضي تعريف الواقع الافتراضي شبكة كمبيوترية تفاعلية متعددة الاستخدام يكون المستخدم فيها اكثر تفاعلية مع المحتوى وكذلك يشارك المستخدم في النشاطات المعروضة مشاركة فعالة من خلال حرية الإبحار والتجول والتفاعل وهذ البيئات تقدم امتداد للخبرات الحياتية الواقعية مع اتاحة درجات مختلفة من التعامل والأداء للمهمة المطلوب إنجازها. أهمية الواقع الإفتراضي أهمية الواقع الإفتراضي - تشجيع المتعلم على المشاركة النشطة في التعلم . - تعطي عناصر التحكم خلال عملية التعلم - تجنب التفكير المجرد حيث تساعد على التمثيل الواقعي للمصطلحات. - زيارة الأماكن التي قد تكون بعيده في الحياة الحقيقية. - التحفيز والقدرة على تنوع المثيرات من البسيط الى المعقد - زياده دافعيه المتعلم. - تعزيز المشاركة المجتمعية وتحسين نوعية الحياة. - تعزيز مهارات الادراك الحسي الحركي والقدرات الادراكية . خصائص الواقع الإفتراضي خصائص الواقع الإفتراضي المعايشة والاستغراق البحار موضع الرؤية التفاعل المحاكاة التحكم الذاتي التعلم التعاوني بيئة ثلاثية الابعاد تفاعل طبيعي مع المعلومات. مكونات تكنولوجيا الواقع الإفتراضي مكونات الواقع الافتراضي أولا –الأجهزة 1-أجهزة الادخال: لوحة المفاتيح الفارة عصا التحكم قفازات البيانات أدوات التعقب 2-أجهزة المخرجات وحدة العرض المحمولة على الجهاز الكهوف الحاجب الزجاجي الشاشات التلفزيونية ا ثانيا: البرامج حقائب أدوات البرنامج منظومات برامج التأليف	oercommons	2025-03-18T00:37:40.759491	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94707/overview", "title": "الواقع الإفتراضي", "author": "Computer Science" }
https://oercommons.org/courseware/lesson/99132/overview	Use of geophysical techniques for groundwater investigations for problem-based learning (PBL) in the geophysics course Overview Geophysics problem-based learning for geology students Geophysics course Introduction Water scarcity is a serious problem in many countries around the globe and this is compounded by the fact that some of these countries are in arid or semi-arid areas. Geophysics can play an important role in helping solve this water scarcity problem through groundwater exploration. There are a number of geophysical techniques that are suited for groundwater investigations. In this project, students will have to identify suitable techniques, design and conduct field surveys, process and model the collected data, and interpret and present results. Requirements Level of study Introduction to geophysics course for geology students Skills and concept Geology students with previous field geology experience. Activity suitability This is a project-centered course focussing on solving a real-world problem. It can start at the beginning of the semester. Goals Students should identify suitable geophysical techniques (evaluate the strengths and weaknesses of different geophysical methods and survey layouts). Students should collect, and integrate different geophysical datasets, model anomalies and interpret the results. Other goals of the activity Written and oral communication skills, modelling, and computational skills, ability to operate field equipment, teamwork skills, and independent learning Activity description Students are divided into different groups and follow the steps below: - Students identify the different geophysical techniques suitable for the task. Identify the strengths and weaknesses of each method. - Students design different survey layouts of these techniques, the type of equipment to be used, and the expected results of the anomalies through discussions. - Students conduct field surveys and collect data. - Students process the data using computer software, to model and interpret the collected data. - Students will present results both orally and in written form as written project reports. - Students will be assisted with inadequate quantitative skills when faced with serious challenges - Students will synthesize the results by correlating their interpretations with prior known available information in the study area. Learning outcomes - Demonstrate an understanding of the different geophysical techniques - Acquire skills in conducting geophysical surveys. - Be able to assess the given geological environments and determine the appropriateness of the geophysical method to be applied in the investigation of groundwater in that area. Notional hours This is can be an eight to nine weeks research project. Fig 1: This sequence of images summarizes the framework visually (CC by/GeoSci Developers). Reading list - Fetter, C. W. (2018). Applied hydrogeology. Waveland Press. - Yin, H., Shi, Y., Niu, H., Xie, D., Wei, J., Lefticariu, L., & Xu, S. (2018). A GIS-based model of potential groundwater yield zonation for a sandstone aquifer in the Juye Coalfield, Shangdong, China. Journal of Hydrology, 557, 434-447. - Tessema, A., Mengistu, H., Chirenje, E., Abiye, T. A., & Demlie, M. B. (2012). The relationship between lineaments and borehole yield in North West Province, South Africa: results from geophysical studies. Hydrogeology Journal, 20(2), 351-368. - Singh, P., Thakur, J. K., & Kumar, S. (2013). Delineating groundwater potential zones in a hard-rock terrain using geospatial tool. Hydrological Sciences Journal, 58(1), 213-223. - Corgne, S., Magagi, R., Yergeau, M., & Sylla, D. (2010). An integrated approach to hydro-geological lineament mapping of a semi-arid region of West Africa using Radarsat-1 and GIS. Remote Sensing of Environment, 114(9), 1863-1875. - Fashae, O. A., Tijani, M. N., Talabi, A. O., & Adedeji, O. I. (2014). Delineation of groundwater potential zones in the crystalline basement terrain of SW-Nigeria: an integrated GIS and remote sensing approach. Applied Water Science, 4(1), 19-38.	oercommons	2025-03-18T00:37:40.794268	11/29/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99132/overview", "title": "Use of geophysical techniques for groundwater investigations for problem-based learning (PBL) in the geophysics course", "author": "milton Kataka" }
https://oercommons.org/courseware/lesson/103168/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in Test or	oercommons	2025-03-18T00:37:40.814663	04/25/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103168/overview", "title": "II. Identifying Trees (2 of 5)", "author": "Eddie Brasher" }
https://oercommons.org/courseware/lesson/61097/overview	Caption Training Overview Beginning of Caption Training Lesson/Objective The lesson/objective of this training is to bring an introduction to the parts of captioning that are important to keep in mind before diving into the specifics. This is the start of a training module that employees can use that work for a service that provides captioning for those who are hard of hearing via their phones. This lesson will be a brief introduction to speaking verbatim, enunciating clearly, keeping up with the speed of the speaker, and trying to stay relaxed. These are the four most important things to consider in order to caption well for customers as well as meet any expectations with call quality that the company has in place. Each of the four considerations that employees need to keep in mind will be gone into greater detail as new hire training goes on for current employees. There will be tips and tricks given as well as hands on learning by captioning practice calls to gain a better understanding of what is expected as well as to begin getting experience with captioning. This is a part of training that will take the most time for new hires to learn and will also be a part of the remainder of training going forward. There will be at least a week of training that revolves around captioning clearly and effectively, with more training to be provided if new hires need it based on their learning pace and their specific needs before beginning to take live calls. This should be enough time to properly prepare new hires to begin captioning live phone calls. Caption Like A Pro! The lesson/objective of this training is to bring an introduction to the parts of captioning that are important to keep in mind before diving into the specifics. This is the start of a training module that employees can use that work for a service that provides captioning for those who are hard of hearing via their phones. This lesson will be a brief introduction to speaking verbatim, enunciating clearly, keeping up with the speed of the speaker, and trying to stay relaxed. These are the four most important things to consider in order to caption well for customers as well as meet any expectations with call quality that the company has in place. Each of the four considerations that employees need to keep in mind will be gone into greater detail as new hire training goes on for current employees. There will be tips and tricks given as well as hands on learning by captioning practice calls to gain a better understanding of what is expected as well as to begin getting experience with captioning. This is a part of training that will take the most time for new hires to learn and will also be a part of the remainder of training going forward. There will be at least a week of training that revolves around captioning clearly and effectively, with more training to be provided if new hires need it based on their learning pace and their specific needs before beginning to take live calls. This should be enough time to properly prepare new hires to begin captioning live phone calls. Welcome! Today we are going to be learning how to properly caption phone call conversations for our customers! We'll give you tips and tricks that can help you with enunciation as well as speed! By the end of the training you'll be able to sit back and caption like it si second nature! Let's get started! Speak Verbatim! The first and most important thing to remember when we are captioning for our customers is to be sure that we are copying everything that is being said verbatim. This will allow the software to accurate print the captions you are saying so that our hard of hearing customers can read the conversation in real time and connect to their friends and family! Enunciate Clearly! It is important in order for the software to print the correct words for us to enunciate as clearly as we can. We want to find a happy medium between speaking in our normal conversational voice and sounding like a monotone robot. We want to avoid the high and low pitches that our conversational speech can bring, while also avoiding sounding too much like a robot that can throw off how well the software works. Keep Up With The Speed! It is also important to keep up with speakers at their pace. Some people speak faster than others, and it is important that we are able to keep up so that we are getting all of the information needed to caption correctly and give our customers the best captioning experience possible! Don't Stress! One of the most important things to remember with captioning for our customers is to not stress and not focus too hard on whether everything is coming out correctly! Oftentimes you'll find that captioning goes it's best when you are relaxed, and not super focused on what is being said or trying to find meaning in any conversation. So breathe, you'll get the hang of it! Caption Champion! Once you're comfortable speaking verbatim, enunciating, keeping up with speed, and staying relaxed, you'll be on your way to being a Caption Rockstar!	oercommons	2025-03-18T00:37:40.831103	01/01/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61097/overview", "title": "Caption Training", "author": "Amber Atkinson" }
https://oercommons.org/courseware/lesson/94789/overview	Making A Weekly Plan To Help Us Succeed Overview Making a weekly plan by the day and hour can help to lessen stress by being able to arrange the hours necessary for success. This is for all my math classes. The need to organize is summed up well in the aphorism "Organize or agonize". This is part of the fulfillment of my share of Renton Technical College's OSPI grant. Making A Weekly Plan To Help Us Succeed Making a table of days and hours in the day for when we will do the work for each class is a very useful thing to do. Here’s how it’s done. Using a big piece of paper which you can tape to a wall, create a table like the one below with days of the week in the first column, and the hours of a day in the first row. Then decide on a task for each hour of the day, and for each day of the week. I’ve filled in just the tasks for Monday, but you should think about what you need to do each day of the week. Don’t worry about appointments that need to be scheduled as they are needed. Just get the basic pattern of activities for each day of the week. By making a table like this you will discover that it takes much of the stress out of your week because you can easily see what needs to be done at any time during the week. Keep a separate calendar for due dates and appointments. This table is to let you know which task should be done at any time during a day for which you have no other appointments or obligations. \| 0 \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| 9 \| 10 \| 11 \| 12 \| 13 \| 14 \| 15 \| 16 \| 17 \| 18 \| 19 \| 20 \| 21 \| 22 \| 23 \| M \| Sleep \| Sleep \| Sleep \| Sleep \| Sleep \| Sleep \| Sleep \| Sleep \| Statistics \| Statistics \| A&P \| Break \| Eat \| P/U Child \| Work \| Work \| Work \| Work \| Work \| Work \| Work \| Work \| Work \| Clean \| T \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| W \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Th \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| F \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| S \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Su \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \|	oercommons	2025-03-18T00:37:40.886327	06/30/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94789/overview", "title": "Making A Weekly Plan To Help Us Succeed", "author": "Al Roth" }
https://oercommons.org/courseware/lesson/84929/overview	Education Standards Sample Unit Planning Template - Seed to a Plant Storyline Unit Planning Template - Blank Growing Elementary Science - Where does a Plant Get Food? Overview This is a two day presentation that kicked off the beginning of the Growing Elementary Science Project in October of 2019. This was a teacher professional learning session with the goal of increasing teacher content and pedagogical content knowledge through engagement in a learning cycle to answer the question "Where does a seed get the material it needs to become a plant and produce more seeds?" Teachers also experienced a structured planning session to support them in developing a garden centric science unit to do with their students. The resource includes the template and a completed model to explore. Presentation Resources This is a two day presentation given to elementary teachers in the Growing Elementary Science Project in October 2019. The presentation contains a science immersion experience for the teachers learning about how a seed gets the materials it needs to become a plant and make more seeds. The learning highlights the use of phenomena within the context of a learning arc over the course of the two days to develop elementary teacher content knowledge related to living systems. Teachers were also supported in planning a science unit using the schoolyard garden context as an anchor for investigations. Unit Planning Template and Sample This Growing Elementary Science Unit Planning Template supports teachers in identifying a garden oriented anchor phenomena along with grade level appropriate science standards for a unit of study. The planning template provides guidance and hyperlinks to appropriate resources like the Next Generation Science Standards to support teacher planning and ensure alignment with grade level standards. A sample unit planning template that was used to plan the science immersion the teachers participated in during the October 4-5 Growing Elementary Science Kick Off Event.	oercommons	2025-03-18T00:37:40.910912	08/10/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84929/overview", "title": "Growing Elementary Science - Where does a Plant Get Food?", "author": "Jeff Ryan" }
https://oercommons.org/courseware/lesson/120023/overview	Education Standards Corpuz Family - An Indipino Family's Foodways Jenkin's Family - A Black and Filipino Family's Foodways Digital Stories & Recipe Book of Multi-Ethnic Filipinos: Website Guidance Overview In collaboration with two multi-ethnic Filipino families and the Smithsonian Institute Asian Pacific American Center (APAC), resource creators have developed zines that present a personal history of how these families lived in Washington State through oral histories, family trees, interviews, family photographs, and a celebrated family recipe. The zines begin a conversation of how these families' histories connect with larger conversations of identity and belonging — a groundbreaking K-12 curriculum resource on Filipino American history. Background from the Developers - 100% Project This project marks the first in the nation to focus on Filipino American families in Seattle, with a particular emphasis on honoring the Filipino American Pioneers, especially the Jenkins family—the first Filipino American family in Seattle—and the Corpuz family- Indipino community of Bainbridge Island. Our decision to highlight these legacies is a deliberate effort to address anti-Blackness and settler colonialism within our community by showcasing histories that are often left out of mainstream narratives and won’t be found on social media and other K-12 curriculum. By centering the powerful and influential legacy of the Jenkins family and the Indipino community, we are not only telling the stories that have shaped our past but also ensuring that these voices receive the national recognition they deserve. This project is about more than just history; it is about reclaiming our place in U.S. history, putting our community on the map, and making sure future generations learn about the contributions of Filipino American pioneers in Seattle. It’s an opportunity to ensure that the rich history of Filipino Americans and their impact are permanently woven into the fabric of our nation’s educational resources. One thing Auntie Gina told me at a very young age, that I will always carry with me is, you know, she doesn't view herself as 50% Filipino or 50% indigenous. She views herself as 100% Filipino and 100% Indigenous... Lanessa Monroe-Cerrill Corpuz Family \| Jenkins Family \| \|---\| Tips for Effective Implementation or Differentiation Consider providing voice and choice on how students use the resource Provide models or demonstrations to meet the needs of learners Have students contribute their own ideas and recipes to celebrate culture and diversity in the classroom. Comments This zine is available for online viewing only. The resource itself is not available under an open license but is able to be freely accessed and viewed. Attribution and License Attribution Cover Image by Seattle 100% Project \| Used pursuant to fair use. License Except where otherwise noted, this website guidance document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. This resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI Please confirm the license status of any third-party resources and understand their terms before use. The 100% Project work was created in partnership with the Smithsonian Asian Pacific American Center's National Education Program and its co-creation program with funding from Boeing.	oercommons	2025-03-18T00:37:40.949338	Primary Source	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/120023/overview", "title": "Digital Stories & Recipe Book of Multi-Ethnic Filipinos: Website Guidance", "author": "Interactive" }
https://oercommons.org/courseware/lesson/72807/overview	Density Inquiry Lab Overview This describes a lab that can be used in Middle School (Grades 6 - 8) for helping students to grasp the concept of density. Introduction In this lab on density, students are asked to carry out three different exercises involving the concept of density. Station 1: What is the density of pure water at room temperature? In this station, students have access to room temperature water, graduated cylinders, plastic pipets, plastic cups, and electronic balances (triple beam balances may also be used). Students determine the mass of a given volume of water (their choice!), and then they determine the density. They then compare their results with their classmates. Station 2: The Density Cubes In this station, students have access to 6 density cubes. I got mine from Educational Innovations (www.teachersource.com). The cubes are available from them for $29.95 per set of six. The cubes are made of different metals and are identical in volume, but not in mass. Students are asked to rank the cubes in decreasing (or increasing) order of density. I put circular price tag paper on the cubes and wrote numbers on the paper with a Sharpee to help identify them. Students use a ruler and an electronic balance or triple-beam balance to determine the densities. Station 3: Thickness Of Aluminum Foil In this station, students are asked to determine the thickness of a sheet of aluminum foil. Students tear off a sheet from a role of aluminum foil. I advise them to get a sheet that is close to a rectangular or square sheet as possible. They are then asked to use a ruler, calculator, and balance to find the thickness of the foil. I give them the density of aluminum (2.70 g/mL). Density Inquiry Lab Student Worksheet The Next Generation Science Standard that can be addressed in this activity is: MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. The density of pure water at room temperature is 1.0 g/mL. You can have students compare their findings with their classmates, take a class average, and determine percent error with this lab. Encourage students to get a large enough piece of aluminum foil (the size of a sheet of notebook paper works well). If the foil sheet is too small, it will be difficult to get an accurate reading of its mass (depending on how sensitive your balances are). Some students have tried to fold up their sample of aluminum foil and then calculate length x width x height. Discuss where errors can occur with this method. Density Inquiry Lab Name: In this lab, you will be working on three different stations that put the formula for density to work. If you recall, the formula for density is: Density = Mass / Volume You may complete these stations in any order. For full credit, describe the procedures you chose to follow to solve the problems, and answer the questions. Station 1: In this station, you are asked to determine the density of water at room temperature. You have the following materials at your disposal: * graduated cylinder * plastic cup * water * plastic pipet * balance The density of water at room temperature is: _______________. Describe the procedures you followed to determine the density of water. Station 2: In this station, you are asked to determine the density of six metal cubes and to arrange them in order of increasing density. You have the following materials at your disposal: * 6 metal cubes * ruler * balance The metals, in order of increasing density are: # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (denisty = ________ g/mL) Describe the procedures you followed to determine the density ot the six cubes. Station 3: In this station, you are asked to determine the thickness of a piece of aluminum foil. Remember that the volume of an object is equal to the product of its mass, its length, and its height. The density of aluminum is 2.70 g/mL. Remember that 1 mL = 1 cubic centimeter. You have the follwoing materials at your disposa: * sheet of aluminum foil * ruler * balance What is the thickness of the aluminum foil? Describe the procedures you followed to determine the thickness of the aluminum foil. Questions: 1. Does the volume of water you choose to work with in Station 1 matter? Why or why not? 2. Is density an intensive property or an extensive property? How can you tell? 3. What effect does the temperature of water have on its density? What have you experienced that tells you this?	oercommons	2025-03-18T00:37:40.969799	09/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72807/overview", "title": "Density Inquiry Lab", "author": "Robert Ellington" }
https://oercommons.org/courseware/lesson/90303/overview	Alphabet ( Lesson 2 ) - Off2Class ESL Lesson Plan Overview Lesson 2 allows students to practice what they learned prior. With your help, students can work on recognizing letters out of sequential order while learning additional vocabulary. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class Lesson 2 allows students to practice what they learned prior. With your help, students can work on recognizing letters out of sequential order while learning additional vocabulary. You can download the lesson plan below: https://www.off2class.com/lesson-plan-downloads/how-to-teach-the-alphabet-to-adult-esl-students/	oercommons	2025-03-18T00:37:40.987799	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90303/overview", "title": "Alphabet ( Lesson 2 ) - Off2Class ESL Lesson Plan", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/97670/overview	Animals and the Habitats Overview I want to teach the kids on different animals and their habitats. But first, I want to start the lesson with the hatching of eggs. Show them what this world has to offer. Then tell them about how humans are treating the earth and how can we fix it in different environments. But first, they need to know the different environments and the animals inside them so they know how to help. They will be assigned a presentation on different animals in the habitats, and at the end, I will be giving a quiz on it. Stage 1 - Desired Results ESTABLISHED GOALS \| The Goal of this lesson is to help kids have a better understanding of the World we live in. Every place throughout the world is different. Whether it's the landscape, animals, or plants. Students will be able to accurately identify the plants and animals in a particular environment in the world. \| Transfer Students will be able to independently use their learning to… \| \| Identify different animals and plants in different habitats and how they adapt to the changes in the environment. \| Meaning UNDERSTANDINGS \| ESSENTIAL QUESTIONS \| \| Different animals and plants are in different environments across the world, and how they adapt to their environment. \| What are the different environments? What kind of animals live in that environment? What do those animals eat? How do they adapt to the environment they live in? \| Acquisition Students will know… \| Students will be skilled at… \| \| Different animals and their environments \| Identifying certain animals and the different environments in which they live \| Stage 2 - Assessment Evidence Evaluative Criteria \| Assessment evidence for \| \| For the students they will get a quiz for their progress check to make sure each student understands the lesson and what I have taught so far. Then at the End of the unit, after their PowerPoint, I will give the kids a Test. \| PERFORMANCE TASK(S): Quizzes and Tests \| For an exit ticket, I will be giving each student a question about our lesson that day and they must email me before they go to recess. For the Movie Clips, i will show either a Brain Pop or a Youtube video and the kids will have questions to answer about what they watch. For Virtual Field Trips I will tell the kids to go to a certain place and make them write a paragraph or two about what they are seeing. Then, at the end of the whole lesson plan, I will get the students to create their own habitat and put animals inside their habitat. \| OTHER EVIDENCE: Exit tickets, Movie clips, PowerPoint, Kahoot, Virtual Field Trips \| Stage 3 - Learning Plan Learning Activities: Summary of Key Learning Events and Instruction What learning experiences and instruction will enable students to achieve the desired results? How will the design W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? H = Hook all students, and Hold their interest? E1 = Equip students, help them Experience the key ideas, and Explore the issue. R = Provide opportunities to Rethink and Revise their understandings and work. E2 = Allow students to Evaluate their work and its implications. T = be Tailored (personalized) to the different needs, interests, and abilities of learners. O = Be Organized to maximize initial and sustained engagement as well as effective learning. In the Lesson, we are going to start in a particular environment such as a rainforest, and we will play a video clip or show a PowerPoint for the kids to watch, learn and see and have a class discussion on the different types of plants, animals, and their adaptations. We will do this with different environments. Students will have an electronic quiz on each environment at the end of each lesson. Then after we go through each environment each student will create a PowerPoint by making their habitat and putting their own plants and animals in it. They will then present to the class. Then before their final test, we will play a Kahoot review game for the end of the unit.	oercommons	2025-03-18T00:37:41.007756	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97670/overview", "title": "Animals and the Habitats", "author": "Assessment" }
https://oercommons.org/courseware/lesson/60861/overview	Secondary Education Overview This video is to help parents train to gain knowledge on how to help out their children going through secondary education. While these activities that are in the video are to give the adults strategies and scenarios on how to help themselves down the road. This project is to inform people how to help adolescents when going through secondary education. The objectives that are covered in the video are to inform people how to help their adolescent while going through secondary education, what these learning actives do is to help train a parent on how to develop strategies to help them.	oercommons	2025-03-18T00:37:41.023756	12/17/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60861/overview", "title": "Secondary Education", "author": "Alex Low" }
https://oercommons.org/courseware/lesson/82435/overview	- - Climate Science - ClimeTime - Energy - Engineering - High School Science - Modeling - Solar - adaptations - climetime - light - modeling - wa-ela - wa-science - License: - Creative Commons Attribution - Language: - English Education Standards - 1 - 2 - 3 - 4 - 5 - ... - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 22 - 23 - 24 - 25 - 26 - 27 - 28 - 29 - 30 - 31 - 32 - 33 - 34 - 35 - 36 - 37 - 38 - 39 - 40 - 41 - 42 - 43 - 44 - 45 - 46 - 47 - 48 - 49 - 50 - 51 - 52 - 53 - 54 - 55 - 56 - 57 - 58 Learning Domain: Waves & Their Application in Technologies for Information Transfer Standard: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Learning Domain: Engineering, Technology, & Applications of Science Standard: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Learning Domain: Engineering, Technology, & Applications of Science Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Learning Domain: Energy Standard: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Science Domain: Physical Sciences Topic: Energy Standard: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Cluster: Integration of Knowledge and Ideas. Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Cluster: Integration of Knowledge and Ideas. Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. PEI SOLS High School Renewable Energy: Solar Overview Solar energy in the form of light is available to organisms on Earth in abundance. Natural systems and other organisms have structures that function in ways to manage the interaction with and use of this energy. Using these natural examples, humans have (in the past) and continue to design and construct homes which manage solar energy in passive and active ways to reduce the need for energy from other sources. In this storyline, students will explore passive and active solar energy management through examples in the natural world. Students will use knowledge gained to design a building that maximizes the free and abundant energy gifts of the sun.	oercommons	2025-03-18T00:37:41.122456	Pacific Education Institute	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82435/overview", "title": "PEI SOLS High School Renewable Energy: Solar", "author": "Unit of Study" }
https://oercommons.org/courseware/lesson/92550/overview	HAPPY MONEYBOX eTwinning project Overview The project was carried out with 9 schools from 6 countries between January 2022 and May 2022. 100 students, 48 of whom are registered to twinspace, actively participated. In this study, the children's habits were not settled yet, with small age groups (7-11) age group. In order not to leave the job to chance, the subject of "Money and its correct use" was preferred in order to teach the students the behaviors that will guide people throughout life. The secondary purpose is to learn the correct use of money, to understand how much should be spent and how much should be saved, to realize the wants and needs, and to learn the meaning of the words waste-saving. The preliminary survey and the final survey were applied, the results obtained were tabulated and the success achieved in the project was revealed. Values such as cooperation, communication, empathy, responsibility and respect were also processed through joint work. In the project, learning and teaching strategies through presentation and exploration by applying methods and techniques that are suitable for pedagogical sensitivities, interdisciplinary, compatible with the curriculum, aiming to provide 21st century skills, student-centered, collaborative, direct and indirect teaching, inquiry-based, problem-based; More permanent learning environments were created with methods such as question-answer, brainstorming, research-examination, problem solving, and comparative studies. Thanks to the Whatsapp group, a fast and effective communication was ensured. In addition, webinars were organized and uninterrupted information exchange was ensured by using the forum, chatroom, twinmail, teacher bulletin and project diary. Student-centered activities were also carried out using web2.0 tools. The project was concluded with the joint work that all partners contributed to its preparation. The games prepared by the teachers with different web 2.0 tools also made the game fun and made it easier to obtain the gains.	oercommons	2025-03-18T00:37:41.136942	Syllabus	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92550/overview", "title": "HAPPY MONEYBOX eTwinning project", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/108910/overview	E-tutorial to the Re-NEWed Spaces project. Overview Acarbio had previously created the Re-NEWed Spaces project. At the beginning of the seminar, the project had no digital outlet other than a PDF manual. https://www.acarbio.org/wp-content/uploads/2019/11/ReNEWed-Spaces.pdf The main focus of their project is to revitalize abandoned places and buildings for the local community. Thanks to the Digitool team, the PDF was transformed into : - a more interactive tool with Prezi https://prezi.com/view/KgfsbttAL8J5hshT58o9/ - a more accessible resource thanks to an e-tutorial video of the project Acarbio had previously created the Re-NEWed Spaces project. At the beginning of the seminar, the project had no digital outlet other than a PDF manual. https://www.acarbio.org/wp-content/uploads/2019/11/ReNEWed-Spaces.pdf The main focus of their project is to revitalize abandoned places and buildings for the local community. Thanks to the Digitool team, the PDF was transformed into: - a more interactive tool with Prezi https://prezi.com/view/KgfsbttAL8J5hshT58o9/ - a more accessible resource thanks to an e-tutorial video of the project	oercommons	2025-03-18T00:37:41.153519	09/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108910/overview", "title": "E-tutorial to the Re-NEWed Spaces project.", "author": "Ruth MORALES COSANO" }
https://oercommons.org/courseware/lesson/69368/overview	Depression and the Struggle for Survival Nonfiction Reading - Esperanza Rising Making Connections Between Esperanza Rising and Migrant Farm Workers of the Great Depression and Today Overview This is a resource to accompany the novel "Esperanza Rising" by Pam Munoz Ryan. In the novel, the main character, Esperanza, by a turn of events, is forced to work in the produce fields in California. This resource provides nonfiction an social studies connections to help students make real world connections. Nonfiction Connections Students will use the included resources to complete the self-paced slideshow. Although "Esperanza Rising" by Pam Munoz Ryan is a work of fiction, thousands of children live a life simliar to that of Esperanza. After reading "Esperanza Rising", we will be researching the real lives of children who are forced to work in fields and on farms, much like Esperanza. Your task is to complete the activities in the attached PowerPoint to gain an understanding of what life is like for children like Esperanza. You will be reading nonfiction articles and watching a short video about children in the fields.	oercommons	2025-03-18T00:37:41.172817	World Cultures	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69368/overview", "title": "Making Connections Between Esperanza Rising and Migrant Farm Workers of the Great Depression and Today", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/117036/overview	Education Standards Food (Health) Overview This OER Lesson Plan Foods (Health) was created by Kelly Garcia as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language/ELL/ESL teachers for student learning of Mid-High Novice Learners. Students will evaluate and compare the elements of a healthy lunch and compare school lunches around the world. Students will also create their own school lunch plan based on healthy choices. The lesson plan is written in English for adaptation to any target language. This Lesson Plan addresses the following NDE World Language Standard(s): NE 1.1b, 1.3b, 1.4b, 3.2b It is expected that this Lesson Plan will take students 60 minutes to complete. Lesson Plan for Food/Health with a focus on School Lunches For Teachers Complete each activity. After the entire activity is finished, compare your answers with a partner. For each picture below, use as many (target language) words to describe what you see and how it relates to your health. Use as much vocabulary as possible. (What ingredients do you see? Is it a healthy option or not? Explain.) B. What foods are served in your school for lunch? C. Watch the School Lunch video. There are different countries (Japan, Italy, etc.), and the videos are very short. Compare what you see with your own lunches at school. How is your lunch different from what you saw in the video? What similarities did you notice? D. Make a realistic weekly lunch plan for yourself using healthy, tasty options. \| Monday \| Tuesday \| Wednesday \| Thursday \| Friday \| \| \|	oercommons	2025-03-18T00:37:41.197891	Chrystal Liu	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117036/overview", "title": "Food (Health)", "author": "Kelly Garcia" }
https://oercommons.org/courseware/lesson/115410/overview	Pennsylvania STEELS Vision and Practices Survey Overview Based on the PennSEL initial state survey, this Google form includes sections and questions from those reports. Intended for LEAs to take proir to PL and after PL. Based on the PennSEL initial state survey, this Google form includes sections and questions from those reports. Intended for LEAs to take proir to PL and after PL. https://docs.google.com/forms/d/1-H-Eg3g78RJRpZtGGKENnd5S2nXzpG4AreZagwy4LK8/copy	oercommons	2025-03-18T00:37:41.210191	04/19/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115410/overview", "title": "Pennsylvania STEELS Vision and Practices Survey", "author": "Deanna Mennig" }
https://oercommons.org/courseware/lesson/81198/overview	FROM THE LEARNİNG PIT TO LIFE P4C PLAN INTEGRATION Overview Felsefi çalışmalarımız 4 oturumdan oluşur, kolaylaştırıcı öğretmen kitabı okur ve çocukları soru sormaya ve düşünmeye teşvik eder.Oturumdan sonra drama, müzik, deney, gözlem, oyun, web 2 araçları, sanat eserleri ve plan entegrasyonu çocuklar. FROM THE LEARNİNG PIT TO LIFE P4C PLAN INTEGRATION Our philosophical studies consist of 4 sessions, the facilitating teacher reads the book and encourages children to ask questions and to think.After the session, drama, music, experiment, observation, game, web 2 tools, art works and plan integration are integrated with children.	oercommons	2025-03-18T00:37:41.227371	Syllabus	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/81198/overview", "title": "FROM THE LEARNİNG PIT TO LIFE P4C PLAN INTEGRATION", "author": "Interactive" }
https://oercommons.org/courseware/lesson/115485/overview	Adding Negative Numbers Overview This mini-lesson can be used as a reteach to small groups who may need a refresher. What are Negative Numbers? A negative number is any number that is less than zero. For instance, -7 is a number that is seven less than 0. *You can watch the video below to learn more about negative numbers.* Video provided by: Examples Using Integer Chips Your Turn Answers How well did you do?	oercommons	2025-03-18T00:37:41.242173	04/23/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115485/overview", "title": "Adding Negative Numbers", "author": "Bathsheba Bradley" }
https://oercommons.org/courseware/lesson/99161/overview	Use of geophysical techniques in groundwater exploration Problem (PBL) task Based Learning Overview Use of geophysical techniques in groundwater exploration Problem Based Learning (PBL) Task Geophysics course Use of geophysical techniques in groundwater exploration Problem Based Learning (PBL) Task	oercommons	2025-03-18T00:37:41.257538	11/30/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99161/overview", "title": "Use of geophysical techniques in groundwater exploration Problem (PBL) task Based Learning", "author": "milton Kataka" }
https://oercommons.org/courseware/lesson/109479/overview	Modifications Reflection Modifications Wheel Assessment OAS Standard: I.VA.P.2.2 Production Digital Citizenship: 1.2.c Intellectual Property Overview This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism. Standards & Expectations This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism. Overview of Lesson Grade Level: Advanced Art/11th & 12th Grade Duration: 2 weeks Teaching Strategy: Lecture, Guided Practice Lesson Objectives: - Understand the concepts of digital citizenship, intellectual property, and plagiarism. - Identify online resources available for free and legal image download. - Create an original piece of work inspired by their chosen 20th-century piece with enough modifications to avoid plagiarism. - Complete a CFA including evaluation, analysis, and reflection. Task 1: Locating & Using Open-Access Images - Students will be able to search online to find an open-access image of a piece of artwork from the 20th century that they wish to recreate. Students will be able to download a version of their chosen image and present it with their finished recreation. Task 2: Create an Orignal Piece of Art - Students will create an original piece of work inspired by their chosen piece from history. Students will apply the necessary modifications to avoid plagiarism. Task 3: Assessment - Students will complete a CFA where they will evaluate and analyze their own work and a peer's work. - Students will reflect on their process, techniques, and modifications in a 1 paragraph written response.	oercommons	2025-03-18T00:37:41.280946	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109479/overview", "title": "Digital Citizenship: 1.2.c Intellectual Property", "author": "Visual Arts" }
https://oercommons.org/courseware/lesson/62337/overview	Pancake Recipes (for US and UK English PPT) US vs. UK English Overview A handy overview of some of the main spelling and vocabulary differences between US and UK English, focused on food vocabulary. Powerpoint (US/UK English) Should accompany pancake recipe worksheets below. - Powerpoint about differences between US and UK English - designed for high school students in EFL context - uses food vocabulary to make evident language differences - focuses on differences in spelling and in word meaning Information Gap Activity (US/UK English - pancake recipes) Information gap activity with two versions to accompany US and UK English PPT.	oercommons	2025-03-18T00:37:41.300064	Andrea Leone-Pizzighella	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62337/overview", "title": "US vs. UK English", "author": "Lesson" }
https://oercommons.org/courseware/lesson/75818/overview	Weather Status: LET IT SNOW Overview This module refers to elementary school, students’ level A1-A2, 5th grade. The module has 3 vocabulary activities about the weather and 3 grammar activities about adjectives. The last section is a short film for keeping students interested and relaxed, for rewarding them for all the effort they put through the module and of course discuss thoughts and opinions. This module is a combination of listening and speaking, focusing on new vocabulary and grammatical phenomenon. It is multidirectional and has a variety of activities to not only students learn but also to have fun. The videos, one at the beginning and the other one at the end, play significant role, same objectives but different perspectives. 'Tis The Season To Be Freezin! - Listen to the song and complete the missing words!! Good luck and sing along!! 🎵 Lyrics 🎵 If you notice it starts getting _____ And the sky’s getting covered with _____ Go get your boots, ______, jacket and put them on quickly Because it’s about to snow Little _________ are falling and falling And the city’s been all painted ______ The children on their _____, they are riding and riding It is a wonderful sight White snow’s falling, falling Everybody’s enjoying Now the snow is finally here If you look at the snowflakes up closely They’re all different, just come and see And not to mention that they are all quite a ______ They’re amazing don’t you agree You can find them in many unique ______ There are _____, triangles and plates Others are shaped like _____ and they have many______ Come with me, let’s go and play White snow’s falling, falling Everybody’s enjoying White snow’s falling, falling Covering our garden White snow’s falling, falling Everybody’s enjoying Now the snow is finally here Let's learn new words! \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2. Choose the correct word for each sentence from the list below white, covered with clouds, snowflakes, chilly, triangle, scarf, sleigh, gloves What's the weather like? 1. It is colourful and appears after the rain. 2.This kind of weather is warm. 3.You use an umbrella when the weather is like this. 4.We should wear this outside when it is raining or cold. 5.It is white and soft. Take a look on grammar! - Adjectives are words that describe another word,noun. Put an X next to the adjectives \| star \| \| \| amazing \| \| \| paint \| \| \| unique \| \| \| wonderful \| \| \| ride \| \| \| naughty \| \| \| nice \| \| \| town \| Still on grammar. Be patient!! 5. Are the sentences correct or wrong? - I saw a programme really good on TV last night. Time to work together!! Each group of three have to costruct five sentences with five adjectives from the list bellow. Choose one collumn of the twelve kinds of adjectives and work together to form the sentences. For any inconvenience feel free to use this platform to help you out https://www.wordreference.com/engr/ A taste of Christmas, a bite of thoughts Last but not least, let's watch this short film and then discuss thoughts and ideas through the forum in our e-class!! "What would you like for Chistmas? What would you ask Santa Claus? ''Self-Assesment'' This section is for you to check your answers and see if they are correct, hence to assess your effort. Good luck and remember; do not worry if you have mistakes; we learn from them and we become better every time!! 1. 🎵 Lyrics 🎵 If you notice it starts getting chilly And the sky’s getting covered with clouds Go get your boots, gloves, jacket and put them on quickly Because it’s about to snow Little snowflakes are falling and falling And the city’s been all painted white The children on their sleighs, they are riding and riding It is a wonderful sight White snow’s falling, falling Everybody’s enjoying Now the snow is finally here If you look at the snowflakes up closely They’re all different, just come and see And not to mention that they are all quite a beauty They’re amazing don’t you agree You can find them in many unique shapes There are prisms, triangles and plates Others are shaped like stars and they have many branches Come with me, let’s go and play White snow’s falling, falling Everybody’s enjoying White snow’s falling, falling Covering our garden White snow’s falling, falling Everybody’s enjoying Now the snow is finally here 2. \| chilly \| \| gloves \| \| sleigh \| \| snowflakes \| \| white \| \| triangle \| \| scarf \| \| covered with clouds \| 3. - 1. Rainbow - 2. Sunny (day) - 3. Rainy - 4. Jacket - 5. Cloud(s) 4. \| star \| \| \| amazing \| x \| \| paint \| \| \| unique \| x \| \| wonderful \| x \| \| ride \| \| \| naughty \| x \| \| nice \| x \| \| town \| 5. - 1. WRONG - 2. CORRECT - 3.WRONG - 4.CORRECT - 5.CORRECT - 6.WRONG - 7.WRONG - 8.CORRECT - 9.CORRECT - 10.CORRECT - 11.CORRECT	oercommons	2025-03-18T00:37:41.360650	Speaking and Listening	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75818/overview", "title": "Weather Status: LET IT SNOW", "author": "Language, Grammar and Vocabulary" }
https://oercommons.org/courseware/lesson/61416/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in learning about lights lights or	oercommons	2025-03-18T00:37:41.382482	01/09/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61416/overview", "title": "Electrcity", "author": "marram alshammari" }
https://oercommons.org/courseware/lesson/73280/overview	Education Standards My American Farm (Education Games) My Plate, My State from the U.S. Department of Agriculture My Plate, My State Resources Paper Slide Rubric POWER Library Rubric for Student Reflection State and DC Agricultural Facts Farm To Table Overview Students will research and learn about the process the industries use to get food from farm to table. Lesson Objectives Students will know / be able to: - Understand the food industry process. - Research where our food comes from. - Create a video which demonstrates the farm to table process. Warm Up / Introduction Instructor Notes: - Participate in a class discussion. Ask the students if they know: - What agriculture is. - Where their food comes from. - How their food is processed. - What food is produced locally. - What food other states are known for. - Each student will be given the name of a state to research. The student will use the attached resources to learn about what agricultural supplies are produced in that state. - Students will use the coloring sheet, specific to their state; to record their findings. Activity Directions: \| Research / Explore Activity Instructor Notes: - Students will use the POWER Library databases and other resources attached to further their research on the process of farm to table. Their research should include all industries. (seafood, cattle, dairy, grain, fruit, vegetable, etc.). - Students should learn about the process each industry uses to get the food from the farm to the table. POWER Library resources: - The POWER Library resources that can be used for this activity includes: - POWER Library TrueFLIX - Farm to Table category under Science and Nature - POWER Library Gale In Context Elementary - POWER Library Gale In Context Middle School - POWER Library Gale OneFile High School Edition - POWER Library Gale In Context Environmental Studies - POWER Library Gale General OneFile - POWER Library GreenFILE - POWER Library Gale Topic Collection - Agriculture - POWER Library E-Books (EBSCO) - Producing Vegetables - POWER Library BookFLIX - Let's Visit a Dairy Farm - Living on Farms - Vegetables, Vegetables - POWER Library Gale OneFile News - POWER Library Science Reference Center - POWER Library TrueFLIX Extended Activities: - The Ag Foundation has a Farm to Cart game that you can play with the students. Activity Directions: \| Reinforcement / Creation Activity Instructor Notes: - Introduce students to the paper slide concept by having them watch one of the videos listed below. - Group students into small working groups. Each working group will be given one of the industries below: - eggs - beef - seafood - fruit - milk - pork - grains - vegetables - chicken - Each group needs to take their topic and create a paper slide video which demonstrates the process that industry uses to get food from the farm to the table. Assessment: - Assessment will be based on their paper slide video using the rubric attached. Paper Slide Presentations: - The following resources can be used to learn about Paper Slide Presentations. - What is a paper slide presentation? by Rachel Hurst on Vimeo - How to make a Paper Slide Video by DMSFlippedMath on YouTube - How to make a Paper Slide Video by Regina Bale on YouTube Activity Directions: \| Reflection Instructor Reflection: Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson. Directions:Using the Lesson Reflection Worksheet, reflect on the following questions: \|	oercommons	2025-03-18T00:37:41.425904	Forestry and Agriculture	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73280/overview", "title": "Farm To Table", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/74026/overview	History of Educational Technology Overview A brief timeline and breakdown of technology in our schools What is Educational Technology? History of Technology in Education 1900-1920 One Room School House ( Single Teacher teaching multiple grade levels in a one room building) 1923- Radios are introduced to the Classroom 1930s- Overhead Projectors are used in classrooms for the first time 1939- First TV in the classroom 1950- Headphones begin to be used especially in language labs 1960s-Whiteboards begin to replace chalkboards 1967- Handheld Calculator is invented 1972-Scantron technology introduced in schools 1984-Apple Macintosh Computer is introduced to schools 1988-Laptop computers are introduced 2002-99% of schools have internet access 2012-1.5 Million Ipads in schools	oercommons	2025-03-18T00:37:41.442809	10/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74026/overview", "title": "History of Educational Technology", "author": "Frank McGowan" }
https://oercommons.org/courseware/lesson/79902/overview	Education Standards Africa Lecture Ava Duvernay's, 13th Billie Holiday, Strange Fruit Black Lives Matter on Campus – Universities Must Rethink Reliance on Campus Policing and Prison Labor Civil Rights Lecture Colonial Slavery Cotton Kingdom Lecture Darius Darius Young, “Lynching and the Rise of Black Activism in Memphis” Hasan Kwame Jeffries, “Black Lives Matter: A Legacy of Black Power Protest” https://prezi.com/v/gxedzhuis0hf/ https://prezi.com/v/ujcuua09rava/ https://www.gutenberg.org/files/408/408-h/408-h.htm Jeanne Theoharis: “A Life History of Being Rebellious: The Radicalism of Rosa Parks” Jessica Marie Johnson, "Yet Lives and Fights: Riots, Resistance, and Reconstruction" Joshua Rothman, An Uspeakable Toll Joy James, “Airbrushing Revolution for the Sake of Abolition” Karen Cook Bell, “Black Women, Agency, and the Civil War Michael Guasco, “The Fallacy of 1619: Rethinking the History of Africans in Early Americans” New South Lecture ProQuestDocuments-2020-08-06 Reconstruction Lecture Tera Hunter – “The Long History of Child Snatching” The_Revolutionary_Lives_of_Malcolm_X_and_Martin_Luther_King_Jr.”__(VOA_MP3_128Kbps) Introduction to African American History Overview AMH 2091 is an introductory-level survey course that provides an overview of the major events and developments in African American history, from Africa to the present. At its core, the history of African Americans has been connected to attempts to gain freedom. Starting with the West African empires, the course traces African Americans’ quest for freedom through the Slave Trade, Slavery, Reconstruction, the Jim Crow Era, World War I, the Great Migration, the Great Depression, and World War II. It then examines key political, social, and cultural developments of the post-war period focusing on social movements such as the Long Civil Rights Movement, the Black Power Movement, and Women’s Rights Movement. There will be an emphasis on learning the basic chronology and topics of African-American history, analyzing a range of primary and secondary sources, and practicing writing interpretive essays, using primary and secondary sources to support a clear argument. Students can expect to dedicate 4 – 5 hours a week to writing. Contact Information Name of Institution: Florida A&M University Name of Academic Department: Department of History and Political Science Course ID: AMH 2091 Course Title: The African American Experience (Online Course) Course Section: Section 501 Instructors Name: Darius J. Young, Ph.D. and Pamela Monroe Instructor Title: Associate Professor of History Instructor Contact Information: Darius.young@famu.edu and pamela.monroe@famu.edu Course Description AMH 2091 is an introductory-level survey course that provides an overview of the major events and developments in African American history, from Africa to the present. At its core, the history of African Americans has been connected to attempts to gain freedom. Starting with the West African empires, the course traces African Americans’ quest for freedom through the Slave Trade, Slavery, Reconstruction, the Jim Crow Era, World War I, the Great Migration, the Great Depression, and World War II. It then examines key political, social, and cultural developments of the post-war period focusing on social movements such as the Long Civil Rights Movement, the Black Power Movement, and Women’s Rights Movement. There will be an emphasis on learning the basic chronology and topics of African-American history, analyzing a range of primary and secondary sources, and practicing writing interpretive essays, using primary and secondary sources to support a clear argument. Students can expect to dedicate 4 – 5 hours a week to writing. Course Pre-Requisites None Student Learning Outcomes Student Learning Outcomes Upon successful completion of this course students will be able to: - Explain the basic chronology, facts, and periodization of African American history from slavery to present. - Identify how historical events have positively or negatively affected the African American experience. - Demonstrate the ability to write in an academically sound, definitive, and creative way. - Compare and Contrast various points of view as it pertains to race, religion, gender, politics, etc., throughout the African American experience. - Analyze and describe clearly and concisely the nature, scope, and thesis of an academic book/article. Required Materials Articles, primary sources, audio and video clips, and other material are posted on Canvas (students will not have to pay for any materials). Learning Strategies - The goal of everyone in this online learning environment, instructors and learners alike, is to create a democratic and inclusive learning climate and community that allows for freedom of expression, critical reflection, enhanced listening, constructive dialogue, meaningful participation and enhanced understanding. - It is expected that you will actively participate in all class activities, online conversations and assignments. Active participation includes raising thoughtful questions, making useful observations about the course content and process, engaging in critical reflection on your own and others' assumptions in a respectful manner, sharing ideas, providing useful feedback, and undertaking ongoing evaluation of different aspects of the course and your own learning. - Online courses offer flexibility for learners' schedules, but this does not make them easier than traditional face-to-face courses. You should expect to spend at least 10 to 12 hours per week on this course—the same amount you would typically spend in a classroom and at home doing assignments. - You are expected to complete the assigned readings prior to class and submit written assignments by midnight of the stated due date. Role of the Instructors The role of the instructor is to guide the progress of the course, participate in the discussion, provide feedback and evaluate assignments. The instructor will maintain regular office hours, as well as via email. Expectations and Participation Class members will be doing all of their work for this course via Canvas. We will not meet at any scheduled time as a class. Instead students will be required to logon Canvas during the allotted time for each discussion/assignment/exam. Ongoing weekly activities include reading, writing, and participating in discussions. Below are some frequently asked questions about participation in discussion boards and guidelines for writing discussion responses. IF YOU MISS TWO WEEKS OR MORE OF CLASS DISCUSSIONS THE UNIVERSITY ATTENDANCE POLICY WILL BE APPLIED AND YOU WILL FAIL THE COURSE. How is the course designed? The course is divided into four separate units that organized thematically. Each unit is comprised of modules. Each module will have a lecture, discussion questions, and other materials (videos, images, primary documents, etc.). The information/assignments in the modules will ultimately help you prepare for the exam, so please take it serious. There will be three exams (one at the conclusion of each unit). Please complete all work in the modules. How often should I log on to the Discussion Boards? In order to avoid being overwhelmed by the number of discussion postings, students are expected to log on at least two times per week to respond to the discussion and read discussion posts. Each class member will be required to submit a substantive main response to the question and if necessary the professor may ask follow up questions. Also engage your classmates in discussion. Class members must support their position when posting to the discussion. Simply saying "hello" or "I agree" is not considered a substantive contribution. This is your opportunity to prove to me that you read and understood the readings for the week. I expect each student to fully answer each discussion question to the best of their ability. You will be graded on your weekly class discussions. The class week officially begins Monday at 12:01 AM and ends the following Saturday at midnight. Class members should contribute their responses to the discussion questions by the date and time stipulated by the professor before midnight. After that time the discussion will be closed and graded. Class members are expected to participate throughout the week, and to not wait until the last minute to contribute postings. The instructor has the right to alter these times at his discretion. It is important to check your email to stay up to date with the course What is a post? A post is a message in the Discussions area. It is simply your part of the conversation about a particular topic. How long should my posts be? It is recommended that you keep your posts focused and succinct. This makes your post easier for others to read and respond to. A good general rule for length is ½ to 1 page of writing (125 to 250 words) for a substantial post. Of course, in some discussions, it may be more appropriate to write a series of very short posts, rather than one or two longer ones. You may wish to compose your posts in a word processor then copy and paste them to a discussion throughout the week. The main idea here is that the discussion board should be a conversational academic discussion! Your posts must utilize proper grammar and spelling – grammar, syntax, vocabulary, and abbreviations usually used for texting are not permited – and should demonstrate a clear grasp of the historical issues and materials. What constitutes a good online discussion post? Posts should be: - Substantial (relates to the course material) - Concise (one screen may be the ideal message length) - Provocative (encourages others to respond) - Timely (occurs in a reasonable time frame - when the topic is under discussion) - Logical (supports point of view with reasons and evidence) - Grammatical (is well written). Readings Your readings consists of blogs, journal articles, book chapters, speeches, etc. . What is "netiquette"? Netiquette refers to how you participate in online exchanges. Here are some examples of good netiquette: - Check the discussion frequently and respond appropriately and on topic. - Focus on one subject per message and use meaningful subject lines when beginning new messages. - Use appropriate sentence case and capitalize additional words only to highlight a point. Capitalizing otherwise is known as shouting. - Be professional and respectful in your online interaction. - Cite all quotes, references, and sources—this way everyone can have access to good information. - Ask permission before forwarding a class message to someone outside of the class. - It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Emoticon symbols such as :-) or ;-) will let others know when you are being humorous. See http://messenger.msn.com/Resource/Emoticons.aspx for emoticon examples. - The class discussion area is not an appropriate place for forwarding ads, chain letters, or other unrelated e-mail otherwise known as Spam. Personal chit-chat should be reserved for the online Student Lounge. Also, remember that, while access to the course site is restricted, all comments are public to the class members and instructor. How will I take my exams? Your exams will be administered online via Canvas. The instructor will decide the window of dates (generally 1 or 2 days) that you will have in order to complete your exams. You will also be given a limited amount of time to complete each exam. You will not be permitted to login and begin an exam and then complete it at a later date. Once you login to take your exam, you must complete it within the time limited. (More info on the exam will be given by the instructor at the appropriate times). Academic Dishonesty Academic dishonesty is defined as all acts of cheating, plagiarism, forgery, and falsification. The term "cheating" includes, but is not limited to: - using any unauthorized assistance in taking quizzes or tests - using sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments - acquiring tests or other academic material before such material is revealed or distributed by the instructor - misrepresenting papers, reports, assignments or other materials as the product of a student's sole independent effort - failing to abide by the instructions of the proctor concerning test-taking procedures - influencing, or attempting to influence, any University employee in order to affect a student's grade or evaluation - any forgery, alteration, unauthorized possession, or misuse of University documents The term "plagiarism" includes, but is not limited to: - the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full or clear acknowledgment - the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Evaluation Student’s final grade will be determined by the cumulative percentage he/she earns from the standards listed below. The final evaluation will be based on: Class Discussion = 10 points each Reaction Paper Writing Portfolio = 75 points (25 points each) Book Review = 100 points First Exam = 100 points Second Exam = 100 points Third Exam = 100 points Grading Scale Your final grades will be based on the average from your total points earned divided by the total possible points for the semester. (your total possible points will be determined later in the semester after I have a clearer idea of how many discussions we actually cover – expect 12 – 14). Grades will be based on the following standards: A = 90% or higher B = 80% – 89% C = 70% - 79% D = 60% - 69% F = 59% or lower Reaction Paper Guide A reaction paper is different from an article summary. Integrate your ideas and reactions to the articles you read. But try to go beyond, “I liked it,” “It was interesting,” “or “It was boring.” Make more perceptive and substantive comments that indicate how the readings enlarged your awareness and understanding of the historical matter being discussed. Students will receive detailed comments on their essays and it is expected for the student to show improvement throughout the semester. The reviews should be 2 complete pages, 12 point font, and double-spaced. (NOTE: Plagiarism will result in an automatic “F” They should also follow a specific format: Formatting: - Type your name in the upper left corner along with the class and section number. - Type the title of the article at the top of the page. Center it. - Use left-hand margins. - Use double spacing, a regular font and size, and normal margins. Citations: Footnotes or endnotes are not necessary. After a quotation, just put the page number in parentheses. Since you are quoting only from Go Sound the Trumpet, no other citation is needed. - Example: “I was now exceedingly miserable,” wrote Equiano, “and thought myself worse off than any of the rest of my companions.” (11) He felt alienated from his fellow captives. - Use quotations judiciously. Quotations are effective, but overuse diminishes your authority. Style: - Avoid sentence fragments. - Example: “The man who enslaved Equiano.” - Avoid run-on sentences. - Avoid slang or informal language. - Avoid any sentence that does not sound correct when read aloud. - Avoid plagiarism. Plagiarism is the use of another person’s words without using quotations and citing the source. See syllabus section on academic dishonesty. Plagiarizing essays will result in an “F” for the essay and the course. Book Review Guide Book Review You will write a professional -quality review of W.E.B. DuBois’ Souls of Black Folks (The link to the Electronic Copy of the book is in Canvas). Reviews should describe clearly and concisely the nature, scope, and thesis of the book. Indicate the author’s intended audience. (ex. Scholars, Graduate Students, Undergraduate Students, General Public) Do not simply summarize the book. Evaluate the book according to the extent to which the author achieved his/her stated objectives, draw on relevant source material, and is well organized and well written. Do not use titles, either professional or social in referring to the author. Ask yourself questions as you are reviewing the book: What is the author’s argument? Does the author make this argument effectively? What were the primary and secondary sources used by the author? Reviews should be 2-3 pages. The reviews are due on date specified in the schedule. Please consider these guidelines, paraphrased from Richard Marius, A Short Guide to Writing about History: - Always give the author’s purpose in writing the book. This idea is often best addressed in the preface or introduction, which you should always read extra-carefully. - Summarize the author’s evidence. Look through the notes section. - Focus on the book, not its author. Avoid such clichés as deeming the author “well-qualified”. - The review should not entirely focus on style issues. Avoid prolonged comments on the style of the book. However, one can note whether a book is well-written or incoherent, and one can even quote a sentence to illustrate the author’s style. - Show, don’t tell. Avoid such generalization as, “The book is very interesting,” or “The book is very boring.” A good review will illustrate your opinions without using such banalities. - Be courteous. Passionate attacks reflect poorly upon the reviewer. Professional scholarship demands a level of detachment and comportment. - Quote judiciously. The author’s prose may spice up your review, and it may deliver an idea more sharply than you can through paraphrasing. But it is your job to analyze the book, and you shirk that duty if you include too many long quotations. - Do not feel compelled to say negative things about the book. One should note important inaccuracies, disagreements over interpretations, problems with the evidence, major stylistic issues, and so on. But avoid petty complaints about an insignificant detail or an isolated typographical error. - Accept the book on its own terms. You may wish that the author wrote a different book, but you must review whether the author has succeeded in accomplishing his or her goal. - Place the book in historical context. How does this book contribute to our understanding of African American history? Module 1: Introduction What is African American History? - Read: W.E.B. Du Bois, The Souls of Black Folk - Read: Nikole Hannah Hones, “America Wasn’t a Democracy, Until Black Americans Made it One” Discussion “What is African American History?” Module 2: Africa and Black Americans Additional Materials: Database The African American Experience- Ancient African Civilizations, 500-1500 (Links to an external site.) Gallow, Lauren. "Ancient African Civilizations, 500–1550." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/1. Accessed 16 Oct. 2020. The African American Experience-Africa and the Atlantic, 500-1550 (Links to an external site.) Gallow, Lauren. "Africa and the Atlantic World, 1441–1550." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/2. Accessed 16 Oct. 2020. Discussion: “West Africa” Due January 15, 2021 1st Reaction Paper for “America Wasn’t a Democracy, Until Black Americans Made it One” is due Module #3: Slave Trade/Middle Passage Additional Materials: Podcast Jamelle Bouie, and Rebecca Onion. “How Did the Atlantic Slave Trade End?” Slate Magazine, Slate, 2 June 2015, slate.com/podcasts/history-of-american-slavery/2015/06/history-of-american-slavery-episode-2-life-aboard-slave-ship-olaudah-equiano. Accessed 30 Oct. 2020 Read: Joshua Rothman, “An Unspeakable Toll: Relentless Violence and the Middle Passage” Discussion: “The Slave Trade” Module 4: The Peculiar Institution Additional Materials: Douglass, Frederick. ""The Nature of Slavery." Extract from a Lecture on Slavery, at Rochester, December 1, 1850 (Links to an external site.)." My Bondage and My Freedom. Lit2Go Edition. 1855. Web. <https://etc.usf.edu/lit2go/45/my-bondage-and-my-freedom/1512/the-nature-of-slavery-extract-from-a-lecture-on-slavery-at-rochester-december-1-1850/>. October 12, 2020. Database The African American Experience: Africans in Colonial North America, 1550-1760 Policarpo, Fatima. "The English North American Colonies, 1619–1760." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/3 (Links to an external site.). Accessed 30 Oct. 2020. Gallow, Lauren. "The Spanish Colonies, 1560s–1760." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/4 (Links to an external site.). Accessed 30 Oct. 2020. Read: Michael Guasco, “The Fallacy of 1619: Rethinking the History of Africans in Early Americans” Discussion: “Colonial Slavery” Module 5: Cotton Kingdom Additional Materials: Video Lemmons, Kasi. “Harriet.” Perfect World Pictures, 29 Oct. 2019, digitalcampus.swankmp.net/famu365263/watch/C56B4EBDF566F255?referrer=direct. Accessed 22 Oct. 2020. Read: Tera Hunter – “The Long History of Child Snatching” Discussion: “Cotton Kingdom” Exam #1 Due Module 6: Civil War Additional Materials: Databases The African American Experience Prelude To War, 1846-1861 (Links to an external site.) Thomas, Lauren. "Prelude to War, 1846–1861." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/12. Accessed 16 Oct. 2020. The Civil War, 1861-1865 (Links to an external site.) "The Civil War, 1861–1865." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/13. Accessed 16 Oct. 2020. Video Jarre, Kevin, et al. “Glory.” IMDb, 18 Jan. 1990, www.imdb.com/title/tt0097441/. Accessed 16 Oct. 2020. Podcast Black Soldiers in the American Civil War (Links to an external site.) Handley-Cousins, Sarah. “Black Soldiers in the American Civil War.” DIGPodCast, 28 Aug. 2016, digpodcast.org/2016/08/28/black-soldiers-in-the-american-civil-war/. Accessed 16 Oct. 2020. Read: Karen Cook Bell, “Black Women, Agency, and the Civil War Read: Ashleigh Lawrence-Sanders, “Beyond Monuments: African Americans Contesting Civil War Memory” Discussion: “Civil War” 2nd Reaction Paper for Tera Hunter, “The Long History of Child Snatching” is Due Module 7: Reconstruction Additional Materials: Billie Holiday – Strange Fruit Audio Recording Video The African Americans Into the Fire: 1861-1896 (PBS accessed through Kanopy) Database The African American Experience Thornburg, Mika. "Reconstruction, 1865–1877." The American Mosaic: The African American Experience, ABC-CLIO, 2021, africanamerican2.abc-clio.com/Topics/Display/14. Accessed 5 Mar. 2021. African Americans and Reconstruction: Hope and Struggle, 1865-1883 (NewsBank/Readex database) Read: Jessica Marie Johnson, “Yet Lives and Fights”: Riots, Resistance, and Reconstruction” Discussion: “Reconstruction” Module 8: Jim Crow Video The Rise and Fall of Jim Crow(PBS accessed through Kanopy) Rosewood (1997) John Singleton Events surrounding the massacre of a black community by a white mob in 1923 Florida. Jon Voight, Ving Rhames, Esther Rolle. John Singleton directed. Database African Americans and Jim Crow: Repression and Protest, 1883-1922 (NewsBank/Readex database) The African American Experience: Rise of Jim Crow, 1877-1895 LaBrie, Emily. "Rebuilding the South, 1877–1905." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/15. Accessed 30 Oct. 2020. Policarpo, Fatima. "Westward Ho!, 1878–1890." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/16. Accessed 30 Oct. 2020. Web Resources “What Was Jim Crow - Jim Crow Museum - Ferris State University.” ferris.edu, 2012, www.ferris.edu/jimcrow/what.htm. Accessed 30 Oct. 2020. Read: Darius Young, “Lynching and the Rise of Black Activism in Memphis” Discussion: “Jim Crow” Module 9: HBCUs and the Black Middle Class Watch: Tell Them We Are Rising: The Story of Black Colleges and Universities Discussion: “HBCUs and the Black Middle Class” Due March 5, 2021 Book Review of W.E.B. Du Bois, Souls of Black Folk Module 10: Civil Rights Read: Jeanne Theoharis: “A Life History of Being Rebellious: The Radicalism of Rosa Parks” Discussion: “Civil Rights Movement” Module 11: Black Power Additional Material: Streaming Video “The Black Power Mixtape 1967-1975 \| Black Power Movement \| Independent Lens.” Independent Lens, 2012, www.pbs.org/independentlens/films/black-power-mixtape-1967-1975. Accessed 13 Oct. 2020. Ebook Black Power Afterlives : The Enduring Significance of the Black Panther Party, edited by Diane Fujino, and Matef Harmachis, Haymarket Books, 2020. ProQuest Ebook Central, https://ebookcentral-proquest-com.famuproxy.fcla.edu/lib/famu/detail.action?docID=6118908 (Links to an external site.). (multiple copies available) Articles May be accessed via library database: The African American Experience Gallow, Lauren. "Civil Rights Reignites, 1965-1968." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/30. Accessed 13 Oct. 2020. Robertson, Naomi. "Black Panther Party." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/1401026?cid=41&sid=1401026. Accessed 13 Oct. 2020. Knight, Gladys L. "Malcolm X." The American Mosaic: The African American Experience, ABC-CLIO, 2020, africanamerican2.abc-clio.com/Topics/Display/1406915?cid=41&sid=1406915. Accessed 13 Oct. 2020 Podcast Palk, William. “#47 A More Complete Story of Black Power with Dr Ashley D Farmer - High School History Recap.” Buzzsprout, 20 July 2020, highschoolhistoryrecap.buzzsprout.com/944875/4616072-47-a-more-complete-story-of-black-power-with-dr-ashley-d-farmer. Accessed 13 Oct. 2020. Read: Joy James, “Airbrushing Revolution for the Sake of Abolition” Read: Hasan Kwame Jeffries, “Black Lives Matter: A Legacy of Black Power Protest” Discussion: “Black Power” Module 12: Black Lives Matter Read: Black Lives Matter on Campus – Universities Must Rethink Reliance on Campus Policing and Prison Labor Watch: Ana Duvernay, 13th	oercommons	2025-03-18T00:37:41.558776	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79902/overview", "title": "Introduction to African American History", "author": "Full Course" }
https://oercommons.org/courseware/lesson/80417/overview	Laminar-Flow-vs.-Turbulent-Flow quiz on stream flow quiz on stream flow (1) Types of Stream flow Overview Learn the basic terminology,Turbulent and laminar flow,know the differences between the two and how the river beds influence the stream or river discharge. RIVER DISCHARGE/STREAM FLOW Grade 12 Subject :Geography Topic: River discharge Subtopic:Stream flow (Laminar and Turbulent Flow) Aims and objective : Introduce learners to the fluvial processes that are involved in the shaping of the landscape,and also the changes in slope along the river channel influences the velocity of the water along the stream. Learners will be expected to know how to identify and differentiate between turbulent and laminar flow.Explain or give reasons for the distinct stream flows along the river bed. Table of content for this lesson \| Introduction \| powerpoint lecture \| \| Differences \| turbulent vs laminar \| \| class activity \| class activity \| \| memo \| memo \| Introduction Go through the powerpoint lecture or presentation it will give you a clear discription on what is turbulent and laminar flows. Turbulent vs Laminar flow Watch the YouTube video which explains turbulent and laminar flow and how this question in the exam is asked.Pay atterntion to the differences between the types of stream flows. Class activity After you have gone through the powerpoint presentation ,the introductory video,pictures and the video on stream differences do this short class activity attached. memo After you have completed the class activity view the attached memo to check your answers.	oercommons	2025-03-18T00:37:41.585600	05/15/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80417/overview", "title": "Types of Stream flow", "author": "Ndileka Mnqonywa" }
https://oercommons.org/courseware/lesson/90442/overview	Modal Verbs - Probability - May - Might and Could - Off2Class ESL Lesson Plan Overview Probability – May, might, and could This lesson plan is great for beginner students and introduces them to the concepts of possibility and probability. Your students can practice speaking, reading, and listening while using may, might, and could in positive and negative forms. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class Probability – May, might and could This lesson plan is great for beginner students and introduces them to the concepts of possibility and probability. Your students can practice speaking, reading and listening while using may, might and could in positive and negative forms. Download the lesson plan Probability – May, might and could here: https://www.off2class.com/lesson-plan-downloads/seven-esl-lesson-plans-to-teach-modal-verbs/	oercommons	2025-03-18T00:37:41.604036	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90442/overview", "title": "Modal Verbs - Probability - May - Might and Could - Off2Class ESL Lesson Plan", "author": "Speaking and Listening" }
https://oercommons.org/courseware/lesson/87577/overview	Education Standards K-6th scope & sequence Evaluating Resources- grade 1 Overview Students will look at images and determine how they have been altered. Discuss why someone might alter photographs that are online. Lesson Title: Evaluating Resources Overview Students will look at images and determine how they have been altered. Discuss why someone might alter photographs that are online. Grade First Grade Duration 20 minutes Standards and Learning Objectives Washington State Ed Tech Standards: 3.b. With guidance from an educator, students become familiar with age-appropriate criteria for evaluating digital content. Washington State ELA Standards: W.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Formative Assessment Teacher will observe the discussion and make adjustments to student understanding as needed. Materials - Pictures of photoshopped or altered images from websites – share the explanations of the images after showing the pictures to see if kids can figure out what the purpose of the photos is. From https://fstoppers.com/composite/dad-poses-his-children-out-world-images-using-photoshop-270909 These images were created by a man who was learning photoshop and had a sense of humor. He tried to create images in a way that weren’t real but could look like they were. He frequently uses his family for his pictures. These images were created by a dad who thought it would be funny to put his kids’ artwork into real life which is how the animals look funny but are in an actual photo. - Smartboard or similar to share images - Magazines to create their own “photoshopped” images - Crayons, colored pencils or markers - Glue and construction paper Background There are many images on the internet that are real but may be altered in some way. Begin a discussion showing students how to start determining whether images are real or modified. Procedure Step 1 Begin the lesson by showing students images on websites such as Britannica that have not been altered as a review from kindergarten. Discuss what they are seeing and how they might be helpful to a website. Step 2 Then show students websites with altered photographs. Lead a discussion about what they observe. Ask these questions… What do you notice? Why might someone do something like this to pictures? When might you see pictures like these? What do we need to do to make sure we don’t believe what we are looking at? Step 3 Pass out magazines, paper and glue and scissors. In either pairs or on their own, students will create their own “photoshopped” pictures. Find a background image. The find an animal or person that doesn’t fit (example: person walking a dog in an aquarium). Glue images together to create a “photoshopped” picture. Share with the class. Table Sample {H1} Do not use tables for formatting content. Do not forget to add alt text to table. Column 1 \| Column 2 \| Column 3 \| data \| data \| data \| data \| data \| data \| data \| data \| data \| data \| data \| data \| Image Sample Image by WikiImages from Pixabay Notes - Do not hit enter button to add spaces between objects – adjust the paragraph spacing - Always use Styles – modify font/color/size to suit but adjust from style menu - Use headers in correct order – e.g. do not start with header 3 - Any image/icon/piece of content that is not your original work needs to be used with permission – either via an open license or written permission from the copyright holder – and properly attributed.	oercommons	2025-03-18T00:37:41.645480	shaelynn charvet bates	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87577/overview", "title": "Evaluating Resources- grade 1", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/101521/overview	Google slides over Mean, Median, Mode, and Range Mean, Median, Mode and Range Escape Room Video over Mean, Median, Mode and Range Mean, Median, Mode, and Range Overview This interactive escape room will allow students to practice their skills in mean, median, mode and range. There is also a video over how to solve all of those as well as some notes. Let's talk about Mean, Median, Mode and Range As students come into class have them complete the attached bell work problem. On it they will need to find the mean, median, mode and range of the data given. After the allotted amount of time, work this problem on the board with them as a practice/review. Then move on to the notes review. In today's lesson we will be reviewing over Mean, Median, Mode and Range using the attached google slides. As we learned yesterday, the mean is the average of a given number set. To find the mean/average you first add up all of the numbers that are listed and then divide the sum of those numbers by how many numbers are in the set. In the example we did yesterday we had 6+7+9+2. Adding them together gives us a sum of 24 and we know we will divide by 4 because there are 4 numbers in that example set. 24 divided by 4 is 6, so our mean/average is 6. Next, we talked about median. The median is the middle number in a set of numbers. The most important part of finding the median may be step 1, which is to put the numbers in order from smallest to largest. Once that is done you can cover a number on each end simultaneously until you've reached the middle number, which is your median. If you end up with 2 numbers left in the middle you will add them together and divide by 2 (essentally finding the mean) and that would be your median. After median we talked about mode. Mode is the number that appears the most often in a set of numbers. Just like with the median, a step you can not skip over is step 1, putting the numbers in order from smallest to largest. This allows you to see them better so you can find the mode easiest. The mode will be the number that appears the most amount of times in your list. There are 2 exceptions to finding the mode, one being sometimes there is no mode (meaning all of the numbers are listed the same amount of times) and two being there may be more than one mode (if several numbers are listed the same amount of times, still being listed more than others). And lastly, we covered range. The range is the difference (answer to a subtraction problem) in the largest number and the smallest number in your number set. Again, step one will be putting the numbers in order from smallest to largest. And step two is subtracting the smallest number from the largest number. Having learned all of this in a previous days lesson and having reviewed it here, let's watch a video to be sure we are understanding and to see a few more examples. Let's Practice! To prepare for this assignment you will need to post the link for students to get to the assignment. How it works: - Students will use the link provided to interact in an escape room over Mean, Median, and Mode and Range. - They will answer questions over mean, median, mode and range using which will allow them to do puzzles that will lead to bits of information needed to escape. Additional options: - allow students to work with elbow partners - allow calculators - have notes posted on smart panel for additional help/reminders if students need it	oercommons	2025-03-18T00:37:41.668415	03/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101521/overview", "title": "Mean, Median, Mode, and Range", "author": "Angela Lesperance" }
https://oercommons.org/courseware/lesson/16027/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 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 Middle School NGSS4Oregon OSP Module #1 - Phenomena & Equity Overview The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. 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? "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: Preview survey, small group discussion, survey response to statements about teaching science Here is a link to the results in case you want to look back in your own response again. Individual instructions to be complete BEFORE the next meeting: Open Survey #1 Preview at the survey and be prepared to discuss with the team BEFORE completing the survey, we will do this at our meeting. Be prepared to rank the five different reasons listed that ague for why we should teach science K-12. Group instructions for use during meeting: (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 Individual Instructions IF you miss the meeting: Open Survey #1 Rank the five different reasons listed that ague for why we should teach science K-12. Once you have completed this survey you will see all of the other participants' responses who have completed it before you. 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 Individual instructions to be complete BEFORE the next meeting: Every Participant Open: "Our Community Map" - Create an orange 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 Here is the map for our NGSS4Oregon Team. Also, here is a quick 2 minute video showing you how to add yourself to the map. Have fun! How Science Works How Science Works "Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School Approximate time: 25-30 minutes Components: video, small group discussions, survey response Individual instructions to be complete BEFORE the next meeting: Watch the video below at least once and 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 Group instructions for use during meeting: Review thoughts on video One participant opens "Science Flowchart (Dynamic)" and shares their screen so that everyone can see. - The person sharing their screen slowly mouses over the different parts of the flowchart. - The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres. - Once you have done that, stop screen sharing and gather together again. Each participant opens "Appendix F: NGSS Practices" - It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion. - As a 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. Individual Instructions IF you miss the meeting: Watch the video below at least once and 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 Open "Survey #2" and respond the prompts about the process of science as explored in this video. In your responses be sure to include: - Material from the video (quotes, ideas, stories, claims, etc.) - Language from the Science Flowchart - Open up "NGSS Practices" to help you compare and contrast professional science and classroom science. - Open up "Matrix of Crosscutting Concepts" to help you compare and contrast professional science and classroom science. - Submit your survey 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 Individual instructions to be complete BEFORE the next meeting: Read the content below and preview Appendix A. Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning. As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS. Group instructions for use during meeting: Each participant opens "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 your 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. Individual Instructions IF you miss the meeting: Open Appendix A: Conceptual Shifts in the NGSS - Identify two different conceptual shifts on the list that you would like to explore further - Read the text below each of your chosen shifts Open "Survey #3" and respond to the prompts about the NGSS shifts you chose to read about. 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 Individual instructions to be complete BEFORE the next meeting: Watch the video below. Actively listen for the role of phenomena in the Framework and NGSS inspired classroom. Read the brief statements below and preview all other documents. Group instructions for use during meeting: Each participant opens "Appendix E: Progressions within NGSS" - Read the first page. - On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision. - Discuss with your team what you think the difference between a phenomena 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 phenomena that relates to that core idea. Share your idea with the group. One participant opens the "Reasoning Triangle" and shares their screen. - 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. - How do you think this tool changes your approach or thinking about phenomena, questions, and modeling? - Stop screen sharing One person in the group open Survey #4A and shares the screen so all participants can see and answer as a group and submit one survey. - As a group, select if you think the statement is a phenomena or NGSS Disciplinary Core Idea. - If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas. - Once you submit 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 and rotate the responsibility to share the screen during your discussion. Individual Instructions IF you miss the meeting: Open Appendix A: Conceptual Shifts in the NGSS Watch the video below and listen for the role of phenomena in the Framework and NGSS inspired classroom. Read the brief statements below the video about phenomena. Open Appendix E: Progressions within NGSS - Read the first page - Find your grade or grade band in document and explore the Disciplinary Core Ideas covered in the NGSS vision Open and complete survey 4B (they are each just 2 questions). In each survey: - Select if the statement is a phenomena or NGSS Disciplinary Core Idea - If you think it's a phenomenon, utilize the Reasoning Triangle to justify your ideas - Once you submit your response, you will see all previous responses and reasoning 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 Individual instructions to be complete BEFORE the next meeting: 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" Watch Part 1 AND Part 2 of both the high school and elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS Group instructions for use during meeting: 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. Individual instructions IF you miss the meeting: Open Appendix A: Conceptual Shifts in the NGSSread "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Read "Developing and Using Models - A Snippet from the NRC Framework" Watch Part 1 AND Part 2 of both the high school and elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models Open Survey #5 below. - 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 Individual instructions to be complete BEFORE the next meeting: Each participant opens "Chapter 11: NRC Framework" and skim the chapter by scrolling through it online. Every member of the group 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. Group instructions for use during meeting: 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 a MS NGSS4Oregon OSP teacher 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. Individual Instructions IF you miss the meeting: Complete all tasks as listed above, less the discussions. Review all survey responses.	oercommons	2025-03-18T00:37:41.733658	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/16027/overview", "title": "Middle School NGSS4Oregon OSP Module #1 - Phenomena & Equity", "author": "Lisa Jacobs" }
https://oercommons.org/courseware/lesson/84178/overview	21st Century Literature from the Philippines and the World Overview Most of the learners here in our area don't have much access to the internet because there is no signal reception. They can sometimes access but only for those who can afford. So, teachers preferred modular learning. 21st Century Literature from the Philippines and the World is a senior high school subject which aims to engage students in appreciation and critical study of 21st Century Literature from the Philippines and the World, encompassing their various dimensions, genres, elements, structure, contexts, and traditions. In order to attain this, different activities are implemented. Other activities also have the need to apply multimedia and ICT skills. This resource is a way in applying multimedia and ICT skills of the students in spite of the fact that not all of them have the accessibility on the internet. This is just a step to mold students' skill in using multimedia. LESSON 1 Goals - The learner will be able to understand and appreciate the elements and contexts of 21st Century Philippine Literature. Content Standard - The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions. Objectives - Compare and contrast the various 21st century literary genres and the ones from the earlier genres/periods citing their elements, structure and tradition. - Contrast the said elements and conventions with Philippine essays from earlier periods. - Produce a creative representation of a literary text by applying multimedia and ICT skills. Readings/Activities The learner will read the essay “Five Brothers, One Mother from ‘Many Mansions’ by Exie Abola (Manila) - What defines home to you? - If you need to leave where you are staying now, what would you do to make yourself at home? - How does Abola’s essay dramatize the saying “home is where the heart is?” Assignments/Tests - The learner will make a close written analysis of different literary genres through creating a blog post to be posted on his Facebook account. - The learner will make a PowerPoint Presentation about the things they love about their home.	oercommons	2025-03-18T00:37:41.758745	07/24/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84178/overview", "title": "21st Century Literature from the Philippines and the World", "author": "Ednamie Gabonada" }
https://oercommons.org/courseware/lesson/69960/overview	Active Recovery/Stretch Series Overview This is a quick and easy to implement active recovery/stretch series to use with a PE class that is sore from a few intense workout sessions. It could be used for a High School Aerobis Class, Lifetime Activities Class or even a Beginning/Advanced Strength Training Class. Recovery Workout Series Lesson Topic: Recovery/Stretching Series Lesson Description: A 20 minute recovery session with multiple stretches/poses to give your students the needed physical break from strenuous aerobic activity expected in class. This lesson can be done at home and used for a virtual PE assignment. Learning Goals/Outcomes: Students will understand the importance that allowing your body an active recovery day is essential to improved performance of overall fitness and health. Nebraska Standards: PE.HS.8.2.a Identifies and applies the movement concepts and principles utilized for the improvement of performance. Teacher Planning: Equipment/Materials Needed: A Timer. Time Required for Lesson: 25-30 minutes Diagram/Setup: Space students six feet apart in all directions for safety. Technology Use: YES X NO Instructional Plan: Anticipatory Set/Pre-Activity: As a teacher make sure that you practice the stretch series yourself to get the timing down and feel comfortable with your own cues and descriptions of the stretches/poses. Benefits/Explanation/Real-World Connection: This activity allows students to understand that a rest day doesn’t mean sitting on the couch, you can do active recovery workouts that are very beneficial to their physical and mental health. Activities (i.e. instructions, warm-up, lesson, cool-down): Instructions: - Ask students to spread themselves out so there is a 6 feet open area completely around them. - Explain the benefits of an active recovery workout. - Begin the Stretching Series: You will time/hold each stretch for 30 seconds, then proceed to the next stretch. The stretches are designed in an order that should flow very smoothly and offer maximum health benefit to the students. Active Recovery/Stretch Series Order of Progression (includes some teacher cues) - Students stand up with good posture, taking 5 big deep breaths. Have students inhale for a 3 second count and exhale for a 3 second count - Slowly roll down in a Hamstring Stretch keeping feet close together. - Move into a Sumo Squat Hold. - Slowly straighten your legs into Hamstring Stretch again this time keeping feet a little wider than your shoulders. - Slowly Roll Up. Take your right foot over your left foot and roll back down into an IT Band Stretch. - Slowly Roll Up. Take your left foot over your right foot and roll back down into an IT Band Stretch for the other side. - Slowly move your feet shoulder width apart and walk your hands out into Downward Dog. Push your palms and heels into the floor raising your hips to the ceiling. - Step your right foot up to the outside of your right hand into Runner’s Stretch. - Staying in this position take your left hand and move it closer to your right foot, take your right hand to the ceiling and open your chest toward your right thigh. - Now put your right hand where your left hand was and take your left hand to the ceiling and have your back toward your right thigh. - Return to original Runner’s Stretch. Bring your right foot under your body parallel to your hands so that your right heel is at your left hip. Lower your body down to the ground into Pigeon Stretch. - Take your body back into Child’s Pose keeping your knees together and sinking your hips back into your heels, stretching your hands out long in front of you and resting your forehead to the floor. - Move your body so your torso is on the floor. Align your elbows so they are directly under your shoulders, lift your chest off the ground into a Sphinx Pose. - Push yourself back up into Downward Dog. Cue the class that we will repeat all those stretches on the other side of the body next. - Step your left foot up to the outside of your left hand into Runner’s Stretch. - Staying in this position take your right hand and move it closer to your left foot, take your left hand to the ceiling and open your chest toward your left thigh. - Now put your left hand where your right hand was and take your right hand to the ceiling and have your back toward your left thigh. - Return to original Runner’s Stretch. Bring your left foot under your body parallel to your hands so that your left heel is at your right hip. Lower your body down to the ground into Pigeon Stretch. - Take your body back into Child’s Pose this time opening your knees wide and sinking your hips back into your heels, stretching your hands out long in front of you and resting your forehead to the floor. - Move your body so your torso is on the floor. Align your hands so they are directly under your shoulders, lift your torso off the ground into a Cobra Pose. - Turn your body over onto your back. Take your arms out to make a “T”, palms flat on the floor. Bring your Right foot up to your left hand in an Iron Cross Hold. - Slowly bring that right knee into your right armpit. Be sure to gently pull your leg from behind the knee on the hamstring and not on top of the knee to reduce stress on the joint. - Straighten that right leg, flex your right toe. If you are more flexible than cue students they may walk their hands up their leg to hold at the base of the calf muscle above the ankle. - Slowly lower the right leg and cue students we are going to repeat on the left side of the body. Take your arms out to make a “T”, palms flat on the floor. Bring your left foot up to your right hand in an Iron Cross Hold. - Slowly bring that left knee into your left armpit. Be sure to gently pull your leg from behind the knee on the hamstring and not on top of the knee to reduce stress on the joint. - Straighten that left leg, flex your left toe. If you are more flexible than cue students they may walk their hands up their leg to hold at the base of the calf muscle above the ankle. - Hug both knees into your chest. - Release your legs. Bring your knees to a 90 degree angle stacked over your hips, flex your toes. Have arms out to a “T” palms down to the ground. Slowly lower your knees to the right and turn your head to look to the left. Cue students to keep both shoulders square on the floor. - Slowly rotate that same movement to the other side. Lower your knees to the left and turn your head to look to the right. Cue students to keep both shoulders square on the floor. - Sit up with excellent posture in Butterfly Stretch. - Extend your feet a little away from your body and reach your arms attempting to bring your nose to your toes in a deeper stretch. - Tuck your Right leg into your groin, bring the left foot over so it is parallel to the right thigh, bring your right elbow over the left knee drawing your chest toward the left thigh in a Pretzel Stretch. - Slowly release and repeat on the other side. Tuck your Left leg into your groin, bring the right foot over so it is parallel to the left thigh, bring your left elbow over the right knee drawing your chest toward the right thigh in a Pretzel Stretch. - Slowly extend your legs straight out in front of you. Keep your toes flexed and pointed to the ceiling. Sit up tall, have good posture and raise your hands up to the ceiling. Stretch and reach for the ceiling then slowly bend forward to reach and touch your toes. - Slowly lift your arms back up towards the ceiling sitting up with good posture. Reach and stretch then gradually roll your body flat on it’s back on the floor, pointing your toes and stretching your arms in a final Full Body Stretch. Closure: While the students are lying in the Full Body Stretch cue them to do another 6 rounds of deep breathing. With each exhalation have them do a full body scan of how their major muscle groups feel after that recovery workout. Also have them reflect about how they feel mentally after the recovery workout. (Is their body more relaxed, heart rate lowered, etc.) Assessment : This would be more for a formative assessment day. Are the students able to follow teacher cues/prompts as directed throughout the series? Supplemental Information: Modifications: Always tell students that stretching/recovery should not be painful so if their body can’t move through the full range of motion to position themselves so they feel an easy stretch but not an aggressive pull on their muscles. Safety Precautions: Make sure students have a clear space around them because some students may lose their balance and fall over during the workout. Comments (adaptations for various grades/ages, teaching styles, etc.) If the teacher wants you could play soothing, relaxing music in the background to create a more calming atmosphere.	oercommons	2025-03-18T00:37:41.779665	07/21/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69960/overview", "title": "Active Recovery/Stretch Series", "author": "Michelle Fisher" }
https://oercommons.org/courseware/lesson/116503/overview	Christmas traditions around the world Overview Las siguientes actividades han sido diseñadas para una WebQuest dirigida a alumnos de 1º de Bachillerato con un nivel B1 de inglés. La propuesta de actividades online fomenta el desarrollo de la competencia intercultural y el trabajo colaborativo. Además, los alumnos podrán desarrollar su pensamiento crítico comparando sus hábitos con los de otros compañeros. -------------------------------------------------------------------------------------------------------------------------------- The following activities has been designed for a WebQuest addressed to 1º Bachillerato students with a B1 level of English. The proposal of these online activities encourages the development of intercultural competence and collaborative work. In addition, learners will be able to develop their critical knowledge by comparing their habits with those of other classmates. How do we celebrate Christmas? Activity 1 - Discussion on the Topic The countdown for Christmas celebrations has started. Do you usually celebrate Christmas? If you do, what types of activities do you do? If you don't, why? If it's not part of your culture, do you celebrate a similar tradition? Use the link given and visit Padlet and write an entry answering the questions (125 - 150 words). Activity 2 - Video Watching Activity Once you have exchange ideas with your classmates in Padlet, watch the video about how Christmas is celebrated in different countries of the world and answer some questions in Edpuzzle. Now go back to Padlet and give your opinion to at least one of your classmate's traditions (150 - 200 words). Try to send make a comment to a person who has not received one. - Do you share anything in common? - Is there anything that surprised you? Activity 3 - Vocabulary Ready for a competition? The video contained many words related to Christmas traditions. Did you understand all of them? Check your comprehension by matching the following words to their meanings in Kahoot. Provide your answers in the forum by clicking on the link or scanning the following QR:	oercommons	2025-03-18T00:37:41.797564	06/01/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116503/overview", "title": "Christmas traditions around the world", "author": "Romina Heis" }
https://oercommons.org/courseware/lesson/108751/overview	Beginning Sound Practice Overview This is practice for students to match beginning sounds to pictures. They will practice identifying the beginning sound and then finding the matching letter. Beginning Sound Practice and adapted OER by Amberli Chastang, Creative Commons Attribution, Original work by Mallory Durden: https://oercommons.org/courseware/lesson/83255/overview This OER has been adapted by redesigning the PowerPoint to include more graphics, audio, examples, and instructional video. The resources for practicing beginning sounds have been included to reinforce ideas from the original work by Mallory Durden, but to provide realistic images, audio for clarification and accessibility, and a visual review of skill. Beginning Sound (OER adaptations) Overview: This is practice for students to match beginning sounds to pictures. They will practice identifying the beginning sound and then finding the matching letter. Beginning Sound Practice and adapted OER by Amberli Chastang, Creative Commons Attribution, Original work by Mallory Durden:https://oercommons.org/courseware/lesson/83255/overview This OER has been adapted by redesigning the PowerPoint to include more graphics, audio, examples, and instructional video. The resources for practicing beginning sounds have been included to reinforce ideas from the original work by Mallory Durden, but to provide realistic images, audio for clarification and accessibility, and a visual review of skill.	oercommons	2025-03-18T00:37:41.860026	09/22/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108751/overview", "title": "Beginning Sound Practice", "author": "Amberli Chastang" }
https://oercommons.org/courseware/lesson/93187/overview	Big Party Glasses Overview Enhancing eye contact Eye Contact Age of Child: 3 Setting: Not mentioned Area of Challenge: Eye Contact. Activity name: Big Party Glasses Objective: Enhancing eye contact Description: Buy big party glasses and stickers that may seem attractive to the child. Put on the glasses and let the child stick a sticker on your eyes every time they responded to you calling them after a specific time period of eye contact. Example: SIT: “Omar “Omar: “yes” {with eye contact} after 2 seconds SIT gives him a sticker and asks him to put it on his eyes, next time it would be 3 seconds, and so on and so forth. Activity materials: Number or amount \| Items \| 1 – 2 sheets \| small stickers that are Appeling to the child \| 1 \| Big party glasses \| 00 \| Item Name \| \|	oercommons	2025-03-18T00:37:41.874778	Nadeen Abu-Zeid	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93187/overview", "title": "Big Party Glasses", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/20320/overview	8th Grade Color Wheel- Kimberly Barent/Hannah Conner Overview Lesson Plan Date: 1/16/18 Grade Level: 8 Concept: Color Wheel Objectives:Students will demonstrate knowledge of color wheel in pairs by receiving 10/10 points on an assignment at the end of lesson. Introduction: Utilize prior knowledge of primary and secondary colors to incorporate new concepts of complementary colors. Motivational Device- Red dot on white board, introduction to complementary colors Vocabulary: Primary, secondary, complementary, cool and warm colors, and ROY G BIV. Body of Lesson: Ask student’s favorite color to transition into previous knowledge primary and secondary colors. Relate favorite colors or colors around the room to the color wheel and explain primary and secondary color relationships. Use red dot optical illusion to introduce complementary colors (motivational device). Introduce color wheel assignment (worksheet). Accommodations/Modifications: ADHD- Allow student(s) to stand or sit on exercise ball while working. Multiple Intelligence(s) Addressed: Linguistic- Provide alternate activity. Assessment: Color wheel assignment. Materials: Red paper, colored pencils, color wheel example, blank assessment Standards: HSE.MS.8.18- Understand Color Theory Section 1 Lesson Plan Date: 1/16/18 Grade Level: 8 Concept: Color Wheel Objectives:Students will demonstrate knowledge of color wheel in pairs by receiving 10/10 points on an assignment at the end of lesson. Introduction: Utilize prior knowledge of primary and secondary colors to incorporate new concepts of complementary colors. Motivational Device- Red dot on white board, introduction to complementary colors Vocabulary: Primary, secondary, complementary, cool and warm colors, and ROY G BIV. Body of Lesson: Ask student’s favorite color to transition into previous knowledge primary and secondary colors. Relate favorite colors or colors around the room to the color wheel and explain primary and secondary color relationships. Use red dot optical illusion to introduce complementary colors (motivational device). Introduce color wheel assignment (worksheet). Accommodations/Modifications: ADHD- Allow student(s) to stand or sit on exercise ball while working. Multiple Intelligence(s) Addressed: Linguistic- Provide alternate activity. Assessment: Color wheel assignment. Materials: Red paper, colored pencils, color wheel example, blank assessment Standards: HSE.MS.8.18- Understand Color Theory	oercommons	2025-03-18T00:37:41.893078	01/23/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20320/overview", "title": "8th Grade Color Wheel- Kimberly Barent/Hannah Conner", "author": "Hannah Conner" }
https://oercommons.org/courseware/lesson/67627/overview	Small practice problem on Probability Overview http://www.iosrjournals.org/iosr-jbm/papers/Vol19-issue11/Version-3/H1911035459.pdf OER Thank for OER IMG-20200418-WA0007 Download View Article http://www.iosrjournals.org/iosr-jbm/papers/Vol19-issue11/Version-3/H1911035459.pdf	oercommons	2025-03-18T00:37:41.920562	05/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67627/overview", "title": "Small practice problem on Probability", "author": "Dr.G. Linganna" }
https://oercommons.org/courseware/lesson/121978/overview	Education Standards Grade 5_Lesson 4_ Teacher Prep_The myth of race BBC Ideas OR_Grade5_LaborAndJustice-pt2_EN Grade 5 Lesson 4: Labor and Justice (Part Two) Overview Students will learn about who benefitted from enslavement in America and explore the economic roots of slavery. Students will explore how they can use their words, actions, or creativity to confront injustice they see or experience. Grade 5 Lesson 4: Labor and Justice (Part Two) Students will learn about who benefitted from enslavement in America and explore the economic roots of slavery. Students will explore how they can use their words, actions, or creativity to confront injustice they see or experience.	oercommons	2025-03-18T00:37:41.940458	11/15/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121978/overview", "title": "Grade 5 Lesson 4: Labor and Justice (Part Two)", "author": "Elizabeth Schroeder" }
https://oercommons.org/courseware/lesson/105130/overview	Portfolio Assessment Overview Portfolio assessment is a comprehensive method of evaluating an individual's progress, achievements, and skills by collecting and reviewing a collection of their work samples. This collection, or portfolio, showcases a person's best examples of projects, assignments, or artifacts that demonstrate their abilities, growth, and learning journey over time. By examining a portfolio, educators, employers, or evaluators can gain a deeper understanding of an individual's strengths, weaknesses, and overall development. Portfolio_Assessment_RadejQB.docx Portfolio assessment is a comprehensive method of evaluating an individual's progress, achievements, and skills by collecting and reviewing a collection of their work samples. This collection, or portfolio, showcases a person's best examples of projects, assignments, or artifacts that demonstrate their abilities, growth, and learning journey over time. By examining a portfolio, educators, employers, or evaluators can gain a deeper understanding of an individual's strengths, weaknesses, and overall development.	oercommons	2025-03-18T00:37:41.952564	Camel Villafuerte	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105130/overview", "title": "Portfolio Assessment", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/116688/overview	Education Standards HistoryTok Overview This resource is an engaging way to get your students in U.S. History or U.S. Government thinking about the founding principles of the U.S. Consitutiton. After learning about the basics of the Enlightenment Period and guided principles used in the creation of the U.S. government, students can think critically about topics and create a short satiracal video on TikTok. Assignment Guidelines This lesson is to be used after teaching students about the foundations of the U.S. Government system in grades 10th-12th. It is a fun, relevant way to get your students to think critically about the important people, documents, and concepts that shape our country. Depending on your school's cell phone policy, you may need to ask permission in order to do this project. You may also want to have a second option, such as a political cartoon, for any students that do not have a cell phone, TikTok, or are not comfotable on camera. #HistoryTok Project You need to create a Tik Tok about one of the topics from Foundations of the U.S. Government. Your Tik Tok must meet the requirements below. Requirements - Must cover one of the approved topics or an alternative topic approved by the teacher - Must be no shorter than 45 seconds and no longer than 2 minutes in length - Must be original content not something that has already been done - Anyone in your video must have agreed to be in your video (don’t film someone who doesn’t know you’re filming them or who didn’t agree to let you use the footage) - Video doesn’t have to be public it can be private - All public videos must contain the appropriate hashtags - Video cannot include profanity - Video should not trash talk the subject - Videos can be collaborations Approved Topics: - Thomas Hobbs - John Locke - Montesquieu - Rousseau - Social Equality - Constitutionalism - Separation of Powers - Social Contract - Divine Right - Rule of Law - English Bill of Rights - Common Sense - Declaration of Independence - Republicanism Rubric: \| Scoring Category \| Points \| \| Educational Quality: Would a teacher put this in their lesson powerpoint to teach this topic? Is the information historically correct and relevant? \| /20 \| \| Basic Requirements: Length of time, profanity?, hashtags, approved topic, etc \| /20 \| \| Creativity: How does this masterpiece move people? Does it make people laugh, is it relatable, does it make you want to cry, are the transitions on point, video quality, what sets this apart? \| /10 \| \| Final Score: \| /50 \|	oercommons	2025-03-18T00:37:41.981702	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116688/overview", "title": "HistoryTok", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/109127/overview	4th Grade Scientific Observation Lesson Overview This is a fun outoor lab for students' to understand the nature surrounding them. 4-ESS2-1 Earth's Systems This leson is meant to get the students' outdoors! Fresh air is good for everyone so why not get some while studying the enviroments that they are constantly around. The materials for this lesson are all included in the slides!	oercommons	2025-03-18T00:37:41.997884	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109127/overview", "title": "4th Grade Scientific Observation Lesson", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/108388/overview	Designing a SmartShoe for Blind People Overview We designed a smartshoe for blind people so that they can sense when they encounter an obstacle. Designing a SmartShoe for Blind People We designed a smartshoe for blind people so that they can sense when they encounter an obstacle.	oercommons	2025-03-18T00:37:42.014330	09/08/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108388/overview", "title": "Designing a SmartShoe for Blind People", "author": "Ozge Bayat" }
https://oercommons.org/courseware/lesson/115627/overview	EDIT-027 Final Project Overview This is EDIT-027 Final Project Human Biology Topic: Mitosis Assessment: A short answer assessment that demonstrates the understanding of mitosis Student Learning Outcomes: - Describe the stages of mitosis. - Describe the movement of chromosomes and chromatids during mitosis. - Determine the chromosome content of cells during various stages given information about the n or 2n number of the cell. Description: I have adapted the figure of mitosis from OpenStax. I have transformed it by writing the description of mitosis before the figure. What is mitosis? Mitosis is a type of cell division that happens in all cells of our body. It is a process that allows for the growth, repair, and replacement of cells in multicellular organisms. Mitosis is when a cell divides to produce two identical cells genetically identical to the parent cell. Mitosis consists of several steps that are illustrated below. Figure 6.4 Animal cell mitosis is divided into five stages—prophase, prometaphase, metaphase, anaphase, and telophase—visualized here by light microscopy with fluorescence. Mitosis is usually accompanied by cytokinesis, shown here by a transmission electron microscope. (credit "diagrams": modification of work by Mariana Ruiz Villareal; credit "mitosis micrographs": modification of work by Roy van Heesbeen; credit "cytokinesis micrograph": modification of work by the Wadsworth Center, NY State Department of Health; donated to the Wikimedia foundation; scale-bar data from Matt Russell) CC BY 4.0 DEED Assessment: - During which phase of mitosis do we have twice as many chromosomes? - If a cell has 20 chromosomes (total), how many chromosomes will be present during the metaphase of mitosis? During anaphase? In the two daughter cells? - An organism has 7 pairs of chromosomes. How many chromosomes are present during metaphase? During anaphase? In the cells that have completed mitosis. - An organism has 15 chromosomes in its somatic cells. The cell undergoes mitosis but cytokinesis fails to happen. How many chromosomes are present in the cell? Licensing: - CC BY 4.0 DEED (for the figure) - Mitosis © 2024 by Unbareen A Ansari is licensed under CC BY 4.0 Citation: Fowler, S., Roush, R., & Wise, J. (2013, April 25). Concepts of Biology. Retrieved from https://openstax.org/books/concepts-biology/pages/6-2-the-cell-cycle	oercommons	2025-03-18T00:37:42.032501	04/30/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115627/overview", "title": "EDIT-027 Final Project", "author": "Unbareen Ansari" }
https://oercommons.org/courseware/lesson/115146/overview	Motivational video Can you feel your heart? Overview This lesson has been develop for 4th graders and it is connected to science, where English works as a medium of instruction. Taking into account the importance of the heart, we consider neccesary to start instructing the little ones with information related to heart as they can go creating self counciousness regarding the neccesity of caring about our own hearts. Quick Look Grade: Level 4th TIME REQUIRED: 40 minutes Lesson Dependency: None Subject Areas: Biology/English Summary SUMMARY: This lessons aims to describe the importance of the heart, as well as how students should have in mind the necessity to take care of their hearts, giving them the opportunity to know the most common strategies they can implement in their daily life so as to protect their hearts. Also, throughout this lesson, students will be able to acknowledge some of the main parts of the heart and the way it works. By developing this lesson, students will develop socio cultural competencies, related to daily national health problems, about science, structure and function of the heart, as well as the English subject, being this last one the medium of instruction. Science Connection SCIENCE CONNECTION: Using English as a medium of instruction may result in a very useful teaching tool. The heart it’s a very important part of our bodies and due to its important work it is also necessary to take care of it. That is why the students will learn some strategies as well as create new ones in pro of the protection of the heart, in a sense that may contribute to the public health system of our country. Learning Objectives LEARNING OBEJCTIVES: Recognize the different parts that compose the human heart, as well as its function and its importance. Develop citizenship competencies by promoting the importance of taking care of the heart in society. Identify the main current problems related to national health issues Educational Standards EDUCATIONAL STANDARDS: - I recognize the importance of the human heart as well as some strategies to promote the care of their own and classmates. - I analyze some vocabulary in ENGLISH related to the human heart, as well as the strategies that help to promote its care. Materials MATERIALS: CARDBOARD, PLASTICINE, MARKERS, SCISSOR, COLORED PENCILS. Motivation MOTIVATION: For this stage of the class, T shows a song to the students and asks them to dance and sing. The song is related to body parts. Find attached the link to the video at the end. This section is important as it allows students to be more engaged in the class and paying close attention to the details. It is necessary that the teacher makes the topic more interesting, that is to say use a more dynamic sequence. This is necessary since students may get bored and frustrated if they do not understand anything. It is also necessary to monitor students in each of the stages of the class to check their work as well as questions that may emerge during the session. To make students feel more engaged with the topic, it is neccesary to check some of the strategies used to take of out hearts. Lesson background and concepts for teachers LESSON BACKGROUND AND CONCEPTS : Find information related to the heart. (However, reading this long piece of information might be uninteresting for students, then it is necessary for the teacher to study a little about the heart before starting the lesson. The Heart, Blood and Valves The heart is a four chambered, muscular organ (about the size of your fist) that pumps blood throughout the body. The vascular system is made up of arteries which carry blood away from the heart, capillaries where the exchange of gases and nutrients takes place between blood cells and body tissues, and veins which return deoxygenated blood to the heart. Together, these blood vessels provide an efficient delivery route for blood throughout the body. Blood cells are the actual vehicles that transport the nutrients and waste products. Blood also helps regulate body temperature and protects humans from bleeding to death after an injury occurs by creating a barrier or clot. Blood is made up of 5% plasma, 50% water, 44% red blood cells, and 1% white blood cells and platelets. Heart Parts: The heart is divided in several parts, where each of the has a very complex task. Lesson Closure LESSON CLOSURE: Making your own heart For this stage of the class T asks students to make their own heart using plasticine. After each student finishes their task, T asks students to put different ways to prevent heart diseases in a piece of cardboard. The heart and the cardboard are going to be used in another session, in which they will expose their creations and explanations.	oercommons	2025-03-18T00:37:42.066471	Fernando Quintero	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115146/overview", "title": "Can you feel your heart?", "author": "Lesson" }
https://oercommons.org/courseware/lesson/105040/overview	Education Standards 24_Grade K Version with Guidance_v5.2.7 K.DR.B.2 OREGON MATH STANDARDS (2021): [K.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: K.DR.A.1 Cluster: K.DR.A - Pose investigative questions and collect/consider data. STANDARD: K.DR.A.1 Standards Statement (2021): Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by sorting and counting. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| N/A \| 1.DR.A.1 \| N/A \| [new content] K.DR.A Crosswalk \| Standards Guidance: Clarifications - Expectations in this domain should be taught throughout the year and applied contextually to the current expectation and real-life events. Boundaries - Limit category counts to be less than or equal to ten. - At this grade level, more support is needed with formulating statistical questions. Students should be given guidance when developing statistical investigative questions. - This standard should be taught throughout the year. Terminology - Collecting data would refer to student generating data sets, such as counting and recording the frequency of an event. - Considering data refers to existing data sets given to students by a teacher for consideration. - The terminology below is used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective. - A statistical investigative question is one that requires data that will vary. Teaching Strategies - Students should be provided with support strategies for collecting and organizing their data. Examples - “How did you get to school today?” - “What is your favorite _____?” 2021 Oregon Math Guidance: K.DR.B.2 Cluster: K.DR.B - Analyze, represent, and interpret data. STANDARD: K.DR.B.2 Standards Statement (2021): Analyze data sets by counting the number of objects in each category and interpret results by classifying and sorting objects by count. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| N/A \| 1.DR.B.2 \| K.GM.C.8 \| K.MD.B.3 K.DR.B Crosswalk \| Standards Guidance: Clarifications - Students sort and classify objects using one or more attributes or relationships. - Kindergarten students should have experience sorting objects by characteristics such as heavier, lighter, longer, and shorter (compare to benchmark item). Terminology - The terminology below is used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective. - Attributes – characteristics (i.e., length, height, width, or weight) Boundaries - Categories should have no more than 10 objects. In later grades, students will represent data in pictographs and bar graphs. - In Kindergarten, students should be able to use friendly language to explain their data and answer the overall question. Teaching strategies - Students could display their data using objects and pictures. - Represent the findings from generated questions using objects and pictures. - Explain the findings based on the data collected and represented on graphs. Progressions - Students in Kindergarten classify objects into categories, initially specified by the teacher and perhaps eventually elicited from students. For example, in a science context, the teacher might ask students in the class to sort pictures of various organisms into two piles: organisms with wings and those without wings. Students can then count the number of specimens in each pile. Students can use these category counts and their understanding of cardinality to say whether there are more specimens with wings or without wings. (Please reference page 5 in the Progression document). Examples - Illustrative Mathematics:	oercommons	2025-03-18T00:37:42.113628	06/09/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105040/overview", "title": "OREGON MATH STANDARDS (2021): [K.DR]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/116859/overview	INSTRUCTIONAL DESIGN OER: Weekly Assignment Resources Overview In an online educational setting, teacher clarity is key. The weekly assignment resource tutorial provides step-by-step instructions on how to organize your online course to benefit subs, paras, tutors, other teachers, and most of all, students. Weekly Assignment Resources Teacher Tutorial: Weekly Assignment Resources	oercommons	2025-03-18T00:37:42.130016	06/15/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116859/overview", "title": "INSTRUCTIONAL DESIGN OER: Weekly Assignment Resources", "author": "DeLaina Tonks" }
https://oercommons.org/courseware/lesson/55667/overview	Education Standards Setting SMART Goals Overview This is a lesson on learning about and using SMART goals in the short and long term for high school students. Wants & Needs to SMART Goals Have students list things that they want and things that need now and in the future. Direct Instruction: Teach what each letter in a SMART goal stands for. Have students practice creating SMART goals in groups. Worksheet: Have students complete the SMART goals time capsule page. This can be pulled back out and reviewed throughout the year and especially at the end of the year. I used this with 9th graders and then put the sheet in those students graduation packets. SMART Goals Time Capsule S-Specific- What do you want? M- Measurable- How will you know when you have it? A- Attainable- How can you do it? R- Relevant/Realistic- Is it worth it/can you do it? T- Timely- By when? \| S \| I want to earn \| \| M \| $5.00 \| \| A \| By doing a chore for my mom \| \| R \| If she agrees \| \| T \| By the end of the week. \| \| S \| \| \| M \| \| \| A \| \| \| R \| \| \| T \| By the end of ninth grade \| Name: _______________________________ \| S \| \| \| M \| \| \| A \| \| \| R \| \| \| T \| By the end of high school \| \| S \| \| \| M \| \| \| A \| \| \| R \| \| \| T \| By the end of college/tech school \| WANTS	oercommons	2025-03-18T00:37:42.158366	Education	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/55667/overview", "title": "Setting SMART Goals", "author": "Communication" }
https://oercommons.org/courseware/lesson/91545/overview	Lesson Plan: Gamification and social-emotional learning Overview Here is the lesson plan overview for lesson plan #1 for grade 4 students for social emotional learning. They are taught how to create managble and timely goals. Lesson plan 1: Creating manageable and reasonable goals in the classroom https://www.youtube.com/watch?v=BAii6YG-nps	oercommons	2025-03-18T00:37:42.175150	04/03/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91545/overview", "title": "Lesson Plan: Gamification and social-emotional learning", "author": "Ayan Ismail" }
https://oercommons.org/courseware/lesson/115647/overview	Pacing Guide: Global Studies Course Overview This resource is a pacing guide for a course in Global Studies that includes nine units. Each unit contains information on its historical content, written content, time frame, and skills or projects related to the unit material. Attachments The attachment for this resource is a sample pacing guide for a global studies course that combines history and literature instruction. It provides the history and literate topics covered in each unit, the amount of time it should take to complete each unit, and any major skills or projects that students should work on with significant blank space for educators to adapt their own assignments to fit into the course. About This Resource The sample resource included here was submitted by a participant in a one-day workshop entitled, "Hot Topics in World History" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event. This resource was contributed by James Walsh, a high school educator in Virginia.	oercommons	2025-03-18T00:37:42.193499	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115647/overview", "title": "Pacing Guide: Global Studies Course", "author": "Full Course" }
https://oercommons.org/courseware/lesson/101124/overview	MCOB unit 2 MCOB Unit 3 MCOB Unit 4 MCOB Unit 5 Management Concepts and Organizational Behaviour Overview These notes are very useful for all MBA students. It describes management concepts and organizational behavior. UNIT- I - NATURE AND THEORIES OF MANAGEMENT UNIT-II - NATURE AND THEORIES OF MANAGEMENT UNIT-III -INDIVIDUAL BEHAVIOUR UNIT-IV - GROUP BEHAVIOUR UNIT-V -EMERGING ASPECTS OF ORGANIZATIONAL BEHAVIOUR	oercommons	2025-03-18T00:37:42.216029	02/18/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101124/overview", "title": "Management Concepts and Organizational Behaviour", "author": "Dr. Raji Jennet" }
https://oercommons.org/courseware/lesson/111239/overview	Infografía: El conectivismo Overview “La educación es un proceso sociocultural mediante el cual una generación transmite a otra saberes y contenidos valorados culturalmente, que se expresan en los distintos currículos, tanto los de los niveles básicos como los de los superiores. Dichos contenidos deberán ser aprendidos por los alumnos de la forma más significativa posible. Esto quiere decir que los contenidos curriculares deben ser presentados y organizados de manera tal que los alumnos encuentren en ellos un sentido y un valor funcional para aprenderlos.” (Hernandez Rojas, 1998, pág. 131) Conectivismo https://drive.google.com/file/d/1XwEDu6FA_KWWZwEEpUuEWmJ7e_Z1c66U/view?usp=drive_link	oercommons	2025-03-18T00:37:42.229090	12/19/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/111239/overview", "title": "Infografía: El conectivismo", "author": "Ana Luisa Gastelum Lopez" }
https://oercommons.org/courseware/lesson/65230/overview	Why and Who Overview If you have found yourself stumbling across this resource, chances are you are either well versed in the lack of support gifted children often face in a traditional learning environment and if not, then consider this your 'aha' moment. Parents, educators, and other support service personnel can use this free resource to find local and national resources to academically and socially-emotionally support gifted children ages 5+. While the local resources are targeted specifically to the Triangle Area, the state and national resources can be used respectively. Here, you will find a comprehensive collection of organizations, academic enrichment opportunities, gifted testing providers, and online networking opportunities to ensure your child is supported academically and social-emotionally both at school and home. Research Explains Why Gifted Children Need More Baer, J., Kaufman, J., Kim, K. H., & Sriraman, B. (2013). Creatively gifted students are not like other gifted students: Research, theory, and practice (5). Rotterdam: Sense Publishers. Dabrowski, K. (1966). On authentic education. Unpublished manuscript. Here, you will find a comprehensive collection of organizations, academic enrichment opportunities, gifted testing providers, and online networking opportunities to ensure your child is supported academically and social-emotionally both at school and home. In brief, for gifted students to reach their academic potential they innately possess, support from teachers, parents, and other personnel must be consistent and ongoing. With only limited resources (funding, trained professionals, etc.) available to support students with learning differences, the gifted students become the last priority. This results in gifted students' full potential to be in jeopardy, not to mention the list of 'snowball effects' in other areas, such as behavior and peer relationships. You will see one commonality among all resources: creativity. All resources incorporate outlets for students to express their creativity and uniqueness in a variety of ways. Research has shown that teachers categorize creativity as an extra-curricular, a separate entity entirely from academic instruction. With creativity being one of the six possible indicators of giftedness, researchers have urged for creativity to be a responsibility of all educators, on par with academic instruction (Baer et al, 2013). The late Kazimierz Dabrowski, a polish psychologist, psychiatrist, and physician widely known for the development of 'Positive Integration', argued that children's potential should be seen n all aspects of their personality, not solely academics and, most importantly, not only at school. He continued to press the importance of evaluating children's performance and behavior within the classroom, at home, and in general society (Dabrowski, 1966). SENG (Social Emotional Needs of the Gifted) and TECA (Twice Exceptional Children's Advocacy) are two resources specifically for intended parents, teachers, and other personnel who work specifically with twice-exceptional children. Twice-exceptional is defined as, "students who have outstanding gifts or talents and are capable of high performance, but who also have a disability that affects some aspect of learning (NEA). When using the word 'disability' when referencing twice-exceptional students is not intended to address these students' weaknesses, but to highlight the need for equitable support services as non-gifted peers diagnosed with the same disabilities. Disabilities that define students as twice-exceptional include physical, sensory, Asperger Syndrome, emotional and/or behavioral disorders, Attention-Deficit/Hyperactivity Disorder, and learning disabilities. The last disability category, learning disabilities, is the most contradictory, in terms of providing services equitably among diagnosed students. Many students in this last category are denied services either because their disability does not impact academic performance or because their giftedness and disability work in tandem, resulting in average academic performance masking their twice-exceptionality (NEA, 2006). The resources available for access each provide creative, unique ways to support gifted and twice-exceptional children, ages 5+.	oercommons	2025-03-18T00:37:42.241978	04/14/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65230/overview", "title": "Why and Who", "author": "Julie Cronin" }
https://oercommons.org/courseware/lesson/65196/overview	Gifted Today Blog Instagram Page Program Options and Details Local Resources Overview Local organizations in and around Wake County, NC Step Ahead Gifted Academy (SAGA) Step Ahead Gifted Academy is a non-traditional learning environment in Cary, NC, built on the belief that earning is a continual social, emotional, and academic process. Focusing attention on both academics and social-emotional development equally, SAGA bridges the gap between a homeschool environment and a private, small learning setting. SAGA provides gifted students ages 5+ with a research based curriculum. Curriculum is individualized for each student to allow students to be appropriately challenged, leading to growth in all academic areas. SAGA’s program offers: - Data driven instruction tailored to the specific needs of each student - Flexible scheduling, both in daily instruction as well as across the curriculum - An understanding, supportive community where parent and student input is valued and encouraged - A small teacher to student ratio to provide individual and small group instruction - Project based instruction to promote creative, collaborative learning with clear connections to the real world - Additional support services are offered through, but not limited to, our local partner Collaboration Wynns Family Psychology. Step Ahead Gifted Academy is for families with students ages 5+ in the Triangle area looking for a non-traditional, parent-teacher collaborative approach to their gifted child’s education. Talent Identification Program (TIP) Duke University The Duke TIP Program (Talent Identification Program) is a non-profit organization founded in 1980 in Durham, NC. Starting in fourth grade, qualifying students can have access to above-grade level testing, enrichment opportunities, accelerated learning programs, and cutting-edge research on the social, emotional, and educational factors that many gifted children face. From ‘Scholar Weekends’ to ‘Summer Studies’, Duke TIP offers many options to support gifted families in the community. Duke TIP is for families, with qualifying children fourth grade and beyond, looking for enrichment opportunities, summer programs, testing opportunities, and supplemental courses during the academic school year. Duke University (2020, April 13). What is Duke Tip? http://tip.duke.edu/	oercommons	2025-03-18T00:37:42.262973	Julie Cronin	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65196/overview", "title": "Local Resources", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/95100/overview	Does Funding for Education Matter in Texas? Overview From the 1960s to the 1990s, economically-disadvantaged school districts, primarily Latino, in Texas struggled to gain more adequate funding for their children's education. At first halted by a Supreme Court ruling, one leader gained additional support and continued pressing the issue, with the result that eventually the Court reversed its stance and required the state to develop a more equitable funding plan. Students will consider the historic actions taken by the communities and the Court and how their own community action can and should make a difference. Why Is Working for Fair Treatment Important? Activity Plan Template- Educator Program Title: Does Equal Funding for Education Matter in Texas? TPS (Teaching with Primary Sources) Western Region Location \| \| \| Instructional Level Intermediate Suggested length, 60-75 min. (may divide for two sessions) Overarching Question: Why is working for fair treatment important? \| \| Target Audience, Grades 5-8 \| Resources Used Standards ID.3-5.2: I know about my family history and culture and about current and past contributions of people in my main identity groups. DI.3-5.10: I know that the way groups of people are treated today, and the way they have been treated in the past, is a part of what makes them who they are. JU.3-5.15 I know about the actions of people and groups who have worked throughout history to bring more justice and fairness to the world. AC.3-5.20: I will work with my friends and family to make our school and community fair for everyone, and we will work hard and cooperate to achieve our goals. Ourselves Use the Big Paper (p. 11) strategy for main activity: students will self-select or be assigned as appropriate to heterogeneous groups for silent reflection within their own group first, and then to respond in writing to others’ written statements. Breaking silence and large group discussion will follow. Teacher Resources https://guides.loc.gov/latinx-civil-rights/sanantonio-isd-v-rodriguez, photo: https://www.loc.gov/resource/fsa.8a25652/ Photo: https://www.loc.gov/resource/hhh.tx0436.photos/?sp=1 Design Model Dimension 1, compelling questions D1.5.3-5. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions. Dimension2, disciplinary studies D2.2.3-5. Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate. Dimension 3, Evaluating sources and using evidence D3.3.3-5. Identify evidence that draws information from multiple sources in response to compelling questions. D3.4.3-5. Use evidence to develop claims in response to compelling questions. Additional sources: (Texas, not LOC, source for teacher reference): https://texaspolitics.utexas.edu/educational-resources/edgewood-isd-v-kirby Introductory Text/ Program justification: Equal funding for education in Texas is an ongoing struggle, particularly regarding the differences between resources for White students and those of color, the majority of whom are Latinx. In 1968, Demetrio Rodriguez led parents from low-income school districts to file a lawsuit claiming unfair disparity in school funding. The initial ruling was in their favor, but the state appealed. In 1973, the Supreme Court ruled that unequal funding of education was not discriminatory nor was equal education a fundamental “right.” In 1984, the same gentleman, joined by additional organizations, filed another lawsuit, and the opinion of the Court was reversed in 1992, twenty-four years after the initial suit was filed, forcing Texas to revise its education funding plan. (An extension lesson or activity could be an overview of Texas’ “Robin Hood” education funding plan, extracting tax dollars from wealthier districts, and re-distributing them to economically-disadvantaged areas. A role-playing debate with students taking wealthy- or impoverished-district arguments could be enlightening!) Materials needed: online devices or print materials and writing/drawing instruments; at least one online device to compile responses for online storage and display. Butcher/poster paper and markers for the main group activity. Technology: Access to LOC, or images and web page text can be printed; a simple but usable solution is online devices using the Seesaw app with a teacher-created classroom group for moderated posting and sharing Consumables & Copies: images printed as needed, copies of website historical summary as needed LOC Primary Source links https://guides.loc.gov/latinx-civil-rights/sanantonio-isd-v-rodriguez Powell, Lewis F., Jr, and Supreme Court of the United States. U.S. Reports: San Antonio School District v. Rodriguez, 411 U.S. 1. 1972. Periodical. Retrieved from the Library of Congress, <www.loc.gov/item/usrep411001/>. https://www.loc.gov/resource/fsa.8a5652/ Lee, Russell, photographer. Mexican boy in front of community water hydrant and sink, San Antonio, Texas. Mar. Photograph. Retrieved from the Library of Congress, <www.loc.gov/item/2017739441/>. https://www.loc.gov/resource/hhh.tx0436.photos/?sp=1 Historic American Buildings Survey, Creator, and Charles Anderson. Argyle House, 924 Patterson & Argyle-Alamo Heights, San Antonio, Bexar County, TX. Documentation Compiled After. Photograph. Retrieved from the Library of Congress, <www.loc.gov/item/tx0436/>. Vocabulary: Jurisdiction: the official power to make legal decisions Discriminatory: making unfair distinctions between people or things Unconstitutional: not according to the Constitution or its rules Inequitable: not equal or fair Affluent: rich, wealthy Plaintiff: a person who sues someone in court Fundamental: basic, important at the core Entity: something that exists independently, like a person, group, or organization Entry Activity/Task (suggest using pollev, active only 2 days, however) “How do you think money is important for a good/quality education?” (Single question, will have to be reactivated or recreated at time of presentation) Responses can also be paper or verbal and recorded. 7 min. to complete and discuss Large Group Activity/Task Review picture of “Mexican” boy, 19th century, San Antonio, Texas https://www.loc.gov/resource/fsa.8a5652/ Questions (Observe, Reflect, Question): What do you see? Why is this photo important? What do you wonder about? (Sample responses: extremely limited resources/poverty, dressed for school, looking for friends or transportation; waiting to be chosen for an activity...) Compare: review picture of home in Alamo Heights (area delineated in 1968 lawsuit) https://www.loc.gov/resource/hhh.tx0436.photos/?sp=1 Same Observe, Reflect, Question process (Could the boy, above, live here? How might the boy’s school and children from this home’s school be different? How might the boy feel when visiting this home or the school that the family’s children attend?) 10-15 minutes total for the leader to introduce, then students consider and discuss both images (This could be a break or dividing point for sessions one, two if needed.) Small group Big Paper activity Students are divided into heterogeneous groups for their main activity. Students have 15 minutes to read silently, reflect, and write responses regarding the historical summary from The Library, considering the questions, below: https://guides.loc.gov/latinx-civil-rights/sanantonio-isd-v-rodriguez (NOTE: the above and the following sections are done in silence, with exclusively written responses. If the leader determines, students may use simplified text, inserted at end of activity plan. Alternatively, text could be uploaded into OneNote for use with Immersive Reader.) 5 minutes to observe and add written comments to other groups’ written statements 10 minutes large group breaking silence and discussing their and other groups’ responses. To include in discussion: Observation questions: Who led the lawsuits in 1968 and 1984? (Same parent, D. Rodriguez) How much time passed between the first lawsuit being filed and state funding declared unconstitutional? (24 years) Were this leader’s children going to benefit? (Highly unlikely, but grandchildren) Reflect: Why perhaps did Mr. Rodriguez continue this struggle? (support his grandchildren, his community?) Action: Question: What do I notice that seems unfair at my school, and how can I help? Conclusion Activity/Task also serves as Assessment of Learning: (individually) Draw, write, or record your ideas/images of a fair education (e.g., What I learned about fair education; why action is necessary; what I will do to support fair treatment in my classroom and school.) This may be, but it is not limited to your ideal classroom. 10 min. Paper/pencil, shared Google Slides or PowerPoint; Padlet, Jamboard, Whiteboard or Flipgrid https://flipgrid.com/ad0cb272 (90 sec. Response) Student Learning Accommodations & Modifications: students may respond on paper, verbally, or digitally; heterogeneous groups; Immersive Reader available in Flipgrid for translation or text modification of topic, response captioning, and comments Multicultural Consideration: create a safe place for learners of all ethnic and socioeconomic backgrounds to express their opinions without fear of retaliation and/or criticism. Adapted from template by Creator: Morgen Larsen for NCCE.org Except where otherwise noted, this work is licensed under a Creative Commons Attribution 4.0 International License Web page text as simplified by Rewordify.com The 5-4 United States Supreme Court decision in San Antonio ISD v. Rodriguez (1973) ruled no (right guaranteed by the Constitution) to an equal education, held no violation of rights in Texas' school system, and reserved legal control/area of legal control and management of Texas' public school finance system to the state. On July 10, 1968, Demitrio Rodriguez and a group of San Antonio parents filed a class action lawsuit for minority students from poor school districts. Their lawyer, Arthur Gochman, criticized/insulted Texas' unfair public school finance system, and showed that the Edgewood district, with a mostly Mexican-American population, and one of the highest tax rates in the Bexar Country, received $37 per pupil, while the richer and (white American) students in Alamo Heights got $413 per pupil. A three-judge federal district court ruled in favor of the people (who sued or are suing someone) finding Texas' public school finance system (treating certain groups of people unfairly) based on wealth. They argued this inequality was (going against something in the Constitution) under the Equal Protection Clause of the 14th Change. Also, they ruled that education is a "basic" right. The State of Texas appealed the case to the U.S. Supreme Court. On March 21, 1973, Justice Powell delivered the Supreme Court decision stating that the "Equal Protection Clause does not require complete and total (state where all things are equal) of exactly equal advantages". What is more, the court ruled that the State of Texas had not "took away" any student access to education, a thing/business not protected by the 14th Change. They also found no happening (unfair treatment based on skin color, age, etc.) on the basis of wealth, and kept/held management of school money/giving money (to) methods to the state and its representatives. In 1984, Rodriguez v. San Antonio ISD (1973) led to another U.S. Supreme Court hugely important case: Edgewood Independent School District v. Kirby (1992), where Demitrio Rodriguez, the Mexican American Legal Defense and Educational Fund (MALDEF), and parent associations challenged Texas' school money/giving money (to) system again. In 1992, the Supreme Court ruled in favor of the people (who sued or are suing someone) and held Texas' school financing system (going against something in the Constitution).	oercommons	2025-03-18T00:37:42.292721	Jim Ekrut	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95100/overview", "title": "Does Funding for Education Matter in Texas?", "author": "Case Study" }
https://oercommons.org/courseware/lesson/101110/overview	المنزل الذكي Overview المنزل الذكي البدايه الرئيسيه يهدف الموقع الى معرفة ماهي المنازل الالكترونية وايضا عيوبها ومميزاتها وكم تكلفتها ومكونات المنازل الالكترونية وابرز تقنياتها وايضا معرفة لماذا يعد المنزل الالكتروني هو المستقبل . الموضوعات ماهي المنازل االالكترونية فوائد المنزل الذكي عيوب المنزل الاكترونية ابرز التقنيات التي ستحتاجها في منزلك مميزات المنازل الالكترونية كم يكلف المنزل الاكتروني مكونات المنزل الذكي ما لذي يمكن أن يفعله المنزل لماذا يعد المنزل الذكي هو المستقبل تعريف المنازل الالكترونية : هي المنازل التي يمكن إدارتها باستخدام تطبيقات واجهزة التحكم عن بعد عبر شبكة الانترنت حيث يضم العديد من الانظمة متعددة الوظائف واجهزة المراقبة والمستشعرات ويوفر لمالكيها الراحة والامان بالإضافة الى ترشيد استهلاك الطاقة والسهولة في تأدية المهام . ماهي فوائد المنازل الالكترونية: هو المكان الذي يمكن التحكم في أي مكان فيه بشكل رقمي. جرس الباب, الاضاءة الخاصة بك, أمن منزلك, التدفئة والماء كل شيء يمكنك التحكم فيه ومراقبتها والتحكم بها عن بعد من خلال التكنلوجيا. :مميزات البيت الذكي استهلاك اقل للكهرباء قد يعتقد البعض ان مثل هذه التكنلوجيا قد تحتاج الكثير من الطاقة لتنفيذها ولكن العكس هو الصحيح فهي تعمل على التقليل من استهلاك الكهرباء حياة اكثر راحة- - السلامة والامان- منزل اكثر رفاهية- يساهم في تطور حياة البعض- تكنلوجيا صديقة البيئة- تلفزيونيات ذكية - :مميزات البيت الذكي استهلاك اقل للكهرباء قد يعتقد البعض ان مثل هذه التكنلوجيا قد تحتاج الكثير من الطاقة لتنفيذها ولكن العكس هو الصحيح فهي تعمل على التقليل من استهلاك الكهرباء حياة اكثر راحة- - السلامة والامان- منزل اكثر رفاهية- يساهم في تطور حياة البعض- تكنلوجيا صديقة البيئة- تلفزيونيات ذكية - :مكونات المنزل الذكي البرتوكولz-wave البرالبرتوكول ZigBee تقنيه البلوتوث سماعات جوجل هوه الذكية سماعات امازون ايكو الذكية أدوات مراقبة درجات الحرار ة كمنظم Ecobee3 إقفال الباب الذكية جهاز CURB لمراقبة استهلاك الطاقة ابرز التقنيات التي ستحتاجها في منزلك الاكتروني : الذكاء الاصطناعي التطبيقي ورق الحائط الرقمي الروبوتات الآلية وتكنلوجيا التنظيف المنزلي الذاتي انظمة إدارة الموارد الصديقة للبيئة الاقفال الذكية الاضاءة الذكية التحكم الصوتي بكل منزل ذكي اجهزة مراقبة السلامة والصحة مع اجهزة استشعار الحركة الذكية يمكن الكشف عن التنقل داخل المنزل ويخبر ما اذا كان الناس في المنزل أو من زيارة سابقة او لص . يمكن رعاية الحيوانات الاليفة باستخدام حقول متصلة مع بعضها .يمكن رش الاعشاب والنباتات في أي وقت باستخدام أجهزة التوقيت المتصلة من نحن نحن طلبة قسم التكنولوجيا التعليم والمعلومات مستوى ثالث شعبة معلومات الدفعه العاشره.	oercommons	2025-03-18T00:37:42.341648	02/17/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101110/overview", "title": "المنزل الذكي", "author": "امة الرحمن الاشوال" }
https://oercommons.org/courseware/lesson/101780/overview	Introduction to Informatics Overview Introduction to Informatics Introduction to Informatics Welcome to our comprehensive analysis of the informatics field, where we delve into the various aspects of this dynamic field. Informatics is the study of information processing and computing technologies that are used to collect, store, process, and communicate information. It is a rapidly evolving field that encompasses several disciplines, including computer science, information science, and statistics. In this article, we aim to provide an in-depth analysis of the informatics field, including its history, current state, and future directions. Our goal is to provide a comprehensive overview of this field, including its sub-disciplines, applications, and emerging trends. History of Informatics The origins of informatics can be traced back to the early 20th century, when the first computers were developed. The first computer was the Electronic Numerical Integrator and Computer (ENIAC), which was developed in 1945. This machine was the size of a small room and used vacuum tubes to perform calculations. The ENIAC was the first computer that could be programmed to perform a specific task, and it marked the beginning of the computer age. In the following years, computer technology rapidly advanced, and by the 1960s, computers had become a critical tool in many industries. During this period, the field of information science emerged, which focused on the study of information processing, storage, and retrieval. Information science became the foundation for the modern field of informatics. Current State of Informatics Today, the informatics field has grown to encompass several sub-disciplines, including computer science, information science, and statistics. Each of these disciplines brings a unique perspective to the field of informatics. Computer science is the study of computing technologies and their applications. It encompasses several sub-disciplines, including artificial intelligence, machine learning, computer graphics, and human-computer interaction. Computer science is critical to the development of new technologies, such as smartphones, autonomous vehicles, and social media platforms. Information science is the study of information processing, storage, and retrieval. It includes several sub-disciplines, such as information management, information architecture, and information retrieval. Information science is critical to the development of information systems, such as databases, content management systems, and search engines. Statistics is the study of data and its analysis. It includes several sub-disciplines, such as data mining, statistical modeling, and machine learning. Statistics is critical to the development of data-driven applications, such as predictive analytics and decision support systems. Emerging Trends in Informatics The informatics field is constantly evolving, and new trends and technologies are emerging all the time. Some of the most significant emerging trends in informatics include: Big Data: With the explosion of data in recent years, the field of informatics is increasingly focused on the processing and analysis of large datasets. Big data technologies, such as Hadoop and Spark, are critical to the development of data-driven applications. Artificial Intelligence: AI is rapidly transforming many industries, and the informatics field is no exception. AI technologies, such as machine learning and natural language processing, are critical to the development of intelligent systems, such as chatbots and virtual assistants. Internet of Things: The IoT is the interconnection of physical devices, such as sensors and appliances, with the internet. The informatics field is critical to the development of IoT applications, such as smart homes and industrial automation. Conclusion In conclusion, the informatics field is a dynamic and rapidly evolving field that encompasses several disciplines, including computer science, information science, and statistics. It has a rich history, and its current state is characterized by the emergence of several sub-disciplines and the development of new technologies. With emerging trends, such as big data, artificial intelligence, and the Internet of Things, the informatics field is poised to continue its rapid growth and transformation. As the field of informatics continues to evolve, it presents exciting opportunities for researchers, practitioners, and businesses. The development of new technologies and applications is driving innovation and growth in many industries, and the demand for skilled professionals in the informatics field is increasing. If you are interested in pursuing a career in informatics, there are many paths you can take. Depending on your interests and skills, you may choose to specialize in computer science, information science, statistics, or one of the many sub-disciplines within these fields. To succeed in the informatics field, it is important to have a strong foundation in computer programming, data analysis, and information management. Additionally, strong communication and collaboration skills are essential, as many projects in the informatics field involve working with teams of professionals from diverse backgrounds. In conclusion, the informatics field is a fascinating and rapidly evolving field that offers exciting opportunities for those interested in technology, data analysis, and innovation. By staying up-to-date with emerging trends and technologies, and developing the necessary skills and knowledge, you can build a rewarding and fulfilling career in this dynamic field. References - "The Future of Jobs Report 2020" by the World Economic Forum, which provides insights into the growing demand for jobs in the field of technology and data analysis. - https://www.weforum.org/reports/the-future-of-jobs-report-2020 - "Introduction to Informatics" by the University of California, Irvine, which provides an overview of the field of informatics and its various sub-disciplines. - https://www.coursera.org/learn/introduction-to-informatics - "Informatics Skills Framework" by the UK government, which outlines the essential skills and competencies required for a career in the informatics field. - https://digital.nhs.uk/about-nhs-digital/our-work/nhs-informatics-skills-development-service/informatics-skills-framework - "Data Science for Business: What You Need to Know about Data Mining and Data-Analytic Thinking" by Foster Provost and Tom Fawcett, which provides an introduction to the fundamentals of data analysis and information management in the context of business. - https://www.amazon.com/Data-Science-Business-Data-Analytic-Thinking/dp/1449361323	oercommons	2025-03-18T00:37:42.363664	03/11/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101780/overview", "title": "Introduction to Informatics", "author": "Bekim Fetaji" }
https://oercommons.org/courseware/lesson/63738/overview	Education Standards Learnhive.net HS Biology Taxonomy Overview A brief lesson on Taxonomy using the 5 Kindom classification system, along with phylogenetic tree. 5 Major Kingdoms The classification Kindoms begin with single-cell Prokaryotic organisms (Monera) and pass through simple Eukaryotic organisms (Protista) then culminate in the trhee multicellular organisms (Fungi, Plantae, and Animalia). In this system all bacterias have been filed together in Monera. Monerans were very hard to differentiate since they don't have many structures to look at, until DNA, RNA, and proteins could be studied. Over 10,000 different species of Monerans have been identified. Organisms in the Kindom Protista are there because they lacked any characteristics that would allow them to be placed in any of the other four Kingdoms. About 100,000 species of protists have been identified. Fungi were originally classified as plants, but scientists have reclassified them into their own Kingdom and differentiate them by the structures they use for reproduction. Around 100,000 species of Fungi have been identified to date. There are over 260,000 species of plants in the Kingdom Plantea. These can be divided into two broad groups, vascular and non-vascular, with most plants falling in the vascular category and being distinguished by their very different physical characteristics. Taxonomists have suggested that there are at least 800,000 and as many as 12 million species in the Kingdom Animalia.Scientists have proposed more than 30 animal Phyla. Assessment Click the link below and take the Kahoot quiz. https://create.kahoot.it/share/kahoot-for-formative-assessment/9b496517-19bd-4ad7-9be6-1bec5692ae89 Create a phylogenetic tree showing the relationships between the 5 Kingdoms. Include the characteristics that distinguished each Kingdom from the previous Kingdom.	oercommons	2025-03-18T00:37:42.387044	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63738/overview", "title": "HS Biology Taxonomy", "author": "Assessment" }
https://oercommons.org/courseware/lesson/66953/overview	Learning Management Systems Training Resources Overview Training and support links for the four most widely used Learning Management Systems in Washington school districts (as identified in the annual state technology survey from the Washington Office of Superintendent of Public Instruction). Training and Support Resources for Commonly Used LMS Note: These four platforms were identified in the annual state technology survey from the Washington Office of Superintendent of Public Instruction (OSPI) as being the most widely used by districts across the state. Microsoft Teams Get Started with Microsoft Teams for Remote Learning \| Microsoft Resources for educators, educational leaders, or IT professionals getting educational institutions set up for remote learning. Additional resources for parents, caregivers, and students. Microsoft Teams Start \| Alice Keeler via YouTube Playlist of videos providing information on how to communicate with your class, assign assignments, and give feedback on student work using Microsoft Teams. Crafting a collaborative learning environment with Class Teams \| Microsoft Educator Center Free one-hour online course. Microsoft Teams meetings training \| Microsoft Part of a series of video trainings. This session deals with how to setup, join, and manage meetings in Microsoft Teams. Google Classroom Google’s Teach from Home Resources \| Google – Teach From Home Toolkit with videos, articles, and tutorials for teachers, schools, and families Google for Education Teacher Center \| Google for Education - Teacher Center Free online training courses designed for educators of all levels Teacher’s Essential Guide to Google Classroom \| Common Sense Media What is Google Classroom? And how are teachers using it? Learn more about this popular platform and how to use it with students. Canvas Tips for Using Canvas During a School Closure \| Instructure Curated list of recommendations and resources to get the most from Canvas during this tim Quick-start checklist for teaching with Canvas \| Instructure High-level overview of steps to take when transitioning from face-to-face to online learning with Canvas. Canvas How-to Guides \| Instructure Instructor, student, and administrator guides as well as reference documentation and technical resources. Schoology Getting Started with Schoology \| Schoology Videos, articles, and self-paced online courses to learn more about using Schoology for online learning. Schoology’s Distance Learning Readiness Kit \| Schoology Guidance resources to help keep learning going anywhere, anytime during the COVID-19 pandemic. Image by Sandra Schön from Pixabay Except where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners. This resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI.	oercommons	2025-03-18T00:37:42.420069	Dennis Small	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66953/overview", "title": "Learning Management Systems Training Resources", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/69485/overview	Education Standards Earth Systems - Grade 5 Overview Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC Lesson - Making Waves Student Science Performance Phenomenon: Tsunami waves are destructive and change Earth’s landforms. Gather: Students develop questions to obtain information about how changes in the geosphere cause changes in the hydrosphere. Students obtain information about the causes of tsunamis. (Teaching Suggestions: Video to introduce phenomena to students. Maybe show a portion of the video that addresses what a tsunami is. Focus on the actual wave itself and how it differs from a normal wave and leave out any sections that talk about the causes of tsunamis. The students should be the ones that gather information about the causes of tsunamis. Don’t give away too much information to the students. Let them gather it for themselves.) - Phenomenon Video without Explanation of Causes: https://edpuzzle.com/media/5ec42273bafe873f1d0885a7 - Full Video including explanation of Cause: https://video.nationalgeographic.com/video/news/101-videos/00000144-0a30-d3cb-a96c-7b3dc88c0000 Class Discussion: - Of the four Earth systems that interact, what do these systems consist of? - How do the two spheres/systems interact with each other? - Why do we refer to these as systems? - How are energy and matter transferred from system to system? - What are the two systems that interact when a tsunami occurs? Reason: 3. Students analyze data to find patterns in the relationships of the geosphere and hydrosphere. 4. Students construct an explanation supported by evidence for the causes of tsunamis. 5. Students develop arguments from the evidence that tsunamis are caused by changes in the geosphere, but not all changes cause tsunamis. Class Discussion: - What caused changes in the system of the ocean (hydrosphere) that results in tsunamis? - Why does the input of energy cause the change in the ocean system? - How does the intensity of energy affect the change? - How does the tsunami affect the ecosystem? On land? In the ocean? (Teaching Suggestions: Changes in the geosphere (Earthquakes/landslides) cause a force to run through the water which displaces the water when it encounters something that can stop it (like land). The wind provides less energy to create waves vs. the energy created by an earthquake or landslide. Any change requires the input of energy into the system. The height of a wave is a measure of the energy of the wave. It takes more energy to make a large wave.) Communicate Reasoning: 6. Students develop a model to demonstrate the transfer of energy between the geosphere and hydrosphere that cause tsunami waves. (Teaching Suggestions: The source of energy of tsunamis originate from the geosphere and constitutes a larger input of energy causing waves. They should see the warning signs and know how to stay safe.) Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Clorinda Galbraith, Andrea Fernandez, Jaime Hernandez, Ann Ushiroda, and Misha Shidaki	oercommons	2025-03-18T00:37:42.442915	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69485/overview", "title": "Earth Systems - Grade 5", "author": "Physical Science" }
https://oercommons.org/courseware/lesson/88834/overview	"HUILA´S CULTURE” Universidad Surcolombiana Overview Objetivo general Motivar, animar y crear conciencia en los alumnos de undécimo grado sobre la importancia del sentido de pertenencia y amor a la cultura del Huila. Objetivos específicos Instruir a los alumnos sobre la historia del Huila y su importancia. Anime a los estudiantes a conocer más sobre lugares que no se conocen comúnmente en Huila. "HUILA´S CULTURE” Universidad Surcolombiana "HUILA´S CULTURE” Universidad Surcolombiana Names of Student Teacher: CODES: KAREN YULIETH CASTRO PEÑA 20191179574 CAREN TATIANA GUTIERREZ PERDOMO 20182172940 ALEJANDRO MORENO SOLANO 20191180802 KHRISTIAM JOHAN CHARRY CLAROS 201911177904 BRAJEAN ANDRÉS CHAUX 20181169857 \| \| \| School/Institution: UNIVERSIDAD SURCOLOMBIANA \| Class/grade: 11thCOMPUTER-ASSISTED LANGUAGE LEARNING \| \| Date: December 16th, 2021 \| Time & Length of class: 1:45 hours \| \| Achievement:-Recognizes general and specific information about the region of Huila and general culture of it. \| National Standard: \| Lesson objectives: 2.1 General objective At the end of the class Students will be able to: 2.2 Specific objectives \| Resources and materials:Gartic phone: https://garticphone.com/esPPT game (true or false)PPT game (who wants to be a millionaire) \| Skills Focus: WRITING, SPEAKING, AND LISTENING \| Language Focus:ENGLISH \| \| Foreseeable Problems: \| Planned Solutions: \| 4. Activities: \| TIME \| STAGE LESSON \| PROCEDURE \| INTERACTION \| \| 10 MIN \| PRE \| ICE BREAKING: Before starting the class, students are going to practice in the “gartic phone” activity. They need to type different Huila's places, monuments, typical foods among other characteristic things of Huila. Once all the students are done with the sentences, they will start drawing and guessing their partners' sentences.Additionally, after the first practice, we will prepare a true or false activity to get an idea and reinforce the previous knowledge students have about general Huila's culture. https://garticphone.com/es \| Student-studentTeacher-student \| \| 60 MIN \| WHILE \| To begin the class, we are going to play a short video about Huila's history. https://www.youtube.com/watch?v=K27hrxY33z8Students need to take notes and pay attention. After the video we are going to summarize the different ideas given by the video:(5mins).Continue the class with an activity in Genialy that is going to test the information given before. Martian Game. (5mins) https://view.genial.ly/61a971b4b367380d5c07d5a7/interactive-content-quiz-marcianitosGastronomy: Teachers will give information about some typical food of the department. Then, some open questions will come, where Students practice their speaking skill. (ppt presentation, 10 mins.) Activity(speaking) in powerpoint about gastronomy of Huila(Some questions).Then, teachers will talk about some tourist places around the department, giving specific information about the municipalities where they are located. (20 mins.)Activity in educaplay with memory cards to match the name of the municipalities and their flags. (10 mins) https://es.educaplay.com/recursos-educativos/11016904-huila_s_culture.htmlActivity in kahoot of the celebrations in each municipality of Huila. ( https://kahoot.it/challenge/?quiz-id=e34aa064-7346-4303-8896-06bd89957b30&single-player=true) (10 mins) \| Teacher-studentIndividual workTeacher-studentTeacher-studentTeacher-studentTeacher-studentTeacher-studentStudent - student \| \| 20 MIN \| POST \| In this final part, the professor will choose some students randomly. Those students will share with the class what aspects they found most interesting in the class. By answering the questions below: \| Student-studentIndividual work \| \| ASSESSMENTSECTION \| To conclude the class, the students will play a Who wants to be Millionaire game in order to reflect on what they have learned. (15 mins) \| Teacher-student \|	oercommons	2025-03-18T00:37:42.464383	12/16/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88834/overview", "title": "\"HUILA´S CULTURE” Universidad Surcolombiana", "author": "karen castro" }
https://oercommons.org/courseware/lesson/75852/overview	Archives and the Dynamics of Power Overview Final Project for Professor Mumford's class Introduction Over the course of this semester, our class has discussed various methods of analyzing power. Through the lens of race, class, sexuality, the state, and several others, we have investigated how domination and supremacy are ongoing processes that rely on the preservation of systemic power imbalances. Archives play a vital role in shaping how societies understand the trajectory of those power imbalances because the materials within an archive are the resources historians have to contribute to what society knows about history. As a result, people in power commonly use the archive to strategically destroy or exclude information from an archive, thereby often erasing the history of marginalized groups and people. However, as much as archives have the power to support the construction of public memory around power imbalances, they also have the ability to deconstruct power imbalances. This type of recentering work is defined as critical archival studies. Critical archival studies as those approaches that explain what is unjust with the current state of archival research and practice and posit practical goals for how such research and practice can and should change. Ultimately, the goal of critical archival studies is to transform archival practice and society at large. As an academic field and profession, critical archival studies broadens the field’s scope beyond an inward, practice-centered orientation and builds a critical stance regarding the role of archives in the production of knowledge and different types of narratives, as well as identity construction. At its core, critical archive theory provides an analysis of power in the archive in all its forms. Understanding that analysis is crucial to understanding the context of record creation, of archival functions, of the formation of archival institutions, of archival outreach and use and advocacy, of who becomes archivists and how and why, and of how we define and teach and practice core concepts. Within the discipline of archival studies, three topics I am particularly interested are the process of racialization in archives, the function of oral history in queer archives, and the sustainability of community archives. By exploring these facets of the archive, it will build on conversations we have had throughout the semester and help inform my ongoing investigation into the development of queer archives. Racialization in Archives Throughout this semester, we discussed the importance of collective memory and how archives contribute to the formation of collective memory. Archives as memory institutions have a mandate to document and preserve a national cultural heritage. However, through the processes of privileging, preserving, and reproducing a history that is predominantly white, producing racist and anti-Black metadata descriptions of archival materials, and discrediting alternative methods of record keeping, archives perpetuate the harmful effects of racialization and silence the voices and histories of marginalized peoples and communities. One article that interrogates the ways that American archivy, both in theory and in practice, implicitly endorses offenses against Black Americans is Tonia Sutherland’s “Archival Amnesty: In Search of Black American Transitional and Restorative Justice.” Sutherland’s article focuses on the creation of master narrative around violence against African Americans. She argues that American archives’ consistent failure to collect and preserve items related lynching has created a historical narrative that portrays African Americans as agressors of violence, forgives perpetrators of violence against Black Americans, and limits the ability of Black Americans to seek and receive transitional and restorative justice for these acts. To redress the gaps and vagaries in the existing archival record, Sutherland calls on LIS practitioners, professional archivists, and community-based archivists to collect stories documenting violence and injustice in vulnerable Black communities so that records of human rights abuses against Black Americans can be used in the service of justice. Sutherland’s article is relevant to our class conversations around racialization because she explains how archives, through determining what counts as culturally significant material, has a profound racial impact on what endures as valued historical research. Furthermore, Sutherland’s article is pertinent to my research areas of interest because it serves as useful framework for analyzing how queer archives have been simultanesouly complicit in perpetuating master narratives that racialize people of color and transformative in how they adress omissions regarding queer people in the existing archival record. While Sutherland’s work focuses on gaps in the historical record, Anna Loewenthal’s master’s thesis “Comparing Representations of Race in Finding Aids Over Time'' examines how metadata often supports racist structures inherent in archival description of underrepresented and marginalized groups. Loewenthal’s study compared two sets of finding aids about the same set of collections, written in the early 1990s and updated in 2011, in the University of North Carlolina’s Southern Historical Collection. Instances of race terms, particularly as relating to black people, were compared between the finding aids to discover how representations of race have changed over time. The results of the study revealed that when UNC archivists updated the finding aids, they made significant adjustments to the words they used to describe black people in collections. While the word “negro” fell heavily out of use, “African,” especially as part of “African American,” increased greatly. Meanwhile, the word “slave” continued to be used at a relatively similar frequency and was the word most often used in both old and new finding aids. Additionally, the use of “white” decreased from the old to updated finding aids. In fact, “white” was not used to describe race very often, and, when it was, it was usually while also discussing people of color and describing white people in contrast. Ultimately, Loewenthal aruges that while it is important for archivists to modernize their language use when updating metadata, they also need to ensure they are not losing representation of the contents of the collections with updates to finding aids. Lowenthal’s research is relevant to my work because it shows how metadata and the way archivists describe materials have just as much power to racialize people as the type of materials they collect. Archival description shapes whether and how collections are discovered, navigated, and understood. A similar idea is explored in Jane Anderson and Kimberly Christen’s “Decolonizing Attribution: Traditions of Exclusion,” in which the authors provide a structural critique of attribution as it is figured in colonial practices and ongoing settler-colonial logics that form the basis for creating, circulating, and sharing knowledge through research practices, methods, and platforms. In relation to my research interests, these articles raises some important questions to keep in mind when analyzing the finding aids of queer archives, such as: How often are people of color hidden in finding aids, not indicated or signified? Are these histories lost due to using “white” as a default a gap in the knowledge of current archivists? Is this collection just lacking in representation of people of color in general? By seeking answers to these questions, it will help me understand how queer archives describe their materials, how they can improve their archival descriptions, and how those descriptions impact the accessibility of their records. In addition to misrepresenting records’ bibliographic information, another way archives contribute to the racialization of people of color is through undermining non-written records. This critique is explored in Jennifer O’Neal’s “‘The Right to Know’: Decolonizing Native American Archives,” which examines the historic and current policies regarding Native American archives and the activism surrounding the proper care and management of Native American archive collections at non-Native repositories. Throughout the article, O’Neal tracks the challenges Indigenous communities have encountered trying to find and present historical records regarding their sovereignty, legal rights, and self-determination. Ultimately, O’Neal aruges that the main hurdles Indigenous people face in trying to find these legal documents are 1) up until the mid-twentieth century many tribal communities produced few written records and 2) American Archives hold much of the physical archival collections that document Native American history in far removed repositories outside of tribal communities. Thus, through delegitimizing the credibility of Indigenous record keeping and decontexualizing written documents created by Indigenous people, archives perpetuated the belief that Native American communities were disappearing as a people and a distinct culture. O’Neal’s arguments connect to my research because it shows how archival sources narrate how authorities in the academy, medicine, and government defined and sought to control marginalized groups but are often ignorant on how those groups defined themselves and organized their lives. Additionally, O’Neal demonstrates how Indigenous people are developing tribal archives in an attempt to define their history using their own sources. Similarly, my research investigates how LGBTQ+ people developed archives in an attempt to define themselves and preserve their history. Cultural domination inevitably produces cultural resistance. Using this throughline, I can add another layer to my analysis of queer archives by analyzing the extent to which their development was influenced by cultural resistance versus community activism. Although all three of these articles provide important perspectives on the different methods archives contribute to racializing people, the article that I am most interested by is Jennifer O’Neal’s article. Beyond analyzing how archives collect and exclude information, O’Neal investigates how traditional archives discredit sources of information in order to create a specific narrative about a group of people, in this case Native Americans. Her argument highlights how and why archives centered around marginalized people get created. Connecting that idea to my inquiry of queer archives, O’Neal’s article provides me with useful tools of analysis of queer archives. Bibliography Anderson, Jane & Christen, Kimberly. “Decolonizing Attribution: Traditions of Exclusion.” Journal of Radical Librarianship 5, (2019): 113-52. Loewenthal, Anna B. “Comparing Representations of Race in Finding Aids Over Time.” MA Thesis, University of North Carlina at Chapel Hill, 2019. https://doi.org/10.17615/xjty-ya81. O'Neal, Jennifer R. “‘The Right to Know’: Decolonizing Native American Archives.” Journal of Western Archives 6, no. 2 (2015). https://doi.org/10.26077/fc99-b022. Sutherland, Tonia. “Archival Amnesty: In Search of Black American Transitional and Restorative Justice.” Journal of Critical Library and Information Studies 1, no. 2 (2017): 1-23. https://doi.org/10.24242/jclis.v1i2.42. Oral History Over the course of the semester, a question we have continually returned to is how do gaps in historical knowledge contribute to the development of power imbalances. From the articles presented in the Racialization in Archives section, it is clear that gaps in knowledge exist within the archival record just as much as they exist in the historical record. Whether those gaps are the result of purposeful exclusion of information to inaccurate, racialized metadata, controlling access to information, they erase the history of marginalized people. One method of remedying those absences is oral history. Oral history is the collection and study of historical information using audiotapes, videotapes, or transcriptions of planned interviews. Although oral history work is common across many fields of history, it has special significance within the discipline of queer studies due to the often personal nature of the interviews. In addition to generating new modes of communication, the bodies of knowledge that queer narrators and researchers often contend with during their collaborations can be painful or uncomfortable in unpredictable ways. More so than is the case for nonqueer narrators, women and men who experience samesex desires or transgender identities risk opening up themselves to vulnerability or trauma during an oral history exchange. As a result, oral history can be an especially apt tool to document the relationship between trauma, activism, and public memory. One scholar who interrogates the personal relationship of queer oral history work is Daniel Marshall. In Marshall’s “Gay Teachers and Students, Oral History and Queer Kinship,” he argues that an important aspect of queer oral history because it functions as “excess,” moving beyond the grip of institutional control to a place where researchers can collaborate more effectively with narrators toward the goal of knowledge production. He makes this argument through analyzing interviews he conducted with two early gay liberation movement activists from Sydney, Australia about their experiences as gay men in the 1970s and 1980s. More specifically, he analyzes the sinlences in the interviews. Oral history is not only about the transmission of information but also about the respectful tending of relationships. By observing silences, omissions, and gaps, queer oral history research establishes itself as a research method that requires mutual trust, vulnerability, and emotional sensitivity as much as it does actual recollection. Marshall’s work pertains to my research because it emphasizes the full range of analysis that is required of an oral history. When examining an oral history, it is not enough to analyze the text of the source; it is also necessary to be mindful of what is left unsaid and analyze the emotional subtext behind the interview. As someone who is interested in both conducting and analyzing oral histories, being aware of how to locate historical emotion during an interview and how to interpret these feelings is vital to both making the subject feel comfortable and generating a historical record that questions institutional knowledge by prioritizing people’s memories. Moving forward, I will be able to use Marshall’s work as a framework for paying attention both to the content and the context of oral histories. Beyond their emotional significance, another aspect of queer oral histories that makes them distinct from other disciplines is the concept of body-based knowing. This concept asserts that the sexuality of the body, and bodily desires, is an important aspect of the practice of doing oral history work. One article that explores this idea more fully is Jason Ruiz and E. Patrick Johnson’s “Pleasure and Pain in Black Queer Oral History and Performance: E. Patrick Johnson and Jason Ruiz in Conversation.” Throughout the article, Ruiz and Johnson explore how the physical presence of sexual or gendered bodies affects the oral history collaboration. While the article itself focuses more on the actual conversation between Ruiz and Johnson than analyzing the interview, the two scholars do reflect on what they’ve learned about sex from conducting oral history interviews and how talking about sex can teach us gay activism. They conclude that although sex is clearly an important aspect of queer social and political life, interview subjects are often reluctant to engage in candid discussions about sex and its meanings. Rather than lambasting this paradox, Ruiz and Johnson argue that bearing witness to this level of vulnerability and turning to the most subjective parts of ourselves to unpack who we are is exactly what makes oral history methods so valuable. Understanding the role sexuality plays in queer oral histories is important because it adds another dimension to the value of oral histories. While part of the aim of oral histories is to write queer people back into history, it is important to be mindful of the role respectability politics play in archives. For example, if archives primarily preserve materials on community building and legal activism that avoid contextualizing and interrogating how sexuality impacts those activities, then they run the risk of promoting a narrow image of queerness; an image that benefits monogamous, gender-conforming, and upwardly mobile class of gay men and lesbians and maintains that queer sex and queer people that transgress those social norms remain dangerous. Relating this idea to my research analyzing the development of queer archives, it will be important for me to be cognizant of what image of queerness these archives are promoting, how they are promoting that image, and who is benefitting from that image. By acknowledging sexuality in queer oral histories, it allows historians to investigate the power of sexuality on queer people and queer movements. Although oral histories have the potential to be powerful tools of preservation, there are also difficulties surrounding the use of oral histories in queer archives. These challenges are discussed in Nan Boyd’s article, “Who Is the Subject? Queer Theory Meets Oral History.” The biggest challenge queer theory poses for oral history is oral history’s dependence on self-knowing. In this case, self-knowing refers to narrators being able to articulate a coherent and consistent representation of themselves as historical actors and historians being able to know narrators' true "selves" through their self-descriptions. The issue with this dependence on self-knowing is that when researchers depend on the voices of historical actors to narrate the history of sexual identities, the narrators’ memories are constructed around historically specific norms and meanings. For instance, if a lesbian woman is being interviewed by a queer historian, the narrator might feel obligated to center all of her experiences her sexual identity, even around questions that do not directly relate to sexual identity. Additionally, the narrator might self-edit stories that center too much around sexual attraction or sexual activity for the sake of making the stories more palatable. Although these types of self-edits tend to stem from the narrator’s desire to say what they think the researcher wants to hear or promote a certain of political visibility for queer people, this self-censoring defeats the purpose of oral histories: to preserve and analyze the truth of the individual. Thus, it is difficult to escape the trap of subjectivity when working with oral histories. Overall, Boyd’s work is relevant to my scholarship because it highlights the inherently performative nature of oral history work. When historians create and/or analyze oral histories, they must be aware that oral history is not the truth but a truth that is tailored by both the story the narrator tells and the countless stories they choose to forget. Within my work researching the development of queer archives, understanding that all records, including internal records that document the administrative work of archives, are made with a specific purpose in mind and omit information that the creator either does not deem important or does not want the audience to know. It is the job of the historian to look for those omissions and interpret them. As I move forward with my research, it is imperative that I examine my sources with that same critical eye. Of all the articles that talk about queer oral histories, the one that most strongly resonates with me is Boyd’s article on the challenges of oral history in queer studies. In addition to highlighting the difficulty of analyzing an oral history Boyd’s scholarship sheds light on the role of the archivist in forming and collecting them. Oral histories rely on astute emotional intelligence and establishing a sense of trust and intimacy between participants. For as much as the narrators are in charge of telling their stories, archivists are the ones in control of how interview goes and must their do their best in the formation of their questions, body language, and style of inquiry to ensure that the end result is as honest as the narrator is able to make it. Because my research will involve facilitating oral histories and analyzing oral histories within queer archives, having this insight into how and why queer oral histories are made is invaluable. Bibliography Boyd, Nan Alamilla. “Who Is the Subject? Queer Theory Meets Oral History.” Journal of the History of Sexuality 17, no. 2 (2008): 177-189. https://www.jstor.org/stable/30114216. Marshall, Daniel. “Gay Teachers and Students, Oral History and Queer Kinship.” In Bodies of Evidence: The Practice of Queer Oral History, edited by Nan Alamilla Boyd and Horacio N. Roque Ramirez, 167-183. Oxford University Press, 2012. Ruiz, Jason & Johnson, E. Patrick. “Pleasure and Pain in Black Queer Oral History and Performance: E. Patrick Johnson and Jason Ruiz in Conversation.” QED: A Journal in GLBTQ Worldmaking 1, no. 2, (Summer 2014): 160-180. https://www.jstor.org/stable/10.14321/qed.1.2.0160. Sustainability of Community Archives Throughout the semester, we have investigated how institutions of power dominate marginalized people. While we have discussed how mainstream archives perpetuate those systems of power, we have not delved too deeply into the topic of how marginalized communnities use archives to resist domination. Community archives are archives and personal collections maintained by community groups who desire to document their cultural heritage based on shared experiences, interests, and identities. Although community archives are supposed to be for and made of members of the community they represent, oftentimes these organizations are managed by formal archivists. While professionally trained archivists can bring their expertise to community archives, their involvement also runs the risk of alienating the community and replicating power dynamics that are typical of mainstream archives. Thus, one major issue within the community archives field is how to sustain their relevance, trust, and engagement with the community. One article that examines the factors that impact the sustainability of community archives is Joanna Newman’s “Sustaining Community Archives: Where Practice Meets Theory.” Throughout the article, Newman identifies eleven factors that she considers necessary for the sustainability of community archives and analyzes their interdependencies. Of these eleven factors, the one that had the biggest impact on community archive sustainability was governance. Newman’s research found that 100%-voluntary archives may be essentially unsustainable while those within local government, whether directly or indirectly controlled, have a much greater likelihood of being maintained over the long term. Because of this marked difference in sustainability, Newman advises that in order to preserve their longevity, community archives should associate themselves with an accountable organisational structure, such as a legal council or a museum or library. Newman’s scholarship is relevant to my research interests because she provides a foundation for how to analyze the development of queer community archives. For the most part, queer community archives were created from the commitment of many volunteers, activists, and archivists in order to collect and protect materials that were unwanted by university, public, and government archives. Given the traditional level of mistrust between mainstream archives and queer archives, did historical queer archives follow Newman’s guidelines and establish an association with existing institutions to maintain order and hierarchy? Or, did queer archives establish as sustainability plan that existed outside of existing power structures and rely primarily on volunteer involvement? By applying Newman’s eleven factors of sustainability for various types of community archives to just queer archives, it will illuminate how the development of queer archives compares to the development of community archives in general and how queer archives position themselves in relation to more mainstream institutional repositories. In addition to navigating their relationship with other cultural institutions, community archivists are deaing with complex social, economic and political concerns that threaten their sustainability. One study that delves into these concerns is “‘A Process Where We’re All at the Table’: Community Archives Challenging Dominant Modes of Archival Practice.” Written by several co-authors, this article analyzes the significant challenges community archives are facing in terms of short- and long-term sustainability. Of the challenges they investigated, the most difficult obstacle community archives reported was responding to changing demographics in their communities. For community archives, particularly those formed around geographic locations, the physical movements and shifting demographics of neighbourhoods are vital to consider in their collecting practices and engagements with community autonomy and value. For example, when gentrification efforts result in the mass displacement of communities, particularly lower-income people and communities of colour, they not only dislocate people out of neighborhoods, they also dislocate the culture and values of that community. Because community archives are so dependent on community involvement for sustainability, they are forced into a position where they either invest resources they may or may not have into new community building programs or becoming unsustainable. This article connects to my interests because the two main queer archives I am researching are located in Chicago and Philadelphia, two cities that, among other demographic shifts, have undergone notorious gentrification processes. Using this study as a framework, I can investigate how the demographic makeup of these communities impacted the development of the gay and lesbian archives that were built around them. Were these archives reflective of the entire community they represented? What outreach programs did they develop to become entrenched in the community, and how have those progarms evolved to address changing community needs? What resources do queer archives use to keep tabs on community engagement and public policy governing urban development? Through analzying the community aspect of queer community archives, it will provide insight into how the archive was able to sustain itself during its early development. While these articles provide helpful frameworks for analyzing sustainability in queer community archives, it is even more useful to have a case study of how queer archives promote sustainability in practice. In the article “Getting from then to now: Sustaining the Lesbian Herstory Archives as a lesbian organization,” six collective members of the volunteer-run Lesbian Herstory Archives reflect on the decades-long success and sustainability of the organization. Although these reflections touch on the organization’s history and practice, activism, community engagement, and processing of special collections, the throughline among the members’ stories is the archive’s dedication to its founding ideals. According to these members’ the success of the Lesbian Herstory Archives is the result of creating inclusive and non-institutional principles rooted in the assumption of sustainability from the diversity, power, and multiplicity of lesbian communities. Reading the testimony of the collective members and reviewing the principles of the archive, it is clear that they were both aware of the innate power cultural institutions have in defining identity and intentional about deconstructing that relationship so that archive would be inclusive of all lesbian community members. The Archives does not attempt to codify a definition of lesbian, but rather provides multiple points of reference and engagement with lesbian identifiers. The idea of accessibility is even present in the early design plans of the archive, which stated that “the Archives shall be housed within the community, not on an academic campus that is by definition closed to many women.” This insight into the sustainability principles of the Lesbian Herstory Archive is valuable to my research endeavors because it provides a model by which to analyze other queer community archives. Now, when I analyze the founding principles of other queer archives, I can examine how they integrate sustainability into their guidelines compared to the Lesbian Herstory Archives. Of these perspectives on sustainability in archives, the one that I think will be the most useful to me is the article on the Lesbian Herstory Archives. This piece of scholarship stands out to me because it interrogates the power relationship between community archives and community members. For as much as archives need community involvement, volunteerism, and donations to remain active, community people also need to feel that they are welcomed by the archive to become a part of it. This article also acknowledges the fluidity of self-identified community members. A person’s economic status, education level, and other personal identifiers are subject to change, but their engagement with the archive can remain constant if the archive is thoughtful in its development. As I continue with my research, it will be important to analyze if/how other queer community archives have lived up to this standard. Bibliography Newman, Joanna. “Sustaining Community Archives: Where Practice Meets Theory.” MA Thesis, Victoria University of Wellington, 2010. http://hdl.handle.net/10063/1398. Smith-Cruz, Shawn(ta), Rando, Flavia, Corbman, Rachel, Edel, Deborah, Gwenwald, Morgan, Nestle, Joan & Thistlethwaite, Polly. Getting From Then to Now: Sustaining the Lesbian Herstory Archives as a Lesbian Organization.” Journal of Lesbian Studies 20, no. 2 (2016): 213-233. https://doi.org/10.1080/10894160.2015.1083827. Zavala, Jimmy, Migoni, Alda, Caswell, Michelle, Geraci, Noah & Cifor, Marika. “‘A Process Where We’re All at the Table’: Community Archives Challenging Dominant Modes of Archival Practice.” Archives and Manuscripts 45, no. 3 (2017): 202-215. https://doi.org/10.1080/01576895.2017.1377088. Conclusion One theme that has presented itself numerous throughout the semester is power. Power figures into every relationship, and it does not travel in only one direction. Power is also dynamic; it can shift over time. While most of our class readings have prompted inquiries into how collective ideas about social identity both support and are subject to imbalance power structures, these articles looked at how the acquisition and preservation of information affects those same power structures. By analyzing how archives control the accession and description of their materials, it conveys how archivists continually reshape, reinterpret, and reinvent the archive. Furthermore, it raises many more questions about best practices, resource-sharing and the value of independence in archives, specifically in queer archives and community archives. As I continue with my research into the development of queer community archives, I hope to explore these issues further and help illuminate the interdependent relationship between archives and the communities they represent.	oercommons	2025-03-18T00:37:42.489874	12/18/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75852/overview", "title": "Archives and the Dynamics of Power", "author": "Michael Steffen" }
https://oercommons.org/courseware/lesson/69211/overview	Equal Parts Template Equal Parts Overview This Remote Learning Plan was created by Allison Pontious in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for second grade math students. Students will divide circles and rectangles into 2, 3 or 4 equal parts. They will also describe the parts using the language of halves, thirds, fourths, half of, a third of, and a fourth of. Equal Parts Remote Learning This Remote Learning Plan was created by Allison Pontious in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Remote Learning Plan is designed for second grade math students. Students will divide circles and rectangles into 2, 3 or 4 equal parts. They will also describe the parts using the language of halves, thirds, fourths, half of, a third of, and a fourth of. Nebraska State Standards MA 2.3.1.c Students will divide circles and rectangles into 2, 3 or 4 equal parts. They will also describe the parts using the language of halves, thirds, fourths, half of, a third of, and a fourth of. It is expected that this Remote Learning Plan will take students approximately 25 to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1_cTJM-w5BWxZksuhbUVcUwrauW4pvFsmDfJHkRZuQas/edit?usp=sharing	oercommons	2025-03-18T00:37:42.510595	06/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69211/overview", "title": "Equal Parts", "author": "Allison Pontious" }
https://oercommons.org/courseware/lesson/101600/overview	Hard Bites: An OER Lesson Model for Difficult Discussions Overview This lesson is structured to walk learners through how to use OER to build teaching assignments for discussing difficult topics using cultural touchstones. The intent is to not only instruct through the lesson but to also model how to instruct and encourage learners to build their own OER for these types of activities. Purpose of this activity Questions to ask for example: As instructors, ministers, deaconesses, etc... we are at the forefront of difficult conversations. For those in ministry this can be especially difficult and complex because there is not only the difficult conversation, there is being able to communicate the issue theologically. In this assignment, I am going to model the assignment to use with students: whether they be parents of children, parishioners, or a high-school bible study. These are simply basic culture-based activities that can be used for and by anyone to discuss complex topics. In this lesson we are going to build our own OER, open educational resources, for an activity to discuss difficult topics. It will provide you with not only a tool for doing such in your own instruction, but also help to build resources for the future. OER framework encourages building tools for discussion, sharing, and further development of ideas. Building these on OER commons not only makes the resource public but also teaches and utilizes important inclusive practices such as ALT text and creating resources for the community rather than for a select few. By the end of this lesson, we will have (1) reviewed a basic lesson plan for how to have difficult conversations using cultural touchstones as examples (2) practiced a simple, teachable activity that can easily be adapted for various groups (3) built a catalog of open educational resource documents for discussing difficult topics Let's begin! Questions to ask for example: As instructors, ministers, deaconesses, etc... we are at the forefront of difficult conversations. For those in ministry this can be especially difficult and complex because there is not only the difficult conversation, there is being able to communicate the issue theologically. In this assignment, I am going to model the assignment to use with students: whether they be parents of children, parishioners, or a high-school bible study. These are simply basic culture-based activities that can be used for and by anyone to discuss complex topics. Whether you are 50 years old and have seen it all, or 16 and still learning how the world works. Humans understand the world around them through cultural outputs, such as literature, film, television, and music. Let's begin to work through an exercise in developing some cultural analysis that opens up conversations about hard issues, such as gender identity, abortion, sexuality, and mental health. Using Cultural Touchstones to ask questions Here is where you need to think about desired goals for how you want to build the output for this lesson. For ministers and deaconesses and teachers who you are working with in developing their construction of teaching tools, I would encourage you to utilize OER resources as their output for their projects. This example will do so. However, if you are working with a different demographic, you may want to use google docs or can even have them construct their catalog with pencil and paper. One thing I can say for google docs, is that you could have everyone in the same document so that they can be realizing in real time that these conversations are things that everyone struggles with and can start forming their thoughts and discussion topics. You can also have them work in groups with this type of platform. What are some topics that you know could cause awkward discussions, anger, frustration, or insecurity at how to express feelings and knowing the right words to say? One question you can ask to get started is: What are issues you would like to understand and know more about, but do not know how to talk about them, who to ask, and/or what to say? Can you think of an example of this topic in a film, television series, book, etc? You've probably already thought of several "hot-button" topics. Now:Let's build a catalog of cultural issues to discuss difficult topics in a healthy, productive way. This catalog provides us with not only a view of what our group's concerns are but shares with each other how we all have questions that need discussion. Sometimes the most difficult part of a hard conversation is admitting that we do not know something -- mainly for fear that we are the outsider, the only one, and we will be judged for this lack of knowledge and questions. When we see that others are in the same position, we can be comforted by the fact that we NEED to have these conversations in order to gain understanding, solve, resolve, and learn. Before we really begin: Ground rules and safe spaces This is a really important foundation for hard topics and can take a lot of different approaches depending on the audience. Overall what is most important is teaching some level of conflict management through how people speak about topics they have differing opinions on. Some instructors might choose to have their audience write an agreement for the group. Others can simply have a brief discussion on the topic. Some might need to set the rules, while others can let the classroom work through what rules they want. One helpful site for ideas can be found at the American Association of University Women's Diversity, Equity & Inclusion toolkit If you have the time, you can also use a TedTalk or other form of media to show different practices in communication. Such as this TedTalk where the presenter models restorative practices that aim to cultivate empathy through calm discussion: Empathy: The Heart of Difficult Conversations \| Michelle Stowe One of the issues with discussing hard topics in any setting, but especially outside of our comfort zones and though we already know agree with us, is that we are afraid of conflict and judgment. As a general rule, people do not want to risk hurting others or being hurt. So, what are some good ground rules for having these discussions and thinking about how we are talking about difficult topics? 1. Do not use generalizations (Example: use "I" instead of "We", "They") Example: X - Pro-Abortion activists are all angry women O - I have been yelled at about my anti-abortion stance by a family member and it has caused me to feel like I will be met with anger whenever I try to talk about this topic. 2. Actively listen and be aware of non-verbal communication (Example: scowling, rolling eyes, using technology while others are talking) 3. Do not use personal attacks, violent language, slurs, etc... (Example: you don't understand because you are angry about your parent's divorce) 4. Remember that the goal is not to convince others to agree with you! It is to discuss hard topics, and differences, and to learn and understand other viewpoints better. When building your catalog entry, you can even include one or two ground rules that you might think are helpful for that specific topic. Building the Class Catalog The amount of time here is optional and based on your groups needs and constraints. When everyone is done have everyone's page collected into a single "catalog" document From here you can use this to illustrate or instruct a lot of different facets of culture, hard topics, or teaching. It can be the first step of a larger classroom project for example. Another class period could be on adding a page that responds to these questions by others in the group. Take 5 minutes and work through these steps: 1. What is a cultural item that touches on a difficult topic, abortion, same-sex marriage, substance abuse, etc... that you feel brings up important issues and questions regarding that topic? 2. Find a reference point from that cultural item (lines of lyrics, still from a film, quote from a book, image from a comic book, etc...) that illustrates your topic and you can share. 3. What are three questions that you have about this topic that the cultural item brought up in your mind? 4. Collect all of these steps in a single document. Remember when building your catalog entry the ground rules of the group and that you can even include one or two additional ground rules that you might think are helpful for that specific topic.	oercommons	2025-03-18T00:37:42.531908	Natalie Whitaker	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101600/overview", "title": "Hard Bites: An OER Lesson Model for Difficult Discussions", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/70447/overview	A Raisin in the Sun Essay Overview This is an essay over a Raisin in the Sun. It can be used as a one-class exam (with students preparing a notecard in advance) or it can be an essay written over a few days. The essay is over the lessons A Raisin in the Sun teaches. This essay may be done over a couple of days or it may be a one-period essay exam. If it is an essay exam done over one period (or a limited time frame), I let students prepare a notecard in advance to use when they write their paper. ENGLISH 10 A Raisin in the Sun Essay Students will write this essay after having read A Raisin in the Sun by Lorraine Hansberry. _______/200 points Students may take notes on one notecard to use when they write their essay in class, but they cannot write the essay out on the notecard. The notecard will be turned in to the student's instructor after the essay is completed.) Write an essay that explains in specific detail what lessons A Raisin in the Sun teaches about THREE of the following. 1) Love 2) Faith in God 3) Forgiveness 4) Family 5) Dreams For each one topic, the writer must do the following: A) Tell us what lesson the play teaches about the thing they are writing about in their essay. B) Cite two specific examples from the play that show the lesson being taught. For example, if the writer says in their essay that the play teaches the lesson that we must forgive people we love, even if they hurt us, then the writer must cite two examples from the play showing where this happened. In their essay, the writer should use specific examples from the play to make their point. The entire essay must be written in class. All essays must be turned in by the end of the final exam period. Attach this sheet to your essay. Students may use one front side of a notecard to take notes over the essay final before they arrive in class. No other notes should be on this card. This notecard will be stapled to the back of the final copy of the essay. Example topic—HONESTY An important lesson the play teaches us is that it is best to be honest, even if that honesty might show we have done something wrong or upset someone because they do not agree with what we are saying. (This meets the criteria for A as explained above in bold print.) An example that shows this lesson in the play is when BoBo came to tell Walter the bad news about Willy running off with the money. BoBo told Walter that Bobo had not put in ten thousand dollars like he was supposed to do (126) Bobo did not have to tell Walter the truth about BoBo not putting in as much money as he was supposed to do. Walter would never have found out that BoBo did not put in the full ten thousand because the money had been stolen. Walter would have always believed that BoBo put in the full ten thousand like he said he was going to do. BoBo telling Walter the truth shows us that Bobo wants to tell the truth even though it shows he did something wrong in the past. He clearly wants a clean slate and wants to be honest in the future. (This meets the criteria for B--the first example that shows the lesson being taught--as explained above in bold print.) Another example in the play showed the importance of being honest even if you know what you are saying will not be popular with someone who does not agree with you. Beneathea told Mama God was just an idea to Beneatha. Beneatha said she did not believe in God. Beneatha knew Mama was a lady of faith, but Beneatha said her belief anyway (51). Again, Beneatha saying what she believed showed that it is best to be honest even if your honesty will not be popular with someone else. (This meets the criteria for B--the second example that shows the lesson being taught--as explained above in bold print.) Raisin in the Sun Essay Rubric It is recommended that students turn in their completed essays to turnitin.com. TOTAL POINTS _______/200 A Raisin in the Sun Essay \| Superior \| Excellent \| Limited \| Developing \| The essay must have a clear introduction that introduces the topic (thesis) and the writer’s main points. \| 19-20 The writer did a superior job of writing an introduction for the essay that included the thesis and the writer’s main points. \| 16-18 The writer did an excellent job of writing an introduction for the essay that included the thesis and the writer’s main points. \| 1-15 The writer did a limited job of writing an introduction for the essay that included the thesis and the writer’s main points. \| 0 The writer did not write an introduction to the essay that introduced the thesis or the main points. \| For each of the essay's main points, the writer explains what lesson the play teaches about the point…love, forgiveness etc. The author cites examples that prove the lesson is taught in the play. \| 54-60 For each of the essay’s main points, the writer did a superior job of stating the lesson the play teaches about the point and cites multiple, insightful, relevant examples from the play to prove the lesson is taught in the play. \| 48-53 For each of the essay’s main points, the writer did an excellent job of stating the lesson the play teaches about the point and cites relevant examples that show the lesson is taught in the play. \| 1-47 For each of the essay’s main points, the writer did a limited job of stating the lesson the play teaches about the point and does a limited job of citing examples that show the lesson is taught in the play. \| 0 For each of the essay’s main points, the writer did not state the lesson the play teaches about the point or examples that relate to a lesson the play teaches. \| The essay has a clear conclusion that re-emphasizes the thesis (topic) and main points. \| 19-20 The student did a superior job of writing a clear conclusion that re-emphasizes the thesis and main points. \| 16-18 The student did an excellent job of writing a clear conclusion that re-emphasizes the thesis and main points. \| 1-15 The student did a limited job of writing a clear conclusion that re-emphasizes the thesis and main points. \| 0 The student did not write a clear conclusion that re-emphasizes the thesis and main points. \| The student’s works cited page and in-text citations (page numbers cited for paraphrases and direct quotes) follow the MLA format. \| 36-40 The student did a superior job of writing a works cited page and in-text citations that follow the MLA format. \| 31-35 The student did an excellent job of writing a works cited page and in-text citations that follow the MLA format. \| 18-30 The student did a limited job of writing a works cited page and in-text citations that follow the MLA format. \| 0 The student did not write a works cited page or in-text citations that follow the MLA format or is progressing on the in-text citations or works cited. \| The student uses direct quotes and paraphrases in the essay. The student must use at least one direct quote in the essay but they cannot use more than two direct quotes. The rest of the examples in the paper are paraphrases. \| 27-30 The writer did a superior job of naming two traits that he/she has because of things in his/her life that influenced him/her. Examples are given of the events in the writer’s life that developed these two traits. \| 23-26 The writer did an excellent job of naming two traits that he/she has because of things in his/her life that influenced him/her. Examples are given of the events in the writer’s life that developed these two traits. \| 1-22 The writer did a limited job of naming two traits that he/she has because of things in his/her life that influenced him/her. Limited examples are given of the events in the writer’s life that developed these two traits. \| 0 The writer did not name two traits that he/she has because of things in his/her life that influenced him/her. \| Spelling and Grammar \| 27-30 The writing has no misspellings or grammatical errors that distract from the meaning of the writing. \| 23-26 The writing has few misspellings or grammatical errors that distract from the meaning of the writing. \| 15-22 The writing has a number of misspellings or grammatical errors that distract from the meaning of the writing. \| 0-14 The writing has many misspellings or grammatical errors that distract from the meaning of the writing. \| \|	oercommons	2025-03-18T00:37:42.561261	Larry Fangman	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70447/overview", "title": "A Raisin in the Sun Essay", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/110801/overview	شرح ايقونات منصة نيربود Overview الشرح شرح ايقونات منصة Nearpod PDF شرح ايقونات منصة Nearpod Download View	oercommons	2025-03-18T00:37:42.588156	12/06/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110801/overview", "title": "شرح ايقونات منصة نيربود", "author": "Reham Alhemyari" }
https://oercommons.org/courseware/lesson/106581/overview	OREGON MATH STANDARDS (2021): [7.GM] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: 7.GM.A.1 Cluster: 7.GM.A - Draw construct, and describe geometrical figures and describe the relationships between them. STANDARD: 7.GM.A.1 Standards Statement (2021): Solve problems involving scale drawings of geometric figures. Reproduce a scale drawing at a different scale and compute actual lengths and areas from a scale drawing. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.GM.A.1 \| HS.GM.C.10 \| 7.RP.A.2 \| 7.G.A.1 7.GM.A Crosswalk \| Standards Guidance: Clarifications - Students should understand scale factor as a rate comparison between similar figures and scale drawings. - Students should build upon their understanding of proportional relationships. Teaching Strategies - Students should be given opportunities to use technology and tools to reproduce scale drawings. - Students should have opportunities to use proportional reasoning to compute unknown lengths by setting up proportions in tables or equations, or they can reason about how the lengths compare multiplicatively. - Students should be able to determine the dimensions of figures when given a scale and identify the impact of a scale on actual length (one-dimension) and area (two–dimensions). Students should be able to identify the scale factor given two figures. - Opportunity to connect to proportional reasoning to explain why the slope, m, is the same between any two distinct points (7.NRP.A.2). Progressions - Three-dimensional objects can be represented without distortion by scale models such as doll houses, model trains, architectural models, and souvenirs. Students compute or estimate lengths in the real object by computing or measuring lengths in the drawing and multiplying by the scale factor. Angles in a scale drawing are the same as the corresponding angles in the real object. Lengths are not the same, but differ by a constant scale factor. (Please reference pages 6-7 in the Progression document). Examples - Mariko has an 1/4 inch scale-drawing (1/4 inch=1 foot) of the floor plan of her house. On the floor plan, the scaled dimensions of her rectangular living room are 4-1/2 inches by 8-3/4 inches. What is the area of her living room in square feet? - Illustrative Mathematics: 2021 Oregon Math Guidance: 7.GM.A.2 Cluster: 7.GM.A - Draw construct, and describe geometrical figures and describe the relationships between them. STANDARD: 7.GM.A.2 Standards Statement (2021): Draw triangles from three measures of angles or sides. Understand the possible side lengths and angle measures that determine a unique triangle, more than one triangle, or no triangle. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| N/A \| 8.GM.A.1, HS.GM.B.5, HS.GM.B.7 \| N/A \| 7.G.A.2 7.GM.A Crosswalk \| Standards Guidance: Clarifications - Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine unique triangles, more than one triangle, or no triangle. Boundaries - Know when 3 side lengths will form a triangle. - Know that the angle measures in a triangle have a sum of 180 degrees. Teaching Strategies - Students should be provided opportunities to draw triangles with ruler and protractor, and with technology. Progressions - By sketching geometric shapes that obey given conditions, students lay the foundation for the concepts of congruence and similarity in Grade 8, and for the practice of geometric deduction that will grow in importance throughout the rest of their school careers. - For example, given three side lengths, perhaps in the form of physical or virtual rods, students try to construct a triangle. Two important possibilities arise: there is no triangle or there is exactly one triangle. By examining many situations where there is no triangle, students can identify the culprit: one side that is longer than the other two put together. From this they can reason that in a triangle the sum of any two sides must be greater than the third. (Please reference page 6 in the Progression document). Examples - A triangle with side lengths 3 cm, 4 cm, and 5 cm exists. Use a compass and ruler to draw a triangle with these side lengths. (Modified from Engage NY M6L9) 2021 Oregon Math Guidance: 7.GM.B.3 Cluster: 7.GM.B - Solve mathematical problems in authentic contexts involving angle measure, area, surface area, and volume. STANDARD: 7.GM.B.3 Standards Statement (2021): Understand the relationship between area and circumference of circles. Choose and use the appropriate formula to solve problems with radius, diameter, circumference and area of circles. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.GM.A.1 \| 8.GM.C.9, HS.GM.C.8, HS.GM.C.10 \| N/A \| 7.G.B.4 7.GM.B Crosswalk \| Standards Guidance: Clarifications - Know that a circle is a two-dimensional shape created by connecting all of the points equidistant from a fixed point called the center of the circle. - Informally derive and know the formulas for the area and circumference of a circle and use them to solve problems. Terminology - Students should know how to write responses in terms of pi. - Special Note: The terms pi, radius, diameter, and circumference are new academic vocabulary for students. Boundaries - Square roots are an 8th grade expectation. Teaching Strategies - Students should use proportional reasoning to explain the relationship between the diameter and circumference of a circle and that the unit rate (constant of proportionality) is π in order to derive the formulas for the circumference and area of a circle. Progressions - Students have been long familiar with circles and now they undertake a calculation of their perimeters and areas. This is a step forward from their previous methods of calculating area by decomposing figures into rectangles and triangles. Students must now grapple with the meaning of the area of a figure with curved boundary. The area can be estimated by superimposing a square grid and counting squares inside the figure, with the estimate becoming more and more accurate as the grid is made finer and finer. (Please reference page 8 in the Progression document). Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 7.GM.B.4 Cluster: 7.GM.B - Solve mathematical problems in authentic contexts involving angle measure, area, surface area, and volume. STANDARD: 7.GM.B.4 Standards Statement (2021): Apply facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to determine an unknown angle in a figure. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 4.GM.C.7, 4.GM.C.9 \| 8.GM.A.1, HS.GM.B.6 \| N/A \| 7.G.B.5 7.GM.B Crosswalk \| Standards Guidance: Clarifications - In previous grades, students have studied angles by type according to size: acute, obtuse, and right, and their role as an attribute in polygons. Now angles are considered based upon the special relationships that exist among them: supplementary, complementary, vertical, and adjacent angles. Terminology - Supplementary angles – two angles add up to 180 degrees - Complementary angles – two angles add up to 90 degrees - Vertical angles – angles opposite each other when two lines intersect - Adjacent angles – Two angles that have a common side and a common vertex (corner point), and do not overlap. Boundaries - This includes writing and solving simple equations for an unknown angle in a figure. Progressions - In Grade 7, students build on earlier experiences with angle measurement (see the Grade 4 section of the Geometric Measurement Progression) to solve problems that involve supplementary angles, complementary angles, vertical angles, and adjacent angles. - Vertical angles have the same number of degrees because they are both supplementary to the same angle. Keeping in mind that two geometric figures are “the same” in Grade 7 if one can be superimposed on the other, it follows that angles that are the same have the same number of degrees. Conversely, if two angles have the same measurement, then one can be superimposed on the other, so having the same number of degrees is a criterion for two angles to be the same. - An angle is called a right angle if, after extending the rays of the angle to lines, it is the case that all the angles at the vertex are the same. In particular, the measurement of a right angle is 90°. In this situation, the intersecting lines are said to be perpendicular. - Knowledge of angle measurements allows students to use algebra to determine missing information about particular geometric figures, using algebra in the service of geometry, rather than the other way around. (Please reference page 8 in the Progression document). Examples - The ratio of the measurement of an angle to its complement is 1:2. Create and solve an equation to find the measurement of the angle and its complement. (From Engage NY M5L1) 2021 Oregon Math Guidance: 7.GM.B.5 Cluster: 7.GM.B - Solve mathematical problems in authentic contexts involving angle measure, area, surface area, and volume. STANDARD: 7.GM.B.5 Standards Statement (2021): Solve problems in authentic contexts involving two- and three-dimensional figures. Given formulas, calculate area, volume and surface area. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.GM.A.1, 6.GM.A.2, 6.GM.A.4 \| 8.GM.B.8, HS.GM.C.8, HS.GM.C.9, HS.GM.C.10 \| N/A \| 7.G.B.6 7.GM.B Crosswalk \| Standards Guidance: Clarifications - Students should understand the formulas for prisms as the general statement of the area of the base times the height. Students may build upon this generalization for volumes of figures in 8th grade. - Students should relate the formulas for parallelograms, triangles and trapezoids to the formula for a rectangle. Terminology - Cylinder – any three-dimensional figure with two congruent, opposite faces called bases connected by adjacent curved or flat faces (bases can include circles, triangles, rectangles, or other shapes). - Right prism – any three-dimensional figure with two polygons for bases that are opposite, congruent, and perpendicular to the adjacent faces Boundaries - This includes two- and three-dimensional objects composed of polygons. - Cylinders explored in Grade 7 should be limited to right circular cylinders. Right circular cylinders are three-dimensional solid figures with two congruent, parallel, circular bases that are connected by a curved face that is perpendicular to each base. Teaching Strategies - Students should apply knowledge of cross sections as a strategy for revealing a base of cylinders including right prisms. - Students should apply reasoning about the volume of rectangular prisms to explore the volume of cylinders and other three-dimensional objects composed of cubes and right prisms. - Students should have opportunities to discover the surface area of a cylinder by decomposing the figure into circles and rectangles. Progressions - In Grade 7, students extend the use of geometric terms and definitions with which they have become familiar: polygons, perimeter, area, volume and surface area of two-dimensional and three-dimensional objects, etc. In Grade 6, students found the area of a polygon by decomposing it into triangles and rectangles whose areas they could calculate, making use of structure (MP.7) to make collections of simpler problems (MP.1). Now they apply the same sort of reasoning to three-dimensional figures, dissecting them in order to calculate their volumes. (Please reference page 7 in the Progression document). Examples - Illustrative Mathematics:	oercommons	2025-03-18T00:37:42.665867	07/10/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106581/overview", "title": "OREGON MATH STANDARDS (2021): [7.GM]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/110798/overview	العرض التقديمي في جوجل Overview العرض التقديمي في جوجل للمفردة العرض التقديمي في جوجل للمفردة	oercommons	2025-03-18T00:37:42.682941	12/06/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110798/overview", "title": "العرض التقديمي في جوجل", "author": "Reham Alhemyari" }
https://oercommons.org/courseware/lesson/110438/overview	Double Dutch Formative_Summative Forward Jump https://www.youtube.com/watch?v=IQIJeYmhbJk https://www.youtube.com/watch?v=ScJLJtngYRk https://www.youtube.com/watch?v=Z75iIY5ez2s Jump Jump JUMP IN Overview This is for a PE lesson plan over jumping rope What do I know about jumping rope? play videos in order they are linked https://www.youtube.com/watch?v=ScJLJtngYRk https://www.youtube.com/watch?v=Z75iIY5ez2s https://www.youtube.com/watch?v=IQIJeYmhbJk I will also model the three types \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| before the students come into the room, the projector and computer should be set up with all three videos ready to be played. the first video that will be played is linked below as the hook https://www.youtube.com/watch?v=ScJLJtngYRk After that, we will watch the next two videos https://www.youtube.com/watch?v=Z75iIY5ez2s https://www.youtube.com/watch?v=IQIJeYmhbJk After we watch the videos, as a whole group, we will do the pre-jump without the ropes to get into the feel of jumping and practice the hand motions **practice double Dutch twirl then, Students would be broken up into five equal-ish groups and put at each station Studnet should be told in a minute but not yet you will go to these stations each station will have words describing what they will do and pictures but the teacher will also describe each station before each studnet goes to each station station one forward jump station two backward jump station three double dutch station four worksheet Formative The student will have an exit ticket explaining the three different types of jump ropes we will go over in class. Double Dutch, forward jump, and backward jump station five getting your routine together Summative the student will create a routine with their newfound love for jumping rope using the three types finally, we will all perform our routine for the class The station that the students started at will be the order they perform in so if they started at station one they will be group one that goes first \| station one forward jump station two backward jump station three double dutch station four worksheet- Answer the questions What is double Dutch? What is a forward jump? What is a backward jump?	oercommons	2025-03-18T00:37:42.712670	Samantha Irvin	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110438/overview", "title": "Jump Jump JUMP IN", "author": "Game" }
https://oercommons.org/courseware/lesson/121937/overview	Education Standards Grade 2 Lesson 5: Promoting Justice In Our School Community (Part Two) Overview In this lesson, students take the talking points and posters they made in Lesson Four and present their case to the principal or assistant principal in a meeting. Students then debrief what happened during the meeting and what, if anything, they should do next. Grade 2 Lesson 5: Promoting Justice In Our Community (Part Two) In this lesson, students take the talking points and posters they made in Grade 2, Lesson Four and present their case to the principal or assistant principal in a meeting. Students then debrief what happened during the meeting and what, if anything, they should do next.	oercommons	2025-03-18T00:37:42.732514	11/14/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121937/overview", "title": "Grade 2 Lesson 5: Promoting Justice In Our School Community (Part Two)", "author": "Elizabeth Schroeder" }
https://oercommons.org/courseware/lesson/116654/overview	School Based Goat Dairy Enterprise, North Carolina Service Learning One Pager Service Learning Video SAE for All resources Overview This is a compilation of SAE for All resources, including informational materials and videos and teacher created resources. Many more additional resources can be found at https://saeforall.org/educator-resources/ SAE for All resources SAE opportunities are truly endless and entirely based on exploring passions and career interests. Students will start with a Foundational SAE, then expand to include one or more Immersion SAEs. Full information and resources found at: - SAE for All website, with vast resources: https://saeforall.org. - Educator Resources, including all guides: https://saeforall.org/educator-resources/ - National Council For Agricultural Education’s SAE Page: https://thecouncil.ffa.org/sae/ - SAE for All Philosophy and Guiding Principles - SAE Misconceptions National FFA Resources Teacher Created Foundational SAE Resources Teacher-Created Foundational SAE Resources School-Based Enterprise SAEs Resources on School-Based Enterprise SAEs Service Learning SAEs Resources on Service Learning SAEs	oercommons	2025-03-18T00:37:42.757686	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116654/overview", "title": "SAE for All resources", "author": "Assessment" }
https://oercommons.org/courseware/lesson/115026/overview	Safety and Sanitation in the Salon Overview Salon Safety and Infection Control Sanitation and Infection Controm Within The Salon Setting	oercommons	2025-03-18T00:37:42.774447	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115026/overview", "title": "Safety and Sanitation in the Salon", "author": "Lesson" }
https://oercommons.org/courseware/lesson/115961/overview	Snapshot Autobiography Overview In this project, students will think about the meaning of history by describing and illustrating several events from their own life, finding a witness to provide another description of one of those events, and thinking about the similarities and differences between the two descriptions. Attachments The attachment for this resource is an autobiography assignment where students reflect on how their life experiences influence the ways in which they view historical and current events and likewise how historians determine what happened in the past. About This Resource The sample assignment was submitted by a participant in a one-day workshop entitled “New Approaches to Frontier History” for world history teachers hosted by the Alliance for Learning in World History. This resource was contributed by Patrick Sprinkle.	oercommons	2025-03-18T00:37:42.792042	05/11/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115961/overview", "title": "Snapshot Autobiography", "author": "Alliance for Learning in World History" }
https://oercommons.org/courseware/lesson/101164/overview	https://drive.google.com/file/d/1aSxBDMgZDqWfCTSSL9T2uz6jHmpRoSUr/view?usp=sharing https://drive.google.com/file/d/1-pyV1L-46yIN9Bdz9OEY8HeltnMI52vu/view?usp=share_link https://drive.google.com/file/d/1SbW2R-hZcAYddHHSp2LvdRNh1aE6mGpb/view?usp=share_link Paper X Unit 1 Overview This resource includes the content related to first unit of paper X of B.Ed. IInd year Paper X Unit 1 This Section Includes - Concept of Philosophy - branches of Philosophy - Role of philosophy in education - Concept of knowledge - Nature of Knowledge - Types of Knowledge Paper X Unit 1 This course includes - Concept of Philosophy - Different branches of philosophy - Role of philosophy in education. - Concept of knowledge - Types of knowledge. Paper X Unit 1 This section includes - Sources of knowledge - Nature of Empirical knowledge Paper X Unit 1 This section includes - Nature of empirical knowledge	oercommons	2025-03-18T00:37:42.814065	02/20/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101164/overview", "title": "Paper X Unit 1", "author": "Kusum Lata" }
https://oercommons.org/courseware/lesson/65253/overview	Instagram Page Step Ahead Gifted Academy (SAGA) Overview Step Ahead Gifted Academy is a non-traditional learning environment in Cary, NC, built on the belief that earning is a continual social, emotional, and academic process. Focusing attention on both academics and social-emotional development equally, SAGA bridges the gap between a homeschool environment and a private, small learning setting. SAGA’s program offers: - Data driven instruction tailored to the specific needs of each student - Flexible scheduling, both in daily instruction as well as across the curriculum - An understanding, supportive community where parent and student input is valued and encouraged - A small teacher to student ratio to provide individual and small group instruction - Project based instruction to promote creative, collaborative learning with clear connections to the real world - Additional support services are offered through, but not limited to, our local partner Collaboration Wynns Family Psychology. Gifted education: Step ahead gifted academy: United States. (n.d.). Retrieved from http://www.stepaheadacademy.org Step Ahead Gifted Academy (SAGA) Step Ahead Gifted Academy is a non-traditional learning environment in Cary, NC, built on the belief that earning is a continual social, emotional, and academic process. Focusing attention on both academics and social-emotional development equally, SAGA bridges the gap between a homeschool environment and a private, small learning setting. SAGA provides gifted students ages 5+ with a research based curriculum. Curriculum is individualized for each student to allow students to be appropriately challenged, leading to growth in all academic areas. SAGA’s program offers: - Data driven instruction tailored to the specific needs of each student - Flexible scheduling, both in daily instruction as well as across the curriculum - An understanding, supportive community where parent and student input is valued and encouraged - A small teacher to student ratio to provide individual and small group instruction - Project based instruction to promote creative, collaborative learning with clear connections to the real world - Additional support services are offered through, but not limited to, our local partner Collaboration Wynns Family Psychology. Step Ahead Gifted Academy is for families with students ages 5+ in the Triangle area looking for a non-traditional, parent-teacher collaborative approach to their gifted child’s education. Gifted education: Step ahead gifted academy: United States. (n.d.). Retrieved from http://www.stepaheadacademy.org	oercommons	2025-03-18T00:37:42.832946	04/14/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65253/overview", "title": "Step Ahead Gifted Academy (SAGA)", "author": "Julie Cronin" }

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